Sample SAT Essay Printable

Sample SAT Essay PrintableSample SAT Essay Printable is available in many forms and it is of great use to all students, who are engaged in preparing for the test. If you have a difficult time with the process of writing your essay, then you need to get your hands on a good sample SAT essay that you can use as your guide.Whether you are taking the test just for fun or for passing the exam, this is the best way to prepare for the test. Students do not always have time to go through the entire process, so they get ideas from this tool to give a better look at the composition. It is not necessary to spend much money on this option as it is completely free.Sample SAT Essay Printable is available in various formats include paperback and softcover booklets. The quality and types of paper used will also depend on the type of writing you want to achieve. You can get a lot of useful information from this online resource. For example, it can be used to find out how many words are required for y our essay.Sample SAT Essay Printable is also available in audio format. So, if you are an aspiring writer and you are not familiar with editing, this tool will help you learn how. This is a huge help as most people use their essays for school projects and tests, so the essay should not have any grammatical mistakes.Sample SAT Essay Printable can be used by students who would like to record their opinions on the topic on which they are writing. This can also help students who would like to listen to the spoken version of the essay.Sample SAT Essay Printable can be downloaded from the internet. This can be of great help to all students, who need to write their essay. You need to make sure that you download a quality copy because the content can vary from one page to another.Sample SAT Essay Printable can be printed out and put into your notebook or even on your laptop. This is a good method to practice your handwriting and get a feel for the type of writing that you would like to do. Most importantly, you can also review your essay and see if you have any mistakes on it.Sample SAT Essay Printable is available in different forms. It can be downloaded from the internet, purchased from the market or printed out from the resource.

American Revolution vs. French Revolution essays

American Revolution vs. French Revolution essays The French Revolution was one of the most significant turning points in French History. It may not have given France a proper democracy or have given France a good reputation with the Reign of Terror and all the deaths, but it did unify the French people together, which helped them over throw their cruel monarch. But when compared to the American Revolution, the French Revolution would be considered a big circle, with death in various parts of it. Why did each revolution start? Was it because they needed attention? Or was it because they were bored? Maybe it was it because they werent being listened to, and they wouldnt take it any more. That sounds a little better than the first two. I know that the American Revolution started because there was no representation of the original thirteen colonies and the British taxed them on every minor thing, for example the stamp tax. The French on the other hand started their revolution because they lived in poverty, in hunger, and in a land were the monarch will do nothing about it. As the poor peasants starved, the noblemen and clergy lived comfortable lives and had enough food for them. It sounds as if the French Revolution had a better reason to be started. Both wars were fought with different strategies that led to there over all victory. During the American Revolution, most standard military procedures were dropped and guerrilla warfare was used. Guerrilla warfare is like a hit and run but without the car and more causalities form the one that was hit. The British during revolution also gave the Americans the home felid advantage and gave them easy targets by wearing their red coats. Also the, Americans had a lot of outside help from Native Americans and the French (Irony). The French Revolution was fought without very many weapons and a lot of people. There were few guns to be found but there were probably a lot of farming tools like pitchforks and axes maybe even swor...

Organisational behaviour case study Essay Essays

Organisational behaviour case study Essay Essays Organisational behaviour case study Essay Essay Organisational behaviour case study Essay Essay Introduction The chief end for any concern has ever been to increase net income borders. In the past the companies focused merely on the figure of productions and other proficient issues. whereas other facets. such as human recourses direction. were non valued as of high of import. These yearss. concern environment has changed dramatically. It is believed that organizational behavior is one of the chief countries for possible betterment in order to run a sustainable concern ( Robbins et al 2011. p. 8 ) . This instance survey will analyze the internal direction schemes of Westpac group ( Westpac ) . one of the four chief Bankss in Australia. It shows how Westpac uses organizational behavior rules to increase occupation satisfaction to actuate its employees. It will besides explicate how the company supports its employees in struggle state of affairss and analyze the leading manners of the bank’s Chief Executive Officer ( CEO ) . Gail Kelly. Surveies have shown that utilizing the appropriate organizational behavioural techniques can advance a motivated. satisfied and conflict free work force. but how does Westpac actuate its staff and how satisfied are its employees in their occupation functions? Job satisfaction and motive Westpac being a big. good established company is good cognizant of how finding. retaining and actuating its employees can be important for a successful concern to thrive ( Westpac 2006 ) . The company is faced with actuating employees and. in bend. bring forthing high occupation satisfaction throughout all degrees of the administration ( Root 2014 ) . It can besides be deduced that if employees feel occupation satisfaction so this. consecutively. will filtrate through to make a positive experience for Westpac’s clients every bit good. However. in order to bring forth a motivated work force. Westpac must offer its employees benefits. wagess and acknowledgment. which are a few of the cardinal causes of occupation satisfaction ( Robbins et al 2013. p. 59-74 ) . These incentives come in many different signifiers and are sometimes. specific to an employee’s demands. When actuating a individual with a benefit or wages. Westpac must understand that each single individual will value a wages otherwise ( Root 2014 ) . For illustration. an employee with a immature household may value paid parental leave. or a shorter on the job twenty-four hours. over a publicity or a wage addition. Westpac shows that they understand that non all employees are the same and have differing demands by ranking foremost in 2013 in the one-year benchmarking study ‘Work/Life Initiatives’ for their flexible work options. offering 12 hebdomads paid parental leave. entree to child attention every bit good as offering flexible on the job hours ( ‘Westpac leads in satisfaction poll’ 2013 ) . However. for another employee. a valued wages may take the form of chance to travel up in the company. If an employee is promoted to a function they have been endeavoring to obtain so that publicity is a agency of recognizing their difficult work and finding and makes the employee more motivated in their occupation and the company. therefore bring forthing occupation satisfaction ( Robbins et al 2013. p. 59-74 ) . while profiting the company excessively. There are many ways that Westpac generates motive and in bend occupation satisfaction. nevertheless. one of these is through occupation enrichment ( Darling 1997 ) . This is the pattern of heightening an employee’s person occupations and increasing duty which. in bend makes the occupation more stimulating and honoring for the employee. by giving them more control over their work and how they perform it. advancing increased occupation satisfaction ( Robbins et al 2013. p. 171-190 ) . By giving employees more duty and control of the work they are making increased occupation satisfaction. as a deficiency of control or stimulation is frequently a cause of emphasis and ennui. which causes a lessening in motive. It is difficult to challenge that the right employee motive creates occupation satisfaction. and in bend client satisfaction. In 2013. Westpac surveyed its employees and 70 % said they were committed to their occupation. moreover. in the same twelvemonth Westpac came out on top of the four chief Bankss for client satisfaction ( Bennet 2014 ) . Westpac topographic points great accent on the bar and declaration of possible struggles between its employees. It can besides be said that by making a more comfy workplace for employees this will in turn contribute to the efficiency of the company’s public presentation as a whole. Conflict direction It is hard to conceive of any workplace to be wholly conflict free. First of all. workplace brings together people with different values. personality traits and people of different ages. Furthermore. when there is increased force per unit area on employees to run into marks. complete undertakings faster frequently with a deficiency of resources. tensenesss can originate and the work environment becomes increasingly more nerve-racking for the employees. This means that colleagues ever need to seek an appropriate manner to interact with each other at work. However. it is besides an issue for directors as they are responsible for comfy communicating and struggle declaration between workers. Harmonizing to Robbins et Al ( 2012 p. 450 ) . there are three chief causes or beginnings of struggle: communicating. structural factors ( such as size of a group and specialization ) and personal variables ( including personality. emotions and values ) . Analyzing the struggle direction system of We stpac. it is just to reason. that the company is more focussed on the bar of struggles that may originate from personal variables. As an illustration. the company pays great attending to the rights of employees to an equal employment chance. Indeed. today the enlisting patterns of many companies indirectly discriminate possible employees because of their race. gender. age. sexual orientation or cultural background. One of the chief schemes of Westpac is to make a balanced work environment. free of torment and favoritism. Harmonizing to Westpac ( People policies 2014 ) . the handling claims about the events of favoritism applies to all employees. clients and spouses working for the company. Westpac takes all sensible stairss to forestall possible struggles caused by such events from happening in the workplace. The company requires all employees to set about particular discrimination/harassment preparations and requires them to be familiarised with the current favoritism and harassment policies and processs. Two other types of personality-based struggle in the workplace are emotional-based and values-based. The ability to equilibrate emotions and grounds. understand the involvements of each other every bit good as the ability to keep good communicating and remain dependable can assist to forestall and pull off a struggle ( ‘Managing Conflict’ 2007. pp. 46-47 ) . In order to keep a comfy work environment for the employees Westpac has created the Employee Assistance Program. which provides employees with confidential reding on a scope of issues. such as household mournings. deficiency of occupation satisfaction. results of mark oriented direction. emphasis and trauma direction. Another foundation. Critical Incident Management Program. helps employees after traumatic events: personal menaces in the workplace. the decease of work co-workers and menaces from different external events. Why is it of import for the company to pay so much attending to such type of struggle? As Robbin s et Al ( 2012. p. 448 ) province. relationship struggles are dysfunctional. It means that they have a negative impact on the work efficiency. This point of position was shared by Karim ( 2009. p. 289 ) . who argues that emphasis on the occupation causes lower productiveness and hapless public presentation in the administration. As an illustration. pull offing traumatic incidents can significantly cut down employee’s absences after the event ( ‘Prompt injury direction can cut down employee absence’ 2007 ) . The company aims to promote staff members to describe any error in order to assist directors to adequately pull off hazard and cultural issues. Examples of error can be a breach of Westpac’s Policies and Codes. improper behavior and safety issues. As a portion of struggle direction. the company has established the ‘Concern Reporting’ system ( Westpac 2013 ) . It includes an online and telephone service. which allows anon. communicating. which connects employees to trained specializers from an independent administration. However. if the struggle has already occurred. Westpac has a figure of procedures to foreground issues between employees and their directors with farther probe with senior directors if the issue is non resolved. It is of import to gain that the relationships between employees are really susceptible to the leading manner set in the group. Leadership manners Leadership plays an of import function to maximize efficiency and to accomplish organizational ends. Effective leaders have an ability to actuate and animate employees and contribute to the great success of the company ( Keskes 2014 ) . Gail Kelly emphases the importance of puting a clear way for an administration and joint all employees and other stakeholders ( ‘Leadership advice from the CEO of Westpac. Gail Kelly’ 2014 ) . This manner of leading has been successful to accomplish the company’s ends and visions. This achievement brought her as a magnetic leader and her personal appeal helps her to all employees commit to the house and bring forth higher fiscal public presentation ( Davidson et all 2009. pp. 386-387 ) . Now she is ranked the 11th most powerful adult female in the universe and is Australian’s highest paid businesswomen. Harmonizing to Goleman et all ( 2002 ) . leadings are divided by six types. viz. airy. coaching. affiliative. democratic. p acesetting and commanding. Each type of the leading can be used apart. depending on state of affairss. Companies spend a great trade of money on new procedures and efficiencies to increase one per cent of bottom-line profitableness. but 30 per cent of the company’s bottom-line profitableness is responsible by leading manner. Therefore. it is really of import to utilize leading manners to react to different state of affairss efficaciously. These yearss. dramatic alterations can be seen across the fiscal services. Australian Bankss have competed for the biggest portion of the place loans market. However. this competition has shifted to acquiring customers’ sedimentations. When the company prosecute a new way. airy leading manner is the most appropriate. The aim of this manner is to travel people towards a new set of shared marks with clear account. Many companies end up with failure to alterations due to decelerate response or when employees are non certain about the way of the house. One of the great successes of Westpac is that Gail Kelly uses this manner efficaciously ( ‘Leadership Styles’ 2011 ) . Another manner of leading that is built-in to Gail Kelly is affinitive manner. Affinitive manner of leading is besides seen to accomplish high employee satisfaction ( Brook. K 2003 ) . Westpac put the value on the importance of teamwork and the diverseness of employees irrespective of age. race and ability ( People policies 2014 ) . The company helps the employees’ to work out personal jobs and encourages them to be more cohesive in order to make a comfy work environment. This manner of leading is utile to heighten squad harmoniousness. increases the morale and the betterment of communicating in employees. that is indispensable in current volatile state of affairs in fiscal industry. However. affinitive leading would be unsafe to utilize by itself since its emphasis’s on group work and it might advance hapless public presentation or no future growing. For this ground. the demand to unite different manners of leading. that the company does successfully. is indispensable to make the ends of the concern ( Robbins et al 2011. Ps 357 ) . Decision Organizational behavior is more than merely the rules of how people can work in the group together. It is a complex survey that shows how the right interaction of employees can profit the business’s effectivity. The analysis of Westpac Group has revealed that the company endeavours to increase occupation satisfaction of the employees by honoring each individual correspondingly. Therefore. in order. has a good consequence on the production effectivity. doing positive feelings among clients. The company appreciates the diverseness among its employees and successfully manages the struggles caused by personal jobs every bit good as struggles in relationships with others. The Westpac’s system of struggle direction helps to forestall a possible diminution in occupation public presentation and creates a comfy work environment. The instance survey has besides revealed that the company benefitted from the efficient usage of different manners of leading. The ability to rapidly react to the volatility in a finance sector by altering leading manners helps Gail Kelly to take the concern successfully. heightening squad engagement and overall part. MentionsBrooks. K 2003. ‘Primal Leadership: Gaining the Power of Emotional Intelligence’ . Human Resource Development Quarterly. 14. 2. pp. 235-238. Business Source Complete. EBSCOhost. viewed 6 September 2014. Darling. K A ; Arn. J 1997. ‘How to efficaciously honor employees’ . Industrial Management. 39. no. 4. Masterfile Premier. EBSCOhost. viewed 8 September 2014. Davidson. P. Simon. A. Woods. P A ; Griffin. Roentgen 2009. Gail Kelly. bank executive – outstanding leader and director in Management: Core Concepts and Applications. John Wiley A ; Sons. Milton. Queensland. ‘Dealing with Workplace Conflict’ 2006. Point For Credit Union Research A ; Advice. p. 19. Business Source Complete. EBSCOhost. viewed 29 August 2014. Goleman. D. Boyatzis. R A ; McKee. A 2002. Cardinal leading: Learning to take with emotional intelligence. Harvard Business School Press. Boston. USA. Karim. N 2009. ‘Stress in Organsations: Management Strategie s’ . Dialogue ( 1819-6462 ) . 4. 2. pp. 286-300. Academic Search Complete. EBSCOhost. viewed 25 August 2014. Keskes. I 2014. ‘Relationship between leading manners and dimensions of employee organisational committedness: A critical reappraisal and treatment of future directions’ . Intangible Capital. 10. 1. pp. 26-51. Business Source Complete. EBSCOhost. viewed 10 September 2014. ‘Leadership Styles 2011’ . The Wall Street Journal. pp. 1-3. viewed 9 September 2014. . ‘Leadership advice from the CEO of Westpac. Gail Kelly’ 2014. Australia Business Review. viewed 30 August 2014.

Valuing diversity in our patient population Essay

Valuing diversity in our patient population - Essay Example As an Hispanic male, I take an interest in health care issues that face Hispanic people. This population of people in the United States is growing, but many of them do not receive good health care. According to a North Carolina Center for Public Policy Research news release, the reasons have been identified as language barriers, lack of insurance or the means to pay for health care, and lack of transportation (para. 8). The same news release also identified that some Hispanics do not know all the services that are available to them. These things need to be changed in order for the health care of Hispanics to improve. First, an increase in Hispanic, or Spanish-speaking medical professionals is necessary. I can personally understand how hard it is, and how frustrating it is, to try to discuss something as important as health care with a person who doesn't speak the same language you do. Of course, there are translators in some cases, but this creates the problem of increased waiting times at appointments while a translator is located and becomes available. It can also be very embarrassing for a patient to be constantly asked if he or she speaks English, and then have a fuss made to find someone who speaks Spanish. This alone could make a patient not want to see a doctor. The news release also mentioned that many Hispanics are in "low-wage occupations" (para. 4). This could directly account for lack of transportation, and the inability to pay for health care. Most low-paying jobs do not offer health insurance. If they do, it might not be affordable. Without a sufficient income, buying a car or paying for insurance becomes nearly impossible. Until these things are changed, the lack of health care for Hispanics will continue. Hispanics, though, aren't the only race of people who don't receive routine medical care. African Americans also fall into this category. Speaking solely of prenatal care, the NCCPPR news release claims that 87.7 percent of whites, 72.6 percent of African Americans, and 68 percent of Hispanic women (para. 6) see a doctor in the first trimester of pregnancy. There is a big gap in the number of white women who get care early, and the number of Blacks and Hispanics who do. The problem with this is that routine prenatal care is necessary for the child, as well as the mom, and not receiving it can cause problems for two people, not just one. Although African-American people and Hispanic people face some of the same problems related to health care, their experiences differ, as well. For starters, most African Americans do not have the problem of language barriers. Some Hispanics arrive in this country speaking no English, and still know little of the native language, and have the challenge of trying to decipher medical language as well. Of course, not all African Americans can understand a physician who uses big words, but they can understand other staff members, and probably are more comfortable asking another qualified person to help them figure out what the doctor meant. Black people do face some challenges, though, that Hispanics might not. In "Race Affects Health Care," Rob Stein discussed the fact that Black patients who are diabetic are more likely to suffer from uncontrolled blood sugar and high cholesterol (para. 15). This wasn't noted in Hispanic patients. This essay reads that "black women receive the

Carry out a close linguistic analysis of the following texts using any Assignment

Carry out a close linguistic analysis of the following texts using any appropriate analytical approaches encountered in Part 2 o - Assignment Example And perhaps that is where the creativity of the poet comes in, the ability to draw from the entirety of the canon and yet portray it with a fresh perspective as one’s own. In turn, this is what the parody has also attempted to do. The introductory lines of Text One showcase a range of juxtapositions as a literary device. The words ‘dead’ and ‘dull’ give a contrast when read alongside the positive words such as ‘April’, ‘Spring’, and ‘lilacs’. The syntax is also prominent as we are left with various present participles which are placed at the ends of the first five lines. This gives us a feeling that there is movement which is taking place and we are part of the progression. The language is to the point while maintaining its paradoxical beginnings. The alliteration is smooth (‘Winter kept us warm’) and the action of the poem keeps us in a place which is somewhere between and within the present and the past. Another literary device used is the poet’s use of sudden sound effects. An example is the monosyllabic verse execution of line 4, and the /s/ and /l/ which dominate from line 8 onwards. The second text seems to keep none of this in mind and goes along the text as a simple conceptual guide, failing to pick up on the points of formalistic techniques. If anything, it inserts colloquial language at every given opportunity. When comparing both of these texts and attempting to dub one as more ‘literary’ then the other, I find Carter’s systematic analysis a key tool in carrying out such a linguistic analysis. Of course different levels can be used as done by Bradford but that can be done at a later stage. This may be since Carter gives a checklist to work out at the surface levels whereas Bradford’s style calls for a more layered reading of the texts. Using both methods one can achieve both a vertical as well as horizontal understanding of the level of literariness of both the texts. First off, The Wasteland can be read in itself and understood as a work of poetry but perhaps to reach the full meaning one may need an understanding of the works which are incorporated by Eliot. A way of overcoming this is by the index and notes provided by Eliot himself to the poem. The parody, by virtue of being written for the sake of comic reminiscence, requires one to know at the most basic level what it is a parody of whether one understands the parodied or not. In this way, I would place Text One as somewhat medium dependent and Text Two as highly medium dependent. Genre mixing also takes place in both of these texts. The Wasteland uses a number of other languages throughout. In this excerpt Latin and Russian is used. No translation is provided and a consultation outside the text needs to take place. Text Two on the other hand attempts to avoid this. No Latin is used and the Russian employed at the end is given a translation, showing that one need not pay attention to the sounds or the literary effects taking place in the text but simply on the new spun meaning which is accorded by it. The semantic densities of the texts need to be understood as well. There are a number of levels at work in Eliot which are carried over into the parody as well. These levels are of course linguistic levels and depend mostly on sound. Where Eliot focuses on this, the parody

Experiments with Metals and Ions of Metals Essay Example for Free

Experiments with Metals and Ions of Metals Essay Metals react with non-metals but each to a different extent. The most reactive metals are alkali metals (group1A, where group is a vertical column in the periodic table), which include lithium, sodium, potassium, rubidium, cesium and francium. All these metals have one electron in the valence electrons shell; this electron can be removed relatively easily, which means that this electron has a very small ionization energy. If we look closely at the elements of this group, we can see that they are not reactive to the same extent. This is because electrons have a negative charge and they are attracted o the nucleus, which has a positive charge. Valence shell electrons are responsible for the reactivity of an element; as the distance between valence electrons and the nucleus increases, the attractive force decreases and so the energy needed to separate the valence electron from an atom (ionization energy) decreases. So we can say that as the size of a metal atom increases, its ionization energy decreases and its reactivity increases (the most reactive alkali metal is francium and the least reactive one is lithium). An example of the reactivity of alkali metal is their reaction with water. For example: Na (s) + 2H20 †+ 2Na+(aq) + 20H -(aq) + H2 (g) + heat We can identify this reaction by the following 2- 3- 4- H2 gas emerges Disappearance of metals Heat produced The appearance of hydroxide ions (OH-(aq)) makes the solution basic, which can be identified by using phenolphthalein as the indicator. We can compare between the metals by the rate of production of H2(g) as well as by the heat produced from this reaction. Alkaline earth elements (group IA) are active metals but less than alkali metals. Since calcium is larger than the magnesium atom, its ionization energy is smaller than that of magnesium. Thus, calcium is more reactive than magnesium. The other metals as aluminum, zinc, iron, lead and copper do not react with water, so we cant use water to distinguish between their reactivity. HCl(aq) is used to put them in order according to their reactivity. We can put the most common metal in a series according to their reactivity (from the most to the least reactive one). Potassium, sodium, lithium, calcium, magnesium, aluminum, zinc, iron, lead, copper, silver . When a metal in the upper part of the reactivity series reacts with aqueous solution of other metal ions lower in the series, the more reactive metal eactive metal transfers its electrons to the less reactive metal. According to this reactivity series, we can predict what will happen when a piece of zinc metal is put in CuS04 (aq) soluti on or in MgS04 (aq) solution. Since Zn is more reactive than Cu, when we put Zn in CuS04(aq), a reaction will occur as follows: Zn (s) + Cu2+(aq) + S042- (aq) †+ Zn2+(aq) + S042- (aq) + Cu (s) However, Since Zn is less reactive than Mg, if we put Zn in MgS04(aq) there will be no reaction at all: Zn (s) + Mg2+(aq) + S042- (aq) †+ No reaction. Materials: 10 mL Cu2+(aq) solution 0. 5M 10 mL Ag+(aq) solution 0. M 10 mL Mg2+(aq) solution 0. 5M 10 mL Zn2+(aq) saturated solution Pieces of the metals: Mg(s), Zn(s), Ag(s), Cu(s) lcm x lcm each. Equipments: 16 test tubs Emery cloth Tweezers Experimental procedure In the current laboratory session you will explore some of the characteristics of certain elements. You will start by comparing the reactivity of Zn, Mg, Cu and Ag metals by their ability to release electrons. a. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them into a clean test tube using a tweezers. b. Fill each of the test tubes with about 2 cm of the Cu2+(aq) solution. . Watch what happens and write down your observations. Wait for 2-3 minutes to determine whether a chemical reaction occurred in each test tube, and if so, write a balanced chemical reaction. zn cu2+(aq) : Mg in Cu2+(aq) : cu cu2+(aq) : Ag in Cu2+(aq) : c. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them into a clean test tube. d. Fill each of the test tubes with about 2 cm of the Mg2+(aq) solution. 2. Watch what happens and write down you observations. Wait for 2-3 minutes to determine whether a chemical reaction occurred in the test tube, and if so, write a Mg in Mg2+(aq) : Cu in Mg2+(aq) : Ag in Mg2+(aq) : Zn in Mg2+(aq) : e. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them Fill each of the test tubes with about 2 cm of the Zn2+(aq) solution. 3. Watch what happens and write down you observations. Wait for 2-3 minutes to Zn in Zn2+(aq) : Mg in Zn2+(aq) : cu zn2+(aq) : Ag in Zn2+(aq) : g. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them h. Fill each of the test tubes with about 2 cm of the Ag+(aq) solution. 4. Watch what happens and write down you observations. Wait for 2-3 minutes to Zn in Ag+(aq) : . 6. Cu in Ag+(aq) : Ag in Ag+(aq) : Sum your observations in the following table (color, precipitance, other changes): List the metals in order of their ability to release electrons. Receive an unknown solution from your teacher and determine what is the metal ion in the solution 7. Describe the tests you did in order to find the unknown ion in the solution and write what it was. Reactions of chlorine, bromine and iodine with aluminium In this demonstration experiment, aluminium reacts with each of three halogens, chlorine, bromine and iodine. Spectacular exothermic redox reactions occur, ccompanied by flames and coloured smoke, forming the solid aluminium halides: 2Al + 3X2 -+ 2AlX3 (X = Cl, and l) Read our standard health safety guidance Lesson organisation This is a class demonstration that shows the spectacular reactivity of three non- metals from Group 7 with a metal. These experiments must be done in a fume cupboard as both the reactants and products are hazardous. Teachers attempting this demonstration for the first time are strongly advised to do a trial run before doing it in front of a class. Each experiment should take about 5 minutes. Apparatus and chemicals Eye protection Thick chemically-resistant gloves such as marigold industrial blue nitrile Access to a fume cupboard The teacher will require: Mortar and pestle Heat resistant mat, 30 x 30 cm Watch glasses, about 10 cm diameter, 2 Reduction tube (see note 1) Test-tubes, 3 Test-tube rack Teat pipette Filter paper Spatula or wooden splint Bosses, clamps and stands Chemicals for one demonstration: Aluminium foil, a few cm2 Aluminium powder (Highly flammable, Contact with water may liberate hydrogen), 0. 3 g Liquid bromine (Corrosive, Very toxic), 1 cm3 (see note 2) Solid iodine (Harmful), 2 g Silver nitrate solution, about 0. 1 mol dm3 (Low hazard but stains skin and clothing at this concentration), about 10 cm3 A little deionised water in a washbottle chlorate(l) solution (14% (w/v) available chlorine) (Corrosive), about 100cm3 Hydrochloric acid, 5 mol dm-3 (Corrosive), about 50 cm3 Technical notes Aluminium powder (Highly flammable, Contact with water may liberate hydrogen) Refer to CLEAPSS Hazcard 1 Liquid bromine (Corrosive, Very toxic) Refer to CLEAPSS Hazcard 15A, SRA04 The aluminium/bromine reaction Solid iodine (Harmful) Refer to CLEAPSS Hazcard 54A Silver nitrate solution (Low hazard at concentration used) Refer to CLEAPSS Hazcard 87 and Recipe card 58 Chlorine (Toxic, Irritant) Refer to CLEAPSS Hazcard 22A and Recipe card 26 Sodium chlorate(l) solution (Corrosive) Refer to CLEAPSS Hazcard 89 Hydrochloric acid (Corrosive) Refer to CLEAPSS Hazcard 47A and Recipe card 31 1 The reduction tube should be fitted with a one-holed rubber stopper fitted with short length of glass tubing and attached to the chlorine generator. Alternatively an 8-10 cm length of wide bore glass tubing with a stopper fitted with a short length of glass ubing at each end could be used see diagram. Wear suitable protective gloves (thick, chemically resistant) when handling liquid bromine. Have 500 cm3 of 1 mol dm-3 solution of sodium thiosulfate available to treat any spillages on the skin. Procedure HEALTH SAFETY: Wear eye protection and gloves Reaction of A1 + C12 a Set up the chlorine generator in a fume cupboard. Make sure it is securely clamped. b Loo sely crumple a piece of aluminium foil (10 x 5 cm) so that it will Just fit inside the reduction tube and push it into the tube. Attach the tube to the generator ith a short length of rubber tubing and clamp it in position at the end nearest to the generator, so that the aluminium foil can easily be heated using a Bunsen burner see diagram. c Generate a gentle stream of chlorine by dripping the hydrochloric acid slowly on to the sodium chlorate(l) solution, and allow it to pass over the aluminium. When the green colour of the chlorine gas fills the reduction tube, start heating the aluminium foil with a Bunsen burner at the end nearest to the chlorine supply. Once the aluminium is hot, a bright glow will suddenly appear where it starts to react with chlorine. Remove the heat. The bright glow should spread along the aluminium. If not, heat again, and increase the flow of chlorine gas. A lot of white smoke aluminium chloride is produced, some of it condensing as a white powder on the walls of the reduction tube and the rest streaming out of the hole in the end of the tube. When the reaction is over, stop the chlorine supply and remove the heat. e When the reduction tube has cooled down, disconnect it and, still in the fume cupboard, scrape a little of the white powder into a test-tube. Add a little deionised/ distilled water to the solid to dissolve it. Care: the reaction between anhydrous aluminium chloride and water can be quite vigorous an audible hiss can often be heard see Teaching Notes. f Test a drop of the solution with Universal indicator paper. It is strongly acidic. Test the remainder with a little silver nitrate solution. A white precipitate forms, showing the presence of chloride ions. Reaction of A1 + Br2 a Tear or cut some aluminium foil into several small pieces about 2 x 2 mm in size. fume cupboard. Sprinkle a few pieces of aluminium foil on to the surface of the bromine. Within a minute there are flashes of flame and a white smoke of aluminium romide is formed, together the orange vapour of bromine. Carefully hold another watchglass over the reaction to condense some of the smoke on to its surface as a solid. b Wash any aluminium bromide collected in this way off the watchglass into a test-tube using a little deionised water (Care: see Teaching Notes below). Test the solution with indicator paper and silver nitrate solution as above. The solution is acidic and a cream precipitate of silver bromide is formed. Reaction of A1 + 12 a Weigh out 2 gof iodine, which should be dry, and grind it to a powder in a fume cupboard, using a mortar and pestle. Place the powdered iodine on a filter paper on a dry heat resistant mat and add 0. 3 g of aluminium powder to it. Mix the two solids together in the fume cupboard using a wooden splint do not grind them together. When they are thoroughly mixed, pour the mixture into a heap on the heat resistant mat or in a metal tray, such as a tin lid, positioned in the middle of the fume cupboard. b To start the reaction, use a teat pipette to place a few drops of water on the mixture. After a time lag, the water begins to steam and clouds of purple iodine vapour are given off, indicating that an exothermic reaction has started. After a few more seconds sparks are given off and the mixture bursts into flame. When the reaction subsides, a white residue of aluminium iodide remains. Scrape a little of this into a test-tube (Care: see Teaching Notes below), add some deionised water and filter if necessary. Test the solution with indicator paper and silver nitrate solution as above. The solution is acidic and a yellow precipitate indicates the presence of iodide ions. Teaching notes These reactions make quite spectacular demonstrations in themselves, the bromine + aluminium reaction even more so in a partly darkened room. Classroom management n semi-darkness (Practical Physics advice) The demonstrations can be used to show the reaction between reactive non-metallic elements and a fairly reactive metal to form compounds, or as part of the study of the reactions of the Group 7 elements. Here the apparent order of reactivity is not that predicted from their position in the Group (that is chlorine †+ bromine †+ iodine). This is because of the different physical states of the three halogens, and the different surface area of the aluminium as a powder or foil. This can be used to make an important point about fair comparisons of reactivity. These reactions also serve to show that aluminium is in fact a more reactive metal than it appears in everyday use. The protective oxide layer of aluminium has to be penetrated by the halogens before the reactions can start, hence the delays, and the need for water to assist the two solid elements getting into contact, in the case of aluminium and iodine. The clouds of iodine vapour released when aluminium and iodine react can stain the inside of a fume cupboard. Teachers may prefer to demonstrate this reaction outdoors, if possible. The anhydrous aluminium halides are vigorously hydrolysed (sometimes violently if freshly prepared nd hot, as here) by water, giving off fumes of a hydrogen halide and a forming an acidic solution of the aluminium salt. To dispose of the solid residues, allow them to cool completely before adding in small amounts to 1 mol dm-3 sodium carbonate solution in a fume cupboard. Wait until the reaction has subsided before adding Allotropes of sulfur Sulfur is heated slowly and steadily from room temperature, so that all the changes in colour and consistency as it melts and eventually reaches boiling point, can be observed. A fresh sample of sulfur is heated to Just above the melting point, then llowed to cool and crystallise slowly as monoclinic sulfur. A further sample is heated to boiling point, and the liquid rapidly chilled in cold water to form plastic sulfur. A separate sample of sulfur is dissolved in a warm solvent, and the solution allowed to cool and evaporate, leaving crystals of rhombic sulfur. All the observed changes in properties can be related to the different molecular structures of the three solid forms of sulfur, and to the changes in structure as the temperature of liquid sulfur is gradually raised. Read our standard health safety guidance This practical is described here as a demonstration. However, some teachers may wish to consider whether certain parts could be used as class practicals with appropriately skilful and reliable classes. A demonstration, without any accompanying discussion about the possible reasons for the changes in properties in terms of structure, would take up to 45 minutes. However, to derive maximum benefit from the experiment, more time needs to be allowed for such discussion. Apparatus and chemicals Heat resistant gloves Access to a fume cupboard Flexicam or similar camera, digital microscope, digital projector and screen or other ethod of projecting images of small crystals to the class (as available). Boiling tubes, 4 (see note 4) Test-tube holders, 2 Stands and clamps, 2 Conical flask, 250 cm3 Cork, to fit conical flask Beaker (250 cm3), 2 Beaker, 1 dm3 (see note 5) Thermometer, O 250 oc Petri dishes or watchglasses, 4 (or more) Bunsen burner, tripod and gauze Electric hotplates, 2 (optional, if available) Heat resistant mats, 2 Filter paper, about 18 20 cm diameter Spatula Paper clips Damp cloth (to extinguish small sulfur fires) Dimethylbenzene (xylene), (Harmful), 100 cm3 (see note 2) Cooking oil (Low Hazard), 700 cm3 (see note 3) Dimethylbenzene (xylene) (Harmful) Refer to CLEAPSS Hazcard 46 Sulfur (Low hazard) Refer to CLEAPSS Hazcard 96A Cooking oil (Low hazard) 1 The sulfur used must be roll sulfur, crushed toa powder. To crush the rolls of sulfur, place in a strong plastic bag on a hard surface. Use a hammer or a vice to break up the roll sulfur into small pieces, then crush to a powder in a mortar and pestle. Flowers of sulfur is not suitable because it contains a lot of insoluble amorphous sulfur. During the experiments sulfur may catch fire, releasing sulfur dioxide (Toxic refer to CLEAPSS Hazcard 97), which may cause breathing difficulties o some students. If this happens, extinguish quickly by placing a damp cloth over the mouth of the test-tube. If the combustion cannot be extinguished quickly, the test-tube should be placed in fume cupboard, and the fan left running. 2 Although other hydrocarbon solvents, such as methylbenzene, can be used to dissolve sulfur and form monoclinic sulfur, dimethylbenzene (xylene) is the least hazardous. 3 If suitable cooking oil is not available, other clear, high-boiling oils may be used, e. g. paraffin oil (Refer to CLEAPSS Hazcard 45B). 4 These are large (1 50 x 25 mm) test- ubes, and should be clean and dry. The test-tubes in which sulfur has been heated can be difficult to clean for general use. It may be worth keeping a set of such tubes from year-to-year for this experiment. 5 The large beaker containing the cooking oil functions as an oil-bath for heating the sulfur slowly and uniformly, while allowing students to see clearly what is happening to the sulfur. Other containers may be preferred for the oil-bath, provided the visibility is maintained, for example by use of a webcam and digital projector. Procedure HEALTH SAFETY: Wear eye protection. Before the demonstration: a Pre-heat the oil-bath to about 130 oc, and maintain this temperature. b Clamp one of the sulfur-containing tubes in the oil bath, so that the sulfur is below the level of the oil in the bath. c Half fill the 250 cm3 beaker with cold water. d In the fume cupboard, put about 10 g of powdered roll sulfur into the conical flask and add about 100 cm3 of dimethylbenzene. e Prepare filter paper cone held together by a paper clip and supported in a beaker, as shown below: The demonstration: a Two-thirds fill two test-tubes with powdered roll sulfur (about 20 g in each tube) nd place in the oil bath. The sulfur will melt to a transparent, amber, mobile liquid in about 15 minutes. b Remove one tube from the oil-bath and pour the molten sulfur into the filter paper cone. Allow the sulfur to cool slowly and solidify, forming a crust. c Break the crust with a spatula and, handling the filter paper cone with heat resistant gloves, tilt it so that any remaining liquid flows out of the cone of solidifying sulfur on to a piece of scrap paper or card (for disposal). Needle-shaped crystals of monoclinic sulfur will be seen inside the hollow cone.

Free Oedipus the King Essays: The Downfall of Oedipus Rex :: Oedipus the King Oedipus Rex

The Downfall of Oedipus Rex The greek playwright, Sophocles, was born around 496 B.C., and died in 406 B.C.   During his life, he wrote many plays, one of which was Oedipus Rex.   Sophocles was the first dramatist to add the third actor to the play.   Actors were able to perfrom many different parts, but the play was limited to only three actors and the chorus.   (Literature, page 1065)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The downfall of Oedipus transpired due to the tragic flaw of his character.   Oedipus was very temperamental and became easily angered. He was a prideful individual who desired to be a hero and avenge the death of Laius.   His devout need to know the truth, and have the proof that it indeed was the truth also led to his ruin.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Oedipus had a very short temper.   Oedipus did not want to hear what Tiresias had to say after he begged him to tell him all that he knew.   "Am I to listen to such things from him!   May you be damned!   Get out of here at once!   Turn around and go!"   (Literature, Oedipus the King, Ln. 434-436, page 1085)   Oedipus went into a rage when Tiresias told him about the evils that Oedipus was living with.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Oedipus took great pride in saving people and being seen a hero.   He wanted the death of Laius to be avenged and he had to be the one to find the murderer and punish him.   "I'll fight for him, I'll leave no means untried, to cach the one who did it with his hand..."   (Literature, Oedipus the King, Ln. 270-271, page 1081)   He did not want to let the people of Thebes down, and he wanted to show that he would be a true hero once again.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Oedipus was in pursuit of the truth   to find out what really happened with his birth and life.   Oedipus was searching for the truth and needed to know all the facts in order to convict the murderer.   "Ah!   All of it was destined to be true!"   (Literature, Oedipus the King, Ln.