Tuesday, October 15, 2019
Preludes by T.S Elliot and Vitae Lampada by Sir Henry Newton Essay Example for Free
Preludes by T.S Elliot and Vitae Lampada by Sir Henry Newton Essay Reading both poems for the first time, there seemed to be no distinct or even vague similarities between the two poems, Preludes, by T.S Elliot and Vitae Lampada by Sir Henry Newton. However, after reading each thoroughly a few more times and carefully evaluating them, several key similarities and as always, differences, began to reveal themselves. Both Preludes as well as Vitae Lampada begines with a time introductory statement. Theres a breathless hush in the close tonight. From Vitae Lampada, and The winter evening settles down from Preludes. Both these sentences inform us of the time, a sort of evening, just after dark. The very next sentences from each poem are also similar. Ten to make and a match to win and With smells of steaks in passageways. These sentences are written by the poets to set a scene, as one would set a scene in a drama play, but in poetry, with words. These two sentences give us a strong visual image of what the rest of the poem is about. Ten to make and a match to win is similar to that of a game of cricket, and as in cricket, it gives a certain tension of the stakes, to win the match. Preludes With smells of steaks in passageways gives us a vision of a lonely passageway, with smells of steaks suggests that the person the author is describing could possibly be an outcast of society, wondering around the streets in evening. Vitae Lampada goes further into describing itself. And Its not for the sake of a ribboned coat, or the selfish hope of a seasons fame. -immediately tells us that what they are encountering in their match, what they need to win, is not a one man team, but rather the whole team working as one. Not for personal glory but for much higher stakes, for the entire team. Preludes now introduces a picture of a low, dirty place. The grimy scraps, of withered leaves about your feet. A grimy place, a dirty place, somewhere that is not well maintained, with stray withered leaves across the floor. The next few lines The showers beat on broken blinds and chimney pots. Once again an image of a badly maintained place, with rain beating on broken pots that are left behind. On the whole, a negative image. Vitae Lampada, is also setting in a negative image, an image of lost hope and despair. The sand of the desert is sodden red -Red with the wreck of a square that broke; A square, in this case is referring to a formation of troops. Sir Henry Newbolt is comparing the aspect of war, with a game of cricket and this extended metaphor has worked exceedingly well in managing to contrast and yet bring the two closer together. Sodden red suggests that a great many soldiers have died and their blood spilled across the battlefield. The next two lines, add deeper to the feeling of despair. The gatlings jammed and the colonel dead, And the regiment blind with dust and smoke The soldiers that Sir Henry Newbolt is referring to here is not in a bright situation, with their guns jammed, and their leader (colonel) dead, and the entire regiment of them blind in the dust and smoke, it is indeed apparent that a deep feeling of desolation is introduced. And, as in Preludes, a negative image is painted. Revolving around time appears to be the main theme in Preludes. The start of the second stanza the morning comes to consciousness, lets us know that the morning has come, after the evening in the first stanza. And time is also in the fourth stanza the conscience of a blackened street. could possibly mean after dark. And a few lines before, four and five and six oclock suggests that time is moving quickly. The final stanza of Vitae Lampada uses a few strong words possibly to reinforce its meaning. Every one of her sons must hear, and none that hears it dare forget. Her sons, this of course, means the countrys people and the strong word must hear, hear the patriotism perhaps? And dare forget. dare is a strong word, a threat even. Threatening them to remember their loyalty, and to never forget it. Vitae Lampadas last few lines, bring a sudden contrast, compared to the rest of the poem. The second stanza is an image of despair, but here, the final touch to the sense of patriotism is added. Bear through life like a torch in flame, and falling fling to the host behind. This sentence carries a great deal of meaning to the main theme of the poem. Bear through life like a torch in flame suggests that these troops, instead of hopelessness, now carry a symbol, a beacon of light. The torch, could be as a baton is passed on in a game of relay. As falling fling to the host behind. When a soldier falls in battle, his effort is not lost, not wasted, but instead, passed on to those behind, as they march forward, with the flaming torch. These two poems have indeed, very different ideas and themes, but they both have several things in common. For a start, both Preludes and Vitae Lampada use time description to allow the reader a window in which to see the rest of the poem. Both are describing, metaphorically, aspects of life. And they both, to an extent, use negative images to describe, to paint their visual images to the reader.
Monday, October 14, 2019
Chemical Formula of Zinc Oxide
Chemical Formula of Zinc Oxide Purpose The purpose of this lab experiment is to identify the simplest chemical formula of zinc chloride. Observations In this laboratory exercise you measured the mass of an evaporating dish, zinc and zinc chloride in the evaporating dish. Make a table that shows the masses you measured in the lab. The table must include a table number and title. The title should reflect what is in the table. Table-1 Masses collected for Zinc chloride and Evaporating dish Item Weighed Mass (+/-o.o1g) Empty evaporating dish (M1) 51.97g Granular Zinc 0.50g Granular Zinc + Evaporating dish 52.47g Table-2 Masses obtained for Zinc chloride and Evaporating dish Item Weighed Mass(+/-0) Evaporating dish + Zinc chloride (M2) 53.01g Zinc chloride (M2-M1) 1.13g Evaporating dish + Zinc chloride (at end) 52.90g Calculations Calculate the mass of zinc and chlorine. Answer- Mass of zinc = 0.50g       Mass of chlorine = 1.1-0.50    =0.6g Based on the masses obtained for zinc and chlorine calculate the simplest formula for zinc chloride. Answer- Simplest formula for Zinc chloride Mass of zinc= 0.50g Moles of zinc Mass of chlorine=0.6g Moles of chlorine Thus, the ratio ==0.44705882 Write the balanced chemical equation for the formation of zinc chloride from zinc and hydrochloric acid? Answer-                                                                                                                             /1 Using the true chemical formula for zinc chloride, calculate the mass% of Zn and Cl in zinc chloride? Answer-molar mass of Zinc + molar mass of chlorine=65.39+35.45        =100.34g Mass percent of zinc in zinc chloride =    =64.85% Mass percent of chlorine in zinc chloride= =35.15% Calculate the % relative error between your experimental ratio (moles of Cl/moles of Zn) and the true ratio for zinc chloride. Questions In paragraph formatanswer the following questions: 1. Consider the steps in the procedure used for the formation of zinc chloride. Zinc was first reacted with hydrochloric acid, then zinc chloride was isolated using a steam bath and lastly it was weighed. What errors could have occurred during the experiment that would cause your simplest formula to be incorrect? Include at least 2 errors. In your answer include how the error affected the simplest formula calculation. 2. Which error would cause the largest effect on your result? 3. How could the errors described in question 1 be reduced or eliminated? Answer- 1. During performing the experiments in laboratory, chances of error are probable to occur. Some errors can happen accidently, by human error by observing the due to environmental factors, instrumental disorders. The error that occurred during the lab experiment is that the compound could be over burned causing the compound to dissolve into the air. Weight of the compound should be taken right away otherwise it will be evaporated into the air and there will be change in mass or may be in the whole result of the experiment. Calculations may vary. 2. According to my perception, the error which would cause the maximum effect on the result is human error because if by mistake compound gets over burned or without concentrating during the experiment compound gets over heated it will evaporate in air and we will be left with less amount of compound. 3. We can reduce the error, if the weight of compound is done quickly after heating. Evaporating dish should be immediately taken off from hot plate to reduce overheating of the compound or loss of compound by evaporation in air. Conclusion(s)- In conclusion the simplest formula is determined by performing this experiment. We get to know about the possible error that may occur while conducting the experiment.             /3 Reference(s) 1. CHEM16682 Applied chemistry1 -1171-6859, Laboratory manual experiment no-5 posted on slate/Sheridan College, Brampton, Ontario (accessed on 14.feb.2017). Teacher Evaluation of the overall organization of lab report and laboratory performance (Students leave this part blank) Overall organization of lab report: formatting of chemical and mathematical equations; clarity of answers; spelling and grammar; attention to details; completed cover sheet; use of headers and footers etc. Laboratory performance: punctuality; time management; team work; attention to safety; use of personal protection equipment; use of appropriate lab techniques; prepared to conduct lab, lab data book prepared in advance of the lab; cleanup of lab work area.
Sunday, October 13, 2019
Diagnosis Case Study Essay -- Health Care
Identify possible nursing diagnoses that Karen may have and provide a rationale for your choice: A nursing diagnosis that would be attributed to the patient, Karen in the case study would be risk of deficient fluid volume. Karen’s slightly elevated pulse and respirations and additionally the assessment findings of mild oedema and blister formation show that there is a movement of body fluid into the second and third interstitial spacing. Brown and Edwards (2008) states this is caused by increased capillary permeability. Water, sodium and plasma protein move into the intestinal spacing and surrounding tissue. Furthermore Karen states that she has a headache, feels nauseas and chilled after being over exposed to the sun. Karen has a temperature of 38.5 and an abundant of redness to her body surface after prolonged exposure. Over exposure to ultra violet rays can cause thermal burns which leads to increased fluid loss via evaporation from the injured skin. Assessing the fluid loss, perfusion and oxygenation status, and evaluating the need for fluid and electrolyte replacem ent that is lost, through fluid and protein shifts can aid in the restoration of intravascular volume. Another expected nursing diagnosis is acute pain. The sudden onset of pain is a result of the nociceptive tissue damage and the nursing treatment required for the injury tissue. Careful assessment of the wound and surrounding tissue can help determine the level of injury sustained. The pain is variable and cannot be reliably predicted by clinical assessment of the patient. ‘Burn patients experience two kinds of pain continuous background pain, which occurs during the course of the day and night. Secondly, a treatment induced pain which is related to ambulation,... ...dical- surgical nursing, Assessment and management of clinical problems, 2nd edn, Elsevier Australia, Chatswood. Funnell, R, Koutoukidis, G & Lawrence, K (2009) Tabbner’s nursing care, 5th edn, Elsevier, Chatswood. Greenfield, E (2010) The pivotal role of nursing personnel in burn care, Indian Journal of plastic surgery Vol. 43, No. 3, pp.94-100, Viewed online 17th March 2010. http://www.ijps.org/article.asp?issn=09700358;year=2010;volume=43;issue=3;spage=94;epage=100;aulast=Greenfield. Patterson, R, Hoflund, H, Espey, K & Sharar, S(n.d.)Pain management, Pain Control - The International society for burn injuries, Viewed online 17th March 2012 http://www.worldburn.org/documents/painmanage.pdf. Sholtis-Bunner, L, Smeltzer, S, Bare, B Hinkle, J, Cheever, K 2009, Brunner and Suddarth's Textbook of Medical Surgical Nursing, 12thedn, Lippincott Williams & Wilkins,
Saturday, October 12, 2019
Marriage in 18th Century Europe Essays -- European History
Marriage in 18th Century Europe The major movement regarding marriage in the eighteenth century was from church to state. Marital laws and customs, once administered and governed by the church, increasingly came to be controlled by legislators who passed many laws restricting the circumstances and legality of marriages. These restrictions tended to represent the interests of the wealthy and uphold patriarchal tradition. Backlash to these restrictions produced a number of undesirable practices, including promiscuity, wife-sale, and divorce. Before the eighteenth century, marriage was far less complicated. Verbal consent and consumation constituted legal marriage: "once the knot was tied by such verbal exchanges it could not be undone: a valid marriage was technically indissoluble. Such vows could be made, moreover, by boys the age of fourteen and girls of twelve" (Outhwaite xiii). The laws that began to be passed in the 1700's were decidedly un-religious, designed mostly to protect patriarchy and wealth. Much of the marriage laws passed during this period reflect the prevailing opinion of women as childlike, frivolous, and simpleminded. As Rousseau put it, "little girls always dislike learning to read and write, but they are always ready to learn to sew." Custom made man "undisputed lord of the home" (Murstein 220) and laws were passed to solidify this position: "Upon marriage, husband and wife became one- and that one was the man. Her land became his, as did her debts." The structure of eighteenth century society made this necessary, especially for the lower classes; a family's income would be totally based on the earning power of the man. Thus, logic dictated that he control all the finances. Even so, some of the l... ...who could not afford several licences, and a big wedding or dowry. "Fleet marriages" were very common in the first half of the eighteenth century. These were marriages performed by "defrocked and disreputable" ministers for cash, often through the bars of a debtors prison on Fleet street. One such minister was so successful that "in the same one-year period that he performed 6000 marriages, only fifty regular contracts were solemnized in the neighboring St. Annes's church. Although this practice was banned by the Marriage Act of 1753, it just goes to show that marriage and love cannot be regulated by monetary concerns. Works Cited Murstein, Bernard I. Love, Sex, and Marriage Through the Ages. ???? Outhwaite, R.B. Clandestine Marriage in England 1560-1850. Hambledon Press, NY: 1995. Stone, Lawrence. Road to Divorce Oxford University Press, Oxford: l990.
Friday, October 11, 2019
Knowledge is Everlasting Essay Essay
One may ask, â€Å"What is knowledge?†I understand Knowledge to be the intellectual ability of being able to understand the events in the world based on principles learn from one’s experiences. Once Knowledge is truly gained, can it be lost? I believe that if one is truly knowledgeable about something it is rather impossible that such knowledge can merely vaporize into thin air. Many people claim that they have indeed â€Å"lost knowledge†but sadly all they lost was information they memorized. Conversely, knowledge involves the careful observation of events, reasoning as to how and why these observations occur, and also learning through experiencing. Furthermore, I have come to recognize the eternal quality of knowledge based on biological facts, and also during my own daily experiences. From a biological point of view, the permanency of knowledge has been proven to be true, through the realization of the brain’s vast characteristics such as memory cells. When an individual learns something for the first time, this information gets stored by memory cells in the brain. Then the next time the individual is encountered with a situation involving or requiring such knowledge, for its interpretation, the brain accesses the stored datafrom the memory cells. This data it had gained from prior experiences. For example, the scenario of the first time one peels an orange. Individuals were not created with the instructions of how to peel an orange imprinted in their DNA. Rather, it must be learned from experience. Therefore,the first step in peeling an orange is gathering information from a source about the necessary method of success.After which, one acquires the apparatus (the knife and orange) and sinks the blade into the peel slightly, so the blade goes just beneath the surface. Then gently glides the blade through the peel to reveal the white layer underneath. After removing all the peel, the orange is sliced into two halves revealing the pulp. Of course, on the first try one might make mistakes and not peel the orange so perfectly. However, upon each ot her trial of peeling an orange one’s technique become more mastered.Soon,a point is reached where it is possible to peel an orange without thinking how to do it. Clearly, knowledge is always permanently stored in the brain’s memory cells for future use. Additionally, knowledge also becomes magnified each time it is applied and verified in different situations. Often time, true knowledge gets confused with its close relative, memorizing. The fact stands that memorizing and being knowledgeable about something are two completely different concepts. Speaking from my own experiences, studying for an exam is a typical example where memorizing and obtaining knowledge interact closely and may become intertwined. For instance, during the course of studying for an exam there are some definitions of theories that I merely memorized. The result was that I forgot them after the exam since all I did was replicate the definitions on the exam paper. Still, there were some cases in which I had gained knowledge of things I still remember. This was because, I read about the concepts in greater detail beyond their definition and actually understood the concepts and applied them to real life situations. The misperception of memorizations for knowledge is very common among people and so they tend to misinterpret the principle of knowledgeable, thereby failing to see the permanent nature of knowledge relative to the temporary and limited character of memorizing. I believe rather than dying, knowledge grows with experience and constantly metamorphosis into an even higher level of knowledge. It is intensely evident that knowledge is perpetual. Moreover, knowledge is limitless as it goes beyond mere memorizing of data and events, towards developing an understanding of the observations made during life’s experiences. My belief is reflected in the common rhyme I was taught in school, â€Å"silver and gold may vanish away, but a good education will never decay†. Thus, the lifetime of knowledge is so vast and unlimited that it is given higher value above even the most precious minerals on Earth, such as silver and gold.Wouldn’t you agree that the truly most valuable trea sure known to mankind is knowledge? Works Cited Quindel, Emilie. â€Å"our local history.†02 December 2012. WordPress. 10 September 2013 .
Thursday, October 10, 2019
Egypt, the Troubled Giant
Egypt, The Troubled Giant Name__________________ Note: This textbook case was prepared â€Å"prior†to the Egyptian revolution that occurred early in 2011. The questions should be answered based on the situation at the period of time considered in the question. QUESTION 1: How would you describe the economic policy that Egypt implemented during 2004-2008? The new economic policy was one that promoted trade and put less regulation on Egyptian businesses. 1a. Do you think this policy helped to boost Egypt’s growth rate? Why or why not? I absolutely believe this policy helped boost their growth rate.Virtually all of the statistics used to measure an economy showed that they were growing rapidly during this period. It is only reasonable to assume their policy, which promoted trade and increased domestic business opportunities would have had a large hand in this. QUESTION 2: How vulnerable was the Egyptian economy to a slowdown in global economic activity such as that which occurred in 2009? They were very vulnerable to economic slowdown due to the fact that much of the revenue that promoted their growth was coming from foreign outlets such as investments, tourism, and Egyptian expatriate workers.If these foreign countries experienced a slowdown in economic activity it would, and did, have a great affect on the Egyptian economy. 2a. What would the countries objectives be to reduce this vulnerability? To reduce this vulnerability, I believe they should focus on having strong domestic areas that don’t have as much dependence on foreign companies. QUESTION 3: What were some of the risks in Egypt’s current political system may of led to the revolution of 2011? The main risk in Egypt’s political system is that it went against the norms of most industrialized countries.As people gain standing financially, they begin to expect better treatment and expect their voices to be heard more. 3a. What is the best case scenario going forward, what is the worst case scenario? The best case scenario is that they evolve into a more democratic country and give their citizen more rights. Worst case, they once again fall to an autocratic leader and rescind their economic policy changes. QUESTION 4: Post revolution; is Egypt an attractive market for international business?I think Egypt is now a very attractive market for international business. Egyptians must feel more empowered than they have in a long time, this attitude will be perfect for expanding their economy and reaching new areas of business that they couldn’t before. 4a. What advice would you give to a multinational enterprise considering investment in Egypt? I would advise a multinational enterprise to invest in companies’ area that promoted growth in the Egyptian economy to help them emerge as a strong member of the global economy.
Wednesday, October 9, 2019
Army Soap Note
A: (assessment) – Your interpretation of the patients condition. P: (plan) – Includes the following: 1. Medical treatment: includes use of meds, use of bandages, etc. 2. Additional diagnostics: which if any test which still might be needed. X-ray MRI ect.. 3. Special instructions, handouts, use of medications, side effects, etc. 4. Return to clinic: when and under what circumstances to return. Components of the SOAP note. . Medical History – Which gives you an idea of the patients problem before you start the physical exam of the patient. a. Patient data b. chief complaint 1. This is the reason for the patients visit. 2. Use direct quotes from patient. 3. Avoid using medical terms. c. Observations begin as soon as the patient walks through the door. d. Open ended questions will help you to get more complete and accurate information. e. Provider obstacles which are your attitude towards the individual or pre diagnosis of sick call ranger may prevent you from makin g an accurate judgment. . History of present illness/injury (HPI) f. Duration: when the illness/injury started. g. Type of pain: use the patients words to describe the type of pain. h. Location: have the patient explain, then have them point it out. i. : what makes it better or worse and is it constant or does it vary in intensity. j. Pain in different positions: does the pain vary with the change of the patients position. k. Medications/allergies: note any medications whether over the counter or not. Do the medications relate to the problem? Take note of the patients allergies. l. Supplements: note any supplements the patient is taking along with vitamins so you are aware of the possible interactions with the medication that may be given to the patient. m. Pertinent facts: facts which lead you to your diagnosis. Usually consist of classical signs and/or symptoms. I have found that the best way to get a person’s medical history is to using the SAMPLE and OPQRST. It’s a fast and easy way to recall the information that you need to provide to the PA or NCOIC. S: Symptoms A: Allergies M: Medicine taken P: Past history of similar events L: Last meal E: Events leading up to illness or injury O: Onset – What caused the illness or injury, or what were you doing at the time P: Provocation/Position – what brought symptoms on, where is pain located. Q: Quality – sharp, dull, crushing etc†¦ R: Radiation – does pain travel S: Severity/Symptoms Associated with or on a scale of 1 to 10, what other symptoms occur T: Timing/Triggers – occasional, constant, intermittent, only when I do this. Lastly you need to provide a name(first, last and middle initial) phone number, date of birth, FULL social security number, sex, and rank/grade. All this information is provided in order to file the note into the patients medical records. It can also be used to contact the patient regarding an appointment or information we may further need to assist the patient in his medical needs. All notes must be signed by the individual that screened the patient. There are 2 reason for this one is to insure that nothing is added to the note, this protects both yourself and the patient. It also allows the PA or NCOIC to speak with the individual that screened the patient for additional information regarding the patient or having them correct a deficiency with the note itself before being placed in the patients medical history. Signing under the last portion of the note lets people know that the note has ended however do not mark any open space out, the PA may want to add additional information which he will then stamp verifying that he was the one who in fact added the information. Spc Singleton 68W10 Army Soap Note A: (assessment) – Your interpretation of the patients condition. P: (plan) – Includes the following: 1. Medical treatment: includes use of meds, use of bandages, etc. 2. Additional diagnostics: which if any test which still might be needed. X-ray MRI ect.. 3. Special instructions, handouts, use of medications, side effects, etc. 4. Return to clinic: when and under what circumstances to return. Components of the SOAP note. . Medical History – Which gives you an idea of the patients problem before you start the physical exam of the patient. a. Patient data b. chief complaint 1. This is the reason for the patients visit. 2. Use direct quotes from patient. 3. Avoid using medical terms. c. Observations begin as soon as the patient walks through the door. d. Open ended questions will help you to get more complete and accurate information. e. Provider obstacles which are your attitude towards the individual or pre diagnosis of sick call ranger may prevent you from makin g an accurate judgment. . History of present illness/injury (HPI) f. Duration: when the illness/injury started. g. Type of pain: use the patients words to describe the type of pain. h. Location: have the patient explain, then have them point it out. i. : what makes it better or worse and is it constant or does it vary in intensity. j. Pain in different positions: does the pain vary with the change of the patients position. k. Medications/allergies: note any medications whether over the counter or not. Do the medications relate to the problem? Take note of the patients allergies. l. Supplements: note any supplements the patient is taking along with vitamins so you are aware of the possible interactions with the medication that may be given to the patient. m. Pertinent facts: facts which lead you to your diagnosis. Usually consist of classical signs and/or symptoms. I have found that the best way to get a person’s medical history is to using the SAMPLE and OPQRST. It’s a fast and easy way to recall the information that you need to provide to the PA or NCOIC. S: Symptoms A: Allergies M: Medicine taken P: Past history of similar events L: Last meal E: Events leading up to illness or injury O: Onset – What caused the illness or injury, or what were you doing at the time P: Provocation/Position – what brought symptoms on, where is pain located. Q: Quality – sharp, dull, crushing etc†¦ R: Radiation – does pain travel S: Severity/Symptoms Associated with or on a scale of 1 to 10, what other symptoms occur T: Timing/Triggers – occasional, constant, intermittent, only when I do this. Lastly you need to provide a name(first, last and middle initial) phone number, date of birth, FULL social security number, sex, and rank/grade. All this information is provided in order to file the note into the patients medical records. It can also be used to contact the patient regarding an appointment or information we may further need to assist the patient in his medical needs. All notes must be signed by the individual that screened the patient. There are 2 reason for this one is to insure that nothing is added to the note, this protects both yourself and the patient. It also allows the PA or NCOIC to speak with the individual that screened the patient for additional information regarding the patient or having them correct a deficiency with the note itself before being placed in the patients medical history. Signing under the last portion of the note lets people know that the note has ended however do not mark any open space out, the PA may want to add additional information which he will then stamp verifying that he was the one who in fact added the information. Spc Singleton 68W10
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