The Black Diasporic discourse Term Paper Example | Topics and Well Written Essays - 1000 words

The Black Diasporic discourse - Term Paper Example Every period in the history of African American literature portrays its unique theme. Yet, in every period, almost all African American writers have tried to present event a quick look into the diverse and rich histories of African Americans. The transatlantic slave trade transported millions of Africans to the Americas, Caribbean, India, Europe, North Africa, and the Arab world. Numerous African American literary texts describe this great movement in detail. Michael Gomez provides a factual description of the African Diaspora in his book Reversing Sail: A History of the African Diaspora, while Charles Henry Rowell presents a collection of African American fiction and poetry in his book Making Callaloo: 25 Years of Black Literature. This paper analyzes how the African slave trade’s shaping of the African diaspora was described in these two important books. African Diaspora in Black Literature The massive forced transport of Africans does not match precisely the meaning of dias pora. African slaves do not belong to a single ethnic or religious group, but to different beliefs, cultures, and ethnicity. However, the concept of diaspora can be related to the African diaspora in its broadest meaning of diffusion and preserved cultural traditions. Millions of Africans who were scattered across the globe through the slave trade kept hold of their culture, and continuously practiced it through rituals, traditions, music, and religion. Over the recent decades, the black Atlantic discipline has placed emphasis on the shaping of racial groups across the globe, with a focus on the flow of material objects and ideas. And still Africa is strangely missing in these lively and flourishing discourses, as the Atlantic is still viewed as mainly talking about the flow of objects, peoples, and ideas between the Americas and Europe. Hence, African American literature emerges to describe how Africa is positioned in the discourses and writings of black diasporic authors. Taking i nto consideration literary portrayals of Africa by African, black British, and African-American authors, this paper argues that a charting of Africa in diasporic literature contributes much to the reconstruction of current perspectives of diaspora. In black diaspora literary texts, the symbol of Africa refers as strongly to aspirations of liberation and restoration of a lost homeland. Read as one, the literary creations of authors, such as Caryl Phillips, Percival Everett, and the other authors included in the book Making Callaloo, make up a black Atlantic collection. This collection comprises not just writings that emphasize transnational movement across different points of the Atlantic, but also texts that adopt the theoretical features of the concept of diaspora—the effort to unearth a valuable past, the significance of memory, and the loss of home. Moreover, a study of diaspora essentially requires a thought on the outcomes of slavery, as well as an analysis on the relati onship of Africans to the Western word and its intellectual forces, specifically those that have been identified with regard to Africans—reason and modernity. Two of the most remarkable contemporary writers of African diaspora are Michael Gomez and Charles Henry Rowell. In Reversing Sail, Michael Gomez explores the factual scattering and movement of Africans since ancient times. The struggles of Africans in Europe, the Arab world, and the Mediterranean are afterward marked by their migration into the Americas, where their predicaments in territories invaded by European colonizers are examined in relation to the African

Impact upon the offender Essay Example for Free

Impact upon the offender Essay The offender gets a new lease of life, and gets a chance to redeem himself or herself in the eyes of law as well as the society. Although the lawbreaker will have to continuously be doing the correct thing so that people or the police do not pick him or her again for any further offences in the future. They get a chance to contribute to society and at the same time maintain ties with their near and dear ones. Parole decisions for an individual depends on several factors which includes the offenders offense, the number of violations done at the institutions, past criminal history, personal interviewing, behavioral educational development during prison sentence, plans on released information that is available from fiends, family and victims. The main impact for the offender would be the restoration of Civil Rights, which can be completely or partially. This giving the offender the freedom to return to a normal way of life which every human being would want to come back to. Social impact upon society. According to John Howard Society of Alberta (1998), corrections give the lawbreaker a chance to come back to the society as productive and valuable members for society. Although there is evidence that Canadian citizens can be interested in community corrections, but the New Brunswick incident has shown that people want to go through the correctional system and are also willing to listen to discussions about how things work. But many still do feel that the present correctional system is a failure and people are willing to go through other alternatives to community corrections. The research done in the article shows that more information that is available to the public more is their degree of understanding and acceptance of not only the circumstances and the case but also of the sentence itself. So that the offenders get a chance to be accepted into society and the community as much as possible, so that they can aptly contribute to the society. Every year there are thousands of offenders that are released, which forces the police to take public safety very seriously. So that not only does the offender have a smooth transition into society but also so that the society accepts the rehabilitated offender. The cost for such programs is very expensive and therefore there needs to be some cost affective ways of managing with limited resources so that offences of the type do not happen again. There needs to be solutions and programs that can be put into place so that programs and people can be corrected with better strategies. Fiscal impact upon society Due to these corrective institutions and communities there has been a serious overcrowding in the community and institutions, leading to â€Å"stifling fiscal constraints† on the services and providers (McCarthy.C, Lincoln. R and Wilson. P, 2000). The paper also says that these have found to be cheap â€Å"alternative to prison†, but there is a continuous growth in prison population while the treasury has been forced to spend a lot of money to face the â€Å"pressures of overcrowding†. All this is because there is a lack of purpose and more over lack of funding. Harding (1994) and Kleinwort Report (1989) did mention that there needs to be better â€Å"public sector management† even though there is pressure and competition. What is required is to create worthwhile â€Å"benchmarks, fiscal justification and budgetary restraint†. Although privatization questions whether it is correct to privatize even though there is a possibility fiscal and other benefits (DiLulio 1989), although such resistance will need to be overcome if we need to countenance the â€Å"privatising of community corrections†. Conclusion Institutional and community corrections are done so that outcome of the criminal judicial system and their intervention with these offenders may ensure that the public is safe. Over the years criminal justice lawmakers have tried their best to come up with the most effective methods that will help in achieving the goal and also the affect it will have on the strategies in the management of the offender. There have been many ways of management inside the system itself for the judges and the offenders so that sentences that are given out is fair and just, which leads to safe and secure lives for the offenders keeping in mind the society, the offender, victims, friends and family. Communication correction is one of the main reasons that the offenders are returned back to the society as able and responsible citizens. The main goal of institutional and corrective measures is public safety through reduced means of recidivism by the effective management of offenders inside the community and institutions, wherein both need to work together as partners, so that the common goal can be achieved. To make this a success it is also important to use additional resources such as an integrated case management system all over the country, interaction between professional in the field of criminal judiciary and corrective institutions and communities, to promote the offenders success rate. References Justice Solutions, Inc. (2005) American Probation and Parole Association. Institutional and Community Corrections-sponsored Community Service Projects to Benefit Crime Victims In Conjunction With National Crime Victims’ Rights Week. February 2005. http://www. appa-net. org/announce/aaa_summary. pdf Robinson, P. H and Darley, J. M (2003). Role of Deterrence in the Formulation of Criminal Law Rules: At Its Worst When Doing Its Best, The Georgetown Law Journal. http://findarticles. com/p/articles/mi_qa3805/is_200306/ai_n9292674 Sherman. L. W and Strang. H (1997). Reintegrative Shaming Experiments (RISE). Restorative justice and deterring crime. ISSN 1328-3006 ; ISBN 0 7315 2803 4 Australian National University, Canberra RISE Working Papers, no. 4 April 1997 John Howard Society of Alberta (1998). Community Corrections. http://www. johnhoward. ab. ca/PUB/C29. htm McCarthy. C, Lincoln. R and Wilson. P, (2000) . Privatising Community Corrections. http://epublications. bond. edu. au/cgi/viewcontent. cgi? article=1048context=hss_pubs. Harding, R. (1994) Models of Accountability for the Contract Management of Prisons in Moyle, P. (ed) Private Prisons and Police: Recent Australian Trends, Pluto Press, Sydney. Kleinwort Report (1989) Investigation into Private Sector Involvement in the NSW Corrective Services, Kleinwort Benson, Sydney. DiLulio, J. (1989) The Duty to Govern: A Critical Perspective on the Management of Prisons and Jails in McDonald, D. (ed) Private Prisons and the Public Interest Rutgers University Press, New Brunswick NJ.

Project Development in XILINX ISE 10.1

Project Development in XILINX ISE 10.1 Chapter 4 VHDL INTRODUCTION A design engineer in electronic industry uses hardware description language to keep pace with the productivity of the competitors. With VHSIC (Very High Speed Integrated Circuits) Hardware Description Language (VHDL) we can quickly describe and synthesize circuits of several thousand gates. In addition VHDL provides the capabilities described as follows: Power and flexibility: VHDL has powerful language constructs with which to write succinct code description of complex control logic. It also has multiple levels of design description for controlling design implementation. It supports design libraries and creation of reusable components. It provides Design hierarchies to create modular designs. It is one language fort design and simulation. Device –Independent design: VHDL permits to create a design without having to first choose a device foe implementation. With one design description, we can target many device architectures. Without being familiar with it, we can optimize our design for resource or performance. It permits multiple style of design description. Portability: VHDL portability permits to simulate the same design description that we have synthesized. Simulating a large design description before synthesizing can save considerable time. As VHDL is a standard, design description can be taken from one simulator to another, one synthesis tool to another; one platform to another-means description can be used in multiple projects. Benchmarking capabilities: Device–independent design and portability allows benchmarking a design using different device architectures and different synthesis tool. We can take a complete design description and synthesize it, create logic for it, evaluate the results and finally choose the device-a Complex Programmable Logic Device (CPLD) or a Field Programmable Gate Array (FPGA) that fits our requirements. ASIC Migration: The efficiency that VHDL generates, allows our product to hit the market quickly if it has been synthesized on a CPLD or FPGA. When production value reaches appropriate levels, VHDL facilitates the development of Application Specific Integrated Circuit (ASIC). Sometimes, the exact code used with the Programmable Logic Device (PLD) can be used with the ASIC and because VHDL is a well-defined language, we can be assured that out ASIC vendor will deliver a device with expected functionality. 4.1 VHDL DESCRIPTION In the search of a standard design and documentation for the Very High Speed Integrated Circuits (VHSIC) program, the United States Department of Defense (DOD) in 1981sponsored a workshop on Hardware Description Languages (HDL) at Woods Hole, Massachusetts. In 1983, the DOD established requirements for a standard VHSIC Hardware Description Language VHDL, its environment and its software was awarded to IBM, Texas Instruments and Intermetrics corporations. VHDL 2.0 was released only after the project was begun. The language was significantly improved correcting the shortcoming of the earlier versions; VHDL 6.0 was released in 1984. VHDL 1078/1164 formally became the IEEE standard Hardware Description Language in 1987. A VHDL design is defined as an ‘entity declaration’ and as an associated ‘architecture body’. The declaration specifies its interface and is used by architecture bodies of design entities at upper levels of hierarchy. The architecture body describes the operation of a design entity by specifying its interconnection with other design entities –‘structural description,’ by its behaviour –‘behavioural description’, or by a mixture of both. The VHDL language groups, sub programs or design entities by use of packages. For customizing generic descriptions of design entities, configurations are used. VHDL also supports libraries and contains constructs for accessing packages, design entities or configurations from various libraries. 4.2 INTRODUCTION TO XILINX ISE 10.1: Create a New Project Create a new ISE project which will target the FPGA device on the Spartan-3 Startup Kit demo board. To create a new project: Select File > New Project The New Project Wizard appears. Type tutorial in the Project Name field. Enter or browse to a location (directory path) for the new project. A tutorial subdirectory is  created automatically. Verify that HDL is selected from the Top-Level Source Type list. Click Next to move to the device properties page. Fill in the properties in the table as shown below: Product Category: All Family: Spartan3 Device: XC3S200 Package: FT256 Speed Grade: -4 Top-Level Source Type: HDL Synthesis Tool: XST (VHDL/Verilog) Simulator: ISE Simulator (VHDL/Verilog) Preferred Language: Verilog (or VHDL) Verify that Enable Enhanced Design Summary is selected. Leave the default values in the remaining fields. When the table is complete, your project properties will look like the following: 7. Click Next to proceed to the Create New Source window in the New Project Wizard. At the end of the next section, your new project will be complete. Create an HDL Source In this section, you will create the top-level HDL file for your design. Determine the language that you wish to use for the tutorial. Then, continue either to the â€Å"Creating a VHDL Source† section below, or skip to the â€Å"Creating a Verilog Source† section. Creating a VHDL Source Create a VHDL source file for the project as follows: Click the New Source button in the New Project Wizard. Select VHDL Module as the source type. Type in the file name counter. Verify that the Add to project checkbox is selected. Click Next. Declare the ports for the counter design by filling in the port information as shown below: 7. Click Next, then Finish in the New Source Wizard Summary dialog box to complete the  new source file template. 8. Click Next, then Next, then Finish. The source file containing the entity/architecture pair displays in the Workspace, and the counter displays in the Source tab, as shown below: Checking the Syntax of the New Counter Module When the source files are complete, check the syntax of the design to find errors and typos. Verify that Implementation is selected from the drop-down list in the Sources window. Select the counter design source in the Sources window to display the related processes in  the Processes window. Click the â€Å"+† next to the Synthesize-XST process to expand the process group. Double-click the Check Syntax process. Note: You must correct any errors found in your source files. You can check for errors in the Console tab of the Transcript window. If you continue without valid syntax, you will not be able to simulate or synthesize your design. 5. Close the HDL file. Design Simulation Verifying Functionality using Behavioral Simulation Create a test bench waveform containing input stimulus you can use to verify the functionality of the counter module. The test bench waveform is a graphical view of a test bench. Create the test bench waveform as follows: 1. Select the counter HDL file in the Sources window. 2. Create a new test bench source by selecting Project → New Source. 3. In the New Source Wizard, select Test Bench Wave Form as the source type, and type Counter_tbw in the File Name field. 4. Click Next. 5. The Associated Source page shows that you are associating the test bench waveform with the source file counter. Click Next. 6. The Summary page shows that the source will be added to the project, and it displays the source directory, type, and name. Click Finish. 7. You need to set the clock frequency, setup time and output delay times in the Initialize. Timing dialog box before the test bench waveform editing window opens. The requirements for this design are the following: The counter must operate correctly with an input clock frequency = 25 MHz. The DIRECTION input will be valid 10 ns before the rising edge of CLOCK. The output (COUNT_OUT) must be valid 10 ns after the rising edge of CLOCK. The design requirements correspond with the values below. Fill in the fields in the Initialize Timing dialog box with the following information: Clock High Time: 20 ns. Clock Low Time: 20 ns. Input Setup Time: 10 ns. Output Valid Delay: 10 ns. Offset: 0 ns. Global signal: GSR(FPGA). Note: When GSR(FPGA) is enabled, 100 ns. is added to the Offset value automatically. 8. Click Finish to complete the timing initialization. 9. The blue shaded areas that precede the rising edge of the CLOCK correspond to the Input Setup Time in the Initialize Timing dialog box. Toggle the DIRECTION port to define the input stimulus. Note: For more accurate alignment, you can use the Zoom In and Zoom Out toolbar  buttons. 10. Save the waveform. 11. In the Sources window, select the Behavioral Simulation view to see that the test bench waveform file is automatically added to your project. 12. Close the test bench waveform. Simulating Design Functionality Verify that the counter design functions as you expect by performing behavior simulation  as follows: 1. Verify that Behavioral Simulation and counter_tbw are selected in the Sources  window. 2. In the Processes tab, click the â€Å"+† to expand the Xilinx ISE Simulator process and  double-click the Simulate Behavioral Model process. The ISE Simulator opens and runs the simulation to the end of the test bench. 3. To view your simulation results, select the Simulation tab and zoom in on the transitions. Note: You can ignore any rows that start with TX. 4. Verify that the counter is counting up and down as expected. 5. Close the simulation view. If you are prompted with the following message, â€Å"You have an  active simulation open. Are you sure you want to close it?† click Yes to continue. You have now completed simulation of your design using the ISE Simulator.

The Physics of Light Propulsion :: Physics Science Technology Essays

The Physics of Light Propulsion Imagine a mode of transportation which allows a craft to ride upon a beam of light. This craft uses virtually no fuel, simply the air around us. The uses for such a craft would be endless, launching small satellites into orbit and in the future launching vessels much like today’s shuttles. This idea is no longer a product of science fiction but rather a reality. It is all made possible by the physics which controls everything in our everyday lives. There are two main components to this light propelled craft. The light source is a precision high-powered laser beam. The craft is a large, highly polished parabolic mirror that is designed to capture the laser beam. With the laser in a fixed position on the ground the mirror focuses the beam, rapidly heating the air, creating a wave of heated air out the back. This forces the vehicle in the opposite direction. As the beam is rapidly pulsed, the vehicle is continuously propelled forward. The laser pointer which many people now carry around on key chains was not thought as such a trivial toy or gadget ten years ago. The laser technology itself is a very complicated endeavor. The simple circuitry has evolved from years of work to make the theory behind the amplification of light possible. Light Amplification by the Stimulated Emission of Radiation or LASER, is best understood by beginning at the atomic level where the basis of an atom and its energy levels can be identified. In even the most basic chemistry class the atomic structure is one of the first lessons which is taught. The circular shells of an atom are placed around the nucleus with the electrons placed on these levels. Two in the first layer, eight in the next continuing on to the appropriate number. These shells are formed because electrons are limited to a series of fixed values, this is an example of quantization1. The law of conservation of energy is applied in that an electron may fall to a lower shell, but in doing this it must give up an amount of energy equal to the difference between the two levels. This energy is given up as light. Light is also considered to be quantized. It can be represented as groups of photons. Each photon carries one quantum of light energy. The amount of energy in a quantum depends on the wavelength of the light or the frequency.

Jose Saramagos Blindness Essay -- Jose Saramago Essays Blindness

  Ã‚  Ã‚  Ã‚  Ã‚  When defining the word blindness, it can be interpreted in various ways. Either it can be explained as sightless, or it can be carefully deciphered as having a more complex in-depth analysis. In the novel Blindness, Jose Saramago depicts and demonstrates how in an instant your right to see can be taken in an instant. However, in this novel, blindness is metaphorically related to ‘seeing’ the truth beyond our own bias opinions. Saramago’s novel clearly illustrates themes that describe the importance of the awareness of others, in terms of feeling oppressed by fear, lack of trust, dehumanization, and segregation. He describes in full detail the importance of the government’s involvement in the lives of the blind victims, which allows the reader to understand and recognize our own societal misfortunes in health care, as well as other world problems. For example, our government allows Hispanic women to be eligible for â€Å"Medicaid or state-sponsored child health insurance programs, yet many Hispanic American families fear that enrolling family members in such plans could be used against them when they apply for citizenship† (Minority Women’s Health). Not only are Hispanic Americans afraid of getting ill while without health care, but they also fear that having health insurance could devastate their chances of acquiring a citizenship. Moreover, the government is obviously not seein g the pain and suffering through the eyes of the less fortunate, and in turn robs them of their freedom and vulnerability for being in a lower class.      Ã‚  Ã‚  Ã‚   In Saramago’s novel, the government’s commands, instant decisions, and fears about the blind epidemic is what the blind infected, vulnerable characters are terrified about the most. â€Å"Look here, blind man, let me tell you something, either the two of you get back to where you came from, or you’ll be shot [†¦] they’re terrified and are only obeying orders† (63). With a large number of people going blind quickly and with no apparent cause, public health officials’ panic and the blind internees are not only afraid for their lives in terms of their sickness, but they are also terrified of the government’s command to shoot and kill the infected internees. The most important things in life is not power and the ability to instill fear on others, it is compassion, love, and understanding. Without these three qualities, we become blind t... ...and can be set aside, has an absurd psychological way of thinking. People should not devalue others’ because they are â€Å"weaker,† or â€Å"different† from him/her. â€Å"Fear can cause blindness, said the girl with the dark glasses, Never a truer word, that could not be truer, we were already blind the moment we turned blind, fear struck us blind, fear will keep us blind† (Saramago 129). In today’s society, people are more concerned with their own â€Å"little world,† rather than looking at the extensive perspective of life. One reason why people can sometimes be classified as being â€Å"blind† is because people fear the unknown, and rejects the unfamiliar. Many people are not comfortable with stepping out of their shell and exploring their surroundings, let alone trying to look through the eyes of the segregated minority. In the novel Blindness, Jose Saramago metaphorically uses the word â€Å"blindness† as a term meaning, the truth that we cannot bear to see. To avoid the outside world, many people tend to shelter themselves from the obvious reality, and tend to focus of their â€Å"own† meaning of r eality. However, when our vision is stripped from our secluded selves, reality is all you can truly â€Å"see.† Jose Saramago's Blindness Essay -- Jose Saramago Essays Blindness   Ã‚  Ã‚  Ã‚  Ã‚  When defining the word blindness, it can be interpreted in various ways. Either it can be explained as sightless, or it can be carefully deciphered as having a more complex in-depth analysis. In the novel Blindness, Jose Saramago depicts and demonstrates how in an instant your right to see can be taken in an instant. However, in this novel, blindness is metaphorically related to ‘seeing’ the truth beyond our own bias opinions. Saramago’s novel clearly illustrates themes that describe the importance of the awareness of others, in terms of feeling oppressed by fear, lack of trust, dehumanization, and segregation. He describes in full detail the importance of the government’s involvement in the lives of the blind victims, which allows the reader to understand and recognize our own societal misfortunes in health care, as well as other world problems. For example, our government allows Hispanic women to be eligible for â€Å"Medicaid or state-sponsored child health insurance programs, yet many Hispanic American families fear that enrolling family members in such plans could be used against them when they apply for citizenship† (Minority Women’s Health). Not only are Hispanic Americans afraid of getting ill while without health care, but they also fear that having health insurance could devastate their chances of acquiring a citizenship. Moreover, the government is obviously not seein g the pain and suffering through the eyes of the less fortunate, and in turn robs them of their freedom and vulnerability for being in a lower class.      Ã‚  Ã‚  Ã‚   In Saramago’s novel, the government’s commands, instant decisions, and fears about the blind epidemic is what the blind infected, vulnerable characters are terrified about the most. â€Å"Look here, blind man, let me tell you something, either the two of you get back to where you came from, or you’ll be shot [†¦] they’re terrified and are only obeying orders† (63). With a large number of people going blind quickly and with no apparent cause, public health officials’ panic and the blind internees are not only afraid for their lives in terms of their sickness, but they are also terrified of the government’s command to shoot and kill the infected internees. The most important things in life is not power and the ability to instill fear on others, it is compassion, love, and understanding. Without these three qualities, we become blind t... ...and can be set aside, has an absurd psychological way of thinking. People should not devalue others’ because they are â€Å"weaker,† or â€Å"different† from him/her. â€Å"Fear can cause blindness, said the girl with the dark glasses, Never a truer word, that could not be truer, we were already blind the moment we turned blind, fear struck us blind, fear will keep us blind† (Saramago 129). In today’s society, people are more concerned with their own â€Å"little world,† rather than looking at the extensive perspective of life. One reason why people can sometimes be classified as being â€Å"blind† is because people fear the unknown, and rejects the unfamiliar. Many people are not comfortable with stepping out of their shell and exploring their surroundings, let alone trying to look through the eyes of the segregated minority. In the novel Blindness, Jose Saramago metaphorically uses the word â€Å"blindness† as a term meaning, the truth that we cannot bear to see. To avoid the outside world, many people tend to shelter themselves from the obvious reality, and tend to focus of their â€Å"own† meaning of r eality. However, when our vision is stripped from our secluded selves, reality is all you can truly â€Å"see.†

Demonstrating Sulphuric acid is Dibasic Essay

Chemistry Practical Plan Aim The aim of my experiment is to demonstrate that sulphuric acid, H2SO4, is dibasic. Dibasic means that one mole of sulphuric acid can release two moles of hydrogen ions, H+ when it reacts in an aqueous solution. To demonstrate the dibasic nature of sulphuric acid, I shall do two experiments, one involving a titration, the other a gas collection. Predication In my titration, I shall neutralise an acid with a base. Firstly, I will titrate Hydrochloric Acid against Sodium Hydroxide. The balanced chemical equation for this reaction is as follows. HCl(aq) + NaOH(aq)→ NaCl(aq) + H20(l) Hydrochloric Acid, HCl, is a monoprotic acid, meaning that it will release one Hydrogen ion, H+ when reacted in an aqueous solution. The molar ratio in this reaction is 1:1, and therefore 1 mole of Hydrogen ions, H+, will be needed to react with 1 mole of Hydroxide ions, OH-, to form 1 mole of Water, H20. Therefore, I predict that this will mean that an equal number of moles of Hydrochloric Acid will be needed to neutralise the Sodium Hydroxide. I shall then titrate Sulphuric Acid against Sodium Hydroxide, in comparison to Hydrochloric Acid. HCl is monoprotic, whereas H2SO4 is diprotic, and will therefore release double the amount of Hydrogen ions, H+. The reaction is as follows: H2SO4 (aq)+2 NaOH(aq)→ Na2SO4(aq) +2H2O(l) To demonstrate that Sulphuric Acid is dibasic, and that it will release two Hydrogen ions, H+, I predict that only half the number of moles of H2SO4 will be needed to neutralise one mole of NaOH. The molar ratio of acid to alkali is now 1:2, so for every Hydroxide ion released from the Sodium Hydroxide, two Hydrogen ions will be released from the sulphuric Acid, and so only 0.5 mole H2SO4 will be needed to neutralise 1 mole NaOH. For the gas collection experiment, I shall again react firstly a monoprotic acid, then a diprotic acid and compare the amounts of gas collected. My first reaction will be between Hydrochloric Acid (monoprotic) with Magnesium Carbonate. 2HCl(aq) + MgCO3(s) → MgCl2(aq) + H2O(l) + CO2(g) My second reaction will be between Sulphuric Acid (diprotic), and Magnesium Carbonate. H2SO4(aq) + MgCO3(s) → MgSO4(aq) + H2O(l) + CO2(g) For both reactions I shall collect the gas in a gas syringe, and compare the amounts of gas released. When metal reacts with acid, carbon dioxide is released. I will use acids of equal molarity, and the same mass of magnesium carbonate. I predict that the H2SO4 will produce twice the volume of gas in comparison to HCl, as this will demonstrate the dibasity of Sulphuric Acid. Safety Sulphuric Acid is corrosive and therefore goggles must we worn at all times. If spillages occur, these should be washed liberally with cold water. Sulphuric Acid can burn skin and eyes, so lab coats and gloves should be worn. In case of contact with eyes, immediately flush eyes with plenty of water for at least 15 minutes. If swallowed drink plenty of water and seek medical help. Also follow standard laboratory safety such as removing lose clothing and tying hair away from face. Fair Test Titration – to ensure a fair test in my titration, I will use the same amounts of acid the same in each titration, and measure the variation in alkali needed to neutralise the acid. I will use a pipette and burette because they are the most accurate equipment available, being accurate to +/- 0.05cm3. Before filling the burette and pipette I shall rinse them first with distilled water and then with the chemical to be used. This will allow me to take more accurate readings from the equipment and reduce the possible error margin. I shall rinse the burette and pipette also with the solution to be used to ensure no dilutions in my experiment, which could lead to inaccuracy. Gas Collection – to ensure a fair test in the gas collection, I shall use equal masses of Magnesium Carbonate in both collections, and measure the varying amount of Carbon Dioxide released. I will use a gas syringe to collect the carbon dioxide because I think that this I more accurate than upwards delivery – carbon dioxide is soluble in water and this could affect my results. For both experiments, I shall also use the largest values possible as this will reduce the percentage error in my practical to give me more reliable results. Titration Method Apparatus: Sodium Hydroxide (1.0 molar), Sulphuric Acid (1.0 molar), Hydrochloric Acid (1.0 molar), 50 cm 3 pipette, burette, phenolphthalein indicator, white tile, clamp stand, boss, distilled water dispensers, pipette filler, 4 Ãâ€" 100cm3 beakers, 2 Ãâ€" 100cm3 conical flasks, plastic filter funnel. Perform pre-tests to determine the colour change of the indicator at the end point of the titration and the colour of phenolphthalein in acids and alkalis. Prepare the equipment as follows: Burette – rinse with distilled water followed by the solution to be used, NaOH as not to dilute the solution with water. Run solution through and invert the burette to ensure no air bubbles. Fill the burette with NaOH using a filter funnel, and remove the funnel. Record the volume of solution within the burette to 0.05 ml. Pipette – rinse the pipette several times by sucking and releasing the solution to be used, HCl or H2SO4, using a pipette filler, (suck up solution to above the measured mark) Using pipette filler, fill pipette with until the meniscus is slightly above the mark. Take the pipette out of the solution to ensure no atmospheric pressure and allow the liquid to run out slowly until the meniscus is level with the mark. Touch the side of the flask with the tip of the pipette but allow any residue to remain in the pipette. Add 3-4 drops of the indicator phenolphthalein to the solution in the conical flask (no more as indicators are weak acids and so can have an effect on the titration) Use a white tile to help identify the colour change at the end point. Run the solution from the burette whilst swirling, stop as soon as the indicator colour changes. Record the volume of the rough titration. Repeat the titration carefully and drop wise until the colour is about to change, then add half a drop at a time. When the faintest detectable colour change can be noted, record the final volume to within 0.05 ml. Repeat the titration to get three accurate titrations within 0.1 ml of each other. Gas Collection Apparatus: Hydrochloric Acid (1 molar), Sulphuric Acid (1 molar), Magnesium Carbonate, 6 conical flasks, gas valves and bungs, gas syringe with delivery tube, Clamp stand and boss. Set up the experiment as shown. React 0.34g MgCO3 with 100ml HCl for at least 10 minutes or until the reaction is complete. Record the volume of CO2 produced. Repeat three times, ensuring that the gas syringe is always set at zero before the experiment is set. Repeat with H2SO4to allow the comparison of results. Quantities Titration From my research I know that the maximum volume of Sodium Hydroxide will be needed in the titration with Hydrochloric Acid. The burette I will be using can measure accurately up to 50cm3. I from my calculations, this amount will be used to neutralise 50cm3 of acid. For the reaction with Sulphuric Acid, twice the volume of NaOH shall be needed to neutralise the acid. Therefore, I shall use only 25cm3 acid for both titrations, as I know that 50cm3 NaOH is the maximum volume I will need. The advantage of using the largest volumes possible is that the percentage error is reduced, and my experiments will therefore me more accurate. Gas Collection H2SO4(aq) + MgCO3(s) → MgSO4(aq) + H2O(l) + CO2(g) This is the reaction that I predicted would release the most carbon dioxide. I therefore had to work out what the maximum amount of product I could use within the practical limits of my apparatus. Max volume gas released – 100cm3 No. moles = actual volume à · 24 = (100à ·1000) à · 24 = 0.004 moles CO2 Molar ratio MgCO3: CO2 =1:1 Therefore 0.004 moles MgCO3 Mr MgCO3 = 24+12+ (16 x 3) =84 Actual Mass = number of moles x mass 1 mole = 0.004 x 84 0.34g Magnesium Carbonate to be used. The Sulphuric Acid must also be present in excess to ensure the reaction goes to completion, and so I will therefore use 0.1 mole H2SO4. Volume = number of moles à · concentration = 0.01 à ·1 = 0.01 dm-3, or 100 cm-3 2HCl(aq) + MgCO3(s) → MgCl2(aq) + H2O(l) + CO2(g) For my second reaction, I shall use the same mass of Magnesium Carbonate, and provided the acid is still in excess, the same volume of Hydrochloric Acid, to ensure a fair test. Mass MgCO3 to be used = 0.34g Molar ratio HCl: CO2 = 2:1 Therefore 0.004 x 2 moles HCl to be used. To allow the acid to be present in excess, I shall use 0.01 mole of Hydrochloric Acid. Therefore, volume = number of moles x concentration =0.01 Ãâ€" 1 =100cm3 Specimen Calculations Titration using Sodium Hydroxide and Hydrochloric Acid HCl(aq) + NaOH(aq)→ NaCl(aq) + H20(l) Volume HCl used: 25 ml or 0.025 dm-3 Number of moles HCl = concentration (mol dm-3) Ãâ€" volume (dm-3) = 1mÃâ€" 0.025 dm-3 = 0.025 moles HCl Molar ratio NaOH: HCl = 1: 1 Therefore 0.025Ãâ€"1= 0.025 moles NaOH Volume NaOH = number of moles Ãâ€" concentration (mol dm-3) = 0.025 Ãâ€" 1 =0.025 dm-3 This shows that an equal volume of Sodium Hydroxide is needed to neutralise the Hydrochloric acid, indicating that for every OH- ion in the NaOH, one H+ ion was released from the Hydrochloric Acid to form H2O, a neutral molecule. This shows that Hydrochloric Acid is monoprotic, as it releases one Hydrogen ion when it is reacted in an aqueous solution. Titration using Sodium Hydroxide and Sulphuric Acid H2SO4 (aq)+2 NaOH(aq)→ Na2SO4(aq) +2H2O(l) Volume H2SO4 used: 25 ml or 0.025 dm-3 Number of moles H2SO4 = concentration (mol dm-3) Ãâ€" volume (dm-3) = 1mÃâ€" 0.025 dm-3 = 0.025 moles H2SO4 Molar ration NaOH: H2SO4 = 2: 1 Therefore 0.025à ·2 = 0.0125 moles NaOH Volume NaOH = number of moles Ãâ€" concentration (mol dm-3) =0.0125Ãâ€" 1 = 0.0125 dm-3 This shows that only half the volume of Sodium Hydroxide was needed to neutralise the Sulphuric Acid, indicating that for every OH- ion in the NaOH, two H+ were released from the Sulphuric Acid, demonstrating its dibasity, as for every mole of Sulphuric Acid reacting in solution; two moles of Hydrogen ions were released. Gas Collection 2HCl(aq) + MgCO3(s) → MgCl2(aq) + H2O(l) + CO2(g) Number of moles MgCO3 = actual mass à · mass 1 mole Mr MgCO3 = 84 = 0.34 à · 84 = 0.004 moles Molar ration HCl: CO2 = 2: 1 Therefore 0.004 à · 2 = 0.002 moles CO2 Volume = number of moles x 24 = 0.002 Ãâ€" 24 = 0.048 dm-3 or 48cm3 H2SO4(aq) + MgCO3(s) → MgSO4(aq) + H2O(l) + CO2(g) Number of moles MgCO3 = actual mass à · mass 1 mole Mr MgCO3 = 84 = 0.34 à · 84 = 0.004 moles Molar ratio H2SO4: CO2 = 1: 1 Therefore 0.004 moles CO2 Volume = number of moles Ãâ€" 24 = 0.004 Ãâ€" 24 =0.096 dm-3 or 96cm3 When a metal carbonate reacts with acid, carbon dioxide is released. These results show that when Magnesium Carbonate reacts with Sulphuric Acid, twice the volume of Carbon Dioxide is produced in comparison to its reaction with Hydrochloric Acid. This shows that, as we know HCl to be a monobasic acid, Sulphuric Acid is dibasic, as it produced double the volume of gas as a result of its two Hyrdogen ions that are released. Bibliography ‘Chemistry’ – Chris Conoley and Phil Hills (p. 332) Collins Educational 1998 Steven Doherty – Atoms, Molecules and Stoichiometry www.catalogue.fisher.co.uk/scripts Cambridge University Press 2000 ‘Chemistry’ Brian Ratcliff

A CLC assignment Essay

Your CLC group will interview four different people about the ethical dilemma selected for Part 1 of this assignment. After sharing the interview results, the group will make a written recommendation. For complete directions for this assignment, refer to â€Å"Collaborative Learning Community: Analysis of an Ethical Dilemma.† Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment. You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin. Collaborative Learning Community: Analysis of an Ethical Dilemma Collaborative Learning Community: Analysis of an Ethical Dilemma (Part 1) In your CLC group, select one of the following three options and view the video related to your chosen topic (a description of each is provided along with a link to access the electronic media): Dilemma 1: Embryo Harvesting and Freezing/Genetic Manipulation (Posthumous Conception Case) Ethical issues related to case: http://www.youtube.com/watch?v=EIenB7qgIVk Washington Post article of Karen Capato Case: http://articles.washingtonpost.com/2012-03-19/politics/35450022_1_karen-capato-robert-capato-survivor-benefitsUS Supreme Court (2011) Ruling on Capato Case: http://www.supremecourt.gov/opinions/11pdf/11-159.pdf Description: Eighteen months after her husband, Robert Capato, died of cancer, re ¬spondent Karen Capato gave birth to twins conceived through in-vitro fertilization using her husband’s frozen sperm. Should technology be used to create live posthumously? Dilemma 2: Marketing of Medical / Pharmaceutical Products http://planetgreen.discovery.com/videos/30-days-anti-aging.html. While medical treatments and pharmaceuticals are common approaches to address a wide variety of conditions, there is growing concern from consumer groups and the medical community regarding current marketing practices which result in overconsumption or no medical benefit. The medical industry however, argues that these technologies are revolutionary in relieving suffering. Consider the ethical dilemmas of this case. What are the possible ethical dilemmas and implications? Dilemma 3: Voluntary/Assisted Euthanasia Dax Case 1 http://www.youtube.com/watch?v=IsxaaMbZMtA&feature=related The Terry Schiavo Documentary http://www.youtube.com/watch?v=cki55BM42kw 1)The quality of life for two individuals has been dramatically affected following traumatic events. What are the ethical implications in the scenarios? What response should be given to the patient and family in response to their requests for assisted euthanasia? Write a formal paper of 750-1,000 words identifying important components of the topic. Include the following: a)A description of the topic and related ethical implications: i)Obligations to your profession and work as a nurse. ii)Laws regarding this topic. iii)Stake holders in this scenario. b)A summary of the impact on social values, morals, norms, and nursing practice. c)An explanation of how an ethical theory and/or ethical principle might be applied to address the chosen topic. 2)Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. 3)Submit the assignment to the instructor by the end of Module 4. Collaborative Learning Community: Analysis of an Ethical Dilemma (Part 2) 1)In your CLC group, interview a hospital administrator, a spiritual  leader, a health care colleague, and a neighbor/friend. (A total of four different individuals must be interviewed by the group in-person or by telephone). a)Ask all individuals interviewed to share their philosophy and worldview in relation to the ethical dilemma your group identified for Part 1 of this CLC assignment. b)Summarize the responses of each of the four individuals interviewed. c)As a group, consider the responses of the individuals interviewed and assess their similarities/differences. 2)Compose a written recommendation (750-1,000 words), incorporating the research your group has done as well as the four interview results to come to a resolution to the ethical dilemma. Be sure to clearly articulate your group’s position and the rationale for your position. 3)Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. 4)Submit the four interview summaries and the group resolution to the instructor by the end of Module