Copper Cycle Lab Report Essay Example

Copper Cycle Lab Report Paper You do not need to fill in all space provided for the sake of doing so. 7. When asked to provide calculations, for full credit you must provide a labeled and systematic approach showing all steps and assumptions required to determine the required results. All calculations must be typed or written legibly. 8. You must submit the complete set of original copies (i. E. The white copies) of your Data/Observation sheets that were signed by your TA with your report. Any attempt to alter the original data or use a different set of data in the analyses maintained in this report is an act of academic dishonesty and will be penalized as such. Some marks will be allocated to the completeness of your data. 9. It is an act of plagiarism (will be penalized) to use any data or information obtained from the literature and/or Web sources without properly citing it. You should rewrite cited work in your own words, especially if the quotation spans more than a couple of sentences. 10. Staple together all pages relating to this report and submit it in the correct slot in the report cabinet before the submission deadline. Reports submitted into the wrong slot or late will be penalized. Official Report Form Page 1 of 5 Purpose Results Use your experimental data to determine the percent recovery of copper from Page 2 of 5 List the balanced net ionic equations for all reactions that you observed in this experiment. Use your observations to provide evidence for all successful reactions completed and products formed. Where applicable, list ions in their coordination complex form; for example, when Cue+ exists as the hexagon complex, use (aqua) in your equation. Note: The zinc action also forms a hexagon complex in aqueous solution. We will write a custom essay sample on Copper Cycle Lab Report specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Copper Cycle Lab Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Copper Cycle Lab Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Copper Cycle Lab Report Essay Example Copper Cycle Lab Report Paper In conclusion my percent recovery of copper was 100% due to the adequate amounts of solutions and achievement of proper chemical reactions. Equipment and Materials: Copper Metal (penny) Nitric Acid (HON..)(aqua) Sodium Hydroxide (Noah)(aqua) sulfuric ACid Ammonium Hydroxide (NH)(aqua) Hydrochloric Acid (HCI)(aqua) Zinc powder 2 100 ml Beakers 250 ml Waste Beaker 400 ml Beaker Filter paper Plastic Dropper 250 ml Erlenmeyer Flask Forceps Plastic Funnel Red Litmus paper Spatula Steel Wool Glass stirring rod Small test tube Tongs Wash bottle Watch Glass Procedure: l. Weigh a pre-1982 penny (should be around 3 grams) II. Measure ml of concentrated nitric acid, HON..(aqua), into a 100 ml beaker under a fume hood. Place penny into the beaker of nitric acid and observe the reaction. After 5 seconds remove penny with forceps and place into second beaker. Ill. Add approximately ml of denizen water into second beaker to remove any remaining copper ion traces and place rinse into first beaker with nitric acid. Record your observations of the copper (II) nitrate, Cue(NON)2. Dry and weigh the penny to see how much of the copper mass was removed. IV. Pour the solution from the first beaker into a clean 250 ml beaker while inside the fume hood. We will write a custom essay sample on Copper Cycle Lab Report specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Copper Cycle Lab Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Copper Cycle Lab Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Rinse the first beaker thoroughly and pour the rinse with the solution in the 250 ml beaker. V. Add 6 drops of Sodium Hydroxide, Noah(aqua), to the 250 ml beaker until a precipitate is formed. Test the solution with litmus paper by adding small amounts of sodium hydroxide to the solution until the solution is basic. Record your observations of copper (II) hydroxide, Cue(OH)2. VI. Place the 250 ml beaker on a hot plate and occasionally stir the mixture during heating. Heat mixture until the solution turns completely black. Additional heating will help indicate a chemical reaction has occurred. Record your observations of copper (II) oxide, CLIO. Turn off hot plate and carefully remove the beaker with the forceps. Allow the mixture to cool to room temperature. While waiting for the mixture to cool prepare a suction filtration set. VII. Once cooled, pour the mixture into the Boucher funnel to filter the precipitate. Rinse out the beaker and pour the rinse into the Boucher funnel. (Filtrate, solution that goes through the filter, should be clear) Empty the filtrate ND rinse the filter flask with denizen water (while the precipitate is still in the Boucher Funnel) Replace the funnel over the cleaned filter flask. VIII. Carefully add 6 drops of Sulfuric Acid, HOSES(aqua), and gently stir the Bunker Funnel until the precipitate is completed reacted away. Then wash the filter paper with a small amount of denizen water. Remove the Boucher Funnel and pour the filtrate into a clean 250 ml beaker. Record your observations of copper (II) sulfate, Cuscus. IX. Add a spatula tip quantity of zinc powder to the filtrate in the 250 ml beaker under the fume hood. Do not inhale the fumes) Add zinc powder until the solution turns clear. Reaction is complete, takes 8-10 minis) Record your observations of copper metal. X. Add a few drops of ammonium hydroxide, NH, to a small test tube. Place a drop of the solution from the previous step into the test tube using a plastic dropper. If you see a deep blue color add more zinc powder until there is no change in color of the solution in the test tube. XSL. Inside the fume hood, add a good amount of Hydrochloric Acid, HCI(aqua), to the solution in the 250 ml beaker to remove excess zinc. (accelerate reaction by eating if the reaction appears slow) XII. Take the 250 ml beaker to your lab bench. Set up a gravity filtration with a plastic funnel, folded wet filter paper, and an Erlenmeyer flask. Pour the content in the 250 ml beaker slowly through the filter paper. Wash the filter paper with denizen water. Dispose of the filtrate in the proper labeled waste container. XIII. Carefully remove the copper metal from the filter paper onto the watch glass. (with a spatula) Place a 400 ml beaker on a hot plate contained with water. Carefully place the watch glass before the water boils to dry the copper metal. Use the tongs to handle the hot watch glass) XIV. Record your observations of the dried, cooled copper metal and weigh the recovered copper. Data Collection and Observations: started with elemental copper metal and then reactions occur step by step as follows: I Experimental stage | 1. Copper metal (penny) at the start brownish, copper-colored, fine solid. Observations I Tarnished, worn out, 1 12. Recovered, wet copper metal after reaction with nitric I Light brown to greenish blue, liquid, worn out, disconsolation. I nitrate, I I acid, HON..(aqua) 1 13. Rope of Sodium Hydroxide, Noah, into copper-containing I Greenish- blue crystals forming, misty, cloudy, liquid. I I solution (Cue(NON)2) I hydroxide, 1 14. Dehydration of by heating and stirring the solution I Dark black, thin, tint of gray, liquid, black spots/dots, milky. I I until chemical reaction has occurred. I I(copper (II) oxide, Quo) 1 15. 6 drops of Sulfuric Acid, HOSES, onto the Quo precipitate. I Cell-shape in the middle , liquid-form, fizzy, bubbly, expanding, turns I I (copper(al) sulfate, Cuscus) 1 16. Small amount of zinc powder added to Cuscus I clear. I Light brown, hint, fine solid, copper- colored metal) I I (recovered, wet copper 17. Copper metal filtered and dry over a boiling water bath I Fine solid, bright, shiny, light brown, disconsolation I(dried, cooled copper metal) Chemical Reactions: cue(s) + EH+(aqua) + NEON- Cue+(aqua) + NEON(g) + 21-420 (l) Cue+(aqua) + EH-(aqua) + HEAT CLIO(s) + H2O(l) cue(s) + EH+(aqua) Cue+(aqua) + H2O(l) Cue+(aqua) + Zen(s) -> Cue(s) + Zen+(aqua) Zen(S) + EH+ Zen+(aqua) + HOC) Mass of Copper before and after the Copper Cycle I Mass of penny before any reaction grams with HON..(aqua) 12. 49 grams previous masses) | . 4 grams the completion of the copper cycle 100% Results and Discussions: | 2. 53 I Mass of penny after reaction I I Mass of copper used I (difference between the two I I Mass of copper recovered at I I Percentage of copper recovered After placing the penny into the small beaker of nitric acid, the copper in the penny reacted the acid, became copper (II) nitrate (Cue(NON)2). Then, af ter exposing of what is left of the penny and pouring the nitrate acid into a beaker, added sodium hydroxide to the solution, forming greenish-blue crystals which were copper (II) hydroxide (Couch). After a few minutes of adding heat to the proper (II) hydroxide mixture, the copper turned black which indicated that a chemical reaction has occurred called copper (II) oxide (Quo). Then, I filtered the Quo precipitate, rinsed out the beaker, and poured it into a Boucher funnel. I added sulfuric acid onto the Quo precipitate, forming cell-like structures and fizzing motions which were copper (II) sulfate (CUSCUS). After, I detached the Boucher funnel and poured the filtrate into a clean beaker and then added small amounts of zinc powder, which formed into a fine, light brown solid (recovered, wet copper metal). In order to test the completion of the recovery of the copper, placed a few drops of ammonium hydroxide (NH) into a small test tube, added a drop of the recovered, wet copper metal from the previous step, and added more zinc powder until the test tube had no change in color or the test was negative. I then removed the excess zinc by adding adequate amounts of hydrochloric acid (HCI). Next, I used a gravity filtration to filter the recovered copper and dried it with a boiling water bath. Lastly, I observed the dry copper metal, which was bright, shiny, discovered, and a fine solid, and weighed it.

Are Freuds Theories Of The Oral And Anal Personalities Like essays

Are Freud's Theories Of The Oral And Anal Personalities Like essays This question immediately raises the problem, "how are we to determine which parts of Freudian theory are 'good'?" Freud may well have argued that the evidence he documented from his psychotherapy sessions was sufficient, whilst behaviourists would demand that the various aspects of a theory could only be recognised as 'good' after being exposed to the full rigours of the scientific method. I personally don't feel that one can hope to design a repeatable experiment that will decisively illustrate the existence of, for example, the Oedipus complex. On the other hand I feel that we cannot simply accept a theory that has been moulded to fit a certain experimenters observations, coloured as they must be by their own personality, prejudices, and society. Therefore in this essay I will examine the empirical evidence from studies conducted on these most controversial of Freud's theories, and where that evidence appears on balance to give support to that particular theory, I will accept it a s 'good'. As I said earlier some will regard this measure of worth as too lax to be of any use, whilst others will object to the application of science to the process of personality development, a process that is infinitely complex and unique, and so beyond science. Freud's theories of the oral and anal personality are centred around the idea that the infant is able to experience sexual sensations, and that the basis for these sensations changes during early development. If an infant is over or under stimulated during one of these stages fixation will occur, and certain personality traits will develop. The oral personality, according to Kline (1984) consists of two not entirely opposed constellations of traits, the optimistic oral, associated with late weaning, and the pessimistic oral, associated with early weaning. As both situations cause fixation at the oral stage, many traits are common to both types. Goldman-Eisler (1951) conducted a study, th...

Agency perspective Essay Example | Topics and Well Written Essays - 750 words

Agency perspective - Essay Example All the members of the Very Bad Bike Club (VBBC) are dangerous because they engage in a number of criminal activities ranging from drug trafficking to participation in a criminal enterprise. Major Allen Irongate has his job well defined as the Security Chief of the state correctional facility. Since the member of Very Bad Bike Club (VBBC) roam Virtual, they are in constant battles with the police who are diligent to make Virtual a safe city. In this regard, a number of criminals find themselves at the correctional facility after facing prosecution from the Chief Prosecutor. The Security Chief of the state correctional facility oversees the welfare of prisoners under his docket to ensure that none of them escapes. In addition, Major Allen Irongate, who holds the docket, is responsible for the intake and release of prisoners, most of who belong to VBBC. He also has a duty to keep the records of all inmates and those released on parole. Although Major Allen Irongate has tried her best to manage the correctional facility, constant release and sentencing of same criminals have thwarted his efforts (Ferdico, Fradella, & Totten, 2013).   The perspective of the Security Chief of the state correctional facility, Major Allen Irongate is quite strange in the sense that she has her personal issues with Very Bad Bike Club (VBBC). She holds the strong opinion that the imprisonment of the majority of the VBBC members has relieved the city of Virtual of the unrest it had experienced hitherto. In fact, she feels that the correctional facility is doing its job diligently because of the marked reduction in criminal cases within the locality. It means that correctional facilities are not places where criminals face harsh disciplinary measures, but rehabilitation centers (McCullough, 2006).   Instead of reforming and becoming better citizens as Major Irongate

Different type of (Rape)(Date rape)(statutory rape) (Acquaintance Research Paper

Different type of (Rape)(Date rape)(statutory rape) (Acquaintance rape)(Dometic rape - Research Paper Example In order to have sex with the partner, a male uses many tactics. When his attempt for sex fails, he may try to rape his partner. â€Å"Estimates from national prevalence studies suggest that 13%–16% of adult women have experienced forcible rape in their lifetimes† (Testa & Livingston, 2009, p.1350). Based on the nature, rape can be classified into different categories such as date rape, statutory rape, acquaintance rape, domestic rape etc. This paper briefly analyses different types of rape and the role of a social worker in preventing it. Dating is a common life style, especially in western countries. It is a process in which a male and female engage in close relationships for enjoyment purpose. It is not necessary that all the females who establish dating relationships with the males may have the intentions of sexual intercourse. At the same time, majority of the males in dating relationships like to have sexual relationships with their partners. When a female resists the attempt of her dating partner for sexual activities, rape can takes place which can be referred as dating rape. Statutory rape occurs when one person in a sexual relationship does not crosses the legal age required to provide consent to sexual activities. It is illegal to engage in sexual relationships with people below 18 years of age in many countries. Even if the person below the age of 18 gives consent to the sexual activities, it cannot be considered as normal sexual activities because of the immaturity of the underage person to take sound decisions with respect to sexual activities. â€Å"Acquaintance rape is a sexual assault crime committed by someone who knows the victim. As a sexual assault crime, acquaintance rape includes forced, manipulated or coerced sexual contact† (Acquaintance Rape Brochure, 2002, p.1). Most of the rape incidents happen among people who are familiar to each other. Rape cases which involve strangers happen very rarely. In acquaintance

Impact of Social Exclusion on Physical and Mental Health

Impact of Social Exclusion on Physical and Mental Health Impact of social exclusion to physical and mental health of Australian children Dian Atiqah Binte Lokman O.Mahat 1.0 Introduction For the purpose of this paper, the various physical and mental health impacts of social exclusion will be discussed, with specific focus on the health of Australian children. The concept of social exclusion has become one of the widely recognised framework for understanding, measuring and addressing poverty and disadvantages in multidimensional level (Harding, McNamara, Daly and Tanton, 2009). Social exclusion is one of the many social factors that contribute to the social determinant of health. Australian children are at risk of child social exclusion with the spatial differences in areas of high social exclusion risk that are common in Australia’s rural and regional balance, and in clusters of outer areas in most of Australia’s capital cities(Harding, McNamara, Daly and Tanton, 2009). Physical and mental health implications resulting from social exclusion will be discussed in relation to social acceptance. 2.0 Social Exclusion as a Determinant of Health for Australian Children According to the British Social Exclusion Unit, ‘social exclusion is what can happen when people or areas suffer from a combination of linked problems such as unemployment, poor skills, low incomes, poor housing, high crime, poor health and family breakdown’ (Office of the Deputy Prime Minister,2004,p.2). People have a fundamental need for positive and lasting relationships. With the evolution of history, human develops the trait of belonging that enables individuals to gain acceptance and avoid rejection. As belongingness is a core component of human functioning, social exclusion influences many cognitive, emotional, and behavioural outcomes and personality expression. (DeWall, Deckman, Pond Bonser, 2011) Social exclusion in the school environment is increasingly being recognised as a form of relational aggression or bullying, in which a child is exposed to harm through the manipulation of their social relationships and status (Edith Cowan University, 2009). There are many form of social exclusion such as experiences being deliberately excluded from a peer group, rumours spread about them, name calling and being purposefully embarrassed. Hence, social exclusion defies a lack of connectedness, participation, alienation or disenfranchisement from certain people within the society. Based on a Social Policy Research Centre (SPRC) survey results, 1 in 6 children live in households experiencing social exclusion; experiencing four or more of the nine indicators of no week’s holiday away from home each year, children did not participate in school activities and outings, no hobby or leisure activity for children, no medical treatment if needed, no access to a local doctor or hospital, no access to a bulk-billing doctor, does not have $500 in emergency savings, could not raise $2000 in a week in an emergency and lives in a jobless household (Saunders and Naidoo, 2008). Many range of studies done by the Commonwealth of Australia Senate Community Affairs Reference Committee in 2004 shows disadvantaged children in Australia and the impact of poverty on indicators including health education and health, and the social and economic implications of poverty (Harding, McNamara, Daly and Tanton, 2009). 3.0 How Australian Children are affected through social exclusion Children that experience disadvantages suffer from negative effects throughout their life course (Saunders, Naidoo and Griffiths, 2008). Those who are consistently teased or ostracized, or are always the last ones chosen for the team; people who make fools of themselves in public presentations, or are ridiculed by superiors; and individuals who are put down, criticized, or rejected by relationship partners or because they possess devalued characteristics or social stigmas often experience social evaluative threat (SET), which occurs when the self could be negatively judged by others (Dickerson Kemeny, 2004). This leads to social pain- the emotional response to the perception that one is being excluded, rejected or devalued by a significant individual or group (MacDonald Leary, 2005) which produces specific physiological responses, including changes in the cardiovascular, neuroendocrine and immune systems (Dickerson, 2008 ; Dickerson, Grunewald Kemeny, 2004) Racial, ethnic, and cultural minority students are at greater risk than others of encountering disadvantages in school (Kaspar, 2013). In Australia and New Zealand, 11-13% of Indigenous youth reported school-based victimization in the Western Australian Aboriginal Child Health Survey (WAACHS; Zubrick et al. 2005), the National Aboriginal and Torres Strait Islander Social Survey (NATSISS; Australian Bureau of Statistics (ABS), 2010), and the Youth 2007 Survey (Clarke et al., 2009). School-based victimization is contemporaneous with, and antecedent to negative peer group conditions, including peer rejection, fewer friendships, poor quality of friendships, and perceptions of peers as hostile, untrustworthy and ill-intentioned (Salmivalli Isaacs, 2005). Based on an Australian survey, Indigenous youth were more vulnerable to emotional health difficulties due to bullying than were non-Indigenous students bullied (Blair et al., 2005). These social evaluative events that induce social pain are capable of eliciting intense emotional and physiological responses as well. Accessibility to geographical and workforce supply also contributes to the variation of child health outcome. Inequalities in health arise because of inequalities in the conditions of daily life under which we are born, develop into young children, grow into teenage years and adulthood, and live into old age (Chittleborough, Baum, Taylor Hiller, 2006; Marmot et al., 2010; WHO, 2008). High social exclusion risk are found in rural, regional areas and clusters in outer areas of Australia’s capital cities (Harding et al, 2009; Tanton et al., 2010). These reduces the opportunity for intervention and prevention of long term consequences of social deprivation on health (WHO, 2008). 4.0 Impacts of Social Exclusion on Physical and Mental Health for Australian Children The stress of belonging to a socially excluded group can have an adverse affect on mental health. Prolonged stress raises the body’s levels of cortisol and lowers immune system functioning. Chronic stress related to racism and discrimination have been linked to diabetes, cardiovascular and other diseases. Modern evidence indicates that a lack of social connectedness relates to poorer immune system functioning, poor sleep quality, increased total peripheral resistance and increase risk of death (DeWall, Deckman, Pond Bonser, 2011). Research suggests that the physical, emotional and mental health of children exposed to social exclusion can be compromised. Children who have been socially excluded influences a variety of outcomes, including lower immune function, reduced sleep quality, reduced ability to calm oneself in times of distress, reduced self-esteem, feelings of anxiety, depression, aggression, self-regulation pro-social behaviour, attentional processes and attitude formation. In extreme events of social exclusion, it causes a period of temporary analgesia, similar to how the body copes with severe physical injury which is both physical and emotional (DeWall, Deckman, Pond Bonser, 2011). Social exclusion affect the mental health of an individual that leads to aggression, anti-social behaviour, lack of self-control , negative attitude and need of attention. Social exclusion increased aggressive behaviour and hostile perception of other’s ambiguous actions (DeWall, Twenge, et al., 2009; DeWall, Deckman, Pond Bonser, 2011). Rejected people usually behave aggressively towards large group of people that could lead to mass violence (Gaertner et al., 2008). However, the aggression drops when they experience a sense of acceptance, social connection or regain a feeling of control with their surroundings (DeWall, Deckman, Pond Bonser, 2011).Those experiencing social exclusion will also be less willing to engage in pro-social action as they were not driven to behave prosocially without having a sense of belonging and acceptance from others. In a study done by (Baumeister, DeWall,Ciarocco Twenge, 2005; DeWall, Baumeister, Vohs, 2008) investigate a link that exist betw een social exclusion and self- regulation. When people experience social exclusion, the implicit bargain is broken, signalling to the excluded individual that controlling his or her impulses will no longer reap the benefits of acceptance which impairs their self-regulation (DeWall, Deckman, Pond Bonser, 2011). This could affect their performances when it is not linked with acceptance. Attitude plays a fundamental aspect in psychological processes. It shapes responses to create agreement with others, further emphasising on the importance of social connection that could not be achieved through social exclusion. Social exclusion also affects patterns of basic, early-in-the-stream cognitive processes that are linked to the desire for renewed affiliation of attention that could act as a building block for more complex social cognition and actions (DeWall, Deckman, Pond Bonser, 2011). Repeated or persistent exposure to social exclusion can cause individuals to experience social pain more often for longer duration which leads to more frequent or prolonged activation of the psychological systems which could lead to negative consequences such as increase in cardiovascular, neuroendocrine and immunological parameters.(Dickerson, 2011). These physiological responses maybe an important factor for determining the mechanisms through which social pain could ultimately influence health and disease (Dickerson, 2011). 5.0 Conclusion It is evident that childhood social exclusion can lead to ongoing intergenerational disadvantage and therefore it is important to identify the risk factors of such experiences and improve the pathways, opportunities and life chances of such children. Dynamic intervention of public policies and support from families are required to address the root causes of social exclusion in order to reverse the effects of social exclusion on the developmental, behavioural, and health outcomes in children. (1499 words) 6.0 References Blair, E.M., Zubrick, S.R., Cox, A, H. (2005). The Western Australia Aboriginal child health survery: fidnings to date on adolescents. Medical Journal of Australia, 183(8), 433-435 Chittleborough, C. R., Baum, F. E., Taylor, A. W., Hiller, J. E. (2006). A life course approach to measuring socioeconomic position in population health surveillance systems, Journal of Epidemiology Community Health, 60(11), 981-992 Clare, T. C., Robinson, E., Crengle, S., Grant, S,. Galbreath, R. A., Sykara, J. (2009). Youth’ 07: The health and well-being of secondary school students in New Zealand. Findings on young people and violence. Auckland, New Zealand: The University of Auckland DeWall, C. N., Baumeister, R. F., Vohs, K. D. (2008). Satiated with belonginess? Effects of acceptance, rejection, and task framing on self-regulatory performance. Journal of Personality and Social Psychology, 95, 1367-1382 Dewall, C. N., Deckman, T., Pond, R. S., Bonser, I. (2011) Belongingness as a Core Personality Trait: How Social Exclusion Influences Social Functioning and Personality Expression : Journal of Personality, Vol.79(6), pp.1281-1314 [Peer Reviewed Journal] Dickerson, S.S., Grunewald, T.L., Kemeny, M. E. (2004). When social self is threatened: Shame, physiology and health. Journal of personality, 72, 1191-1216. Dickerson, S.S. (2008). Emotional and physiological responses to social-evaluative threat. Social and personality Psychology Compass, 2, 1362-1378. Dickerson, S. (2011). Physiological responses to experiences of social pain. Social pain: Neuropsychological and health implications of loss and exclusion. , (pp. 79-94). Washington, DC, US: American Psychological Association, x, 258 pp. Edith Cowan University (2009). Australian Covert Bullying Prevalence Study, CHPRC http://deewr.gov.au/bullying-research-projects Gaertner, L., Iuzzini, J., O’Mara, E. M. (2008). When rejection by one fosters aggression against many: Multiple- victim aggression as a consequence of social rejection and perceived groupness. Journal of Experimental Social Psychology, 44, 958-970 Harding, A., McNamara, J., Daly, A., Tanton, R. (2006). Child social exclusion: an updated index from the 2006 Census, Australian Journal of Labour Economics, v.12, no.1, 2009: 41-64 [Peer Reviewed Journal] Kaspar, V (2013) Mental health of Aboriginal children and adolescents in violent school environments: Protective mediators of violence and psychological / nervous disorders, Social Science and Medicine, Vol.81, pp.70-78 [Peer Reviewed Journal] Office of the Deputy Prime Minister (2004), The Social Exclusion Unit, Office of the Deputy Prime Minister,London Salmivalli, C., Issacs, J. (2005). Prospective relations among victimization, rejection, friendliness, and children’s self- and peer- perceptions. Child Development, 76(6), 1161-1171 Saunders, P., Naidoo, Y. (2008), Towards new indicators of disadvantage: deprivation and social exclusion in Australia, Social Policy Research Centre, University of New South Wales. Tanton, R., Harding, A., McNamara, J., Yap, M. (2010), Australian Children at risk of social exclusion: a spatial index for gauging relative disadvantage. Population Space and Place, 16(2), 135-150. WHO, (2008). Closing the gap in a generation: health equity through action on the social determinants of health. Final report. In Commision on the social determinants of health: Geneva: World Health Organisation Zubrick, S,R., Silburn, S. R., Lawrence, D. M., Mitrou, F. G., Dalby, R. B., Blair, E. M., et al. (2005). Summary report. The Western Australian Aboriginal Child health survey: Forced separation from natural family, relocation from traditional country or homeland, and social and emotional well-being of Aboriginal children and young people. Perth: Curtin University of Technology and Telethon Institute for Children Health Research. Lokman O.Mahat_Dian Atiqah_ 17289812 HHB 130 Discussion Paper

Difference Between Plutarchs And Shakespeares Caesar :: essays research papers

Difference Between Plutarch's and Shakespeare's Caesar Julius Caesar was in a precarious situation. It could be interpreted that he deserved the fate that pursued him for ambition or some other reason, or that it was a cold murder for which he did not deserve. Both Shakespeare and Plutarch wrote about Julius Caesar. Each tells the story a little differently. Plutarchs version is more sympathetic to Caear's situation. Shakespeare shows him to be an insensitive and conceited person thinking only of himself. This is shown by his reaction to Calpurnia's dream. After her description of her dream he says, "Caesar shall forth. The things that threatened me Ne'er looked but on my back; when they shall see the face of Caesar, they are vanished." This attitude to a warning implying that he was given fair warning and his death was partially due to his over confidence. On the other hand Plutarch gives him a more sensitive reaction to the dream in saying, "Caesar himself, it seems was affected and by no means easy in his mind." Moreover, Plutarch's writings show the long string of coincidences almost as Fate were deeming it necessary for him to die, and that he had no control over it. "...the scene of the final struggle and of the assassination made it perfectly clear that some heavenly power was involved...directing that it" (the assassination) "should take place just here. For here stood a statue of Pompey..." This stating that Caesar's murder was the deceased Pompey's revenge for he was killed by Caesar. Whereas, Shakespeare does not say anything about the statue and shows the same coincidences in the play as warnings to him that out of his own stupidity he did not take. Lastly, after Caesar's death the Romans were enraged to revenge him at

Conventions, The Skull Beneath The Skin

P.D. James claims to have used â€Å"the well worn conventions of the mystery to subvert them, stretch them, use them to say something true about characters, about men and women and the society in which they live† in her book ‘The Skull Beneath the Skin'. She sought out to rewrite the ‘cosy' style and she achieved this by challenging the traditional conventions. The Skull Beneath the Skin’ is almost a hybrid text because it is Contemporary but also blends classic ‘cosy’ style conventions with hard-boiled characteristics. Firstly, the fact that James has made the detective female is a significant subversion, it conveys the changing times in which it was written, 1982. During this time, roles of women and their social roles and barriers were changing rapidly, and this is reflective in the novel. As well as challenging the role of women in society another obvious challenge to the genre of crime writing is the denouement is not performed at the end of the novel, as is usually the case for many traditional ‘cosy' novels, but is instead closer to the middle crisis and unravelling of the case. Cordelia does not perform the resolution herself and no other guests are present during its unfolding. Instead, Ambrose undertakes the denoument, much to the embarrassment and fallibility of Cordelia. Other slight subversions of the genre include the fact that Cordelia Gray has an uneasy past and she lacks the intellectual capacity of the traditional cosy detective and the isolated setting at Sir Ambrose Gorringe's Victorian castle is a convention of the cosy but the blending of the cosy with the gothic genre challenges the norm for crime writing. On the other hand occasionally a convention was seen to be adhered too which is often hard to avoid. In the Skull beneath the Skin Society is left unstable, as Ambrose was never put behind bars. The killings weren’t really justified by the characters, or justified in a way we could understand as normal people. This convention holds true to Contemporary Crime Fiction.