A Farewell Of Arms By Ernest Hemingway - 1582 Words

In A Farewell To Arms, Ernest Hemingway wrote about an American man named Frederic Henry driving an ambulance in World War I. Frederic Henry fell in love with a nurse, Catherine Barkley, and experienced his life in war with Catherine by his side. Ernest Hemingway received inspiration to write this book from his own true life events. He was in the military and also fell deeply in love with a young nurse from a Hospital when he was injured. The young nurse accepted Hemingway’s marriage proposal and soon after deserted him. Hemingway did not only write about the war, but also wrote how the women in A Farewell To Arms evolved into the new, modern women by acting more independently and less like victorian women. Catherine Barkley personified†¦show more content†¦Since women accomplished a lot in their homes, they were restricted from certain abilities that men could do. Women did not have rights, could not vote, could not inherit anything, and were seen as just party plann ers. If a married woman somehow worked during this era, the money would be sent directly to the husband. The married, working women’s earnings was not legally theirs and could not own property. Everything they worked for was under their husband’s name and this provoked the idea that men were in control and were superior. Men were seen as superior than their wives because they were the primary financial supporter and they should have the the legal rights to their property rather than both the husband and wife. Also, it was believed that whatever a woman’s husband voted, the woman would vote the same and it would be pointless. A woman disagreeing with her spouse would be unthinkable and was seen very unlikely. The only thing women were in control was party planning because that was the only activity women were good at and were allowed to do. During this era, women did not have a voice during the Victorian Era until the new, modern era begun. As for the modern p eriod, it allowed women to have rights, to have the ability to vote, and to have differences from men. On August 18th, 1920, the 19th amendment was ratified and granted the right for women to vote and it was the sparked hope for the future opportunities women had.Show MoreRelatedA Farewell Of Arms By Ernest Hemingway1607 Words   |  7 Pages Ernest Hemingway s third novel a Farewell to arms was being created with his early experience with war. Just out of High school, E.Hemingway tried volunteering to fight in World War 1 but he was rejected by the U.S. military because of his poor eyesight. Instead he voluntarily enlisted in the Italian ambulance corps on the Italian front where he was injured by a mortar shell. While E.Hemingway was recovering he started to fall in love with a nurse named Agnes Von Kurowsky. She howeverRead MoreA Farewell Of Arms By Ernest Hemingway Essay1714 Words   |  7 PagesA Farewell to Arms is one of Ernest Hemingway’s most admirable novels. It has received millions of positive and negative criticisms. It is also the most regarded American literary exemplary. The story is told from first person perspective. The perspective Frederic an American ambulance driver in the Italian army during War. He falls in love with an English nurse, Catherine, and he experiences the pain and loss in war and in life. Even though it is one of the most revered books in American literatureRead MoreA Farewell to Arms, by Ernest Hemingway1041 Words   |  5 PagesErnest Hemingway defined a hero as, â€Å"A man who lives correctly, following the ideals of honor, courage and endurance in a world that is sometimes chaotic, often stressful, and always painful.† It is blatantly apparent that Henry, the protagonist of A Farewell to Arms, did not exemplify any of these traits at all in the beginning of the novel. However, as the book progressed, Henry gradually learned how to be a â€Å"Hemingway Hero†, and he eventually progressed to the point where he completely embodiedRead MoreA Farewell Of Arms, By Ernest Hemingway1339 Words   |  6 Pages[persisted] ‘What is defeat? You go home.’† Throughout A Farewell to Arms, many characters remain apathetic or disillusioned in matters most would deem vital. Frederic Henry struggles throughout the book to find sufficient resolutions to his problems, but in the end realizes the futility of his hardships. In A Farewell to Arms, Ernest Hemingway uses disillusionment and apathy to show the futility of mankind and the intimations of mortality. Hemingway doesn’t explain why Frederic Henry, the book’s protagonistRead MoreA Farewell Of Arms, By Ernest Hemingway1739 Words   |  7 PagesMajor events throughout history have resulted from human desire for fulfillment by instituting war, preaching religion, and glorifying love. In A Farewell to Arms, Ernest Hemingway introduces Frederic Henry, an American in the Italian Army during World War I. Frederic Henry’s attempts to find his meaning in life, are represented by his attempts to discover the possibilities in war, religion, and love. He does this through his friendship with a Catholic priest, his intense love affair with nurseRead MoreA Farewell Of Arms By Ernest Hemingway2089 Words   |  9 PagesThe novel, A Farewell to Arms, demonstrates how the world can cause hardship on an individual when exposed to emotions towards something through the lens of the characters and Hemingway’s life. One of the reoccurring themes throughout this book is, the individual who carries no feelings towards anything will never lose it, but once that individual catches emotion towards it it will be taken away. Hemingway incorporates this theme within his writing through Frederick and Catherine’s relationship,Read MoreA Farewell Of Arms By Ernest Hemingway1942 Words   |  8 Pagesnovel A Farewell to Arms Ernest Hemingway wrote, We re going to have a strange life. (D). His life was not ordinary by any means; he became the voice of his generation with his poignant works capturing the emotions of the American people after World War I. In his novel A Farewell to Arms Ernest Hemingway attempts to demonstrate through the characters of Frederic Henry and Rinaldi the feelings of horror and disillusionment the people of the Modern era tried to escape. Ernest Miller Hemingway was bornRead MoreA Farewell Of Arms By Ernest Hemingway994 Words   |  4 PagesIn the classic novel, A Farewell to Arms by Ernest Hemingway, the reader is immediately introduced to Frederic Henry, who is both the narrator and protagonist. Use of the first person point of view draws the reader more closely into the story, allowing for the personal connection between oneself and Henry. This intimate relationship leads to an understanding, if not sympathetic, view of all his feelings. Throughout his adventures, Henry learns to overcome many different types of wounds which areRead MoreA Farewell Of Arms, By Ernest Hemingway1824 Words   |  8 Pagesâ€Å"‘Defeat is worse.† â€Å"‘I do not believe it,’ Passini [persisted] ‘What is defeat? You go home’† (Hemingway 49). Throughout A Farewell to Arms, many characters remain apathetic or disillusioned in matters most would deem vital. Frederic Henry struggles throughout the book to find acceptable resolutions to his problems, but in the end realizes the futility of his hardships. In A Farewell to Arms, Ernest Hemingway uses disillusionment and apathy to show the fruitlessness of mankind and prevalence of mortalityRead MoreA Farewell Of Arms By Ernest Hemingway1845 Words   |  8 PagesErnest Hemingway, author of A Farewell to Arms, created a classic but controversial love story banned in Italy as well as parts of the United States, for its candid brutality. While many authors during the Roaring 20s chose to focus on the sacrifices and valor of World War I, Hemingway wrote his novel from a different but realistic perspective. As a World War I veteran himself, Hemingway based his novel off of his experiences in war and from his own life to influence the romantic relationship between

An Arguement Against Peter Singer’s Famine, Aflunity, and Influence Free Essays

In his paper â€Å"Famine, Affluence, and Morality† Peter Singer argues that a lack of benevolence from affluent countries to people suffering from poverty in other countries is unjustified and is comparable to doing nothing if one sees a baby drowning in water a few feet away. In the following paper I will discuss how residing in an affluent country does not put individuals under obligation to donate, and the efforts that are already made by individuals and governments in affluent countries are sufficient enough to be considered benevolent. I will present the following arguments to provide reasoning for this. We will write a custom essay sample on An Arguement Against Peter Singer’s Famine, Aflunity, and Influence or any similar topic only for you Order Now First I will explain how singers drowning baby analogy fails to make a proper comparison to donating. Second, I will show how the assumed responsibility that affluent country should give to the needy is flawed. Third will discuss how donating may actually be counterproductive in the long term. Lastly I will give a comparison towards donating to poverty is no better or more beneficial to donating to crime prevention. The main concern addressed in this essay is the analogy Singer makes when he compares the ease of saving a drowning baby to the ease of making a donation to a country in poverty (Singer, par. 6). Singer’s analogy is only correct on the basis that the baby and people living in poverty are both in circumstances out of their control. The difference though, is that the baby he describes is moments away from death, while people living in poverty are mostly not on the brink of death. I believe the vast majority of people would save the baby, yet only a small percentage of people will take the time to donate. Furthermore, I rule out Singer’s argument for proximity (par. 8). Walking around a city like Toronto, one may walk right past homeless people in very dire circumstances, and many people still do not bother to give any assistance. Thus, since being in a very close proximity will usually not yield a donation, in most likelihood, witnessing someone very close to death is probably the best way to evoke enough emotion for an individual to make a donation. Another flaw in Singers paper is that he makes the argument in his thesis that affluent countries should be responsible for countries that are in poverty (par. 3). By being in a â€Å"global village† as singer puts it, then a logical thing to do is donate to country that has the most poverty. Looked at another way we already donate through the government. Foreign aid comes from our tax dollars. So, in essence we are donating, but the government takes care of all the work. I call this the apathetic donor. In contrast though, Canada is considered a very affluent country yet still has small but significant part of its population below the poverty line. An argument could easily be made that a priority should be placed towards the homeless and people living below the poverty line within Canada first. Once dealt with properly, giving the remains out to the rest of the needy world will follow. If Canada cannot take care of the suffering within its own borders, then its priorities should be reviewed. Lastly, if I was forced into a situation to give to a Canadian living in poverty or someone in a foreign country I would place a priority on someone within Canada. A consequence of giving to countries in poverty may actually cause more poverty. Singer claims that the morally right thing to do is to avoid suffering (par. 6). Yet, by donating to a country in need of food that has a significantly fast population growth rate will lead to future famine. The world simply cannot sustain continued population growth. For example Pakistan has a significant part of its population living in poverty and has a high birth rate. At the same time Pakistan has a space program in place. As a result it appears that Pakistan finds space technology is more important than feeding its poor. Additionally, many nations in Africa have been getting foreign aid for decades yet most of these countries remain poor. If donations must be made, the most good that can come from it would be to see my money go towards helping a government get itself prioritized, and certain that the money goes to where it is intended, not the corrupt politicians or leaders that have no care for the suffering. A fair extension of Singer’s argument would be to donate money to stopping violent crime or terrorism around the world. Crime results in the death of good and innocent people just like famine. Also, many people are born into crime countries or situations out of their control much like poverty. Dealing with organized crime in a poor country would certainly save lives, just as dealing with poverty. Also, an individual would be more motivated to take action to donate through fear than sympathy. As noted previously, seeing my money go towards a controllable situation such as crime within my own country of Canada would be a more worthwhile and pragmatic investment. Donating to crime prevention in Canada would naturally have a much more beneficial effect for me than giving my money to a foreign nation. Essentially various forms of any crime left unabated in Canada are more likely to spread out affect me at home than a person in poverty in a foreign country. In conclusion, I believe the reasons given refuting Peter Singer’s paper show that donating to people in poverty, and the need to change our moral conceptual scheme is unnecessary in our affluent society. His attempt to evoke an emotional and sympathetic response in the reader by describing the mental image of a drowning baby only hurts his attempt to convince a rational person to donate. Also, if I do choose to donate, does this make me less charitable to donate to someone within my own country, while there may someone needier in another country? Is donating at all even justifiable? especially when some countries only seem to be getting worse off with runaway birthrates, and with corrupt leaders not doing what’s best for their nation. If I was forced into a situation to choose between putting aside money for myself, my family’s future, or giving it to someone whom I’ve never met in a situation less desirable than mine, the choice is easy and clear. How to cite An Arguement Against Peter Singer’s Famine, Aflunity, and Influence, Essay examples

Global Health Nursing Challenges Of The 21st Century †Free Samples

Question: Discuss about the Global Health Nursing Challenges Of The 21st Century. Answer: The global nursing workforces are going to face several challenges in the delivery of care in the 21century due to the complexities in health care demands. The main factor contributing to such complexities includes the issue of ageing population, prevalence of chronic disease, climate change and urbanization of the society. In such situation, they will require higher level of skills, competencies and attitudes to provide care in a safe and efficient manner (Gimenes Faleiros, 2014). This essay discusses about the global health nursing challenges in the 21st century and the factors contributing to challenges for the nurse. It also provides a detailed discussion on possible solution to address one of the challenges. The position the essay is taking is that nurse needs to upgrade their skills to overcome and confront the nursing challenges in the 21st century particularly the issue related to ageing population, prevalence of chronic disease, climate change and urbanization of society. There are numerous challenges and contributing factors behind rise in nursing challenges today. The rise in the ageing population is regarded as one of the most significant global nursing challenges. Advancements in health care services and the globalization process are the factors that have increased life expectancy of people and contributed to the rise in ageing population. The increase in people aged above 60 years of age will mean increases in health care demand and greater burden of the nurse in dealing with age-related disabilities and frailty. Hence, adapting to critical care demands of elderly people and dealing with multiple ailments will be a challenge for global nursing staff (Carlson Idva, 2015). The factors that increases such challenge is the rise in ageing nurse workforce too, poor attitude of current generation to join the elderly nursing service and lack of training in critical care for elderly people. A study on the attitude of nurses towards older clients has show ed that newly placed nursing students often have poor attitudes towards elderly people compared to more experienced nurse (Giardina-Roche Black, 2016). Hence, changes in attitude, skills and knowledge are necessary for 21st century nurse to efficiently provide care to ageing populations. Another widely recognized global nursing challenge in the current century is the prevalence and the high incidence of non-communicable disease (NCDs) worldwide. Chronic disease particularly NCDs are the leading cause of mortality and morbidity worldwide. The World Health Organization (2015) report mentions that in 2015, about 56 million deaths occurred worldwide and 70% of these deaths were caused by NCDSs like cardiovascular disease, cancer, diabetes and lung disease. As this trend is a threat to the health of populations specially in low and middle income countries, the global nursing workforce faces a challenge in integrating evidence based prevention and treatment programs into primary care system. This challenge is further compounded by factors like shortage of nursing workforce, lack of skills in the management of NCDs and inefficiency in translating evidence into practice (Hersch, 2015). Hence, the nursing workforce needs to evolve to overcome the primary health care crisis (S molowitz et al., 2015). Apart from ageing population and prevalence of chronic disease, climate change, urbanization, disparities in health care access and food security related issues will be a major hurdle for nurses to overcome in the coming years. Climate and environmental issues increases the challenges nurses face because this issue affects other systems like urbanization, health care access and food security. Climate change is strongly linked to human health as extreme weather events like natural disasters affects the availability of food and water, settlement patterns of people and transmission of vector borne diseases. Vulnerable populations such as children, elderly people, people living in poverty are most likely to be affected by climate changes as they lack resilience and appropriate resources to maintain health and well-being. Hence, for nurses joining the nursing workforce in the coming years, coping with climate change will be challenging. This is mainly due to the impact of climate change o n various other aspects of human life. Therefore, the issue of climate change needs to be critically analysed to determine possible solutions that can prepare the global nursing workforce to effectively handle health issues arising due to climate change. Climate change will have a devastating impact on vulnerable groups that were identified above. Hence, for an adequate nursing workforce of the future, action need to be taken to protect vulnerable groups from the harmful consequence of extreme weather events. The nurses must be made aware of the effects climate change on human health and develop the skills needed to mitigate health risks in affected population (AnAaker et al., 2015). The nursing workforce can be encouraged to play a role in sustainable development by empowering groups, communities and individual to create a healthy society (Breakey et al., 2015). They should also be involved in health promotion activities by teaching about behaviours to positively influence environment and be sustainable. Such kind of strategies to spread nurses awareness about their responsible towards and climate and environmental issues can pave for transforming the health care sector from unsustainable development to sustainable development. Incl usion of the topic of sustainability in nursing education can also help global nursing workforce to be prepared for future challenges in practice (AnAaker et al., 2015). Due to changes in climate, future nursing workforce will need to handle large number of disaster cases. Hence, they can also engage in disaster preparedness by to minimise challenges in health delivery in the 21st century. For this, they need to engage in professional development programme in the area of epidemiology, disaster response and competencies for disaster response. This knowledge can support them in effectively responding to public health epidemics, environmental hazards and protecting vulnerable people from health risk (Rokkas, Cornell Steenkamp, 2014). In conclusion, challenges for nurse in the 21st century increased due to population ageing, prevalence of NCDs, climate change, food insecurities and health risk in vulnerable population. In response to each challenge, there are many hurdles for nurses in providing care and includes responding to critical demands of elderly people, coping with health consequences of climate change and high work burden due to the prevalence of chronic diseases. All these factors contribute to greater health burden for nurses. However, there are many strategies to manage all forms o challenges too. From the analysis of global nursing challenges and steps needed to improve the situation, it can be restated that for nurses, upgrading their clinical skills as per practice situation is essential to retain their job position. References: AnAaker, A., Nilsson, M., Holmner, A., Elf, M. (2015). Nurses perceptions of climate and environmental issues: a qualitative study.Journal of advanced nursing,71(8), 1883-1891, DOI:10.1111/jan.12655 Breakey, S., Corless, I. B., Meedzan, N., Nicholas, P. K., ProQuest Ebooks. (2015). Global health nursing in the 21st century (1st ed.). New York, NY: Springer Publishing Company. Carlson, E., Idvall, E. (2015). Who wants to work with older people? Swedish student nurses' willingness to work in elderly careA questionnaire study.Nurse education today,35(7), 849-853, DOI:https://doi.org/10.1016/j.nedt.2015.03.002 Giardina-Roche, C., Black, M. E. (2016). Attitudes of diploma student nurses toward adult clients.Journal of Nursing Education,29(5), 208-214, https://doi.org/10.3928/01484834-19900501-08 Gimenes, F. R. E., Faleiros, F. (2014). Nursing Challenges for the 21st Century.J Nurs Care,3(143), 2167-1168, doi:10.4172/2167-1168.1000143 Hersch, F. 2015. Meeting the health care challenges of the 21st Century.George Institute for Global Health, Oxford University, 103-118, Available at: https://www.sbs.ox.ac.uk/sites/default/files/Skoll_Centre/Docs/essay-hersch.pdf Rokkas, P., Cornell, V., Steenkamp, M. (2014). Disaster preparedness and response: challenges for Australian public health nursesa literature review.Nursing health sciences,16(1), 60-66, DOI:10.1111/nhs.12134 Smolowitz, J., Speakman, E., Wojnar, D., Whelan, E. M., Ulrich, S., Hayes, C., Wood, L. (2015). Role of the registered nurse in primary health care: meeting health care needs in the 21st century.Nursing Outlook,63(2), 130-136, DOI:https://doi.org/10.1016/j.outlook.2014.08.004 World Health Organization. (2015). NCD mortality and morbidity. Retrieved 6 March 2018, from https://www.who.int/gho/ncd/mortality_morbidity/en

Investigation into the Effect of Concentration on Rate of Reaction between Marble Chips and Acid Essay Example

Investigation into the Effect of Concentration on Rate of Reaction between Marble Chips and Acid Essay Before carrying out a set of experiments, I decided to do preliminary work to look at quantities and measurements, in order for my experiments to work smoothly and accurately. To do this, I tested both amounts of marble chips and amounts and concentration ranges of acid. I also experimented with different measuring cylinder sizes. I carried out a few simple experiments varying the above, and came up with the most sensible.We began by what seemed the most practical quantities. Firstly we looked at marble chips. We took 5g as a starting example. To accompany this we looked at what would be a sensible amount of liquid to accompany it and chose 50ml. To find the right measuring cylinder to use, we set up a mock experiment and began with a 25ml measuring cylinder. We timed experiments for both the strongest and weakest concentrations of acid and recorded the following results.50ml acid0ml water = 26.80 seconds10ml acid40ml water = 2 minutes, 53.77 secondsThese were both practical results and so we were happy with the size of the measuring cylinder. Along with this, we also took note at how our quantities of acid and marble chips worked together and saw that they were both satisfactory. All other equipment and the set up of the apparatus were also fine and so we decided to move on to the proper experiments.Planning My WorkFor this experiment I will need to investigate how the rate of reaction of marble chips is effected by acid as well as considering other factors that my have an effect.Aim: To find a relationship between the concentration of acid and the rate of which a reaction takes place with marble chips.To begin the experiment, I need to look at the chemistry of marble chips (calcium carbonate) and acid and so I will begin with their equations.Word equation:calcium carbonate + hydrochloric acid calcium chloride + water + carbon dioxideChemical equation:CaCo3(s) + 2HCl(aq) CaCl2(aq) + H2O(l) + CO2(g)When the reaction takes place, carbon dioxide, water and salt will be produced. Out of these three, I have chosen carbon dioxide as the one to measure for my rate of reaction. This is because it will be the easiest and most noticeable to collect. By the measurement of the carbon dioxide, we will be able to accurately follow how fast the reaction occurs. Pg 190 of the Chemistry for you book, shows a sensible, simple and accurate way of measuring a gas like carbon dioxide, in an upturned measuring cylinder filled with water. If we place marble chips and acid in a conical flask, the gas will bubble through a delivery tube lowering the level of water, which we will then be able to time until all water has left the cylinder.The amount of time it takes for the gas to fill the measuring cylinder will show us how much carbon dioxide has been given off and so will show us the rate of reaction. Rate of reaction is altered by three main things. One is SURFACE AREA. This will relate to the surface area of our marble chips. The finer the chips, the larger the surface area, and so the larger the rate of reaction. However, we are intending to keep the surface area the same. Another factor is TEMPERATURE. Again, we are not going to alter the temperature. If we were to, the hotter the temperature, the faster the rate of reaction as the molecules would have more energy. The other is CONCENTRATION. This relates to the concentration of the acid and is what we will use as our variable.The acid particles can only react with the marble chips when they collide, as seen in the diagrams.The acid particles move randomly through the water. As you increase the concentration of the acid, there are more acid particles in the same volume. Therefore there is a greater chance of acid particles colliding, and reacting, with particles on the surface of the marble and you increase the rate of reaction.This is what I will use in my experiment. The concentration of acid is written in Molars. For example, 1M (molar) is half the concentration of 2M. I will alt er the concentration to see what effect it has on the rate of reaction.Predictions:I predict that when investigation the effect of concentration on rate of reaction between marble chips and acid, that an alteration in concentration will effect the rate of reaction in a pattern. As has already been explained, as you increase the concentration of the acid, there are more acid particles in the same volume and so therefore there is a greater chance of acid particles colliding, and reacting, with particles on the surface of the marble. Because of this, I will make the prediction that the higher the concentration of acid, the faster the rate of reaction with the marble chips and the faster my measuring cylinder will fill with carbon dioxide.I also predict a more detailed pattern. I predict that the level of concentration may also have a direct effect on the rate of reaction. E.g. that if a 2M was compared with a 1M acid which is half the concentration, the rate of reaction will also be ha lf. I will now need to carry out my experiment to test these predictions.My ExperimentDiagram:Apparatus:Conical flask to hold the marble chips and acid for the experiment50ml measuring cylinder to measure the volume of acid being used in the experiment. I chose 50ml volume because that is the maximum acid we will need.Delivery tube and bung will transport C02 given offWeighing pot to hold the marble chips for weighing25ml measuring cylinder to collect the C02 given off by the experiment. I chose 25ml because it was the most sensible sizeBalance reading to 0.01g, must be accurate, to weigh the marble chipsWater trough to hold the water for the collection of C02Stop clock reading to 0.01 of a second, to accurately time the collection of C02 and the rate of the reactionMethod:Each time the variable is altered, I shall carry out exactly the same experiment, merely with a different concentration.* I will begin by collecting and setting up all my equipment. I need to make sure tha t the chonical flask is clean and doesnt have any substances already in it. The 25ml measuring cylinder needs to be filled with water. We found that if we filled a 25ml measuring cylinder, due to excess volume above the measurements, it actually held a total of 40ml. We found this by completely filling the cylinder as we would in the experiment, and then pouring this into a larger measuring cylinder and taking the reading. The cylinder then needs to be stood upside down in the trough that also needs to have an ample amount of water in. The delivery tube needs to be under the cylinder but does not yet need to have the bung in the flask.* The marble chips then need to be weighed accurately, remembering to take into account the surface area. These can then be put into the flask.* I will then prepare my acid to the right concentration. The amount of acid needs to be measured accurately in the separate, 50ml measuring cylinder and then water needs to be added, if required, to dilute the acid to the right concentration.* The acid can then be added to the flask and marble chips. The bung needs to be put in the flask immediately, and as soon as this is done I will begin the stop clock.* I will then watch the flask carefully and as soon as the first bubble comes out of the measuring cylinder, will stop the stop clock and take my reading.This will be carried out for each experiment. In-between, it is important to rinse and dry the chonical flask and to refill the 25ml measuring cylinder.After obtaining a complete set of results, I will then go through the process again to repeat my experiments. This will give me added information and will help explain anything out of place if necessary.Concentrations and Readings:I am going to carryout five experiments, and then repeat these to give me a total of 10 results, two for each experiment. The experiments I will carry out will be of five different concentrations of acid. Along with the concentrations in ml of both acid and wat er, I have written along with it the concentrations in molar (M). (Our original strength of acid is 2M) The concentrations will be:Acid (ml)Water (ml)CalculationMolar (M)5002 x 5/5 = M240102 x 4/5 = M1.630202 x 3/5 = M1.220102 x 2/5 = M0.810402 x 1/5 = M0.4We see that in this experiment, 2M will be the strongest acid, 0.4 will be the weakest. The way that the amount of ml is always equal to 50ml means though the concentrations change, the volume of liquid will be kept the same.Fair Test:It is very important to make my experiment fair. If it is not kept exact, then my results may easily be altered by slight differences that shouldnt occur.In order to keep my experiment fair, I will ensure that there is only one variable at any time. My variable will be the concentration of acid to water. Other possible variables such as the amount of liquid, temperature, amount of marble chips or surface area of marble chips should never change and should always stay the same. To do this, we will kee p the volume of liquid the same by measuring accurately in an accurate measuring cylinder. The amount of marble chips will be kept same by weighing them on accurate weighing scales. The surface area of the chips will be harder to keep accurate. We can do this generally by attempting to keep the marble chips of similar sizes as accurately as possible. I have decided to use small marble chips rather than large so that the surface areas are more similar. However, this may not always be completely accurate, and so we will have to take this into account and remember this when looking at results. We will monitor temperature with a thermometer, but will work to room temperature. We will not be able to alter the temperature as we please, and so will take a note of the temperatures for each experiment so that we can explain any changes of patterns in our results.It is also important not to change apparatus or equipment and to keep the experiment exactly the same.If this is kept to then my ex periment will be fair, hopefully giving me the most accurate results as possible.Safe Test:Keeping a safe test is also very important for the safety of me and other people around me. To ensure that my experiment is safe, I will carry out the following precautions.* Goggles should be warn to protect my eyes from acid or in case another accident occurred* I should act in a sensible and safe manner, carefully working with the equipment and being aware of any dangers.* The low concentration of acid I will use is a safety precaution to ensure that the acid is not dangerous.Obtaining My EvidenceTo obtain my evidence, I began by setting up my equipment and following the plan previously written. I measured hydrochloric acid (HCl) with water to produce the 50ml volume of the desired concentration, and added to this, 5g of small marble chips. I timed, in seconds, how long this took to produce a 45ml3 of gas by bubbling it through a delivery tube into an upturned mea-suring cylinder of water. The volume of which was 45ml. (All this is explained in more detailed in my plan). I included certain apparatus for accuracy. The reaction was timed accurately by using a stop clock measuring to 100th of a second. The scales measured the marble accurately by measuring exact to 0.01g. This accuracy of this was also improved by using small marble chips with more similar surface areas. The measuring cylinders used all measured to 0.1ml.From carrying out this process, I produced a set of results for 5 concentrations of acid, 2M, 1.6M, 1.2M, 0.8M and 0.4M. I then repeated these results for even more accuracy so that I will be able to produce an average.Results:The results for both the first set of experiments and the repeated, second set of experiments have been combined into one table. The column of Concentration, is measured in Molars (M). This is the volume of hydrochloric acid (HCl) and water (both measured in cm3) shown together. Time 1 and Time 2 are the times (in seconds) for expe riment 1, and the repeats, experiment 2.Other information that I also took, was a note of the room temperature at the time of taking the results. The results of experiment 1 and experiment two were taken on different days and so this was important information. I already know that temperature is an altering factor in rate of reaction and so if the temperature if not the same then it is important to know so that a change in results can be explained.Experiment 1 temperature 200CExperiment 2 temperature 190CThe first lots of experiments were taken at a temperature 10C higher than the second lot of experiments. This needs to be known to explain any patterns that may be related.Table of My Results:HCl (cm3)Water (cm3)Concentration (Molar)Time 1 (seconds)Time 2 (seconds)500213.0113.0740101.617.2713.3030201.227.3022.5120300.844.3732.4910400.4215.12186.22Analysing My Evidence and Drawing ConclusionsFrom my table of results, I can calculate additional information. I can work out an average ti me by adding the two existing times and dividing them by two. I can then find a rate of each reaction by dividing 1 by the average time. This will give me another pattern to follow by showing me how fast the reaction went at the different concentrations. The formulas for these are:Average = time + time / 2Reaction = 1 / timeI am going to add the answers of these as additional columns onto my table.HCl (cm3)Water (cm3)Concentration (Molar)Time 1 (seconds)Time 2 (seconds)Average Time (seconds)Rate500213.0113.0713.040.76740101.617.2713.3015.290.06530201.227.3022.5125.310.0420300.844.3732.4938.430.02610400.4215.12186.22200.670.005From the table, without the average time, we can see a common difference between the time in experiment one and the time in experiment two. All results for experiment 1 are slightly quicker than the times for experiment two (with exception of the 2M experiment). We can relate this back to the temperature difference. Temperature affects the rate of reaction. Whe n particles are heated up, they have more energy. They move around more quickly. As they travel faster, there are more collisions in a certain time. As well as this, with more energy, more collisions are likely to result in a reaction. Therefore, as temperatures are raised, reactions get faster and more likely, increasing the rate of reaction.I noted when obtaining my results how the room temperature at the time experiment 1 was being carried out was 200C, where as experiment 2 was at 190C. This means that experiment 1, having the higher temperature, would have shown a faster rate of reaction, which is exactly what is shown in the table.This is apart from the reading for the highest concentration, the 2M experiment. Here we see that the time in experiment 2 is faster than that in experiemnt1. However, this is by 0.06 of a second. Here human reaction time may be a factor. Although the stop clocks are very accurate, they will never be exact, as it is very hard to stop the clock exactl y at the time you want it to. This error may have led to this small difference. By noticing this here, we can also take it into account for the other experiments, remembering that they are not exact but only by a very small error.The average helps to even out the differing results which means that one, middle number is produced to work with. Because, also, I have no obvious anomalous results, readings that dont fit the pattern of the higher the concentration, the faster the reaction and so the shorter the time, the averages will follow the same trend.To look more closely at my data, I am going to enter my average times onto a line graph. I think this is the best type of graph to use as it fits my results of continuous date and will show any trends clearly. This is on the next page (graph 1). The concentration in molars is along the x-axis, the time of the reaction in seconds is along the y-axis. I have plotted my recorded points and drawn a curved line of best fit.From this data I c an now say that the concentration does effect the rate of reaction. The line of best fit shows very clearly, a definite trend that as you increase the concentration, you decrease the time taken, showing an increase in speed. Rate and time are inversely related. As one increases the other decreases, as seen on the graph, meaning that as time increases, rate of reaction decreases.What we see on the graph is a sharp decrease from about 200 seconds to about 50 seconds over a concentration range of only 0.3M showing fast reactions. Over another 11M there is a much more gradual decrease as it slows down, only covering approximately a range of 49 seconds. The remaining range of 2M covers 1 second and appears to be reaching a level line.The second graph (graph 2 over the page), again a line graph, is using the rate I worked out in the table, against the concentration. This gives us I more direct trend towards the effect of concentration on rate of reaction. It shows very definitely and clea rly that the higher the concentration, the higher the rate. As rate and time are inverse, I would expect an almost mirror of the concentration against time graph. This is what has happened. Instead of a sharp decrease followed by a gradual decrease as seen in the concentration against time graph, the concentration against rate graph shows a gradual increase followed by a sharp increase. My line of best fit covers 1.4M at a 0.05 rate very gradually, then a slight increase, and then over 1M, the rate increases by 0.567.My prediction before carrying out this experiment was that the higher the concentration of acid, the faster the rate of reaction. Both these graphs prove this to be correct. This is due to the activity of the molecules in the experiment. The rate of reaction is the amount of a substance that takes part in a chemical reaction in a given time. In order to react, the particles must collide with each other. If the rate of reaction is increasing, it is the amount of particle s colliding and therefore reacting that is increasing. As we increase the concentration of acid, the substance taking part in the chemical reaction (along with marble chips), the rate of reaction increases. This is because an increase in concentration increases the amount of collisions taking place. With more particles in the same volume, there is a greater and more common likely hood of collisions taking place. This is why concentration effects rate of reaction.The second part of my prediction was more detailed. I predicted that the level of concentration may also have a direct effect on the rate of reaction, meaning that if the reaction of a 2M acid was compared with that of a 1M acid, which is half the concentration, the rate of reaction will also be half.I looked at my graph of concentration against rate to investigate this. I used the examples of 1M and 2M and took the following readings of my graph and line of best fit.1M = rate of 0.032M = rate of 0.72This shows my prediction to be very incorrect. If it would be true, then my graph would show a straight line of equal increase. However, my line of best fit gradually increases, going against my prediction.From my results I can conclude that the rate of reaction between marble chips and acid is increased by an increase in concentration.EvaluationLooking back on the experiment, I think that I have carried out successful, dependable procedure that has given me precise and reliable evidence and results. First I will look at the practical work that I did. When doing the practical work, I followed my plan accurately. I kept it a safe and fair test and this is important. I experiment I planned was easy to carry out. Problems arose in temperature. The only variable was meant to be concentration, but due to uncontrollable circumstances, room temperature did alter. Luckily this occurred between sets of experiments which gave me additional information to look into. However, if that had happen part way through a set of results my results may have been slightly more irregular. To overcome this problem, results could have been taken all in one go. However, this was not practical in the spaces of time we were able to have. The other variable of surface area appeared to de successful. We already took precautions over this by using small marble chips instead of large, and so no problems arose.The accuracy of my results is as accurate as I think I would need. From my results I have produced graphs that show very definite and visible trends and patterns and no anomalous results and so the readings must have been correct. It may be possible to improve accuracy. I learnt from the strongest concentration, the 2M acid and the fastest reaction, that for short spaces of time the accuracy is not as exact. This could be solved by an alteration in equipment. If I were to do the experiment again, I would use a larger upturned measuring cylinder. The one I used held 45ml3 of solution. I found this took roughly 1 3 seconds to fill with gas, making it slightly inaccurate because it was a small space of time. However, if we increase the volume of the cylinder, it would take a longer time period. This may have improved accuracy. Other equipment all proved fine. I had no troubles with any other pieces of apparatus and would not alter them.To look into this investigation further of how concentration alters rate of reaction, I would like to look into concentration of solids in a reaction and concentrations of gases, similar to how we look at concentration of liquid and acid. It will be interesting to see if gases for instance have the same reaction patterns as liquids. I can see that my results mean that an increase of concentration of acid increases the rate. Would an increase of concentration of gas make any difference in the rate of reaction? This would help to add to an overall conclusion to the investigation. Investigation into the Effect of Concentration on Rate of Reaction between Marble Chips and Acid Essay Example Investigation into the Effect of Concentration on Rate of Reaction between Marble Chips and Acid Essay Before carrying out a set of experiments, I decided to do preliminary work to look at quantities and measurements, in order for my experiments to work smoothly and accurately. To do this, I tested both amounts of marble chips and amounts and concentration ranges of acid. I also experimented with different measuring cylinder sizes. I carried out a few simple experiments varying the above, and came up with the most sensible.We began by what seemed the most practical quantities. Firstly we looked at marble chips. We took 5g as a starting example. To accompany this we looked at what would be a sensible amount of liquid to accompany it and chose 50ml. To find the right measuring cylinder to use, we set up a mock experiment and began with a 25ml measuring cylinder. We timed experiments for both the strongest and weakest concentrations of acid and recorded the following results.50ml acid0ml water = 26.80 seconds10ml acid40ml water = 2 minutes, 53.77 secondsThese were both practical results and so we were happy with the size of the measuring cylinder. Along with this, we also took note at how our quantities of acid and marble chips worked together and saw that they were both satisfactory. All other equipment and the set up of the apparatus were also fine and so we decided to move on to the proper experiments.Planning My WorkFor this experiment I will need to investigate how the rate of reaction of marble chips is effected by acid as well as considering other factors that my have an effect.Aim: To find a relationship between the concentration of acid and the rate of which a reaction takes place with marble chips.To begin the experiment, I need to look at the chemistry of marble chips (calcium carbonate) and acid and so I will begin with their equations.Word equation:calcium carbonate + hydrochloric acid calcium chloride + water + carbon dioxideChemical equation:CaCo3(s) + 2HCl(aq) CaCl2(aq) + H2O(l) + CO2(g)When the reaction takes place, carbon dioxide, water and salt will be produced. Out of these three, I have chosen carbon dioxide as the one to measure for my rate of reaction. This is because it will be the easiest and most noticeable to collect. By the measurement of the carbon dioxide, we will be able to accurately follow how fast the reaction occurs. Pg 190 of the Chemistry for you book, shows a sensible, simple and accurate way of measuring a gas like carbon dioxide, in an upturned measuring cylinder filled with water. If we place marble chips and acid in a conical flask, the gas will bubble through a delivery tube lowering the level of water, which we will then be able to time until all water has left the cylinder.The amount of time it takes for the gas to fill the measuring cylinder will show us how much carbon dioxide has been given off and so will show us the rate of reaction. Rate of reaction is altered by three main things. One is SURFACE AREA. This will relate to the surface area of our marble chips. The finer the chips, the larger the surface area, and so the larger the rate of reaction. However, we are intending to keep the surface area the same. Another factor is TEMPERATURE. Again, we are not going to alter the temperature. If we were to, the hotter the temperature, the faster the rate of reaction as the molecules would have more energy. The other is CONCENTRATION. This relates to the concentration of the acid and is what we will use as our variable.The acid particles can only react with the marble chips when they collide, as seen in the diagrams.The acid particles move randomly through the water. As you increase the concentration of the acid, there are more acid particles in the same volume. Therefore there is a greater chance of acid particles colliding, and reacting, with particles on the surface of the marble and you increase the rate of reaction.This is what I will use in my experiment. The concentration of acid is written in Molars. For example, 1M (molar) is half the concentration of 2M. I will alt er the concentration to see what effect it has on the rate of reaction.Predictions:I predict that when investigation the effect of concentration on rate of reaction between marble chips and acid, that an alteration in concentration will effect the rate of reaction in a pattern. As has already been explained, as you increase the concentration of the acid, there are more acid particles in the same volume and so therefore there is a greater chance of acid particles colliding, and reacting, with particles on the surface of the marble. Because of this, I will make the prediction that the higher the concentration of acid, the faster the rate of reaction with the marble chips and the faster my measuring cylinder will fill with carbon dioxide.I also predict a more detailed pattern. I predict that the level of concentration may also have a direct effect on the rate of reaction. E.g. that if a 2M was compared with a 1M acid which is half the concentration, the rate of reaction will also be ha lf. I will now need to carry out my experiment to test these predictions.My ExperimentDiagram:Apparatus:Conical flask to hold the marble chips and acid for the experiment50ml measuring cylinder to measure the volume of acid being used in the experiment. I chose 50ml volume because that is the maximum acid we will need.Delivery tube and bung will transport C02 given offWeighing pot to hold the marble chips for weighing25ml measuring cylinder to collect the C02 given off by the experiment. I chose 25ml because it was the most sensible sizeBalance reading to 0.01g, must be accurate, to weigh the marble chipsWater trough to hold the water for the collection of C02Stop clock reading to 0.01 of a second, to accurately time the collection of C02 and the rate of the reactionMethod:Each time the variable is altered, I shall carry out exactly the same experiment, merely with a different concentration.* I will begin by collecting and setting up all my equipment. I need to make sure tha t the chonical flask is clean and doesnt have any substances already in it. The 25ml measuring cylinder needs to be filled with water. We found that if we filled a 25ml measuring cylinder, due to excess volume above the measurements, it actually held a total of 40ml. We found this by completely filling the cylinder as we would in the experiment, and then pouring this into a larger measuring cylinder and taking the reading. The cylinder then needs to be stood upside down in the trough that also needs to have an ample amount of water in. The delivery tube needs to be under the cylinder but does not yet need to have the bung in the flask.* The marble chips then need to be weighed accurately, remembering to take into account the surface area. These can then be put into the flask.* I will then prepare my acid to the right concentration. The amount of acid needs to be measured accurately in the separate, 50ml measuring cylinder and then water needs to be added, if required, to dilute the acid to the right concentration.* The acid can then be added to the flask and marble chips. The bung needs to be put in the flask immediately, and as soon as this is done I will begin the stop clock.* I will then watch the flask carefully and as soon as the first bubble comes out of the measuring cylinder, will stop the stop clock and take my reading.This will be carried out for each experiment. In-between, it is important to rinse and dry the chonical flask and to refill the 25ml measuring cylinder.After obtaining a complete set of results, I will then go through the process again to repeat my experiments. This will give me added information and will help explain anything out of place if necessary.Concentrations and Readings:I am going to carryout five experiments, and then repeat these to give me a total of 10 results, two for each experiment. The experiments I will carry out will be of five different concentrations of acid. Along with the concentrations in ml of both acid and wat er, I have written along with it the concentrations in molar (M). (Our original strength of acid is 2M) The concentrations will be:Acid (ml)Water (ml)CalculationMolar (M)5002 x 5/5 = M240102 x 4/5 = M1.630202 x 3/5 = M1.220102 x 2/5 = M0.810402 x 1/5 = M0.4We see that in this experiment, 2M will be the strongest acid, 0.4 will be the weakest. The way that the amount of ml is always equal to 50ml means though the concentrations change, the volume of liquid will be kept the same.Fair Test:It is very important to make my experiment fair. If it is not kept exact, then my results may easily be altered by slight differences that shouldnt occur.In order to keep my experiment fair, I will ensure that there is only one variable at any time. My variable will be the concentration of acid to water. Other possible variables such as the amount of liquid, temperature, amount of marble chips or surface area of marble chips should never change and should always stay the same. To do this, we will kee p the volume of liquid the same by measuring accurately in an accurate measuring cylinder. The amount of marble chips will be kept same by weighing them on accurate weighing scales. The surface area of the chips will be harder to keep accurate. We can do this generally by attempting to keep the marble chips of similar sizes as accurately as possible. I have decided to use small marble chips rather than large so that the surface areas are more similar. However, this may not always be completely accurate, and so we will have to take this into account and remember this when looking at results. We will monitor temperature with a thermometer, but will work to room temperature. We will not be able to alter the temperature as we please, and so will take a note of the temperatures for each experiment so that we can explain any changes of patterns in our results.It is also important not to change apparatus or equipment and to keep the experiment exactly the same.If this is kept to then my ex periment will be fair, hopefully giving me the most accurate results as possible.Safe Test:Keeping a safe test is also very important for the safety of me and other people around me. To ensure that my experiment is safe, I will carry out the following precautions.* Goggles should be warn to protect my eyes from acid or in case another accident occurred* I should act in a sensible and safe manner, carefully working with the equipment and being aware of any dangers.* The low concentration of acid I will use is a safety precaution to ensure that the acid is not dangerous.Obtaining My EvidenceTo obtain my evidence, I began by setting up my equipment and following the plan previously written. I measured hydrochloric acid (HCl) with water to produce the 50ml volume of the desired concentration, and added to this, 5g of small marble chips. I timed, in seconds, how long this took to produce a 45ml3 of gas by bubbling it through a delivery tube into an upturned mea-suring cylinder of water. The volume of which was 45ml. (All this is explained in more detailed in my plan). I included certain apparatus for accuracy. The reaction was timed accurately by using a stop clock measuring to 100th of a second. The scales measured the marble accurately by measuring exact to 0.01g. This accuracy of this was also improved by using small marble chips with more similar surface areas. The measuring cylinders used all measured to 0.1ml.From carrying out this process, I produced a set of results for 5 concentrations of acid, 2M, 1.6M, 1.2M, 0.8M and 0.4M. I then repeated these results for even more accuracy so that I will be able to produce an average.Results:The results for both the first set of experiments and the repeated, second set of experiments have been combined into one table. The column of Concentration, is measured in Molars (M). This is the volume of hydrochloric acid (HCl) and water (both measured in cm3) shown together. Time 1 and Time 2 are the times (in seconds) for expe riment 1, and the repeats, experiment 2.Other information that I also took, was a note of the room temperature at the time of taking the results. The results of experiment 1 and experiment two were taken on different days and so this was important information. I already know that temperature is an altering factor in rate of reaction and so if the temperature if not the same then it is important to know so that a change in results can be explained.Experiment 1 temperature 200CExperiment 2 temperature 190CThe first lots of experiments were taken at a temperature 10C higher than the second lot of experiments. This needs to be known to explain any patterns that may be related.Table of My Results:HCl (cm3)Water (cm3)Concentration (Molar)Time 1 (seconds)Time 2 (seconds)500213.0113.0740101.617.2713.3030201.227.3022.5120300.844.3732.4910400.4215.12186.22Analysing My Evidence and Drawing ConclusionsFrom my table of results, I can calculate additional information. I can work out an average ti me by adding the two existing times and dividing them by two. I can then find a rate of each reaction by dividing 1 by the average time. This will give me another pattern to follow by showing me how fast the reaction went at the different concentrations. The formulas for these are:Average = time + time / 2Reaction = 1 / timeI am going to add the answers of these as additional columns onto my table.HCl (cm3)Water (cm3)Concentration (Molar)Time 1 (seconds)Time 2 (seconds)Average Time (seconds)Rate500213.0113.0713.040.76740101.617.2713.3015.290.06530201.227.3022.5125.310.0420300.844.3732.4938.430.02610400.4215.12186.22200.670.005From the table, without the average time, we can see a common difference between the time in experiment one and the time in experiment two. All results for experiment 1 are slightly quicker than the times for experiment two (with exception of the 2M experiment). We can relate this back to the temperature difference. Temperature affects the rate of reaction. Whe n particles are heated up, they have more energy. They move around more quickly. As they travel faster, there are more collisions in a certain time. As well as this, with more energy, more collisions are likely to result in a reaction. Therefore, as temperatures are raised, reactions get faster and more likely, increasing the rate of reaction.I noted when obtaining my results how the room temperature at the time experiment 1 was being carried out was 200C, where as experiment 2 was at 190C. This means that experiment 1, having the higher temperature, would have shown a faster rate of reaction, which is exactly what is shown in the table.This is apart from the reading for the highest concentration, the 2M experiment. Here we see that the time in experiment 2 is faster than that in experiemnt1. However, this is by 0.06 of a second. Here human reaction time may be a factor. Although the stop clocks are very accurate, they will never be exact, as it is very hard to stop the clock exactl y at the time you want it to. This error may have led to this small difference. By noticing this here, we can also take it into account for the other experiments, remembering that they are not exact but only by a very small error.The average helps to even out the differing results which means that one, middle number is produced to work with. Because, also, I have no obvious anomalous results, readings that dont fit the pattern of the higher the concentration, the faster the reaction and so the shorter the time, the averages will follow the same trend.To look more closely at my data, I am going to enter my average times onto a line graph. I think this is the best type of graph to use as it fits my results of continuous date and will show any trends clearly. This is on the next page (graph 1). The concentration in molars is along the x-axis, the time of the reaction in seconds is along the y-axis. I have plotted my recorded points and drawn a curved line of best fit.From this data I c an now say that the concentration does effect the rate of reaction. The line of best fit shows very clearly, a definite trend that as you increase the concentration, you decrease the time taken, showing an increase in speed. Rate and time are inversely related. As one increases the other decreases, as seen on the graph, meaning that as time increases, rate of reaction decreases.What we see on the graph is a sharp decrease from about 200 seconds to about 50 seconds over a concentration range of only 0.3M showing fast reactions. Over another 11M there is a much more gradual decrease as it slows down, only covering approximately a range of 49 seconds. The remaining range of 2M covers 1 second and appears to be reaching a level line.The second graph (graph 2 over the page), again a line graph, is using the rate I worked out in the table, against the concentration. This gives us I more direct trend towards the effect of concentration on rate of reaction. It shows very definitely and clea rly that the higher the concentration, the higher the rate. As rate and time are inverse, I would expect an almost mirror of the concentration against time graph. This is what has happened. Instead of a sharp decrease followed by a gradual decrease as seen in the concentration against time graph, the concentration against rate graph shows a gradual increase followed by a sharp increase. My line of best fit covers 1.4M at a 0.05 rate very gradually, then a slight increase, and then over 1M, the rate increases by 0.567.My prediction before carrying out this experiment was that the higher the concentration of acid, the faster the rate of reaction. Both these graphs prove this to be correct. This is due to the activity of the molecules in the experiment. The rate of reaction is the amount of a substance that takes part in a chemical reaction in a given time. In order to react, the particles must collide with each other. If the rate of reaction is increasing, it is the amount of particle s colliding and therefore reacting that is increasing. As we increase the concentration of acid, the substance taking part in the chemical reaction (along with marble chips), the rate of reaction increases. This is because an increase in concentration increases the amount of collisions taking place. With more particles in the same volume, there is a greater and more common likely hood of collisions taking place. This is why concentration effects rate of reaction.The second part of my prediction was more detailed. I predicted that the level of concentration may also have a direct effect on the rate of reaction, meaning that if the reaction of a 2M acid was compared with that of a 1M acid, which is half the concentration, the rate of reaction will also be half.I looked at my graph of concentration against rate to investigate this. I used the examples of 1M and 2M and took the following readings of my graph and line of best fit.1M = rate of 0.032M = rate of 0.72This shows my prediction to be very incorrect. If it would be true, then my graph would show a straight line of equal increase. However, my line of best fit gradually increases, going against my prediction.From my results I can conclude that the rate of reaction between marble chips and acid is increased by an increase in concentration.EvaluationLooking back on the experiment, I think that I have carried out successful, dependable procedure that has given me precise and reliable evidence and results. First I will look at the practical work that I did. When doing the practical work, I followed my plan accurately. I kept it a safe and fair test and this is important. I experiment I planned was easy to carry out. Problems arose in temperature. The only variable was meant to be concentration, but due to uncontrollable circumstances, room temperature did alter. Luckily this occurred between sets of experiments which gave me additional information to look into. However, if that had happen part way through a set of results my results may have been slightly more irregular. To overcome this problem, results could have been taken all in one go. However, this was not practical in the spaces of time we were able to have. The other variable of surface area appeared to de successful. We already took precautions over this by using small marble chips instead of large, and so no problems arose.The accuracy of my results is as accurate as I think I would need. From my results I have produced graphs that show very definite and visible trends and patterns and no anomalous results and so the readings must have been correct. It may be possible to improve accuracy. I learnt from the strongest concentration, the 2M acid and the fastest reaction, that for short spaces of time the accuracy is not as exact. This could be solved by an alteration in equipment. If I were to do the experiment again, I would use a larger upturned measuring cylinder. The one I used held 45ml3 of solution. I found this took roughly 1 3 seconds to fill with gas, making it slightly inaccurate because it was a small space of time. However, if we increase the volume of the cylinder, it would take a longer time period. This may have improved accuracy. Other equipment all proved fine. I had no troubles with any other pieces of apparatus and would not alter them.To look into this investigation further of how concentration alters rate of reaction, I would like to look into concentration of solids in a reaction and concentrations of gases, similar to how we look at concentration of liquid and acid. It will be interesting to see if gases for instance have the same reaction patterns as liquids. I can see that my results mean that an increase of concentration of acid increases the rate. Would an increase of concentration of gas make any difference in the rate of reaction? This would help to add to an overall conclusion to the investigation.

The Patriot relating to history essays

The Patriot relating to history essays The Movie, The Patriot, starts out with most of the colonists angered. This part of the movie caught my attention at the very beginning and kept it throughout the entire movie. I enjoyed especially the action and war scenes in the movie, but the storyline was very good as well. To understand this historical fiction movie, a historic background is needed. If a person does not understand what is meant by Taxation without representation, then it will completely lose the entire meaning of the movie. The plot of the movie begins to develop when Benjamin Martins son Gabriel is captured by British troops. Benjamin Martin was a former hero of the French and Indian War, but he renounced fighting so that he may raise his family in peace. Attempting to save his brother, Benjamins other son stood up to the British soldiers, but is killed in the process. Benjamin, only wanting to save Gabriel, ends up fighting in battle, rescuing Gabriel, and killing the murderer of his other son. After al l of this happens Benjamin realizes the importance of being involved in the war so he sends his other children to live with their aunt so that he and Gabriel can join the army. Once they become a part of the army, Benjamin becomes a general and leads his army, including Gabriel, into little battles. During battle Gabriel is killed, which deeply depresses Benjamin and makes him so distraught that he doesnt even feel like fighting anymore. These are his feelings until he was at camp and he sees the Brit that killed Gabriel. Benjamin then kills the Britt that killed his eldest son and understood at that moment why so many men are dieing. Because of this, Benjamin became extremely patriotic and decides to move on with the Americans because he has something to fight for. Everything that happened kept me on the edge of my chair wanting to know what was going to happen next. I enjoyed this movie a lot. ...

Perl String lc() Function

Perl String lc() Function Starting out with a new programming language can be challenging. Learning the functions is one way to go about it. The Perl string lc() function and uc() function are two basic functions that are easy to understand- they convert a string to all lowercase or all uppercase respectively. Perl  String lc() Function The  Perl  lc()  function takes a string, makes the entire thing lowercase and then returns the new string. For example: #!/usr/bin/perl $orig_string This Test Is Capitalized; $changed_string lc(  $orig_string ); print The Resulting String is: $changed_string\n; When executed, this code yields: The Resulting String is: this test is capitalized First, $orig_string is set to a value- in this case, This Test Is Capitalized. Then the lc() function is run on $orig_string. The lc() function takes the entire string $orig_string and converts it to its lowercase equivalent  and prints it out as instructed. Perl  String uc() Function As you might expect, Perls uc() function converts a string to all uppercase characters in the same manner. Just substitute uc for lc in the example above, as shown: #!/usr/bin/perl $orig_string This Test Is Capitalized; $changed_string uc(  $orig_string ); print The  Resulting String is: $changed_string\n; When executed, this code yields: The Resulting String is: THIS TEST IS CAPITALIZED About Perl Perl is a feature-rich programming language that was originally developed for use with text. It is cross-platform and runs on more than 100 platforms. Perl works with HTML and other markup languages, so it is frequently used in web development.

How harry potter fans conceptualise and talk about identities Essay

How harry potter fans conceptualise and talk about identities - Essay Example According to time magazine the aspects of political and social of harry potter (2007), led to the American civil war. About the message in Harry Porter, Rowling states that she wishes to join different world without problems of hierarchy, bigotry and notion of cleanliness. Further states that before ministries are taken over, there are disagreements to regimes that are known and loved. Rowling advocates that authorities should be questioned and not to fully trust the press. (Time magazine, 2007) Main body Rowling encountered big opposition on matters of education against indoctrination. This has clearly been demonstrated on the issue of gay raised by Bill O’Reilly. He was accusing Potter for indoctrinating children to gay, through an outing by his character Albus Dumbledore. In his defense, senior editor Tina Jordan brushed it off as an argument that is shallow. Tina further stated that gay people are well known, and it did not matter whether people knew or not. On continued d iscussion, O’Reilly pointed a finger at Rowling for teaching acceptance and equivalence of homosexuals and heterosexual. On the contrary, his guest Dennis Miller stated that acceptance was good and a child could not be indoctrinated into being gay. (weekly,2003) Catholic Church also had a problem with the books written by Rowling. An organization of roman church in America, accused Rowling of using occult language and mechanisms to indoctrinate children to gay. In Berkley Beacon’s opinion, he says that one parent’s view of indoctrination could be another’s education. Berkley had the intention of countering charges against Rowling that her books promoted homosexuality. At the pick of the controversy, Rowling stated that he did not base on Christian fundamentalists. Rowling also faced challenges with the issues of: racism, Nazism and ethnic cleansing. On the issue of racism, she was not pessimistic but realistic it could be changed. Further, Rowling argued that a committed racist will not be changed by Harry Potter. After Deathly Hallows was published, Rowling answered the e questions on metaphors in ethnic cleansing books. According to her, ‘ethnic cleansing ‘is a political metaphor. Arguably she did not intend to create a Nazi Germany. In her book tour 2007 Rowling discussed about the disagreements to Nazism. On her website, Rowling stated that some of phrases used by Harry Potter were equally used by the Nazis. Phrases such as ‘muggle-born’, ‘half blood’ and ‘pure blood’ had the same hidden logic of death eaters. Another similarity is that of lightening bolt shaped scar. Harry received the scar as a result of a curse from Voldemort, is also a sign of sir Oswald Mosley British union of fascists; Nazi sympathizers (1930s-1940s). According to Rowling, Mosley had married Diana Mitford who had a sister Jessica, whom he named her daughter after. In 1936 Oswald and Diana got married in Be rlin and Adolf Hitler was a guest. Rowling further noted that Unity, Mitford’s sister an arch-fascist was Hitler’s favorite. Narcissa black Harry’s story was developed by Jessica’s story; Diana Mosley married Oswald Mosley (death eater). Her sister unity, was a death eater too. Jessica Mitford married Ted Tonk (muggle-born), even though the family was against it. Since she had eloped with Esmond Romilly her cousin, she was send away by her family. These disagreements were noted by a communist paper in America

Computer Sciences and Information Technology in Business Essay

Computer Sciences and Information Technology in Business - Essay Example Low financial growth of the company was a problem due to various reasons. To begin with, the company had stagnated on its financial gains over five years and at some point had an experience of losses. The organization was at a level where it generated little income to cover the operational costs and make profits. Financing the growth of the company is a major problem in such a scenario, if there is no financial growth, then the organization starts losing its market share because of competition. To make the situation worse, the existing customers are lost to the competition. Financial growth of a company fails if there are insufficient sales. To solve this problem it, is necessary know why the problem occurred in the first place. In the organization, the problem arises because of poor sales from the sales people. The poor sales result from cutting back on the marketing budget thus there are few leads. Another issue is poor training of sales people in the company and clients cutting down their budgets. An innovative solution is necessary to solve this problem. Such a problem needs urgent solving to save the company (Baumgartner, 2013). The firm requires generation of more income, which is only possible through selling more of the products that the company makes. Information technology is important in making more sales. To get more leads the sales people will require more training and higher access to information. Technology today has made success of companies to be easy. The company needs to employ the use of technology such as use of the internet to train the sales people and look for more leads.

Class I Railroad and Teacher Essay Example for Free

Class I Railroad and Teacher Essay Any other day in school was the same, going to class going to lunch and going home that was until I saw my schedule change. I was a bit shy not knowing what to expect from my new classes and what were they going to be like. When I come into my new class I felt scared, it was like a western movie, when a cowboy walk into a bar and its dead silence nothing but eyes staring at me and not in a good way. I was put in Mr. U Jimenez classroom. After a couple of days in the class it was still harsh but it was getting better for me. It was fun on some days and that’s when I knew I was getting along with others. Eventually I caught up and was right on track. In my new class the first few things I did was stay calm, be happy and try to go along with others. The first day of my class was towards the end of the first trimester. It was crazy knowing I had to start a new trimester in a different class; it was crazy because when the teacher would send a student out with him the class will go nuts because they had â€Å"free time† and got away from class work for a couple of minutes. After a couple of days in the class it just went from a fun class to a disaster. I’m not such a fast writer and well when it came to taking notes in Mr.  U Jimenez class it wasn’t so good for me. I wrote as fast as I could but unfortunately I wasn’t fast enough. Before I could finish my notes the power point would change and both the class and I wouldn’t have a chance to finish. On the first day of class I also witnessed that the teacher called five different student parents for bad behavior. Knowing that the first day was like this I thought a lot about what the rest of the school year would be like. People feel many different ways on their first few day of class. I felt that in the first few days of being in the class were ok but then the other few days of class weren’t. I felt afraid of my teacher at first because of how strict he was. I also dislike yelling and people telling my parents bad news about me. In some occasions (not to be crazy) I wanted to strangle Mr. U Jimenez and maybe a couple of the other kids because of how annoying they are but I’m only thirteen and well I don’t want to go to jail so I decided to put up with my feelings towards that class and just do as well as I could. However my teacher does have some kind moments and rewards us with candy. The class can be fun like the poem project I did. I enjoyed doing that, we had some good times expressing urselves, getting created, and getting to know my classmates a little more in class. I felt many different reactions in class. Some days I was pretty happy in class and other times I was pretty annoyed and wanted to leave or scared. It would be fun because the teacher was cool on some days. Once in a while the class would get to play who wants to be a millionaire or some educational activity. I’d have a good time in the class joking around with my friends. On other days it’s pretty annoying because my teacher would be mean. He calls my mom in front of the whole class and it’s pretty embarrassing. When my teacher keeps us in class it’s because a student has lost one of his many pen, he wants back. When we do activities in the class and when it comes to questions I react in a shy way and stay quiet and hope he doesn’t pick me. If the class is crazy for a long time it won’t stay that way for long. I’d be kind of surprised and scared because Mr. U Jimenez yells and says shut it and sit down in our seats. Soon were back to taking fast notes and listening to lessons all over again. My reactions toward school were never really exciting anyways. My behavior has changed thorough Mr. U Jimenez class. When I came to his class my behavior hasn’t change but I had to try now and then. At first I felt scared and a bit shy so I don’t think my behavior was too bad but after a while I felt comfortable. When I started feeling comfortable in class I was a bit crazy at some points. I now I’m lazy because I don’t want to do my work or pay attention but I don’t think I’m as lazy anymore. I know I need to pass my class so I try a little harder now. When Mr. U Jimenez gets mad we all get mad, even though he is always in a grumpy mood. Sometimes when he’s mad I don’t really understand him he says things that don’t make sense; well to me that is and again he starts to call parents sometimes he does it randomly too. I know I don’t like it when he calls my mom. Neither my mom and I like my teacher’s calls but its best for her to know that I’m not doing so well in class so I can improve better and try harder, when Mr. U Jimenez calls or sends papers talk about my behavior in class nor missing assignments my mom doesn’t give me my allowance and she takes my we and my TV, my mom would just start to tell me all these things about school to do better and improve my grades. Sometimes I forget Mr. U Jimenez name and call him (fat teacher) not to be mean Mr. U Jimenez but I’m trying to behave myself. There were many things I felt when I started my new class. I had so many things going through my mind. I was thinking about how I would feel, my reactions, my behavior and what it would be like. When it was a no teacher zone the students would get pretty crazy. On some days the teacher would scary me and annoy me so I would know my reaction for the day until I got out of class. Some days were better than others like the games we play and the activities that we would do. It would be cool when we play games because for the people that won they’d get rewarded with candy. My behavior has changed in my classroom and I’ve gotten use to my class. Now all I ‘m trying to do is to pass Mr. U Jimenez class so I can go to High School and pass science or my mom will kill me and send me to summer school. If I don’t pass I can’t go to San Francisco on our Vacation Mr. U Jimenez I know that I’m not one of your best students but I’m trying my mom always keep on saying u are smart I can do anything if I just try hard and pay attention and listen like I’m with math I just don’t know it till don’t come out of me still.

Our Day Out by Willy Russell :: English Literature

A major theme in ‘Our Day Out’ is the lack of education and opportunity for young people in the inner city. Using scenes from the play, show how Willy Russell makes the audience aware of this theme. Introduction. The play that I am writing about is called ‘Our Day Out’ and it was written by Willy Russell. The main theme of the play is to tell the reader what life was like for people (mainly children) in Liverpool in the 1970s and what their education was like. During the 1970s 100 000 jobs were lost in Liverpool because the docks had been closed and all of the factories were closing down. The unemployment went up, the streets got dirty, there was no money in education and the only thing that the kids could do was play on the streets and get into trouble. I think that this is like the play by Willy Russell because all the factories were closing down, the docks had been closed and there was rubbish all over the streets. It’s also the same because all the kids had given up on life and their teachers had given up on them ever getting a job. The play is about under achieving children who have been given the chance to go on a trip to Conwy Castle in Wales. Their teacher knows that there is no hope for them and they don’t want to learn anything. She is also a soft teacher so the headmaster decides to send a strict teacher along with her. As well as the castle they also went to the zoo, the beach and the funfair. Part 1: Carol at the school gates. Carol’s use of language shows how there is a lack of education and opportunity in Liverpool at this time by the way that she says words like â€Å" Agh, ey, wanna, t’, and goin’ †. She also repeats words and pauses a lot. This shows that she might live in a rough background where people use abbreviations, slag a lot and have poor communication skills. Carol is suppose to be funny because she acts like she is smart and a normal person when she knows that she’s not and this makes her sound even more pathetic. It is also because she agrees with Les when he says ‘There all backwards round here’ and she always asks stupid questions. Carol is fooling her self about living in a nice place because she has no basic skills to get a job and buy a house in. Part 2: At the zoo. When Ronson is stood at the bear pit he is trying to say that even

An Inspector Calls Essay

The playwright of ‘An Inspector Calls’ John Boynton Priestly was alive between 1894 and 1984, in this time he served in the First World War where in 1916 he was badly injured. It wasn’t until the end of the Second World War in 1945 that he wrote ‘An Inspector Calls’; he chose to set the play thirty years in the past before either wars had happened- in 1912. Priestly was a renowned socialist and highly respected in his time- with his own radio show which around twenty million tuned into each week. Unfortunately, Priestley was seen as too popular- for the conservative government at the time- and taken off air for fear that communities would listen to his left wing ideas more then the prime minister, Winston Churchill. Priestley’s ideas of socialism and morality are a frequent undertone throughout the play and enforce the main theme of the play: responsibility. Because of the timing of the play it is believed that ‘An Inspector Calls’ was supposed to send a clear message to the audience of Britain’s shared responsibility in both wars. In act 1 The Birling family and Gerald are celebrating Gerald and Sheila’s engagement in the dining room. Sheila and Eric are arguing in a not really serious way, while Gerald and Mr. Birling are talking about business, politics mostly about the Titanic. Mr. Birling is on his way to the next social class by getting an knighthood. Lady Croft has a very strong view of social classes; it looks like she isn’t too happy about the fact, that her son is engaged to a girl of a lower class. Just before the ring bells and the inspector arrives, Mr.  Birling shows his outlook on life to Gerald and Eric â€Å"a man has to make his own way, has to look after himself and his family†. The inspector enters and tells them about the suicide. He shows a photograph to Mr. Birling. and starts questioning him. It turns out that Eva Smith had been one of Mr. Birlings. employees and later on was discharged because she asked for more money, had been refused and went on a strike along with allot of other employees, and was later fired for being one of the ringleaders. Sheila enters into the dining room and is the next to be questioned. Shiela was also linked to Eva smith, she had been jealous of Eva because she looked better in a specific dress. She went to the manager and told him that this girl had been very impertinent so, indirectly she made Eva lose her job. The inspector goes on and tells that Eva Smith had changed her name into Daisy Renton. Now the inspector links Gerald to the incident, Gerald had an affair with her the previous summer. In Act 2 Mrs Birling is informed that Eric often drinks, Gerald talks about his relationship towards Daisy Renton one of the apparent alias’ of Eva Smith. After that, he went out for a walk. Then inspector turns towards Mrs Birling, she is linked to eva smith because she failed her â€Å"job† as a member of the Brumley Women’s Charity Organization by not helping deserving cases.

Drug Testing in a High School Setting: Pros and Cons

Taking steroids to enhance athletic performance has become widespread among athletes worldwide. This practice not only violates athletic regulations and the intent of fair competition but also damages many of the body's major organs. Drug testing has therefore been implemented in many collegiate and professional sports and some high school athletic programs with the goal of maintaining competitive fairness. Drug testing is the method that has been chosen to identify those athletes who use banned drugs to enhance their sports performance at the expense of the athletes who do not take drugs.Almost any athlete competing above the high school level, and increasingly at even high school level too, is subject to drug testing. There are almost as many drugs used by athletes as there are sports. Some athletic performance enhancers are not drugs at all. Some performance-enhancing techniques use human hormones (or synthetic derivates thereof), and other use the athlete's own blood. Some of the se techniques are presently undetectable by urine and blood samples. Drug testing alone will not be enough to stop the use of steroids and other drugs.While drug testing is the first line of defense at the collegiate and professional levels of sport, athletes, parents, and we coaches and trainers must bear the greater responsibility for keeping the playing field level at the junior high and high school levels. The use or possession of alcohol and illegal or controlled substances by students is reaching epidemic proportions. Along with traditional education and drug-resistance programs in the schools and the community, proactive prevention and deterrence measures must be in place and publicized to all students.Drug testing is part of a much wider picture. Curbing drug use and implementing drug testing policies are significant concerns of parents, administrators and us coaches. The important pros of mandatory drug testing within a high school sports setting are:Greater deterrence to d rug use.Promoting fairness in sports competitions.Helping drug users relinquish their drug dependency (punitive aspects need to be minimized)2. A brief history of drug testing Drug testing of humans began in the late 1950s, when, after several European cycling and track races, evidence of drug use was observed.In 1965, procedures were developed which were capable of detecting a number of different stimulants; these were used to test participants of the Tour of Britain Cycle Races. The fist formal testing for nonsteroidal drugs occurred at the 1972 Munich Olympic Games though there still was no official testing for steroids. The development of complex radioimmunoassay (RIA) screening procedures as well as analytical advances in gas chromatography-mass spectrometry (GC-MS) techniques led to the introduction of tests for anabolic steroids at the 1976 Montreal Olympic Games (Yesalis, Cowart 75).The test method of determining whether or not the testosterone in an athlete's body came from illegal use by the athlete was developed by Donike et al. in 1983. In 1992 Barcelona Olympic Games, the IOC laboratory reported the detection of several banned drugs in the participating athletes. High resolution mass spectrometry (HRMS) analysis was introduced in the 1996 Atlanta Sumer Olympic Games. In recent years, Liquid chromatography-mass spectrometry (LCMS) is being used in drug testing laboratories because it has several advantages over traditional GCMS technique.In the future, LCMS will become increasingly more important in the drug-testing laboratories because of its ability to confirm the presence of most drugs, including natural hormones (HGH, EPO, etc. ). Isotope Ratio Mass Spectrometry (IRMS) is a relatively new technique that is being proposed for verification of testosterone positives. Three decades have passed since sports drug testing became part of the Olympic Games. Drug testing is now part of professional sports, collegiate sports, and to a smaller extent, high school sports.The technology of drug testing has made significant advances; at the same time, cheating methods have also evolved and grown more sophisticated.3. The efficacy of drug testing in high schools Surveillance for drug use employing a random drug-testing model is currently receiving significant attention and consideration by high school administrators and public officials. In fact, random drug testing has been implemented in a number of school districts for students engaged in extra-curricular activities and is being considered for use with general student bodies.It is understandable that use of drug testing is being considered as a prevention tool with student-athletes since both NCAA and many professional sports employ this methodology. Further, many if not all NCAA Division 1 university athletic programs employ random drug testing at some level in response to concerns about drug use among collegiate athletes and because of potential NCAA sanctions for drug test failures . Hence, high school athletic programs are typically viewed as an aid to deter and to detect use. The efficacy of this tool in curbing drug use has yet to be thoroughly evaluated, however.Results to date have been rather equivocal with assessments both providing modest support for efficacy and indicating no effects. Funded by the National Institute on Drug Abuse, National Institutes of Health, the SATURN (Student Athlete Testing Using Random Notification ) project was designed to evaluate whether a nonpunitive, compulsory, random, suspicionless drug testing policy deterred drug and alcohol use among high school student athletes in two Oregon schools. Participation was required for all students and was a mandatory prerequisite for athletic participation.Results showed that a policy of random drug testing surveillance significantly reduced self-reports of recent performance-enhancing substances and, to a lesser extent, common drugs of abuse but did not produce long-term changes in sub stance use and associated high-risk behaviors use among adolescent athletes. Further, neither tobacco or alcohol use was altered. This result suggests at least limited efficacy when targeting a specific drugs that may be associated with well-documented harm potential to student-athletes.The authors of the investigation caution against over-interpretation of results suggesting efficacy of testing as adequate intervention (OHSU).4. Privacy – the fundamental issue At the heart of drug-testing controversy in schools, however, is not efficacy but privacy. Public schools are state actors; thus, the constitutional protections apply with respect to students and employees of public schools systems. As public institutions, public schools must follow the dictates of the Fourth Amendment to the U. S. Constitution as well as any particular provisions form the state constitutions that apply to them.In essence, the Fourth Amendment protects people and their houses, papers and effects agains t unreasonable searches and seizures. Such protection is vital to the privacy protection of all citizens from unacceptable conduct on the part of the government or its officers or agents. If a search is conducted, and a drug test is considered a search, the search must be reasonable and the intrusion of the test on an individual's privacy must be weighed against the government's interest in conducting the test. Reasonableness will depend on the circumstances.However, in most cases, suspicion is not required in order to perform a test. Because the use of certain performance-enhancing drugs is illegal according to federal statutes, many institutions have attempted to implement drug testing policies in order to deter their students from using drugs and also to detect drug use. Such a measure is deemed necessary in order to either provide assistance to those who do no understand the dangers involved in drug use or to provide information to law enforcement official in order that they may become involved to rid the institution of drug users.At the high school sport level, officials realize that drug use can be particularly dangerous to the more susceptible bodies of growing children. However, many times the athletes forced to submit to a drug-testing program do not do so willingly.They feel that the drug test infringes on their privacy rights as protected by the federal constitution and that they should not have to submit to the test. These individuals are typically not drug users; instead they are participants who find that if they do not submit to the testing, they will not be able to continue participating in the sport or activity of their choice.Beginning in the 1980's, these individuals sued the institutions who developed the drug testing policies so that they could avoid being tested as a requirement of participation. Until 1995, institutions who attempted to implement drug-testing policies were often unsure as to whether their policies would be upheld in cour t of law. However, 1995 the U. S. Supreme Court finally dealt with the issue. In the Vernonia School District 47J v. Acton case, the Supreme Court reviewed the constitutionality of a drug testing program applied to student-athletes at the high school level.In the mid 1980s, teachers and administrators in the Vernonia School District, Oregon, noticed a sharp increase in student drug us and an increase in disciplinary problems at the school. The school district also found that student-athletes were both users and leaders of the drug culture (Imber, Geel 159). The district implemented a drug testing policy that applied to all students participating in athletics, requiring each student to sign a form consenting to the random urinalysis testing policy before being allowed to participate in sports.During the test, the student would enter a locker room with an adult monitor who would check the sample produced for temperature and tampering. In 1991, Seventh grader James Acton refused to sig n the consent form and was not allowed to play football. His family sued claiming that the drug testing policy violated the Fourth Amendment. After a long process of examining the case, the court finally ruled that students who are in athletics and other highly visible extracurricular activities have a diminished expectation of privacy.Schools may carry out certain suspicionless searches, such as random drug tests of athletes, the court ruled, because such tests are mandatory only for those who choose to participate in those voluntary activities.While general drug testing can been seen as unreasonable, specific drug testing has to be allowed – especially, when it is limited to extracurricular athletics. The Vernonia School offered considerable discretion to school officials in their effort to control student behavior. According to the court ruling, individualized suspicion was not necessary before submitting students to random urinalysis drug testing.The court ruled that scho ol officials exercised their duties as state actors, an authority that was â€Å"custodial and tutelary, permitting a degree of supervision and control that could not be exercised over free adults. † The Supreme Court Justice Antonin Scalie, who wrote the opinion, also said that athletes have less of an expectation of privacy because they change clothes and shower together. The Court also said that since athletes can be role models, it is especially important to be sure that they do not use drugs.The reasoning in Vernonia has been extended to include all other extracurricular activities. Since 1995, numerous other court decisions have ruled in favor of school districts that conduct the random drug testing of student athletes, although the testing of other students is still conditioned on â€Å"reasonable suspicion† by school administrators.Many developments since 1995 indicate the growing extensiveness of drug testing within the schools of the United States. For instan ce, in 1995 the Dayton County, Ohio, school district implemented a program to conduct random drug testing on student athletes.In September, 1999, the 6th U. S Circuit Court of Appeals affirmed the legality of Knox County, Tennessee, program designed to test teachers, principals, and other school employees. Harlan county, Kentucky, during the 1999-2000 school year, initiated a random drug-testing program for all teachers, principals, and administrators. From time to time, the various attempts of school authorities at implementing drug testing programs are seen as violating students' privacy rights when they require students to submit to blood or urine tests.An Arkansas Court, for example, ruled that there were less obtrusive (and intrusive) ways to determine rule infraction. In another development, a New Jersey school policy was rebuffed. The school board required students to have annual exams that included a urinalysis. If a student tested positive for drugs, then district officials notified the student's parents, hoping that the parents would then get treatment for the student. The court ruled this procedure as unreasonable.And although various school districts across the country are now testing employees and student athletes, a private high school in Memphis, Tennessee, has initiated random drug testing on its entire student body, a program endorsed and financially supported (to the tune of sixty dollars per test) by parents. Students refusing to submit to testing are to be expelled from school. Thus, drug testing on the entire student body may often raise several complicated issues. However, within the context of high school sports competitions, drug testing is very essential to ensure fairness.There are few cons to drug testing in high school sports, as long as such programs are executed in right spirit. The concern for fairness easily overrides the concern for privacy in a sports setting, as the landmark Vernonia case rightly concluded.5. Deterrence, not punishment Several other court cases in the subsequent years brought out the need for and the advantages of drug testing in high schools. In 1998, the Federal Seventh Circuit Court of Appeals upheld an Indiana school's random drug-testing of high school athletes and cheerleaders.In this case, the Court found the school's policy was reasonable under the Fourth Amendment. The school did not require observed specimen collection, a positive test did not result in expulsion, and privacy concerns of students that were required to disclose any medication they were taking were adequately addressed by the school. Additionally, students were give the opportunity to challenge positive test results by taking a conforming test at no expense to the student. Deterrence, safety and the health of students performing in athletic events constituted the basis supporting the court’s judgment.The Court reasoned that the school system has responsibilities as guardian and tutor of children entrusted in its care and that deterring drug use by students is a compelling interest. The Court also noted that the school's program was designed to deter drug use, not to punish users. As coaches working in school setting, we must always strive to remember to lay stress on deterrence and not on punishment, only then the pros of drug testing can be maximized and cons minimized.The aim of drug testing is not to trap and punish students who use drugs. It is, in fact, counterproductive simply to punish them without trying to alter their behavior. If drug-using students are suspended or expelled without any attempt to change their ways, the community will be faced with drug-using dropouts, an even bigger problem in the long run. The purpose of testing, then, is to prevent drug dependence and to help drug-dependent students become drug free. (Office of National Drug Control Policy 22)