Child Abuse in Ireland: Policies and Legislation

Child Abuse in Ireland: Policies and Legislation In recent years, child abuse has been acknowledged as a growing problem in Ireland (DoHC, 1999). Since the publication of the Child Abuse Guidelines in 1987 (DoHC, 1987), a number of reforms have been introduced which aim to promote the protection and welfare of children. Healthcare professionals play an important role in child protection and care (Crisp and Lister, 2004). Community-based nurses, such as public health nurses, are frequently among the first to detect signs of child abuse and it is therefore important for them to have a full understanding both of their professional responsibilities in relation to this key role, and of relevant legislation, strategies and guidelines. In recent years, the Child Care Act 1991, Children Act 2001, Children First guidelines and the National Children’s Strategy have served to place children at the forefront of health and social care in Ireland. Legislation There is a wide variety of legislation relating to children. The United Nations Convention on the Rights of the Child (UN, 1989) was the first legally binding document to address all aspects of human rights (i.e. civil, cultural, economic, political and social) in relation to children, and recognise that individuals under the age of 18 years require additional care and protection. The Convention states that the basic human rights of all children are: the right to survival; to develop to the fullest; and to participate fully in family, cultural and social life and is underpinned by 4 principles: non-discrimination; devotion to the best interests of the child; the right to life; and respect for the views of the child. In Ireland, the main legislation relating to child care is the Child Care Act 1991, which contains provisions relating to the care, protection and welfare of children in Ireland (Government of Ireland, 1991). This Act contains 7 parts which covers the promotion of child welfare, including taking children into care, homeless children and adoption services; rules on the protection of children in emergencies and care orders; jurisdiction and procedures to ensure the welfare of the child is paramount in court proceedings; rules relating to children in care; and rules on the supervision of pre-school services and children’s residential centres. Under this Act, the Health Service Executive (HSE) has a duty to ensure the welfare of those children who are not receiving adequate care and protection through identification of children at risk, and the provision of child care and family support services. Other key legislative provisions include the Domestic Violence Act 1996; Protection for Persons Reporting Child Abuse Act 1998; The Data Protection Act 1988; the Education Act 1998; the Non-Fatal Offences Against the Person Act 1997; and the Freedom of Information Act 1997. Strategies and guidelines The Children First: National Guidelines for the Protection and Welfare of Children guidelines (DoHC, 1999a) aim to offer assistance in identifying, reporting and responding to child abuse. Importantly, these guidelines promote an understanding of the relevant contribution of the different professions in cases of child abuse; in particular, the role of public health nurses in carrying out enquiries in cases where there are child protection concerns and where they already have a close relationship with the family involved. These guidelines highlight the need for family-centred child care and protection and the formation of effective partnerships for consistent service provision, as well as serving as a framework for multidisciplinary and inter-agency working practices. Throughout, the welfare of the child is emphasised as of paramount importance. Wider areas addressed within these guidelines include underage pregnancy, peer abuse, bullying, vulnerable children, abuse outside of the hom e, allegations of abuse against employees and volunteers, and organised abuse. The Best Health for Children: Developing a Partnership with Families strategy (DoHC, 1999b) is based on a model that focuses on a holistic approach to child health promotion encompassing emotional and psychological aspects of health in addition to physical health. This strategy also acknowledges the importance of the family in this process, particularly the value of parental observations and concerns about their children. This report outlines a core programme for child health surveillance which documents the role of the public health nurse in making home visits soon after birth and throughout the child’s early development. A follow-up report published in 2005 (DoHC, 2005) has reviewed the original programme and made recommendations for greater observation of child behaviour and development and increased awareness of the determinants of child health, together with the formation of partnerships between parents and healthcare professionals to improve child health outcomes. Role of the public health nurse Public health nurses often carry out home-based parental assessment and ongoing surveillance, particularly working with high-risk families; however, in these situations, it can be difficult to build a trusting, supportive relationship if parents feel threatened, powerless, or concerned about possible action being taken against them. Marcellus proposed a framework of rational ethics to develop trusting relationships with high-risk families, based on four themes: mutual respect, engaged interaction, embodiment and creating environment (Marcellus, 2005). Current legislation, guidelines and strategies emphasise the need for improved child protection and care to ensure the welfare of all children. The public health nurse can play a key role in surveillance of high-risk families and may be among the first to detect child abuse. Competence in procedures for identification, reporting and responding to child abuse are therefore essential. The public health nurse works as part of a multidisciplinary team and should promote effective inter-agency partnerships for optimum service provision for children and their families. References Crisp, B. R. Lister, P. G. 2004, ‘Child protection and public health: nurses’ responsibilities’, Journal of Advanced Nursing, vol. 47, no. 6, pp. 656-63. Government of Ireland 1991, Child Care Act 1991. Retrieved 11th December 2008 from:  http://www.irishstatutebook.ie/1991/en/act/pub/0017/index.html Government of Ireland 2001, Children Act 2001. Retrieved 11th December 2008 from:  http://www.irishstatutebook.ie/2002/en/si/0151.html DoHC 1999a, Children First: National Guidelines for the Protection and Welfare of Children. Retrieved 11th December from:  http://www.dohc.ie/publications/children_first.html DoHC 1999b, Best Health for Children: Developing a Partnership with Families. Retrieved 11th December from:  http://www.hse.ie/eng/Publications/Children_and_Young_People/Best_Health_for_Children_Developing_a_Partnership_with_Families.pdf DoHC 2005, Best Health for Children Revisited. Retrieved 11th December from:  http://www.google.co.uk/search?hl=enq=Best+Health+for+Children+RevisitedbtnG=Searchmeta= Marcellus, L. 2005, ‘The ethics of relation: public health nurses and child protection clients’, Journal of Advanced Nursing, vol. 51, no. 4, pp. 414-20. United Nations 1989, UN Convention on the Rights of the Child: the articles. Retrieved 11th December 2008 from:http://www.unhchr.ch/html/menu3/b/k2crc.htm Maths Teaching Guide: Geometrical Constructions Maths Teaching Guide: Geometrical Constructions 12 Geometrical Constructions You know using various instruments of the geometry box-ruler, compass, protractor, divider, set square etc. construction of lines and angles. construction of perpendicular and perpendicular bisector to a line construction of angle bisectors. Construction of special angles like 15 °,30 °,45 °,60 °,75 °,90 °,105 °,120 °,135 °,150 °,175 ° You will learn construction of parallel lines using different techniques- paper folding, set square and using compass. to identify whether a triangle can be constructed with the given measurements. construction of triangles with given measurement of sides and angles. We know parallel lines are lines that never meet. Now let us learn to construct parallel lines. Construction of parallel lines using ruler and set squares To construct a parallel line to a given line from a given point Steps for construction: 1.Draw a line l and take a point O outside the line.O 2.Place any side of the set square forming the rightl angle along the line l. 3.Place the ruler along the other side of the set square forming a right angle as shown. This ruler is to be kept fixed.O l 4.Slide the set square along the ruler upwards such that point O lies along the arm of the set square. O l 5.Remove the ruler and draw a line along the setOm square. Name this line as ml m is the required line parallel to l ∠´ l à ¯Ã‚ £Ã‚ ¬Ãƒ ¯Ã‚ £Ã‚ ¬m Om l Construction of parallel lines using ruler and compass Steps for construction: 1. Draw a line l and take a point A outside the line. A l 2. Take any point B on the line. Join A to B. A l B 3. With B as the centre and any convenient radius, draw an arc intersecting line l at P and AB at Q. A Q l BP 4. With A as the centre and the same radius draw an arc to intersect AB at R. A Q l BP 5. With the compass measure the distance between points P and Q. 6. With R as the centre and radius equal to PQ, draw an arc intersecting the previous arc at S SA Q l BP 7. Draw a line through A and S. m is the required line parallel to l passing through the point A. l à ¯Ã‚ £Ã‚ ¬Ãƒ ¯Ã‚ £Ã‚ ¬m SAm Q l BP Remember only one line can be drawn through A which is parallel to l. Lab Activity We have already studied parallel lines and their properties. We know that when 2 parallel lines are intersected by a transversal, the alternate angles so formed are equal. The above construction has been done using the same property. When 2 parallel lines are intersected by a transversal, then the corresponding angles so formed are also equal. Using this property, construct a pair of parallel lines. To construct a parallel line to a given line at a given distance To draw a parallel line at a fixed distance from a given line follow the steps given below Draw line l. Construct a perpendicular on the given line. Take a point at the given distance on the perpendicular. Construct a parallel line at that point as in the previous construction. Example 1Draw a line l. Draw another line m parallel to l at a distance of 4 cm from it. Solution To construct a line parallel to a given line at a fixed distance from it we will follow the following steps Take a point C on the line l. Draw a perpendicular at the point C. On the perpendicular mark a point at a distance of 4 cm from C (say G). At G draw a GH perpendicular to CG. Since GH ⊠¥ CG and CG ⊠¥ l ∠´ l à ¯Ã‚ £Ã‚ ¬Ãƒ ¯Ã‚ £Ã‚ ¬ GH GHm F DE l ACB (since the sum of the interior angles on the same side of the transversal CG is 180 °) Thus, m à ¯Ã‚ £Ã‚ ¬Ãƒ ¯Ã‚ £Ã‚ ¬ l at a distance of 4 cm from l. Exercise 12.1 1.Draw a line AB = 6 cm. Mark a point P anywhere outside the line AB. Draw a line CD parallel to line AB passing through the point P a.  by drawing alternate angles b.  by drawing corresponding angles. 2.  Draw a line AB. Draw a line CD perpendicular to line AB. Now on CD mark a point P at a distance of 4.5 cm from C. At the point P draw a line parallel to given line AB. 3.  Refer to the figure given alongside. Construct a line parallel to AB passingD  through the point P. Draw another line parallel to CD also through the  point P. Name the geometrical plane figure so formedP AB C 5.  Draw a line XY= 8 cm. On the line XY mark a point A, 3 cm from X. At the point A draw a perpendicular AB to the line XY. Mark a point M on AB at a distance of 4 cm from A. draw a line CD parallel to XY passing through M. 6.  Draw a line parallel to a given line at a distance of 5.5 cm from it. Construction of triangles A A triangle is a three sided closed figure. It has 6 elements -3 sides and 3 angles. For triangle ABC given alongside, sides are AB, BC, and CA and the angles are ∠ ABC, ∠ BCA and ∠ CBA However to construct a triangle uniquely, we do not need the measure of all six parts. A triangle can be drawn with a definite given size if any BC of the 3 conditions given below are fulfilled. ÂÅ   The three sides of the triangle are given SSS criterion Two sides and the included angle are given SAS criterion. One side and any two angles are given AAS criterion or ASA criterion. Use a compass to draw angles of special measures 15 °, 30 °, 45 °, 60 °, 75 °, 90 °, 105 °, 120 °, 135 ° etc). For others you can use a protractor to construct triangles with given angles. Remember: A triangle cannot be constructed if 3 angles are given since the length of sides can vary. The triangles will be of the same shape; however the length of the sides will be different. Two sides and the non – included angles are given. Before we construct triangles we should make a rough sketch showing all the given measures. Construction of triangles when 3 sides are given. A triangle can be drawn only when the sum of any two sides is greater than the third side. When three sides of a triangle are given, check whether the sum of any two sides is greater than the third side. If yes, only then the construction is possible. Example 1Which of the following can be the sides of a triangle? a.12,24, 11b.10, 5, 7 Solution a.Add the sides by taking two at a time 12 + 24 > 11 24 + 12 > 15 However 11+12 < 24, hence these measures cannot be the sides of a triangle b.Add the sides by taking two at a time 10 + 5 >7 5 + 7 >10 10 + 7 >5 Since the sum of any two sides is greater than the third side hence these measures can be the measures of a triangle. Example 2Construct a triangle ABC such that AB = 6 cm, BC = 5 cm and CA = 9 cm. Solution In triangle ABC, 9 + 6 > 5, 6 + 5 > 9, 9 + 5 > 6 ∠´ triangle ABC can be constructed. Steps of Construction Draw a rough sketch of the triangle ABC. C 9 cm5 cm A6 cmB Draw a line segment AB = 6 cm A6 cmB With A as the centre and radius = AC=9 cm draw an arc A6 cmB With B as centre and radius = BC= 5 cm draw another arc to intersect the previous arc at C A6 cmB Join A to C and B to C. Triangle ABC is the required triangle. C 9 cm 5 cm A6 cmB Example 3Construct a triangle PQR with PQ = 7 cm, QR = 6 cm and ∠ PQR = 60 °. Solution: Steps of Construction Draw a rough sketch of the triangle PQR R 6 cm 60à ¢- ¦ P7 cmQ Draw a line segment PQ of measure 7 cm. P7 cmQ Using a protractor or a compass construct an angle of 60 °Ã‚  at the point P. X 60 ° P7 cmQ With P as the centre and the radius = PR = 6 cm draw an arc to intersect XP at a point R X R 6 cm 60 ° P7 cmQ Join RQ.X Triangle PQR is the required triangle. R 6 cm 60 ° P7 cmQ To construct a triangle when two angles and the included sides are given- ASA construction Example 4Construct a triangle ABC with ∠ B = 60 °, ∠ C = 70 ° and BC = 8 cm. Draw a rough sketch of the triangle ABC A 6 cm 60 °70 ° B8 cmC Draw a line segment BC of length = 8 cm B8 cmC At B draw ∠ PBC = 60 ° using a compass P 60 ° B8 cmC At C draw ∠ QCB = 70 ° using a protractor the point off intersection of PB and QC is the vertex A. Triangle ABC is the required triangle. QP A 6 cm 60 °70 ° B8 cmC To construct a triangle when two angles and the side not included between the angles is given- AAS construction To construct a triangle when the side is not the included side in the given angles, we will first the third angle using the angle sum property and then consider the given side and the two angles that include that side to construct the triangle using ASA construction criterion. Example 5Construct a triangle PQR with ∠ P = 110 °, ∠ Q= 30 ° and QR = 6.5 cm. Solution: The given side QR is not the included side between the given angles ∠ P and ∠  Q. ∠´ let us find the third angle ∠ R, using the angle sum property We know sum of angles of a triangle = 180 °. ∠ P + ∠  Q + ∠ R = 180 ° ⇒ 110 ° + 30 ° +∠ R = 180 ° ⇒ ∠ R = 180 ° 140 ° = 40 ° Now we can use the ASA construction criterion to construct triangle PQR with ∠ Q =30 °, ∠ R = 40 ° and QR = 6.5 cm. The steps of construction will be the same as in the previous construction Rough sketch PAB P 30 ° 40 ° Q6.5 cmR 30 °40 ° Q6.5 cmR To construct a right triangle when the hypotenuse and one side are given.RHS construction This construction is only for right angled triangles when the hypotenuse and one side are given. One angle is 90 ° as it is a right triangle. Example 6Construct a right triangle XYZ right angled at X with hypotenuse YZ = 5 cm and XY = 3 cm Solution: Since it is a right triangle right angled at X ∠´ ∠ X = 90 °, YZ = 5 cm and XY = 3 Steps of construction Draw a rough sketch of the triangle XYZ Z 5 cm X3 cmY Draw a line segment XY = 3 cm. X3 cmY At X draw ∠ AXY = 90 ° using a compass A 90 ° X3 cmY With Y as the centre and radius 5 cm , draw an arc to intersect AX at Z. A Z 90 ° X3 cmY Join YZ Triangle XYZ is the required triangle. A Z 5 cm 90 ° X3 cmY Remember in a right triangle, the hypotenuse is the longest side. Exercise 12.3 1.  Given below are some measurements of sides, which of the following can be the sides of a triangle. a. 6,8,12 b. 5,9,6 c. 11,6,6 d. 80,15,60 e. 8,6,10 f. 6,6,6 2.  Which of the following measures will form a triangle? Why or why not? a.∠ A = 45 °, ∠ B = 80 °, ∠ C = 65 ° b.∠ X = 30 °, XY = 5.6 cm, XZ = 3.8 cm c.AB = 7 cm, BC = 10 cm, CA = 6 cm d.∠ B = 60 °, ∠ A = 80 °, AC = 5 cm 2.  Construct a triangle ABC with each side measuring 6 cm. Measure the three angles of the triangle so formed. 3.  Construct a right triangle PQR right angled at P with PQ = 4 cm and PR = 6 cm. 4.  Construct a triangle XYZ with ∠ X = 60 °, ∠ Y = 45 ° and XY = 7 cm. 5.  Construct a triangle PQR with PQ = 6 cm, PR = 8 cm and ∠ Q = 75 °. 6.  Construct a triangle ABC with AB = 5 cm, BC = 6 cm, ∠ B = 105 ° 7.  Construct a triangle LMN with LM = LN = 5.8 cm, MN = 4. 6. What special name is given to such a triangle? 8.  Construct a right triangle ABC with AB = 5.5 cm, BC =8.5 cm and ∠ A = 90 ° 9.  Construct a triangle PQR with ∠ P = 45 °, ∠ Q = 75 ° and PQ = 5.5 cm Construct a triangle PQR with measures of sides PQ = 4.6 cm, QR = 5.6 cm and PR = 6.5 cm. 1.Draw the angle bisectors of ∠ P and ∠ Q. let these intersect each otherR at the point O. 2. From the point O draw a perpendicular to any side of the triangle. Name the point where it meets the side as M. 3. With O as the centre and radius OM draw a circle.O Does the circle touch all the sides of the triangle? Such a circle is called an inscribed circle and the centre is known as the  incentre.PMQ Can you draw another circle larger than this which can fit into the triangle? No the inscribed circle is the largest circle that will fit inside the triangle. Math Lab Activity Objective: to make students familiar with constructions Materials required: compass, ruler, paper, pencil and colours. Method: Each student will work individually to create a drawing of his/her initials using the parallel, perpendicular, and segment bisector constructions 1.Make a sketch of your initials and identify where each construction will be used. It is necessary to use at least one Ã…   perpendicular line through a point on a line, Ã…   perpendicular line through a point not on a line, Ã…   parallel line through a point not on the line,  other constructions what you have learned can H I J K L M N Ã…   also be used. 2.Construct using a compass and a ruler. 3.Colour the alphabets and make them as creative as you can. Hint: constructions will be easy if you use the straight lined alphabets as Recollections OPQRSTU V W X Y Z A parallel line can be drawn to a given line from a given point A parallel line to a given line can be drawn at a given distance from it. A triangle has 6 elements in all- 3 sides and 3 angles. A triangle is possible only if the sum of any 2 sides is greater than the third side. Construction of triangles is possible given the following criterions when 3 sides are given. SSS when two sides and an included angle are given.SAS when two angles and the included sides are given.ASA construction when two angles and the side not included between the angles is given. AAS construction a right triangle when the hypotenuse and one side are given. RHS construction Formative assessment 1.Fill in the blanks a.The sum of angles of a triangle is . b.A triangle has elements. c.If 2 angles and the side are given, a triangle can be constructed. d.In a triangle PQR, ∠  P = 45 °, PQ = 7.5 cm and PR = 6.3 cm, then triangle PQR can be constructed using criterion. e.To construct a triangle with given sides, the sum of 2 sides should be than the third side. 2.Which of the following can be the sides of a triangle? a.4 cm, 6 cm, 5 cm.b.2 cm, 5 cm, 4 cmc.8 cm, 6 cm, 12 cm d.5 cm, 6 cm, 12 cm 3.Construct a triangle ABC with the following measurements: a.AB = 5 cm, BC = 7 cm, AC = 13 cm.b.∠ A = 45 °, ∠ B= 65 °, AB = 7 cm. 4.Draw a line parallel to a given line at a distance of 7.5 cm from it. 5.How many lines parallel to a given line can be drawn through a point outside the line? Why? Review Exercise 1.Draw a line segment AB = 6.4 cm. On AB take any point P. At P draw perpendicular PQ to AB. On PQ mark a point at 5 cm from P. Draw a line parallel to given line AB. 2.Draw a right triangle PQR right angled at Q with PQ = 7 cm , QR = 6 cm. through P draw a line parallel to QR and through R draw a line parallel to PQ intersecting each other at S. measure PS and RS. What is the name of the figure so obtained? 3.Construct an isosceles triangle ABC with AB = AC= 7.5 cm and ∠ A = 75 °. 4.Construct an equilateral triangle LMN with each side measuring 6 cm. 5.Construct a right triangle XYZ with XY = 6.5 cm, YZ =8.5 cm and ∠ X = 90 °. 6.Construct an obtuse triangle ABC with ∠ B = 135  °, AB = 7 cm, BC = 8 cm. 7.Construct a triangle PQR with ∠ P = 55 °, ∠ Q = 65 ° and PQ = 6.3 cm 8.Construct a triangle ABC with ∠ A = ∠ B =75 °, and AB = 7.4 cm. What is the special name given to such a triangle? 9.Construct a triangle XYZ with XY = 5.4 cm and ∠ X=60 °, ∠ Z = 60 °. Measure the length of YZ and XZ. What is the special name given to such a triangle? 10.Construct a triangle ABC with the ∠ B = 105 °, AB= 6.3 cm and BC = 5.6 cm.

Dehydration Lab Report

Dehydration of 2-Methylcyclohexanol February 10, 2013 Introduction This experiment was done to demonstrate the practical use of dehydration reactions and produce three different products. Dehydration reactions are reactions that involve the leaving of an â€Å"-OH† or â€Å"-H† group resulting in the formation of a double bond between two carbons. For the experiment we used 2-Methylcyclohexanol as a beginning reagent to dehydrate and possibly form 3-methylcyclohexene, 1-methylcyclohexene, or methylenecyclohexane.Drierite ® (Calcium Sulfate) was used as a drying agent to help break the alcohol and hydrogen groups from the carbons. Concentrated phosphoric acid was used as a catalyst to help move the reaction towards the products motioned above. To determine the successfulness of the experiment and the amount of product(s) recovered, IR spectroscopy, Gas Chromatography and percent yield calculations were used. Equations and Structures 6. References 1. â€Å"18. Dehydrat ion of 2- Methylcyclohexanol. † Organic Chemistry Lab 2040L. XU Chemistry, n. d. Web. 12 Feb. 2013. 2. Material Safety Data Sheet 2-Methylcyclohexanol. † Http://www. coleparmer. com/Assets/Msds/97403. htm. Coleparmer, 19 Mar. 1998. Web. 12 Feb. 2013. 3. â€Å"Material Safety Data Sheet Methylcyclohexane. † Sciencelab. com. Science Lab, 09 Oct. 2005. Web. 12 Feb. 2013. 4. Helmenstine, Anne M. , Ph. D. â€Å"How to Write a LabA  Report. † About. com Chemistry. About. com Guide, n. d. Web. 23 Feb. 2013. . 5. â€Å"Theoretical Yield. † Theoretical Yield. Ed. University of Colorado at Boulder. Department of Chemistry and Biochemistry, n. d. Web. 23 Feb. 2013. . 7. Data Chemicals In Experiment| B.P. | Amount Used| **Observations| 2-Methylcyclohexanol| 164-166 °C | 0. 75mL| Colorless liquid that had similar smell to gasoline. | Calcium Sulfate (Drierite ®)| 1193 °C| Half Hickman Still| White powder that resembled kitty litter. | Phosphoric Acid| 158  °C| Approx. 1mL| Clear liquid & Odorless| 3-Methylcyclohexene| 104 °C| N/A| Colorless liquid that had similar smell to gasoline. | 1-Methylcyclohexene *| 110 °C| N/A| Colorless liquid that had similar smell to gasoline. | Methylenecyclohexane| 102 °C| N/A| Colorless liquid that had similar smell to gasoline. *Major Product **Not All Observations were noted in lab manual, many stated are from memory from the experiment. Observations: It took a lot of time for the Hickman Still to display any signs of condensation. The sand bath was adjusted to â€Å"60† power when â€Å"40† did not yield any visible results. The addition of a lid to the Hickman Still seemed to expedite the entire process. Colorless liquid began to collect rapidly in the first section of the Hickman Still. Weight of Vial without Product| 4. 284 grams| Weight of Vial with Product| 4. 550 grams| Weight of Product| 0. 266 grams|Theoretical Yield| 0. 63 grams| Percent Yield of Product| 42% of Produc t was Recovered| GC Interpretation: The GC reading showed 3 peaks that were the products and one blip that is attributed to the air in the system. The different boiling points of the different molecules in the sample cause the different peaks to be expressed in the GC. Of the 3 peaks, 1-Methylcyclohexene proved to be the most abundant product due its large area percentage. Percent Air| Ignore| Percent Methylenecyclohexane| 1. 64555 = 2%| Percent 3-Methylcyclohexene| 17. 97600 = 18%| Percent 1-Methylcyclohexene| 79. 8650 = 80%| IR Spectroscopy Reading of Sample Gas Chromatography Data 8. Calculations 9. Conclusions In conclusion, we were successfully able to dehydrate 2-Methlycyclohexanol to synthesize all three of the above products most notably 1-Methylcyclohexene. Adding approximately 1mL of 83% concentrated phosphoric acid to serve as the catalyst to the starting reagent and using calcium sulfate as a desiccant in the Hickman Still allowed the reaction to occur. The process of ge tting the products to condense on the first section of the Hickman Still took quite a while of time.After the product was collected, IR spectroscopy was used to determine the chemical make up and purity of the product. The IR reading of the product collected in comparison to the IR of the starting reagent 2-Methylcyclohexanol showed in the 3400 cm? 1 that the –OH had went from a broad peak to a small blip. This gives evidence to the degree of successfulness of the dehydration preformed but also shows that some –OH was still in the product. The hypothetical GC data provided for this experiment demonstrates the purity of the sample along with the percent of each molecule found in the product. -Methlcylcohexene proved to be the major product of the reaction due to the 80% area in the GC data and the regions expressed in the IR reading. Due to human errors such as not allowing enough time for the product to collect, using more desiccants than needed, allowing for the tempe rature of the sand bath to reach the boiling point of 2-Methylcyclohexanol or not retrieving the entire product, the percent yield was only 42%. The experiment is considered a success because all the expected products were produced and very little –OH was found in the sample.

DCQ Sontag Essay

Photography shows us the world, but only the world the photographer creates. According to Sontag, photos show that we understand through a photo in the way we see the picture. Seeing photos can limit our understanding because we only see the picture not whats going on around it. In other words the viewer only sees what’s within the frame. Images allowed us to see situations that occurred; however, it is extremely limited in what the audience can see. I qualify Sontag’s claim that photography limits our understanding of the world because nothing is picture perfect. A picture is just a snapshot or quick image of something distorted. Photography has accomplished the task of manipulation to the point where images do not exhibit the honesty. In general photography is used to trick the audience’s eyes. For example, ads are displayed every day in our lives distorting the honesty portrayed. Long ago when a cigarette commercial came on they had enhanced the color, and edited all the little details that appeals to our emotions, making cigarettes look good. The only problem is cigarette isn’t good for anyone, but the viewers wouldn’t get that message due to the changes the photographers have made. Following this further Sontag infers that nothing that comes from a photo can really be understood. The reason for that is because photography shows everything but context. Photography gives people a small glimpse of reality, but the realities have been manipulated to the photographer’s idealism. However as Sontag pointed out photography takes the gaps in our mental pictures and replaces them. Photograph gives proof and confirms the past, but it does not exhibit the honesty a citizen would have lived through. For example if no pictures were captured during the Holocaust time period, it would be hard for people to believe that all the torturing actually occurred. Images allowed us to get a glimpse of what the Jews went through but the feelings and emotions aren’t the same. One cannot say they truly understand how the Jews felt, without actually experiencing what the Jews did. It takes one to be there to experience the emotions and tears the Jews had as the gas killed them and family. Sontag says understanding can only come from what is shown.. There is much  more to life than what meets the eye, and this can be exemplified and proved in many different ways. Pretend that someone knows nothing about the tragic events that occurred on September 11, 2001. A photo is placed in front of Them. They take a look. It appears to be a man dressed in what appears to be in work clothes but the thing that strikes their attention first, the thing that stands out most is that he is upside down. Odd they think. The background behind the man is what looks to be a steel like structure. Maybe if their senses are sharp that day you’ll come to the conclusion that this is an image of a man who decided to end his life by jumping off the top of a tall building while in midair. However, did the photograph show them what was going on around him? The building he jumped off of? A hijacked commercial airlines plane crashed into it leaving the building to go up in flames and ready to collapse with smoke pouring out the windows. Leaving him and at least 1,000 other people trapped on the high floors of the tower. This man, this falling man, was surrounded by absolute chaos, destruction, death, a living hell, but they would never know. He looks so calm, so serene even though he is more than well aware that his life is about to end in a matter of seconds. To the person looking at the photo they only see it as Sontag says they do. Through what they see in the picture, not what is really occurring. To an extent, yes, photography does limit us in the view of the world like Sontag refers to. Pictures are taken by photographers who chose what they wish to express and how they wish life to appear to be. By doing this, reality has changed, becoming manipulated into something that it truly is not. It is now a reality created from the human mind, influenced by its wants, desires and emotions. Photography also fails to give us background, or deeper knowledge about the photo. Pictures lack the emotion experienced by the person taking the picture (how hard it may have been to get the picture the photographer wanted). Yet pictures can sometimes invoke an emotional response (a gruesome death, a spectacular sunset). Pictures lend to a greater understanding of what is happening around the world. When someone sees the faces of others in places they never will travel to, they start to understand the emotion they show. Words sometimes can not do justice to the things you are able to see. Pictures only help the reader  better understand his/her meaning of what is actually taking place. Yet, do not be fooled by everything you see today. Technology has taken photography to a new level. Make certain you trust your source first. The old saying â€Å"Believe only half of what you see and nothing that you hear† no longer rings true. Be skeptical, but keep your eyes and mind open at the same time. Qualifying Sontag, a single photograph of an event, place, time or whatever will only give you a limited perspective of that event, place or whatever. However it does not limit our understanding of something. It simply gives a single viewpoint or snapshot for us to base an overall understanding. Susan Sontag claims in her passage, â€Å"On Photography†, that photography limits our understanding of the world. However, the truth is that photography enhanced our understanding of the world. It allows us to see things that would be otherwise impossible to see. Sontag argues that photography does not allow people to truly understand things and that it does not teach any ethical or political knowledge. The truth is that it deepens our understanding and expands our knowledge of the world around us. Without photography, people would have no idea of what surrounded them and what happened before their time. Photography produces a visual history of the world, thus producing a greater appr eciation for it.

Meaning of Tamashii in Japanese

Tamashii is a Japanese word meaning a soul; or spirit. Pronunciation: Tamashii Meaning a soul; spirit Japanese Characters é ­â€š 㠁Ÿã  ¾Ã£ â€"㠁„ Example and  Translation Kanojo no utsukushisa ni tamashii o ubawareteshimatta.Ã¥ ½ ¼Ã¥ ¥ ³Ã£  ®Ã§ ¾Å½Ã£ â€"㠁•ã  «Ã© ­â€šÃ£â€šâ€™Ã¥ ¥ ªÃ£â€š Ã£â€šÅ'㠁 ¦Ã£ â€"㠁 ¾Ã£  £Ã£ Å¸Ã£â‚¬â€š or in English: He was captivated by the girls beauty.