A Guide for Teachers Handling Challenging Parents

A Guide for Teachers Handling Challenging Parents Dealing with difficult parents is virtually impossible for any educator to escape. As a school administrator or teacher, you arent always going to make everybody happy. You are in a position where it is sometimes necessary to make difficult decisions, and parents will sometimes challenge those decisions, especially when it comes to  student discipline  and  grade retention.  It is your job to be diplomatic in the decision-making process and to think through every decision without being rash. The following steps can be very helpful when  dealing with a difficult parent. Be Proactive It is easier to deal with a parent if you can build a relationship with them before a difficult situation arises.  As a school administrator or teacher, it is essential for a number of reasons to build relationships with the parents of your students. If the parents are on your side, then you typically will be able to do your job more effectively. You can be especially proactive by going out of your way to talk to those parents who have a reputation for being difficult. Your goal should always be to be friendly and personable. Show these parents that you make your decisions with your students best interests at heart. This is not the be-all and end-all solution to dealing with difficult parents, but its a good start. Building relationships takes time, and its not always easy, but it can certainly help you in the long run. Be Open-Minded Most parents who complain genuinely feel like their child has been slighted in some way. Although it is easy to be defensive, it is important to have an open mind and to listen to what the parents have to say. Try to see things from their perspective. Often when a parent comes to you with a concern, they are frustrated, and they need someone to listen to them. Be the best listener you can and respond in a diplomatic manner. Be honest and explain the thoughts behind your decision-making. Understand that you are not always going to make them happy, but you can try by showing them that you will take everything they have to say into consideration. Be Prepared It is critical that you be prepared for the worst possible situation when an angry parent comes into your office. You may have parents who storm into your office cursing and screaming, and you will have to handle them without losing control of your own emotions. If a parent is extremely agitated, you can politely ask them to leave and return once they have calmed down. Though a situation like this is rare, you should nevertheless be prepared for a student-teacher meeting that turns combative.  Always have some way to communicate with an administrator, teacher, secretary, or other  school personnel  just in case a meeting gets out of control.  You do not want to be locked in your office or classroom without a plan to get help should this kind of situation arise. Another important aspect of preparation is  teacher training. There are a handful of parents who will bypass a school administrator and go straight to the teacher with whom they have a problem. These situations can turn quite ugly if the parent is in a combative state.  Teachers should be trained to direct the parent to a  school administrator,  walk away from the situation, and immediately call the office to inform them of the situation. If students are present, the teacher should immediately take measures to secure the classroom as quickly as possible.

Research Paper Format for College Students

Research Paper Format for College Students Everything You Need To Know About Research Papers If you are reading the article, you have probably faced some difficulties with completing a research paper but let me assure you that once you get familiar with the task, you will see how simple it actually is! Of course, it can’t be compared to a book review or a lab report and requires additional skills and instruments to succeed. Just remember: if you devote enough time to collecting relevant information and learn by heart how to structure a research paper, you will definitely get a high score! If you are genuinely interested in the subject, have new and fresh ideas it will be enjoyable to work on the assignment and will keep you motivated in the long run. Just relax and think of yourself as being a Sherlock in academic life At least for a while! Format of a Research Paper Basically, the structure of a research paper is similar to the one of a common essay but is a bit more difficult. In this article, you will not only get familiar with the format of the task but will also learn about different hooks and examples, which will help you to simplify your life. A research paper should also consist of an introduction, body paragraphs and conclusion. There should also be a title, list of references and additional content if necessary. Sounds simple, doesn’t it? Unfortunately, when it comes to practice, the majority of students are anxious and don’t know where to start. The main goal of this article is to help you with understanding what a research paper is and how to write it with ease. Here are the main principles of completing a research paper: Your paper should always have a title; Plan your work beforehand, as it makes half of your future success. With a coherent plan it will be much easier to write the paper; Stick to a single writing style. Remember that your research paper should consist of clear and simple sentences, which explain the topic to people, who may have no idea about the subject you are discussing; Familiarize readers with your main ideas and subject in the introductory section. Explain the audience what you are going to discuss in body paragraphs; Body paragraphs should consist of credible information, references, examples, and quotations. You should also support your thesis and give an explanation of why your writing is relevant; When working on the conclusion, you need to paraphrase your thesis statement. Generalize everything you have discussed in your work and explain the text in common words; References and all the additional information should be written after the conclusion; Ask your tutor what formatting style to use, as they greatly differ from each other and choosing the wrong style may influence your grade. Working On The Title Most of the students think that writing a title page is surely the simplest part of the assignment. However, it is not entirely true, because the title page is the first thing the reader sees, and its quality makes the first impression. If you make it interesting and appealing, it will be much easier to hold the attention of the audience. Once your first page is completed, don’t hesitate to congratulate yourself with the fact that the beginning is done! Next, you need to write the contents of all the chapters your work includes, and other boring but important organizational moments. Don’t neglect using auto numeration, as it will greatly save your time. If you are not sure how to do it, just ask Google! Research Paper Introduction and Conclusion These sections are the Alpha and Omega of your assignment and are tightly connected to each other. When working on the introduction, you should already think of what your conclusion will consist of.   What words will be strong enough for the introduction and which – for the conclusion? Don’t worry, all of these words will come to you in the writing process, so simply start typing, and you will surely catch the flow! In the introductory section, you need to introduce the reader to the topic. What is the goal of your research? Why do you want to cover it? What are you willing to share with the audience?   However, remain brief and try to make your introduction not longer than two pages. In this section, you just speak about the basic expectations and plans of the paper - no special information and details. Your conclusions can be a bit longer. Unlike the introduction, the main goal of the conclusion is to highlight and show the key results of the research. Don’t forget to remain objective and never rewrite your introduction using the same words. Body Paragraphs The main part of your work will consist of chapters and their subheadings. The number of chapters depends on the professor’s requirements, so you need to know the recommendations in advance. However, in some cases, students can write the plan on their own and simply discuss it with the tutor. Sticking to such a plan will help you to remain focused on the key ideas and not to lose the main topic. As it was mentioned above a solid plan makes up a half of your success. After it you need to gather and analyze information, writing down all the details in your own words and referring the sources. Make sure all information is carefully allocated according to chapters and subheadings to make your work look consistent and smooth. Formatting of Research Papers In most of the cases academic assignments should be formatted according to a particular formatting style. Two of the most popular ones are APA and MLA. APA or American Psychological Association Style is applied to works on social sciences. It is mostly used for research papers, course works, literature analyses, surveys and so on. MLA or Modern Language Association Style is applied to format references and documentation in humanities. The main differences between these two styles include: MLA doesn’t always require a title page. Everything depends on your tutor’s guidelines; In addition, you need to indicate the first and last name of the author, as follows: Last name. First name. Work’s Title. City, State: Publishing. Year; Main words of the title are always capitalized, and the whole title is underlined; Reference page is called ‘Works cited’; When quoting, MLA style uses the author’s last name and page number; It is not necessary to use commas if you want to separate material; If you are using an APA style, the title page must consist of five main elements: running head, title, your name, name of the university and note of the author (if it is required by your tutor); When citing a source, you need to indicate only the last name of its author, while the first name is abbreviated. For example, last name, F. (Year). Work’s Title. City, State: Publishing; You need to capitalize only the first words of titles, as well as subheadings. A title is italicized; The reference page is called ‘References’; When citing, indicate only the author’s last name and date; If the numbers of pages are known, you need to write p. or pp. Repeating and Editing By now you know almost everything, what is necessary for creating a solid research paper. The only thing I would like to add is that every paper you complete requires editing. Even if you are sure that your draft contains no mistakes, don’t be in a hurry to deliver the assignment without checking it. Before sending your paper to the professor’s mail or printing the work, make sure it is worth attention of the audience. Every time I completed a college assignment, I spent days reading it over and over again and eventually always found more mistakes. This brought me to understanding that only thorough proofreading is capable of making the assignment close to perfection. This stage may seem quite boring but it is essential for academic writing. Remember, all of the words and sentences must be suitable, and in place, so there should be no room for boredom and postponing. Once you notice that every element of your work is on its proper place, you will feel satisfaction and pride. The whole process is quite challenging and complicated, sometimes leading to despair but it is totally worth it, and the moment you are praised with your teacher and given an A, you see that everything was worth it!

Major Paper Essay Example | Topics and Well Written Essays - 500 words

Major Paper - Essay Example It all began with a group of girls who were exhibiting strange behavior. When doctors were unable to explain their behavior, the people of Salem began to panic and quickly assumed their behavior to be indicative of the devil’s presence. This small town’s hysteria resulted in the deaths of dozens of individuals. Sadly, many formal accounts of history have not even kept thorough record of all those who died, having been sentenced by the courts of the times to mostly, cruel and unusual forms of execution. This is but one recount of important, historical events which can teach us today; how not to repeat our mistakes. American literature which I have covered in my recent literature class, proved to be much more exciting and engrossing than I could have ever imagined! I recently read Edgar Allen Poe’s The Cask of Amontillado which is a gothic, fictional classic! Incidentally, the short work by Poe is not lengthy at all, it was actually a quick read and therefore got strait to the point. Poe’s works are classic examples of an authro who depicts a strong sense of duality throughout his works. There is always the normal or the protagonist if you will, in Poe’s work; foiled against the dark side represented usually by either the same character or a very similar character. Poe is genious at illustrating the good and evil lingering in everyone. Similarly, I found the reading of Rip Van Winkle by Washington Irving to be nothing short of brilliant! The fairytale styling of the work is entirely fictional but at the end, one can derive the ‘take home message’ that our past does come back to haunt us. This is exactly why Early American history was so educational for me, as I realized that even today, the facts of the past help to inform us as to what can occur when costly mistakes and misjudgments are made.

How can a firm use social media in branding Research Paper

How can a firm use social media in branding - Research Paper Example This study looks into Apple Incorporation as a big name in the computer and electronic industry. The company is known for its continuous innovation and innovative products. Apple is famous for the different ideas and strategies in comparison to the competitors and as a result create a clear edge competitive advantage in the market. In this section, the social media marketing strategy of Apple has been evaluated along with the explanation of the consumer issues and needs. Social media marketing is gaining popularity rapidly among different organizations. It has taken important place in the Integrated Marketing Communication (IMC) strategies of the organizations. Social media marketing allows the organization to communicate and interact with the target market in more easy and convenient manner. Different social media sites and blogs provide the organizations with the platform to interact with the customers directly. These social media platforms also allow the customers to raise any que ry or issue related with the products of services of the organization. Owing to the high importance of social media marketing, it is being used by almost all organizations as a branding tool in order to formulate and communicate the brand image and identity. The brand image and brand identity of any organization or product is directly dependent on the perception consumers built about that particular product or organization. In this regard, the online presence of the organization contributes towards formulating consumers’ perception. ... Social media marketing allows the organization to communicate and interact with the target market in more easy and convenient manner (Mangold & Faulds, 2009). Different social media sites and blogs provide the organizations with the platform to interact with the customers directly. These social media platforms also allows the customers to raise any query or issue related with the products of services of the organization. Owing to the high importance of social media marketing, it is being used by almost all organizations as a branding tool in order to formulate and communicate the brand image and identity (Chan-Olmsted, 2011). The brand image and brand identity of any organization or product is directly dependent on the perception consumers built about that particular product or organization (Hawkins & Mothersbaugh, 2009). In this regard, the online presence of the organization contributes towards formulating consumers’ perception. Apple Incorporation has been coming up with di fferent marketing and promotional strategies in order to attract more and more customers. However, it is important to acknowledge here that the social media marketing strategy of the company has been under serious criticism by different analysts and also the customers. The management of Apple has been only focusing on maintaining the online presence through the itunes and Apple Application store. The main focus of the organization is on the different innovative and high quality electronic products (Subramanian, 2010). Apple does not have any official facebook fan page and twitter account. Although, Apple maintains some discussion forums, which are for replying to the queries and questions of the customers, but unfortunately the staff and employees at

Personality psychology Essay Example for Free

Personality psychology Essay Abstract Carl Gustav Jung has influenced many facets of modern psychology and counseling with his unique spiritual approach to personality theory. Herein lies a biographical address of Jungs life, a comprehensive overview of the principle tenets of his personality theories, and a Christian evaluation of his work. Specific attention is given to comparing and contrasting Jungs theory of a collective unconscious with a Christians understanding of the spiritual world. In addition, a guide is provided to Christians looking to mine Jungs work for techniques that might help their clients, while at the same time avoiding others that cannot coincide with orthodox Christian beliefs. EVALUATING JUNG FROM A CHRISTIAN PERSPECTIVE Evaluating Jung From A Christian Perspective Carl Jung lived a very interesting life, and has provided the fields of psychology and counseling with valuable perspective and insight. A modern Christian psychologist or counselor would do well to mine Jungs theories for useful application today. The difficulty is found in moving past Jungs cloud of mysticism and properly applying orthodox Christian beliefs to Jungs work. The Life Story of Jung Boyhood Carl Gustav Jung was born in 1875 in Kessnil, Switzerland (Jung, 1989). It is quite telling that very early in Jungs autobiography he describes how he came to his understanding of Jesus as a boy. Jung (1989) described how the natural dangers around his home led to untimely deaths, how his father presided over these funerals, and how Jung lost trust in Jesus because Jesus allowed or caused these people to die. He admits, â€Å"In later years and until my confirmation, I made every effort to force myself to take the required positive attitude to Christ. But I could never succeed in overcoming my secret distrust† (Jung, 1989, pp. 13-14). Jung wrote his autobiography while he was in his eighties and only a few years before he died. Either Jung was a little boy particularly sensitive to his faith, or as an old man he superimposed some of his mature hostility to Christianity onto his memories of early life. Either way, it seems Jung would admit that he was never a Christian. Another strange phenomenon in Jungs early life was a strange experience he described as occurring while he was around eight or nine years old and playing on a favorite rock he had: Often, when I was along, I saw down on this stone, and then began an imaginary game that went something like this: â€Å"I am sitting on top of this stone and it is underneath. † But the stone also could say â€Å"I† and think: â€Å"I am lying here on this slope and he is sitting on top of me. † The question then arose: â€Å"Am I the one who is sitting on the stone, or am I the stone on which he is sitting? † (Jung, 1989, p. 20) It is possible to dismiss this event as a childs whimsy and miss the significant dissociative quality that affected Jung. As if Jung anticipated this, he follows this memory with another even more emphatic. He carved a two-inch long manikin out of his school ruler, dressed it, made a stone for it, and secretly hid it in his attic (Jung, 1989). His thoughts show how divided and anxious his personality had become. â€Å"No one could discover my secret and destroy it. I felt safe, and the tormenting sense of being at odds with myself was gone† (Jung, 1989, p.21). This introspective dialogue confirms Jung struggled with a personality disorder himself. Young Adulthood and Parents Not surprisingly, these two themes of distrust toward Christianity and an increasingly manifest disorder continued into Jungs formative years. â€Å"As a school boy, Jung began to experience himself and be convinced that he was both the child he objectively seemed to be and also an authoritative wise old man who had lived in the eighteenth century† (Sollod, Wilson, Monte, 2009, p. 157). According to Sollod et al. (2009) while trying to understand himself, Jung also struggled with understanding his parents and his home life. Jungs father was a pastor of the Swiss Reformed Church who struggled with his own faith, and his mother seemed to possess two personalities. Sometimes she was a sweet mother and wife, and at other times she was a â€Å"witch, prophetess, and seeress who communicated with spirits† (Sollod et al. , 2009, p. 157). The two themes most obvious in young Jung are the same two themes that dominated the lives of his parents. EVALUATING JUNG FROM A CHRISTIAN PERSPECTIVE Adulthood. Later, Jung (1989) proved to be a good student and was considering a career as a medical man when he was strongly influenced by paranormal events in his house. Curious, he began to attend seances with his family and included these events in his doctoral thesis. After finishing that, Jung (1989) says, â€Å"On December 10, 1900, I took up my post as assistant at Burgholzi Mental Hospital, Zurich† (p. 111). It was there Jung became interested in the mentally ill and Freuds work. Freud and Jung became close, and Jung learned much from Freud. However, a bitterness developed between them and they began to break apart. Sollod et al. explains: By 1913, the break with Freud and the Freudians had become permanent. As we have seen, this period also signaled Jungs development of the most distinctive aspects of his own theorizing and his own personal voyage into the depths of what he termed the â€Å"collective unconscious. † (2009, p. 159) From this association and then public break with Freud, Jung and his ideas began to gain in popularity. He began to develop many independent theories in addition to the collective unconscious, but the basis of his personality theories remain rooted in Freudian thought. Still, most of Jungs theories were inspired from his own personal, spiritual experiences (Boa, 2004, p. 97). Jungs Theories The Collective Unconscious It is good to begin discussing Jungs theories in relation to his break with Freud. We can draw from our understanding of Freud the concepts of psycho-sexual unconscious drives, repression, and the id, ego, and superego to gain an understanding of where Jung began. Jung looked deeper into the concept of the unconscious and found a collective element there: If we analyze the persona we remove the mask and discover that what appeared to be an individual is at bottom collective. We thus trace â€Å"the Little God of the World† back to his origin, that is, to a personification of the collective psyche. Finally, to our astonishment, we realize that the persona was only the mask of the collective psyche. Whether we follow Freud and reduce the primary impulse to sexuality, or Adler and reduce it to the elementary desire for power, or reduce it to the general principle of the collective psyche which contains the principles of both Freud and Adler, we arrive at the same result: namely, the dissolution of the personal into the collective. (Jung, 2008, p.38) Jung believed this collective unconscious was a natural result of the evolutionary process in humans, and therefore â€Å"is morally and aesthetically neutral and should not be regarded as an enemy to be avoided† (Boa, 2004, p. 97). Christian Response To The Collective Unconscious Jungs collective unconscious might excite the Christian who is thinking of the biblical descriptions of angels, demons, heaven, hell, and the entire spiritual world. Is Jung tapping into a part of all of us that comprehends these spiritual things? Both the Christians understanding of the spiritual world and Jungs collective unconscious are unseen. And both views believe all humanity participates or will participate in their unseen world. However, Jungs view is specifically amoral, whereas Scripture describes Gods revealed morality for humans in the material world and angels and demons in the spirit world (2 Pet 2:410 NASB). For the collective unconscious to encompass all the Christian understands about the spiritual world, it would have to be under Gods authority and therefore moral. A Christian understands God as eternal, omnipotent, omniscient, and omnibenevolent, and thus God would have sovereignty over the collective unconscious if it did exist. In addition, a Christians understanding of the spirit world is that it exists as a real space even though it cannot be seen. A Christian believes this spirit world cannot be entered by a human voluntarily. These two beliefs are antithetical to Jungs understanding of the collective unconscious. Not only does Jung claim to have voluntarily entered the collective unconscious, but much of his later work is based on his return from this place including a mysterious little red book. His writings in that red book were very different from most of his professional work: Instead, the book was a kind of phantasmagoric morality play, driven by Jungs own wish not just to chart a course out of the mangrove swamp of his inner world but also to take some of its riches with him. It was this last part – the idea that a person might move beneficially between the poles of the rational and irrational, the light and the dark, the conscious and the unconscious – that provided the germ for his later work and for what analytical psychology would become. (Corbett, 2009,  ¶ 16). The orthodox Christian is forced to conclude that Jungs theory of a collective unconscious has no bearing on the reality of the spiritual world. Archetypes Jung, however, believed in the reality of the collective unconscious and devoted much of his life to its experience and study. From this work came his understanding of archetypes. He defined archetypes loosely as primal images and experiences shared in humanitys unconscious world (Sollod et al. , 2009, pp. 161-162). These archetypes include names such as the Mother, the Trickster, the Shadow, the Hero, the Anima, and the Animus. Freud believed archetypes on the unconscious side and instincts on the conscious side combined to drive a human (Boa, 2004, p. 159). Or, put another way, Daryl Sharp (2001) explains an archetype is â€Å" a universal tendency to form certain ideas and images and to behave in certain ways. Instincts are the physiological counterparts of archetypes† (p. 14). The general and inclusive nature of the collective unconscious and archetypes made Jung popular among secular and religious spiritualists. Here was a theory they could united behind and put its tenets to work in a practical psychology. Christian Response To The Archetypes Jung easily used the idea of archetypes to interact with Christianity. All of the major historical figures and many icons associated with Christianity can all be explained through archetypes. However at its core Jungs creation of archetypes is not compatible with Christianity as Boa (2004) explains: Disagreement exists among theologians as to whether Jungs system repudiates or is compatible with Christianity, some arguing that it undermines biblical authority, and others claiming that it illuminates and enhances the Christian message. However, the psychological interpretation of Christianity in works like Symbols of Transformation and Answer to Job denounces the scriptural portrait of Yahweh and Christ and rejects traditional Christianity as inadequate for modern culture. (p. 101) The orthodox Christian must not reduce God to the status of one archetype among many, and is encouraged to view the historical figures mentioned in the Bible as literal. One may also study Jung further to read of his aversion to orthodox Christianity more clearly. Word Association Test. Whereas Freud relied on hypnosis and forcing a subject to concentrate to draw out unconscious tangles in a person, Jung developed a word association test. Jung would provide the subject with a card with a stimulus word written on it, would ask the subject to respond to the word, and would record reaction times. This method was very successful in identifying unconscious problems. Jung would later improve on this technique to measure more physical responses from the subject (Sollod et al. , 2009, p. 148). Christian Response To The Word Association Test. Jungs word association test would be improved on and expanded to the many different versions of psychological tests we see today. This method, and methods like it, are useful in determining where a client might need to focus or might be hurting and not realize it. This test would be particularly useful with children or with clients who are unaware of the nature of their psychological baggage. Unlike the incompatable differences associated with the collective unconscious and archetypes theories, the word association test is a useful tool that any Christian should consider. The Introvert and the Extrovert. Jung also developed a model for understanding personality types by observing the differences between Freud and Adler. Jung believed there was a continuum between introversion and extroversion and that everyone fell on a different place on that continuum. Jung also broke those two general types into more specific types, and used this model to fit personalities into categories (Sollod et al. , 2009, pp. 166-171). Later Hans Eysenck, influenced by behaviorist and cognitive schools of thought regarding personality theory, expanded on Jungs ideas of introversion and extroversion. He performed tests that partially confirmed the basis of Jungs descriptions, and then described how the ideas Jung postulated had been around since the times of ancient Greece. Nevertheless, Eysencks evaluation and expansion of Jungs work has led to an understanding of personality types that is useful today Sollod et al. , 2009, pp. 501-506). In addition, â€Å"Web sites based on the dimensions Jung outlined have proliferated, and one can find a number of well-researched tests of Jungian types. Foremost among these are the Myers-Briggs test and the Kiersey temperament survey† (Sollod et al. , 2009, p. 170). Christian Response To The Introvert and Extrovert Types Similar to the word association test, Jungs formulation and the subsequent development of personalty type theories based on introversion and extroversion are helpful diagnostic tools. While observing the view that a human does not completely fit into a single personality type, and humans personalities change, these tools should be utilized in a modern psychology or counseling setting in addition to usual methods. A Christian can counsel another Christian with scripture in truth and love while better understanding that client in terms of their general personality bent. Summary There is no doubt that Carl Gustav Jung lived a troubled life and regularly interacted with the occult. Were he alive today, its likely the fields of psychology and counseling would treat him more as a patient than a contributor. Nevertheless, his ideas and views help shape each of those fields and influenced many others who also helped shape those fields. A Christian would do well to mine Jungs life and work through a filer of orthodox belief. Even though Jung was a nonbeliever, a troubled man, and was hostile to orthodox Christianity, his unique insights are still useful in doing Gods will in todays world. After studying Jung, a counselor is better equipped to help people. References Boa, K. (2004). Augustine to Freud: What theologians psychologists tell us about human nature and why it matters. Nashville, TN: BH Publishing Group. Corbett, S. (2009, September 16). The Holy Grail of the Unconscious. The New York Times. Retrieved from http://www. nytimes. com Jung, C. (2008). The Conception of the Unconscious. In M. W. Schustack H. S. Friedman (Eds. ), The Personality Reader, (2nd ed. , pp. 36-40). Boston, MA: Pearson Education, Inc. Jung, C. (1989). Memories, Dreams, Reflections. New York: Vintage Books. Sharp, D. (2001). Digesting Jung: Food for the journey. Toronto, ON: Inner City Books. Sollod, R. N. , Wilson J. P. , Monte C. F. (2009). Beneath The Mask? : An introduction to theories of personality (8th ed. ). Hoboken, NJ: John Wiley Sons.

An Analysis of the Form and Ideology of Hedgehog in the Fog :: Film Movie Hedgehog Fog Essays

An Analysis of the Form and Ideology of Hedgehog in the Fog The animation, ?Hedgehog in the Fog?, tells the story of an inquisitive hedgehog passing through a wood to visit his friend the bear cub to count the stars. It has won numerous awards for it?s style and originality after it?s release by Yuri Bonsovich Norstein (1941 - to date) and his small crew at the Soyuzmultfilm studios in Moscow in 1975. ?Hedgehog in the Fog? is the fifth of Norstein?s six completed works. All have a deceptive simplicity, a faux naivetà ®ehat begs a deeper understanding of their origins and implications. Norstein has a very original, particular style to his animations and the purpose of this essay is to critically analyse the form and ideology of one of his animations with the intention of discovering what it is that makes his artwork so unique and has led to him being regarded as one of the greatest animators in history?. The method by which this will be done will be to firstly report the elements and functions that went into forming Norstein?s animations and ?Hedgehog in the Fog? in particular, then to analyse how these elements .mix with his personal influences to imply further meaning within his work. The hedgehog?s journey begins as he enters the wood carrying a bag of sweets for the bear, and unknowingly stalked by an owl. He pauses for a moment to entertain himself by calling into a well and listening to his echo, the owl does the same. Continuing he sees a white horse standing in the fog and is concerThed~~s to whether it might suffocate should it lie down, and so enters the fo~ff~.i*eIf just to ?see what it was like?. Once within, the fog itself becomes a great part of the plot, revealing and hiding a number of characters that amaze, help or alarm him, or all three. All the while the bear cub is heard calling the hedgehog, with great concern, in the distance. At one point, becoming enthralled with a large tree, the hedgehog loses his sweets, only to have them returned to him by a dog. Finally after accidentally slipping into a stream and being saved from drowning by a fish the hedgehog finds his friend the bear who fusses over him incessantly having been worried as to his whe reabouts. The film ends with the hedgehog deep in thought about everything that had happened.

Copper Cycle

The Copper Cycle Most of the background material for this laboratory will be covered in greater detail in the lecture course later in the semester. Here is some background information so you will understand the chemistry behind the reactions you will perform. Many aspects of our lives involve chemical reactions-?from the batteries that power our cars and cell phones to the thousands of processes occurring within our bodies. Most of these reactions can be classified into one of three main types of chemical reactions: precipitation reactions, acid-base naturalization reactions, and oxidation- deduction (also called â€Å"redo†) reactions.Aqueous Solutions(as) Many reactions occur in an aqueous environment (I. E. , in a solution where ions and compounds are dissolved in water). When we indicate that a reactant or product has the physical state (as), we mean the substance is dissolved in water. When an ionic compound is in aqueous solution, the individual ions are present in solut ion; for example, NCAA(as) exists as An+ and CLC- ions moving around in water. Solubility Rules Many ionic compounds are soluble-?I. E. , they dissolve in water.Others generally do not dissolve in water and are considered insoluble. To determine if an ionic compound is soluble-?I. E. , will dissolve-?in water, we use the Solubility Rules: Solubility Rules for Ionic Compounds in Water The compound is SOLUBLE if it has: An+, NH 4+ ton (ALWAYS! ) 2. CHICHI-, NON-, CHIC- 3. CLC-, BRB-, or 1-, except compounds with Gag+, BP+2, and Hag+2 are insoluble 4. SASS- except compounds with Saga's, cases, scars, Bases, PBS, and Haggis are insoluble The compound is INSOLUBLE if it has: 5.CHIC-, crack-, IPPP-, except compounds with Lie+, An+, K+, NH+ are soluble 6. SO-, except compounds with Lie+, An+, K+, NH+, ca+2, sir+2, AAA+2 are soluble . Hydroxide ion, OH-, except compounds The Solubility Rules indicate which compounds are soluble, and thus are represented as aqueous: e. G. , Kill(as), Abaca(a s), Noah(as), etc. The Solubility Rules also indicate which compounds are insoluble-?I. E. , do not dissolve in water and remain as solids: e. G. Basso+), Call(s), cacao(s), etc.Double Replacement/Precipitation Reaction For example, consider the reaction between aqueous lead(al) nitrate with aqueous potassium bromide, as shown below: KGB(as) Puff KNEE Note that the chemical formulas for the products formed are based on their charges, to how they appear on the reactant side of the chemical equation. ICC CHEM. 151 AL: The copper cycle O ICC, 2013 page 1 of 12 Based on Solubility Rules #4 and #1, we find that BRB is insoluble and KNEE is soluble.Thus, the complete, balanced equation is: + 2 KGB(as) Pacific) + 2 KNEE(as) We can cancel the spectator ions from the ionic equation and write the net ionic equation: Pub+(as) + 2 BRB -(as) 0 BRB(s) This reaction produces a cloudy mixture with small particles of the solid suspended in the solution. When enough solid has formed, it will begin to settle at the bottom of the beaker. Thus, a clear solution becoming cloudy when another solution is added is often taken as experimental evidence of a solid or precipitate forming.Acids and Bases Acids can be defined as substances that produce hydroxide ions (HUH+) when they are dissolved in water. A hydroxide ion is the product of a hydrogen ion that reacts with a water molecule: H+(as) + H2O(l) 0 HUH+(as). A hydrated hydrogen ion (H+(as)) is equivalent to an aqueous hydroxide ion. The two equations below both represent the unionization of hydrochloric acid, HCI(as), but the second one shows a particular water molecule explicitly. HCI(as) O H+(as) + CLC-(as)HCI(as) + H2O(l) O HUH+(as) + CLC-(as) Acids are usually easy to recognize since their formulas start with H and contains nonmetal elements other than H-?e. G. HCI(as), HON.(as), and HASPS(as) are all acids. Note that the physical state aqueous, (as), must be included to distinguish a compound that is acting like an acid from o ther forms of a substance. For example, the formula â€Å"HCI† can also be used for hydrogen chloride gas, HCI(g), so to indicate aqueous hydrochloric acid, one must specify HCI(as). One useful definition of bases is that bases are compounds that produce hydroxide ions (OH-) when dissolved in water.The dissociation of sodium hydroxide, Noah, is shown below. : Noah(s) Noah(as) which is equivalent to An+(as) + OH-(as) Acid-Base Naturalization Reactions In an acid-base naturalization reaction, a hydrogen ion-containing acid reacts with a hydromechanics's base to produce water and a salt (an ionic compound): HCI(as) + Noah(as) O acid base H2O(l) + Niacin(as) water salt Acids can react with bases, regardless of whether the salt is soluble or insoluble. There are other types of acids and bases that can react without forming water.If the reactants and products of an acid/base reaction are colorless and soluble, it is impossible to monitor the progress of an acid-base reaction based solely on the appearance of the solutions. To help us monitor acid-base reactions, we use litmus paper to determine if a solution is acidic or basic. Litmus paper changes color depending on the presence of H+ or OH- ions in the substance being tested. Blue litmus paper turns red in acidic solutions containing H+ ions, and red litmus paper turns blue in basic solutions containing OH- ions. Age 2 of 12 Oxidation/Reduction Reactions In an oxidation/reduction reaction, electrons are transferred from one reactant to the other. In the simplest form of these reactions, single-displacement reactions (also called single-replacement reactions), metal ions react with pure metals. If the reaction proceeds, the pure metal gives electrons to the metal action. This causes the pure metal to become a action and the action to become a pure metal. The action must always have an anion partner which is present either in an ionic solid or in a solution.For example: MGM(s) + 2 Gag+(as) 0 2 Gag(s) + MGM+(a s) metal action If the charge of an element is changing, that is a good indication that an oxidation/ reduction reaction is taking place. Later in the semester you will learn about oxidation numbers which are used to keep track of more complicated oxidation/ reduction reactions. Step l: Chemistry The different copper species obtained in each part is shown in Equation 1 below: cue(S) Part I cue+(as) Part II part Ill cue(S) part Part V blue l.Oxidation Copper Metal with Concentrated Nitric Acid, HON.(as) The first step involves transforming Cue metal to copper(al) ions, Cue+, using concentrated nitric acid, HON.(as). At the same time, the nitrate ions (NON-) undergo a series of reactions to form nitrogen monoxide, NO. This product rapidly reacts with oxygen in the air to form NON, a brown gas. The presence of Cue+(as) makes the solution blue. When the reaction mixture is diluted with water, the Cue+ ions are hydrated (surrounded by water) to form the octahedral complex ion, [Cue(H2O)6 ]2+, as shown below.Six water molecules (shown as red O and white H atoms) are bonded to a Cue+ ion (shown in gray as the central atom). Cue+(as) + 6 H2O(l) 0 [Cue(H2O)6]2+(as) Figure 1 page 3 of 12 Step II: Chemistry II. Precipitating Cue(OH)2(s) with Noah(as) In Part II, two reactions are carried out by adding Noah(as). In the first reaction, the hydroxide ions (OH-) from the Noah(as) neutralize the excess hydroxide ions (HUH+) feet over from the previous part: HUH+(as) + OH-(as) 2 H2O(l) Once all the HUH+ ions are neutralized, additional OH- ions react with the Cue+ ion to form Cue(OH)2 precipitate. Once all the Cue+ ions have reacted, no more precipitate forms.Adding more OH- ions makes the solution basic, so it can turn red litmus paper blue. Figure 2 on the next page shows the step-wise reaction of Cue+ with Noah. Figure 2: Step-wise Illustration of the Precipitation of Cue(OH)2 in Part II – Remember: [Cue(H2O)]2+ indicates the same substance as Cue+. 1st Beaker: At the end of Part I, hydrated copper complex, Cue+ are present, making he solution blue, and excess hydroxide ions (HUH+) remain from the nitric acid used. 2nd Beaker: Adding Noah(as) to the blue solution results in the OH- ions neutralizing the HUH+ ions to form water: HUH+(as) + OH-(as) 0 2 H2O(l).The An+ ions and resulting water molecules are not shown. 3rd and 4th Beakers: Once all the HUH+ are neutralized, adding more Noah(as) results in the OH- ions reacting with the Cue+ to form the blue Cue(OH)2(s) precipitate shown at the bottom of the beaker. Water molecules released from the complex ion are not shown. 5th Beaker: When all of the Cue+ ions have been converted to Cue(OH)2(s) precipitate, adding more Noah(as) results in unrelated OH- ions in solution, which makes the solution basic. Red litmus paper can be used to confirm the solution is basic.Note that the solution is no longer blue since no Cue+ ions are present in the solution. Step Ill: Chemistry Ill. Converting solid Cue(OH) 2 to solid Cue In Part Ill of the sequence, the reaction mixture is heated. This transforms the Cue(OH)2 precipitate to Cue precipitate. Page 4 of 12 The Cue precipitate is separated from the solution, called the supernatant liquid, using a method called gravity filtration. The mixture is filtered using a filter funnel, ND the solid is collected on filter paper. The supernatant liquid runs through the filter paper and collects in a beaker.This resulting filtered solution is called the filtrate. Step IV: Chemistry ‘V. Dissolving Cue(s) with sulfuric acid, HASPS(as) In Part ‘V, the Cue precipitate is dissolved using sulfuric acid, HASPS(as). This redo reaction returns copper to its aqueous phase. Step V: Chemistry V. Reducing Cue+ ions with Zinc Metal In Part V, zinc metal (Zen) is added to the copper solution to convert the copper ions back to copper metal, Cue(s). The resulting solution will contain colorless zinc ions, Zen+(as) and copper solid. Visible evidence of this reaction is observed as bubbles of gas being released from the solution. Since the HUH+ ions do not dissolve the Cue metal, the amount of copper yielded is not affected by excess acid. ) Identify the gas displaced from the acid in this reaction. When the solution becomes colorless, all of the Cue+ ions have been converted to Cue metal. All of the excess Zen metal is also converted to Zen+ ion by the excess HUH+ ions from the sulfuric acid, HASPS(subdued to dissolve the Cue precipitate in Part IV. Once all the Zen metal is dissolved, the Cue metal can be isolated by decanting, or pouring off, the supernatant liquid. The Cue will then be rinsed, dried, and weighed as described in the procedure. Age 5 of 12 In this experiment, you will carry out a series of reactions starting with copper metal. This will give you practice handling chemical reagents and making observations. It is typical for scientists to observe materials before they react, what happens during a reaction and how it lo oks when the reaction has come to completion. The product of the final reaction will be copper metal and the percent copper that is recovered will be calculated. **Lab Notebook** You should include one table that contains the mass of copper at the beginning and ND of the experiment along with % of copper recovered.This table should include: Mass of copper at the start of experiment (in Part l) Mass of copper + evaporating dish (from Part V) Mass of empty evaporating dish (from Part V) Mass of copper recovered (from Part V) Percent of copper recovered Record observations for each of the steps (I-V) of the copper cycle in your lab book. Be sure to label each step (I-V). The observations for each step should include: the appearance of the reactants before the reaction the appearance of the reactants during the reaction (for example, bubbles, flames, etc. The appearance of the products after the reaction.Your observations should include state(s) of matter, color, texture, smell, etc. Wh ere applicable. If your observations are not detailed, you may not receive full credit. One step also requires a specific chemical test using litmus paper to check for acidity. Be sure to also record the results of these tests in your lab notebook. **You will turn in worksheet pages 11-12 along with the duplicate pages from your lab notebook. Step l: Procedure – Oxidation Cue with concentrated nitric acid, HON.(as) 1 . Place a sample of weighing paper in the balance. Tare the balance, so it reads 0. 0000 g. Use forceps to transfer about 0. 5-0. 40 g of Cue strips onto the weighing paper. Record the mass of the Cue strips. Transfer the Cue strips into a clean 250-ml beaker labeled with one of your group member's initials. Record the appearance of the copper metal in your lab report. CAUTION: Concentrated nitric acid is highly corrosive, so it can cause severe chemical burns and damage clothing. Handle with care and avoid breathing the fumes. Any nitric acid spilled on skin mus t be rinsed immediately with water for 15 minutes. Any acid spilled on your work area must be neutralized then the entire rear should be washed and dried.CAUTION: Concentrated nitric acid reacts with copper metal to form brown toxic NON gas. Leave the reaction beaker in the fume hood until all of the brown gas is vented in the hood. ICC CHEM. 151 AL: The Copper Cycle page 6 of 12 2. In a fume hood, use a 10-ml graduated cylinder to carefully measure about 3 ml of concentrated nitric acid, HON.(as). Slowly pour the nitric acid onto the Cue strips in the beaker, swirling the beaker to maximize contact between the Cue and nitric acid until all of the solid Cue has dissolved and the NON gas has escaped.Keep the action beaker in the hood until all the toxic brown NON gas is gone, and keep your face away from the hood to avoid inhaling nitric acid fumes and NON gas. Describe the reaction between HON. and the Cue metal in your lab report. 3. Dilute the resulting solution with about 10 ml o f denizen water. Describe the appearance of the resulting solution containing Cue+ in your data table. Step II: Chemistry – Precipitating Cue(OH)2(s) with Noah(as) left over from the previous part. Once all the HUH+ ions are neutralized, additional OH- ions react with the Cue+ complex ion to form a gelatinous blue Cue(OH)2 precipitate.Once all the Cue+ ions have reacted, no more precipitate forms. Adding more OH- ions makes the solution basic, so it can turn red litmus paper blue. The picture sequence on the next page outlines the step-by-step process that occurs during this step. Step II: Procedure – Precipitating Cue(OH)2 with Noah solution CAUTION: Sodium hydroxide (Noah) can easily damage eyes. It is corrosive and can cause chemical burns and damage clothing. Any Noah splashed into eyes or spilled on skin must be rinsed immediately with water for 15 minutes. Any base spilled on your work area must be neutralized then the entire area should be washed and dried. Whil e constantly stirring the Cue solution, slowly add MM Noah(as) from the dropper bottles. First, the OH- from the Noah added will neutralize the excess acid left over from Part l. 2. Once all the acid is neutralized, additional OH- ions react with the Cue+ to form Cue(OH)2(s), a blue precipitate. Record what you observe in your lab report. When adding more Noah does not produce more precipitate, the solution can be tested to determine if all the Cue+ has been precipitated and additional OH- has made the solution basic. Use red litmus paper to test if the solution is basic as follows.Without stubbing any precipitate, use a glass stir rod to place a drop of solution (NOT the precipitate) on a piece of red litmus paper. If it turns blue, the solution is basic. Stop adding Noah when the solution turns red litmus paper blue. Describe your litmus test in your lab report. Page 7 of 12 Step-wise Illustration of the Precipitation of part II 1st Beaker: Check solution using red litmus paper (r efer to background handout). Continue adding base until solution is basic. At the end of Part I Cue+ ions are present, making the solution blue, and excess hydroxide ions (HUH+) remain from the nitric acid used. D Beaker: Adding Noah(as) to the blue solution results in the OH- ions ions are not shown. 3rd and 4th Beakers: 5th Beaker: Once all the HUH+ are neutralized, adding more Noah(as) results in the OH- ions reacting with the Cue+ to form the blue Cue(OH)2(s) precipitate shown at the bottom of the beaker. When all of the Cue+ ions have been converted to Cue(OH)2(s) precipitate, adding more Noah(as) results in unrelated OH- ions in solution, which makes the solution basic. Red litmus paper can be used to confirm the solution is basic. Note that the solution is no longer blue since no Cue+ ions are present in the solution.In reality, your solution may still appear blue because of the dispersion of the Cue(OH)2 in the solution by mixing. Step Ill: Procedure – Converting Cue( OH)2(s) to Cue(s) 1. Set up a ring stand as shown in the figure at the right. Set up a ring clamp, and put a wire gauze on top of it. Above it, attach another ring clamp with a diameter large enough to go around a 250-ml beaker. You are going to set your 250 ml beaker on the lower ring and gauze. The upper clamp will hold the beaker in place so it does not fall. 2. Add about 30-40 ml of denizen water to your reaction beaker from Part II.Carefully place the beaker on the ring stand inside the upper ring. CAUTION: Gently heat the beaker over a medium flame. (Set the inner cone of the Bunsen burner flame to a height of about 1. 5 inch and the lower ring stand about 4 inches above the top of the Bunsen burner). Constantly stir the solution with the glass end of the stirring rod until all the blue precipitate turns black, and the solution is clear. If the solution starts to bump or boil, immediately remove the beaker from the heat and let the solution cool slightly. Describe what happens to the Cue(OH)2 precipitate upon heating in your lab port. Age 8 of 12 3. Allow the beaker and contents to cool. While they are cooling, set up the gravity filtration apparatus. Obtain a second ring stand, and attach a ring clamp that is small enough to hold the plastic funnel. Prepare the filter paper as shown below: Finally, place the plastic funnel in the small ring clamp, and place a 400-ml beaker beneath it to collect the filtrate (the liquid that goes through the filter paper). The funnel's stem should be Just inside the beaker to prevent splashing. 4. Use the markings on a clean 150-ml beaker to measure out about 25 ml of denizen water.Boil the water on a hotplate to wash the precipitate in step 6. 5. When the 250-ml reaction beaker has cooled to room temperature, pour the Cue precipitate into the funnel to filter the contents. Transfer the last traces of the solid from the reaction beaker into the funnel, using a stream of denizen water. 6. Use a disposable pipette to wash the precipitate on the filter paper using the hot denizen water heated in the 150-ml beaker. Allow each portion of hot water to drain through the filter paper into the beaker below before adding the next portion. Use 15 ml of the hot denizen water to thoroughly wash the Cue precipitate. Copper Cycle CH 130 B: General Chemistry I The Lab Report As a scientist you are responsible for conveying the results of an experiment to a supervisor, a colleague, or the public. Often, you will convey this information in the form of a scientific paper describing your work. This paper needs to clearly describe why and how an experiment was done, and it must include an interpretation of results, including a discussion of their importance and any significant sources of error. You lab report will be a brief version of a publication.It should contain the following sections: Introduction This part of the paper should be an explanation of the purpose of the experiments and a review of relevant principles related to the work. This is NOT a procedure. Data and Calculations Attach your graded summary sheet from the experiment. If you did any calculations incorrectly, attach a sheet with correct calculations. In addition to the summary sheet include a table which details observations and known informatio n. What did the solutions look like, what were their concentrations, etc.?Results and Discussion This part of the report should include an in-depth discussion of your data and observations, in essay form. Again, do not rewrite a detailed procedure here, but summarize what you did in the experiment. Describe what you observed. What do your results tell you? Explain whether your results matched your expected results. If they didn’t (and they surely didn’t match exactly) discuss the reasons why this might be the case. What are the possible sources of error?How would each of these sources of error affect the result? Convince yourself and your reader that you are correct in your conclusions. Reiterate your data in relation to your conclusions. You should be able to explain the chemistry that is occurring in the experiment. Please remember the basic principles of writing. Your lab report must be mechanically correct (grammar and punctuation). It is your responsibility to che ck your grammar and spelling. You will be graded on this. How is a lab report different than an English paper? Lab reports are written in third person, passive, past tense. †¢ The rough draft and final draft can be double-sided, but they must be double-spaced. †¢ Lab reports use simple, declarative sentences that connect observations to conclusions. †¢ The simplest way to say something is often the best. There is no page or word requirement. Say what you have to say so that your reader understands. Common mistakes to avoid: †¢ Try not to start your introduction with â€Å"the purpose of this experiment† or a similar phrase. Compounds/elements are not proper nouns. Do not capitalize them. †¢ Use superscripts and subscripts. †¢ Proofread!! This lab report should be approximately 2 pages long. You will all write the lab report for the same experiment. The experiment is labeled on your schedule as â€Å"Cu Cycle. † A completed rough draft of y our lab report is due on (or before) October 22. The rough draft will be counted as half of the total grade for the paper. The final draft of your report will be due on November 26 in class. Copper Cycle The Copper Cycle Most of the background material for this laboratory will be covered in greater detail in the lecture course later in the semester. Here is some background information so you will understand the chemistry behind the reactions you will perform. Many aspects of our lives involve chemical reactions-?from the batteries that power our cars and cell phones to the thousands of processes occurring within our bodies. Most of these reactions can be classified into one of three main types of chemical reactions: precipitation reactions, acid-base naturalization reactions, and oxidation- deduction (also called â€Å"redo†) reactions.Aqueous Solutions(as) Many reactions occur in an aqueous environment (I. E. , in a solution where ions and compounds are dissolved in water). When we indicate that a reactant or product has the physical state (as), we mean the substance is dissolved in water. When an ionic compound is in aqueous solution, the individual ions are present in solut ion; for example, NCAA(as) exists as An+ and CLC- ions moving around in water. Solubility Rules Many ionic compounds are soluble-?I. E. , they dissolve in water.Others generally do not dissolve in water and are considered insoluble. To determine if an ionic compound is soluble-?I. E. , will dissolve-?in water, we use the Solubility Rules: Solubility Rules for Ionic Compounds in Water The compound is SOLUBLE if it has: An+, NH 4+ ton (ALWAYS! ) 2. CHICHI-, NON-, CHIC- 3. CLC-, BRB-, or 1-, except compounds with Gag+, BP+2, and Hag+2 are insoluble 4. SASS- except compounds with Saga's, cases, scars, Bases, PBS, and Haggis are insoluble The compound is INSOLUBLE if it has: 5.CHIC-, crack-, IPPP-, except compounds with Lie+, An+, K+, NH+ are soluble 6. SO-, except compounds with Lie+, An+, K+, NH+, ca+2, sir+2, AAA+2 are soluble . Hydroxide ion, OH-, except compounds The Solubility Rules indicate which compounds are soluble, and thus are represented as aqueous: e. G. , Kill(as), Abaca(a s), Noah(as), etc. The Solubility Rules also indicate which compounds are insoluble-?I. E. , do not dissolve in water and remain as solids: e. G. Basso+), Call(s), cacao(s), etc.Double Replacement/Precipitation Reaction For example, consider the reaction between aqueous lead(al) nitrate with aqueous potassium bromide, as shown below: KGB(as) Puff KNEE Note that the chemical formulas for the products formed are based on their charges, to how they appear on the reactant side of the chemical equation. ICC CHEM. 151 AL: The copper cycle O ICC, 2013 page 1 of 12 Based on Solubility Rules #4 and #1, we find that BRB is insoluble and KNEE is soluble.Thus, the complete, balanced equation is: + 2 KGB(as) Pacific) + 2 KNEE(as) We can cancel the spectator ions from the ionic equation and write the net ionic equation: Pub+(as) + 2 BRB -(as) 0 BRB(s) This reaction produces a cloudy mixture with small particles of the solid suspended in the solution. When enough solid has formed, it will begin to settle at the bottom of the beaker. Thus, a clear solution becoming cloudy when another solution is added is often taken as experimental evidence of a solid or precipitate forming.Acids and Bases Acids can be defined as substances that produce hydroxide ions (HUH+) when they are dissolved in water. A hydroxide ion is the product of a hydrogen ion that reacts with a water molecule: H+(as) + H2O(l) 0 HUH+(as). A hydrated hydrogen ion (H+(as)) is equivalent to an aqueous hydroxide ion. The two equations below both represent the unionization of hydrochloric acid, HCI(as), but the second one shows a particular water molecule explicitly. HCI(as) O H+(as) + CLC-(as)HCI(as) + H2O(l) O HUH+(as) + CLC-(as) Acids are usually easy to recognize since their formulas start with H and contains nonmetal elements other than H-?e. G. HCI(as), HON.(as), and HASPS(as) are all acids. Note that the physical state aqueous, (as), must be included to distinguish a compound that is acting like an acid from o ther forms of a substance. For example, the formula â€Å"HCI† can also be used for hydrogen chloride gas, HCI(g), so to indicate aqueous hydrochloric acid, one must specify HCI(as). One useful definition of bases is that bases are compounds that produce hydroxide ions (OH-) when dissolved in water.The dissociation of sodium hydroxide, Noah, is shown below. : Noah(s) Noah(as) which is equivalent to An+(as) + OH-(as) Acid-Base Naturalization Reactions In an acid-base naturalization reaction, a hydrogen ion-containing acid reacts with a hydromechanics's base to produce water and a salt (an ionic compound): HCI(as) + Noah(as) O acid base H2O(l) + Niacin(as) water salt Acids can react with bases, regardless of whether the salt is soluble or insoluble. There are other types of acids and bases that can react without forming water.If the reactants and products of an acid/base reaction are colorless and soluble, it is impossible to monitor the progress of an acid-base reaction based solely on the appearance of the solutions. To help us monitor acid-base reactions, we use litmus paper to determine if a solution is acidic or basic. Litmus paper changes color depending on the presence of H+ or OH- ions in the substance being tested. Blue litmus paper turns red in acidic solutions containing H+ ions, and red litmus paper turns blue in basic solutions containing OH- ions. Age 2 of 12 Oxidation/Reduction Reactions In an oxidation/reduction reaction, electrons are transferred from one reactant to the other. In the simplest form of these reactions, single-displacement reactions (also called single-replacement reactions), metal ions react with pure metals. If the reaction proceeds, the pure metal gives electrons to the metal action. This causes the pure metal to become a action and the action to become a pure metal. The action must always have an anion partner which is present either in an ionic solid or in a solution.For example: MGM(s) + 2 Gag+(as) 0 2 Gag(s) + MGM+(a s) metal action If the charge of an element is changing, that is a good indication that an oxidation/ reduction reaction is taking place. Later in the semester you will learn about oxidation numbers which are used to keep track of more complicated oxidation/ reduction reactions. Step l: Chemistry The different copper species obtained in each part is shown in Equation 1 below: cue(S) Part I cue+(as) Part II part Ill cue(S) part Part V blue l.Oxidation Copper Metal with Concentrated Nitric Acid, HON.(as) The first step involves transforming Cue metal to copper(al) ions, Cue+, using concentrated nitric acid, HON.(as). At the same time, the nitrate ions (NON-) undergo a series of reactions to form nitrogen monoxide, NO. This product rapidly reacts with oxygen in the air to form NON, a brown gas. The presence of Cue+(as) makes the solution blue. When the reaction mixture is diluted with water, the Cue+ ions are hydrated (surrounded by water) to form the octahedral complex ion, [Cue(H2O)6 ]2+, as shown below.Six water molecules (shown as red O and white H atoms) are bonded to a Cue+ ion (shown in gray as the central atom). Cue+(as) + 6 H2O(l) 0 [Cue(H2O)6]2+(as) Figure 1 page 3 of 12 Step II: Chemistry II. Precipitating Cue(OH)2(s) with Noah(as) In Part II, two reactions are carried out by adding Noah(as). In the first reaction, the hydroxide ions (OH-) from the Noah(as) neutralize the excess hydroxide ions (HUH+) feet over from the previous part: HUH+(as) + OH-(as) 2 H2O(l) Once all the HUH+ ions are neutralized, additional OH- ions react with the Cue+ ion to form Cue(OH)2 precipitate. Once all the Cue+ ions have reacted, no more precipitate forms.Adding more OH- ions makes the solution basic, so it can turn red litmus paper blue. Figure 2 on the next page shows the step-wise reaction of Cue+ with Noah. Figure 2: Step-wise Illustration of the Precipitation of Cue(OH)2 in Part II – Remember: [Cue(H2O)]2+ indicates the same substance as Cue+. 1st Beaker: At the end of Part I, hydrated copper complex, Cue+ are present, making he solution blue, and excess hydroxide ions (HUH+) remain from the nitric acid used. 2nd Beaker: Adding Noah(as) to the blue solution results in the OH- ions neutralizing the HUH+ ions to form water: HUH+(as) + OH-(as) 0 2 H2O(l).The An+ ions and resulting water molecules are not shown. 3rd and 4th Beakers: Once all the HUH+ are neutralized, adding more Noah(as) results in the OH- ions reacting with the Cue+ to form the blue Cue(OH)2(s) precipitate shown at the bottom of the beaker. Water molecules released from the complex ion are not shown. 5th Beaker: When all of the Cue+ ions have been converted to Cue(OH)2(s) precipitate, adding more Noah(as) results in unrelated OH- ions in solution, which makes the solution basic. Red litmus paper can be used to confirm the solution is basic.Note that the solution is no longer blue since no Cue+ ions are present in the solution. Step Ill: Chemistry Ill. Converting solid Cue(OH) 2 to solid Cue In Part Ill of the sequence, the reaction mixture is heated. This transforms the Cue(OH)2 precipitate to Cue precipitate. Page 4 of 12 The Cue precipitate is separated from the solution, called the supernatant liquid, using a method called gravity filtration. The mixture is filtered using a filter funnel, ND the solid is collected on filter paper. The supernatant liquid runs through the filter paper and collects in a beaker.This resulting filtered solution is called the filtrate. Step IV: Chemistry ‘V. Dissolving Cue(s) with sulfuric acid, HASPS(as) In Part ‘V, the Cue precipitate is dissolved using sulfuric acid, HASPS(as). This redo reaction returns copper to its aqueous phase. Step V: Chemistry V. Reducing Cue+ ions with Zinc Metal In Part V, zinc metal (Zen) is added to the copper solution to convert the copper ions back to copper metal, Cue(s). The resulting solution will contain colorless zinc ions, Zen+(as) and copper solid. Visible evidence of this reaction is observed as bubbles of gas being released from the solution. Since the HUH+ ions do not dissolve the Cue metal, the amount of copper yielded is not affected by excess acid. ) Identify the gas displaced from the acid in this reaction. When the solution becomes colorless, all of the Cue+ ions have been converted to Cue metal. All of the excess Zen metal is also converted to Zen+ ion by the excess HUH+ ions from the sulfuric acid, HASPS(subdued to dissolve the Cue precipitate in Part IV. Once all the Zen metal is dissolved, the Cue metal can be isolated by decanting, or pouring off, the supernatant liquid. The Cue will then be rinsed, dried, and weighed as described in the procedure. Age 5 of 12 In this experiment, you will carry out a series of reactions starting with copper metal. This will give you practice handling chemical reagents and making observations. It is typical for scientists to observe materials before they react, what happens during a reaction and how it lo oks when the reaction has come to completion. The product of the final reaction will be copper metal and the percent copper that is recovered will be calculated. **Lab Notebook** You should include one table that contains the mass of copper at the beginning and ND of the experiment along with % of copper recovered.This table should include: Mass of copper at the start of experiment (in Part l) Mass of copper + evaporating dish (from Part V) Mass of empty evaporating dish (from Part V) Mass of copper recovered (from Part V) Percent of copper recovered Record observations for each of the steps (I-V) of the copper cycle in your lab book. Be sure to label each step (I-V). The observations for each step should include: the appearance of the reactants before the reaction the appearance of the reactants during the reaction (for example, bubbles, flames, etc. The appearance of the products after the reaction.Your observations should include state(s) of matter, color, texture, smell, etc. Wh ere applicable. If your observations are not detailed, you may not receive full credit. One step also requires a specific chemical test using litmus paper to check for acidity. Be sure to also record the results of these tests in your lab notebook. **You will turn in worksheet pages 11-12 along with the duplicate pages from your lab notebook. Step l: Procedure – Oxidation Cue with concentrated nitric acid, HON.(as) 1 . Place a sample of weighing paper in the balance. Tare the balance, so it reads 0. 0000 g. Use forceps to transfer about 0. 5-0. 40 g of Cue strips onto the weighing paper. Record the mass of the Cue strips. Transfer the Cue strips into a clean 250-ml beaker labeled with one of your group member's initials. Record the appearance of the copper metal in your lab report. CAUTION: Concentrated nitric acid is highly corrosive, so it can cause severe chemical burns and damage clothing. Handle with care and avoid breathing the fumes. Any nitric acid spilled on skin mus t be rinsed immediately with water for 15 minutes. Any acid spilled on your work area must be neutralized then the entire rear should be washed and dried.CAUTION: Concentrated nitric acid reacts with copper metal to form brown toxic NON gas. Leave the reaction beaker in the fume hood until all of the brown gas is vented in the hood. ICC CHEM. 151 AL: The Copper Cycle page 6 of 12 2. In a fume hood, use a 10-ml graduated cylinder to carefully measure about 3 ml of concentrated nitric acid, HON.(as). Slowly pour the nitric acid onto the Cue strips in the beaker, swirling the beaker to maximize contact between the Cue and nitric acid until all of the solid Cue has dissolved and the NON gas has escaped.Keep the action beaker in the hood until all the toxic brown NON gas is gone, and keep your face away from the hood to avoid inhaling nitric acid fumes and NON gas. Describe the reaction between HON. and the Cue metal in your lab report. 3. Dilute the resulting solution with about 10 ml o f denizen water. Describe the appearance of the resulting solution containing Cue+ in your data table. Step II: Chemistry – Precipitating Cue(OH)2(s) with Noah(as) left over from the previous part. Once all the HUH+ ions are neutralized, additional OH- ions react with the Cue+ complex ion to form a gelatinous blue Cue(OH)2 precipitate.Once all the Cue+ ions have reacted, no more precipitate forms. Adding more OH- ions makes the solution basic, so it can turn red litmus paper blue. The picture sequence on the next page outlines the step-by-step process that occurs during this step. Step II: Procedure – Precipitating Cue(OH)2 with Noah solution CAUTION: Sodium hydroxide (Noah) can easily damage eyes. It is corrosive and can cause chemical burns and damage clothing. Any Noah splashed into eyes or spilled on skin must be rinsed immediately with water for 15 minutes. Any base spilled on your work area must be neutralized then the entire area should be washed and dried. Whil e constantly stirring the Cue solution, slowly add MM Noah(as) from the dropper bottles. First, the OH- from the Noah added will neutralize the excess acid left over from Part l. 2. Once all the acid is neutralized, additional OH- ions react with the Cue+ to form Cue(OH)2(s), a blue precipitate. Record what you observe in your lab report. When adding more Noah does not produce more precipitate, the solution can be tested to determine if all the Cue+ has been precipitated and additional OH- has made the solution basic. Use red litmus paper to test if the solution is basic as follows.Without stubbing any precipitate, use a glass stir rod to place a drop of solution (NOT the precipitate) on a piece of red litmus paper. If it turns blue, the solution is basic. Stop adding Noah when the solution turns red litmus paper blue. Describe your litmus test in your lab report. Page 7 of 12 Step-wise Illustration of the Precipitation of part II 1st Beaker: Check solution using red litmus paper (r efer to background handout). Continue adding base until solution is basic. At the end of Part I Cue+ ions are present, making the solution blue, and excess hydroxide ions (HUH+) remain from the nitric acid used. D Beaker: Adding Noah(as) to the blue solution results in the OH- ions ions are not shown. 3rd and 4th Beakers: 5th Beaker: Once all the HUH+ are neutralized, adding more Noah(as) results in the OH- ions reacting with the Cue+ to form the blue Cue(OH)2(s) precipitate shown at the bottom of the beaker. When all of the Cue+ ions have been converted to Cue(OH)2(s) precipitate, adding more Noah(as) results in unrelated OH- ions in solution, which makes the solution basic. Red litmus paper can be used to confirm the solution is basic. Note that the solution is no longer blue since no Cue+ ions are present in the solution.In reality, your solution may still appear blue because of the dispersion of the Cue(OH)2 in the solution by mixing. Step Ill: Procedure – Converting Cue( OH)2(s) to Cue(s) 1. Set up a ring stand as shown in the figure at the right. Set up a ring clamp, and put a wire gauze on top of it. Above it, attach another ring clamp with a diameter large enough to go around a 250-ml beaker. You are going to set your 250 ml beaker on the lower ring and gauze. The upper clamp will hold the beaker in place so it does not fall. 2. Add about 30-40 ml of denizen water to your reaction beaker from Part II.Carefully place the beaker on the ring stand inside the upper ring. CAUTION: Gently heat the beaker over a medium flame. (Set the inner cone of the Bunsen burner flame to a height of about 1. 5 inch and the lower ring stand about 4 inches above the top of the Bunsen burner). Constantly stir the solution with the glass end of the stirring rod until all the blue precipitate turns black, and the solution is clear. If the solution starts to bump or boil, immediately remove the beaker from the heat and let the solution cool slightly. Describe what happens to the Cue(OH)2 precipitate upon heating in your lab port. Age 8 of 12 3. Allow the beaker and contents to cool. While they are cooling, set up the gravity filtration apparatus. Obtain a second ring stand, and attach a ring clamp that is small enough to hold the plastic funnel. Prepare the filter paper as shown below: Finally, place the plastic funnel in the small ring clamp, and place a 400-ml beaker beneath it to collect the filtrate (the liquid that goes through the filter paper). The funnel's stem should be Just inside the beaker to prevent splashing. 4. Use the markings on a clean 150-ml beaker to measure out about 25 ml of denizen water.Boil the water on a hotplate to wash the precipitate in step 6. 5. When the 250-ml reaction beaker has cooled to room temperature, pour the Cue precipitate into the funnel to filter the contents. Transfer the last traces of the solid from the reaction beaker into the funnel, using a stream of denizen water. 6. Use a disposable pipette to wash the precipitate on the filter paper using the hot denizen water heated in the 150-ml beaker. Allow each portion of hot water to drain through the filter paper into the beaker below before adding the next portion. Use 15 ml of the hot denizen water to thoroughly wash the Cue precipitate.

Corporate governance: Business Issues and Ethics

Q1. Q1.Corporate administration is defined the procedure, such as the procedures of end definition and control, by which stockholders seek to guarantee that ‘their’ company is run in conformity with their purposes. In a broader sense, it comprises all histrions that contribute to the accomplishment of stakeholder ends outdoors and inside the company. In the narrow sense, it comprises the direction and stockholders of the company as the chief histrions.In public-listed organisation, corporate administration is needed because there is a principal-agent relation arose by the separation of ownership and control. The relationship is delicate due to being non framed in a contract. The followers will analyze: The stockholders have some rights, for illustration, vote in the general meeting, selling their stock and actioning the directors for misconduct. Besides, directors are duty for pull offing the belongings of stockholders in their involvements, including planning schemes and determination devising. They besides have some responsibilities, such as moving for the benefits of the company, responsibility of attention and accomplishments thanks to effectual and efficiency operation and responsibility of diligence. Therefore, the relationship between stockholders and managers should be near. In the state of affairs, the directors control the company but stockholders merely control indirectly their belongingss. It seems the stockholders are chief and direction is an agent to move in their involvement with the boundary of the company. In fact, both have struggle of involvement. The ground is that the outlooks of stockholders are to seek net income and increase portion monetary value and repute of the company. They think directors act in shareholders’ best involvements. However, directors expect to hold more power and higher wage, including fillip and benefit. Their action is based on their opportunism, non stockholders. For case, the directors may cut down the quality of merchandises for salvaging money in order to themselves involvement. Sometimes, it leads to drop the company’s repute. Hence, their behaviour differs from shareholders’ outlooks. Besides, the higher the director wage is, the more the outgo of the company is. In add-on, informational dissymmetry is that stockholders have limited cognition and penetration into the ends and makings of directors. Directors know more superiorinformation of the company than shareholders’ . In other words, a party knows some relevant information but non all parties. Sometimes, directors pursue self involvement so that it leads to stockholders loss and inefficient operation of the company. In the above quandary, corporate administration can equilibrate the involvements of many stakeholders in a company, for illustration, its stockholders, community, clients and direction. What is more, it provides a model for accomplishing the aims of a company. It has assorted models in planetary, including Asiatic theoretical account and Anglo-American theoretical account.There are three chief ethical jobs arose by corporate administration, as followers:First of wholly, the ethical issue is fiscal markets and insider trading. Although the premise of a perfect market is that stock monetary value reflects all publically available information, in fact, it is hard in the universe because of bad religion stocks. The ‘dot-com’ bubble means a company does non do any or do less net income but there is worth on the market. The bond is based on guess without to the full uncovering sum of uncertainness. Furthermore, a batch of pensionaries use their financess to put in many bonds l ost some parts of their income. That is to state, stock market does non to the full show the sum of uncertainness when stock monetary value consists of an component of guess. Nevertheless, institutional investors use other people’s money to put the stocks. The state of affairs reflects the investors wholly abuse others’ trust. Insider trading is that a portion of investors in the market have superior cognitions compared with others. When stock is sold or bought based on non-public information, insider trading arises at the minute. The ground is that staff and direction of a company must cognize early events which impact on its portion monetary value, insiders may take unnatural net income or avoid loss. Sometimes, staff in the company decides to exert their options or sell their portions based on their inside information. At the same clip, the action besides leads to unfairness, embezzlement of belongings, undermining of fiducial relationship and injury to bargainers and the market. Second, there is executive wage. ‘Fact cat’ wage is a charge for the outgo of CEO and directors, such as committee and fillip. The sum of wage is excessively monolithic. The job is that there is a serious contrast between their wages and public presentation. And so, it is of import about the involvement of stockholders and directors. In tonss of states, the growing of their wages outstrips shareholders’ returns. If their wage is higher, it amendss shareholders’ value and increases the company’s load even settlement. The ground is that higher wage paid leads to the lower net income property to stockholders. Therefore, a great trade of executive salary consists of portion and portion options to aline stockholders and managers’ involvement today. If the wage is related to performance-related wage, executives would endeavor to increase portion monetary value and shareholders’ returns. It leads to higher wages and fillips for the executives. Finally, the ethic job is about amalgamations and acquisitions. The original aim of amalgamations and acquisitions is to acquir an plus transferred from an proprietor to another proprietor because it will increase wealth on the company. Leaving the plus can cut down uneffective direction and higher costs. Sometimes, the amalgamations and acquisitions may be unsuccessful. It leads to blow money, resource and clip. It is critical that the aim would be distorted by directors because directors may prosecute involvements that differ from stockholders involvements and it exist struggle of involvement. On one side, executives pursue prestigiousness and repute. On the other side, stockholders seek net income and portion monetary value. Hostile coup d'etats, which are one of amalgamations, occur when an investor or a group of investors want to purchase a major stock of a company against the desire of its board. The stockholders of the company want to sell but the remainder stockholders do non desire to sell. In a company, there is different sentiment on the event. Merely if stockholders are willing to sell their portions, the hostile coup d'etats would rapidly interfere the staying shareholders’ belongingss. At the same clip, it besides arise other jobs. For illustration, they provide aureate parachute, a batch of money. Or, directors in secret send greenmail to the hostile coup d'etats because they intend to maintain their place after amalgamations. Apart from that, the company may reconstitute and downsize and it will originate more ethical issue, such as firing staff. Except the above three ethical jobs, corporate administration would do other ethical jobs. Q2.Suppliers and purchasers ever cause many different jobs. One of them is the abuse of power which is unequal state of affairss between both parties and would impact industry profitableness. By and large, the power of purchasers and providers is based on resource dependance theory. The theory depends on the grade on the party’s resources. The power is affected by two factors, as followers:Resource scarceness is the grade to which the parties have or lack the merchandises. That is, it is the extent of the goods’ panic. For case, the provider has adequate resources, and purchasers are less importance and dependance on the provider so that the provider wields power over the purchasers, or frailty versa. Resource public-service corporation is the degree to which the parties need or do non necessitate the trade. In other words, it is the extent of the goods’ utility for the party. For illustration, the supplier’s resources are utile and the purchaser dependance on the provider, as a consequence, the provider wields power over the purchasers, or frailty versa. Dickering poweris the ability of a party ( A ) in a state of affairs to exercise influence over another party in a trade in order to accomplish a trade which is benefit to A. Harmonizing to the above factors, there is a simple sum-up. When a supplier’s resources are sufficient and non of import to purchaser, or the buyer’s resources are scarce and critical to the provider, the purchaser may hold more bargaining power than the supplier’s. Conversely, if the supplier’s resource has less scare and is of import to the purchaser, the provider has dickering power over the purchaser. When a party exercises power over another’s one, the power may be abused or used lawfully. Therefore, the power should be used suitably. In short term, providers obtain benefit and net income advantages if they gain exerting extra power. In long term, nevertheless, the cumulative state of affairs has disadvantages because the purchasers find other providers who lose the clients. Besides, possible purchasers may fall in with other purchasers to increase force per unit area on the provider, or providers compose co-ops to confront the powerful purchasers. Therefore, they may alter the state of affairs. They can reason selling monetary value, restricted conditions and so on.There are two of import factors that affect the procedure of globalisation. They drive globalisation in concern, as followers:Cost advantagesParties pursue the lower cost for production, including natural stuff, labor and constituents.Gramovernment influenceThere are different criterions for ordinance, such as working patterns, safety and environment protection. When providers put into planetary, they should see four state of affairss, as followers:Calciferolifferent manner of making concernThere are assorted civilization and impressions in the universe. When people from different states face same state of affairs, they have different thought and rating so that their behavior is easy contradiction. For giving gift, graft and corruptness between providers and purchasers, assorted states have assorted attitudes, for illustration, citizens in China like giving gift which is friendly niceness. Sometimes, a gift is hard to make up one's mind whether it is bribery or courtesy. On one manus, the behavior of graft is an offense. On the other manus, rejecting gift besides harms the concern relationship and jeopardises the trade. There are ethical quandaries so that many states would hold tolerated gift-giving patterns and apply assorted restrictions on gift. Besides, the purpose of giving nowadays is considered. It should be regarded as acceptable when giving gift is without an purpose to obtain advantages, if it is non perceived and if it does non hold any consequence. If a provider and a purchaser exchange gift and it is non that merely one party provides gift to another for a long clip, it is acceptable. In fact, it is hard to separate which is pure giving gift, graft or corruptness. The job still exists in different states and houses.Impacts on autochthonal concernSuppliers from other counties enter into local and they would see cost and other advantages to compare with local rivals. Furthermore, they may harm autochthonal houses by presenting strong competition in labor and merchandise. The significance is that providers from other states may installation local suppliers’ settlement or resettlement. It will impact local industries and take to more cardinal societal and economic decay.Calciferoliffering labor andenvironmentcri terions‘Race to the bottom’ occurs when the demand is for the lower-cost production in developing states. The method can help providers to salvage some money. It may do some ethical issues for providers because lower costs consist of less environmental protection, hapless labour conditions, and lower attending to safety and wellness. Furthermore, the providers may supply compulsory overtime, naming child labor, below life pay and failed to hold statutory rights to clip off recognized. In add-on, they may utilize unsafe chemicals that cause serious harm to human and environmental wellness in developing states.Tocopherolxtended concatenation of dutyThe deduction of planetary supply is that single providers are faced with the chance of an drawn-out concatenation of duty. No longer acceptable to reason that the moralss of providers impact on their rivals was merely non any of their concern. The assorted economic and societal conditions show in other states, every bit good as the inequalities brought to the surface by international trade. It means that the flat playing field, which is caused by international concern, is replaced with the sloping and rough playing surface of globalisation. Mention: Andrew Crane & A ; Dirk Matten,Business moralss: Oxford, 3rd edition Assignment 2

Madame Butterly Essays - Madama Butterfly, Nagasaki, Operas

Madame Butterly Essays - Madama Butterfly, Nagasaki, Operas Madame Butterly Act I At the turn of the current century, in the picturesque gardens of a lovely Japanese villa on the outskirts of Nagasaki, a local marriage broker, Goro, explains that he has arranged a marriage with an adolescent Japanese girl for Lieutenant Pinkerton of the United States Navy. Both the marriage contract and the accompanying rental agreement for a home are presented to Pinkerton for his pleasure and convenience during the term of his service in Japan. Both are cancelable upon the same conditions: thirty days' notice. When United States Consul, Sharpless, comes calling, he warns Pinkerton that such an arrangement invites tragedy. The young lady in question, he says, Cio-Cio-San, is known as Madame Butterfly because of her femininity and sensitive nature. Certainly this sort of cavalier treatment will eventually break her tender heart. The self-indulgent Pinkerton ignores the older man's advice, making it clear he considers the wedding a game, that he'll be glad to be married legitimately someday in the United States to an American woman. Butterfly appears, accompanied by her family. She is an innocent girl of fifteen, who arrives carrying her most precious personal treasures in her sleeve a little jewelry and a dagger her father used to commit suicide on orders from the Mikado. The marriage ceremony proceeds and the assemblage toasts the couple. In the midst of a happy moment, the Bonze, a Japanese priest, sweeps in with a stern denunciation of the bride. She has forsaken her religion and turned to Christianity in deference to her new husband, he announces. He declares her an outcast and the entire family supports his damning judgment. Pinkerton sends them all away and proceeds to woo Butterfly. They proclaim their attraction to one another in a love duet and the curtain falls as the couple happily enters their new home. Act II Madame Butterfly has lived alone in the little home above Nagasaki for three years now. The short marriage with Lieutenant Pinkerton ended when he returned to America and he hasn't been heard from since. Her maid and friend, Suzuki, tries to reason with Butterfly about the distinct possibility that this man will never return. The tragically loyal Butterfly answers with the aria Un bel di vedremo, describing her vision of the Lieutenant's ship reappearing on the horizon and Pinkerton himself ascending the hill to their home. The American consul, Sharpless, arrives with a letter he wishes to read to Butterfly. However, Goro interrupts to present a potential suitor to the young woman, an offer she firmly refuses. Knowing the letter he carries announces the wedding of Pinkerton to an American girl, the Consul asks Butterfly what will happen if her husband never returns. She declares that impossible, but if it were to be, she says, she would kill herself. She produces her young son, Trouble. He has been so-named she explained until Pinkerton comes home. Then the child's name will become Joy. Sharpless realizes he can't reason with her and departs. A cannon from the harbor announces the docking of Pinkerton's ship. Butterfly and Suzuki happily prepare the house for his arrival. The scene closes quietly as the women and child settle down to watch for Pinkerton's appearance on the hillside path. Act III Trouble and Suzuki have fallen asleep waiting for the Lieutenant. Only Butterfly keeps the vigil. The sun is rising, but Pinkerton has yet to make himself known. Butterfly takes her child to his room to tuck him into bed, to the tune of a lullaby. At that moment, Consul Sharpless arrives in the garden, accompanied by Pinkerton and his American wife, Kate. Realizing what has occurred, Suzuki is brokenhearted. Glancing around at the once idyllic hideaway where he lived with the lovely Butterfly, Pinkerton sings a farewell to this home, to the past. Entering the room once more, Butterfly captures the essence of the scene immediately. She tells Kate that Pinkerton may have the child if he will return for him later. The emotionally shattered Madame Butterfly blindfolds Trouble, steps behind an ornamental screen, and stabs herself to death. Pinkerton rushes into the house calling to her, Butterfly! Butterfly! But his concern comes much too late. He kneels beside her lifeless body.

Narwhal Animal Facts - Unicorn of the Sea

Narwhal Animal Facts - Unicorn of the Sea The narwhal or narwhale (Monodon monocerus) is a medium-sized toothed whale or odontocete, best known for its long spiral tusk that many people associate with the unicorn myth. The tusk is not a horn, but a protruding canine tooth. The narwhal and the only other living member of the Monodontidae family, the beluga whale, live in the worlds arctic waters. Carl Linnaeus described the narwhal in his 1758 catalog Systema Naturae. The name narwhal comes from the Norse word nar, which means corpse, combined with whal, for whale. This common name refers to the mottled gray-over-white color of the whale, which causes it to somewhat resemble a drowned corpse. The scientific name Monodon monocerus comes from the Greek phrase meaning one tooth one horn. Fast Facts: Narwhal Scientific Name: Monodon moncerusOther Names: Narwhal, narwhale, unicorn of the seaDistinguishing Features: Medium-sized what with a single large protruding tuskDiet: CarnivorousLifespan: Up to 50 yearsHabitat: Arctic circleConservation Status: Near ThreatenedKingdom: AnimaliaPhylum: ChordataClass: MammaliaOrder: ArtiodactylaInfraorder: CetaceaFamily: MonodontidaeFun Fact: The narwhals tusk is on its left side. Males have the horn, but only 15% of females have one. The Unicorn Horn A male narwhal has a single long tusk. The tusk is a hollow left-handed spiral helix that grows from the left side of the upper jaw and through the whales lip. The tusk grows throughout the whales life, reaching a length from 1.5 to 3.1 m (4.9 to 10.2 ft) and weight of approximately 10 kg (22 lb). About 1 in 500 males has two tusks, with the other tusk formed from the right canine tooth. Around 15% of females have a tusk. Female tusks are smaller than those of males and not as spiralized. There is one recorded case of a female having two tusks. Initially, scientists speculated the male tusk might be involved in male sparring behavior, but the current hypothesis is that tusks are rubbed together to communicate information about the ocean environment. The tusk is rich with patent nerve endings, allowing the whale to perceive information about the seawater. The whales other teeth are vestigial, making the whale essentially toothless. It is considered a toothed whale because it does not have baleen plates. Description The narwhal and beluga are the white whales. Both are medium-size, with a length from 3.9 to 5.5 m (13 to 18 ft), not counting the males tusk. Males are typically slightly larger than females. Body weight ranges from 800 to 1600 kg (1760 to 3530 lb). Females become sexually mature between 5 and 8 years of age, while males mature at around 11 to 13 years of age. The whale has mottled gray or brown-black pigmentation over white. Whales are dark when born, becoming lighter with age. Old adult males may be almost entirely white. Narwhals lack a dorsal fin, possibly to aid in swimming under ice. Unlike most whales, the neck vertebrae of narwhals are jointed like those of terrestrial mammals. Female narwhals have swept-back tail fluke edges. The tail flukes of males are not swept back, possibly to compensate for the drag of the tusk. Behavior Narwhals are found in pods of five to ten whales. The groups may consist of mixed ages and sexes, only adult males (bulls), only females and young, or only juveniles. In the summer, large groups form with 500 to 1000 whales. The whales are found in the Arctic ocean. Narwhals migrate seasonally. In the summer, they frequent coastal waters, while in the winter, they move to deeper water under pack ice. They can dive to extreme depths up to 1500 m (4920 ft) and stay under water about 25 minutes. Adult narwhals mate in April or May offshore. Calves are born in June or August of the following year (14 months gestation). A female bears a single calf, which is about 1.6 m (5.2) feet in length. Calves start out life with a thin blubber layer that thickens during lactation of the mothers fat-rich milk. Calves nurse for about 20 months, during which time they remain very close to their mothers. Narwhals are predators that eat cuttlefish, cod, Greenland halibut, shrimp, and armhook squid. Occasionally, other fish are eaten, as are rocks. It is believed rocks are ingested by accident when whales feed near the bottom of the ocean. Narwhals and most other toothed whales navigate and hunt using clicks, knocks, and whistles. Click trains are used for echo location. The whales sometimes trumpet or make squeaking sounds. Lifespan and Conservation Status Narwhals can live up to 50 years. They may die from hunting, starvation, or suffocation under frozen sea ice. While most predation is by humans, narwhals are also hunted by polar bears, walruses, killer whales, and Greenland sharks. Narwhals hide under ice or stay submerged for long periods of time to escape predators, rather than flee. At present, about 75,000 narwhals exist worldwide. The International Union for Conservation of Nature (IUCN) classifies them as Near Threatened. Legal subsistence hunting continues in Greenland and by the Inuit people in Canada. References Linnaeus, C (1758). Systema naturae per regna tria naturae, secundum classes, ordines, genera, species, cum characteribus, differentiis, synonymis, locis. Tomus I. Editio decima, reformata. Holmiae. (Laurentii Salvii). p. 824. Nweeia, Martin T.; Eichmiller, Frederick C.; Hauschka, Peter V.; Tyler, Ethan; Mead, James G.; Potter, Charles W.; Angnatsiak, David P.; Richard, Pierre R.; et al. (2012). Vestigial tooth anatomy and tusk nomenclature for Monodon monoceros. The Anatomical Record. 295 (6): 1006–16. Nweeia MT, et al. (2014). Sensory ability in the narwhal tooth organ system. The Anatomical Record. 297 (4): 599–617.