Introduction to Ideologies Essay Example

Introduction to Ideologies Essay Do the assignments in as much detail as you find necessary to learn the material. Keep your notes for study purposes. Outcomes: 1 . To appreciate various perspectives regarding identity and ideology and the relationship between individualism and the common good. 2. To explore factors that many influence individual and collective beliefs and values (culture, language, media, relationship to land, environment, gender, religion( spirituality, ideology). 3. To examine expressions of individualism and collectivism and the dynamic between individualism and the common go( contemporary societies. . To examine characteristics of ideology (interpretations of history, beliefs about human nature, beliefs about the Truckee of society, visions for the future); the themes of ideologies (nation class, relationship to land, environment, religion, progressivism); and the relationship between worldviews and ideology. 5. To analyze individualism and the common good as foundations of ideology. II. Learni ng Activities Students will complete 7 Learning activities using this learning guide, the textbook Perspectives on Ideology; and a number of Internet websites. The course textbook Perspectives on Ideology is available in the Library. Ill. Evaluation Spoon completion of this learning guide students will write a test in the Test Centre consisting of 25 multiple-choice items. Activity l: Consider the following with reference to pages 7 18, 23 24 and 49 50 01 Perspectives on Ideology 1 . Briefly identify different beliefs about human nature, nature of society, interpretations of history and visions of the future 2. Explain what is meant by individualism and collectivism. 3. Explain the role of values in influencing personal identity and collective goals. 4. Identify the factors that influence beliefs and values. 5. Compare and contrast the views Of Locke, Hobbes and Rousseau on human nature. 6. Consider the source on page 13. To what extent are the distinctly European ideas of Locke and Hobbes based on similar values? 7. Describe the meaning and role of ideology in human affairs. FOUNDATIONS OF IDEOLOGY The popular 17th C scientific approach to understanding natural phenomenon isolating, reducing, dissecting, and separating was adapted for use a social instrument, a political spectrum in the hopes of revealing the constituent parts of political belief. We will write a custom essay sample on Introduction to Ideologies specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Introduction to Ideologies specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Introduction to Ideologies specifically for you FOR ONLY $16.38 $13.9/page Hire Writer A political spectrum is a way of comparing or visualizing political beliefs by placing them on an axis. The spectrum places conservatism on the right, verbalism centre-left and socialism left of that. Communism and Fascism occupy positions on the extreme left and right respectively. While the spectrum is an inaccurate measure of belief, the following characteristics are generally accepted: An emphasis on equality is considered left-wing and emphasis on liberty is right-wing Government economic interventionism is leftist; limited government is right-wing. Readiness to change is left-wing; support for tradition and the status quo is right-wing. The Political Spectrum Political ideas are often classified according to their position on a political Spectrum. The political spectrum first came into use shortly after the French Revolution in 1789. (Those who sat on the left side of the chamber wanted significant change in government; those on the right wanted little or no change. ) The Political Spectrum: as an expression of peoples readiness to accept change: NOTE: The expression status quo means the current system or the way things are now. If you desire change, then that means changing the status quo. If you leave things the way they are, then you are maintaining the status quo. The status quo) Radical Moderate Reactionary Radical: An extremist of the political left. Radicals want change to the status quo that is immediate and sweeping and are prepared to use violence to achieve their revolutionary goals. Moderate: Someone who is generally satisfied with the status quo. Moderates include both liberals who support progress and accept change as a means of improving conditions for individuals and society, and conservatives who resist change believing that traditions, privilege and law and order are essential to maintaining a civilized society. Reactionary: An extremist of the political right. Reactionaries reject hang and favor a return to traditional values, institutions and the real or imagined glories of the past. Ideological Belief and the Political Spectrum: In the 20th Century, radical Communists believed an international workers revolution would result in collective ownership and a classless society. Moderate socialists sought equality through democratic means. Liberals searched for broader individual rights in a just society. Conservatives defended privilege and individualism. Fascists were reactionaries who opposed equality, promoted uniformity and supported a return to national glory and empire. Communism Socialism verbalism Conservatism Fascism Note: On the spectrum, change moves to the left; consequently, over time, values that once seemed more radical gradually become accepted and eventually may represent the status quo. Liberals in the 1 9th century supported limited government, individual rights but not universal suffrage (it was accepted that certain groups, women for example, should not have the right to vote). Ironically, in contemporary society, it is conservatism that argues for limited government and liberalism that believes government has a meaningful role to play in creating a more egalitarian society. Conservatism, as always, aims to preserve the status quo and its inherent traditions and privileges. A spectrum representing the extent of Government Control Political and economic systems can also be classified according to how much control the government has over its citizens. The extreme right and left of the spectrum favor total government control to achieve their objectives. Socialists believe that government has a significant role in controlling vital industries and agencies. Liberals believe government has a role in shaping a better society. Conservatives believe the role Of government should be limited. Anarchists are so distrustful of the power of government that they believe it should be abolished. These views can be represented in a number of ways: Anarchism No Government (Anarchy) Limited Government (Democracy) Total Government (Dictatorship) Government Control Freedom _ Liberalism Individual TOTALITARIANISM MODERATES ANARCHISM Totalitarianism: A totalitarian state is ruled by a single leader and party. The executive has total control over all functions of the state and citizens are expected to give their full allegiance to their government. Such a state could be Communist or Fascist (also termed authoritarian, absolutist, autocratic, actuarial, one-party state). Moderates: Moderates balance individual freedom with the common good. Moderate states promote pluralism which recognizes the natural rights of a diverse population to actively participate in the governing of the country. The power of the government is limited by the constitution and rule of law. A separation of powers helps ensure that no branch of government can wield extraordinary power without the consent of the governed. Anarchism: Anarchists believe that all government authority is self-serving, potentially corrupt and unjust, and that individuals should be ere from external agencies. Viewed from all other positions on the spectrum, anarchism is rejected as a system that would result in anarchy (chaos); but, this reflects the perspective of those who support government a an institution. EXPLORING THE POLITICAL SPECTRUM The Spectrum as a Grid The difficulty of placing complex beliefs on a left-right spectrum led to the us of a grid system. In this way, an ideology that valued economic freedom but civil restraint could be differentiated from one that preached both economic and political freedom. Economic Freedom Political Freedom Fascists reject political freedoms in a state that glorifies leadership and national objectives. They protect private ownership but control economic decision-making. Communists reject political and economic freedoms in order to create a new communist state. Theoretically government control ends when a classless society is achieved. Libertarians reject government intrusion in the lives of citizens. Libertarians believe individuals should be free to do anything they want, so long as they do not infringe upon the rights of others. They reject collective values and are suspicious of government intrusion in their lives. Socialists use the democratic powers of government to achieve egalitarian objectives. The following example of a two-axis grid shows that it is possible for a person to be one of four combinations of Liberal/Conservative. For instance, someone could be a fiscal conservative On economic issues (i. E. Believes in free markets, limited government, low taxes) and a social liberal on issues such as minority rights. Spectrums are useful in that they provide a visual means of contrasting beliefs on a continuum but because they simplify information they have limited use in pinpointing complex political and economic ideas. Activity 2: Consider the following with reference to what you have just read about The political Spectrum. You might also consider online sources such as: http://www. Policewomans. Org http://www. Learnable. Ca/content/espies/index. HTML http://en. Wisped. Org/wick/political_spectrum 1 . Briefly identify the characteristics and beliefs of radicals, liberals, moderates, conservatives, and reactionaries in the 20th century. . On the issue of promoting change in social conditions, briefly describe the position of anarchists, communists, socialists, liberals, conservatives, and fascists. 3. On the issue of government intervention in the economy, briefly describe the position of anarchists, communists, socialists, liberals, conservatives, and fascists. 4. Compare and contrast the pos ition Of communists and fascists in theory. 5. Explain why the radical theory of communism and the reactionary theory of fascism, although opposites, are justifiably placed on the same point on a spectrum depicting the power of government in society. Canadians are generally uncomfortable with extremism. As a democracy Canada is noted for its tolerance and acceptance of a wide range of political beliefs; its governments have never varied from he center stage of conservative and liberal philosophy. The same cannot be said for other countries. Many European nations are hotbeds of political activism. Parties of the far left and far right vie for political power in an proper contest that pits Communist against Fascist, radical against reactionary. Activity 3: Consider the following questions with reference to pages 9- 18 and 105 1 1: in Perspectives on Ideology: 1 . What kind of government and political system would be necessary if one viewed human beings in the same way as Thomas Hobbes, that is, as selfish, nominative, and prone to evil? 2. Why would an authoritarian style Of government be advocated by someone who places the highest value on unity, order, and military strength? 3. Use the DEL glossary to explain the following terms: authoritarianism, autocracy, despotism, dictatorship, divine-right, monarchy, plutocracy, theocracy 4. What would the nature of government tend to be like if one viewed human beings as cooperative, rational, and essentially good, as was the case with John Locke and J. J. Rousseau? 5. Explain how the ideas Of Locke, Nonentities, Smith and Mill challenged the status quo. 6. With reference to page 18 of Perspectives on Ideology: Contrast Rousseau views of man in nature with man in society. To what structures and forces within society did he attribute these differences? 7. Compare Rousseau position with Hobblers. What could account for Ethel different conclusions about the state of man in nature? 8. Explain how the concept of the social contract is reflected in the ideas of Hobbes and Locke. 9. Explain how the social contract might serve as the basis of both individualist and collectivist ideologies. 0. Explain how the differing views of Hobbes and Locke result in significantly efferent ways of organizing society. 1 1. Where are power, authority and decision-making best placed in society? Why? To what extent does your position reflect a Hobnails or Locked perspective? 12. J. S. Mill analyzed the dynamic relationship between the individual and society. Ex plain how this dynamic results in both preservations of and restrictions to individual liberty. Activity 4 Complete the following with reference to pages 23 and 31 -47 and 50-51 of Perspectives on Ideology: 1. Identity could be said to be influenced by genetic, historic, cultural and current factors. Can ones personal identity be separated from ones collective identity? 2. Briefly identify what you consider to be the most critical factors that influence identity. To what extent do these factors represent underlying themes that characterize ideological belief? Activity 5: Complete the following with reference to pages 62 70 in Perspectives on Ideology: 1 . Briefly explain the importance of collectivist and individualist principles in human history. Activity 6: Complete the following with reference to pages 80 85 in Perspectives on 1. Briefly summarize the principles of collectivism. To what extent do they complement rather than oppose the principles Of individualism. Activity 7: Complete the following with reference to pages 44 -47 in Perspectives on 1. Explain Marshall Macaulays concept that the medium is the message. To what extent is medias impact reflected in high tech advertising? 2. Explain how Chomsky and Herdsmans concern with the potential of media to establish hegemonic control might negatively impact the ability of citizens to participate in a democracy. It is important to realize that individualism and collectivism do not represent an either/or proposition. Social issues are complex and should not be reduced to a simple choice. Political rhetoric often characterizes controversial matters in black and white terms creating a popularization that unfairly demotions the opposition. Recognizing this, Social Studies emphasize the importance of critical thinking; making decisions that are supported by evidence and guided by reason. Historical thinking and geographic thinking are important skills in this process. Neither is based entirely on known truths but rather on facts, accepted beliefs and critical interpretations that recognize the influence of a did variety of factors.

WILLIAM TECUMSEH SHERMAN AND HIS MARCH TO THE SEA William Tecumseh She Essay Example For Students

WILLIAM TECUMSEH SHERMAN AND HIS MARCH TO THE SEA William Tecumseh She Essay WILLIAM TECUMSEH SHERMAN AND HIS MARCH TO THE SEA William Tecumseh Sherman was born on May 8, 1820 in Lancaster,Ohio. He was educated at the U. S. Military Academy and later went on tobecome a Union General in the U.S. civil war. Sherman resigned from thearmy in 1853 and became a partner in a banking firm in San Francisco. Hebecame the president of the Military College in Louisiana(now Louisiana stateUniversity) from 1859-1861. Sherman offered his services at the outbreak ofthe Civil War in 1861 and was put in command of a volunteer infantryregiment, becoming a brigadier general of volunteers after the first Battle ofbull run. He led his division at the Battle of Shiloh and was then promoted tomajor general of volunteers. We will write a custom essay on WILLIAM TECUMSEH SHERMAN AND HIS MARCH TO THE SEA William Tecumseh She specifically for you for only $16.38 $13.9/page Order now Soon after Sherman fought in the battle ofChattanooga he was made supreme commander of the armies in the west.Sherman fought many battles with such people as Ulysses S. Grant, andagainst people such as Robert E. Lee before he was commissioned lieutenantgeneral of the regular army. Following Grants election to presidency he waspromoted to the rank of full general and given command of the entire U.S.Army. William Sherman published his personal memoirs in 1875, retired in1883, and died in 1891. William Tecumseh Sherman, as you have read, was a very talented andvery successful man. He is remembered by many accomplishments, butprobably most remembered by his famous March to the sea. Shermansmarch to the sea was probably the most celebrated military action, in whichabout sixty thousand men marched with Sherman from Atlanta to the Atlanticocean, then north through South Carolina destroying the last of the southseconomic resources.Bedford Forrest was in Tennessee, and with Atlanta secured, Shermandispatched George H. Thomas to Nashville to restore the order there. JohnB. Hood threatened Thomass supply line, and for about a month, they bothfought north of Atlanta. Sherman decided to do the complete opposite ofwhat the strategic plan laid down by Grant six months earlier had proposed todo. In that plan Grant had insisted that Confederate armies were the first andforemost objectives for Union strategy. What Sherman decided now was thathe would completely ignore the Confederate armies and go for the spirit thatsustained the Confederate nation itself, the homes, the property, thefamilies, and the food of the Southern heartland. He would march forSavannah, Georgia and the seacoast, abandoning his own line of supply, andlive off the land and harvests of the Georgia Country. Grant finally approvedShermans plan, so Sherman set off on his march eastward, smashing thingsto the sea. On November 15, 1864, Sherman began his march to the sea. Ican make . . . Georgia howl! he promised. Sherman left Atlanta, setting it up in flames as they left, with 62,000men, 55,000 of them on foot, 5,000 on cavalry horses, and about 2,000 ridingartillery horses. It was an army of 218 regiments, 184 of them from the West,and of these 155 were from the old Northwest Territory. This army wasremembered as a lean and strong one. The bulk of the army was made up ofGermans, Irish, Scotch, and English. Sherman and his army arrived inGeorgia where there was no opposition, and the march was very leisurely.The army fanned out widely, covering a sixty mile span from one side to theother. The army destroyed, demolished and crushed whatever got in theirway, the land, homes, buildings, and people. Bridges, railroads, machineshops, warehouses- anything of this nature that was in Shamans path wasburned and destroyed. As a result of this march eliminating a lot of the foodto feed the Confederate army and its animals, the whole Confederate wareffort would become weaker and weaker and weaker. Sherman went ontoward the sea while the Confederacy could do nothing.Shermans march to the sea was a demonstration that the Confederacycould not protect its own. .u355abf79c0c25d7b7bd37752cf4af52a , .u355abf79c0c25d7b7bd37752cf4af52a .postImageUrl , .u355abf79c0c25d7b7bd37752cf4af52a .centered-text-area { min-height: 80px; position: relative; } .u355abf79c0c25d7b7bd37752cf4af52a , .u355abf79c0c25d7b7bd37752cf4af52a:hover , .u355abf79c0c25d7b7bd37752cf4af52a:visited , .u355abf79c0c25d7b7bd37752cf4af52a:active { border:0!important; } .u355abf79c0c25d7b7bd37752cf4af52a .clearfix:after { content: ""; display: table; clear: both; } .u355abf79c0c25d7b7bd37752cf4af52a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u355abf79c0c25d7b7bd37752cf4af52a:active , .u355abf79c0c25d7b7bd37752cf4af52a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u355abf79c0c25d7b7bd37752cf4af52a .centered-text-area { width: 100%; position: relative ; } .u355abf79c0c25d7b7bd37752cf4af52a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u355abf79c0c25d7b7bd37752cf4af52a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u355abf79c0c25d7b7bd37752cf4af52a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u355abf79c0c25d7b7bd37752cf4af52a:hover .ctaButton { background-color: #34495E!important; } .u355abf79c0c25d7b7bd37752cf4af52a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u355abf79c0c25d7b7bd37752cf4af52a .u355abf79c0c25d7b7bd37752cf4af52a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u355abf79c0c25d7b7bd37752cf4af52a:after { content: ""; display: block; clear: both; } READ: The Reconstruction Era Essay Many agree that Sherman was too brutal and cruel during the march to the sea, but Sherman and his men were effectivelydemolishing the Confederate homeland, and that was all that mattered toSherman. Because Sherman waged an economic war against civilians, he hasbeen called the first modern general. Sherman is remembered by some as oneof the best generals of the U.S. Civil War, and by others(mainly whom live inthe south) as a cruel, brutal, horrible, and evil man. William TecumsehSherman is believed to have coined the phrase, War is hell. There is manya boy here who looks on war as all glory, but, boys, it is all hell. You canbear this warning voice to generations to come. RESOURCES1. SHERMAN FIGHTING PROPHETBy LLOYD LEWISHARCOURT, BRACE ; WORLD, INC. NEW YORK 2. The AMERICAN HERITAGE Picture History of THE CIVILWAR VOLUME TWO By the Editors of AMERICAN HERITAGE3. Peoples Chronology, License from Henry Holt and Company, Inc4. The Concise Columbia Encyclopedia, Columbia University Press

Determination of Chlorine and Iodine in Water Essays

Determination of Chlorine and Iodine in Water Essays Determination of Chlorine and Iodine in Water Essay Determination of Chlorine and Iodine in Water Essay I. Introduction The intent of this research lab was to find the sum of Cl and I in a sample of H2O by titration utilizing a amylum index and to standardise a Na thiosulfate solution. Chlorine is added to municipal H2O supplies to sublimate it plenty to go safe to imbibe. Iodine is besides added to H2O when people camp or go boosting in the back state where they can non convey purified H2O along. Chlorine and I are added to kill micro-organisms in H2O. Oxidation reactions occurred in this experiment. The Chlorine was oxidized because it lost negatrons in the reaction. The I was reduced because it gained negatrons. The solutions turned a xanthous colour because of the I which disappears one time all of the I has reacted in the titration. Sodium thiosulfate was the titrant in the procedure of titration. It was added to respond with the I in the solution. Starch was added to give the solution a bluish colour near the end point of the titration. Potassium iodate ( KIO? ) was used to standardise the Na thiosulfate solution. Practical applications would include proving unknown samples of H2O and municipal H2O supplies for the concentration of chlorine nowadays because excessively much can do wellness jobs and non taste good. Not plenty added. wouldn’t kill the micro-organisms in the H2O to do it safe to imbibe. II. Procedure First the standardisation of Sodium Thiosulfate was completed. A 50mL buret was obtained and rinsed twice with the Na thiosulfate solution. It was so filled with the solution. The tip of the buret was checked to do certain there weren’t any bubbles in it. Then a 250mL beaker was obtained. A 25mL pipette was used to add precisely 25mL of the KIO? solution. Then 50mL of deionized H2O and about. 25g of solid KI was added. The solution was stirred until the solid was wholly dissolved. 2mL of glacial acetic acid was so added. Then. the beaker was placed under the buret and was swirled as the Na thiosulfate was added. The buret was slowed as the colour became lighter. When the colour was about gone. 1mL of the amylum solution was added to turn the solution blue. Then it was easy titrated until the colour disappeared. The concluding volume of the solution in the buret was recorded and the sum of titrant was calculated. This titration was repeated two more times to standardise the con centration of the thiosulfate. Then the concentration of Chlorine in Tap H2O was found. It was repeated the about precisely the same manner as earlier. The buret was filled with the Na thiosulfate solution and the initial value was recorded. Then a 50mL calibrated cylinder was rinsed with tap H2O two to three times. The calibrated cylinder was so filled with cold pat H2O. It was so poured into a clean beaker and. 25g of KI and 2mL glacial acetic acid were added and stirred until the solid was dissolved. Then the solution was titrated. 1mL of amylum was added so the yellow colour about disappeared. It was so titrated easy until the bluish colour disappeared. The concluding volume was recorded and the volume of titrant used was determined. This was repeated two more times. Then the concentration of I was determined in the I purified H2O. The buret was refilled and the initial volume was recorded. Then the 50mL graduated cylinder was rinsed with the iodine solution. 50mL of the iodine solution was so obtained and poured into a clean beaker. Then. 25g of KI and 2mL of acetic acid were added and the solution was stirred until it was dissolved. Then it was titrated until the xanthous colour about disappeared. 1mL of amylum was so added and the solution was titrated easy until the bluish colour disappeared. The concluding volume was recorded and the volume of titrant used was so determined. This was repeated two more times. Then everything was cleaned and put away. III. Data and Results Table 1: Standardization of Sodium Thiosulfate Solution | Initial Buret Volume ( milliliter ) | Concluding Buret Volume ( milliliter ) | Volume Used ( milliliter ) | 1st Standardization| 50| 25. 64| 24. 36| 2nd Standardization| 50| 25. 99| 24. 01| 3rd Standardization| 50| 26. 21| 23. 79| Table 2: Titration of Tap Water | Initial Buret Volume ( milliliter ) | Concluding Buret Volume ( milliliter ) | Volume Used ( milliliter ) | 1st Titration| 50| 48. 29| 1. 17| 2nd Titration| 50| 48. 25| 1. 75| 3rd Titration| 50| 48. 20| 1. 80| Table 3: Titration of Iodine Solution | Initial Buret Volume ( milliliter ) | Concluding Buret Volume ( milliliter ) | Volume Used ( milliliter ) | 1st Titration| 50| 45. 61| 4. 39| 2nd Titration| 50| 45. 59| 4. 41| 3rd Titration| 50| 45. 60| 4. 40| Table 4: Average Concentrations | Molarity ( moles/Liter ) | Sodium Thiosulfate Solution| 1. 06?10?| Chlorine in Tap Water| 1. 86?10?| Iodine in Solution| 4. 66?10?| Sample Calculation- Concentration of Chlorine ( 1. 06?10? ) * ( 0. 00175L ) =1. 86?10? moles thiosulfate ( 1. 86?10?mol thiosulfate ) * ( 1 mol Cl/2 mol thiosulfate ) =9. 28?10? mol Cl ( 9. 28?10?mol Cl ) / . 05L=1. 86?10? moles Cl/Liter In the first standardisation of the Na thiosulfate solution. 24. 36mL of the titrant was used. 24. 01mL and 23. 79mL were used for the 2nd and 3rd standardisations. With the concentration of the Na thiosulfate solution divided the mean volume of those gave the mean thiosulfate concentration which was 1. 06?10? moles per litre. For the titration of tap H2O. an norm of 1. 75mL of the Na thiosulfate solution was used. After the computations. the concentration of Cl in tap H2O was 1. 86?10? moles of Cl per litre. The norm of the titrations of the iodine solution was 4. 40mL of titrant used. After the computations. 4. 66?10? moles of I were present per litre. Some utile observations were conducted. The I in the solution made it turn a xanthous colour when the glacial acetic acid was added. It started to vanish as the I was responding with the titrant. When the amylum solution was added. the solution turned bluish. As the end point neared. the bluish colour started to disperse. When the end point was reached. the solution was clear with no colour left in the solution. Beginnings of mistake could include adding excessively much titrant from the buret into the solution. IV. Decision The intent of this lab was to place the concentration of Cl and I in different samples of H2O. The consequences fulfilled the intent of this lab because the concentrations of Cl and I were found. The concentration of Cl in the tap H2O was 1. 86?10? moles of Cl per litre. The molar concentration of I in the iodine H2O solution was 4. 66 x10? moles per litre. The concentration of I was significantly higher than the sum of Cl in tap H2O. There was more I in the H2O because of the solid KI being added to the solution. Tap H2O contains little sums of Cl because that’s all that is needed to kill the micro-organisms populating in the H2O that are harmful to people. The consequences that were obtained were unexpected because there wasn’t a standard value to travel off of. The per centum mistake wasn’t able to be obtained. Possible beginnings of mistake would include adding excessively much of the titrant to the solution. This would impact the consequences by holding more than adequate titrant used. This would impact the concentration values and do them higher than they truly were. Chemical constructs used were titrations. When the Iodide ions. from the K iodide. react with the Cl in the tap H2O. chloride ions and I? were formed. Then the I? was titrated with the Na thiosulfate solution which created the iodide ions. Before the end point of the titration. the amylum was added. Once all of the I reacted with the thiosulfate. the bluish colour disappeared because the end point was reached and the iodide ions were formed. Besides the standardisation of the Na thiosulfate solution was performed. When the K iodate reacted with the solid KI and the acetic acid. it created I? and H2O. The I? was titrated and formed with the thiosulfate and created iodide ions besides. The concentration of the thiosulfate was 1. 06?10? moles per litre. That consequence was expected because it should hold been about. 001 M and it was. 00106 M.

Domestic Violence Attachment Theory Essays

Domestic Violence Attachment Theory Essays Domestic Violence Attachment Theory Paper Domestic Violence Attachment Theory Paper Douglas F. G. (2007) Attachment theory in clinical work with children: bridging the gap between research and practice. Guilford Press. John H. , Tonia L. N. (2007) Family interventions in domestic violence: a handbook of gender-inclusive theory and treatment. Springer Publishing Company, Steven N. S. , Gerald P. K. (2006). Forensic mental health assessment of children and adolescents. Oxford University Press US. Peter, Fonagy (2001) Attachment theory and psychoanalysis. Other Press, LLC, Jeffry A. S. , William S. R. (1998) Attachment theory and close relationships. Guilford Press. Jude C. , Phillip R. S. (2002) Handbook of Attachment: Theory, Research, and Clinical Applications. Guilford Press. John, Bowlby (1988) A secure base: clinical applications of attachment theory. Routledge. Frederick P. B. , Michelle M. C. (2006) Women who perpetrate relationship violence: moving beyond political correctness. Haworth Press. Debora B. , Sharon L. F. , Eric J. M. (2005) Handbook of behavioral and emotional problems in girls. Birkhauser.