Care and Management of Asthma

Care and Management of Asthma Asthma is a common incurable disease that affects the small tubes carrying air in and out of the lungs in the airways; it is more common at childhood stage but can also occur at a later age (British Lung Foundation, 2011). The major cause of asthma has not been determined but it is believed that some factors as allergies, exercise and common cold contribute to its development. In the United Kingdom, asthma is being handled primarily by a General Practitioner or nurse. Healthcare can be provided in three major means: Primary, Secondary and Tertiary. They are delivered depending on the severity of an individuals condition. General Practitioners (GPs), Pharmacists, Nurses, Dentists and Optometrists are the main classes of healthcare providers that deliver Primary care. It is the basically the first point of contact for most individuals (National Health Service Choices, 2010). Care distinctively provided in local hospitals is usually on referral from primary care health providers, such t ype of care is basically referred to as Secondary Care. The third aspect of care is the tertiary care which is provided by specialist such as neurologist and cardiologist in a majorly specialised hospital centre for long term treatment. EPIDEMIOLOGICAL OVERVIEW OF ASTHMA Major facts that make Asthma a major health issue in the UK are: In 2008, a total number of 1,204 deaths were recorded from asthma in the UK, out of which 29 were children aged 14 years and under. 1 person every 7 hours or 3 people per day die from asthma 146,000 adults and 36,000 children currently are on treatment for asthma in northern Ireland making it a sum total of 182,000 people (1 in 10)In Northern Ireland 182,000 people (1 in 10) are currently receiving treatment for asthma. This consists of 36,000 children and 146,000 adults. In Scotland 368,000 people are currently receiving treatment for asthma. This consists of 72,000 children and 296,000 adults. In Wales 314,000 people are currently receiving treatment for asthma. This consists of 59,000 children and 256,000 adults (Asthma UK, 2011). the number of adults with asthma in the UK has increased by 400,000 since the last audit of UK asthma in 2001 about 2% of adults consult their GP annually with asthma ASTHMA CARE AND MANAGEMENT AND LOCALITY STUDY OF UK Asthma exists in various forms hence; its heterogeneity has been well established by a variety of studies that have proven the disease risk from early environmental factors and susceptibility genes, inflammation and therapeutic agent response further induces accompanying diseases (Lang et al., 2011). Risk factors associated with asthma are family history of atopic disease, for example Allergic rhinitis Allergic conjunctivitis Male sex, for pre-pubertal asthma, and female sex, for persistence of asthma from childhood to adulthood Bronchiolitis in infancy Parental smoking, including passive smoking Premature birth, especially in extreme-preterm infants who required ventilatory support, with consequent chronic lung disease of prematurity (NHS Choices, 2011) In the UK, asthma is more common among children than in adults and also has an increased rate in women than men (NHS choices, 2010). A condition referred to as acute asthma exacerbation could occur and could sometimes be life-threatening but is mostly rare. Asthma patients are treated with care by GPs and nurses trained for asthma management and such treatments are specific to the symptoms portrayed by each patient. This treatment (Primary care) basically involves: A personal asthma procedural plan concurred with your GP or nurse An annual regular check ensuring proper control of the patients treatment and positive response to the treatment Proper seeking of the patients consent ensuring his/her decision is involved in decision making of his/her treatment Comprehensive detailed information about how to control and manage the patients condition; while a Secondary or Reactive care is enforced in emergency cases to regain control of more high-risk symptoms. In treating asthma, reliever inhalers are given to every patient by the GP; these inhalers serve as immediate relievers and ensure restoration of normal breathing. It functions effectively due to its composition of a short-acting beta2-agonist that works by relaxing the muscles surrounding the narrowed airways (British Medical Journal group, 2011). This further ensures the airways are opened wider, making it easier to breathe again. Salbutamol and terbutaline are common types of this inhaler. They have been proven to be generally safe except when their use is abused although they possess very few side effects. If the asthma is well controlled, then their usage will be minimal; if a patient uses the inhaler for up to three times or more weekly then it is advised that the treatment be reviewed Secondary care and management of asthma is implemented when Patients exhibit a combination of  severe asthma, behavioural and psychosocial features, they hence are at risk of developing near-fatal or fatal asthma. (BTS and SIGN, 2009). Asthma care is dependent on the age of the patients in that children have a different mode of care as compared to adults, a critical look at the adult care is elaborated below. Prior considerations are basically that the patient is registered with his GP, will have to book for an appointment with his GP before visiting (except in emergencies as acute exacerbations), confirmation with the patient of their understanding of the role of treatment, adherence to treatment, inhaler technique, and appropriate elimination of trigger factors as: exercise, drugs foods, emotional factors, weather changes, allergens etc (Shiang et al., 2009) In analyzing the delivery of care to asthma patients in the UK, data from Office for National Statistics shall be addressed. Table 1 below signifies that there was a remarkable decrease in hospital admission in 2000 for asthma; it showed a 45 percent decrease among children between ages 5 and 14 years and a 52 percent decrease among children below 5 years (Office for National Statistics, 2004). TABLE 1 The management of asthma is patient-specific and is delivered by either the GP or asthma nurse; a respiratory nurse specialist works closely with the GP and the patient serving as the best form of encouragement to the patient in the procedural management of his/her asthma condition. The respiratory nurse specialist has a critical role in the management of asthma as elaborated that he/she: Explains the need for various inhalers (ensuring the best is offered to the patient) and provides the patient with information on treatment administered Advices on triggers and how to keep off them Assists the patient in quitting smoking (if applicable) Explicates on how to monitor the condition Provides the action plan of treatment and explains it to the patient. Is always available for assistance both at home and on the phone (NHS Choices, 2006) Nurses are generally recruited into the NHS through the website www.nursebank.co.uk , the Association of Respiratory Nurse Specialists offer courses for development and training of nurses and promote clinical excellence in respiratory care delivery (Association of Respiratory Nurse Specialist, 2010). The selection of a professional nurse in a recruitment procedure is dependent on factors as Years of experience, area of expertise and personal record check. CRITIQUE ON ASTHMA CARE Asthma management involves a wide range of services including primary care, routine follow up, hospital inpatient and outpatient care, proper education and advice of patient, emergency calls and prescribed drugs; these services when combined with the intensity and level of use result to a high cost (Department of Health, 2011). In 2001, England recorded a net ingredient cost of  £442million and around  £33million for inhaled therapy Brocklebank et al (2001). In prescribing drugs, the patient is considered as whether or not to use the drug/device appropriately; the most effective and clinically proven cost effective drug is also reasonably considered. However, restrictions imposed on manufacturers make some inhalers commercially unavailable hence the use of more expensive drugs. The British Thoracic Society (BTS) and Scottish Intercollegiate Guidelines Network (SIGN) have clinical guidelines on the use of inhalers for asthma (BTS and SIGN, 2009) however; there are inconsistencies or absence of recommendations for inhaler devices from these guidelines. Evidence-based guidelines are currently being prepared by the British Thoracic Society (BTS) and the Scottish Intercollegiate Guidelines Network (SIGN). There are criticisms on the effectiveness of the inhaler which largely depends on technique of administration by patient considering experience, physical ability and education on usage (NHS centre for reviews and Dissemination, 2003) CONCLUSION The role of a nurse in quality care delivery cannot be overruled especially in a health condition as asthma which could be critical and possibly fatal. The initial primary care given to asthma patients and subsequent secondary care has been proven to be appropriate in that the health status of patients is being improved. The incorporation of a respiratory nurse specialist has been a major milestone in achieving a better health status for asthma patients in the United Kingdom. REFERENCES Association of Respiratory Nurse Specialist (2010) professional development Available at: http://www.arns.co.uk/pages/professional%20development.html (Accessed: 11 March 2011). Asthma UK (2011) For Journalists: Key facts and statistics Available at: http://www.asthma.org.uk/news_media/media_resources/for_journalists_key.html (Accessed: 5 March 2011). British Lung Foundation (2011) Asthma, Available at: http://www.lunguk.org/you-and-your-lungs/conditions-and-diseases/asthma (Accessed: 9 March 2011). British Medical Journal group (2011) Asthma in adults Available at: http://bestpractice.bmj.com/best-practice/pdf/patient-summaries/531553.pdf (Accessed: 12 March 2011). British National Formulatory (2010) NICE Technology Appraisal. Available at: http://bnf.org/bnf/extra/current/450034.htm (Accessed: 9 March 2011). British Thoracic Society, Scottish Intercollegiate Guidelines Network (2009) British Guideline on the Management of Asthma: A national clinical guideline. Available at: http://www.sign.ac.uk/pdf/sign101.pdf (Accessed: 10 March 2011). Brocklebank, D.,  Ram, F.,  Wright, J.,  Barry, P.,  Cates, C.,  Davies, L.,  Douglas, G.,  Muers, M.,  Smith, D.,  White, J. Comparison of the effectiveness of inhaler devices in asthma and chronic obstructive airways disease: a systematic review of the literature Health Technology Assessment 5 (26) pp. 1-149. Pubmed [Online]. Available at: http://www.ncbi.nlm.nih.gov/pubmed/11701099 (Accessed: 4 March 2011). Department of Health (2011) Prescription Cost Analysis 2001. Available at: http://www.doh.gov.uk/stats.pca2001.pdf (Accessed: 11 March 2011). Lang M., Erzurum S., C., Kavuru M. (2011) Asthma. Available at: http://www.clevelandclinicmeded.com/medicalpubs/diseasemanagement/allergy/bronchial-asthma/ (Accessed: 12 March 2011). Medicines and Healthcare Regulatory Products Agency (2007) vol (1) drug safety update. Available at: http://www.mhra.gov.uk/Publications/Safetyguidance/DrugSafetyUpdate/CON2033216 (Accessed: 12 March 2011). NHS Centre for reviews and dissemination (2003) 8 (1) Inhaler devices for the management of asthma and COPD Available at: http://www.york.ac.uk/inst/crd/EHC/ehc81.pdf (Accessed: 10 March 2011). National Health Service Choices (2010) About the NHS. Available at: http://www.nhs.uk/NHSEngland/thenhs/about/Pages/nhsstructure.aspx (Accessed: 5 March, 2010). National Health Service Choices (2010) Acute asthma in adults-management in primary care. Available at: http://healthguides.mapofmedicine.com/choices/map/asthma_in_adults2.html (Accessed: 9 March 2011). National Health Service Choices (2006) The role of your Respiratory Nurse Specialist. Available at: http://www.chelwest.nhs.uk/documents/patientLeaflets/Asthma%20-%20The%20role%20of%20your%20Respiratory%20Nurse%20Specialist.pdf (Accessed: 11 March 2011). Office for National Statistics (2004) Asthma and allergies: Decrease in hospital admissions in 90s. Available at: http://www.statistics.gov.uk/CCI/nugget.asp?ID=722Pos=1ColRank=1Rank=192 (Accessed: 8 March 2011). Shiang, C., Mauad, T.,  Senhorini, A., De Araà ºjo, B., Ferreira, D., Da Silva, L ., Dolhnikoff, M., Tsokos, M.,  Rabe, K.,  Pabst, R. (2009) Pulmonary periarterial inflammation in fatal asthma Clinical and Experimental Allergy 39 (10) pp. 1499-1507 Wiley [Online]. Available at: http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2222.2009.03281.x/abstract (Accessed: 11 March 2011). LEARNING OUTCOME 2 LEADERSHIP IN NURSING AND ASSOCIATED PROFESSIONS A Leader is someone who guides or chairs a group of people or an organisation; it is common practice that a leader portrays some leadership skills to enable him/her be productive and effective. Cook (2001) describes a clinical nursing leader as someone who endlessly gets involved in direct patient care hence improving care by being of positive influence to others. All nurses (from those who provide direct care to the managers) need potent leadership skills. Mahoney (2001) emphasises that anyone (e.g. a nurse) who gives assistance to others or is responsible for other people is considered a leader; however, good leadership is reproducible superior performance targeted towards a long term benefit to everyone called for. John, (2011) has defined a manager as an individual with the sole responsibility to plan and direct the work of a group of people, ensuring proper monitoring and directives are followed. Management in nursing involves regarding leadership functions of administration and making appropriate decisions within organisations that employ nurses. SIMILARITIES BETWEEN LEADERS AND MANAGERS Leaders and managers go hand in hand, none of them tend to possess abilities that make them stand on their own, and there is no unique or particular way of managing people. Some basic similarities between managers and leaders are: People development: An effectual manager and leader have skills and abilities that tend towards the development of the people. Partnership working: the work of both a manager and a leader tend to be of a partnership level (Mather, 2009). Motivators: both leaders and managers are motivators of their subordinates DIFFERENCES BETWEEN LEADERS AND MANAGERS Thinking pattern: A major difference between a leader and manger is in their level of reasoning, Managers think incrementally, whilst leaders think radically; managers always work towards doing things rightly while leaders work in the perspective of doing the right thing (Richard, 1990). Loyalty: Subordinates are mostly subordinate to their leader than to their manager; this applies often because the leader takes credit in times of achievement and allocating merit to subordinates (John, 1990). Competencies: A nursing manager allocates resources and sets timetables while a nursing leader is someone who clarifies the big picture created by the manager and simplifies it, making the hospital/nursing homes vision more understandable to the staff and patients (Kristina R, 2009). Leadership is a very vital issue in the nursing practice because nursing requires knowledgeable, consistent and strong leaders, who inspire and boost peoples moral and support professional nursing practice. Nurses need to be both leaders and managers for some very key reasons as: An Advocate for quality care: a head nurse who serves as either a leader has to stand out in ensuring the needs of both the patients and nursing staff are adequately met, sometimes it will require a robust and bold person to stand before the board in defending these needs. An influential personality: the presence of an influential nurse handling an asthmatic patient will go a long way in guiding the patient in making informed choices; the patient becomes free and open to the nurse when she/he exhibits a high level of positive influence on the patient. CRITIQUE OF NURSING PUBLICATIONS IN RELATION TO LEADERSHIP AND MANAGEMENT IN ASTHMATIC AND GENERAL NURSING CARE A report by the Royal College of Nursing (RCN) on the support by Asthma UK on RCNs frontline campaign published on 14th January 2011 is carefully analyzed highlighting the publishers aims of writing, lessons to be learnt, consequences of the article and its impact on positive care delivery. It was rightly stated in this article that about three-quarters of asthma emergency admissions can be avoided if proper care is delivered (Royal college of Nursing, 2011). This implies that the need for proper managerial skills needs to be adapted by the healthcare leaders to manage asthma patients which will ultimately lead to the reduction of emergency care delivery for asthma patients. He went further to stress that specialist nurses are the cohesive source of support and stability for care for asthma patients; this issue is supported by the Relationship theory of leadership (also known as transformational theory) which highlights the connection between the leader and the led (Kendra, 2011). Leaders that possess this trait tend to motivate and stir their followers to ensure maximum productivity is achieved. Focus is geared towards the performance of the group members. When a leader with such trait is employed, the function of the specialist will be balanced on both as a helper of the patient and a confidant to the patient. He also said that the role of a specialist nurse has reduced hospital admissions from 22% to 6%, hence saving the National Health Service billions of pounds annually. The writer concluded by turning down the practise of relieving the specialist nurses of their jobs and employing other nurses and ward clerks to fit into their roles which he said the adverse effects were of greater negative impacts as costing the NHS more finance and damage the lives of the patients already receiving care by the specialist nurses. The lessons from this article cannot be over-emphasized in that there is an immediate need for the employment of more specialist nurses to manage asthmatic patients better and to save the lives of their patients. A similar report by Akinsanya (2009) on the Exacerbations of severe asthma; psychosocial predictors and the impact of a nurse-led clinic stated that the need for alternate management approaches is paramount in caring for people with severe asthma. He also recommended further findings on the social and psychological aspects of asthma management. Recommendations were also made on the holistic approach for long-term management of asthmatic patients (Akinsanya, 2009). This report clearly shows the application of the contingency leadership theory that postulates the influence of variables that relate to the environment on the determination of the specific leadership style fit for a situation (Kendra, 2011); it further implies the need for a paradigm shift on the care for acute asthmatic patients towards need for more nurse specialists. PERSONAL REFLECTIONS ON LEADERSHIP AND MANAGERIAL SKILLS As a major role player in healthcare delivery, nurses have inevitable functions. This Portfolio has given me an in depth understanding in various areas of my practice as: Efficiency: I have learnt that my level of efficiency has a vital impact in saving asthmatic patients lives; it will help ease the huge financial burden on Government by saving extra expenses. Leadership skills: According to the great man theory of leadership (Management Study Guide, 2011a) which denotes that some people are born with inherent leadership skills which become apparent when great needs arise. I have understood that as a nurse, I can lead rightly and manage people if I can nurture the greatness in me. In enhancing my managerial skills, I will give room for creativity in my area of work by combining both human and non-human resources (Management Study Guide, 2011b) to achieve the designed goal. Team work is also a very good point I learnt from this report in that I cannot be an effective leader if I am regarded as the only member of my team succeeding, there has to be a cohesive effort from all. Care delivery: The focus is on the nurses to serve as interlocutors between the GP and patient ensuring the patient adheres to prescriptions and that the nurse is always available for assistance by the patient. CONCLUSION The difference between a leader and manager is quite small and most leaders tend to end up as managers. Asthmatic guidelines need to be reviewed often to improve its managerial aspect of care. Nurses are relevant care deliverers and all need to develop leadership and managerial skills in order to safe guard the healthcare of the United Kingdom.

Navigating the Global- Lost in Translation

The 21st century term, globalization, conceptualizes the contemporary breakdown of traditional barriers and structures between cultural paradigms, culminating in an increasingly interconnected and complex global environment. Manfred Stager, REMIT Professor of Global Studies, describes this trend as the â€Å"increasing desalination of conventional parameters within which individuals imagine their communal existence†. Focusing on the redefinition of cultural and physical boundaries, the quote theorizes the complex and Indeterminate nature of an Interconnected world, and as a result. E uncertainty experienced by Individuals who attempt to navigate it. Sophie Copula's â€Å"Lost in Translation† (2003) comments on agglutination's progressive development toward cultural uniformity, utilizing Tokyo to exhibit habitations of Western and Japanese cultures. Similarly, Witt limeade's â€Å"The Whale† explores the invasion of global forces into Maori culture, depicting the increasing stratifications of traditional values and their eventual submergence by the dominant Western Influence.Both texts explore the conflict between global and local, as well as the need to adapt for individuals to form meaningful connections ND a sense of self-identity. The conflict between local and global forces is the underlying message of â€Å"Lost†, focusing on the Journey of Bob and Charlotte as they attempt to navigate the cultural uncertainty of Tokyo. Copula capitalizes on Tokyo modern Identity of a technically- advanced hybrid city, using It as a synecdoche for the spread of global Influences, namely Westernizes and the increasing prevalence of technology.The film commences with a taxi ride through the urban centre of Tokyo, featuring an advertisement of the protagonist, Bob, an American movie star, surrounded by Japanese signs and banners. The inclusion of intense neon-lighting is juxtaposed by camera close-ups of Japanese characters, serving to highlight th e combination of the traditional and modern-day, specifically the global pressure toward technology. The Increasing Influence of western culture Is shown by Bob's advertisement being dominating over its Japanese counterparts through the use of camera framing, central placement and MIS en scene.The paradoxical use of an American actor to advertise a Japanese whisky also comments on the decline of Japanese culture, instead replaced by preference of global westernizes images and influences. Despite the physical location of Japan, Copula emphases the deterioration of Japanese culture when faced by globalization and therefore, the conflict between the local and global. In â€Å"The Whale†, Witt Alhambra similarly explores the conflict between local and global, namely the extension of Westernizes and as a consequence, the dissolution of Maori culture.The short story characterizes a Maori elder as he struggles to preserve his native heritage and tradition, stating â€Å"[The others ] felt the pull of the Apache Maori word â€Å"Apache†, meaning white man, both emphasis the increasing influence of Western culture, in correspondence with the ideas explored in â€Å"Lost†. This is paralleled by the motif of the meeting house, representative of the Maori culture, â€Å"The outtake work is pitted with cigarette burns†¦ A name has been chipped into a carved panel†, depicting not only the physical defacement of the temple but also the cultural deterioration of the Maori.As explored in â€Å"Lost†, the final line, â€Å"the whale lifts a fluke of its giant tail to beat the air with its dying agony', metaphorically alludes to he inevitable nature of global hybrid and destruction of cultural diversity, epitomizing the conflict between local and global. In â€Å"Lost†, the increasingly complex global environment is explored through Bob and Charlotte cultural displacement, which they are able to overcome through emotional connectio ns.Attracted to each other by their cultural similarities and local origins, Bob and Charlotte form a relationship based on mutual loneliness and uneasiness within Japan's unfamiliar surroundings, emphasized in a medium shot of Bob and Charlotte fidgeting in a hotel elevator, in Juxtaposition to the motionless Japanese tarots. Evident in the close-up take of Charlotte leaning on Bob's shoulder in a karaoke bar, their emotional bond enables them to adapt and find connections to Japan's fast-paced global culture with greater confidence.Illustrated through wide- shot tinged with a neutral palette, Charlotte blends indistinguishably among the Japanese crowd in the busy Tokyo street, and Bob's final Journey to Tokyo airport is captured by a hand-held camera panning across Tokyo urban skyline, symbolizing their renewed sense of acceptance and self-identity within the global landscape. Hence, in Lost in Translation, Copula emphasizes the need for individuals to adapt to the global influenc es shaping our world, and to realize our own existence and individuality beyond cultural paradigms.This concept is similarly explored in â€Å"The Whale†, however, in contrast to â€Å"Lost†, the inability to adapt to global influences leads to further cultural displacement and isolation. The protagonist's retreat from the cultural influences of globalization is illustrated in the melancholy tone of â€Å"Better to die than to see this changing world. He is too old for it. He is stranded here†, revealing his feelings of alienation within an increasingly westernizes world.His cultural isolation is explored repeatedly through the use of exclusion pronouns, writing â€Å"They wave at him, and beckon him to Join them. He turns away', again metaphorically showing his rejection of globalization and instead choosing to solely clinging to his traditional beliefs. The desertion by his people for the popularized western society alongside his inability to adapt catalyst t he emotional impact of his cultural, epitomized by the bleak statement â€Å"He will be glad to die†. Unlike â€Å"Lost†, the protagonist is

How the Concentration Affects the Rate of the Reaction

Title Page Number Diagram of Apparatus Introduction Risk Assessment ` Table of Results Line of Best Fit Graph Error Bars Graph Gradients Graph Analysis †¢ Error Bars Analysis Evaluation †¢ Improvement Assessment †¢ Improved Experiment. †¢ Reliability References Introduction: For this data analysis project, I conducted and experiment to investigate how the concentration of an acid affects the rate of the reaction.I have set up the experiment’s equipment as shown on figure 1. As you can see by figure 1, I have used the reaction between sodium thisoulphate solution and hydrochloric acid (HCL) to come up with results that will help me draw conclusions regarding the effects of the concentration of the acid. I decided to use this particular reaction due to the fact that the product of the reaction between sodium thisoulphate and hydrochloric acid (HCL) is precipitates of sulphur which tend to turn the solution cloudy.As a result, the cross beneath the conical fla sk (see figure 1) would disappear/ become difficult to be seen when the reaction has taken place. Therefore, the idea is that 50 cm? of sodium thisoulphate are made to react with 5 cm? of hydrochloric acid that is of different concentration each time. The concentrations of hydrochloric acid used varied from 0. 1 to 5 moles. Afterwards, the cross is observed through the top of the conical flask until it because invisible. The time of which this happens is then recorded and monitored using a stopwatch.The symbol equation of this reaction is as follows: The above symbol equation shows the reaction: Sodium thisoulphate reacts with hydrochloric acid to form sodium chloride, water, precipitate of sulphur as well as sulphur dioxide. The results that I recorded from this experiment were poor. This is because they were not entirely accurate and did not make sense. As a result, my teacher gave me a different set of results that were recorded at different temperatures to analyse and help me wr ite up.The table of results (table 2), shows the results obtained at 3 different trials of the same experiment. The reason behind repeating the experiment 3 times is to ensure that the result’s reliability is of a satisfactory level. After the experiment was conducted, I looked back at the equipment I used as well as the steps I carried out during the process. I did so to recognize the risks associated with carrying out such experiments. To prevent or minimize such risks in future experiments, I conducted a risk assessment that is shown on the following page: Risk Assessment Risk |Damage |Prevention Method | |Hydrochloric Acid (HCL) |Hydrochloric acid is corrosive. |Eye protection must be worn at all times during | | |Therefore it can damage skin. |the experiment. | | |It can also damage eyes. |Ensure it does not come into contact with skin | | | |and if it does rinse thoroughly. |Conical Flask (glass) |Can roll down the bench |Make sure apparatus made of glass are not | | |B roken glass can cut/damage skin. |chipped. | | | |Wear gloves if possible | | | |Be careful when handling glass. | | | | | | | | |Sodium Thisoulphate |Inhalation may cause irritation and coughing. |Avoid contact with eyes and skin. | | |Skin and eye contact might cause irritation and |Do not inhale on purpose. | |damage | | |Paper |1. A risk of a paper cut is possible. |1. Careful while handling paper and if paper cut| | | |occurs rinse and do not come in contact with | | | |hydrochloric acid. Risk Assessment (Table 2) Analysis: Outliers: Table 2 summarises the results of this experiment. As you can see, a couple of outliers have occurred during the experiment. I decided that a difference of more than 30 seconds between a result and the others obtained from repeating the same experiment indicates that this result is an outlier. Therefore the two outliers are ringed on table 2, so that they are made clear. For instance, the results recorded for the third experiment using 0. 1 moles c oncentrated hydrochloric acid is 583 seconds.This is clearly an outlier due to the fact that the other results are 683 and 626 seconds, making the result of 583 seconds clearly distant and therefore is classed as an anomaly. Another outlier that has occurred is the result for the 3rd trial using 4. 0 moles hydrochloric acid. Here the outlier is 132 seconds, while the other trials show results that vary from 160 to 165 seconds. Graph Analysis: The first graph (figure 2) states the averages of the recordings. I have used a line of best fit on this graph to identify the trends between the results.Firstly, the graph shows overall that the experiment has gone as expected. This is because it looks very similar to the graph in the chemistry text book as well as ones found on the internet. The general trend that is shown by this experiment (as seen on figure 2) is that as the concentration of the hydrochloric acid increase, the rate of the reaction also increases, as the reaction takes less time to take place. Therefore, the experiment shows that the concentration of the acid is directly proportional to the rate of the reaction. From 0. to 0. 5 Moles: As you can see by figure 2, when 0. 1 moles of hydrochloric acid were used, the reaction was at its slowest, taking 656 seconds to take place. From 0. 1 to 0. 5 moles, the rate of the reaction increased significantly with the reaction only taking around half the time: 379 seconds to take place. At the start, the line of best fit has a gradient of 0. 000152 moles per second (m/s). I worked this out using the equation x/y = 0. 1/656 = 0. 000152 m/s. At 0. 5 moles, the gradient of the graph increases rapidly to 0. 00132 m/s.This calculation reinforces that the reaction is at its slowest at the beginning with the sulphur precipitate taking the least amount of time to cloud the solution and causing the cross to become invisibile. This is because a low concentration of hydrochloric acid means that not as much molecules are ava ilable to collide, making molecular collision much less likely (). From 0. 5 to 1 Moles: From 0. 5 to 1 moles, the time taken for the reaction to take place decreases further as the rate of the reaction increases. Therefore the precipitate of sulphur is taking less time to form ().The gradient of the graph also increases as a result to 0. 00357 m/s. I have worked this out using the same equation as above: x/y= 1/280. This indicates that the rate of the reaction keeps on increasing as the concentration of the hydrochloric acid increases. From 1 to 2 Moles: By increasing the concentration of the acid from 1 to 2 moles, the rate of the reaction kept on increasing by taking less time for the reaction to occur. This is again shown by the line of best fit on figure 2, which at this point in the graph has a gradient of 0. 0913 m/s (x/y = 2/219), which is nearly triple the gradient stated previously. The rate of the reaction is a measure of how quickly this reaction is taking place. As you can see by the negative correlation between the time and the molarity of the acid shown on figure 2, the rate of the reaction keeps on increasing as the concentration of the hydrochloric acid is increasing. This result is supported by the collision theory. This theory indicates that for a reaction to occur, the particles or molecules must collide with each other to form a reaction.Infact, they need to collide hard enough for the reaction to become a successful one as well, since only a certain fraction of the total collisions actually result in a chemical change (). When those successful collisions occur, they have enough activation energy to break existing bonds and form new bonds, resulting in a chemical reaction and a new product being formed (). Increasing the concentration of a solution means increasing the amount of molecules that are available in that solution.Therefore, increasing the concentration of the hydrochloric acid from 1 to 2 moles is increasing the amount of molecu les in the acid that would be available to collide and cause a reaction. Therefore, this means that there would be more particles per dm?. The fact that more particles are available explains why the rate of the reaction becomes faster. This is because the more particles there are, the more successful molecular collision would be happening, which increases the rate of which the reaction occurs. This aspect of the collision theory is illustrated by the diagram below:The Collision Theory (figure 5) (). As you can see by the diagram above, the amount of collisions happening per second is a major factor that determines how quickly or slowly the rate of the reaction goes. Therefore a high concentration increases the chances of collisions and consequently results in an increase in the rate of the reaction. From 2 to 4 Moles: When increasing the concentration of the hydrochloric acid again from 2 to 4 moles, the trend still obeys the collision theory as far as the increase in the rate of th e reaction is concerned.This is reinforced by the dramatic gradient increase to 0. 025 m/s (x/y = 4/163), which is shown by figure 2 as well as 4. According to the collision theory, it is expected that when the concentration of the hydrochloric acid doubles, the rate of the reaction will tend to double as a result too. On the other hand this does not seem to be the case in this experiment, since the time take for the reaction to take place when 2 moles hydrochloric acid was used is 219 seconds, while it is 163 seconds when 4 moles hydrochloric acid is used.This indicates that the reaction happening at this experiment was not a perfect one. This could be as a result of human error or other factors affecting the rate of the reaction, which will be discussed later. From 4 to 5 Moles: Finally, by increasing the concentration of the hydrochloric acid used from 4 to 5 moles, the rate of the reaction was increased to become at its highest during this experiment, with the steepest gradient of 0. 035 m/s (x/y = 5/141).This implies that the amount of successful molecular collisions here are the highest with the sulphur precipitate clouding the solution in the quickest rate of time (141 seconds). Thus, the cross disappeared at the quickest rate as well. Error Bars Analysis: The second graph (figure 3) is a graph of error bars. Error bars show the range of results. I have drawn this graph since it is a visual account of the experiment’s reliability and so, it would help me decide whether the experiment was accurate enough or not. As you can see, the size of the error ars on figure 3 varies from small to large ones. I have decided that a bar range of 5 small squares on the graph is a reasonable maximum to detect the experiments accuracy. So, any range bars that vary above 5 small squares show inaccurate set of results. The error bars drawn on figure 3 show that the results obtained from 0. 1 to 0. 5 moles are rather inaccurate. This is because the error bars illustr ated for those set of results are relatively big, showing a difference of from 6 to 10 small squares. This implies that those results with big error bars are quite poor and lack accuracy.However, the rest of the experiments show relatively small error bars. In addition, the error bars seem to be getting smaller and smaller with a bar range that varies below 5 or 4 small squares. This proves that the results keep getting more and more accurate towards the end of the experiment which makes. Overall I believe that the results of this experiment are 71% accurate. This is because 5 out of 7 of the error bars had a small range, leaving 2 out of 7 of the error bars with rather big range bars. Evaluation:

Analysis Of Ender s Game By Orson Scott Card - 877 Words

While many problems in civilization can be attributed to direct causes, underlying factors manipulate and play a large role towards determining a culture. Psychologists and scholars share a deep curiosity about these factors in order to understand society and its conflict. In his book Ender’s Game, author Orson Scott Card highlights the complications of structural violence, inciting the reader to confront the consequences of hierarchy, discrimination, and stratification. Furthermore, in the article â€Å"Structural Violence,† authors Deborah DuNann Winter and Dana C. Leighton examine the various causes of social inequalities and their impacts on violence and culture. In both the book and the article, inequities prevalent in institutions of†¦show more content†¦Discrepancies in social status, economic class divisions, and in everyday culture, perpetuate a system of generational discrimination, further substantiated by a study conducted showing how â€Å"armed c onï ¬â€šict in various parts of the world is easily traced to structured inequalities† (Winter and Leighton 2). These institutionalized forms of violence create an overall hostile environment as well as a society built on alienation, apathy, and hatred. This concept of inequality is prevalent throughout the book Ender’s Game by Orson Scott Card, especially in the dystopian society and the Battle School. Examining the case of Stilson, we get a glimpse of how social structures within the society create animosity. The fight that results in Stilson’s death can be attributed to the discrimination against Thirds, shown in his dialogue: â€Å"We’re people, not thirds, turd face. You’re about as strong as a fart!† (Card 7). The culture of the fictional society encourages aggression through normalizing the idea of Third inferiority to the point where even though his parents view Ender as â€Å"a badge of pride, because they were able to†¦ ha ve a third,† society still dictates part of their perspective, portraying him as â€Å"a badge of public shame, because at every step†¦[Ender] interfere[s] with†¦ efforts at assimilation intoShow MoreRelatedAnalysis Of Ender s Game By Orson Scott Card2040 Words   |  9 Pagesthe other hand, our environmental surroundings and the experiences we endure may also play a role in making us who we are. There are surely plenty of literary examples tackling this theme, but the one I plan to focus on is the novel Ender’s Game by Orson Scott Card. I think that this novel illustrates that it isn’t as simple as just saying â€Å"Nature vs Nurture†. 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When Ender Wiggin is pulled intoRead More Is It the Author, or His Content? Essay1404 Words   |  6 PagesOrson Scott Card’s novel, Ender’s Game, has been the most popular science fiction novel since its release is 1985. While the book is essentially a fantasy, it contains a lot of scientific and philosophical information that are both manifest and latent. The issue that critics argue over may not necessarily refer to the plot of the book, but rather to its moral dynamics. In this literary analysis, we will analyze Ender and his siblingâ€⠄¢s relationship by referencing the Personality Development theoryRead MoreEnder’s Game: A Simulation to Justify All Means3562 Words   |  15 Pagesï » ¿Ender’s Game: A Simulation to Justify All Means Enders Game is author Orson Scott Cards best-known work. The novel has sold over one million copies and is published worldwide (Whyte). The novel won the Hugo and Nebula award in 1986; science fiction’s most prestigious writing awards (University of Utah). In summary, the plot of the novel is a story about a young child, Ender Wiggin, taken away from his family by the International Fleet (a world order devoted to protecting the planet from spaceRead MoreHeroes reflect the best and worst in human nature900 Words   |  4 Pagesworst of human nature Repeat?. The novel Ender’s Game by Orson Scott Card, and the film Frozen directed by Chris Buck and Jennifer Lee, both explore these themes. In both texts, it is clear that a hero does portray the best and worst in human nature . Theme 1 To fathom that heroes reflect the greatest and worst in human nature, it’s important to know how compassion after the worst of destruction, results in love. In the novel Ender’s Game, when Ender understands the buggers sufficiently enough toRead MoreEssay about Architecture and Insecurity3226 Words   |  13 PagesArchitecture and Insecurity An Analysis of Architecture as Metapho in WG Sebald’s Austerlitz Deyan Sudjic, journalist for the New York Times, writes in his discussion of the potential Freedom Tower meant to replace the cavernous holes that mark where the twin towers once stood: Clearly, there is a psychological parallel between making a mark on the landscape and the exercise of political power†¦both depend on the imposition of will†¦and among the dictatorial†¦there is an inherent appeal in seeingRead MoreLiterary Criticism : The Free Encyclopedia 7351 Words   |  30 Pagesnovel is sometimes used interchangeably with Bildungsroman, but its use is usually wider and less technical. The birth of the Bildungsroman is normally dated to the publication of Wilhelm Meister s Apprenticeship by Johann Wolfgang Goethe in 1795–96,[8] or, sometimes, to Christoph Martin Wieland s Geschichte des Agathon of 1767.[9] Although the Bildungsroman arose in Germany, it has had extensive influence first in Europe and later throughout the world. Thomas Carlyle translated Goethe’s novel