As most of you will agree, I just want to re-emphasize that Angelo is a SICK MAN. You know what he reminds me of? Those government officials or those in such authority. Ever hear how the ones in power are the most corrupt ones? Angelo's desire to have sexual intercourse with Isabella just shows that. Hypocrisy at its best. Just like how strong authority figures abuse their powers, the most religious figures at times are the most sinful. Angelo is guilty of being like both; trying to persecute Claudio for the same crime that he himself is guilty of (if given the chance).
I also want to point out how sometimes people see a reflection of themselves in others, as if they are staring at a mirror. Okay.. sounds weird. Let me explain. For example, a thief will be quick to assume that others are also thieves, because he himself is one and thinks he "knows how everyone thinks." People accuse others of what they are guilty of. It's almost like having self-conscience/guilt strings attached to you. I bring this up, because Angelo is this conservative strict non-corrupt individual on the outside, and yet on the inside, he's this sick pervert with wrong and sinful intentions. By asking Isabella to sleep with him, I think he might be convinced that she is like him, calm and pure on the outside, but lustful and sinful on the inside. That's why I think that he even ended up crossing the line and bluntly asking her such a thing. He probably figured, with a little hesitation, she'd give in and they'd both get what they "really want."
The lines I chose to discuss are in Act 2, scene 4. This is when Angelo confronts Isabella with his true intentions and Isabella tries to "play it off" by acting as if she thinks he's talking about him sinning by forgiving Claudio for his sinful acts. Isabella says, "It is no sin at all, but charity" (2.4.71). I'm kind of wondering here, is Isabella really "pretending" not to know what's going on, or is she really that... "innocent?" Then, right away, Angelo restates his point and tries to tell her exactly what he wants from her, "You must lay down the treasures of your body To this supposed, or else to let him suffer." (2.4.103-04). Isabella declines his offer, in order to not ruin hers and her brother's reputation even more. I think after that, it was quite interesting how Angelo claims that Isabella's response is just as cruel as the punishment her brother is getting. He says, "Were not you then as cruel as the sentence That you have slandered to?" (2.4.117-18). When I first read that, I was like "wow.. this guy has some nerves" but then I thought about it. Here, let me break it down:
Angelo is strict with his decisions and is stubborn.
Isabella is strict with her decisions and is also stubborn.
Angelo claims to be doing what is right, which is punishing someone for a crime they've done.
Isabella also claims to be doing what is right, which is not acting upon a lustful offer.
Angelo is concerned about his reputation, and that's why he is enforcing such laws.
Isabella is also concerned about her reputation, which is why she doesn't want to sleep with Angelo.
Angelo means to persecute those who do such sexual crimes, even though deep down, he'd be guilty of it too.
Isabella feels the same way, except the fact that is her own BROTHER, she disagrees with the ruling.
I think in a way, even though the situations are completely different from both perspectives, Angelo and Isabella may have a lot more in similar than we think.
Random Rambling Rants
- Laayla
- Houston, Texas, United States
- I'm Laayla. I ramble. I rant. I question. I complain... and sometimes I happen to enlighten.
Tuesday, June 23, 2009
Wednesday, June 10, 2009
Stand up for yourself.
For those who sit there and assume they have it the worst, don't let anyone make you think you can't think like that. Go ahead. Die in your misery. It's yours after all. It's natural to empathize with yourself, it's natural to feel targeted. For someone to judge your life and tell you to be more thankful and to stop bitching because someone has it worse than you, is UNCALLED FOR. A reality check, that's what they call it, right? Well give them a reality check. Tell them to step out because they don't live your life and until they do, they can't pass such remarks about it. If they think they can and they still do, then let them know that you did find someone who has it worse you after all. That oughta shut them up.
Monday, May 18, 2009
Hormones Lab.
Laayla Muhammad
Lab Section: 807
March 10, 2009
Indoleacetic acid (IAA), type of Auxin hormones that promote cell elongation in growing tissues and effect patterns cell differentiation, are used in this experiment on cucumber seedlings to test root growth. The cucumber seedling with IAA concentration of 10.0 mg/L will experience the most root growth because normal amount of concentration of this particular hormone causes stimulation of cell growth; meaning the lower the concentrations, the lower amount of root growth will take place. With the control group having the average root growth of 38.6 mm, the second highest cucumber seedling with the IAA concentration of 10.0 mg/L was 35.5 mm. The seedlings with concentration of 1.0 mg/L and 0.1 mg/L had lower root growths of 17 mm and 9.3 mm and the class average were as followed: the control group averaging out to 38.4 mm, 10.0 mg/L to 36.6 mm, 1.0 mg/L to 23.1 mm, and 0.1 mg/L to 20.3 mm. My hypothesis was right, that besides the control group with the most root growth, as the concentration of IAA increased so did the root growth of the cucumber seedlings; meaning that 0.1 mg/L of concentration was ended up inhibiting the root growth, while concentration of 10.0 mg/L greatly stimulated with 35.5 mm. All of this recorded data agrees with the class average length of the growth roots that also showed as concentration of Auxin increase, so does the length of the cucumber roots, besides the control group which shows cell elongation as well.
Figure 1.1- Average group data used to reveal effects of IAA (type of auxin hormone) given in different concentrations to roots, displaying root elongation (length) in mm.
Gibberellic Acid is one of many types of Gibberellins hormones that promote stem elongation in plants, but has more of a dramatic effect on mutant plants with dwarfed growth. In this experiment, comparing normal and dwarfed plants receiving two different treatments of water and gibberellic acid, I hypothesize that the dwarfed plant with gibberellic acid will experience highest amount of stem elongation meaning it will have the greatest change in height and the dwarfed plant with water will barely grow. The control for the normal plant given just water had the most height change of 20.5 cm and the dwarfed one given just water had the least height change of only 6.90 cm. Normal plant with GA had less change in height (13.5 cm) compared to the dwarfed plan given GA (17.6). The class data shows that normal plants with water grew 14.8 cm and with GA grew 16.8 cm while dwarfed plant with water grew 6.8 cm, but with GA grew 13.4 inches.
Figure 2.1 – Group average used to reveal effects of gibberellic acid (type of gibberellins hormone) on normal and dwarfed plants given two different treatments with their heights being measured in centimeters.
A growth response to gravity, gravitropism, is involved with differential inhibition of cell elongation by the hormone auxin. Gravitropism can be positive where roots grow in the direction of gravity and negative meaning away from the direction of gravity. I hypothesize that the corn seedling planted with the root oriented directly downward will grow the most when compared to: 1) upward, 2) horizontal, and 3) cut off (1 mm) at the root tip and placed horizontally. This is because they will be able to find soil, water and essential minerals easier. Results show that seeds planted downward had a net growth of 2.4 cm with the class average of 3.0 cm, but root planted horizontally grew even more with 3.5 cm. Root placed upward only grew 0.8 and the horizontal root with excited tips did not grow. The class data shows horizontally planted root grew the most with 4.1 cm, but upward one also grew 4.0 cm while the root that was horizontal with its tip excised still grew the least with only 1.2 cm. Roots horizontally orientated experiences the most net growth and planting them upward will result in barely any or no changes. My hypothesis was partially correct since roots planted downward receive essential minerals to grow more than upward positioned roots and roots with excised tips placed horizontally.
Figure 3.1 – Net growth of spouted corn roots measured in centimeters after positioning the roots in four different orientations in order to record root gravitropic response.
Lab Section: 807
March 10, 2009
Indoleacetic acid (IAA), type of Auxin hormones that promote cell elongation in growing tissues and effect patterns cell differentiation, are used in this experiment on cucumber seedlings to test root growth. The cucumber seedling with IAA concentration of 10.0 mg/L will experience the most root growth because normal amount of concentration of this particular hormone causes stimulation of cell growth; meaning the lower the concentrations, the lower amount of root growth will take place. With the control group having the average root growth of 38.6 mm, the second highest cucumber seedling with the IAA concentration of 10.0 mg/L was 35.5 mm. The seedlings with concentration of 1.0 mg/L and 0.1 mg/L had lower root growths of 17 mm and 9.3 mm and the class average were as followed: the control group averaging out to 38.4 mm, 10.0 mg/L to 36.6 mm, 1.0 mg/L to 23.1 mm, and 0.1 mg/L to 20.3 mm. My hypothesis was right, that besides the control group with the most root growth, as the concentration of IAA increased so did the root growth of the cucumber seedlings; meaning that 0.1 mg/L of concentration was ended up inhibiting the root growth, while concentration of 10.0 mg/L greatly stimulated with 35.5 mm. All of this recorded data agrees with the class average length of the growth roots that also showed as concentration of Auxin increase, so does the length of the cucumber roots, besides the control group which shows cell elongation as well.
Figure 1.1- Average group data used to reveal effects of IAA (type of auxin hormone) given in different concentrations to roots, displaying root elongation (length) in mm.
Gibberellic Acid is one of many types of Gibberellins hormones that promote stem elongation in plants, but has more of a dramatic effect on mutant plants with dwarfed growth. In this experiment, comparing normal and dwarfed plants receiving two different treatments of water and gibberellic acid, I hypothesize that the dwarfed plant with gibberellic acid will experience highest amount of stem elongation meaning it will have the greatest change in height and the dwarfed plant with water will barely grow. The control for the normal plant given just water had the most height change of 20.5 cm and the dwarfed one given just water had the least height change of only 6.90 cm. Normal plant with GA had less change in height (13.5 cm) compared to the dwarfed plan given GA (17.6). The class data shows that normal plants with water grew 14.8 cm and with GA grew 16.8 cm while dwarfed plant with water grew 6.8 cm, but with GA grew 13.4 inches.
Figure 2.1 – Group average used to reveal effects of gibberellic acid (type of gibberellins hormone) on normal and dwarfed plants given two different treatments with their heights being measured in centimeters.
A growth response to gravity, gravitropism, is involved with differential inhibition of cell elongation by the hormone auxin. Gravitropism can be positive where roots grow in the direction of gravity and negative meaning away from the direction of gravity. I hypothesize that the corn seedling planted with the root oriented directly downward will grow the most when compared to: 1) upward, 2) horizontal, and 3) cut off (1 mm) at the root tip and placed horizontally. This is because they will be able to find soil, water and essential minerals easier. Results show that seeds planted downward had a net growth of 2.4 cm with the class average of 3.0 cm, but root planted horizontally grew even more with 3.5 cm. Root placed upward only grew 0.8 and the horizontal root with excited tips did not grow. The class data shows horizontally planted root grew the most with 4.1 cm, but upward one also grew 4.0 cm while the root that was horizontal with its tip excised still grew the least with only 1.2 cm. Roots horizontally orientated experiences the most net growth and planting them upward will result in barely any or no changes. My hypothesis was partially correct since roots planted downward receive essential minerals to grow more than upward positioned roots and roots with excised tips placed horizontally.
Figure 3.1 – Net growth of spouted corn roots measured in centimeters after positioning the roots in four different orientations in order to record root gravitropic response.
Lab 9 Manual Study Guide
Development of any complex multicellular organism results from growth processes: Mitosis and cell enlargement and developmental processes f cell differentiation.
In plans, these processes begin from with activities of the meristems….
Growth: increase in size (volume and biomass)
- limited by the supply of resources that are responsible for cell enlargement and division
Development: Changes in form occurring from embryonic stage to adult stages
- under a control of genes directing hormone production, chemicals regulating growth and development
Plants require: water, light, CO2 to make energy-rich sugars and oxygen for cellular respiration
Plants also require mineral nutrients: all essential and lacking them = growth deficiency
- get them from their environment (usually the soil)
Macronutrients: needed in large amounts: Nitrogen, Phosphorus, Potassium, Calcium, Magnesium, and Sulfur
Micronutrients: needed in small amts: Iron, Zinc, Boron, Copper, Manganese, Chlorine, Molybdenum
Lacking particular nutrients = specific growth deficiency
In plans, these processes begin from with activities of the meristems….
Growth: increase in size (volume and biomass)
- limited by the supply of resources that are responsible for cell enlargement and division
Development: Changes in form occurring from embryonic stage to adult stages
- under a control of genes directing hormone production, chemicals regulating growth and development
Plants require: water, light, CO2 to make energy-rich sugars and oxygen for cellular respiration
Plants also require mineral nutrients: all essential and lacking them = growth deficiency
- get them from their environment (usually the soil)
Macronutrients: needed in large amounts: Nitrogen, Phosphorus, Potassium, Calcium, Magnesium, and Sulfur
Micronutrients: needed in small amts: Iron, Zinc, Boron, Copper, Manganese, Chlorine, Molybdenum
Lacking particular nutrients = specific growth deficiency
Lab Practical Overview. Mostly Finished.
Lab Practical Overview:
A. Polifera: Sponges
Q2: Drawing in lab review/notebook. Yes, the spicules are visible. Spicules are the structural support for sponges; they are stiff needles of silica or calcium carbonate.
Q3: They have pores and tubes and structures along with water canals. The water provides the nutrients and oxygen and carries out waste and carbon dioxide. They also have cells with different activities.
1. 4 elements: 0 # of tissues, asymmetrical, N/A, N/A
2. Location & fnx:
a. Tubes on the side are choanocytes (ostia) that move water from the outside to the center
b. osculum where water eventually exists; big opening at end
B. Cnidaria: Hydra, Jellyfish, Corals, Sea Anemones
1. 4 elements: 2 tissues, radial symmetry N/A, N/A
2. Location & Fnx:
a & b: Cnidocytes are specialized cells on tentacles that release stinging organelle called nematocyst (which have toxic barbs to hold prey and until brought to mouth for indigestion).
3. They eat using the process describes above ^
C. Rotifera: Rotifers
Q1: Corona = locomotion & wave food into mouth
Q2: The algae is eaten by the rotifer- it’s their diet plus phytoplankton
1. 4 elements: 3 tissues, bilateral, pseudocoelomate, protostomes
2. Cuticle covering: very close to arthropods and nematodes
3. Location & fnx:
i. Toe (cement glands (sticky) attach rotifer to objects in water)
ii. Corona (crown of celia) – wave food into the mouth, also propel themselves
iii. Celia – rapid movement makes it appear to whirl like a wheel
iv. Excretory system: Intestines
D. Platyhelminthes: Planaria (flat worms)
Q5: Single opening digestive tract visible
Q7: Acoelomate type of body cavity- meaning none
Q8: Protostomes: blastopore developing into the mouth
Q11: Sessile animals have radial symmetry, multidirectional feeding and movement. Motile animals have bilateral symmetry and directional movement to obtain food.
1. 4 elements: 3 tissues, bilateral, acoelomate, protostomes
2. Location & function:
a. a. Pharynx: dorsal part; towards the middle- muscular- has jaws called trophi which ground food- all rotifers have it
b. Flame cells: part of excretory system; move fluid through canals
c. Eyespot: dorsal surface between two auricles that are on the head end; pigmented cups with retinal cells; sensitive to light intensities but can’t form images
E. Annelida: Earthworm (segmented)
Q1: Function of the cuticle in earthworms is that they help with lomotion and since they have no skeleton, cuticle protect them with their bristles like feature
Q2: Advantage of segmentation: Locomotion- each segment has muscles that flex and push against rest of the body, causing the worm to move forward
1. 4 elements: 3 tissues, bilateral, eucoelomate, protostomes
2. Location: heart, crop where the esophagus ends, intestine
Excretory system: Nephridia: pair of tiny white coiled tubes in each segment
F. Mollusca: Clam/Mollusks
1. 4 elements: 3 tissues, bilateral, eucoelomates
2. 4 unifying features: Mantle, Visceral Mass, Foot
3. Location & fnx:
i. Gills: pleated appearance: use for breathing (act like lungs); trap food particles on their surface as water comes in, which is then moved to mouth by ciliary movements.
ii. Mantle: secrets calcium carbonate that produces the shell
iii. Adductor muscles: close the shell and hold it there; anterior and posterior; pink roundish with dots
iv. Foot: strong muscle used for locomotion
v. Incurrent/excurrent siphons: excretory system: incurrent is where water comes in and excurrent is where wastes and water leaves: both at the posterior end of clam…. Excurrent is more dorsal
Lab 13:
A. Nematoda: Nematodes/roundworms (type of Ecdysozoa)
1. 4 elements: 3 tissues, bilateral, pseudocoelum, prostotomes
2. Key characteristics: molting of the exoskeleton (cuticle made of chitin)
3. Morphological differences between male and female are that males are smaller and have a hook like tale they use during sex to hold females
4. Locate and fnx:
i. Uterus: 3rd down, below vagina/tested, in the middle
ii. Testes:
iii. Ovaries: 5th down, 3/4th way down, on top of rectum ***Remember that in nematodes there are two longitudinal tubes in the two lateral lines that are the excretory system: excrete nitrogenous wastes (but no flame cells like flat worms)
B. Arthropoda: Crayfish & Grosshopper:
1. 4 elements: 3 tissues, bilateral, eucoelumate, protostomes
2. 4 unifying characteristics:
3. Location and fnx on Crayfish:
i. Caraspace: expanded exoskeleton plate: feather gills under it
ii. Greenglands: excretory system: long tube-like structures compacted into glandular mass: waste and excess water pass through the pores from which antenna comes out of
4. Location and fnx on Grasshopper:
i. Spiracle: respiratory system: small openings into air tubes (trachea) which branch everywhere and bring oxygen to cells
ii. Malphigian tubules: excretory system: within them are mini tubes that empty into intestine: wastes and salts from blood
iii. Head: Upper part with compound eye, antennas, mouth, brain
iv. Thorax: Middle part: crop, gastric caeca, esophagus, heart,
v. Abdomen: spiracles, intestines, anus, ovary, rectum, ovipositor
Lab 14: Animal Diversity III – Deuterostomes (anus forming first, mouth 2nd)
A. Echinodermata: Sea Stars, sea cucumbers, sea urchins
A. Remember, two symmetry: Radial in adults and bilateral in larvae before metamorphosis.
B. Location and function:
i. Mouth: food/water enterance
ii. 2 stomachs: extending can take place, able to eat bigger stuff than mouth size. Cardiac first and then pyloric.
iii. madreporite: dorsal surface; acts as a water supply and filter
iv. tube feet: movement/feeding; part of vascular water system
B. Chordata: Lancelet, fish, frogs, pigs, humans
A. Four unifying characteristics:
i. Pharyngeal gill slits: openings in the throat
ii. Notochord: running the length of the body
iii. Dorsal hollow nerve cord: bundle of nerve cells running the length of the body as well
iv. A muscular tail – extending past the anus
1. Location and function:
a. Tentacles: for feeding (located on top of the mouth)
b. Mouth: place for water and food (trapped by mucus) to enter body
c. Pharyngeal gill slits: enclosed by the body wall folds, water goes through them and they end up forming a cavity called the atrium
d. Notochord: support along the body length
e. Nerve cord: sensory
f. Intestine: digestion system
g. Anus: place for the wastes to come out of
h. Nephridia: excretory system
Remember, evidence of segmentation: gills, muscles
Evidence of nervous system: nerve cord
2. Location and function:
a. Dorsal fin: movement
b. Nerve cord: sensory
c. Notochord: support
C. Chordata: Pig
1. Location and function:
a. lungs: part of respiratory system: exchange gases
b. heart: pumping blood through blood vessels
c. liver: detoxification, protein synthesis, and production of biochemicals necessary for digestion
d. kidneys: excretory system: reg. of electrolytes, acid-base balance, and blood pressure; excretion of wastes (urea and ammonium); reabsorption of glucose and amino acids; production of hormones (vitamin D and erythropoietin).
e. diaphragm: layer of muscular membrane bottom of thoracic cavity which adjust its volume
f. larynx: protection of trachea and production of sound
g. umbilical cord: connecting cord from the fetus or the embryo to the placenta: supplies oxygenated, nutritious blood
Lab 10 & 11: Animal Development
A. Egg Types:
a. Isolecithal – (same/yolk) – meaning eggs containing small amounts of evenly distributed yolk; impact of yolk is minimum
1. echinoderms, mollusks, and mammals
b. Strongly Telolecithal - (end/yolk) – meaning eggs contain large amounts of yolk concentrated at one end.
1. reptiles, birds, fish, chicken, etc.
2. nucleaus surrounded by active cytoplasm which is devoid of yolk and called blastodisc (towards animal pole where polar bodies budded from the cell during meiosis)
3. Rest of egg: vegetal hemisphere associated with vegetal pole
c. Mesolecithal – moderately telolecithal – some amphibian species
B. 1st Step: Cleavage Types: subsequent mitotic divisions
a. Holoblastic Cleavage: Isolethical eggs
1. The cell divisions pass through the entire fertilized cell
2. blastocoel forms in the middle of the blastula
b. Uneven Holoblastic Cleavage: Moderately Telolecithal:
1. Yolk will retard cytoplasmic divisions and affect cell sizes
2. Blastocoel develops in the animal hemisphere
3. Cells will be smaller and have less yolk compared to vegetal
c. Meroblastic Cleavage: Strongly telolecithal
1. Only active cytoplasm is divided during cleavage
2. produces blastoderm (cap of cells)
3. blastocoel forms between two layers of cells within blastoderm
d. Blastula: multicellular ball/disc that a zygote converts to from cleavage
e. Blastocoel: A cavity that forms within the ball of cells after blastula forms
f. Blastomeres: these are the cells of the blastula
C. Stage 2: Gastrulation: cell movement: blastula becomes gastrula
1. Three germ layers: endoderm (involution) ectoderm (surface cells) mesoderm (develops between the two)
2. Archenteron: new internal cavity that forms through involution, where surface cells go to the interior of the embryo lined by the endoderm: blastocoel disappears
3. Blastopore: what the archenteron opens to the outside through
1. protostomes: blastopore becomes the mouth
2. deuterostomes: blastopore becomes the anus
D. Stage 3: Neurulation: formation of dorsal hollow neural tube in chordates (frogs)
a. Notochord is formed from mesoderm cells
b. Neural plate (ectodermal cells above flattened)
c. neural groove: when the center of the plate sinks
d. neural folds: edges of the plate become elevated
e. neural tube: when folds fuse together; anterior becomes brain and posterior becomes nerve or spinal cord
f. notochord disappears
E. Organgenesis:
a. Organs forming from each tissue layer:
1. Ectoderm: skin, glands, nervous system
2. Mesoderm: muscles, skeleton, circulatory, reproductive and excretory system
1. In chordates, somites and notochord will form as well
3. Endoderm: digestive tract lining and organs: liver and lungs, pancreas, thyroid, thymus, etc
F. Sea Star Development:
a. Type of egg/cleavage: Holoblastic cleavage
b. Fast and slow back to polyspermy (multiple fertilization)
1. fast block: sperm fuses with egg, plasma membrane permeability changes influx of sodium ions [Na+]; changes electric potential ; less permeable
2. slow block: when egg is fertilized, calcium ions release in the ER and spread as a wave, therefore cortical granules fuse with egg cell’s plasma membrane and release their contents to the exterior, causing FERTILIZATION ENVELOPE to rise and clear away extra sperm
c. Know what stages of development listed above look like in the sea star
G. Frog Development:
a. Type of egg/cleavage: uneven holoblastic (moderately telolecithal)
b. Know what stages of development listed above look like in the frog
H. Chicken Development:
a. Egg components:
1. shell membranes
2. albumin
3. chalaza
4. yolk – rich in protein and fat
5. air chamber
b. Embryogenesis in chickens is different from sea star and frog development because: it is through meroblastic cleavage due to being a strong telolecthical type of egg.
c. Know these terms relating to only chicken development:
1. blastodisc - active cytoplasm that is devoid of yolk
2. primitive streak
3. somites
4. vitelline blood vessels
5. 4 extra embryonic membranes
Regeneration:
Morphallixus: regeneration occurring through already present tissues in the organism via reorganization. The regenerated organism is smaller than parent. Examples? 2 Hydra smaller than parents.
Epimorphosis: regeneration occurring through cellular proliferation of stem cells, where the organism is the same size as the parent. Examples? Head in planaria, same size as parents.
A. Polifera: Sponges
Q2: Drawing in lab review/notebook. Yes, the spicules are visible. Spicules are the structural support for sponges; they are stiff needles of silica or calcium carbonate.
Q3: They have pores and tubes and structures along with water canals. The water provides the nutrients and oxygen and carries out waste and carbon dioxide. They also have cells with different activities.
1. 4 elements: 0 # of tissues, asymmetrical, N/A, N/A
2. Location & fnx:
a. Tubes on the side are choanocytes (ostia) that move water from the outside to the center
b. osculum where water eventually exists; big opening at end
B. Cnidaria: Hydra, Jellyfish, Corals, Sea Anemones
1. 4 elements: 2 tissues, radial symmetry N/A, N/A
2. Location & Fnx:
a & b: Cnidocytes are specialized cells on tentacles that release stinging organelle called nematocyst (which have toxic barbs to hold prey and until brought to mouth for indigestion).
3. They eat using the process describes above ^
C. Rotifera: Rotifers
Q1: Corona = locomotion & wave food into mouth
Q2: The algae is eaten by the rotifer- it’s their diet plus phytoplankton
1. 4 elements: 3 tissues, bilateral, pseudocoelomate, protostomes
2. Cuticle covering: very close to arthropods and nematodes
3. Location & fnx:
i. Toe (cement glands (sticky) attach rotifer to objects in water)
ii. Corona (crown of celia) – wave food into the mouth, also propel themselves
iii. Celia – rapid movement makes it appear to whirl like a wheel
iv. Excretory system: Intestines
D. Platyhelminthes: Planaria (flat worms)
Q5: Single opening digestive tract visible
Q7: Acoelomate type of body cavity- meaning none
Q8: Protostomes: blastopore developing into the mouth
Q11: Sessile animals have radial symmetry, multidirectional feeding and movement. Motile animals have bilateral symmetry and directional movement to obtain food.
1. 4 elements: 3 tissues, bilateral, acoelomate, protostomes
2. Location & function:
a. a. Pharynx: dorsal part; towards the middle- muscular- has jaws called trophi which ground food- all rotifers have it
b. Flame cells: part of excretory system; move fluid through canals
c. Eyespot: dorsal surface between two auricles that are on the head end; pigmented cups with retinal cells; sensitive to light intensities but can’t form images
E. Annelida: Earthworm (segmented)
Q1: Function of the cuticle in earthworms is that they help with lomotion and since they have no skeleton, cuticle protect them with their bristles like feature
Q2: Advantage of segmentation: Locomotion- each segment has muscles that flex and push against rest of the body, causing the worm to move forward
1. 4 elements: 3 tissues, bilateral, eucoelomate, protostomes
2. Location: heart, crop where the esophagus ends, intestine
Excretory system: Nephridia: pair of tiny white coiled tubes in each segment
F. Mollusca: Clam/Mollusks
1. 4 elements: 3 tissues, bilateral, eucoelomates
2. 4 unifying features: Mantle, Visceral Mass, Foot
3. Location & fnx:
i. Gills: pleated appearance: use for breathing (act like lungs); trap food particles on their surface as water comes in, which is then moved to mouth by ciliary movements.
ii. Mantle: secrets calcium carbonate that produces the shell
iii. Adductor muscles: close the shell and hold it there; anterior and posterior; pink roundish with dots
iv. Foot: strong muscle used for locomotion
v. Incurrent/excurrent siphons: excretory system: incurrent is where water comes in and excurrent is where wastes and water leaves: both at the posterior end of clam…. Excurrent is more dorsal
Lab 13:
A. Nematoda: Nematodes/roundworms (type of Ecdysozoa)
1. 4 elements: 3 tissues, bilateral, pseudocoelum, prostotomes
2. Key characteristics: molting of the exoskeleton (cuticle made of chitin)
3. Morphological differences between male and female are that males are smaller and have a hook like tale they use during sex to hold females
4. Locate and fnx:
i. Uterus: 3rd down, below vagina/tested, in the middle
ii. Testes:
iii. Ovaries: 5th down, 3/4th way down, on top of rectum ***Remember that in nematodes there are two longitudinal tubes in the two lateral lines that are the excretory system: excrete nitrogenous wastes (but no flame cells like flat worms)
B. Arthropoda: Crayfish & Grosshopper:
1. 4 elements: 3 tissues, bilateral, eucoelumate, protostomes
2. 4 unifying characteristics:
3. Location and fnx on Crayfish:
i. Caraspace: expanded exoskeleton plate: feather gills under it
ii. Greenglands: excretory system: long tube-like structures compacted into glandular mass: waste and excess water pass through the pores from which antenna comes out of
4. Location and fnx on Grasshopper:
i. Spiracle: respiratory system: small openings into air tubes (trachea) which branch everywhere and bring oxygen to cells
ii. Malphigian tubules: excretory system: within them are mini tubes that empty into intestine: wastes and salts from blood
iii. Head: Upper part with compound eye, antennas, mouth, brain
iv. Thorax: Middle part: crop, gastric caeca, esophagus, heart,
v. Abdomen: spiracles, intestines, anus, ovary, rectum, ovipositor
Lab 14: Animal Diversity III – Deuterostomes (anus forming first, mouth 2nd)
A. Echinodermata: Sea Stars, sea cucumbers, sea urchins
A. Remember, two symmetry: Radial in adults and bilateral in larvae before metamorphosis.
B. Location and function:
i. Mouth: food/water enterance
ii. 2 stomachs: extending can take place, able to eat bigger stuff than mouth size. Cardiac first and then pyloric.
iii. madreporite: dorsal surface; acts as a water supply and filter
iv. tube feet: movement/feeding; part of vascular water system
B. Chordata: Lancelet, fish, frogs, pigs, humans
A. Four unifying characteristics:
i. Pharyngeal gill slits: openings in the throat
ii. Notochord: running the length of the body
iii. Dorsal hollow nerve cord: bundle of nerve cells running the length of the body as well
iv. A muscular tail – extending past the anus
1. Location and function:
a. Tentacles: for feeding (located on top of the mouth)
b. Mouth: place for water and food (trapped by mucus) to enter body
c. Pharyngeal gill slits: enclosed by the body wall folds, water goes through them and they end up forming a cavity called the atrium
d. Notochord: support along the body length
e. Nerve cord: sensory
f. Intestine: digestion system
g. Anus: place for the wastes to come out of
h. Nephridia: excretory system
Remember, evidence of segmentation: gills, muscles
Evidence of nervous system: nerve cord
2. Location and function:
a. Dorsal fin: movement
b. Nerve cord: sensory
c. Notochord: support
C. Chordata: Pig
1. Location and function:
a. lungs: part of respiratory system: exchange gases
b. heart: pumping blood through blood vessels
c. liver: detoxification, protein synthesis, and production of biochemicals necessary for digestion
d. kidneys: excretory system: reg. of electrolytes, acid-base balance, and blood pressure; excretion of wastes (urea and ammonium); reabsorption of glucose and amino acids; production of hormones (vitamin D and erythropoietin).
e. diaphragm: layer of muscular membrane bottom of thoracic cavity which adjust its volume
f. larynx: protection of trachea and production of sound
g. umbilical cord: connecting cord from the fetus or the embryo to the placenta: supplies oxygenated, nutritious blood
Lab 10 & 11: Animal Development
A. Egg Types:
a. Isolecithal – (same/yolk) – meaning eggs containing small amounts of evenly distributed yolk; impact of yolk is minimum
1. echinoderms, mollusks, and mammals
b. Strongly Telolecithal - (end/yolk) – meaning eggs contain large amounts of yolk concentrated at one end.
1. reptiles, birds, fish, chicken, etc.
2. nucleaus surrounded by active cytoplasm which is devoid of yolk and called blastodisc (towards animal pole where polar bodies budded from the cell during meiosis)
3. Rest of egg: vegetal hemisphere associated with vegetal pole
c. Mesolecithal – moderately telolecithal – some amphibian species
B. 1st Step: Cleavage Types: subsequent mitotic divisions
a. Holoblastic Cleavage: Isolethical eggs
1. The cell divisions pass through the entire fertilized cell
2. blastocoel forms in the middle of the blastula
b. Uneven Holoblastic Cleavage: Moderately Telolecithal:
1. Yolk will retard cytoplasmic divisions and affect cell sizes
2. Blastocoel develops in the animal hemisphere
3. Cells will be smaller and have less yolk compared to vegetal
c. Meroblastic Cleavage: Strongly telolecithal
1. Only active cytoplasm is divided during cleavage
2. produces blastoderm (cap of cells)
3. blastocoel forms between two layers of cells within blastoderm
d. Blastula: multicellular ball/disc that a zygote converts to from cleavage
e. Blastocoel: A cavity that forms within the ball of cells after blastula forms
f. Blastomeres: these are the cells of the blastula
C. Stage 2: Gastrulation: cell movement: blastula becomes gastrula
1. Three germ layers: endoderm (involution) ectoderm (surface cells) mesoderm (develops between the two)
2. Archenteron: new internal cavity that forms through involution, where surface cells go to the interior of the embryo lined by the endoderm: blastocoel disappears
3. Blastopore: what the archenteron opens to the outside through
1. protostomes: blastopore becomes the mouth
2. deuterostomes: blastopore becomes the anus
D. Stage 3: Neurulation: formation of dorsal hollow neural tube in chordates (frogs)
a. Notochord is formed from mesoderm cells
b. Neural plate (ectodermal cells above flattened)
c. neural groove: when the center of the plate sinks
d. neural folds: edges of the plate become elevated
e. neural tube: when folds fuse together; anterior becomes brain and posterior becomes nerve or spinal cord
f. notochord disappears
E. Organgenesis:
a. Organs forming from each tissue layer:
1. Ectoderm: skin, glands, nervous system
2. Mesoderm: muscles, skeleton, circulatory, reproductive and excretory system
1. In chordates, somites and notochord will form as well
3. Endoderm: digestive tract lining and organs: liver and lungs, pancreas, thyroid, thymus, etc
F. Sea Star Development:
a. Type of egg/cleavage: Holoblastic cleavage
b. Fast and slow back to polyspermy (multiple fertilization)
1. fast block: sperm fuses with egg, plasma membrane permeability changes influx of sodium ions [Na+]; changes electric potential ; less permeable
2. slow block: when egg is fertilized, calcium ions release in the ER and spread as a wave, therefore cortical granules fuse with egg cell’s plasma membrane and release their contents to the exterior, causing FERTILIZATION ENVELOPE to rise and clear away extra sperm
c. Know what stages of development listed above look like in the sea star
G. Frog Development:
a. Type of egg/cleavage: uneven holoblastic (moderately telolecithal)
b. Know what stages of development listed above look like in the frog
H. Chicken Development:
a. Egg components:
1. shell membranes
2. albumin
3. chalaza
4. yolk – rich in protein and fat
5. air chamber
b. Embryogenesis in chickens is different from sea star and frog development because: it is through meroblastic cleavage due to being a strong telolecthical type of egg.
c. Know these terms relating to only chicken development:
1. blastodisc - active cytoplasm that is devoid of yolk
2. primitive streak
3. somites
4. vitelline blood vessels
5. 4 extra embryonic membranes
Regeneration:
Morphallixus: regeneration occurring through already present tissues in the organism via reorganization. The regenerated organism is smaller than parent. Examples? 2 Hydra smaller than parents.
Epimorphosis: regeneration occurring through cellular proliferation of stem cells, where the organism is the same size as the parent. Examples? Head in planaria, same size as parents.
Chapter 4 Outline - Not complete....
Chapter 4 outline: Role of Foundation Support
Scientists viewed as individuals with massive talents in order to receive financial banking
• Nonscientists impressed even though they didn’t comprehend yet thought science = knowledge and power
Blacks did not benefit: Only white universities provided the extensive education and right training
- Accepted on exceptional cases; not able to find jobs if given chance; led to just work as teachers in a black university
- Philanthropic establishments didn’t even want think black colleges deserved to receive any support because the training they provide for scientists and the high quality research they provide isn’t a good investment
**With hardly any support, it became hard for blacks to pursue careers in the scientific field
Howard University; not set up for blacks alone; opened door to 4 white girls as well
- Purpose: All races, classes, conditions, and nationalities” – term refer cosmopolitan
- Not achieved; whites dropped
- Poor institution; 1st funds were from Bureau of Refugees (freedman and abandoned lands set up by congress after the civil war to aid free slaves)
- 1873: nation crippled financially and funds stopped
- White staff with black service; first 12 presidents = northerners connected to churches
- Black intelligent men/respected professors trained at white colleges yet worked at black institutions; Howard comes into play because it was still growing in numerous ways
- “Howard Univ. for Maintenance” – Congress gave 10,000/100,000 debt – small gift increased every year
***Wilbur P. Thirkield: New Building in 1909; recruit scientists; school for blacks migrating to cities; Just entered in time!
1. 1910: Flexnor Report: Howard and Meharry respected; helped with grants
2. World Leaders of government/education made speeches on Howard’s behalf
3. Just wanted to find funds partly out of selfish reasons; salary/summer research
WWI:
Howard = best place for recruits and commissioned officers
Just: did not want to take orders from white officers or less educated men; war horrified him; increased his teachings in electrocardiography to avoid war
Durkee presidency: gave just a knuckle-rapping for not attending morning prayers; not sympathetic to the scientific development
Charity confused with Philanthropy; Just founded funds
Scientists viewed as individuals with massive talents in order to receive financial banking
• Nonscientists impressed even though they didn’t comprehend yet thought science = knowledge and power
Blacks did not benefit: Only white universities provided the extensive education and right training
- Accepted on exceptional cases; not able to find jobs if given chance; led to just work as teachers in a black university
- Philanthropic establishments didn’t even want think black colleges deserved to receive any support because the training they provide for scientists and the high quality research they provide isn’t a good investment
**With hardly any support, it became hard for blacks to pursue careers in the scientific field
Howard University; not set up for blacks alone; opened door to 4 white girls as well
- Purpose: All races, classes, conditions, and nationalities” – term refer cosmopolitan
- Not achieved; whites dropped
- Poor institution; 1st funds were from Bureau of Refugees (freedman and abandoned lands set up by congress after the civil war to aid free slaves)
- 1873: nation crippled financially and funds stopped
- White staff with black service; first 12 presidents = northerners connected to churches
- Black intelligent men/respected professors trained at white colleges yet worked at black institutions; Howard comes into play because it was still growing in numerous ways
- “Howard Univ. for Maintenance” – Congress gave 10,000/100,000 debt – small gift increased every year
***Wilbur P. Thirkield: New Building in 1909; recruit scientists; school for blacks migrating to cities; Just entered in time!
1. 1910: Flexnor Report: Howard and Meharry respected; helped with grants
2. World Leaders of government/education made speeches on Howard’s behalf
3. Just wanted to find funds partly out of selfish reasons; salary/summer research
WWI:
Howard = best place for recruits and commissioned officers
Just: did not want to take orders from white officers or less educated men; war horrified him; increased his teachings in electrocardiography to avoid war
Durkee presidency: gave just a knuckle-rapping for not attending morning prayers; not sympathetic to the scientific development
Charity confused with Philanthropy; Just founded funds
Wednesday, May 13, 2009
Wednesday, May 06, 2009
UNICEF - Child protection from violence, exploitation and abuse - UN Security Council addresses latest report on children in armed conflict
UNICEF - Child protection from violence, exploitation and abuse - UN Security Council addresses latest report on children in armed conflict
Saturday, April 18, 2009
Book Comments
Reading “Management of Grief,” gave me an insight to how people struggle with death, especially of their loved ones. This reminds me of 9/11 and the reactions of people who lost their loved ones, which happened after this crash in London. I felt attached to this story instantly, mainly from the cultural aspect because of similarities between Pakistanis and Indians. I’m Punjabi as well, but Muslim (not Sikh or Hindu) and to most people out there, all these words just sound the same. The fact that I knew how these groups of people feel about each other helps me understand the story even more, especially because the crash mentioned in the story involves the religious/ethnic identity of Indians. For example, in the story Shaila says, “They are Sikh. They will not open up to an Indian woman.” I also have to say that I liked how Hindi words were used in the story such as: behn meaning sister, angresi meaning English speaking, ghee meaning oil/butter, zaminders meaning property owners/sellers, samosas being a typical South Asian snack that I’m a fan of, and etc. I think it’s clever how the words were used in a way where in text clues helped the readers know what the words meant anyways. Out of all three, this was my favorite story. It contained couple sayings that I thought were very deep and the whole situation with Judith was something even I’m sure my family could relate to at one point. It’s not cynicism or ignorance; it’s just the inability for the two groups to understand each other from each others perspectives.
The way the story started instantly informs the reader that something out of the ordinary is happening. It’s the same way with the story “Are These Actual Miles?” This is a great technique because rather than providing the background history first where the narrator rambles on about age/location/occupation like in “The Lifegaurd,” the readers are thrown right inside the situation taking place and then a little about everyone is revealed as they read on. In “Are these Actual Miles?” … I was kind of confused. The relationship between the couple is complicated and not strong at all, and well…. they’re filing for bankruptcy and so they are hiding away their valuables. They’re selling the convertible but why does she have to SLEEP with the guy? Was he not going to buy it otherwise? I thought since Leo talked about how Toni has skills in selling, she would actually use those, not her body.
Some of the students mentioned how “he says” “she says” bothered them in “Are These Actual Miles?” It didn’t really bother me because as I was reading the sentences, there were enough details that already helped me figure out how he or she said it. Both stories contain anger, sadness and curiosity to know what happened. The ending in both stories weren’t similar though. Leo never got to say what he wanted yet he did discover what he wanted to when he stripped Toni. Shaila never received much information about the crash besides that there was a bomb present yet she was pretty much very content by the end, ready to move on. Maybe ignorance is bliss.
The way the story started instantly informs the reader that something out of the ordinary is happening. It’s the same way with the story “Are These Actual Miles?” This is a great technique because rather than providing the background history first where the narrator rambles on about age/location/occupation like in “The Lifegaurd,” the readers are thrown right inside the situation taking place and then a little about everyone is revealed as they read on. In “Are these Actual Miles?” … I was kind of confused. The relationship between the couple is complicated and not strong at all, and well…. they’re filing for bankruptcy and so they are hiding away their valuables. They’re selling the convertible but why does she have to SLEEP with the guy? Was he not going to buy it otherwise? I thought since Leo talked about how Toni has skills in selling, she would actually use those, not her body.
Some of the students mentioned how “he says” “she says” bothered them in “Are These Actual Miles?” It didn’t really bother me because as I was reading the sentences, there were enough details that already helped me figure out how he or she said it. Both stories contain anger, sadness and curiosity to know what happened. The ending in both stories weren’t similar though. Leo never got to say what he wanted yet he did discover what he wanted to when he stripped Toni. Shaila never received much information about the crash besides that there was a bomb present yet she was pretty much very content by the end, ready to move on. Maybe ignorance is bliss.
Sunday, March 29, 2009
Friday, March 20, 2009
Moving Sex Offenders
Waukesha Sex Offender Forced To Move
Lauren Leamanczyk
WAUKESHA - For the first time, Waukesha Police have used an ordinance that prohibits sex offenders from living near parks, schools and other places that children frequent.
Thomas Donovan was convicted in 1990 of sexually assaulting two young girls. Last week, police found him living right near Cutler Park. They were called to the address for a fight and an officer recognized Donovan. He was arrested and ticketed $802.
Neighbors are glad he's being forced to move. But, they're upset that they never knew about his past while he was living near a park, two daycares, a school and a public library. "Why is he living so close to a school, a park and all these children on this block?" asked Nicole Knaack, a neighbor with a young child.
Waukesha Police arrested Donovan. He has been released from jail and will have to find a legal place to live.
------------------------------------------------------------
It's about time that they start doing this. I'm not even kidding. Fuck it. I do NOT believe in second chances when it comes to shit like this. There are about 3-4 JUST REGISTERED sex offenders living by an elementary school across the street from my house. Hmmmmm I wonder why they would allow that now? According to rules, they can't.. but no one pays any attention and guess what? 80% OF THEM END UP COMMITTING ANOTHER SEX OFFENSE! So why even give them the chance to? And shit, I'm only talking about 1) people who get caught the first time and 2) people who get caught the 2nd, 3rd, 4th...etc time.
Here popo.. instead of writing me a speeding ticket on the freeway when I'm probably the slowest person on the road.. come here and take these sex offenders away from our kids before they end up raping them and killing them. Kbye.
Wednesday, March 18, 2009
BURNS!
Burns Laayla Muhammad
October 17, 2007
Lecture section 401
There are too many individuals who suffer from burning accidents and are ignorant in knowing how these burns can become severe and change their lives completely. One thing I learned about anatomy and physiology is that there are three types of burns, which are categorized according to their depth of tissue involvement. All three types vary not only in their causes, but also the damage they have towards one’s skin and body. Burns can be hardly severe as getting sunburned and can become as extreme as one losing his life. Deaths resulting from burns are caused by infection, fluid loss, or toxic effects of burned dead tissue known as eschar. Burns can also lead to difficulty in breathing, which can also lead to death eventually.
One of the three types of burns is first-degree burns, also known as superficial burns. This type of burn only involves the epidermis, which is the top layer of the skin. The skin usually gets red and dry and really painful. Some swelling may also take place. An example of a first degree burn would be sunburn. Within a week, this burn begins to disappear and usually never leaves a scar.
Another type of burn is known as a second-degree burn, which is also known as a partial-thickness burn. This type of burn involves the epidermis and also part of the dermis, which is a skin layer underneath the epidermis. A second-degree burn may be red, tan, or even white and tends to be blistered up, causing great amounts of pain. The wound seems to open up and weep clear fluid, which makes the skin appear wet. . It takes a little bit longer to heal, which can be from 2 weeks to several months. This type of burn usually leaves a scar behind. At this point, the epidermis actually revives once the epithelial cells in the hair follicle and sweat glands divide. Someone may experience this type of burn from certain sunburns and many scalds, such as hot tap water or hot oil spills.
Unlike first and second-degree burns, third degree burns are much more intense and damaging. This type of burn, known as full-thickness burn, destroys the epidermis, dermis, and often most deeper tissues. It damages basically all of the layers along with any or all of the underlying structures such as fat, muscle, bones and nerves. If this burn hits the nerves then it becomes really painless, but otherwise this type of burn is extremely painful. It leaves a brown or black charred mark and the tissues underneath seem white. Third-degree burns produce hard, leather-like eschars and sometimes have purple fluid. Unlike the other types of burn, the skin will not regenerate on its own. If one is involved in this type of accident, s/he needs medical attention immediately. In order to heal, skin grafts are required because if left to heal on its own, contracture and severe disfigurement may take place.
Burns are caused through many different ways, such as heat, cold, electricity, friction, and radiation. Between the three types of burns, third-degrees burns are the most painful unless they hit nerves, making the process very painless. At each level, damaging effects and healing time varies due to the certain damages done to the layers of the skin. I have been involved in many burning incidents where I have gotten numerous first and second-degree burns. Most individuals are able to take care of themselves in these cases, where the skin eventually regenerates and heals on its own. Third-degree burns require immediate care and can lead to one’s death as well.
October 17, 2007
Lecture section 401
There are too many individuals who suffer from burning accidents and are ignorant in knowing how these burns can become severe and change their lives completely. One thing I learned about anatomy and physiology is that there are three types of burns, which are categorized according to their depth of tissue involvement. All three types vary not only in their causes, but also the damage they have towards one’s skin and body. Burns can be hardly severe as getting sunburned and can become as extreme as one losing his life. Deaths resulting from burns are caused by infection, fluid loss, or toxic effects of burned dead tissue known as eschar. Burns can also lead to difficulty in breathing, which can also lead to death eventually.
One of the three types of burns is first-degree burns, also known as superficial burns. This type of burn only involves the epidermis, which is the top layer of the skin. The skin usually gets red and dry and really painful. Some swelling may also take place. An example of a first degree burn would be sunburn. Within a week, this burn begins to disappear and usually never leaves a scar.
Another type of burn is known as a second-degree burn, which is also known as a partial-thickness burn. This type of burn involves the epidermis and also part of the dermis, which is a skin layer underneath the epidermis. A second-degree burn may be red, tan, or even white and tends to be blistered up, causing great amounts of pain. The wound seems to open up and weep clear fluid, which makes the skin appear wet. . It takes a little bit longer to heal, which can be from 2 weeks to several months. This type of burn usually leaves a scar behind. At this point, the epidermis actually revives once the epithelial cells in the hair follicle and sweat glands divide. Someone may experience this type of burn from certain sunburns and many scalds, such as hot tap water or hot oil spills.
Unlike first and second-degree burns, third degree burns are much more intense and damaging. This type of burn, known as full-thickness burn, destroys the epidermis, dermis, and often most deeper tissues. It damages basically all of the layers along with any or all of the underlying structures such as fat, muscle, bones and nerves. If this burn hits the nerves then it becomes really painless, but otherwise this type of burn is extremely painful. It leaves a brown or black charred mark and the tissues underneath seem white. Third-degree burns produce hard, leather-like eschars and sometimes have purple fluid. Unlike the other types of burn, the skin will not regenerate on its own. If one is involved in this type of accident, s/he needs medical attention immediately. In order to heal, skin grafts are required because if left to heal on its own, contracture and severe disfigurement may take place.
Burns are caused through many different ways, such as heat, cold, electricity, friction, and radiation. Between the three types of burns, third-degrees burns are the most painful unless they hit nerves, making the process very painless. At each level, damaging effects and healing time varies due to the certain damages done to the layers of the skin. I have been involved in many burning incidents where I have gotten numerous first and second-degree burns. Most individuals are able to take care of themselves in these cases, where the skin eventually regenerates and heals on its own. Third-degree burns require immediate care and can lead to one’s death as well.
Electrochemcial Cells
Electrochemical Cells
Laayla Muhammad
Partners: Arlee Vang, Lee Her
March 21, 2007
Purpose: To construct a series of microscale electrochemical half-cells and use the Nernst equation to experimentally determine the voltage of a Zn/Cu cell, the Ksp of AgCl, and the Kf of Cu(NH3)42+. We will basically be constructing a table of relative electrode potentials and be changing the concentration of one of the solutions to see the affects. Then we’d use the electrical potential of a cell containing Ag and AgCl along with the Nernst equation to determine the solubility product of AgCl. Finally, creating Cu (NH3)42+, the potential and the Nernst equation can be used to calculate the formation constant of the tetramminecopper (II) complex ion using microscale techniques.
Procedure:
Determining the Reduction Potentials:
First, a test cell needs to be prepared to measure the voltage of the copper and zinc half cells by putting 2 mL of 1.0 M Zn(NO3)2 solution in one of the center wells and putting 2 mL of 1.0 M Cu(NO3)2 in an adjacent one. Then taking a small strip of filter paper, soaked in KNO3 solution, and draping it across the two wells, as a salt bridge. Then we polished strips of Zn and Cu metal and placed them in appropriate well containing the solutions of the ions. Then using a voltmeter, the potential difference between the two half-cells was measured, making sure the reading was positive. We made sure to note which electrode played the role of an anode and a cathode. The electrode connected to the positive terminal is the cathode and is undergoing reduction, while oxidation occurred at the electrode connected to the negative terminal, which was the anode. Next step was to prepare half cells in other wells by pouring some 1.0 M solution of the following ions in different wells and polishing the metals with sandpaper or steel wood so they’re shiny and inserting them into the well containing the ion of same metals (fresh trips of filter paper soaked in 1.0 M potassium nitrate were used as salt bridges): Ag|Ag+, Cu|Cu2+, Fe|Fe3+, Mg|Mg2+, Pb|Pb2+, and Zn|Zn2+. We recorded the data using a table to help organize our findings.
Reduction Equation for each Ion Arranged in Decreasing Order of Potential:
Then we composed reduction equations for each metal ion and arranged the equations in decreasing order of measured potential in an “Eo” type of table. We recorded the standard potentials using the hydrogen electrode as standard, and calculated the difference between two values using another data table to stay organized.
Measure Cell Potentials:
Next we measured the potential difference between at least 4 combinations of various electrodes and used the table of electrode potentials to predict the voltage and which half cell will be the anode and cathode. Next step involves comparing predicted and measured potentials and using a table to record the data.
Changing Ion Concentration:
We diluted 1.0 M Cu(NO3)2 by adding 2 drops of the solution into 18 drops of deionized water in a small test tube. We mixed well and did this two times more to decrease the concentration to 0.0010 M. Then we poured some of this solution in one of the wells and added a polished copper wire to measure the voltage against the standard zinc electrode. We recorded the data and next step includes writing a net ionic equation for the reaction occurring in the cell and using the Nernst equation to calculate the expected voltage to be compared to the measured one.
Finding the Solubility:
We poured 10 mL of 1.0 M NaCl solution into a beaker and added 1.0 M AgNO3 and stirred. Then we poured some of the solution into one of the wells and added an Ag metal electrode and measured the potential difference versus this half-cell and the zinc half-cell. Next step involves writing out the net ionic equation for the reaction and using Nernst equation to calculate the concentration of the Ag+ ion and the value of the solubility of AgCl, to compare the calculated value with the measured.
Finding the Formation Constant of Cu(NH3)4:
We found the volume of one drop of 1.0 M Cu(NO3)2 solution by counting the number of drops in 1 mL, which was 17 drops for us. Then we put 10 mL of 6.0 M NH3 in a beaker and added 1 drop of 1.0 M Cu(NO3)2 solution. Then we poured some of the solution in one of the wells and added a Cu metal electrode to measure the potential difference vs. the Zn electrode, to write a balanced net ionic equation for the reaction occurring in the cell. The Cu(NH3)4 concentration is calculated by assuming that all of the Cu2+ in solution is present as the complex ion. The uncomplexed Cu2+ concentration is calculated from the cell potential using the Nernst equation. Last step includes finding the formation constant, the equilibrium constant for the equation and comparing the calculated value from the measured.
Data:
Determining Reduction Potentials
Voltage of each half-cell versus the zinc electrode:
Cell Voltage Anode Cathode
Zn vs. Ag 1.231 Ag Zn
Zn vs. Cu .801 Cu Zn
Zn vs. Fe .396 Fe Zn
Zn vs. Mg -.625 Zn Mg
Zn vs. Pb .391 Pb Zn
Zn vs. Zn 0.00 (assumed)
Reduction Equations for Each Ion Arranged in Decreasing Order of Potential:
Reduction equation Electrode Potentials using Zn as the standard, Ezn Accepted Electrode Potentials using Hydrogen as Standard, Eo Ezn - Eo
Ag+ + e- --> Ag 1.231 0.800 0.431
Cu2+ + 2e- --> Cu 0.801 0.340 0.461
Fe3+ + 3e- --> Fe 0.396 0.770 -0.374
Pb2+ + 2e- --> Pb 0.391 -0.013 0.404
Zn2+ +2e- --> Zn 0.000 -0.760 0.760
Mg2+ + 2e- --> Mg -0.625 -2.370 1.745
Measure Cell Potential:
Anode Cathode Equation for the cell reaction Predicted Potential from Experimental Data Measured Potential
Fe Mg Fe3+ + Mg --> Fe + Mg2+ 1.021 1.157
Ag Fe Fe3+ Ag --> Fe + Ag+ 1.627 0.879
Ag Pb Pb2+ + Ag --> Pb + Ag+ 1.622 0.918
Cu Mg Cu2+ Mg --> Cu + Mg2+ 1.426 1.588
Calculations:
In the first part, where we were determining the reduction potentials, we used the voltmeter to measure the potential difference between the two half cells. When the voltmeter reads a positive voltage, the black electrode, connected to the positive terminal is the cathode and is undergoing reduction, while the red electrode connected to the negative terminal, is the anode. Then we composed the reduction equations based on that. We assumed Zn|Zn2+ had the potential of 0.00 volts.
Example:
Cell Voltage Anode Cathode
Zn vs. Ag 1.231 Ag Zn
Then we recorded the standard potential using the hydrogren electrode as standard. We were then able to calculate the difference between the two values.
Example:
Reduction equation Electrode Potentials using Zn as the standard, Ezn Accepted Electrode Potentials using Hydrogen as Standard, Eo Ezn - Eo
Ag+ + e- --> Ag 1.231 0.800 0.431
The next part consisted of measuring cell potentials using at least 4 combinations of the various electrodes. We used the electrode potentials from the first table to predict the voltage and determine the reducing and oxidizing agents so both values can be compared.
Example:
Reduction: 2(Fe3+ + 3e- Fe) E cell: .396 V
Oxidation: (Mg Mg2+ + 2e-) E cell: .625 V
2Fe3+ + Mg Fe + Mg2+ E cell: 1.021 V
Changing the concentration of the Ion:
2 drops of 1.0 M Cu(NO3)2 diluted in 18 drops of dionized water provided us with 0.10 M concentration. We did it two more times to give us the final concentration of 0.0010 M. So the concentration went from 1.0 M to 0.10 M, then 0.010 M, and finally 0.0010 M.
We had to write an ionic equation for the reaction occurring in the cell and then use the Nernst equation to calculate what the expected voltage should be, and compare to the measured value.
Reducing: Cu2++2 e- Cu(s)
Oxidizing: Zn(s) Zn2++2 e-
Equation: Cu2++Zn(s) Zn2++ Cu(s)
Trial 1: Cu3+ + Zn Cu + Zn3+ Voltage: .220
Trial 2: Cu3+ + Zn Cu + Zn3+ Voltage: .224
Average: .220 + .224 = .232 V
2
Ecell = Eo cell – RT In Q
nF
= Eo cell – 0.0592 log Q
n
Finding Solubility Product of AgCl:
In this step, almost all of the silver ions combined with chloride ions to precipitate AgCl. Since there is a large excess of Cl-, it can be assumed that the concentration of Cl- is still 1.0 M. The concentration of the silver ions will be really small (reduced). After measuring the potential difference versus this half-cell and the zinc half-cell, we had to write a balanced equation for the reaction occurring in the well. Then we have to compare the two values with each other.
Reduction: 2 Ag2++2e- 2AgCu(s)
Oxidation: Zn(s) Zn2++ 2e-
Balanced: 2Ag2++Zn(s) Zn2++ 2Ag(s)
Next step involves using the Nernst Equation to calculate the concentration of the Ag+ ion. Therefore, we’d then calculate the solubility product of AgCl and compare the two values with each other.
2 Ag+ + Zn 2Ag + Zn2+ E cell:
Laayla Muhammad
Partners: Arlee Vang, Lee Her
March 21, 2007
Purpose: To construct a series of microscale electrochemical half-cells and use the Nernst equation to experimentally determine the voltage of a Zn/Cu cell, the Ksp of AgCl, and the Kf of Cu(NH3)42+. We will basically be constructing a table of relative electrode potentials and be changing the concentration of one of the solutions to see the affects. Then we’d use the electrical potential of a cell containing Ag and AgCl along with the Nernst equation to determine the solubility product of AgCl. Finally, creating Cu (NH3)42+, the potential and the Nernst equation can be used to calculate the formation constant of the tetramminecopper (II) complex ion using microscale techniques.
Procedure:
Determining the Reduction Potentials:
First, a test cell needs to be prepared to measure the voltage of the copper and zinc half cells by putting 2 mL of 1.0 M Zn(NO3)2 solution in one of the center wells and putting 2 mL of 1.0 M Cu(NO3)2 in an adjacent one. Then taking a small strip of filter paper, soaked in KNO3 solution, and draping it across the two wells, as a salt bridge. Then we polished strips of Zn and Cu metal and placed them in appropriate well containing the solutions of the ions. Then using a voltmeter, the potential difference between the two half-cells was measured, making sure the reading was positive. We made sure to note which electrode played the role of an anode and a cathode. The electrode connected to the positive terminal is the cathode and is undergoing reduction, while oxidation occurred at the electrode connected to the negative terminal, which was the anode. Next step was to prepare half cells in other wells by pouring some 1.0 M solution of the following ions in different wells and polishing the metals with sandpaper or steel wood so they’re shiny and inserting them into the well containing the ion of same metals (fresh trips of filter paper soaked in 1.0 M potassium nitrate were used as salt bridges): Ag|Ag+, Cu|Cu2+, Fe|Fe3+, Mg|Mg2+, Pb|Pb2+, and Zn|Zn2+. We recorded the data using a table to help organize our findings.
Reduction Equation for each Ion Arranged in Decreasing Order of Potential:
Then we composed reduction equations for each metal ion and arranged the equations in decreasing order of measured potential in an “Eo” type of table. We recorded the standard potentials using the hydrogen electrode as standard, and calculated the difference between two values using another data table to stay organized.
Measure Cell Potentials:
Next we measured the potential difference between at least 4 combinations of various electrodes and used the table of electrode potentials to predict the voltage and which half cell will be the anode and cathode. Next step involves comparing predicted and measured potentials and using a table to record the data.
Changing Ion Concentration:
We diluted 1.0 M Cu(NO3)2 by adding 2 drops of the solution into 18 drops of deionized water in a small test tube. We mixed well and did this two times more to decrease the concentration to 0.0010 M. Then we poured some of this solution in one of the wells and added a polished copper wire to measure the voltage against the standard zinc electrode. We recorded the data and next step includes writing a net ionic equation for the reaction occurring in the cell and using the Nernst equation to calculate the expected voltage to be compared to the measured one.
Finding the Solubility:
We poured 10 mL of 1.0 M NaCl solution into a beaker and added 1.0 M AgNO3 and stirred. Then we poured some of the solution into one of the wells and added an Ag metal electrode and measured the potential difference versus this half-cell and the zinc half-cell. Next step involves writing out the net ionic equation for the reaction and using Nernst equation to calculate the concentration of the Ag+ ion and the value of the solubility of AgCl, to compare the calculated value with the measured.
Finding the Formation Constant of Cu(NH3)4:
We found the volume of one drop of 1.0 M Cu(NO3)2 solution by counting the number of drops in 1 mL, which was 17 drops for us. Then we put 10 mL of 6.0 M NH3 in a beaker and added 1 drop of 1.0 M Cu(NO3)2 solution. Then we poured some of the solution in one of the wells and added a Cu metal electrode to measure the potential difference vs. the Zn electrode, to write a balanced net ionic equation for the reaction occurring in the cell. The Cu(NH3)4 concentration is calculated by assuming that all of the Cu2+ in solution is present as the complex ion. The uncomplexed Cu2+ concentration is calculated from the cell potential using the Nernst equation. Last step includes finding the formation constant, the equilibrium constant for the equation and comparing the calculated value from the measured.
Data:
Determining Reduction Potentials
Voltage of each half-cell versus the zinc electrode:
Cell Voltage Anode Cathode
Zn vs. Ag 1.231 Ag Zn
Zn vs. Cu .801 Cu Zn
Zn vs. Fe .396 Fe Zn
Zn vs. Mg -.625 Zn Mg
Zn vs. Pb .391 Pb Zn
Zn vs. Zn 0.00 (assumed)
Reduction Equations for Each Ion Arranged in Decreasing Order of Potential:
Reduction equation Electrode Potentials using Zn as the standard, Ezn Accepted Electrode Potentials using Hydrogen as Standard, Eo Ezn - Eo
Ag+ + e- --> Ag 1.231 0.800 0.431
Cu2+ + 2e- --> Cu 0.801 0.340 0.461
Fe3+ + 3e- --> Fe 0.396 0.770 -0.374
Pb2+ + 2e- --> Pb 0.391 -0.013 0.404
Zn2+ +2e- --> Zn 0.000 -0.760 0.760
Mg2+ + 2e- --> Mg -0.625 -2.370 1.745
Measure Cell Potential:
Anode Cathode Equation for the cell reaction Predicted Potential from Experimental Data Measured Potential
Fe Mg Fe3+ + Mg --> Fe + Mg2+ 1.021 1.157
Ag Fe Fe3+ Ag --> Fe + Ag+ 1.627 0.879
Ag Pb Pb2+ + Ag --> Pb + Ag+ 1.622 0.918
Cu Mg Cu2+ Mg --> Cu + Mg2+ 1.426 1.588
Calculations:
In the first part, where we were determining the reduction potentials, we used the voltmeter to measure the potential difference between the two half cells. When the voltmeter reads a positive voltage, the black electrode, connected to the positive terminal is the cathode and is undergoing reduction, while the red electrode connected to the negative terminal, is the anode. Then we composed the reduction equations based on that. We assumed Zn|Zn2+ had the potential of 0.00 volts.
Example:
Cell Voltage Anode Cathode
Zn vs. Ag 1.231 Ag Zn
Then we recorded the standard potential using the hydrogren electrode as standard. We were then able to calculate the difference between the two values.
Example:
Reduction equation Electrode Potentials using Zn as the standard, Ezn Accepted Electrode Potentials using Hydrogen as Standard, Eo Ezn - Eo
Ag+ + e- --> Ag 1.231 0.800 0.431
The next part consisted of measuring cell potentials using at least 4 combinations of the various electrodes. We used the electrode potentials from the first table to predict the voltage and determine the reducing and oxidizing agents so both values can be compared.
Example:
Reduction: 2(Fe3+ + 3e- Fe) E cell: .396 V
Oxidation: (Mg Mg2+ + 2e-) E cell: .625 V
2Fe3+ + Mg Fe + Mg2+ E cell: 1.021 V
Changing the concentration of the Ion:
2 drops of 1.0 M Cu(NO3)2 diluted in 18 drops of dionized water provided us with 0.10 M concentration. We did it two more times to give us the final concentration of 0.0010 M. So the concentration went from 1.0 M to 0.10 M, then 0.010 M, and finally 0.0010 M.
We had to write an ionic equation for the reaction occurring in the cell and then use the Nernst equation to calculate what the expected voltage should be, and compare to the measured value.
Reducing: Cu2++2 e- Cu(s)
Oxidizing: Zn(s) Zn2++2 e-
Equation: Cu2++Zn(s) Zn2++ Cu(s)
Trial 1: Cu3+ + Zn Cu + Zn3+ Voltage: .220
Trial 2: Cu3+ + Zn Cu + Zn3+ Voltage: .224
Average: .220 + .224 = .232 V
2
Ecell = Eo cell – RT In Q
nF
= Eo cell – 0.0592 log Q
n
Finding Solubility Product of AgCl:
In this step, almost all of the silver ions combined with chloride ions to precipitate AgCl. Since there is a large excess of Cl-, it can be assumed that the concentration of Cl- is still 1.0 M. The concentration of the silver ions will be really small (reduced). After measuring the potential difference versus this half-cell and the zinc half-cell, we had to write a balanced equation for the reaction occurring in the well. Then we have to compare the two values with each other.
Reduction: 2 Ag2++2e- 2AgCu(s)
Oxidation: Zn(s) Zn2++ 2e-
Balanced: 2Ag2++Zn(s) Zn2++ 2Ag(s)
Next step involves using the Nernst Equation to calculate the concentration of the Ag+ ion. Therefore, we’d then calculate the solubility product of AgCl and compare the two values with each other.
2 Ag+ + Zn 2Ag + Zn2+ E cell:
Excuses for prayers
They say when you bow down and pray to God, things become clearer. They seem to fall right into their places where you can pick them up, take them with you, and move on. Maybe that’s why I haven’t been able to move on. I haven’t prayed in a while. Things have been keeping me busy… but the fact is, praying is not one of my top priorities. I will rush to do homework, cook, and clean even if it is a burden. Praying will actually benefit me the most, yet I manage to create excuses because I am able to get away from the consequences for now. Even though God is likely to punish me sooner or later, I feel as if it’s not direct and that not doing my homework will hurt me more. The truth is, I’m hurting myself more and more every day by avoiding prayers. It is as if I am digging my own grave, and then complaining about why it has been dug. I have been in misery because I feel as if nothing in this world has the ability to fulfill my thirst for satisfaction. I cannot be content. I am constantly holding pessimistic thoughts because reality is harsh. I cannot imagine coming up with foolish dreams that I know I will not achieve. It has been a burden knowing my weaknesses because there are certain circumstances where I want to forget them and pretend that they do not even exist.
Tu Jahan
Laayla Muhammad
Block 1
May 23, 2007
“Tu Jahan” (wherever you are)
The song “Tu Jahan” by the movie Salaam Namaste can be classified as a Romantic song. Romanticism is the emphasis on the personal emotional and dramatic aspects of historical subject matter. When implying such a concept to this song, it becomes easier to view the details that make it true. This Pakistani Punjabi song is composed of lyrics that show a story about two lovers who are deeply in love with one another. Both individuals are expressing their love for one another in the most maudlin way ever. They are using metaphors and analogies to compare the strength of the love they have for each other. Both lovers take turns expressing their emotions and it becomes clear to the listeners, that due to heavy exaggerations and dramatic comparisons, this song is an example of Romanticism at its peak.
The song starts out with the chorus, which sets the mood of the song instantly. With a dramatic phrase such as, “I will walk alongside you, just like the sky” it shows why one could consider this song to be Romantic. Instead of just stating that he will always be there for her, he compares his presence’s existence to the sky. As the song continues to play, analogies used in the 1st verse exposes the emotional tone it holds. The lover expresses his care by stating that he will protect her from the sun by becoming her shade rather than just stating he will be there for her in need. He emphasizes his presence around her to comfort her, and uses examples such as being her shadow when she is alone and bringing relief to her when she is in distress. Immediately, the girl starts singing with a dramatic tone, explaining how she can finally live now that he is here with her. She compares the joy she feels to a net of happiness and claims that she has either lost herself, or has found everything she’s been seeking. Such a statement reveals the over-sentimental tone of the poem once again.
The 2nd verse of the song begins with the lover showing the sacrifices he can make in order to ensure that the love of his life is in comfort and ease. He states “let the sorrows be cast on me” and “let me tackle with the restlessness” as if he has the ability to handle not only his, but her problems as well. He informs her that if anything hurts her, she can let it “befall” on him. His words seem fancy and make him seem like a heroic Romeo who is ready to rescue his Juliet. With that said; the female lover responses by stating that her heart just wanted someone to claim and she wanted no secrets to exist between the two. She compares what she’s experiencing to a dream and tries not to wake up. Once again, the female is in a utopian environment where she feels content enough to compare it to being in a dream.
Such phrases seem to take the listeners to a fantasy story-line where two lovers are in a world of their own where nothing else matters. The male lover supposedly is some heroic man who can bare any trouble that comes his way and the female lover is in some sort of dream land, strangled in a net of what else, but happiness. It seems pretty obvious to the readers that the two have excessive love for one another. The song reminds listeners about theatrical plays such as “Romeo and Juliet” and “MacBeth” where dramatic aspects of a relationship are emphasized greatly. Unlike Realism, the lovers aren’t focusing on matters that could benefit them in a relationship. Instead, they are talking about the sun, skies, and dreams. The chorus states how wherever one of them is, the other one will be there, which is obviously impossible. Emphasis on the emotional and expressive lyrics of this song categorizes it to fall under Romanticism.
Block 1
May 23, 2007
“Tu Jahan” (wherever you are)
The song “Tu Jahan” by the movie Salaam Namaste can be classified as a Romantic song. Romanticism is the emphasis on the personal emotional and dramatic aspects of historical subject matter. When implying such a concept to this song, it becomes easier to view the details that make it true. This Pakistani Punjabi song is composed of lyrics that show a story about two lovers who are deeply in love with one another. Both individuals are expressing their love for one another in the most maudlin way ever. They are using metaphors and analogies to compare the strength of the love they have for each other. Both lovers take turns expressing their emotions and it becomes clear to the listeners, that due to heavy exaggerations and dramatic comparisons, this song is an example of Romanticism at its peak.
The song starts out with the chorus, which sets the mood of the song instantly. With a dramatic phrase such as, “I will walk alongside you, just like the sky” it shows why one could consider this song to be Romantic. Instead of just stating that he will always be there for her, he compares his presence’s existence to the sky. As the song continues to play, analogies used in the 1st verse exposes the emotional tone it holds. The lover expresses his care by stating that he will protect her from the sun by becoming her shade rather than just stating he will be there for her in need. He emphasizes his presence around her to comfort her, and uses examples such as being her shadow when she is alone and bringing relief to her when she is in distress. Immediately, the girl starts singing with a dramatic tone, explaining how she can finally live now that he is here with her. She compares the joy she feels to a net of happiness and claims that she has either lost herself, or has found everything she’s been seeking. Such a statement reveals the over-sentimental tone of the poem once again.
The 2nd verse of the song begins with the lover showing the sacrifices he can make in order to ensure that the love of his life is in comfort and ease. He states “let the sorrows be cast on me” and “let me tackle with the restlessness” as if he has the ability to handle not only his, but her problems as well. He informs her that if anything hurts her, she can let it “befall” on him. His words seem fancy and make him seem like a heroic Romeo who is ready to rescue his Juliet. With that said; the female lover responses by stating that her heart just wanted someone to claim and she wanted no secrets to exist between the two. She compares what she’s experiencing to a dream and tries not to wake up. Once again, the female is in a utopian environment where she feels content enough to compare it to being in a dream.
Such phrases seem to take the listeners to a fantasy story-line where two lovers are in a world of their own where nothing else matters. The male lover supposedly is some heroic man who can bare any trouble that comes his way and the female lover is in some sort of dream land, strangled in a net of what else, but happiness. It seems pretty obvious to the readers that the two have excessive love for one another. The song reminds listeners about theatrical plays such as “Romeo and Juliet” and “MacBeth” where dramatic aspects of a relationship are emphasized greatly. Unlike Realism, the lovers aren’t focusing on matters that could benefit them in a relationship. Instead, they are talking about the sun, skies, and dreams. The chorus states how wherever one of them is, the other one will be there, which is obviously impossible. Emphasis on the emotional and expressive lyrics of this song categorizes it to fall under Romanticism.
Utilitarian & Kantian Analysis
Laayla Muhammad
Ethics – Philo 241
Utilitarian & Kantian Analysis
The morally right action to take in everyday life experiences can be determined using various methods such as Utilitarian and Kantian analysis. Each of these methods help one arrive at a predicament in how to act accordingly to given situations. In this case, Tip and Top, both detectives, are dealing with a situation where they are thinking of acting a certain way but aren’t sure if it will provide the most utility at the end. They wish to get Zip, a dangerous criminal off the street; because they are convinced he is guilty. The only problem is that if they follow the legal rules they are to follow and provide Zip with a lawyer, they will not get a conviction out of him and therefore, will lose the case. Zip will be back on the street and will be selling drugs to children once again. Coercing a confession seems like a right decision, but also a wrong thing to do. Using Utilitarian and Kantian analysis, Tip and Top can arrive at a solution that produces the most utility.
The utilitarian analysis consists of one considering all the options one has and also acknowledging the consequences for all the choices. Each consequence helps determine the utility and the probability, which helps the person make the right decision at the end. Tip and Top’s options in this situation consists of summoning a lawyer and not coercing a confession, or not summoning a lawyer and coercing a confession. If Tip and Top decide to summon a lawyer, the consequences of that action will be either that Zip is back on the streets or that Zip is still found guilty. Not summoning up a lawyer will result in either locking up Zip in prison or getting caught if Zip does end up making a report about such harassment. Every consequence produces a certain amount of utility, but the main component lies in the probability of those consequences ever taking place. When summoning a lawyer, the utility of Zip being back on the streets is low while the probability of that happening is near certainty. In contrast, if Zip is still found guilty, the utility would be higher than high because they did the “right thing” and were able to get what they wanted, yet the probability of this consequence is lower than low. When not summoning a lawyer for Zip, the consequence of locking up Zip and the drug ring has high amount of utility and probability while Zip reporting them to another authority produces a low utility and has low probability. Therefore, according to the Utilitarianism analysis, the right thing to do would be to not summon up a lawyer and most likely, Zip will be locked up and the drug ring will finally end.
The Kantian Analysis helps one execute the right decision through the categorical imperative procedure, known as the CI procedure. It consists of certain steps that one needs to take in order to get to arrive at a solution. Tip and Top will need to create a maxim and fill out the form, “I am to do x in circumstances y in order to promote z.” In this case, they are to refuse the request to summon a lawyer and coerce a confession in circumstances that it will enable them to get a dangerous criminal off the street and break up a drug ring, in order to promote the goal of decreasing violence and drug abuse in society. Next step involves generalizing the maxim so that everyone is to do x in circumstances y in order to promote z. In this case, everyone is to refuse the request to summon a lawyer and coerce a confession in circumstances that it will enable them to get a dangerous criminal off the street and break up a drug ring, in order to promote the goal of decreasing violence and drug abuse in society. Third step states that the maxim should be transformed into a law of nature so everyone always does x in circumstances y in order to promote Z. Therefore, everyone should refuse the request to summon a lawyer and coerce a confession in circumstances that it will enable them to get a dangerous criminal off the street and break up a drug ring, in order to promote the goal of decreasing violence and drug abuse in society. The next step involves figuring out the perturbed social world in where one asks himself the question, “what would the world be like with the new law of nature?” In this step, the new law is common knowledge. In this case, if everyone knew that detectives would not summon a lawyer and instead would coerce a confession in circumstances that it will enable them to get a dangerous criminal off the street and break up a drug ring, in order to promote decreasing of violence and drug abuse, they would not even have lawyers to begin with and innocent people would be found guilty regardless of any evidence. One of the two main questions to ask afterwards is, “Could I rationally act on my maxim in the PSW?” This is where Tip and Top would consider that in the PSW, refusing to summon up a lawyer and coercing a confession in circumstances where it will enable them to get a criminal off the street and break up a drug ring will be effective in order to decrease violence and drug abuse in society. If effective, they should move on to the next consideration in which they should ask themselves, “Could I rationally choose to live in the PSW?” The answer to this would be “no” because Tip and Top would not choose to live in a world where they could be innocent and yet would be forced into confessing something they haven’t done without any legal help from their lawyer because if they did so, it would not be rational.
Ethics – Philo 241
Utilitarian & Kantian Analysis
The morally right action to take in everyday life experiences can be determined using various methods such as Utilitarian and Kantian analysis. Each of these methods help one arrive at a predicament in how to act accordingly to given situations. In this case, Tip and Top, both detectives, are dealing with a situation where they are thinking of acting a certain way but aren’t sure if it will provide the most utility at the end. They wish to get Zip, a dangerous criminal off the street; because they are convinced he is guilty. The only problem is that if they follow the legal rules they are to follow and provide Zip with a lawyer, they will not get a conviction out of him and therefore, will lose the case. Zip will be back on the street and will be selling drugs to children once again. Coercing a confession seems like a right decision, but also a wrong thing to do. Using Utilitarian and Kantian analysis, Tip and Top can arrive at a solution that produces the most utility.
The utilitarian analysis consists of one considering all the options one has and also acknowledging the consequences for all the choices. Each consequence helps determine the utility and the probability, which helps the person make the right decision at the end. Tip and Top’s options in this situation consists of summoning a lawyer and not coercing a confession, or not summoning a lawyer and coercing a confession. If Tip and Top decide to summon a lawyer, the consequences of that action will be either that Zip is back on the streets or that Zip is still found guilty. Not summoning up a lawyer will result in either locking up Zip in prison or getting caught if Zip does end up making a report about such harassment. Every consequence produces a certain amount of utility, but the main component lies in the probability of those consequences ever taking place. When summoning a lawyer, the utility of Zip being back on the streets is low while the probability of that happening is near certainty. In contrast, if Zip is still found guilty, the utility would be higher than high because they did the “right thing” and were able to get what they wanted, yet the probability of this consequence is lower than low. When not summoning a lawyer for Zip, the consequence of locking up Zip and the drug ring has high amount of utility and probability while Zip reporting them to another authority produces a low utility and has low probability. Therefore, according to the Utilitarianism analysis, the right thing to do would be to not summon up a lawyer and most likely, Zip will be locked up and the drug ring will finally end.
The Kantian Analysis helps one execute the right decision through the categorical imperative procedure, known as the CI procedure. It consists of certain steps that one needs to take in order to get to arrive at a solution. Tip and Top will need to create a maxim and fill out the form, “I am to do x in circumstances y in order to promote z.” In this case, they are to refuse the request to summon a lawyer and coerce a confession in circumstances that it will enable them to get a dangerous criminal off the street and break up a drug ring, in order to promote the goal of decreasing violence and drug abuse in society. Next step involves generalizing the maxim so that everyone is to do x in circumstances y in order to promote z. In this case, everyone is to refuse the request to summon a lawyer and coerce a confession in circumstances that it will enable them to get a dangerous criminal off the street and break up a drug ring, in order to promote the goal of decreasing violence and drug abuse in society. Third step states that the maxim should be transformed into a law of nature so everyone always does x in circumstances y in order to promote Z. Therefore, everyone should refuse the request to summon a lawyer and coerce a confession in circumstances that it will enable them to get a dangerous criminal off the street and break up a drug ring, in order to promote the goal of decreasing violence and drug abuse in society. The next step involves figuring out the perturbed social world in where one asks himself the question, “what would the world be like with the new law of nature?” In this step, the new law is common knowledge. In this case, if everyone knew that detectives would not summon a lawyer and instead would coerce a confession in circumstances that it will enable them to get a dangerous criminal off the street and break up a drug ring, in order to promote decreasing of violence and drug abuse, they would not even have lawyers to begin with and innocent people would be found guilty regardless of any evidence. One of the two main questions to ask afterwards is, “Could I rationally act on my maxim in the PSW?” This is where Tip and Top would consider that in the PSW, refusing to summon up a lawyer and coercing a confession in circumstances where it will enable them to get a criminal off the street and break up a drug ring will be effective in order to decrease violence and drug abuse in society. If effective, they should move on to the next consideration in which they should ask themselves, “Could I rationally choose to live in the PSW?” The answer to this would be “no” because Tip and Top would not choose to live in a world where they could be innocent and yet would be forced into confessing something they haven’t done without any legal help from their lawyer because if they did so, it would not be rational.
Difference in Carbon Dioxide Production
Laayla Muhammad
Differences in Carbon Dioxide Production
Problem: Do the variations in levels of physical activity alter the amount of carbon dioxide being produced by a person?
Hypothesis: If a person who’s physically active has a higher pulse due to his/her heart pumping faster; then the different levels of physical activity do play a role in altering the amount of carbon dioxide being produced by that person because an active individual will require more oxygen and therefore, produce more carbon dioxide.
Procedure (including materials):
1. Gather all materials, which in this experiment are: a 125 mL flask, bromthymol blue, a 50 mL beaker, water, 2 straws, a stop watch, and two individuals (for testing reasons).
2. Fill a 125 mL flask with bromthymol blue
3. Fill a beaker with about 20-40 mL of water
4. Using a straw, exhale air (carbon dioxide) into a flask containing the bromthymol blue.
5. Use a stop watch o record the amount of time it takes to change the solution to green (a point it becomes acidic).
6. Record (by observation) the color of the solution, which is the end point for that trial.
7. Now change the acidic solution back to basic by adding drops of water (as needed). Record the number of drops.
8. Repeat steps 4-7 using a different person, and a different straw.
9. Now do trials 3 and 4 using the same people, but after they have stayed active for about 1 minute.
10. Record all data.
Data:
Trials Physically Active? Time it took for solution to become acidic (minutes) Average time it took for solution to become acidic (minutes) Drops of water it took the solution to become basic again
1
No
5:14
4:62 20
2
No
4:10
18
3
Yes
2:24
1.63 15
4
Yes 1:02 11
Conclusion:
To experimentally find out if a person who’s physically active has a higher pulse due to his/her heart pumping faster; it was hypothesized that the different levels of physical activity do play a role in altering the amount of carbon dioxide being produced by that person because an active individual will require more oxygen and therefore, produce more carbon dioxide. According to the data collected from the numerous trials during the experiment, the hypothesis was discovered to be correct. This can be proven by scrutinizing the trials by comparing them. Both individuals, when inactive, took more time changing the basic solution to acidic with the average time of 4 minutes and 62 seconds. Yet, when the same individuals became active for about 1 minute, it took them only about average of 1 minute and 63 seconds to change the solution to acidic. The difference of time between the two types of collected data is 3 minutes and 59 seconds. This shows that an active person will produce about 4 times the carbon dioxide than an inactive person.
There could have been several errors made while performing this experiment. One of the errors includes the fact that not all trials had the same end point when it came to observing when the solution was completely acidic. Maybe at one point, the solution was claimed to be acidic as it turned light green while some other time, it was claimed acidic when turning yellow. This could have prevented us from recording an accurate data, where the time taken for the color changes could not be reliable. Another error that could have taken place was that we did not count for the number of breaks a person took while blowing. The first person could have taken 14 short breaks while the other person could have taken 14 long ones. When active, a person would probably take more frequent breaks. Another error that could have altered the solutions was the drops of water used to change the solution back to basic. Maybe there were not enough drops put into the beaker that would cause the solution to still remain a bit acidic, and change to a light greenish color very quickly. An error that could have been easily prevented was that one of the persons was chewing Winter Fresh gum while performing the experiment. That could have altered the acidity of the carbon dioxide going in the solution, which could have caused the solution to become acidic slower. All these errors could have affected the time it took for the solution to become acidic.
I have learned that an active person undergoes a higher amount of heart pulses, which causes him/her to intake oxygen more frequently, and therefore, release more carbon dioxide. It would be interesting to figure out whether the types of active workout affect how much carbon dioxide will be produced and also if a person with an active life has the ability to control his/her heart pulse in a “resting” stage and therefore, be able to produce less carbon dioxide.
Differences in Carbon Dioxide Production
Problem: Do the variations in levels of physical activity alter the amount of carbon dioxide being produced by a person?
Hypothesis: If a person who’s physically active has a higher pulse due to his/her heart pumping faster; then the different levels of physical activity do play a role in altering the amount of carbon dioxide being produced by that person because an active individual will require more oxygen and therefore, produce more carbon dioxide.
Procedure (including materials):
1. Gather all materials, which in this experiment are: a 125 mL flask, bromthymol blue, a 50 mL beaker, water, 2 straws, a stop watch, and two individuals (for testing reasons).
2. Fill a 125 mL flask with bromthymol blue
3. Fill a beaker with about 20-40 mL of water
4. Using a straw, exhale air (carbon dioxide) into a flask containing the bromthymol blue.
5. Use a stop watch o record the amount of time it takes to change the solution to green (a point it becomes acidic).
6. Record (by observation) the color of the solution, which is the end point for that trial.
7. Now change the acidic solution back to basic by adding drops of water (as needed). Record the number of drops.
8. Repeat steps 4-7 using a different person, and a different straw.
9. Now do trials 3 and 4 using the same people, but after they have stayed active for about 1 minute.
10. Record all data.
Data:
Trials Physically Active? Time it took for solution to become acidic (minutes) Average time it took for solution to become acidic (minutes) Drops of water it took the solution to become basic again
1
No
5:14
4:62 20
2
No
4:10
18
3
Yes
2:24
1.63 15
4
Yes 1:02 11
Conclusion:
To experimentally find out if a person who’s physically active has a higher pulse due to his/her heart pumping faster; it was hypothesized that the different levels of physical activity do play a role in altering the amount of carbon dioxide being produced by that person because an active individual will require more oxygen and therefore, produce more carbon dioxide. According to the data collected from the numerous trials during the experiment, the hypothesis was discovered to be correct. This can be proven by scrutinizing the trials by comparing them. Both individuals, when inactive, took more time changing the basic solution to acidic with the average time of 4 minutes and 62 seconds. Yet, when the same individuals became active for about 1 minute, it took them only about average of 1 minute and 63 seconds to change the solution to acidic. The difference of time between the two types of collected data is 3 minutes and 59 seconds. This shows that an active person will produce about 4 times the carbon dioxide than an inactive person.
There could have been several errors made while performing this experiment. One of the errors includes the fact that not all trials had the same end point when it came to observing when the solution was completely acidic. Maybe at one point, the solution was claimed to be acidic as it turned light green while some other time, it was claimed acidic when turning yellow. This could have prevented us from recording an accurate data, where the time taken for the color changes could not be reliable. Another error that could have taken place was that we did not count for the number of breaks a person took while blowing. The first person could have taken 14 short breaks while the other person could have taken 14 long ones. When active, a person would probably take more frequent breaks. Another error that could have altered the solutions was the drops of water used to change the solution back to basic. Maybe there were not enough drops put into the beaker that would cause the solution to still remain a bit acidic, and change to a light greenish color very quickly. An error that could have been easily prevented was that one of the persons was chewing Winter Fresh gum while performing the experiment. That could have altered the acidity of the carbon dioxide going in the solution, which could have caused the solution to become acidic slower. All these errors could have affected the time it took for the solution to become acidic.
I have learned that an active person undergoes a higher amount of heart pulses, which causes him/her to intake oxygen more frequently, and therefore, release more carbon dioxide. It would be interesting to figure out whether the types of active workout affect how much carbon dioxide will be produced and also if a person with an active life has the ability to control his/her heart pulse in a “resting” stage and therefore, be able to produce less carbon dioxide.
Corrections for Exam 2 - Bio 203
Laayla Muhammad
Corrections for Exam 2
Question 3:
Arrange the following in the proper order from the deepest (1) to most superficial (4).
The deepest layer (1) is the endomysium since it surrounds the skeletal muscle cell (muscle fiber) and allows room for blood capillaries and nerve fibers to reach each muscle fiber. The second deepest layer is the perimysium, a thicker connective tissue sheath, as it separates each fascicle from neighboring ones. The third deepest layer is called the Epimysium since it actually covers the muscle as a whole. Therefore, the deep fascia (4) would have to be the least deep or most superficial layer of the muscle since it surrounds the actual muscles, bones, nerves, and blood vessels of the body.
Question 4:
Which three of the following descriptions apply to the dermal papillae?
The three of the following descriptions that apply to the dermal papillae are: a) they prevent slippage at dermal-epidermal boundary, d) they allow nerves and capillaries to come closer to the external surface of the body in some areas, and f) they allow regeneration of the stratum granulosum. All of these choices are true due to certain factual reasons. The boundary between the epidermis and the dermis is histologically conspicuous and usually wavy. The upward waves are fingerlike extensions of the dermis known as dermal papillae. The dermal and epidermal boundaries interlock like corrugated cardboard, which is an arrangement that resists slippage of the epidermis across the dermis. In highly sensitive areas such as the lips and the genitals, tall dermal papillae allow nerve fibers to reach close to the surface.
Question 13:
Match the muscle names with the naming criterion.
The muscle name known as transverses is not a location, but rather falls into the criterion of an orientation (5). The term itself means transverse, or in other words, situated or lying across. This term for example, is used in the muscle known as transverses abdominis.
Question 21:
Put the following events of endochrondral bone formation in the proper order.
Endochrondral bone formation involves several steps that occur in an order. (1) The first step involves chondrocyte hypertrophy and the formation of supportive bony collar. The osteoblast secretes osteoid against the shaft of the cartilage model, serving as support for the new bone. (2) The next step involves the invasion by blood vessels and creation of primary marrow space. Basically, a periosteal bud invades the cavity left by the chondrocytes and the vascularization carries osteoblasts, osteoclasts, and hemopoietic cells, which turn into bone marrow later inside. (3) Later, blood vessels grow into secondary marrow space in epiphyses. As growth develops, the proliferation of cartilage cells in the epiphyseal plate slows and stops. (4) After obliteration of the epiphyseal plate and mix of compact and trabecular bone, articular cartilage remains.
Question 22:
Match each of the joints in the following list to the joint type.
Interphalangeal joints are not condyloid joints, and in fact, are hinge joints (2). This is because the articular surfaces are moulded to each other to permit motion only in one plane, which is forward and backward; movements being extension and flexion. Altantoaxial is actually a pivot joint (4), since there is a pivot articulation between the odontoid process of the axis and the ring formed by the anterior arch and the transverse ligament of the atlas. Radiocarpal joint (wrist-joint) is a condyloid articulation (6) and allows three degrees of freedom. Movements that are permitted from this joint are flexion, extension, abduction, adduction, and circumduction, which the radiocarpal joint permits as well.
Question 26:
Which type of joint is found in the cervical, thoracic, and lumbar regions of the vertebral column?
The type of joint that is found in the cervical, thoracic, and lumbar regions of the vertebral column is symphyses (d), where two bones are joined by fibrocartilage. The joint between the bodies of two vertebrae, united by an intervertebral disc is an example of this type of joint. Therefore, each intervertebral disc permits only slight movement between adjacent vertebrae.
Question 27:
The tissues illustrated in the periphery of this cross-section of the esophagus are ...
The tissues illustrated in the periphery of this cross-section of the esophagus are a circular layer of smooth muscle surrounded by a longitudinal layer of smooth muscle (a). This is a single-unit smooth muscle and in many of the hollow viscera, it forms two or more layers, typically an inner circular layer, in which the myocytes encircle the organ and an outer longitudinal layer in which the myocytes run lengthwise along the organ. The myoctes of this type of muscle are electrically coupled to each other by gap junctions.
Question 33:
This image illustrates the relationship between nerve stimulus and muscle response. Which of the following statements is the best description of the relationship illustrated by the four graphs contained in this image?
The relationship illustrated by the four graphs contained in this image is represented by choice b) the strength of the contraction is increased when the frequency of stimulation by the nerve increases to the point where the muscle fiber cannot relax completely between twitches. The force of each twitch builds on the previous one. At high stimulus frequency, the muscle does not have time to relax at all between stimuli and exhibits a state of continual contraction with about four times as much tension as a single twitch. Therefore, tension declines as the muscle fatigues.
Question 36:
What is the functional advantage of a lack of a spinous process in C1?
The functional advantage of a lack of a spinous process in C1 is that the lateral movement of the spinous process is usually restricted by its articulation with the dorsal arch of the vertebra below it. Without it, the atlas is free to rotate (c). The spinous process provides points of attachment for ligaments and spinal muscles. Yet, the atlas does not have a body due to the fact that its body has fused with that of the next vertebra. Therefore, the atlas supports the globe of the head and is specialized to allow a greater range of motion than normal vertebrae. It allows one to nod his/her head to indicate “yes” for example.
Question 39:
Dermal papillae are numerous and form relatively high peaks in the palmar and plantar skin, but are more rare in the skin of the face and abdomen. Which of the following is an appropriate interpretation of this difference (check the 2 best answers)?
Dermal papillae form relatively high peaks in the palmar and planter skin when compared to the skin of the face and abdomen due to several reasons. The soles and palms are likely to be under shearing stress, so there is a great need to prevent slippage of the epidermis (a). The dermal and epidermal boundaries interlock like corrugated cardboard, which resists slippage of the epidermis across the dermis. There are also delicate furrows that divide the skin into tiny rectangular to rhomboid areas on hands and wrists that the dermal papillae is responsible of. In highly sensitive areas lips and genitals, tall dermal papillae allow nerve fibers to reach close to the surface. Therefore, it is important to have the papillae close to the surface to allow for a dense covering of body hair on these structures (d).
Corrections for Exam 2
Question 3:
Arrange the following in the proper order from the deepest (1) to most superficial (4).
The deepest layer (1) is the endomysium since it surrounds the skeletal muscle cell (muscle fiber) and allows room for blood capillaries and nerve fibers to reach each muscle fiber. The second deepest layer is the perimysium, a thicker connective tissue sheath, as it separates each fascicle from neighboring ones. The third deepest layer is called the Epimysium since it actually covers the muscle as a whole. Therefore, the deep fascia (4) would have to be the least deep or most superficial layer of the muscle since it surrounds the actual muscles, bones, nerves, and blood vessels of the body.
Question 4:
Which three of the following descriptions apply to the dermal papillae?
The three of the following descriptions that apply to the dermal papillae are: a) they prevent slippage at dermal-epidermal boundary, d) they allow nerves and capillaries to come closer to the external surface of the body in some areas, and f) they allow regeneration of the stratum granulosum. All of these choices are true due to certain factual reasons. The boundary between the epidermis and the dermis is histologically conspicuous and usually wavy. The upward waves are fingerlike extensions of the dermis known as dermal papillae. The dermal and epidermal boundaries interlock like corrugated cardboard, which is an arrangement that resists slippage of the epidermis across the dermis. In highly sensitive areas such as the lips and the genitals, tall dermal papillae allow nerve fibers to reach close to the surface.
Question 13:
Match the muscle names with the naming criterion.
The muscle name known as transverses is not a location, but rather falls into the criterion of an orientation (5). The term itself means transverse, or in other words, situated or lying across. This term for example, is used in the muscle known as transverses abdominis.
Question 21:
Put the following events of endochrondral bone formation in the proper order.
Endochrondral bone formation involves several steps that occur in an order. (1) The first step involves chondrocyte hypertrophy and the formation of supportive bony collar. The osteoblast secretes osteoid against the shaft of the cartilage model, serving as support for the new bone. (2) The next step involves the invasion by blood vessels and creation of primary marrow space. Basically, a periosteal bud invades the cavity left by the chondrocytes and the vascularization carries osteoblasts, osteoclasts, and hemopoietic cells, which turn into bone marrow later inside. (3) Later, blood vessels grow into secondary marrow space in epiphyses. As growth develops, the proliferation of cartilage cells in the epiphyseal plate slows and stops. (4) After obliteration of the epiphyseal plate and mix of compact and trabecular bone, articular cartilage remains.
Question 22:
Match each of the joints in the following list to the joint type.
Interphalangeal joints are not condyloid joints, and in fact, are hinge joints (2). This is because the articular surfaces are moulded to each other to permit motion only in one plane, which is forward and backward; movements being extension and flexion. Altantoaxial is actually a pivot joint (4), since there is a pivot articulation between the odontoid process of the axis and the ring formed by the anterior arch and the transverse ligament of the atlas. Radiocarpal joint (wrist-joint) is a condyloid articulation (6) and allows three degrees of freedom. Movements that are permitted from this joint are flexion, extension, abduction, adduction, and circumduction, which the radiocarpal joint permits as well.
Question 26:
Which type of joint is found in the cervical, thoracic, and lumbar regions of the vertebral column?
The type of joint that is found in the cervical, thoracic, and lumbar regions of the vertebral column is symphyses (d), where two bones are joined by fibrocartilage. The joint between the bodies of two vertebrae, united by an intervertebral disc is an example of this type of joint. Therefore, each intervertebral disc permits only slight movement between adjacent vertebrae.
Question 27:
The tissues illustrated in the periphery of this cross-section of the esophagus are ...
The tissues illustrated in the periphery of this cross-section of the esophagus are a circular layer of smooth muscle surrounded by a longitudinal layer of smooth muscle (a). This is a single-unit smooth muscle and in many of the hollow viscera, it forms two or more layers, typically an inner circular layer, in which the myocytes encircle the organ and an outer longitudinal layer in which the myocytes run lengthwise along the organ. The myoctes of this type of muscle are electrically coupled to each other by gap junctions.
Question 33:
This image illustrates the relationship between nerve stimulus and muscle response. Which of the following statements is the best description of the relationship illustrated by the four graphs contained in this image?
The relationship illustrated by the four graphs contained in this image is represented by choice b) the strength of the contraction is increased when the frequency of stimulation by the nerve increases to the point where the muscle fiber cannot relax completely between twitches. The force of each twitch builds on the previous one. At high stimulus frequency, the muscle does not have time to relax at all between stimuli and exhibits a state of continual contraction with about four times as much tension as a single twitch. Therefore, tension declines as the muscle fatigues.
Question 36:
What is the functional advantage of a lack of a spinous process in C1?
The functional advantage of a lack of a spinous process in C1 is that the lateral movement of the spinous process is usually restricted by its articulation with the dorsal arch of the vertebra below it. Without it, the atlas is free to rotate (c). The spinous process provides points of attachment for ligaments and spinal muscles. Yet, the atlas does not have a body due to the fact that its body has fused with that of the next vertebra. Therefore, the atlas supports the globe of the head and is specialized to allow a greater range of motion than normal vertebrae. It allows one to nod his/her head to indicate “yes” for example.
Question 39:
Dermal papillae are numerous and form relatively high peaks in the palmar and plantar skin, but are more rare in the skin of the face and abdomen. Which of the following is an appropriate interpretation of this difference (check the 2 best answers)?
Dermal papillae form relatively high peaks in the palmar and planter skin when compared to the skin of the face and abdomen due to several reasons. The soles and palms are likely to be under shearing stress, so there is a great need to prevent slippage of the epidermis (a). The dermal and epidermal boundaries interlock like corrugated cardboard, which resists slippage of the epidermis across the dermis. There are also delicate furrows that divide the skin into tiny rectangular to rhomboid areas on hands and wrists that the dermal papillae is responsible of. In highly sensitive areas lips and genitals, tall dermal papillae allow nerve fibers to reach close to the surface. Therefore, it is important to have the papillae close to the surface to allow for a dense covering of body hair on these structures (d).
KANT Scholarship ESSAY!
An action that truly displays moral worth is one done solely from duty. This
action done from duty must also be one motivated in the right way and one that displays the good will. This action that displays moral worth is one done with respect for the moral law, and is done in the absence of any inclination. To further understand this claim, we must first investigate the definition of the good will. Philosopher Immanuel Kant believes that the good will is the only intrinsically good thing in our world. He argues that things like “courage, heroism, and resolve” can be used wrongly; and we know that happiness can’t be the foundation of morality as it is only good if it is gotten in a moral way. An example happiness being reach in an immoral way is a terrorist getting pleasure by murdering civilians. While this act may have produced to most happiness for the person, his happiness surely could not have been legitimate, as murdering someone is immoral. The “will” itself, is the ability of a person to make their own plans and decisions, and set their ends. A straightforward example of this is someone making the statement that, “I am going to be an engineer.” What makes this will “good” is not the end that it achieves but rather the intention, or motivation of the person using it. We can further state that a morally good intention is one in respect to duty alone, not one that might satisfy any desire. Kant exposes the good will and an example of an action that deserves moral praise through the investigation of a series of different situations.
In the series of situations set forth by Kant, we are dealing with a shopkeeper
selling candy to a young child. In the first situation, the shopkeeper overcharges the young lad, acting completely contrary to his duty. His actions neither comply with what is required of him nor display the good will. The second scenario presents the case in which the shopkeeper charges the boy the set price, but only because of some irrational self-interest. According to Kant, this action does not deserve moral praise because while the shopkeeper did perform the morally right action, he had immoral motives leading him to act in such a manner. In the third scenario, the shopkeeper is in an extra happy mood, and knows that acting out of good nature will only increase is own pleasure, so he charges the boy the set price. Although this shopkeeper’s actions did conform to duty, his personal inclinations led him to act in the manner that he did; giving us reason to state that his actions are of no moral worth. In the final scenario, the shopkeeper is in the most terrible of moods, as the jovial boy’s bounce in his step brings genuine pain to the shopkeeper. As the boy puts the money on the counter, the shopkeeper puts all inclinations aside and lets his good will shine by charging the child the set price. In this situation, we can see the good will in action, as the man was able to do the right thing
because it was the right thing to do, all hindrances aside. This, Kant would say, is an action done from duty.
This idea of acting from duty versus acting in conformity with duty is one that
Kant believes plays a pivotal role in whether or not an action is morally praiseworthy. According to Kant, an action done in accordance with duty is one in agreement with the requirements of duty, but not necessarily motivated in the right way. While this action may present itself as the morally good thing to do, it may still be done for the morally wrong reasons. An example of someone acting in accordance with duty but not from duty is a parent enrolling their child into school because he/she does not want other parents questioning his/her parenting practices. In this instance, while the parent is doing the right thing by giving their child the chance to an education, their action is backed by selfish motives. Kant claims that had the parents merely enrolled their kids because it was the right thing to do, their actions would have had some sort of moral worth.
An action done from duty is one that not only conforms to what duty requires of them, but is also motivated in the right sort of way. Kant suggests that an action done from duty not only merits “approval,” but “esteem,” as the person is using his resources to be beneficial but is not influenced by any inclinations. One example of one acting from duty is a completely distressed mother getting up at three in the morning to tend to her crying child. Recognizing the fact that the exhausted mother could have just as easily kept sleeping, she gets up nevertheless because she knows that her taking care of the child is the right thing to do. Another example of someone acting from duty is an exhausted husband taking his wife to the hospital after she goes into labor in the late hours of the night. Having just worked construction for twelve hours that day, the man is extremely tired and definitely not thrilled about getting up, but he nevertheless gets dressed and rushes his wife to the hospital as it is the right thing to do. Acting on no inclination, but rather out of respect for the moral law, Kant would say that these actions are actions done from duty.
Kant believes that we only deserve moral praise when we act from duty because
when we act from duty, we are using reason to dictate our actions. Along with using
reason, we are displaying a sense of autonomy in that we are capable of self-governing in moral matters and fully capable of doing the right thing. Upon using this autonomy, we are able to discover the moral law, and in turn act out of respect for it. Kant elaborates on this idea of acting out of respect by stating, “Only that which is connected with my will merely as a ground, never as an effect… can be an object of respect.” (pg. 16) This statement helps to further persuade us that the good will wants to follow moral law because of its respect for it. Kant believes that we can’t simply respect something because we want to, but rather, we must use reason to discover why we respect something. We can conclude that when an action is done in respect for the moral law, it not only displays the good will, but it is also done from duty.
Kant believes that respect for the moral law is completely separate from an
inclination like hunger or lust. He believes that acting on inclination is part of one’s animal instincts in that one acts because of a specific desire or motive. The difference that Kant attempts to expose between this and the respect for the moral law is that when acting in respect for the moral law, one is acting from duty and doesn’t necessarily want to do the action but does it simply because it is the right thing to do. We must also recognize Kant’s definition of acting in respect to something (as previously discussed); taking note that it involves using reason while acting on an inclination is purely psychological. Kant, therefore would disagree with the claim that one’s respect for the moral law is just another inclination.
action done from duty must also be one motivated in the right way and one that displays the good will. This action that displays moral worth is one done with respect for the moral law, and is done in the absence of any inclination. To further understand this claim, we must first investigate the definition of the good will. Philosopher Immanuel Kant believes that the good will is the only intrinsically good thing in our world. He argues that things like “courage, heroism, and resolve” can be used wrongly; and we know that happiness can’t be the foundation of morality as it is only good if it is gotten in a moral way. An example happiness being reach in an immoral way is a terrorist getting pleasure by murdering civilians. While this act may have produced to most happiness for the person, his happiness surely could not have been legitimate, as murdering someone is immoral. The “will” itself, is the ability of a person to make their own plans and decisions, and set their ends. A straightforward example of this is someone making the statement that, “I am going to be an engineer.” What makes this will “good” is not the end that it achieves but rather the intention, or motivation of the person using it. We can further state that a morally good intention is one in respect to duty alone, not one that might satisfy any desire. Kant exposes the good will and an example of an action that deserves moral praise through the investigation of a series of different situations.
In the series of situations set forth by Kant, we are dealing with a shopkeeper
selling candy to a young child. In the first situation, the shopkeeper overcharges the young lad, acting completely contrary to his duty. His actions neither comply with what is required of him nor display the good will. The second scenario presents the case in which the shopkeeper charges the boy the set price, but only because of some irrational self-interest. According to Kant, this action does not deserve moral praise because while the shopkeeper did perform the morally right action, he had immoral motives leading him to act in such a manner. In the third scenario, the shopkeeper is in an extra happy mood, and knows that acting out of good nature will only increase is own pleasure, so he charges the boy the set price. Although this shopkeeper’s actions did conform to duty, his personal inclinations led him to act in the manner that he did; giving us reason to state that his actions are of no moral worth. In the final scenario, the shopkeeper is in the most terrible of moods, as the jovial boy’s bounce in his step brings genuine pain to the shopkeeper. As the boy puts the money on the counter, the shopkeeper puts all inclinations aside and lets his good will shine by charging the child the set price. In this situation, we can see the good will in action, as the man was able to do the right thing
because it was the right thing to do, all hindrances aside. This, Kant would say, is an action done from duty.
This idea of acting from duty versus acting in conformity with duty is one that
Kant believes plays a pivotal role in whether or not an action is morally praiseworthy. According to Kant, an action done in accordance with duty is one in agreement with the requirements of duty, but not necessarily motivated in the right way. While this action may present itself as the morally good thing to do, it may still be done for the morally wrong reasons. An example of someone acting in accordance with duty but not from duty is a parent enrolling their child into school because he/she does not want other parents questioning his/her parenting practices. In this instance, while the parent is doing the right thing by giving their child the chance to an education, their action is backed by selfish motives. Kant claims that had the parents merely enrolled their kids because it was the right thing to do, their actions would have had some sort of moral worth.
An action done from duty is one that not only conforms to what duty requires of them, but is also motivated in the right sort of way. Kant suggests that an action done from duty not only merits “approval,” but “esteem,” as the person is using his resources to be beneficial but is not influenced by any inclinations. One example of one acting from duty is a completely distressed mother getting up at three in the morning to tend to her crying child. Recognizing the fact that the exhausted mother could have just as easily kept sleeping, she gets up nevertheless because she knows that her taking care of the child is the right thing to do. Another example of someone acting from duty is an exhausted husband taking his wife to the hospital after she goes into labor in the late hours of the night. Having just worked construction for twelve hours that day, the man is extremely tired and definitely not thrilled about getting up, but he nevertheless gets dressed and rushes his wife to the hospital as it is the right thing to do. Acting on no inclination, but rather out of respect for the moral law, Kant would say that these actions are actions done from duty.
Kant believes that we only deserve moral praise when we act from duty because
when we act from duty, we are using reason to dictate our actions. Along with using
reason, we are displaying a sense of autonomy in that we are capable of self-governing in moral matters and fully capable of doing the right thing. Upon using this autonomy, we are able to discover the moral law, and in turn act out of respect for it. Kant elaborates on this idea of acting out of respect by stating, “Only that which is connected with my will merely as a ground, never as an effect… can be an object of respect.” (pg. 16) This statement helps to further persuade us that the good will wants to follow moral law because of its respect for it. Kant believes that we can’t simply respect something because we want to, but rather, we must use reason to discover why we respect something. We can conclude that when an action is done in respect for the moral law, it not only displays the good will, but it is also done from duty.
Kant believes that respect for the moral law is completely separate from an
inclination like hunger or lust. He believes that acting on inclination is part of one’s animal instincts in that one acts because of a specific desire or motive. The difference that Kant attempts to expose between this and the respect for the moral law is that when acting in respect for the moral law, one is acting from duty and doesn’t necessarily want to do the action but does it simply because it is the right thing to do. We must also recognize Kant’s definition of acting in respect to something (as previously discussed); taking note that it involves using reason while acting on an inclination is purely psychological. Kant, therefore would disagree with the claim that one’s respect for the moral law is just another inclination.
Analysis of Alum KAl (SO4) 2 . 12H2O
Analysis of Alum KAl (SO4)2 . 12H2O
Laayla Muhammad
10/31/06 -11/01/06
Purpose: To do several tests to determine if the resulting crystals are really alum, to use a Thiele melting point tube to determine the melting point of synthesized sample of alum and to determine the amount of water in a synthesized sample of alum and also the percent sulfate in a synthesized sample of alum.
Procedure/Method: First I have to find the melting point of alum and to do that, I have to pulverize the small amount (0.5g) of dry alum. Then I’ll pack the alum in a capillary tube (1 cm) and cut a 1mm length of rubber tubing and fasten the capillary tube to a thermometer. Then I’ll fasten that to a ring stand. Next step is to immerse bottom of capillary and thermometer in a beaker of H2O and heat. I will have to remember to heat slowly as closer to the melting point to get an accurate value. Then I’ll record the temperature at which my alum crystals melt. I will compare the experimental & published values. Next I have to determine the amount of water of hydration in alum crystals. Then I’ll find the mass of crucible with the cover on a sensitive balance. I will add two grams of alum crystals to the crucible and then find the mass of crucible, the cover, and the crystal alums. I will heat and the alum crystals will melt and water of hydration will vaporize. After heating it for 5 minutes, I will cool and find the mass of crucible, cover, and anhydrous alum. I will calculate the mass driven off. Next step is to find the moles of anhydrous KAl (SO4)2 and the moles of H2O. Then I will calculate the ratio of moles H2O: moles KAl (SO4)2 and give the calculate formula of alum, KAl (SO4)2 * X H2O, where X = the ratio of moles H2O: moles KAl (SO4)2. I will compare the values with that of alum. Then I will determine the percent sulfate in alum by doing the following. I will use suction to pull distilled water through filter pad and dry it in oven. I will determine mass by a sensitive balance and measure the mass of filter paper. I will weigh 1 gram of alum into a 250 mL beaker and dissolve 50 mL of distilled water. Calculate volume of 0.2M Ba(NO3)2 and add twice this volume of Ba(NO3)2, stirring. I will heat and cool it over night. I will filter precipitate and use rubber policeman so that every particle is transferred from beaker into crucible. I will wash beaker and precipitate several times with small quantities of water and transfer filter crucible to beaker and dry in oven (at 500C so it doesn’t char). I will let it cool and mass it. That is how I will calculate the percent sulfate in alum and compare it to the value of its formula.
Data:
Melting Point (temperature in degrees Celsius) of alum crystals:
Trial 1 Trial 2 Trial 3 Average
90.0
90.1
90.3
90.13
The published data value for alum crystals melting point is 92.5 meaning our melting point was about 2.37 degrees Celsius off.
Massed Objects Mass (g)
Massed out crystals 2 grams
Crucible + Cover 30.1105 g
Crucible + Cover + Alum Crystals 32.1105 g
Crucible + Cover + Anhydrous Alum 31.1591 g
Calculated Anhydrous Alum .9514 g
Calculated Water driven off 1.0486 g
Gooch Crucible + Filter Paper 15.8050 g
Gooch Crucible + Filter Paper + Dried Precipitate 16.0230 g
Calculated Dried Precipitate .218 g
Calculations:
Calculations made to find out the amount of Ba(NO3)2 needed to totally precipitate all of the sulfate ion present in the solution plus twice this volume:
1 gram alum X 1 mol alum X 1 mol SO42- X 1 mol Ba2+ X 1 mol Ba(NO3)2
474.4 g alum 1 mol alum 2 mol SO42- 1 mol Ba2+
X 5 L Ba(NO3)2 = About 21 mL ( multiplied by 2) = 42 mL needed
1 mol Ba2+
(Other Calculations)
32.1105-30.1105 = 2 grams of crystals
32.1105-31.1591 = .9514 anhydrous alum
2.000-.9514=1.0486 grams of hydrated H2O
.9514g anhydrous alum X 1 mol anhydrous alum = .003628 mol anhydrous alum
262.22 g anhydrous alum
1.0486g hydrated H2O X 1 mol H2O = .05825 mol H2O
18g H2O
.05828 mol H2O = 16.056 mol (About 16) = X
.003628 mol anhydrous alum
KAl(SO4)2 * 16 H2O
1.0145g BaSO4 X 1 mol of BaSO4 X 2 mol SO4 X 96.066 g SO4 = .4176 g SO4
233.393g BaSO4 1 mol BaSO4 2 mol SO4
100 X .4176g SO4 = 41.2% SO4 present in the alum
1.0145g alum
Questions/Answers:
1. Objects must be cooled before their mass is found on a sensitive balance because their accurate mass when still warm could alter the result in finding out the actual mass of the object. This could be due to the fact that when heated, objects have more energy so they weigh more and have a higher mass than the cold objects.
2. The different tests used to verify that the substance tested was alum was the melting point at which we knew that the crystal alum would melt at 92.5 degrees Celsius.
3. Other tests could be made to verify the compositions of alum. For example, we can use the percentage of the sulfate in the alum and use it to find its mole ratio and figure out how much water is in the synthesized alum.
Conclusions: To conclude, the precipitate that came out in as a result were alum crystals according to many tests we took. For example, its melting point was average 90.13 and we know that alum crystals published melting point is 92.5. We figured out by calculation that there needs to be total of 42 mL of Ba(NO3)2 to filter the precipitate completely. There is about 16 mol of H2O, as calculated, in the synthesized alum. After calculating, we also figured out that there was about 41.2 percent of sulfate in the synthesized alum.
Experimental Sources of Error: There could have been several errors made while performing this experiment. While figuring out the melting point for the alum crystals, I could have not analyzed when the alum crystals started melting exactly, leading me to maybe assume it was the first temperature that my eyes noticed. Another error could have been made while massing out the crucible, the cover, or the anhydrous alum, which would throw off my calculations when figuring out the mol to mol ratio of the given formulas. I could have also made an error filtering the precipitate Ba(NO3)2, in a way where not all the precipitate was filtered thoroughly from the beaker to the gooch crucible. Such imprecise and maybe even inaccurate measurements could be responsible for altering the following results for figuring out the exact percentage of sulfate in the alum.
Laayla Muhammad
10/31/06 -11/01/06
Purpose: To do several tests to determine if the resulting crystals are really alum, to use a Thiele melting point tube to determine the melting point of synthesized sample of alum and to determine the amount of water in a synthesized sample of alum and also the percent sulfate in a synthesized sample of alum.
Procedure/Method: First I have to find the melting point of alum and to do that, I have to pulverize the small amount (0.5g) of dry alum. Then I’ll pack the alum in a capillary tube (1 cm) and cut a 1mm length of rubber tubing and fasten the capillary tube to a thermometer. Then I’ll fasten that to a ring stand. Next step is to immerse bottom of capillary and thermometer in a beaker of H2O and heat. I will have to remember to heat slowly as closer to the melting point to get an accurate value. Then I’ll record the temperature at which my alum crystals melt. I will compare the experimental & published values. Next I have to determine the amount of water of hydration in alum crystals. Then I’ll find the mass of crucible with the cover on a sensitive balance. I will add two grams of alum crystals to the crucible and then find the mass of crucible, the cover, and the crystal alums. I will heat and the alum crystals will melt and water of hydration will vaporize. After heating it for 5 minutes, I will cool and find the mass of crucible, cover, and anhydrous alum. I will calculate the mass driven off. Next step is to find the moles of anhydrous KAl (SO4)2 and the moles of H2O. Then I will calculate the ratio of moles H2O: moles KAl (SO4)2 and give the calculate formula of alum, KAl (SO4)2 * X H2O, where X = the ratio of moles H2O: moles KAl (SO4)2. I will compare the values with that of alum. Then I will determine the percent sulfate in alum by doing the following. I will use suction to pull distilled water through filter pad and dry it in oven. I will determine mass by a sensitive balance and measure the mass of filter paper. I will weigh 1 gram of alum into a 250 mL beaker and dissolve 50 mL of distilled water. Calculate volume of 0.2M Ba(NO3)2 and add twice this volume of Ba(NO3)2, stirring. I will heat and cool it over night. I will filter precipitate and use rubber policeman so that every particle is transferred from beaker into crucible. I will wash beaker and precipitate several times with small quantities of water and transfer filter crucible to beaker and dry in oven (at 500C so it doesn’t char). I will let it cool and mass it. That is how I will calculate the percent sulfate in alum and compare it to the value of its formula.
Data:
Melting Point (temperature in degrees Celsius) of alum crystals:
Trial 1 Trial 2 Trial 3 Average
90.0
90.1
90.3
90.13
The published data value for alum crystals melting point is 92.5 meaning our melting point was about 2.37 degrees Celsius off.
Massed Objects Mass (g)
Massed out crystals 2 grams
Crucible + Cover 30.1105 g
Crucible + Cover + Alum Crystals 32.1105 g
Crucible + Cover + Anhydrous Alum 31.1591 g
Calculated Anhydrous Alum .9514 g
Calculated Water driven off 1.0486 g
Gooch Crucible + Filter Paper 15.8050 g
Gooch Crucible + Filter Paper + Dried Precipitate 16.0230 g
Calculated Dried Precipitate .218 g
Calculations:
Calculations made to find out the amount of Ba(NO3)2 needed to totally precipitate all of the sulfate ion present in the solution plus twice this volume:
1 gram alum X 1 mol alum X 1 mol SO42- X 1 mol Ba2+ X 1 mol Ba(NO3)2
474.4 g alum 1 mol alum 2 mol SO42- 1 mol Ba2+
X 5 L Ba(NO3)2 = About 21 mL ( multiplied by 2) = 42 mL needed
1 mol Ba2+
(Other Calculations)
32.1105-30.1105 = 2 grams of crystals
32.1105-31.1591 = .9514 anhydrous alum
2.000-.9514=1.0486 grams of hydrated H2O
.9514g anhydrous alum X 1 mol anhydrous alum = .003628 mol anhydrous alum
262.22 g anhydrous alum
1.0486g hydrated H2O X 1 mol H2O = .05825 mol H2O
18g H2O
.05828 mol H2O = 16.056 mol (About 16) = X
.003628 mol anhydrous alum
KAl(SO4)2 * 16 H2O
1.0145g BaSO4 X 1 mol of BaSO4 X 2 mol SO4 X 96.066 g SO4 = .4176 g SO4
233.393g BaSO4 1 mol BaSO4 2 mol SO4
100 X .4176g SO4 = 41.2% SO4 present in the alum
1.0145g alum
Questions/Answers:
1. Objects must be cooled before their mass is found on a sensitive balance because their accurate mass when still warm could alter the result in finding out the actual mass of the object. This could be due to the fact that when heated, objects have more energy so they weigh more and have a higher mass than the cold objects.
2. The different tests used to verify that the substance tested was alum was the melting point at which we knew that the crystal alum would melt at 92.5 degrees Celsius.
3. Other tests could be made to verify the compositions of alum. For example, we can use the percentage of the sulfate in the alum and use it to find its mole ratio and figure out how much water is in the synthesized alum.
Conclusions: To conclude, the precipitate that came out in as a result were alum crystals according to many tests we took. For example, its melting point was average 90.13 and we know that alum crystals published melting point is 92.5. We figured out by calculation that there needs to be total of 42 mL of Ba(NO3)2 to filter the precipitate completely. There is about 16 mol of H2O, as calculated, in the synthesized alum. After calculating, we also figured out that there was about 41.2 percent of sulfate in the synthesized alum.
Experimental Sources of Error: There could have been several errors made while performing this experiment. While figuring out the melting point for the alum crystals, I could have not analyzed when the alum crystals started melting exactly, leading me to maybe assume it was the first temperature that my eyes noticed. Another error could have been made while massing out the crucible, the cover, or the anhydrous alum, which would throw off my calculations when figuring out the mol to mol ratio of the given formulas. I could have also made an error filtering the precipitate Ba(NO3)2, in a way where not all the precipitate was filtered thoroughly from the beaker to the gooch crucible. Such imprecise and maybe even inaccurate measurements could be responsible for altering the following results for figuring out the exact percentage of sulfate in the alum.
Wednesday, February 25, 2009
Sleep.
Your Sleep Test Results
You show symptoms of sleep apnea, a potentially serious sleep disorder. People with sleep apnea quit breathing repeatedly, often hundreds of times during their nights sleep.
You show symptoms of insomnia, which is defined as a persistent inability to fall asleep or stay asleep.
You show symptoms of narcolepsy, a life-long disorder characterized by uncontrollable sleep attacks during normal waking hours.
You show symptoms of periodic limb movement disorder, a disorder resulting in uncontrollable leg or arm movements during sleep
You show symptoms of sleep apnea, a potentially serious sleep disorder. People with sleep apnea quit breathing repeatedly, often hundreds of times during their nights sleep.
You show symptoms of insomnia, which is defined as a persistent inability to fall asleep or stay asleep.
You show symptoms of narcolepsy, a life-long disorder characterized by uncontrollable sleep attacks during normal waking hours.
You show symptoms of periodic limb movement disorder, a disorder resulting in uncontrollable leg or arm movements during sleep
Monday, February 16, 2009
Soulmate.
| Have you found your soulmate? |
Soulmates for life  |
| Quizzes, myspace surveys, Love Quizzes, Relationship Quizzes, About Me Quizzes , Fun Quizzes, by quizcat.com |
What love is.
I'm pretty conceited. I am. Really. Actually... anyone who owns a blog is as well. They want to rant, complain, let others be aware.... etc... they're the source right? Its their blog people are looking at. It's them they are acknowledging.
And as a conceited person, if I'm admitting that there is someone else who truly loves and cares about me, then that should count for something right? So there, I've finally discovered it.
Love is when the most conceited person feels challenged... and fails.
And as a conceited person, if I'm admitting that there is someone else who truly loves and cares about me, then that should count for something right? So there, I've finally discovered it.
Love is when the most conceited person feels challenged... and fails.
Friday, January 23, 2009
Thursday, January 01, 2009
Divorces as justifications.
Divorces. They are evil. Evil...evil things. They break up a marriage. No. They don't break up a marriage. They justify the break ups. Divorces make a bad marriage seem normal. You know what they truly break up? Unity. As soon as the term comes up, it's all division.... like it's a 4th grade math class. Children use the term to justify their bad habits. Divorce is justified through people, and it justifies the evil things people do in order to find "full contentment." There is no balance. Even if the other parent is still there, it's still not right. It feels out of place. It feels... so not normal. Divorce is seen as normal though. Splitting up. Giving it a time out. Things didn't work out. It wasn't meant to be. It ended up in the wrong path. It was too much to handle. It wasn't the right time. BLAH BLAH BLAH BLAH BLAH. Reasons. Consequences. I don't care.
All I know is that the divorce rate in the U.S. is over 55%.... OVER... trust me... way over. That's terrible. And so people don't even bother getting married anymore. See what you did Mr. Divorce? You put fear in people. You threatened to enter and you made them step away and get cold feet...forever.
I hate you divorce. I hate you evil people who can't seem to work a marriage. I hate evil people... who put their so called loved ones in so much trouble that they have to resort to a divorce in order to save a family. But the family? It's ruined before divorce even enters. It's destroyed the second the evil one decides to ruin the family from his/her evil actions.
All I know is that the divorce rate in the U.S. is over 55%.... OVER... trust me... way over. That's terrible. And so people don't even bother getting married anymore. See what you did Mr. Divorce? You put fear in people. You threatened to enter and you made them step away and get cold feet...forever.
I hate you divorce. I hate you evil people who can't seem to work a marriage. I hate evil people... who put their so called loved ones in so much trouble that they have to resort to a divorce in order to save a family. But the family? It's ruined before divorce even enters. It's destroyed the second the evil one decides to ruin the family from his/her evil actions.
Wednesday, November 19, 2008
STFU Brian. Wait, you don't even speak.
"Brian O'Brian
Silence is Golden
Brian Stepanek, better known as Arwin from 'The Suite Life of Zack and Cody', stars in the new short comedy series 'Brian O'Brian.' He plays a clever, problem-solving guy who turns everyday events into comedy mishaps. Whether it is trying to swim at the pool, or mocking the opera singer, Brian O'Brian will have you LOL. Each episode is silent, but just watching the crazy physical comedy is enough to keep you entertained. Catch it on Disney Channel."
--- Quoted from the site itself.
My comments:
How fucking stupid. This show is a waste of time and it is NOT comical at all. Some witty advertisement as a replacement should be considered. Seriously. There's sense of humor and then there's this. This is obviously entertaining to those who lack sense of humor. I watched about 2-3 episodes of this and I could swear I had an "angry frown" on my face the whole time. What's the world coming to? Come on. Do something about it.
Silence is Golden
Brian Stepanek, better known as Arwin from 'The Suite Life of Zack and Cody', stars in the new short comedy series 'Brian O'Brian.' He plays a clever, problem-solving guy who turns everyday events into comedy mishaps. Whether it is trying to swim at the pool, or mocking the opera singer, Brian O'Brian will have you LOL. Each episode is silent, but just watching the crazy physical comedy is enough to keep you entertained. Catch it on Disney Channel."
--- Quoted from the site itself.
My comments:
How fucking stupid. This show is a waste of time and it is NOT comical at all. Some witty advertisement as a replacement should be considered. Seriously. There's sense of humor and then there's this. This is obviously entertaining to those who lack sense of humor. I watched about 2-3 episodes of this and I could swear I had an "angry frown" on my face the whole time. What's the world coming to? Come on. Do something about it.
Monday, November 17, 2008
Chavez; Mexican Immigrants
Laayla Muhammad
November 11, 2008
Anthropology 104
Rites of Passage
November 11, 2008
Anthropology 104
Rites of Passage
1. There are millions of immigrants illegally entering the United States on a daily basis, with many of them being undocumented. Some choose to stay in the U.S. for a short period of time and are known as migrants, while settlers are immigrants that choose to reside permanently. Specifically, Mexican immigration has become a concerning matter with many people not having the knowledge of the experiences of the immigrants. In Shadowed Lives: Undocumented Immigrants in American Society by Leo R. Chavez, Rites of Passage may reveal the “importance of the transitions individuals undergo as they pass from group to group and from one social status to another” (Chavez 1998; 4) yet the transformation of the individuals come to a halt when some struggle in completing all three phases. Crossing the border comes along with complex components, with certain rituals and proceedings that these individuals suddenly become involved with. With new statuses, they also obtain more responsibilities and rights, giving them the option to make a tighter grip around their firm decisions. I will be explaining the three phases that these individuals pass through: “separation from the known social group or society, transition (the “liminal” phase), and incorporation into the new social group or society” (Chavez 1998; 4-5). The analysis of these phases is significant in figuring out why undocumented immigrants choose to behave the way they do and carry on a certain lifestyle that may seem too strange to relate to at first. I will reveal how Chavez uses these three phases to interpret the experiences of the undocumented migrants as they go move from Mexico to San Diego County. Along with revealing the pattern of this model, I will also elaborate on how there is a personal choice for these migrants to either change and prepare themselves for stage or remain the way they are for various reasons, proving the rites of passages to be insufficient at times.
It is important to notice that these undocumented migrants sometimes are unable to carry out all three phases of the passage. For example, most migrants remain as migrants because eventually, they return to Mexico after making a small yet sufficient earning for that period of time in San Diego County. There are reasons such as facing obstacles through the last phase, incorporation, due to fear of getting caught by lawful authorities for being illegal aliens, and being sent home when they are not ready to return. Therefore, they are stuck at the liminal phase, unable to successfully transit through and blend in with the “American society” in the way they eat, dress, work, talk, behave, and so on. Knowing this, one should realize that, “In most rites of passage, incorporation occurs when the participant acquires the appropriate knowledge, experiences, and behaviors, then successfully completes the proper rituals” (Chavez 1998; 5). This phase for undocumented immigrants may include rituals such as appointments to become legal, having enough knowledge to understand the personal rights and even the money to hire a lawyer for obtaining legal residency and not be taken advantage of. Some of the other reasons lay in the fact that most of these undocumented migrants are unable to complete transition and incorporate themselves with the bigger society because they are unable to achieve “secure employment, family formation, the establishment of credit, capital accumulation, competency in English” (Chavez 1998; 5) and therefore, fail to alter their status to becoming settlers in the Unites States.
The first phase, separation, involves various complex decisions that these migrants make, putting them in a situation where they feel as if they have to separate themselves from the environment they are well familiar with and have lived most of their lives in, and move to a strange land up north in order to perhaps change their lives completely. Beatriz and Enrique Valenzuela, a couple that live southeast of downtown San Diego, share their experiences openly with Chavez about their migration. Beatriz admits, “I was afraid because I never had left home before. So when I was on my way here, I was very afraid. All the way from Manzanillo to Tijuana I cried—the whole way” (Chavez 1998; 25). These individuals not only separate themselves from the land they are familiar with, but from their friends, family, even old occupations that they are not satisfied with, and the whole community that holds the customs they are part of. But why? Why do they really want to move to the United States and why do they think that notion should be acted upon? The true reasons lay behind the fact that most of the time, Mexicans notice that “employers sometimes lure workers to the United States,” (Chavez 1998; 25) and that friends and other relatives return and tell great stories about living conditions in San Diego. As an immigrant myself, my family was motivated to come to the United States to provide great career opportunities through a better educational system for all their children. As I read about the rites of passage, I too become familiar with the feelings of these undocumented migrants and can easily understand the hardship they face and even why some of them fail to incorporate and adjust themselves to the living conditions here in the United States.
Taking risks begin in the first phase, separation, and carry out until some of them finally decide not to incorporate themselves and remain stuck in the transition phase. First of all, individuals who leave their family members back in Mexico have to accept the fact that their families will experience lots of complex problems by “experiencing justifiable anxiety about the potential dangers of the journey” (Chavez 1998; 61). Some migrants never even make it to the border because they are hurt, robbed, raped, and/or killed. Since these individuals carry no sort of identification documents, they are easily taken advantage of with because it is highly unlikely for anyone to find out about them or worry about them. My mother for example had to leave her sick mother in Pakistan so she can she move to the U.S. in order for her children to receive better educational opportunities. Only a few years later, her mother passed away from shock concerning the dangerous our family might face while trying to adjust to the American customs with no other relatives or friends to rely on. Instead I must point out that there are lots of angered and worried citizens of the U.S. that are aware and troubled by Mexican immigration and have impulses to hurt anyone that may be involved in that. From an individual’s experience, he heard someone say, “Let’s shoot some aliens” right before firing a hunting rifle toward a hillside where many undocumented migrants were (Chavez 1998; 61).
After experiencing such difficulties, it may not be hard to realize why incorporating into the larger society may become even a greater challenge for these individuals. Having problems learning the English language might make them feel inferior and feel too challenged to carry on normal lives like the rest. It also may be hard to actually find a decent job, and since these undocumented migrants are illegal, employers take advantage of them and hire them for less than minimum to do the dirty work. These migrants have no choice but to take it or leave it because for one, they cannot report any of this to the authorities and second, someone else might take the job instead. Another reason which I remember mentioning is the fact that they choose not to live in fear all their lives of getting caught. If caught in traffic by a police for simply speeding, they could be going back to Mexico consequently. Fear of upsetting anyone else who might report them to INS might also put them in a situation where they are unable to express their feelings and live in fear instead. Migrants who choose to become citizens of the U.S. legally usually give up when they realize the tremendous amount of paperwork they have to read and understand, the money they will need for processes and lawyers, and the time they will have to wait with unlimited restrictions. All the members of my family were able to obtain their greencards and become permanent legal residents of the U.S. except that it took us thousands of dollars, great amounts of patience, and 12 years. Due to 9/11, our applications were put on hold and there was no progress being made until my mother fell in love with my step father, an American citizen, and therefore such a coincident factor helped our case greatly. The point in bringing such a personal experience is that some Mexican migrants may feel that having spouses that are American citizens is the only way to become residents faster. Having children born in the U.S. pints to the problem of calling a family an “illegal alien family” (Chavez 1998; 131). Finding stable working jobs is also an issue, due to not being able to obtain work permits, driving licenses, valid identification documents, understanding the job’s requirements due to language barriers, and so on. Many undocumented migrants who do find jobs experience abuse, such as an 18 year old El Salvadoran named Julia who worked as a maid and was told to save up her income rather than get paid every week. “According to Julia, the woman of the house said they went bankrupt and fired her” (Chavez 1998; 150). Another example includes a Salvadoran who lived with his wife and “exchanged labor for a place to sleep” (Chavez 1998; 150). Undocumented migrants struggle through unlimited hardships even after migrating to the U.S., making the phase of incorporation unable to achieve and therefore, returning home eventually.
Undocumented individuals go through complex steps in order to either stay as migrants and eventually return to their homeland or become settlers after successfully finishing the separation, transition, and incorporation steps of the rites of passages that Chavez reveals. The model itself cannot depict patterns of migration for all the individuals for there are variety of reasons to not advance to the next phase and thus rejecting transformation. From having various motives to live a better life right back in Mexico or in San Diego, these individuals undergo severe hardship in separating themselves from the familiar and engaging in the unknown. As a settler myself, I was able to successfully incorporate myself into the larger society due to the fact that I had not so strong connections overseas in my homeland and that the English language did not become a factor that I had to struggle with. Using that as a benefit, I was able to use my confidence to obtain a better education than the one I was receiving overseas and as a child, I was easily fascinated and therefore, prepared to alter my lifestyle, the way I dress, talk, and do many things in life. At the end, it comes down to achieving the stages of moving to another country and having the ability to hang on and finish the process or breaking the model and returning home to perhaps try again some day. Yet still, one may wonder about the migrants who may not feel accepted in the American society even after having great resources to live a functional life. Shouldn’t satisfying basic needs become the main priority for the migrants? What’s even more important to wonder is if Mexican immigration remains as a controversial topic due to economic issues or personal issues where racism still occurs? Do the incorporated migrants who have become settlers see Mexican immigration from a view different from economic and political reasons? The “Rites of Passages” and its phases that Chavez elaborates on may justify the transitions some migrants take according to the model in order to become settlers of the U.S., but not all. Therefore, the model is not ideal because personal factors come into play, inevitably making it hard for individuals to incorporate themselves in another society with a different status.
It is important to notice that these undocumented migrants sometimes are unable to carry out all three phases of the passage. For example, most migrants remain as migrants because eventually, they return to Mexico after making a small yet sufficient earning for that period of time in San Diego County. There are reasons such as facing obstacles through the last phase, incorporation, due to fear of getting caught by lawful authorities for being illegal aliens, and being sent home when they are not ready to return. Therefore, they are stuck at the liminal phase, unable to successfully transit through and blend in with the “American society” in the way they eat, dress, work, talk, behave, and so on. Knowing this, one should realize that, “In most rites of passage, incorporation occurs when the participant acquires the appropriate knowledge, experiences, and behaviors, then successfully completes the proper rituals” (Chavez 1998; 5). This phase for undocumented immigrants may include rituals such as appointments to become legal, having enough knowledge to understand the personal rights and even the money to hire a lawyer for obtaining legal residency and not be taken advantage of. Some of the other reasons lay in the fact that most of these undocumented migrants are unable to complete transition and incorporate themselves with the bigger society because they are unable to achieve “secure employment, family formation, the establishment of credit, capital accumulation, competency in English” (Chavez 1998; 5) and therefore, fail to alter their status to becoming settlers in the Unites States.
The first phase, separation, involves various complex decisions that these migrants make, putting them in a situation where they feel as if they have to separate themselves from the environment they are well familiar with and have lived most of their lives in, and move to a strange land up north in order to perhaps change their lives completely. Beatriz and Enrique Valenzuela, a couple that live southeast of downtown San Diego, share their experiences openly with Chavez about their migration. Beatriz admits, “I was afraid because I never had left home before. So when I was on my way here, I was very afraid. All the way from Manzanillo to Tijuana I cried—the whole way” (Chavez 1998; 25). These individuals not only separate themselves from the land they are familiar with, but from their friends, family, even old occupations that they are not satisfied with, and the whole community that holds the customs they are part of. But why? Why do they really want to move to the United States and why do they think that notion should be acted upon? The true reasons lay behind the fact that most of the time, Mexicans notice that “employers sometimes lure workers to the United States,” (Chavez 1998; 25) and that friends and other relatives return and tell great stories about living conditions in San Diego. As an immigrant myself, my family was motivated to come to the United States to provide great career opportunities through a better educational system for all their children. As I read about the rites of passage, I too become familiar with the feelings of these undocumented migrants and can easily understand the hardship they face and even why some of them fail to incorporate and adjust themselves to the living conditions here in the United States.
Taking risks begin in the first phase, separation, and carry out until some of them finally decide not to incorporate themselves and remain stuck in the transition phase. First of all, individuals who leave their family members back in Mexico have to accept the fact that their families will experience lots of complex problems by “experiencing justifiable anxiety about the potential dangers of the journey” (Chavez 1998; 61). Some migrants never even make it to the border because they are hurt, robbed, raped, and/or killed. Since these individuals carry no sort of identification documents, they are easily taken advantage of with because it is highly unlikely for anyone to find out about them or worry about them. My mother for example had to leave her sick mother in Pakistan so she can she move to the U.S. in order for her children to receive better educational opportunities. Only a few years later, her mother passed away from shock concerning the dangerous our family might face while trying to adjust to the American customs with no other relatives or friends to rely on. Instead I must point out that there are lots of angered and worried citizens of the U.S. that are aware and troubled by Mexican immigration and have impulses to hurt anyone that may be involved in that. From an individual’s experience, he heard someone say, “Let’s shoot some aliens” right before firing a hunting rifle toward a hillside where many undocumented migrants were (Chavez 1998; 61).
After experiencing such difficulties, it may not be hard to realize why incorporating into the larger society may become even a greater challenge for these individuals. Having problems learning the English language might make them feel inferior and feel too challenged to carry on normal lives like the rest. It also may be hard to actually find a decent job, and since these undocumented migrants are illegal, employers take advantage of them and hire them for less than minimum to do the dirty work. These migrants have no choice but to take it or leave it because for one, they cannot report any of this to the authorities and second, someone else might take the job instead. Another reason which I remember mentioning is the fact that they choose not to live in fear all their lives of getting caught. If caught in traffic by a police for simply speeding, they could be going back to Mexico consequently. Fear of upsetting anyone else who might report them to INS might also put them in a situation where they are unable to express their feelings and live in fear instead. Migrants who choose to become citizens of the U.S. legally usually give up when they realize the tremendous amount of paperwork they have to read and understand, the money they will need for processes and lawyers, and the time they will have to wait with unlimited restrictions. All the members of my family were able to obtain their greencards and become permanent legal residents of the U.S. except that it took us thousands of dollars, great amounts of patience, and 12 years. Due to 9/11, our applications were put on hold and there was no progress being made until my mother fell in love with my step father, an American citizen, and therefore such a coincident factor helped our case greatly. The point in bringing such a personal experience is that some Mexican migrants may feel that having spouses that are American citizens is the only way to become residents faster. Having children born in the U.S. pints to the problem of calling a family an “illegal alien family” (Chavez 1998; 131). Finding stable working jobs is also an issue, due to not being able to obtain work permits, driving licenses, valid identification documents, understanding the job’s requirements due to language barriers, and so on. Many undocumented migrants who do find jobs experience abuse, such as an 18 year old El Salvadoran named Julia who worked as a maid and was told to save up her income rather than get paid every week. “According to Julia, the woman of the house said they went bankrupt and fired her” (Chavez 1998; 150). Another example includes a Salvadoran who lived with his wife and “exchanged labor for a place to sleep” (Chavez 1998; 150). Undocumented migrants struggle through unlimited hardships even after migrating to the U.S., making the phase of incorporation unable to achieve and therefore, returning home eventually.
Undocumented individuals go through complex steps in order to either stay as migrants and eventually return to their homeland or become settlers after successfully finishing the separation, transition, and incorporation steps of the rites of passages that Chavez reveals. The model itself cannot depict patterns of migration for all the individuals for there are variety of reasons to not advance to the next phase and thus rejecting transformation. From having various motives to live a better life right back in Mexico or in San Diego, these individuals undergo severe hardship in separating themselves from the familiar and engaging in the unknown. As a settler myself, I was able to successfully incorporate myself into the larger society due to the fact that I had not so strong connections overseas in my homeland and that the English language did not become a factor that I had to struggle with. Using that as a benefit, I was able to use my confidence to obtain a better education than the one I was receiving overseas and as a child, I was easily fascinated and therefore, prepared to alter my lifestyle, the way I dress, talk, and do many things in life. At the end, it comes down to achieving the stages of moving to another country and having the ability to hang on and finish the process or breaking the model and returning home to perhaps try again some day. Yet still, one may wonder about the migrants who may not feel accepted in the American society even after having great resources to live a functional life. Shouldn’t satisfying basic needs become the main priority for the migrants? What’s even more important to wonder is if Mexican immigration remains as a controversial topic due to economic issues or personal issues where racism still occurs? Do the incorporated migrants who have become settlers see Mexican immigration from a view different from economic and political reasons? The “Rites of Passages” and its phases that Chavez elaborates on may justify the transitions some migrants take according to the model in order to become settlers of the U.S., but not all. Therefore, the model is not ideal because personal factors come into play, inevitably making it hard for individuals to incorporate themselves in another society with a different status.
Saturday, January 19, 2008
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