Treatment with Effective Interventions - 3273 Words

TREATMENT PLAN GOALS / OBJECTIVES Note: Always make objectives measurable, e.g., 3 out of 5 times, 100%, learn 3 skills, etc., unless they are measurable on their own as in â€Å"List and discuss [issue] weekly†¦Ã¢â‚¬  Abuse/Neglect Goal: Explore and resolve issues relating to history of abuse/neglect victimization ââ€" ª Share details of the abuse/neglect with therapist as able to do so ââ€" ª Learn about typical long term/residual effects of traumatic life experiences ââ€" ª Develop two strategies to help cope with stressful reminders/memories Alcohol/Drugs and Other Addictions Goal: Be free of drug/alcohol use/abuse ââ€" ª Avoid people, places and situations where temptation might be†¦show more content†¦havior that would result in a loss of custody ââ€" ª Be able to play with others peacefully for ____ minutes ââ€" ª Come home each day by ______ (time) ââ€" ª Keep parents informed about where you are and when you will be home ââ€" ª Be in bed by _____ each night ââ€" ª Be free of bedwetting ââ€" ª Be free of wet/soiled underwear ââ€" ª If an accident happens, be responsible and clean it up ââ€" ª Be free of any behavior that could result in loss of job ââ€" ª Remain free of behaviors which would lead to arrest ââ€" ª Comply with all aspects of probation/parole and avoid behavior that could violate ââ€" ª Eat/swallow only items intended to be food Communication Skills Goal: Learn and use effective communication strategies ââ€" ª Talk nice or do not say anything at all ââ€" ª Learn three ways to communicate verbally when angry ââ€" ª Be able to express anger in a productive manner without destroying property or personal belongings ââ€" ª Be able to express anger without yelling and using foul language ââ€" ª Be able to express wants and needs through spoken language ââ€" ª Be able to ask questions and tell about instances ââ€" ª Be able to stick up for self assertively ââ€" ª Speak in a clear and concise manner so others fully understand him/her ââ€" ª Learn to express feelings verbally without acting out Crime Goal: Remain free of behaviors whichShow MoreRelatedEffective Treatment Intervention For Elementary Aged Children With Disruptive Behaviors1255 Words   |  6 Pagestherapy is a developmentally appropriate intervention for children between the ages of 3 and 10 years because it utilizes the child’s natural mode of communication because children have a limited ability to verbally express their emotional needs. Therefore, play therapists use toys and play materials to help children communicate their needs in a developmentally sensitive and concrete manner. The aim of this study is to establish an effective treatment Intervention for elementary aged children with disruptiveRead MoreMechanisms of Behavioral Change and Effective Treatment Interventions to Improve Addiction Recovery Outcomes570 Words   |  2 PagesNaqvi, Debellis Breiter (2013) examine the mechanisms of behavioral change and effective treatment interventions to improve addiction recovery outcomes. Unnecessarily creating an acronym out of the phrase mechanisms of behavioral change, the authors claim a recent upsurge of interest in understanding how behavioral change takes place from a cognitive-behavioral perspective. In particular, psychosocial treatments have been used to address addiction problems. The authors build the research on theRead MoreEffective Intervention Methods Used For The Treatment Of Co Occurring Posttraumatic Stress Disorder2175 Words   |  9 PagesAbstract This literature review briefly examines the scholarly journal articles and research cited above. The aim of these articles were to identify the effective intervention methods used for the treatment of co-occurring posttraumatic stress disorder (PTSD) and substance use disorders (SUD). Although there is much evidence to support the high rate of individuals who experience symptoms of or are diagnosed with both PTSD and a SUD, there is little known about the comorbidity of these two disordersRead MoreImpact Of Services On The Human Services Research1332 Words   |  6 Pagesresearch is carefully conducted to assess the impact of services and to create effective programs. However, a problem still exists regarding resistance to change of individuals and institutions. Program dissemination is critical in translating well-researched programs into common practices that help people. Once effective treatment procedures have been identified and tested, the task is to find a way of delivering those treatment procedures to clients (Fixsen Blase, 1993). Among the most widely disseminatedRead MoreCognitive Behavioral Therapy1111 Words   |  5 PagesThe most cost effective interventions for adults with anxiety disorder appears to be individual forms of Cognitive Behavioral Therapy. The mean total societal costs were lower for Cognitive Behavioral Therapy as compared to Selective serotonin reuptake inhibitors and Cognitive Behavioral Therapy and Selective serotonin reuptake inhibitors (Apeldoorn et al, 2014). In particular, self-help books are cost effective compared with other forms of treatment options. Drugs and group based psychologicalRead MoreComplicated Grief Essay997 Words   |  4 Pagesprevention or treatment of complicated grief from a systematic literature search to determine the short-term and long-term effect of both preventive and treatment interventions for adults with complicated grief (2010). Researchers used two search strategies to identify relevant studies. The first strategy was electronic databases Web of S cience (WOS) and PsycArticles with the following search terms: â€Å"bereave OR mourning OR grief OR survivor OR widow† AND â€Å"psychotherapy OR therapy OR intervention OR treatmentRead MoreIntervention For Smokers With Depression1603 Words   |  7 PagesInterventions A literature search was done in Medline, Scopus and from some background articles of the study (2 articles). In Medline, the search was done through keywords (smoking cessation, depression and intervention) that lead to 5 articles, 2 of which were relevant and talked about an intervention for smokers with depression. Through Scopus and using MeSH terms, inclusion and exclusion criteria (MeSH terms: smoking cessation, depression, comorbidity and intervention) (inclusion criteria: articlesRead MoreIs The Duluth Method Of Bipp An Effective Treatment Program For Latinos?1414 Words   |  6 Pages Is the Duluth Method of BIPP an Effective Treatment Program for Latinos? JGS Texas State University Is the Duluth Method of BIPP an Effective Treatment Program for Latinos? Statement of the Problem Intimate partner violence or domestic violence is not only a physical incident between a couple. Domestic Violence encompasses physical, sexual, emotional, economic, and psychological forms taken by a perpetrator against the victim. In Texas 77% of all Hispanic have either themselves or know someoneRead MoreEvidence-Based Treatment of Hot Flashes Related to Cancer Therapies813 Words   |  3 PagesHot flashes are one of the many side effects of cancer treatment. A hot flash is defined as â€Å"a subjective sensation of heat that is associated with objective signs of cutaneous vasodilation and a subsequent drop in core temperature† (Kaplan, Mahon, Cope, Keating, Hill Jacobson, 2011). Another description of a hot flash is a â€Å"sudden sensation of intense warmth that begins in the chest region and rises to the neck and face† (Loprinzi, Barton Rhodes, 2001). Hot flashes are difficult to measure becauseRead MoreThe Prevalence Of Paediatric Obesity1731 Words   |  7 Pagesand health consequences can continue into adulthood (Reilly et al., 2003) therefore effective weight loss interventions treating childhood obesity are essential to prevent adult obesity and its related health consequences. The key changes have been identified as dietary and physical activity behaviours (Michie, Abraham, Whittington, McAteer, 2009) and should therefore be the primary targets of these interventions. Although intensive lifestyle programs can have positive clinical outcomes in adults

The Negative Effects Of Teen Depression - 1117 Words

Teenage depression Teen depression ultimately impacts this society generation . Recognizing the signs and diagnostics that could prevent teenagers with this mental illness. , Be aware there are several different types of depression . Teens from one or more types. Teenage depression is becoming a problem in today’s society. However, Depression, it’s a mood disorder that causes persistent feelings of sadness and lost of interest also called clinical depression, it’s affects how you feel , think , and behave and can lead to a variety of emotional and physical problems . You may have trouble doing normal day-to -day activities and sometimes you may feel as if it’s not worth living . according to†¦show more content†¦Although any individual can experience the mental teenagers are mainly at risk for it or, experience depression because of their experience it’s not quite strong . and when they have a problem they aren t aware on how to solve the problem, but the main reason why is because of social life , communication . If the teenagers do not get the help that they are needed then it will cause the teen depression and teen suicide to increase continuously. Teens will start feeling sad, changes in his/her appetite . But now in this new world of technology , there’s a new way to diagnose it , which is screened to test for depressive symptoms . Friends of the victim should be able to spot out the illness or the changes in one’s behavior . Nearly around 5,639 has been diagnosed with depression by a clinician in a non-hospital setting between 2009 and 2010 blood test . And it continued to grow even more between 2010 through 2017. There are numerous different types of depression , Further to my previous statement. The first type of depression is Adolescent depression ,Adolescent depression can be another word for teen depression, The type of disorder that affects the youth . It also leads to sa dness, discouragement and loss of self worth . Adolescent depression can be a massive shift in the way they seeShow MoreRelatedNegative Effects Of Teen Depression1437 Words   |  6 PagesTeen depression ultimately impacts this society generation . Recognizing the signs and diagnostics that could prevent teenagers with this mental illness. , Be aware there are several different types of depression . Teens from one or more types. Teenage depression, it’s becoming a problem in today’s society. However, Depression, it’s a mood disorder that causes persistent feelings of sadness and lost of interest also called clinical depression, it’s affects how you feel , think , andRead MoreAttention Deficit Hyperactivity Disorder And Depression1705 Words   |  7 Pagesor temporary shelters, while others help families deal with the effects of abuse such as sexual and physical. Other workers might deal with families that are being affected by a health disorder such as mental illness. Mental illness affects people of all ages. It does not discriminate against age, race, economic status or sex; anyone can be affected. Mental disorders range from Attention Deficit Hyperactivity Disorder to Depression. People with a mental disorder are not the only ones affected byRead MoreTeen Pregnancy And Its Effect On Children855 Words   |  4 PagesTeen pregnancy has been an ongoing social issue in the United States for many of years. Although the rate of teen pregnancy has decreased since the 90s, the United States is still the highest among industrialized nations. The US ranks at one and a half times higher than Great Britain, three times higher than Canada, seven times higher than Denmark and Sweden, and eight times higher than Japan (Azar 1). Society considers teenage pregnancies a problem because they believe teenagers are not emotionallyRead MoreCauses of Teenage Depression1538 Words   |  7 Pagesbooklet or website or whatever they list depression among the side effec ts of cancer. But, in fact, depression is not a side effect of cancer. Depression is a side effect of death (â€Å"The Only Thing Worse†).† Occasional bad moods or acting out is to be expected, but depression is something different. Depression can destroy the very essence of a teenager’s personality, causing an overwhelming sense of sadness, despair, or anger (â€Å"A Guide for Parents†). The depression rate in the teen’s generation is risingRead MoreMajor Teen Depression and Its Growing Issue in Society1382 Words   |  6 Pagesconstantly overlook the severity of depression, more importantly, major teen depression, which presents a legitimate obstacle in society. The intensity of teen depression results from society’s general lack of acknowledgement of the rising affair. In 2012, â€Å"28.5% of teens were depressed† and 15.8% of teens contemplated the option of suicide (Vidourek 1 par. 1), due to their major depression going unnotice d or untreated for. Even teenagers themselves often ignore their depression or remain in denial becauseRead MoreThe Cause And Effect Of The Teen Suicide Essay1334 Words   |  6 PagesTeen suicide is a big problem all around the world, and we try to prevent it by offering help, and medications for whatever these teens are going through. What you may or may not know is that although we do offer help, these teens who are suicidal face negative criticism which sometimes pushes them to do something drastic. What I would like to accomplish with my paper would be to give my audience, not only a better understanding of some of the causes and effects of being suicidal, but also explainRead MoreThe Causes of Adolescent Depression1189 Words   |  5 PagesHealth America, one in every five teens has clinical depression† (â€Å"Safe Teens†). Do you know someone who suffers from teenage depression, or maybe a friend or family member? Or maybe you, yourself, may suffer from teenage depression. Well you are not alone. Many teens in America, as well as the rest of the world, are affected by teenage depression. Depression is an effect for many teens, with many causes. As a result, there are three major causes for teenage depression such as: Genetics, EnvironmentRead MoreDepression And Childrens Emotion Regulation1491 Words   |  6 PagesDepression is a common disorder, with a lifetime prevalence of 16.6% for adults, and a 12-month and lifetime prevalence of 7.5% and 11% in adolescen ts, respectively (Avenevoli, Swendsen, He, Burstein, Merikangas, 2015; Kessler et al., 2005). Additionally, Avenevoli et al. (2015) note that depression has its roots in childhood, as rates of depression dramatically increase in adolescence. Thus, understanding the mechanisms involved in youth depression development is critical. Parenting and children’sRead MoreDepression Is A Mood Disorder993 Words   |  4 PagesDepression is a mood disorder that affects every one out of five adolescents by the time they become adults (Dryden-Edwards 1). It does not seem unlikely that people are more prone to developing depression in their teen years due to the various physical, emotional, psychological and social changes that occur during this point of one’s life. The human body experiences different developmental changes while going through puberty, causing a teen to have fluctuating moods. Puberty, along with jugglingRead More The Causes of Teen Suicide Essay1500 Words   |à ‚  6 PagesTeen suicide is becoming more common every year in the United States. In fact, only car accidents and homicides (murders) kill more people between the ages of 15 and 24, making suicide the third leading cause of death in teens and overall in youths ages 10 to 19 years old. Read on to learn more about this serious issue - including what causes a person to consider taking their own life, what puts a teen at risk for suicide or self-harm, and warning signs that someone might be considering suicide

Night World Secret Vampire Chapter 2 Free Essays

â€Å"Poppy!† Poppy could hear her mother’s voice, but she couldn’t see anything. The kitchen floor was obscured by dancing black dots. â€Å"Poppy, are you all right?† Now Poppy felt hermother’s hands grasping her upper arms, holding her anxiously. We will write a custom essay sample on Night World : Secret Vampire Chapter 2 or any similar topic only for you Order Now The pain was easing and her vision was coming back. As she straightened up, she saw James in front ofher. His face was almost expressionless, but Poppy knew him well enough to recognize the worry in hiseyes. He was holding the milk carton, she realized. He must have caught it on the fly as she droppedit–amazing reflexes, Poppy thought vaguely. Really amazing. Phillip was on his feet. â€Å"Are you okay? Whathappened?† â€Å"I-don’t know.† Poppy looked around, thenshrugged, embarrassed. Now that she felt better shewished they weren’t all staring at her so hard. Theway to deal with the pain was to ignore it, to notthink about it. â€Å"It’s just this stupid pain-I think it’s gastrowhatchmacallit. You know, something I ate.† Poppy’s mother gave her daughter the barest fraction of a shake. â€Å"Poppy, this is not gastroenteritis.You were having some pain before-nearly a monthago, wasn’t it? Is this the same kind of pain?† Poppy squirmed uncomfortably. As a matter offact, the pain had never really gone away. Somehow,in the excitement of end-of-the-year activities, she’dmanaged to disregard it, and by now she was used to working around it. â€Å"Sort of,† she temporized. â€Å"But That was enough for Poppy’s mother. She gavePoppy a little squeeze and headed for the kitchen telephone. â€Å"I know you don’t like doctors, but I’mcalling Dr. Franklin. I want him to take a look at you. This isn’t something we can ignore.† â€Å"Oh, Mom, it’s vacation†¦.† Her mother covered the mouthpiece of the phone.†Poppy, this is nonnegotiable. Go get dressed.† Poppy groaned, but she could see it was no use.She beckoned to James, who was looking thoughtfully into a middle distance. â€Å"Let’s at least listen to the CD before I have to go.† He glanced at the CD as if he’d forgotten it, and put down the milk carton. Phillip followed them into the hallway. â€Å"Hey, buddy, you wait out here while she gets dressed.† James barely turned. â€Å"Get a life, Phil,† he said almost absently. â€Å"Just keep your hands off my sister, you deve.† Poppy just shook her head as she went into her room. As if James cared about seeing her undressed. If only,she thought grimly, pulling a pair of shortsout of a drawer. She stepped into them, still shaking her head. James was her best friend, her very bestfriend, and she was his. But he’d never shown even the slightest desire to get his hands on her. Sometimes she wondered if he realized she was a girl. Someday I’m going to makehim see, she thought,and shouted out the door for him. James came in and smiled at her. It was a smile other people rarely saw, not a taunting or ironic grin, but a nice little smile, slightly crooked. â€Å"Sorry about the doctor thing,† Poppy said. â€Å"No. You should go.† James gave her a keenglance. â€Å"Your mom’s right, you know. This has been going on way too long. You’ve lost weight; it’s keeping you up at night-â€Å" Poppy looked at him, startled. She hadn’t told anybody about how the pain was worse at night, not even James. But sometimes James just knewthings. As if he could read her mind. â€Å"I just know you, that’s all,† he said, and then gaveher a mischievous sideways glance as she stared at him. He unwrapped the CD. Poppy shrugged and flopped on her bed, staring atthe ceiling. â€Å"Anyway, I wish Mom would let me have oneday of vacation,† she said. She craned her neckto look at James speculatively. â€Å"I wish I had a mom like yours. Mine’s always worrying and trying to fix me.† â€Å"And mine doesn’t really care if I come or go. Sowhich is worse?† James said wryly. â€Å"Your parents let you have your own apartment. â€Å" â€Å"In a building they own. Because it’s cheaper thanhiring a manager.† James shook his head, his eyeson the CD he was putting in the player. â€Å"Don’t knockyour parents, kid. You’re luckier than you know.† Poppy thought about that as the CD started. Sheand James both liked trance-the underground electronic sound that had come from Europe. James likedthe techno beat. Poppy loved it because it was real music, raw and unpasteurized, made by people who believed in it. People who had the passion, not people who had the money. Besides, world music made her feel a part of otherplaces. She loved the differentness of it, the alienness. Come to think of it, maybe that was what she likedabout James, too. His differentness. She tilted her head to look at him as the strange rhythms of Burundi drumming filled the air. She knew James better than anyone, but there wasalways something, something about him that was closed off to her. Something about him that nobody could reach. Other people took it for arrogance, or coldness, oraloofness, but it wasn’t really any of those things. It was just differentness. He was more different thanany of the exchangestudents at school. Time after time, Poppy felt she had almost put her finger on thedifference, but it always slipped away. And more than once, especially late at night when they were listening to music or watching the ocean, she’d felthe was about to tell her. And she’d always felt that if he didtell her, itwould be something important, something as shocking and lovely as having a stray cat speak to her. Just now she looked at James, at his dean, carvenprofile and at the brown waves of hair on his forehead, and thought, He looks sad. â€Å"Jamie, nothing’s wrong, is it? I mean, at home, oranything?† She was the only person on the planet allowed to call him Jamie. Not even Jacklyn or Michaela had ever tried that. â€Å"What could be wrong at home?† he said, with asmile that didn’t reach his eyes. Then he shook his head dismissively. â€Å"Don’t worry about it, Poppy. It’snothing important-just a relative threatening to visit. An unwanted relative.† Then the smile didreach his eyes, glinting there. â€Å"Or maybe I’m justworried about you,† he said. Poppy started to say, â€Å"Oh, as if, â€Å"but instead she found herself saying, oddly, â€Å"Are you really?† Her seriousness seemed to strike some chord. Hissmile disappeared, and Poppy found that they were simply looking at each other without any insulating humor between them. Just gazing into each other’s eyes. James looked uncertain, almost vulnerable. â€Å"Poppy Poppy swallowed. â€Å"Yes?† He opened his mouth-and then he got upabruptly and went to adjust her 170-watt Tall-boy speakers. When he turned back, his gray eyes were dark and fathomless. â€Å"Sure, if you were really sick, I’d be worried,† hesaid lightly. â€Å"That’s what friends are for, right?† Poppy deflated. â€Å"Right,† she said wistfully, andthen gave him a determined smile. â€Å"But you’re not sick,† he said. â€Å"It’s just somethingyou need to get taken care of. The doctor’ll probably give you some antibiotics or something-with a bigneedle,† he added wickedly. â€Å"Oh, shut up,† Poppy said. He knew she was terrified of injections. Just the thought of a needle entering her skin †¦ â€Å"Here comes your mom,† James said, glancing atthe door, which was ajar. Poppy didn’t see how he could hear anybody coming-the music was loud andthe hallway was carpeted. But an instant later her mother pushed the door open. â€Å"All right, sweetheart,† she said briskly. â€Å"Dr.Franklin says come right in. I’m sorry, James, but I’m going to have to take Poppy away.† â€Å"That’s okay. I can come back this afternoon.† Poppy knew when she was defeated. She allowedher mother to tow her to the garage, ignoring James’s miming of someone receiving a large injection. An hour later she was lying on Dr. Franklin’s examining table, eyes politely averted as his gentle fingers probed her abdomen. Dr. Franklin was tall, lean,and graying, with the air of a country doctor. Some body you could trust absolutely. â€Å"The pain is here?† he said. â€Å"Yeah-but it sort of goes into my back. Or maybe I just pulled a muscle back there or something The gentle, probing fingers moved, then stopped. Dr. Franklin’s face changed. And somehow, in that moment, Poppy knew it wasn’t a pulled muscle. Itwasn’t an upset stomach; it wasn’t anything simple; and things were about to change forever. All Dr. Franklin said was, â€Å"You know, I’d like toarrange for a test on this.† His voice was dry and thoughtful, but panic curled through Poppy anyway. She couldn’t explain what was happening inside her-some sort of dreadful premonition, like a black pit opening in the ground in front of her. â€Å"Why?† her mother was asking the doctor. â€Å"Well.† Dr. Franklin smiled and pushed his glassesup. He tapped two fingers on the examining table.†Just as part of a process of elimination, really. Poppysays she’s been having pain in the upper abdomen, pain that radiates to her back, pain that’s worse atnight. She’s lost her appetite recently, and she’s lost weight. And her gallbladder is palpable-that meansI can feel that it’s enlarged. Now, those are symptomsof a lot of things, and a sonogram will help rule out some of them.† Poppy calmed down. She couldn’t remember whata gallbladder did but she was pretty sure she didn’t need it.Anything involving an organ with such a silly name couldn’t be serious. Dr. Franklin was goingon, talking about the pancreas and pancreatitis andpalpable livers, and Poppy’s mother was nodding as if she understood. Poppy didn’t understand, but thepanic was gone. It was as if a cover had been whisked neatly over the black pit, leaving no sign that it had ever been there. â€Å"You can get the sonogram done at Children’s Hospital across the street,† Dr. Franklin wassaying. â€Å"Come back here after it’s finished.† Poppy’s mother was nodding, calm, serious, andefficient. Like Phil. Or Cliff. Okay, we’ll get this taken care of. Poppy felt just slightly important.Nobody sheknew had been to a hospital for tests. Her mother ruffled her hair as they walked out ofDr. Franklin’s office. â€Å"Well, Poppet. What have you done to yourself now?† Poppy smiled impishly. She was fully recoveredfrom her earlier worry. â€Å"Maybe I’ll have to have an operation and I’ll have an interesting scar,† she said,to amuse her mother. â€Å"Let’s hope not,† her mother said, unamused. The Suzanne G. Monteforte Children’s Hospitalwas a handsome gray building with sinuous curve sand giant picture windows. Poppy looked thoughtfully into the gift shop as they passed. It was clearly akid’s gift shop, full of rainbow Slinkys and stuffed animals that a visiting adult could buy as a last-minute present. A girl came out of the shop. She was a little olderthan Poppy, maybe seventeen or eighteen. She was pretty, with an expertly made-up face-and a cutebandanna which didn’t quite conceal the fact that she had no hair. She looked happy, round-cheeked,with earrings dangling jauntily beneath the band anna-but Poppy felt a stab of sympathy. Sympathy†¦and fear. That girl was reallysick. Which was what hospitals were for, of course-for really sick people. Suddenly Poppy wanted to get herown tests over with and get out of here. The sonogram wasn’t painful, but it was vaguelydisturbing. A technician smeared some kind of jelly over Poppy’s middle, then ran a cold scanner over it,shooting sound waves into her, taking pictures of her insides. Poppy found her mind returning to the prettygirl with no hair. To distract herself, she thought about James. And for some reason what came to mind was the first time she’d seen James, the day he came to kindergarten. He’d been a pale, slight boy with big gray eyes and something subtly weirdabout him that made thebigger boys start picking on him immediately. On the playground they ganged up on him like houndsaround a fox-until Poppy saw what was happening. Even at five she’d had a great right hook. She’dburst into the group, slapping faces and kicking shins until the big boys went running. Then she’d turned to James. â€Å"Wanna be friends?† After a brief hesitation he’d nodded shyly. Therehad been something oddly sweet in his smile. But Poppy had soon found that her new friend wasstrange in small ways. When the class lizard died, he’d picked up the corpse without revulsion andasked Poppy if she wanted to hold it. The teacher had been horrified. He knew where to find dead animals, too-he’dshown her a vacant lot where several rabbit carcasseslay in the tall brown grass. He was matter-of-factabout it. When he got older, the big kids stopped pickingon him. He grew up to be as tall as any of them, and surprisingly strong and quick-and he developed areputation for being tough and dangerous. When he got angry, something almost frightening shone in hisgray eyes. He never got angry with Poppy, though. They’dremained best friends all these years. When they’d reached junior high, he’d started having girlfriends all the girls at school wanted himbut he never kept any of them long. And he never confided in them;to them he was a mysterious, secretive bad boy. Only Poppy saw the other side of him, the vulnerable, caring side. â€Å"Okay,† the technician said, bringing Poppy backto the present with a jerk. â€Å"You’re done; let’s wipe this jelly off you.† â€Å"So what did it show?† Poppy asked, glancing upat the monitor. â€Å"Oh, your own doctor will tell you that. The radiologist will read the results and call them over to your doctor’s office.† The technician’s voice was absolutely neutral-so neutral that Poppy looked ather sharply. Back in Dr. Franklin’s office, Poppy fidgeted whileher mother paged through out-of-date magazines. When the nurse said â€Å"Mrs. Hilgard,† they bothstood up. â€Å"Uh-no,† the nurse said, looking flustered. â€Å"Mrs.Hilgard, the doctor just wants toseeyou for a minute-alone.† Poppy and her mother looked at each other. Then,slowly, Poppy’s mother put down her People magazine and followed the nurse. Poppy stared after her. Now, what on earth . . . Dr. Franklin had neverdone that before. Poppy realized that her heart was beating hard. Notfast, just hard. Bang†¦bang†¦ bang, in the middle of her chest, shaking her insides. Making her feelunreal and giddy. Don’t think about it. It’s probably nothing. Reada magazine. But her fingers didn’t seem to work properly. When she finally got the magazine open, her eyes ran over the words without delivering them to herbrain. What are they talking about in there? What’s going on?It’s been so long†¦. It kept getting longer. As Poppy waited, she foundherself vacillating between two modes of thought. 1) Nothing serious was wrong with her and her motherwas going to come out and laugh at her for even imagining there was, and 2) Something awful waswrong with her and she was going to have to go through some dreadful treatment to get well. The covered pit and the open pit. When the pit was covered, it seemed laughable, and she felt embarrassed for having such melodramatic thoughts. But when it was open, she felt as if all her life before this had been adream, and now she was hitting hard reality at last. I wish I could call James, she thought. At last the nurse said, â€Å"Poppy? Come on in.† Dr. Franklin’s office was wood-paneled, with certificates and diplomas hanging on the walls. Poppy sat down in a leather chair and tried not to be tooobvious about scanning her mother’s face. Her mother looked†¦too calm. Calm with strainunderneath. She was smiling, but it was an odd,slightly unsteady smile. Oh, God, Poppy thought. Something isgoing on. â€Å"Now, there’s no cause for alarm,† the doctor said,and immediately Poppy became more alarmed. Her palms stuck to the leather of the chair arms. â€Å"Something showed up in your sonogram that’s alittle unusual, and I’d like to do a couple of othertests,† Dr. Franklin said, his voice slow and measured, soothing. â€Å"One of the tests requires that you fast from midnight the day before you take it. But your mom says you didn’t eat breakfast today.† Poppy said mechanically, â€Å"I ate one Frosted Flake.† â€Å"OneFrosted Flake? Well, I think we can countthat as fasting. We’ll do the tests today, and I think it’s best to admit you to the hospital for them. Now, the tests are called a CAT scan and an ERCP-that’s short for something even I can’t pronounce.† Hesmiled. Poppy just stared at him. â€Å"There’s nothing frightening about either of thesetests,† he said gently. â€Å"The CAT scan is like an X ray. The ERCP involves passing a tube down the throat, through the stomach, and into the pancreas. Then we inject into the tube a liquid that will show up onX rays .† His mouth kept moving, but Poppy had stoppedhearing the words. She was more frightened than she could remember being in a long time. I was just joking about the interesting scar, shethought. I don’t want a real disease. I don’t want to go to the hospital, and I don’t want any tubes down my throat. She looked at her mother in mute appeal. Her mother took her hand. â€Å"It’s no big deal, sweetheart. We’ll just go home andpack a few things for you; then we’ll come back.† â€Å"I have to go into the hospital today?† â€Å"I think that would be best,† Dr. Franklin said. Poppy’s hand tightened on her mother’s. Her mind was a humming blank. When they left the office, her mother said, â€Å"Thankyou, Owen.† Poppy had never heard her call Dr. Franklin by his first name before. Poppy didn’t ask why. She didn’t say anything asthey walked out of the building and got in the car. As they drove home, her mother began to chat aboutordinary things in a light, calm voice, and Poppy made herself answer. Pretending that everything wasnormal, while all the time the terrible sick feeling raged inside her. It was only when they were in her bedroom, packing mystery books and cotton pajamas into a small suitcase, that she asked almost casually, â€Å"So whatexactly does he think is wrong with me?† Her mother didn’t answer immediately. She waslooking down at the suitcase. Finally she said, â€Å"Well, he’s not sure anything is wrong.† â€Å"But what does he think?He must think something. And he was talking about my pancreas-Imean, it sounds like he thinks there’s somethingwrong with my pancreas. I thought he was looking at my gallbladderor whatever. I didn’t even know that my pancreas was involvedin this†¦.† â€Å"Sweetheart.† Her mother took her by the shoulders, and Poppy realized she was getting a little over wrought. She took a deep breath. â€Å"I just want to know the truth, okay? I just wantto have some idea of what’s going on. It’s my body, and I’ve got a right to know what they’re lookingfor-don’t I?† It was a brave speech, and she didn’t mean any of it. What she really wanted was reassurance, a prom ise that Dr. Franklin was looking for something trivial. That the worst that could happen wouldn’t be so bad. She didn’t get it. â€Å"Yes, you do have a right to know.† Her motherlet a long breath out, then spoke slowly. â€Å"Poppy, Dr. Franklin was concerned about your pancreas allalong. Apparently things can happen in the pancreas that cause changes in other organs, like the gallblad der and liver. When Dr. Franklin felt those changes, he decided to check things out with a sonogram.† Poppy swallowed. â€Å"And he said the sonogramwas-unusual. How unusual?† â€Å"Poppy, this is all preliminary†¦.† Her mothersaw her face and sighed. She went on reluctantly.† The sonogram showed that there might be something in your pancreas. Something that shouldn’t bethere. That’s why Dr. Franklin wants the other tests;they’ll tell us for sure. But-â€Å" â€Å"Something that shouldn’t be there? You mean †¦ like a tumor? Like †¦cancer?† Strange, it was hard to say the words. Her mother nodded once. â€Å"Yes. Like cancer.† How to cite Night World : Secret Vampire Chapter 2, Essay examples

Systems Thinking Theory and Practice Organizational Culture of Google

Question: Discuss about the Systems Thinking Theory and Practice Culture of Google. Answer: Introduction The following essay focuses on the organizational structure and organizational culture of Google. It is known to all that Google is the most informative web organization in the world and the entire world depends on Google regarding every matter. Here in this segment, the topic of discussion is to identify the sources and prime factors through which Google can lead to its success and developing new innovation processes. Innovation is a very slow process that takes a lot of patience and hard work and thinking of the creative processes to make some results that will be out of the box. An organization like Google has to keep various things on mind to make new innovations that would be adopted by users. The technical and the managerial infrastructure have to be properly set up so that it can achieve its proper goals. The innovation has to be taken into job descriptions and its innovation is completely dependent on the software developers, Google engineers, mash up creators and open source communities. They have to follow various ways like they have to establish a product-development network, extending value of Googles tools and technology. Discussion Control is a very important matter in terms of achieving the goals in every project. As per the case study, all the aspects regarding control have to be understood and it has to be linked with the basic innovation models so that a relation between the two can be associated. Control systems are divided into two forms that are open loop control and closed loop control. Problem solving is an integral part of the system because it requires control over the things. The application of the control model is very effective in case of choosing the goals in promoting innovation. In order to innovate, the organization to set their goals first so that they can identify their ways in which they would proceed. Both the form of goals i.e. Hard and Soft must be utilized and the staff morale must be increased so that they will be motivated enough to go for new innovations through new models and setting new goals in the industry. The goal must be specific, it should be processed for the output, and the n the output must be converted into a feedback to be compared directly with the goal. Thus, setting the goals and objectives will lead the organization in promoting innovation by the concerned people. Role of organizational culture In this part of the essay the central part of the discussion is about the organizational structure. Before proceeding further, one must have an idea about the organizational structures and its role in assessing the performance of the organizations. Apart from that, the role of organizational culture is also very important in setting the tones for a perfect organizational performance. Organizational structure is a term that has many interpretations all over the world. An organizational structure is an integral part of an organizations setting. It is about setting the hierarchy of an organization. The organizational hierarchy or the structure has many works. Some of them can be identified as recognizing each job, its functions and its limitations and to whom the employees should report. The goal or target of every organization is to make a future growth in its sphere of working. This structure has to be developed so that the organizations can adopt proper strategies of its operations. There are several types of organizational structures in different organizations. These structures help to provide an assessment of the employees in various job descriptions and their roles in it. Organizational structure has a huge role in the performance of the organizations. It judges the various roles of the various employees in achieving the goals of the goals of the companies. Various departments are divided to attain the objectives of the organization and these departments can include the managing departments, technical departments, accounts and finance departments and others. One of the most important roles of organizational structure is to be efficient all the time. Proper communication has to be made through all the departments. There should be a smooth understanding in the organizational structure. If the organizational structure of an organization is not set properly, the impact of it is surely on the negative side. A poor organizational structure can result in miscommunication between the departments that could lead to a customer dissatisfaction and bad strategic management. The damage control system is going to be harmed by this as well. Poor organizational struc ture can also lead to a decrease in productivity of the organization that can result in downfall of the organizations reputation. The conflict between the employees and the management can also be a result of this. The organizational structure that Google follows is the matrix structure. It is generally a cross-functional structure. The organizational structure of Google comprises of three main stages that are function-based definition, product-based definition and flatness. The function-based definition helps Google to divide its employees into different teams like Sales Operations team, Engineering Design team, Product Management team and others. These teams help to gain a better productivity with smooth communication between them. Employees are divided into teams for product-based definition as well where the teams deal with different products and expertise on them. The flatness in the structure helps the employees to meet directly with the CEO regarding their problems and report to him. Employees are also allowed to meet other teams to share information about works. This helps to have good co-ordination between the employees and keeps the good reputation of the firm alive all the time. Role of organizational culture in shaping organizational performance The role of organizational culture is very crucial in determining the organizational performance. Organizational culture deals with the behaviors of the employees at the workplace (Alvesson 2012). The culture of an organization has a lot to do with the performance of the employees. According to the organizational cultures set in the organizations, it sheds either a positive or a negative effect on the employee performances. At the beginning, it should be remembered that the employees are an integral part of the entire working process. The working environment or culture must set in a way that the employees see themselves as individuals who are very essential for the organizational needs. Employees must feel that they are active participants in the growth process of the organization. They set their individualistic goals merging them with the ones of the organization thinking that it is their responsibility to bring about positive changes in the organization. The question of job satisfaction is quite crucial because it gives one the opportunity to like the organization he is working with (Ycel 2012). Proper rewards and recognitions related to the good performances motivate them and they feel to do better in difficult circumstances so that it benefits the organization. The hierarchy including the management has to support them and letting them achieve a positive effect on the organizational culture (Alvesso n 2012).. There are some organizations where the hierarchy and the management department impart a huge amount of pressure on the employees and they live every minute with fear, is very much detrimental for the growth of the company. The employees do not understand their works by heart and as a result they do mistakes. This creates a negative impact about them on the minds of their managers and the working culture is destroyers because of this. In the case study provided, one gets to learn that organizational cultures have some specific functions to perform; These things include decision making of the hierarchy members, control of a centralized system, reduction of communication problems between the employees, the employees get committed to the organization feeling they are attached to it emotionally. Also, the employees get a justification of behavior by implementing the organizational culture theories (Zohar and Hoffman 2012). There are some clear roles of organizational culture of Google in its performance level. Google follows the matrix structure so it has the openness in their organizational culture. According to the case study, it can be said that the interaction between the structure and culture works as an influence behind the achievements of the organization. One of the most prominent features of Google is Innovation (Drucker 2014). When an organization sets goals to innovate new things in the field, it has to set a culture where the employees can freely express their views and ideas. Excellence is one vital aspect of innovation and the employees should be recruited keeping that in mind so that they can cater to the creative innovation of new ideas. The employees of Google come from all spheres of the society and they are smart and innovative, creative. In Google, the open culture is always followed where the employees always are always comfortable with sharing their ideas with the people of all th e senior people (Scott and Davis 2015). The teams are divided according to their capabilities and they always best possible outcomes from wherever they are through caf and their offices. The results of this work culture, openness and innovation has led Google to launch the products like Google Chrome web browser, Google search engine and Google maps (Purcell, Brenner and Rainie 2012). Organizational learning is an area of learning (Argote 2012). In this field of learning, the entire focus rests on the organizations. An organization is generally an institution which focuses on its growth regarding achieving the goals set by this. The particular goals or objectives have to be reached through a collective attempt by the members of the organization. The process is not an easy one but in order to grow, the organizations have to adapt many changes. Organizational learning is the area where the organizations learn to adapt about the various changes by applying the various organizational theories (Shafritz, Ott and Jang 2015). Organizational studies are an important part of the organizational learning. The organizational studies include the studies of factors that are involved in the organizational settings. People tend to interact with many organizations and they come across various situations (Cummings and Worley 2014). The study of these situations is called the organi zational studies. The society is going through changes almost every single day. So, the impact of these changes is vast and it falls on the social, economic, personal aspects. The organizations have to deal with various aspects so that it has to learn to change and adapt to those changes so that it can keep its place in the race. (Benn, Dunphy and Griffiths 2014). In this part of the discussion the role of Google in the field of organizational learning has to be discussed (Argote 2012). As per the case study, the central theme of the organizational learning, organizations have to learn to adapt to new changes while striving to retain its place in the competitive market. Some critics have opined that Google is still a search advertising company and their new products has not been able to impact on the minds of the majority portion of world population. A recent example of this is the introduction of the new smart phone invented by Google, named Google Pixel (Wee 2017). This fact targets to attract more customers. Another example is that Google is trying hard to become a reputed media company where they are inventing media platforms like Google TV Nexus Q media streamer. These are instances of organizational learning. Its targets are no more confined within the searching advertising markets. It has extended its operating areas to media operation s, pushing very hard to capture the market from big rivals like Amazon and Apple (Apple.com 2017). Principles of systems thinking The final segment of this section deals with the ideas of systems thinking, problem solving and decision making. These are the key aspects of this part are the study of the systems thinking and linking its relations with problem solving and decision making. At first the concept of systems thinking should be clarified before further proceedings. Systems thinking is a management discipline that is concerned with the understanding a system properly by going through linkages and interactions with the components (Brandstdter, Harms and Grossschedl 2012) Decision making is the process, in which the best option is picked from the various alternatives after the options are identified, comparing the costs and benefits of the given options and gathering all the concerned facts about it. There are mainly two processes of decision making like the rational process and the shared model. There are other processes as well to make a positive decision making from thinking about the matter systematically. Problem solving is another aspect of the process where the solutions to the problems have to be found after a critical thinking (Paul and Elder 2014). Problems have to be recognized, then the probable solutions should be generated after a detailed analysis on the following. Next, all the alternatives have to be discussed and the best possible option have to be implemented. These things have to be done after a systematical thinking about the topics. The principles of systems thinking have a basic difference with the principles of strategic management (Hitt, Ireland and Hoskisson 2012). Strategic management is the process when an organization takes some strategies after going through its probable resources and then planning something to attain the goals so that the strategy can be implemented properly (Rothaermel 2015). The members of the hierarchy of an organization decide these plans. The principles of the systems thinking goes through critical planning and taking some decisions. These decisions have to be taken after judging the best possible options to solve the problems. The system thinking is very much effective for management as it involves critical thinking on various topics to solve managerial issues of the organizations. The systems thinking theory is a very important theory indeed that helps to a proper decision making. The rational process and the shared model should be followed properly so that the process of systems thinking should be understood properly. It is generally a theory that utilizes the concepts that help to develop the understanding of the various structures of the dynamic system. These systems are generally dependent on each other. There are two clear variables of the systems thinking theory that are open thinking theory and closed thinking theory. Closed systems have clear external boundaries and the open systems are linked with the environment. The open system is much more realistic than the closed system. The systems can be allowed to be chosen and defined at different levels and then they can be operated alongside each other and also they can be operated hierarchically. These are very important ideas. Conclusion In the concluding part, it can be said that the organizational culture is a very important thing in the realms of global business. Employees seek for a good working environment and they always thrive for better prospective. The role of the organizational culture is very important in the organizational performance because the employees are mainly responsible for the performance of the organization. The role of the performance of the employees depends fairly on the organizational performance. The importance of systems thinking theory is also very important in the organizational culture. The role of organizational learning is important in the sense of the evolution of the companies. References Alvesson, M., 2012.Understanding organizational culture. Sage. Apple.com. (2017). Apple Info - Apple. [online] Available at: https://www.apple.com/about/ [Accessed 29 Apr. 2017]. Argote, L., 2012.Organizational learning: Creating, retaining and transferring knowledge. Springer Science Business Media. Benn, S., Dunphy, D. and Griffiths, A., 2014.Organizational change for corporate sustainability. Routledge. Brandstdter, K., Harms, U. and Grossschedl, J., 2012. Assessing system thinking through different concept-mapping practices.International Journal of Science Education,34(14), pp.2147-2170. Cummings, T.G. and Worley, C.G., 2014.Organization development and change. Cengage learning. Drucker, P., 2014.Innovation and entrepreneurship. Routledge. Hitt, M.A., Ireland, R.D. and Hoskisson, R.E., 2012.Strategic management cases: competitiveness and globalization. Cengage Learning. Paul, R. and Elder, L., 2014.The Miniature Guide to Critical Thinking-Concepts Tools. The foundation for critical thinking. Purcell, K., Brenner, J. and Rainie, L., 2012. Search engine use 2012. Rothaermel, F.T., 2015.Strategic management. New York, NY: McGraw-Hill. Scott, W.R. and Davis, G.F., 2015.Organizations and organizing: Rational, natural and open systems perspectives. Routledge. Shafritz, J.M., Ott, J.S. and Jang, Y.S., 2015.Classics of organization theory. Cengage Learning. Wee, A., 2017. Google: Pixel 2 will remain with its flagship price tag. Ycel, ?., 2012. Examining the relationships among job satisfaction, organizational commitment, and turnover intention: An empirical study.International Journal of Business and Management,7(20), p.44. Zohar, D. and Hofmann, D.A., 2012. Organizational culture and climate.

Investigating the affect of concentration on the rate of reaction between magnesium and hydrochloric acid Essay Example

Investigating the affect of concentration on the rate of reaction between magnesium and hydrochloric acid Essay In this investigation I will be measuring the rate of reaction between magnesium and hydrochloric acid. The rate of a reaction tells us how quickly a chemical reaction happens. Reaction Rate = change in volume, mass or concentration of substance Time taken There are two ways to measure the rate of a reaction, by observing how quickly the reactants are used up or by observing how quickly the products are formed. Measurements of the rate of reaction can be taken in three main ways: We will write a custom essay sample on Investigating the affect of concentration on the rate of reaction between magnesium and hydrochloric acid specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Investigating the affect of concentration on the rate of reaction between magnesium and hydrochloric acid specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Investigating the affect of concentration on the rate of reaction between magnesium and hydrochloric acid specifically for you FOR ONLY $16.38 $13.9/page Hire Writer * Measuring the rate of precipitation * Measuring the volume of gas * Measuring the change in mass The results gained from these experiments can be drawn on a graph, which enables the rate of reaction to be worked out. In a chemical reaction atoms are rearranged. In order for a reaction to occur the molecules must collide by coming together. However not all collisions are effective. This is because in gases and liquids, particles are constantly moving causing millions and millions of collisions every second. If there were a reaction every time molecules collided all chemical reactions would only take a few seconds. This is why only a small fraction of the collisions between the particles have an effect. When particles collide head on and are fast moving a reaction occurs. This is because if collisions between particles have enough energy a reaction will occur. In gases, liquids and in solution, the particles move at a range of speeds. Some are moving very slowly and others are moving very fast. To react, particles must collide with enough energy and in the correct orientation for bonds to be broken. This is because for a chemical reaction to take place, some bonds in the reactants must be broken. In a chemical reaction if the activation energy is low many of the collisions will have enough energy so the reaction will be fast whilst if the activation energy is high fewer collisions will have enough energy so the reaction will be slower. The activation energy for a reaction is the minimum energy needed for a reaction to occur. You can show this on an energy profile for the reaction. For a simple exothermic reaction, the energy profile looks like this: When magnesium powder and dilute hydrochloric acid are mixed together a reaction occurs. This reaction is exothermic meaning heat is given off. Magnesium + Hydrochloric Magnesium + Hydrogen + Energy Acid Chloride Mg (s) + 2HCl (aq) MgCl2 (aq) + H2 (g) + Energy The rate of this reaction can be changed by varying the conditions in which the reaction occurs. The factors that affect the rate of reaction are: * Surface area * Temperature * Presence of a catalyst * Concentration/pressure if gaseous The surface area of the solid reactants can be changed which has a big effect on the rate of reaction. For example magnesium powder will react faster with hydrochloric acid than magnesium ribbon. This is because although the same mass is used the powder has a larger surface area. This means that more particles are exposed to the acid so there is a greater chance of collisions and the more collisions in a given time the greater the rate of reaction. This is illustrated in the diagram below. If the same mass of magnesium ribbon was used the reaction would be slower because of the smaller surface area. Only the outside of the ribbon is in contact with the acid particles so to begin with only the outside of the ribbon will react. The magnesium particles inside the ribbon can only react when the outside particles have reacted; this is because they do not come in contact with the acid until this point. Therefore as you increase the surface area you increase the rate of reaction. A simple graph of the affect of surface area on the rate of reaction is shown below. An increase in temperature will increase the rate of reaction. The kinetic energy of particles is proportional to the temperature. Particles will have more kinetic energy at higher temperatures. This causes them to move faster which means that the collisions will be more frequent between particles in any moment in time. Also they collide more energetically and therefore there is more chance of collisions with energy equal to or greater than the activation energy and so more collisions will cause a reaction. A graph showing the affect of temperature on the rate of reaction is shown below. Another way to show the effect of temperature on the rate of reaction is to use a Maxwell-Boltzmann curve. A simple curve is shown below. As you increase the temperature the particles will move faster as they will have more energy, however not all the particles in a substance will move at the same speed. As the temperature has been increased there will be more particles with an energy level equal to or greater than the activation energy and therefore more collisions will bring about a reaction. This affect of the increase in temperature on the number of molecules with energy equal to or greater than the activation energy is shown below. A catalyst is a substance which alters the rate of a reaction without itself being used up or changed chemically during the reaction. Most catalysts reduce the activation energy and so increase the rate of reaction. A catalyst provides an alternative path for a reaction with a lower activation energy. This means that there will be more particles with an energy equal to or greater than the activation energy. Therefore there will be more collisions in which the particles react and so the rate of reaction will have increased. Enzymes also have this affect as they are biological catalysts. Two graphs are shown below one showing the affect of a catalyst on the activation energy and on the rate of reaction. Many reactions involve catalysts, some examples are shown below. Reaction Catalyst Decomposition of hydrogen peroxide manganese(IV) oxide, MnO2 Nitration of benzene concentrated sulphuric acid Manufacture of ammonia by the Haber Process iron Conversion of SO2 into SO3 during the Contact Process to make sulphuric acid vanadium(V) oxide, V2O5 Hydrogenation of a C=C double bond nickel Increasing the concentration of a reagent increases the number of particles in a given volume; this increases the rate of reaction. This is due to the fact that there are more reactant particles in solution and therefore collisions will be more frequent so there is more chance of collisions with energy greater than or equal to the activation energy. Collisions are only effective if they have energy equal to or greater than the activation energy. The activation energy is the minimum amount of energy needed for a reaction to occur. This is because in order for particles to react they must collide with enough energy and in the correct orientation for bonds to be broken. This is because for a chemical reaction to take place, some bonds in the reactants must be broken. This is shown in the diagrams below. When a reaction first begins there is a high concentration of reactant particles. There are more collisions between the particles and so the rate of reaction is greatest at the beginning of a reaction. As there are more collisions there will be more collisions with an energy equal to or greater than the activation energy so the rate of reaction will be faster at the beginning of a reaction. However as a reaction continues the concentration of reactant particles decreases as they have already reacted. This causes the rate of reaction to decrease. This is because there will be less collisions so there will be fewer collisions with an energy greater than or equal to the activation energy causing the rate of reaction to decrease and eventually be 0 when the reaction stops. The reaction will finish when either of the reactants have run out. This pattern is shown on the graphs on the following page. The rate of reaction at a particular point can be worked out by drawing a graph of the results. This is done by drawing a tangent at the chosen time as shown in the diagram opposite. The next step is to draw a right-angled triangle from the tangent as shown in the diagram opposite. The gradient of the tangent can be worked out using the following formula, Gradient = opposite Adjacent You can show the decrease in the rate of reaction at the end of a reaction by drawing a tangent at both the beginning and end of the reaction. This will allow you to compare the rate of reaction at the beginning and end of the reaction. Variables The factors that affect the rate of reaction are: * Surface Area * Concentration * Presence of a catalyst * Temperature I will be varying the concentration of the hydrochloric acid. The concentrations I will be using are, 0.8M, 1.0M, 1.2M, 1.4M, 1.6M. Preliminary Work When carrying out preliminary work I used the highest and lowest concentrations available in order to find a suitable mass of magnesium and volume of hydrochloric acid. This enabled me to see if the reaction was going too fast or too slow to be recorded. This helped me in choosing a suitable mass and volume. Using the highest and lowest concentration also allowed me to make sure that all of the concentrations will react at a reasonable rate. Method 1. Measure out 25ml of 0.8M hydrochloric acid using a 25ml measuring cylinder. Pour the acid into a 100ml beaker. 2. Place the boat on the balance and tare the balance. Add 0.2g of magnesium powder using a spatula. 3. Place the beaker with acid and the boat with magnesium on the balance and tare it. 4. Pour the magnesium powder into the beaker of hydrochloric acid and put the empty boat back on the balance. Start the stopwatch at the same time as the magnesium is added. 5. Record the mass loss every 15 seconds and record results in a table. Results Mass of magnesium = 0.2g Concentration of acid = 0.8M Volume of acid = 25ml Time (s) Mass loss (g) 0 0.00 15 0.08 30 0.14 45 0.17 60 0.21 75 0.23 90 0.25 105 0.27 120 0.29 135 0.30 150 0.31 165 0.33 180 0.33 I have used magnesium powder not magnesium ribbon because the magnesium powder has a greater surface area which will mean that less magnesium will need to be used in order for it to react at a reasonable rate. After looking at the results for the 0.8M acid with 0.2g of magnesium and 25ml of acid I have found that the reaction was too fast too record. I reduced the mass to 0.1g to see if this was a suitable mass. This should reduce the rate of reaction as there are less reactant particles so less collisions. Method 1. Measure out 25ml of 0.8M hydrochloric acid using a 25ml measuring cylinder. Pour the acid into a 100ml beaker. 2. Place the boat on the balance and tare the balance. Add 0.1g of magnesium powder using a spatula. 3. Place the beaker with acid and the boat with magnesium on the balance and tare it. 4. Pour the magnesium powder into the beaker of hydrochloric acid and put the empty boat back on the balance. Start the stopwatch at the same time as the magnesium is added. 5. Record the mass loss every 15 seconds and record the results in a table. Results Mass of magnesium = 0.1g Concentration of acid = 0.8M Volume of acid = 25ml Time (s) Mass loss (g) 0 0.00 15 0.07 30 0.10 45 0.11 60 0.14 75 0.15 90 0.16 105 0.16 120 0.17 135 0.17 150 0.17 165 0.17 180 0.17 The results of this experiment show that the reaction is still quite fast. To solve this problem I have reduced the volume of acid to 15ml as this will reduce the rate of reaction as there are less reactant particles so less collisions. I also decided to record the mass loss every 5 seconds not 15 seconds and this will make my results more accurate and will allow me to plot a better graph. Method 1. Measure out 15ml of 0.8M hydrochloric acid using a 25ml measuring cylinder. Pour the acid into a 100ml beaker. 2. Place the boat on the balance and tare the balance. Add 0.1g of magnesium powder using a spatula. 3. Place the beaker with acid and the boat with magnesium on the balance and tare it. 4. Pour the magnesium powder into the beaker of hydrochloric acid and put the empty boat back on the balance. Start the stopwatch at the same time as the magnesium is added. 5. Record the mass loss every 5 seconds and record the results in a table. Results Mass of magnesium = 0.1g Concentration of acid = 0.8M Volume of acid = 15ml Time (s) Mass loss (g) 0 0.00 5 0.05 10 0.10 15 0.10 20 0.11 25 0.12 30 0.13 35 0.14 40 0.15 45 0.16 50 0.17 55 0.17 60 0.18 65 0.18 70 0.20 75 0.20 80 0.21 85 0.21 90 0.22 95 0.23 100 0.23 105 0.23 110 0.23 115 0.23 120 0.23 This reaction seemed to work well so I have repeated the experiment using acid of concentration 1.6M. I have done this in order to check that the mass and volumes chosen are suitable for all the concentrations. I need to ensure that the reaction will not be too fast or too slow to record. Results Mass of magnesium = 0.1g Concentration of acid = 1.6M Volume of acid = 15ml Time (s) Mass loss (g) 0 0.00 5 0.19 10 0.20 15 0.23 20 0.24 25 0.26 30 0.27 35 0.28 40 0.29 45 0.30 50 0.30 55 0.30 60 0.30 65 0.30 70 0.30 75 0.30 These results show that the volume of acid and mass of magnesium are suitable as both the highest and lowest concentrations will react and neither reacts too quickly or too slowly. I have decided to use 0.1g of magnesium powder and 15ml of hydrochloric acid. I will be recording the mass loss every 5 seconds. Fair Test The test will be fair because I will only be changing the concentration of hydrochloric acid. I will use: * The same volume of acid * The same mass of magnesium * The same temperature of acid (room temperature) * The same surface area of magnesium * No catalyst * The same sized beaker Prediction I predict that as the concentration increases the rate of reaction will increase. This is because the more concentrated the acid is the more particles there are in a particular volume. As there is a greater number of particles there will be more frequent collisions so there is more likely to be a collision between particles that have energy equal to or greater than the activation energy. A graph showing the activation energy is shown below. In order for the particles to react they must have energy equal to or greater than the activation energy. They must collide with enough energy and in the correct orientation in order for a reaction to occur. A higher concentration of acid will cause the reaction to be faster because there will be more collisions that cause a reaction. This is shown in the diagrams below. As there are more particles there will be more productive collisions. Safety When carrying out the experiment I need to wear safety spectacles and make sure that no equipment is near the edge of the table. Hydrochloric acid is corrosive and causes burns so I must wear eye protection. Hydrochloric acid is also dangerous with magnesium so I need to make sure I only use low concentrations of acid and a small volume of acid. Powdered magnesium is dangerous with acid because of the large surface area so I will use a small mass of magnesium. The gas produced in the reaction between magnesium and hydrochloric acid is hydrogen, which is a highly flammable gas. Therefore I must only use small quantities of magnesium and hydrochloric acid so ensure that less hydrogen is released. Apparatus 1 x boat 1 x spatula 1 x balance 1 x 25ml measuring cylinder 1 x beaker (100ml) 1 x stop watch Magnesium Powder Hydrochloric Acid of concentration 0.8M, 1.0M, 1.2M, 1.4M, 1.6M Method 1. Set up apparatus as shown in the diagram opposite 2. Measure out 15ml of 0.8M hydrochloric acid using a 25ml measuring cylinder. Pour the acid into a 100ml beaker. 3. Place the boat on the balance and tare the balance. Add 0.1g of magnesium powder using a spatula. 4. Place the beaker with acid and the boat with magnesium on the balance and tare it. 5. Pour the magnesium powder into the beaker of hydrochloric acid and put the empty boat back on the balance. Start the stopwatch at the same time as the magnesium is added. 6. Record the mass loss every 5 seconds and record the results in a table. 7. Repeat steps 1 to 6 with concentrations 1.0M, 1.2M, 1.4M and 1.6M 8. Repeat steps 1 to 7 twice more to make results more reliable and find the average mass loss at each time for each concentration. Mass loss (g) Time (s) Try 1 Try 2 Try 3 Average 0 0.00 0.00 0.00 0.00 5 0.05 0.04 0.03 0.04 10 0.06 0.06 0.06 0.06 15 0.07 0.07 0.07 0.07 20 0.08 0.08 0.08 0.08 25 0.09 0.09 0.10 0.09 30 0.10 0.10 0.10 0.10 35 0.11 0.10 0.11 0.11 40 0.12 0.11 0.12 0.12 45 0.12 0.11 0.13 0.12 50 0.13 0.12 0.14 0.13 55 0.13 0.12 0.14 0.13 60 0.14 0.13 0.14 0.14 65 0.14 0.13 0.15 0.14 70 0.15 0.13 0.16 0.15 75 0.15 0.13 0.16 0.15 80 0.15 0.13 0.16 0.15 85 0.15 0.14 0.17 0.15 90 0.15 0.14 0.18 0.16 95 0.15 0.14 0.18 0.16 100 0.15 0.15 0.18 0.16 105 0.15 0.15 0.18 0.16 110 0.15 0.15 0.18 0.16 115 0.15 0.15 0.18 0.16 120 0.15 0.15 0.18 0.16 125 0.15 0.15 0.18 0.16 130 0.15 0.15 0.18 0.16 135 0.15 0.15 0.18 0.16 140 0.15 0.15 0.18 0.16 Results for 0.8M Mass loss (g) Time (s) Try 1 Try 2 Try 3 Average 0 0.00 0.00 0.00 0.00 5 0.05 0.05 0.06 0.05 10 0.09 0.07 0.08 0.08 15 0.10 0.10 0.09 0.10 20 0.11 0.10 0.11 0.11 25 0.13 0.10 0.13 0.12 30 0.14 0.12 0.14 0.13 35 0.14 0.12 0.14 0.13 40 0.15 0.14 0.14 0.14 45 0.15 0.14 0.14 0.14 50 0.16 0.14 0.15 0.15 55 0.16 0.15 0.15 0.15 60 0.16 0.16 0.16 0.16 65 0.16 0.16 0.16 0.16 70 0.17 0.16 0.16 0.16 75 0.17 0.17 0.17 0.17 80 0.17 0.17 0.17 0.17 85 0.17 0.17 0.17 0.17 90 0.17 0.17 0.17 0.17 95 0.17 0.17 0.17 0.17 100 0.17 0.17 0.17 0.17 105 0.17 0.17 0.17 0.17 110 0.17 0.17 0.17 0.17 115 0.17 0.17 0.17 0.17 120 0.17 0.17 0.17 0.17 125 0.17 0.17 0.17 0.17 130 0.17 0.17 0.17 0.17 135 0.17 0.17 0.17 0.17 140 0.17 0.17 0.17 0.17 Results for 1.0M Mass loss (g) Time (s) Try 1 Try 2 Try 3 Average 0 0.00 0.00 0.00 0.00 5 0.08 0.08 0.05 0.07 10 0.10 0.10 0.09 0.10 15 0.12 0.12 0.11 0.12 20 0.12 0.14 0.13 0.13 25 0.13 0.14 0.13 0.13 30 0.13 0.15 0.14 0.14 35 0.14 0.15 0.15 0.15 40 0.15 0.15 0.15 0.15 45 0.15 0.16 0.15 0.15 50 0.16 0.16 0.16 0.16 55 0.16 0.16 0.16 0.16 60 0.16 0.17 0.16 0.16 65 0.17 0.17 0.17 0.17 70 0.17 0.17 0.17 0.17 75 0.17 0.17 0.17 0.17 80 0.17 0.18 0.17 0.17 85 0.17 0.18 0.17 0.17 90 0.17 0.18 0.17 0.17 95 0.17 0.18 0.17 0.17 100 0.17 0.18 0.17 0.17 105 0.17 0.18 0.17 0.17 110 0.17 0.18 0.17 0.17 115 0.17 0.18 0.17 0.17 120 0.17 0.18 0.17 0.17 125 0.17 0.18 0.17 0.17 130 0.17 0.18 0.17 0.17 135 0.17 0.18 0.17 0.17 140 0.17 0.18 0.17 0.17 Results for 1.2M Mass loss (g) Time (s) Try 1 Try 2 Try 3 Average 0 0.00 0.00 0.00 0.00 5 0.11 0.08 0.09 0.09 10 0.12 0.10 0.11 0.11 15 0.13 0.11 0.14 0.13 20 0.14 0.12 0.15 0.14 25 0.15 0.13 0.15 0.14 30 0.15 0.13 0.16 0.15 35 0.15 0.14 0.16 0.15 40 0.16 0.15 0.16 0.16 45 0.16 0.15 0.17 0.16 50 0.17 0.16 0.17 0.17 55 0.17 0.16 0.17 0.17 60 0.18 0.17 0.18 0.18 65 0.18 0.17 0.18 0.18 70 0.18 0.17 0.18 0.18 75 0.18 0.17 0.18 0.18 80 0.18 0.17 0.18 0.18 85 0.18 0.17 0.18 0.18 90 0.18 0.17 0.18 0.18 95 0.18 0.17 0.18 0.18 100 0.18 0.17 0.18 0.18 105 0.18 0.17 0.18 0.18 110 0.18 0.17 0.18 0.18 115 0.18 0.17 0.18 0.18 120 0.18 0.17 0.18 0.18 125 0.18 0.17 0.18 0.18 130 0.18 0.17 0.18 0.18 135 0.18 0.17 0.18 0.18 140 0.18 0.17 0.18 0.18 Results for 1.4M Mass loss (g) Time (s) Try 1 Try 2 Try 3 Average 0 0.00 0.00 0.00 0.00 5 0.12 0.11 0.13 0.12 10 0.13 0.12 0.14 0.13 15 0.15 0.13 0.15 0.14 20 0.16 0.14 0.16 0.15 25 0.16 0.14 0.16 0.15 30 0.17 0.15 0.16 0.16 35 0.17 0.15 0.17 0.16 40 0.18 0.15 0.17 0.17 45 0.18 0.16 0.18 0.17 50 0.18 0.17 0.18 0.18 55 0.18 0.17 0.18 0.18 60 0.18 0.17 0.19 0.18 65 0.18 0.17 0.19 0.18 70 0.18 0.17 0.19 0.18 75 0.18 0.17 0.19 0.18 80 0.18 0.17 0.19 0.18 85 0.18 0.17 0.19 0.18 90 0.18 0.17 0.19 0.18 95 0.18 0.17 0.19 0.18 100 0.18 0.17 0.19 0.18 105 0.18 0.17 0.19 0.18 110 0.18 0.17 0.19 0.18 115 0.18 0.17 0.19 0.18 120 0.18 0.17 0.19 0.18 125 0.18 0.17 0.19 0.18 130 0.18 0.17 0.19 0.18 135 0.18 0.17 0.19 0.18 140 0.18 0.17 0.19 0.18 Results for 1.6M Conclusion The results tables show that when using the 0.8M acid after 10 seconds the average mass loss was 0.06g. After 100 seconds there was an average mass loss of 0.16g. When using the 1.0M acid after 10 seconds the average mass loss was 0.08g. After 100 seconds there was an average mass loss of 0.17g. When using the 1.2M acid after 10 seconds the average mass loss was 0.10g. After 100 seconds there was an average mass loss of 0.17g. When using the 1.4M acid after 10 seconds the average mass loss was 0.11g. After 100 seconds there was an average mass loss of 0.18g. When using the 1.6M acid after 10 seconds the average mass loss was 0.13g. After 100 seconds there was an average mass loss of 0.18g. I have drawn a graph of the results showing the mass loss against time for 0.8M, 1.0M, 1.2M, 1.4M, 1.6M acid. I have plotted the points and drawn a line of best fit for each concentration. This has allowed me to work out the rate of reaction at certain times by finding the gradient of the line at this point. The equation I have used for this is: Gradient = opposite Adjacent I have found that when using the 0.8M acid at 5 seconds the rate of reaction was 0.0054gs-1. When using 1.0M acid at 5 seconds the rate of reaction was 0.0067gs-1. When using 1.2M acid at 5 seconds the rate of reaction was 0.0085gs-1. When using 1.4M acid at 5 seconds the rate of reaction was 0.0092gs-1. When using 1.6M acid at 5 seconds the rate of reaction was 0.0100gs-1. My results show that the rate of reaction increases as the concentration increases. The higher the concentration the faster the mass loss in grams. My graph shows this because it took 28 seconds for 0.10g to be lost when using hydrochloric acid of concentration 0.8M. It took 16.5 seconds for 0.10g to be lost when using hydrochloric acid of concentration 1.0 M. It took 9.5 seconds for 0.10g to be lost when using hydrochloric acid of concentration 1.2M. It took 6.5 seconds for 0.10g to be lost when using hydrochloric acid of concentration 1.4M. It took 2.5 seconds for 0.10g to be lost when using hydrochloric acid of concentration 1.6M. This clearly shows that the higher the concentration the faster the rate of reaction. I have used the graphs drawn to work out the average rate of reaction of each concentration. I have worked this out using the following formula: Average rate of = total mass loss Reaction time I have taken the time as the time it took each reaction to reach the total mass loss. The average rate of reaction of 0.8M acid was 0.0017gs-1 The average rate for 1.0M acid was 0.0021gs-1, The average rate for 1.2M acid was 0.0024gs-1, The average rate for 1.4M acid was 0.0026gs-1 The average rate for 1.6M acid was 0.0030 gs-1. The graphs that I have drawn are curves and clearly show that the rate of reaction is faster at the start of the reaction than at the end. The change in the gradient of the curve shows this. I have worked out the rate of reaction at 5 seconds for the 0.8M acid and found the rate to be 0.0054gs-1. The rate of reaction at 80 seconds for the 0.8M acid was 0.0007gs-1. This shows the decrease in rate as the reaction proceeds. This is because when a reaction first begins there is a high concentration of reactant particles. There are more collisions between the particles and so the rate of reaction is greatest at the beginning of a reaction. As there are more collisions there will be more collisions with energy equal to or greater than the activation energy so the rate of reaction will be faster at the beginning of a reaction. However as a reaction continues the concentration of reactant particles decreases as they have already reacted. This causes the rate of reaction to decrease. This is because there will be less collisions so there will be fewer collisions with an energy greater than or equal to the activation energy causing the rate of reaction to decrease and eventually be 0 when the reaction stops. The reaction will finish when either of the reactants have run out. This pattern is shown on the graphs below. The rate of reaction increases as concentration increases because a higher concentration contains more particles in a given volume. This is shown in the diagram below. This is due to the fact that there are more reactant particles in solution and therefore collisions will be more frequent. This means that there is more chance of collisions with energy greater than or equal to the activation energy. Collisions are only effective if they have energy equal to or greater than the activation energy. The activation energy is the minimum amount of energy needed for a reaction to occur. This is because in order for particles to react they must collide with enough energy and in the correct orientation for bonds to be broken. This is because for a chemical reaction to take place, some bonds in the reactants must be broken. The equation for this reaction is: Magnesium + Hydrochloric Magnesium + Hydrogen + Energy Acid Chloride Mg(s) + 2HCl(aq) MgCl2(aq) + H2 (g) + energy My conclusion agrees with my prediction because I predicted that as the concentration is increased the rate of reaction also increased so the waste gas, hydrogen will be given off faster at a high concentration than at a low concentration. This is what my results proved to be correct meaning that my prediction was correct. Evaluation I used the same conditions for each individual experiment. I used the same volume of hydrochloric acid in each experiment. I also kept the mass of magnesium the same and used the same sized beaker in each experiment. I carried out each experiment 3 times in order to gain more reliable results. However I do not think that my results were that accurate. This is because I used magnesium powder, which meant that the surface area was not constant. Although the mass was the same I did not check that the surface area was exactly the same as this would have been extremely difficult to do. Another problem was keeping the temperature constant. The solution was not heated however the temperature of the room would not have been constant. This is because he experiment was carried out over a number of different days meaning that the temperature would not be exactly the same. Another variation in the temperature was caused by the fact that the reaction is exothermic. The magnesium was weighed out i n a boat however it was difficult to get all the magnesium out of the boat and into the beaker of hydrochloric acid. This would have caused a slight variation in mass of magnesium in each experiment, which would have affected the rate of reaction. Also the balance used only recorded the change in mass loss to 2 decimal places. This caused the value on the balance to fluctuate greatly, which made it difficult to record the mass loss. I do not think that my results are that accurate because even allowing for experimental error when I repeated the results some of the readings were not the same. This is shown on my graphs as I have some points on my graphs that do not quite fit which shows that not all my readings were accurate. I think that this is mainly due to the fact that the balance was only to 2 decimal places as it meant that the same reading appeared many times before the value rose. Also I rounded the averages to 2 decimal places because the readings I took were only to 2 decimal places. This has caused some of the reactions to have the same total mass loss, however this is not accurate as if the results were all to 3 decimal places the total mass loss would alter slightly. Recording the results to 3 decimal places would have improved the shape of my graphs and there would be fewer points that did not fit. Although the results of each experiment are not exactly the same none were sufficiently different to be considered anomalous. Had there been any anomalous results I would have left them out of the average to try and maintain the accuracy of the results. The experiments for each of the different concentrations did not have the same total mass loss however I have carried out a calculation as shown below which shows that the mass of hydrogen should be the same in each experiment. Mg(s) + 2HCl(aq) MgCl2(aq) + H2 (g) Number of Moles of Mg = mass Mr = 0.1 24 = 0.00417 moles Mg:H2 1:1 0.00417:0.00417 Number of moles of H2 = 0.00417 moles Mass of H2 = number of moles x Ar = 0.00417 x 2 = 0.00834g This shows that during the reaction 0.00834g of hydrogen should be formed. To ensure that this mass is constant for all the concentrations used I have done another calculation as shown below. Mg:HCl 1:2 0.00417:0.00834 This tells me that if there are at least 0.00834 moles of hydrochloric acid then 0.0041g of hydrogen will be formed. Number of moles of 0.8M HCl = Concentration x volume 1000 = 0.8 x 15 1000 = 0.012moles This calculation shows that when using the lowest concentration of HCl (0.8M) there are a sufficient number of moles in order for 0.00834g of hydrogen to be formed. This indicates that for each concentration the total mass loss should be 0.00834g. However the lowest total mass loss recorded was 0.16g which is much too large. This shows inaccuracies in the method. I think that there was a greater mass loss than expected because during the reaction there would have been spray causing some of the solution to be lost. This would have caused a greater mass loss and would also explain why each concentration did not have the same total mass loss. When using the 1.6M acid the reaction was more vigorous than that of the 0.8M acid. Therefore more acid would have been lost due to spray with the 1.6M acid causing a greater total mass loss. If I were to repeat this investigation I would not use the same equipment, as there were many inaccuracies. To try and stop the variation of surface area magnesium ribbon could be used. However this would mean than more magnesium would be needed in order for a reaction to take place because magnesium ribbon has a smaller surface area than magnesium powder. Also to stop the variation in temperature a water bath could be used. This would allow me to carry out the experiment at a set temperature. I would also use a balance that records the change in mass to 3 decimal places. I think that this is necessary because the change in mass was not that large due to the fact that the gas given off was hydrogen. Hydrogen is very light causing the mass loss to be small. Using a balance to 3 decimal places would record the loss in mass more accurately. I could also have hooked the balance up to a computer causing the results to be recorded electronically. This would make the results much more accurate. I used a measuring cylinder to measure the 15ml of hydrochloric acid, this was because there was not a 15ml pipette available. However using a pipette and pipette filler would have been a more accurate way of measuring the acid. I think that I have sufficient evidence so support my conclusions however the results could be made more accurate by using a larger range of concentrations or recording the change in mass at a greater number of intervals. This would make the line of best fit more accurate. I could also try to take more readings at the start of the reaction, as this is when the rate of reaction is fastest. This would also make the graph easier to plot. I could also repeat each experiment a greater number of times in order to make my results more reliable. I could extend the experiment by changing the product collected. This could be done by using marble chips instead of magnesium causing carbon dioxide to be collected. This would also make the change in mass easier to record because carbon dioxide gas has a Mr value of 44 whereas hydrogen has a Mr value of 2. I could also investigate other factors that affect the rate of a reaction such as surface area and mass of magnesium, volume of acid and tempera ture to see if I get similar results.

Proofreading from Hard Copy

Proofreading from Hard Copy Proofreading from Hard Copy Proofreading from Hard Copy By Guest Author Few people now (with the possible exception of poets) write on paper. For most of us, our thoughts take shape on screen, and our words exist as magnetic patterns on disk, rendered as phosphor dots, or the flat screen equivalent. Sometimes thats the final form of the writing. Its destined for the Web or another online destination, and may never exist in permanent form. Of course, it has not always been this way. The only way of reading words, until recently was through marks on a writing surface such as paper, sometimes referred to derisively by techno-nerds as sliced dead trees. This is the way we all learned to read, and many people still recommend proofreading long pieces of writing using printed output, since it comes more naturally to most than screen-based checking. For any long pieces of writing (long being over 1,000 words), I almost always print out my documents and sit down with a red pencil, away from the computer. Ive picked up some basic ideas in the course of years to deal with the problem of proofreading from paper. Some may work for you, some may not. Use Courier, or some other non-proportional typeface. Mistakes (especially punctuation errors) often seem to show themselves more often when your writing appears in this form. Dont try to lay the piece out in its final format concentrate on the words, not the appearance. Print out your work double-spaced, and leave wide margins at left and right for comments and corrections. Number the pages, especially if you print double-sided. Dont make the corrections on the computer as you find them. Move away from the computer, or at least close the file. When you have finished proofreading the entire piece, make the corrections on the computer, crossing them off on paper as you go. Read your work out loud. It forces a higher level of concentration than silent reading. Use a red (or at least a color other than black) pen or pencil to mark up your text. When you come to make the corrections on the computer, use another color (say blue) to check off the corrections as you make them. Take the trouble to learn the standard proofreading signs and symbols. It means that you will be able to work on other peoples work, and they on yours when necessary. For proofreading (i.e. basic spell-checking in context), read backwards (i.e. from the bottom of the page upwards). Since the words come in an unfamiliar and unnatural order, you are more likely to find mistakes than if you read forwards and read what you expect to see, instead of whats already there. As I say, you may not find that all these work for you, but all are worth trying at least once. Hugh Ashton was born in the UK, and now lives in Kamakura, Japan, where he has lived for 21 years. He works as a writer and journalist, specializing in IT- and financial-related work. His first novel, Beneath Gray Skies, an alternate history novel dealing with a Confederacy in the 1920s, is available through Amazon, etc. Details here. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:Spelling Test 1A While vs AwhileNarrative, Plot, and Story

New Zealand Milk Powder problem Essay Example | Topics and Well Written Essays - 1250 words

New Zealand Milk Powder problem - Essay Example The paper discusses food security and sovereignty in New Zealand. I choose New Zealand because it has experienced various instances of food insecurity especially from the dairy sector. There have existed several instances of hunger and malnourishment in New Zealand. The paper looks into the causes of food insecurity in New Zealand and discusses the political, social and economic issues related to food insecurity. The major issue considered by the paper is the problem faced by milk powder production in New Zealand, having been the largest country in milk powder export. This country is suited in the Southwest Pacific Ocean and constitutes three major islands; Stewart, North and South Islands. It constitute of about half a million of Maori (The People) together with two million Pakeha (New Zealand European) in the north, and about 800,000 Pakeha in the south. The group is culturally a subdivision between the English and Scottish. The population recorded in 1996 was 3,681, 546 people with the North Island having 2,749, 980 and South island constituting about 931, 566 people. The urban dwellers were approximated to occupy about 85% with the city of Auckland constituting about 1 million people (Finfer et al 2004: 589). The European origin provided about 80% of the population majorly from Poland, Germany, UK, Australia and Sweden; with 14.5 stating to be from Maori decent and Pacific islanders forming the remaining. The country is under the British Commonwealth, and the head of the government is the governor general. The country is under the House of Re presentatives with 120 members and six parties. The country is no longer seen as a welfare state with all people in the same classes. Three are evidence of ethnic poverty in the areas with slums around large cities with large numbers occupied by the Maori. The country has a society that is well organized when it comes