integument system essays

integument system essays 1. Integument - a natural outer covering or coat, such as the skin or a membrane enclosing an organ 2. Protection - skin serves as a protective barrier from mechanical injury and penetration of harmful chemicals Defense - first line of defense against any disease organism Prevention of Dehydration - immersed in an internal sea carefully regulated, dilute salt, solution that is essential to life Maintenance of Body Temperature - by sweating it helps regulate the body temperature Excretion of Wastes - sweat glands also excrete excess water and waste Reception of Stimuli - sensors for stimuli of (touch, pressure, heat, cold, and pain) and sends message to central nervous system Vitamin D Synthesis - when ultraviolet rays hit the skin, a cholesterol compound is changed into Vitamin D 3. Epidermis - the outer most layer of the skin including dead cells of the stratum corneum and the living sub-layers of cell that give rise to them The epidermis contains: stratum, corneum. stratum granvlosm, stratum spinosum, and stratum basale. Dermis - the thick layer of skin composed of irregular, dense, connective tissue beneath the skin The dermis contains: ducts, eccrine sweat gland, connective tissue papilla, hair follicle, root, sebaceous gland, arrector pili muscle Subcutaneous Layer - the layer of loose connective tissue and apidase tissue beneath the skin The subcutaneous layer contains: loose connective tissue and appendage tissue. 4. keratin - a fibrous protein that forms the basic structural component of hair and nails. It is located between the phospholipid membranes to form the stratum corneum. Any one of a class of fibrous protein molecules that serve as structural units for various living tissues. The keratins are the major protein components of human hair. These proteins generally contain large quantities of the sulfur-containing amino acids, particularly cytosine. The helical k ...

Private and Public Spheres in Sociology

Private and Public Spheres in Sociology Within sociology, public and private spheres are thought of as two distinct realms in which people operate on a daily basis. The basic distinction between them is that the public sphere is the realm of politics where strangers come together to engage in the free exchange of ideas, and is open to everyone, whereas the private sphere is a smaller, typically enclosed realm (like a home) that is only open to those who have permission to enter it. Origins of the Concept The concept of distinct public and private spheres can be traced back to the ancient Greeks, who defined the public as the political realm where the direction of society and its rules and laws were debated and decided upon, and the private as the realm of the family and economic relations. However, how we define the distinction within sociology has changed over time. Within sociology how we define the private and public spheres is largely due to the work of the German sociologist Jà ¼rgen Habermas. A student of critical theory and the Frankfurt School, he published a book in 1962,  The Structural Transformation of the Public Sphere, that is considered the key text on the matter. Public Sphere According to Habermas, the public sphere, as a place where the free exchange of ideas and debate happens, is the cornerstone of democracy. It is, he wrote, made up of private people gathered together as a public and articulating the needs of society with the state. From this public sphere grows a public authority that dictates the values, ideals, and goals of a given society. The will of the people is expressed within it and emerges out of it. As such, a public sphere must have no regard for the  status  of the participants, be focused on common concerns, and be inclusiveall can participate. In his book, Habermas argues that the public sphere actually took shape within the private sphere, as the practice of discussing literature, philosophy, and politics among family and guests became a common practice. These practices then left the private sphere and effectively created a public sphere when men started engaging in them outside of the home. In 18th Century Europe, the spread of coffeehouses across the continent and Britain created a place where the Western public sphere first took shape in modern time. There, men engaged in discussions of politics and markets, and much of what we know today as laws of property, trade, and the ideals of democracy were crafted in those spaces. Private Sphere On the flip side, the private sphere is the realm of family and home life that is, in theory, free of the influence of government and other social institutions. In this realm, ones responsibility is to oneself and the other members of ones household, and work and exchange can take place within the home in a way that is separate from the economy of the greater society. However, the boundary between the public and private sphere is not fixed but is flexible and permeable, and is always fluctuating and evolving. Its important to note that women were almost uniformly excluded from participating in the public sphere when it first emerged, and so the private sphere, the home, was considered the womans realm. This is why, historically, women had to fight for the right to vote in order to participate in politics, and why gender stereotypes about women belonging in the home linger today. Historically within the U.S. people of color and others perceived as different or deviant have been excluded from participating in the public sphere too. Though progress in terms of inclusion has been made over time, we see the lingering effects of historical exclusion in the over-representation of white men in the U.S. congress. Updated  by Nicki Lisa Cole, Ph.D.

Case study for Coca Cola Marketing Analysis Example | Topics and Well Written Essays - 2000 words

For Coca Cola Marketing Analysis - Case Study Example Coca Cola is an example of such an establishment that has remained a proficient player in the beverage trade amidst the increasing competition in the industry. It was established in the nineteenth century and it is the market leader in producing, distributing and selling soft drinks in the international market. The company operates in nearly 200 nations and has invented over 400 brands since it was founded (The Coca Cola Company). Its leading brands include Coke, Sprite, and Stony among others. Their success has its major rivals at bay including Pepsi and Nestle. This case study gives an in depth analysis of the company’s marketing strategy and the potential issues facing the company. COMPANY’S OVERVIEW As far as the global manufacturing, distribution and sale of soft drinks are concerned, the Coca Cola company in the lead. The company was founded in 1886 in Atlanta Georgia by John Pemberton who was a pharmacist by profession (The Coca Cola Company). His formula was lat er purchased by Asa Chandler in 1891 and this marked the advent of the company’s business achievement. It sells approximately 400 brands making it the top company in terms of market capitalization. Additionally, the entity enjoys impressive customer loyalty and has licensed distributors in over 200 countries. This fact ensures that the entity is in a position to segment its customers hence the high profitably levels. In spite of the harsh economic conditions, the company has remained financially stable over the years. This is due to the company’s ability to adapt to cotemporary marketing strategies such as the use of online marketing through social media such as Twitter, MySpace and Face book (The Coca Cola Company). The company has a history of having a strong corporate culture that propelled the company’s success to date (The Coca Cola Company). For example, the company sponsored the FIFA 2010 World Cup and has constructed wildlife reserves. Potential Issues F acing the Company. Although the company has a huge part of the market share, it is clear that it faces stiff harsh competition from other key players in the industry. However, the company has been experiencing a constant increase in the stocks since 2008 as compared to its major rival Pepsi Co, Inc. Furthermore, the non – alcoholic industry is increasingly competitive with numerous companies. There are competitive products in the market including carbonated drinks, energy drinks, packaged juices and fresh juices. Other significant competitors of the company include, Cadbury Schweppes plc, Nestle and Groupe Danone (Lopez 25). The competitive factors are with regard to pricing, product innovation, sales promotion, dispensing equipment, packaging, and production techniques. Moreover, the company competes in terms of brand name and trade mark protection. The company faces other issues in their operations that may have an impact on its future. In the recent past there have been fl uctuations in the value of the dollar against the common currencies. The larger percentage of the entity’s income is generated outside the United States and owing to the strong performance of the dollar the firm’s revenues from other parts of the world its profits may fall considerably (Lopez 38). The other issue facing Coca Cola is scarcity of water. The

Rationalization Essay Example | Topics and Well Written Essays - 3000 words

Rationalization - Essay Example One of the more famous people who observed this psychological process and explained it in quite a lot of detail was Max Weber. (Laurence 1998)According to his theory regarding rationalization, it came into being when the people came to be convinced of the notion that religious views were insufficient to provide a proper understanding (Coleman, 1981). In his era, Weber was able to observe this process taking place as a result of the empirical findings that provided proof to the rational understandings but he went on to comment about the social evolution (Laurence 1998). According to Weber, rationalization resulted in three spheres of value-such as the differentiated zones of science, art and law.(Wolfgang 1992)Due to such a divided form of reason and logic, Weber tried to prove that the very essence of modernity was at stake (Frey, 1997). Not only was modernity in danger from the disunity of these three forms of value but also due to the forte in cognitive, normative and artistic knowledge that affects every person's daily consciousness and hence, his daily activity. This form of thinking and behavioral methodology results in, as per Weber's theory, in a more individualistic mindset allowing lesser room for the thought of the entire population.(Laurence 1998) Such a thinking process would have to result in a mindset in which few made decisions for all and more collective form of decision making would be replaced ( Fararo, 2001). In such a layout, there is little room for oral exchanges as that is replaced by the media which caters to success tilting forms of behavior. Oral exchanges allow greater understanding and relationship building while the media form of exchange leaves little exchanges, hence creating room for personal a communication problem. By having such a mindset in which there is a divide between three important value forms such as science, art and law -the focus shifts away from the well being of the entire team, population to more of a individualized focus. This paper would go on to explain the impact that the above explained process has and in terms of its implementation in organizations. One important aspect of the rationalization process and the organization is the impact on the suppliers. If one was to analyze some of the negative effects, they could be termed as market distortion, artificial creation of monopolies, and undesirable social outcomes (Frank, 1996). In order to manage the external resources in an effective manner and to reap better profits, it becomes imperative for the management of an organization to understand the social effects of supplier rationalization. An important element of the entire production making process which has not received its proper due and in order to exercise greater caution in this

The Difference Between an Licensed Practical Nurs and Registered Nurse Essay Example for Free

The Difference Between an Licensed Practical Nurs and Registered Nurse Essay It takes a lot of courage to let go of what is known, familiar, and comfortable. Change is a driving force in everyone. Like a butterfly, individuals in the nursing field may go through similar stages of metamorphosis, which is a process of growth, change, and development, (Wikipedia Foundation, 2006). Nurses have a vast amount of opportunity for growth and change in the healthcare field. The nursing profession has often been viewed as target of change rather than a force that proposes, leads, and implements change†(Habel,2005). Many individuals are choosing to evolve and expand their careers and obtain their bachelor’s degree in nursing. While the Licensed Practical Nurse (LPN) performs much of the same skills, the student professional nurse must refine his or her skills in clinical judgment, collaboration, leadership, and delegation to effectively care for their patients as a professional nurse. The many comparisons and contrasts to the role of a Registered Nurse (RN) to an LPN can vary by their credentials. However, there are differences and similarities in pay, education, training, abilities, and their qualifications that are required for them to practice safely, and legally. While it is true that both are ultimately charged with providing quality patient care, the differences are vast and the careers of the two are usually very different. When comparing the differences in opportunities between a RN and LPN, one must first understand the abilities and skills sets of each. This paper will highlight some of the differences between and LPN and RN. Difference between an LPN and RN According to the Florida Nurse Practice Act, a Registered Nurse means any person licensed in this state to practice professional nursing and a Licensed Practical Nurse means any person licensed in this state to practice practical nursing. Practice of professional nursing means the performance of those acts requiring substantial specialized knowledge, judgment, and nursing skill based upon applied principles of psychological, biological, physical, and social sciences which shall include, but not be limited to the observation, assessment, nursing diagnosis, planning, intervention, and evaluation of care; health teaching and counseling of the ill, injured, or infirm; and the promotion of wellness, maintenance of health, and prevention of illness of others. The administration of medications and treatments as prescribed or authorized by a duly licensed practitioner authorized by the laws of this state to prescribe such medications and treatments. The supervision and teaching of other personnel in the theory and performance of any of the above acts. Practice of practical nursing means the performance of selected acts, including the administration of treatments and medications, in the care of the ill, injured, or infirm and the promotion of wellness, maintenance of health, and prevention of illness of others under the direction of a registered nurse, a licensed physician, a licensed osteopathic physician, a licensed podiatric physician, or a licensed dentist. The professional nurse and the practical nurse shall be responsible and accountable for making decisions that are based upon the individuals educational preparation and experience in nursing. As an LPN, in the setting where I work, I must admit that some of my roles differ significantly from that of an RN for example there are some medications that I have to administer under the direction of an RN such as IV pushes also it is not within my scope to do an initial admission assessment, whereas the RN is allowed to do those duties. An Rn can make a decision that a client will require a peripherally inserted central catheter (PICC line) for the administration of fluids and/or medications and so can call a doctor for such an order. Thinking about the positive role models around me, I have to admit that the person I admire most is Florence Nightingale, who has been a pioneer in nursing. Her lasting contribution has been her role in founding the modern nursing profession, which has opened the doors of nursing for me. She has set an example of compassion, commitment to patient care, and diligent and thoughtful hospital administration, which I have been using and will always be apart of who I am, not only as a nurse but as a person. I endeavor just as Nightingale to leave an indelible mark in the field of nursing. My personal philosophy of nursing is that one must contemplate the qualities of the endeavors to which a nurse obligates their heart and soul to. A nurse commits to being the embodiment of altruism, charisma, empathy, and knowledge applied to the enterprise of protection, promotion, and enhancement of the holistic health states of all persons. This includes, and is not limited to a nurse’s practice in the professional arena, but also a nurse takes this way of thinking outside the workplace to uphold these ideals. So too should nurses reflect on their own knowledge base and strive to be always yearning for new experiences and understanding to elevate the level of professionalism inherent in their application of nursing. Furthermore, I believe nurses are obligated to their fellow professionals, as an integral part of the health care team, to aid and improve the ability of their peers. This collegiality is essential to the upkeep of the trusted image a nurse has among their colleagues and the public. Additionally, this allows for greater cohesion between health care workers and provides the patients with requisite care that espouses the statement of nursing above. Finally, a nurse must always remember to whom they are ultimately accountable; their patient. This accountability is first and foremost in upholding the principles a nurse represents. A nurse should constantly be asking themselves whether or not the care they are providing is exceeding the expectations of their patients and bestowing health advancement to preserve the patient’s health integrity. Moreover, a nurse must remain vigilant of the duty to themselves in the same regard by being able to self-evaluate: â€Å"Am I providing the exceptional, empathic, and optimal holistic care that my patient deserves and that I can be proud of? †

Why I want To Be A Firefighter Essay -- essays research papers

Firefighting is a career that can make you feel proud and accomplished, and it is a career in which I have a lot of respect for. In order to be a firefighter you must be in shape, prepared, experienced, and ready to deal with your job emotionally as well as physically. I chose to be a firefighter because I want to be able to help others and make them feel safe to live in their communities.   Ã‚  Ã‚  Ã‚  Ã‚  After visiting some actual fire departments, I realized as a firefighter you certainly have a lot to be proud of. It’s not your average job and does require quite a bit of organization to stay on top of everything. Everyday you have to be ready and prepared for just about anything that can happen. You never know what kinds of jobs you are going to be set out to do in one day. This means your equipment should be in order, checked and ready to go.   Ã‚  Ã‚  Ã‚  Ã‚  While going through training, I began to realize this is a career that is can be emotionally overwhelming. You must be able to cope with mental stress, and stay prepared at all times. Just the fact that you don’t know what you are going to encounter throughout one day can be stressful. Knowing this you must learn how to deal with your emotions, whether it’s through group therapy or just relaxing after work. People are going to depend on you when they’re in a dangerous situation and you must be strong and help them when they are in need. To help others you must also be physically and menta...

Mansfield’s Short Stories Essay

This article discusses how emotions are depicted in two Katherine Mansfield’s short stories, †Bliss† and †Taking the Veil†. Emotions are mapped through linguistic markers such as adjectives and adverbs that imply a character’s emotional response to story events. The study focuses on narratorial discourse and distinguishes between verbalized speech and thought (free indirect discourse) and non-verbalised thought-processes (psycho-narration). The analysis is carried out by studying the deictic centre or the perspective in the short stories. The study shows that passages of psycho-narration and free indirect discourse are rich in emotional language, including such features as interjections, repetition and orthographic markers. 1. Introduction Emotions often play a significant role in depicting a literary character’s mind. This study discusses how characters’ emotions are depicted in two Katherine Mansfield’s short stories, †Bliss† and †Taking the Veil†.1 The focus is on those sections in Mansfield’s stories that depict characters’ psyches and feelings. The analysis maps the features that imply the presence of consciousness or perspective in Katherine Mansfield’s texts. The analysis is carried out by studying linguistic features such as adjectives, adverbs and orthography to find out whose consciousness and emotions are depicted in the text. Consciousness report is an umbrella term for several techniques that share some common features in depicting characters’ consciousness. This study focuses on the interplay between psycho-narration, the narrator’s rendering of characters’ psyches or their non-verbalised thought processes, and free ind irect discourse, the narrator’s indirect quotation of the words that the characters say or think, their verbalised speech or thought. Both free indirect discourse and psycho-narration depict character speech within the framework of third person narrative, and in Mansfield’s stories characters’ feelings are often filtered through the narrator’s discourse . 2 There are also feelings that the characters may be unaware of but that the narrator reports to the reader. For this reason, the focus of the study is on the narrator’s description of characters’ emotions, as psycho-narration and free indirect discourse are narrator’s discourse by nature. The differences between psycho-narration and free indirect discourse are illustrated in another example from Mansfield, a story called †The Doll’s House† (see subsection 2.3). In analysing characters’ emotions perspective plays an important role. Perspective tells the reader whose point of view is adopted in the text. Perspective is realised through visuo-spatial or temporal indicators that are also called deictic features (see subsection 2.1). The first aim of the analysis is to pinpoint the deictic features that imply the presence of consciousness or emotional involvement in †Bliss† and †Taking the Veil†. The second aim is to study consciousness report that is often marked by reporting devices such as evaluative adjectives and adverbs, or other perspective-building elements such as backshifting of tenses and orthographic markers. The analysis is based on linguistic evidence in sections of psycho-narration or free indirect discourse with reference to characters’ emotions and emotional changes. When a fictional character’s feelings change, the readers may also change their views of that character (Miall and Kuiken 2001: 291). Thus, changing emotions affect the reader’s interpretation of the story. The next section takes a closer look at the linguistic features that indicate characters’ emotions depicted in psycho-narration and free indirect discourse. 2. Linguistic Features in the Representation of Character Emotions This section discusses linguistic features that imply psycho-narration and free indirect discourse. In the first subsection, the connection between the deictic centre and emotions is explained. The second subsection takes a look at specific reporting devices and features that indicate a deictic centre. In the third part, psycho-narration and free indirect discourse are d iscussed with examples from Mansfield’s †Doll’s House†. 2.1 Deixis and Deictic Centre Emotions are an essential part of depicting a literary character’s consciousness. In analysing emotions or characters’ consciousness deixis is a useful tool. Deixis means †features of language which fasten utterances temporally or spatially: ‘here’, ‘now’† (Hawthorn 1994: 37). Consciousness presentation becomes apparent through many indicators, most clearly through orthographic markers such as quotation marks or words in italics. Orthographic markers are especially used in direct discourse where quotation marks show the beginning and ending of a dialogue. Parentheticals or brackets indicating the speaker and his or her act of speaking or thinking within a sentence, for example, †she said† or †he thought† are also used in direct discourse to indicate the speaking or thinking person. As these markers seldom occur in consciousness report, however, there are other markers like expressive elements that help to ide ntify the consciousness and emotions in an extract. Thus, linguistic analysis helps to find out which features refer to which character. Studying linguistic features is a key element in analyzing the deictic centre of the short stories in this paper. In the English language, deixis consists of features that indicate a subjective deictic centre (Fludernik 1993: 6). The features include personal pronouns, for example I, you,it; spatial and temporal adverbs such as left, in front of, ten years ago; verbal categories indicating distance like come and go; relational designations implying emotional involvement, for instance the enemy or darling; and terms of endearment, such as sweetheart and mummy, which also suggest that the speaker’s feelings are involved. Another way to trace a perspective is to study lexical, pragmatic, syntactic and morphological features indicating consciousness report. Deixis and subjective elements play a crucial role in analysing the material of this paper. The two other types of deixis are discourse/text deixis and social deixis (cf. Levinson 1983). Discourse deixis or text deixis refers to parts of unfolding discourse in which the utterance is located, for instance that in the following example: †Puff puff puff: That is what it sounded like.† Social deixis encodes the social status and aspects of socia l relationships between speakers and addressees: †My husband and I are both teachers, and so is my father† (Levinson 1983: 62-63). Deixis is usually organised in an egocentric way. The deictic context is speaker-based and centred upon the speaker’s †here-and-now† (Lyons 1981: 230). People are more apt to refer to their own viewpoint in discussions and prefer proximal personal expressions, such as the pronoun I, or place indexicals, such as here, to distal expressions like he or there. We can also talk about a deictic centre, meaning the perspective of the discourse participant from which utterances are delivered (Levinson 1983: 63-64, Yule 1996: 9). There are five unmarked anchorage points that constitute the deictic centre (Levinson 1983: 64). They consist of the speaker who is the central person – in literature usually the protagonist, the narrator or some other character – and of the central place which refers to the speaker’s location at utterance time. The third anchorage point of the deictic centre is the central time, the time when the speaker produces the utterance. Fourth, the discourse centre is the speaker’s current point during the production of his or her utterance. Thus, the discourse centre changes from one person to another when the producer of the utterance changes. And last, the social centre is the speaker’s social status and rank to which the addressee or referent’s status is relative (Yule 1996: 10). Another common deictic phenomenon in language is the transference of human body orientation (Fludernik 1993: 49). This method is used extensively in literature to create the illusion of naturalness. When an author uses this technique in a literary text, he or she describes an event, a phenomenon or space from a certain physical viewpoint that demands the reader’s body orientation, as in the sentence †There was a chair to the left† (Fludernik 1993: 49). To sum up, literary texts create a world of their own, including their own deictic structure. In good narratives, the reader has the impression of experiencing the fictional world directly, because he or she adopts the deictic centre as his or her own (cf. Banfield 1982, Zubin and Hewitt 1995: 131). 2.2 Reporting Devices This section introduces other linguistic features that are used in creating deictic centres in narratives. The devices consist of backshifting of tenses and other perspective-building elements, such as adjectives and adverbs, orthographic markers and textual coherence. The first device, backshifting of tenses, is connected with the †was-now† paradox, an especially interesting feature in literature. The †was† encodes the narrator in the process of narrating, introducing the fictional world mode to the reader. The †now† encodes the protagonist for whom the story world events are part of the current experience (cf. Adamson 1994). Mansfield sometimes uses the present tense in her stories, which attracts the reader’s attention and raises the question of why the †was-now† principle is violated. The change in tenses suggests a change in perspectives, including a change in the feeling experience of the story’s characters. The impl ications of these linguistic devices for the characters’ emotional world are discussed in section 3. In the analysis of the deictic centre and literary figures’ emotions, adjectives and adverbs sometimes have a significant meaning. I apply Biber, Conrad and Leech’s (2002) classification of adjectives and adverbs in this study. Descriptive adjectives or descriptors often imply consciousness report when they co-occur with other deictic elements such as place and time deixis. Evaluative/emotive (dreadful) and miscellaneous descriptors covering many kinds of characteristics (sudden) suggest consciousness report in narratives and need to be studied to trace the source of emotions in a literary text. Descriptive adjectives give personal flavour to the text, but the reader has to decide whether descriptors refer to the narrator’s or some character’s emotions. Sometimes it may be very difficult to distinguish different sources of emotion from each other, as examples from Mansfield’s stories show (see section 3) . In the analysis of Mansfield’s texts, degree adverbs and stance adverbs receive special attention. Degree adverbs like amplifiers/intensifiers (generously) and diminishers/downtoners (somewhat) as well as stance adverbs, such as attitude (unfortunately), epistemic (probably) and style stance adverbs (simply) are discussed in the analysis of the material, as are place, time and process adverbials. Of place adverbials, those of distance (a long way), direction (from within) and position (up there) often imply whose perspective is adopted in the story. Additionally, such time adverbials as point in time (tomorrow night), duration (for fifteen years), frequency (sometimes) and time relationship (after this) indicate the source of consciousness. The process of action described in stories provides the reader with valuable information on the events and characters. Manner adverbials (carelessly) are often used especially by modern authors to describe characters’ behaviour. Degree adverbials (e.g. very much, completely) are often used to amplify characters’ emotions and to describe their emotional response to story events. Adjectives and adverbs are elements in constructing perspective in a narrative. They help the reader to respond to the feeling experiences of a character that are embodied in the stylistic and linguistic devices of a text (Miall and Kuiken 2001: 292). The following subchapter discusses the connection between linguistic features and feeling experiences in psycho-narration and free indirect discourse. 2.3 Psycho-narration and Free Indirect Discourse In this section the features of psycho-narration and free indirect discourse are discussed with examples from Mansfield’s story †The Doll’s House†. Special attention is paid to linguistic devices that support the interpretation of psycho-narration or free indirect discourse in a textual passage. Psycho-narration is the narrator’s presentation of a character’s psyche. Its main focus is on a character’s thoughts and feelings and it is defined in terms of deictic qualities (Fludernik 1993: 304).3 Psycho-narration reports those feelings or states of consciousness that the character may be unaware of. Psycho-narration †has almost unlimited temporal flexibility† (Cohn 1978: 32), so it can occur both in the present and the past tense. The analysis of Mansfield’s works shows the temporal varieties of psycho-narration. Free indirect discourse consists of expressions or utterances that could be produced by the characters as such or with minor alterations, like the use of the preterite instead of the present tense.4 In free indirect discourse the narrator quotes the speech or thought of the protagonist or other characters. Direct discourse and free indirect discourse have common features such as deictics, word order in questions and lexical elements including vocatives, interjections, or dialectal features (cf. Fludernik 1993: 261). In order to retain proximity, proximal deictics likehere, now and today occur in free indirect discourse. The question word order remains direct in free indirect discourse. This narrative technique also favours expressive lexical elements from characters’ idiolects to give the narration personal flavour. McHale (1978: 269) aptly remarks that formal signs are not the only means to trace free indirect discourse, since semantic signs such as the †content† of utterances, and a character’s †thoughts† or †intended meanings† also contribute to the reader’s interpretation of free indirect discourse. The terms psycho-narration and free indirect discourse overlap to some extent. The former borrows elements from the speech of ch aracters, but a character could hardly use the (narrator’s) syntax as such. To demonstrate the difference between the various consciousness report techniques, I have chosen an extract from Katherine Mansfield’s story †The Doll’s House†. It is a story about middle-class life and the Burnell children, and how they invite classmates of the same social class to see their new doll’s house. Lower-class children are not invited, until one of the daughters, Kezia, defies her parents and asks the Kelvey girls, the daughters of a washerwoman, to see the house. The following extract depicts Kezia’s aunt’s reaction when she sees the unwelcome children in the garden. (1)†Wicked, disobedient little girl!† said Aunt Beryl bitterly to Kezia, and she slammed the doll’s house to. The afternoon had been awful. A letter had come from Willie Brent, a terrifying, threateningletter, saying if she did not meet him that evening in Pulman’s Bush, he’d come to the front door and ask the reason why! But now that she had frightened those little rats of Kelveys and given Kezia a good scolding, her heart felt lighter. That ghastly pressure was gone. She went back to the house humming. (†The Doll’s House†, 265; emphasis added) Example (1) is a description of Aunt Beryl’s consciousness presentation after she has scolded her niece and her friends in the courtyard. After the quotation in direct discourse, Aunt Beryl’s perspective (in bold type) is introduced in the first sentences as a flashback, the past perfect verb form had come implying a movement towards Aunt Beryl, come being a verb suggesting proximal activity. Even though Beryl’s name is not mentioned in the whole paragraph, she is the subject of the sentence starting the quotation and the most recent character mentioned earlier in the text. Aunt Beryl and the third person reference to her (she) in the quotation can be seen as an example of referential linking which is an important factor in maintaining textual cohesion in the depiction of characters’ emotions (cf. Ehrlich 1990). Descriptive adjectives likeawful, terrifying and threatening, and noun phrases like those little rats of Kelveys depict Beryl’s feelings, the distal demonstrative pronoun those and the descriptive noun phrase little rats of Kelveys underlining the contempt of upper classes towards lo wer-class people and the social distance between Beryl and the Kelveys. The distal demonstrative determiner that and the proximal temporal adverb now illustrate how proximal and distal linguistic features are mixed in psycho-narration, suggesting a transition from Aunt Beryl’s earlier emotional turmoil caused by her lover’s letter to her present state of mind (†Ã¢â‚¬ ¦her heart felt lighter. That ghastly pressure was gone†). There is also Willie Brent’s perspective occurring in the extract (in italics). It has elements of free indirect discourse including past tense verb forms, third person pronouns, orthographic markers and a colloquial tone. The past perfect verb form changes into the past tense did not meet, which is followed by he’d come. An exclamation mark finishes the free indirect discourse passage which is reflected through Beryl’s consciousness in the memory of the letter. The final sentence is the narrator’s neutral report of the narrative events. 3. Emotional Features in Mansfield’s Stories Psycho-narration and free indirect discourse are ways of presenting characters’ emotions to readers. In this section, Katherine Mansfield’s stories †Bliss† and †Taking the Veil† are analysed in order to find linguistic features that suggest a character’s emotional involvement. Mansfield uses psycho-narration and free indirect discourse in †Bliss† and †Taking the Veil†. In the analysis of the texts, underlined words point out subjective features and fragments of characters’ idiom. Some quotations from Mansfield’s short stories are integrated into the analysis for a more convenient discussion of the context. †Bliss† is a story of a wealthy young couple, Bertha and Harry, and their social life. In †Bliss†, psycho-narrative description is reserved for Bertha’s feelings of bliss, her relationship with Harry-the-husband, and her feelings towards their friends. The paragraphs th at include psycho-narration often start with impersonal narratorial description. The shift from the narrator’s perspective to that of the character takes place within paragraph boundaries, as the following examples show. The first paragraph of †Bliss† introduces society’s expectations of 30-year-old women’s behaviour. The narrator implies that Bertha’s thoughts and feelings are quite exceptional for her age: (2) Although Bertha Young was thirty she still had moments like this when she wanted to run instead of walk, to take dancing steps on and off the pavement, to bowl a hoop, to throw something up in the air and catch it again, or to stand still and laugh at – nothing – at nothing, simply. (†Bliss†, 91; emphasis added) The narrator adopts an omniscient perspective: she knows exactly how Bertha is feeling and what she feels like doing. The reader’s attention is directed towards the protagonist’s perspective through the use of the demonstrative this, symbolising the here-and-now narrative present, Bertha’s present state of mind. The italicised words imply Bertha’s wishes. The narrator’s speech presents societ y’s expectations at the beginning of example (2) (although,still) and Bertha’s own thoughts at the end of it (nothing – at nothing, simply). The phenomenon of Ansteckung is apparent in the fragments of Bertha’s idiom. Ansteckungmeans the narrator’s empathetic or ironic borrowing of characters’ idioms or expressions (cf. Fludernik (1993) for examples of Ansteckung or †contamination†). Fragments of Bertha’s consciousness are not complete thoughts or words uttered by her. When it comes to Bertha’s psyche, the narrator seems to be aware of it, depicting elements of Bertha’s thoughts at the end of example (2) (see the words in bold). It is obvious in the last sentence of example (2); dashes evoke Bertha’s consciousness. She is incapable of finding suitable words for the peculiar feeling; the impression is increased by the repeated words at nothing. The effect of immediacy is created by hints of Bertha’s psyche within narratorial discourse, suggesting that after the first part of the sentence the writer resorts to free indirect discourse at the end of the passa ge. There are two longer paragraphs of psycho-narration in †Bliss†. They discuss Bertha’s situation in life and her relationship with Harry. The first paragraph reads as follows: (3) Really – really – she had everything. She was young. Harry and she were as much in love as ever, and they got on together splendidly and were really good pals. She had anadorable baby. They didn’t have to worry about money. They had this absolutely satisfactory house and garden. And friends – modern, thrilling friends, writers andpainters and poets or people keen on social questions – just the kind of friends they wanted. And then there were books, and there was music, and she had found a wonderful little dressmaker, and they were going abroad in the summer, and their new cook made the most superb omelettes †¦ (†Bliss†, 96; emphasis added) Example (3) starts in free indirect discourse and shows many syntactic markers that imply consciousn ess report, such as the epistemic stance adverb really, the proximal deictic thisindicating Bertha’s spatial perspective, and the frequent use of and acting as a clause-initial co-ordinating conjunction and creating the illusion of Bertha’s happy thoughts. Other features include pragmatic indicators, such as dashes, and lexical features, for example idioms (really good pals), phrases or descriptive adjectives (absolutely satisfactory, adorable, modern, thrilling, wonderful little etc.) borrowed from Bertha. As Fludernik (1993: 117) suggests, referential positions are often shifted into the third person in heterodiegetic narratives, excluding second person narratives. This extract is a good example of such a referential shift in personal pronouns, as it contains only the third person she instead of the first person I. Example (3) describes a happy woman counting her blessings. Another paragraph reflects the problems Bertha encounters in her marriage: (4) Oh, she had loved him – she’d been in love with him, of course, in every other way, butjust not in that way. And equally, of course, she’d understood that he was different. They’d discussed it so often. It had worried her dreadfully at first to find that she was so cold, but after a time it had not seemed to matter. They were so frank with each other – such good pals. That was the best of being modern. (†Bliss†, 104; emphasis added) The extract leads readers into Bertha’s consciousnes s with the clause-initial interjection ohsuggesting free indirect discourse. Repetitive elements, such as of course and the intensifierso, emphasise the impression of Bertha rationalising her marriage to Harry. The sentence-initial and helps her to articulate her understanding of Harry and his different feelings on the topic, as she is negotiating the good and bad things about her marriage in her mind. There are also some lexical indications of consciousness report, such as just, the intensifier such, anddreadfully, a colloquialism only to be attached to Bertha’s consciousness. These emotive features create an impression of Bertha’s inner conflict and the suppression of her feelings, which is evident throughout the story.5 †Taking the Veil† is a story about Edna and her lover Jimmy, and Edna’s dreams of becoming a nun. In †Taking the Veil†, psycho-narration is reserved for Edna’s internal debate and her memories of the crisis of her life. A typical example is a theatre scene, where Edna goes through the happenings of the previous night: (5) The play had begun fairly cheerfully. That was at the chocolate almond stage. Then the hero had gone blind. Terrible moment! †¦Then there had been that ghastly scene with the hero alone on stage in a deserted room†¦He had tried – ah, how painfully, how pitifully! –to grope his way to the window†¦and the band faded away into the distance. (†Taking the Veil†, 284; emphasis added) Example (5) shows how Mansfield uses distal deictics like that (in that ghastly scene) to imply Edna’s perspective by creating a personal tone. Additionally, she uses the evaluative adjectives terrible and ghastly to refer to Edna’s emotional response. The repetitive pattern in the exclamations above (in bold type) is separated from the rest of the psycho-narration by dashes and emphasised by other orthographic signals, such as exclamation marks. An introductory exclamation ah adds to the colloquial tone, as does the repetition of the wh-element how. Mansfield often uses clause-initial wh-elements in exclamations to introduce free indirect discourse in the telling (Kuivalainen 2005). These features contain elements representative of speech rather than thought. The impression in this extract is that of narratorial discourse flavoured by free indirect discourse (in bold type). Psycho-narration continues when the narrator describes Edna’s internal debate: (6) If she did not marry Jimmy, of course she would marry nobody. The man she was in love with, the famous actor – Edna had far too much common-sense not to realise thatwould never be. It was very odd. She didn’t even want it to be. Her love was too intense for that. It had to be endured, silently; it had to torment her. It was, she supposed, simply that kind of love. (†Taking the Veil†, 285; italics original, emphasis added) The extract above shows how Edna debates her love for Jimmy, her fiancà ©, and for the actor she has fallen in love with. The words in bold include an attitude stance adverb of course, a comment on a possible marriage with the famous actor, and a distal pronoun that. All these elements imply a reference to Edna’s perspective which, however, intermingles with that of the narrator after the dash on the second line. Edna’s emotional perspective, the vacillating feelings she suddenly faces in the story, re-occurs with the comment on the nature of her love (†It was very odd†) and remains unchanged till the end of the extract, with another comment at the end of the paragraph introduced by the style stance adverb simply. The extract above shows the subtlety of the change from one perspective to another: at the beginning we only have a personal pro noun reference to the speaker, but later the protagonist’s proper name is used to help the reader realise the change, to introduce the perspective of the narrator penetrating that of Edna. The effect is that of immediate access to the character’s thoughts and feelings. In the paragraph preceding example (6) the closest proper noun is †Sister Agnes†. However, the reader does not connect the personal pronoun she in example (6) with Sister Agnes but with Edna, who is mentioned earlier in the text, because semantic connectors such as marriage and †Jimmy† imply her. The narrator’s statement-like comment after the dash supports this interpretation. However, this sentence is affected by Edna’s idiom, the use of that(in italics) emphasising the impossibility of the suggestion of love for an actress. Edna’s eighteen-year-old girl’s voice is also heard at the end of the paragraph with the simply that kind of love quotation of Edna’s thoughts. As example (6) suggests, psycho-narration at the beginning of the paragraph depicts Edna’s feelings from her perspective, but later the narrator’s perspective becomes predominant in the example, providing the reader with an external perspective to Edna’s love life. A drastic change in psycho-narration happens when the tenses change from the past to the present. This change implies a shift from the past or present events to the future. (7) She takes the name of Sister Angela. Snip, snip! All her lovely hair is cut off†¦And in a blue gown with a white head-band Sister Angela goes from the convent to the chapel, from the chapel to the convent †¦she greets the little children who run to her. A saint! She hears it whispered as she paces the chill, wax-smelling corridors. A saint! (†Taking the Veil†, 286; emphasis added) The extract above shows how Edna dreams about the life of a nun and imagines her future as Sister Angela. The short onomatopoeic snip and the repetition of a saint, both ending with an exclamation mark, refer to Edna’s imagination. Her emotional involvement shows in the sacrifices she makes (†All her lovely hair is cut off†) and in the description of the new environment she enters (†chill, wax-smelling corridors†). The present tense adds to the effect. It is used throughout the passage to relate Edna’s convent dreams, as another quotation below shows: (8) Now it is evening. Two old people leaning on each other come slowly to the grave†¦Now there comes another. He is all in black; he comes slowly. But when he is there and lifts his black hat, Edna sees to her horror his hair is snow-white. Jimmy! Too late, too late! The tears are running down his face; he is crying now. Too late, too late!(ibid.: 287; italics original, emphasis added) In example (8), the same elements of exclamatory repetition too late! and the present tense are used to depict Edna’s reveries about the future. Additionally, immediacy is emphasised with the temporal proximal deictic now, a favourite of Mansfield’s in this story, and the present continuous are running and is crying. The use of present continuous verb forms and the proximal deictic now mark Edna’s mental crisis, which culminates at the end of example (8) and ends the sections in the present tense. The non-use of the †was-now† pattern reflects a change in perspective from the narrator to Edna in example (8), as the sections that do not imply Edna’s consciousness in †Taking the Veil† are written in the past tense (see example (5)). When the paragraph after example (8) begins, Edna has changed her mind about becoming a nun and realised she actually loves Jimmy. 4. Discussion †Bliss† and †Taking the Veil† consist of a mixture of speech and thought report. It is noticeable in these works that, as a narrative technique, free indirect discourse is clearly separated from psycho-narration. The shift from psycho-narration into free indirect discourse and then back to psycho-narration can be found in †Bliss† and †Taking the Veil†, as the linguistic analysis of characters’ emotions showed in section three. The reverie-like atmosphere of †Taking the Veil† is strikingly different from the passionate, hectic mood in †Bliss†, where the narrator first describes the setting for the psychological phenomena, Bertha’s mixed feelings about her marriage, and then resorts to consciousness presentation. In †Taking the Veil† the narrator’s function is to offer the reader an insight into Edna’s mind mostly through psycho-narration, thus, psycho-narrative passages begi n with narratorial description which introduces Edna’s mental world to the reader. Psycho-narration serves to depict the protagonist’s internal debate: example (5) depicts the crucial moment of the past in the past tense and example (7) future dreams in the present tense. On the other hand, free indirect discourse in example (5) helps in creating sensual perceptions that present a contrast to Edna’s inner thoughts. Passages in free indirect discourse often start with a clause-initial coordinator (and), interjection (oh) or a wh-element (how) and can be spotted from the rest of the narration through orthography, like dashes surrounding the free indirect discourse passage, exclamation or question marks. Mansfield frequently uses italics and ellipses in reporting characters’ consciousness and feelings, which gives the impression of free indirect discourse. Extensive use of stance adverbs is striking in the two stories. A common feature in Mansfield’s psycho-narration is the adoption of epistemic stance adverbs such as really in example (3).6In †Bliss† and †Taking the Veil†, the interplay between the two dominant voices, that of the narrator and the protagonist, becomes evident through the rich use of stance ad verbs. The narrator’s perspective is mostly introduced through epistemic adverbs indicating certainty or doubt (e.g. perhaps), whereas the protagonist’s perspective mostly consists of those of actuality and reality (e.g. in fact, really). The effect is a narrator with no intention to intrude upon the story events, and a protagonist with a distinctly marked emotional world including feelings of bliss, future dreams, and moments of despair and love. Mansfield’s narrator steers the reader towards the protagonist’s climax with subtle remarks and hardly visible hints. Psycho-narration demonstrates different functions in the texts of this study. Mansfield uses evaluative and emotive descriptors in psycho-narrative sections; she borrows characters’ idiomatic expressions and marks internal discourse with orthography (dashes, exclamation marks), intensifiers and repetition to imply a shift from one perspective or feeling experience to another, for example, from the narrator to the protagonist. Mansfield describes the inner conflict or the dream world of the characters through psycho-narration, which is usually triggered by an emotional climax, in Bertha’s case the revelation of her husband’s adultery and in Edna’s case understanding who she really loves. In Mansfield’s fiction, the climax almost has a hallucinatory effect, as Edna’s convent dreams and the graveyard scene in exampl e (8) show. The use of the present tense seems to have a role in Mansfield’s text. Mansfield uses it mostly in psycho-narrative sections. All in all, there are certain features that are used frequently in Mansfield’s stories, such as dashes, repetition of adverbs or other clausal elements like intensifiers, interjections or co-ordinators. Temporal and spatial deictics have a significant role in the two stories, as the reader has very few other means to orient him- or herself while reading a literary text. Deictics help the reader to pinpoint the perspective in the passage and understand whose experiences are depicted in the story. The study of the deictic features in Mansfield’s fictional prose shows that the author uses various markers to create a deictic centre. These markers create a picture of characters’ emotional world. Free indirect discourse and psycho-narration are motivated, for example, by an internal debate or a crisis, as Edna’s ponderings showed in example (8). As was suggested in the analysis, linguistic features such as reporting devices and deictic features can be used to pinpoint the source of emotions in a literary text. Verbs, adjectives, adverbs and other consciousness markers work for the same effect, to describe the emotional world of characters. Psycho-narration and free indirect discourse provide Mansfield with a tool to point out the significant moments in the protagonists’ lives and separate them from the rest of the narration. Mansfield is the master of her characters and their emotions, making them breathe and feel as if they really existed.

Social Work Law

This assignment involves a case study where Ralph, a fourteen year old boy, is currently in foster care because his mother; Kerry, felt she was unable to control him due to his behaviour. However, Kerry has now expressed that she is unhappy with this foster placement and has requested that her son be returned to live with her and his two younger brothers. The scenario becomes more complex owing to the fact that Ralph has disclosed that his mother had regularly hit him with a walking stick. In this essay I will seek to consider the main practice issues raised by the scenario of the case study. Using the materials provided within the course along with my own professional experience, I will outline relevant legislation whilst demonstrating the significance it has on the assessment and any subsequent intervention that may be required in the given situation Section 1 of the Children Act 1989 clearly states; ‘When a court determines any question with respect to – (a) the upbringing or a child; or (b) the administration of a child’s property or the application of any income arising from it, the child’s welfare shall be the court’s paramount consideration. s. 1(1)] This reflects the social work professional’s prime concern. Bearing this in mind, as the social worker involved in this case study, I would initially want to identify whether any of the children involved were at imminent risk of significant harm. The support and protection of children cannot be achieved by a single agency. †¦ Every service has to play its part. All staff mu st have placed upon them the clear expectation that there primary responsibility is to the child and his or her family. (DH and Home Office, 2003, paras 17. 92-17. 93) The Children Act 2004 obliges all agencies that come into contact working with children must share information and work together to safeguard the welfare of children. My primary task would be to arrange a safeguarding strategy meeting. This would facilitate the sharing of information between professionals whilst also determining the most appropriate course of action to take next. Those attending the meeting would include; the area Child Protection Officer, an education professional (such as the appointed Child Protection teacher), the police, a health professional (such as the school nurse) and the social worker. Other agencies may also be asked to attend such as the youth offending team or CAMHS (Children and adolescent mental health service). At the meeting, the professionals will discuss the best response to the allegations and the extent of risk that is posed towards the three children involved. There are several different options that can be decided. After careful consideration and agreement, it might be the general consensus that no further action is needed and the case will be subsequently dropped. However with this case study there is an allegation of physical abuse which would suggest the family would be in need of some kind of assistance, thus Ralph may be recognised as a child in need. Section 17 of the Children Act 1989 states a child is in need if he/she is unlikely to achieve or maintain a reasonable standard of health or development. [s. 17 (a)]. Ralph has not been attending school regularly. Subsequently this will lead to him falling behind and not developing educationally. Ralph has also started to drink alcohol and has also taken to staying out late, on one occasion not returning home until the following day. This behaviour obviously poses a risk to his health; nevertheless, it could also lead to a risk of significant harm. The threshold to identify when a need becomes a risk can vary depending on the professional making that assessment. Choosing to bring professionals together to a strategy meeting will ensure that the threshold is one that is safe and appropriate. The allegation from Ralph about his mother hitting him with a stick which was hard enough to cause severe bruising is without doubt a concerning factor. The strategy meeting would need to assess whether Ralph and/or his siblings were children in need (s 17) or whether there were rounds for a child protection enquiry. The Children Act 1989, section 47 states that the Local Authority must investigate if it has ‘reasonable cause‘ to suspect that a child is suffering significant harm. This is also known as a section 47 enquiry. Ralph says he has been the victim of physical abuse and that this was a reoccurring act. As a social worker I would have to investigate this further. The questions I would want to find answers to would include; Are Ralph’s siblings at risk from experiencing similar physical abuse? Is Ralph at risk of suffering from physical abuse if he returns home to his mother? I would also want to look further into the causes behind Ralph’s truancy and why he has started to engage in anti-social behaviour. Could this be a result of a breakdown in his relationship with his mother? Or are there problems with the home environment? When Ralph disclosed that his mother hit him with a stick, he said that he did not want anyone else to know. With this we encounter a conflict of what Ralph wishes and the professional duty of the worker. When working with young people it is important to make sure that they are aware of and understand the agency’s confidentiality policy. As a social worker I would explain to Ralph, within his level of understanding, that I will have to record some of the information he shares with me. However if he shares information that suggests that himself or someone else could be at risk of harm then this information will have to be shared appropriately and if required acted upon. As the social worker involved with this case, I would want to carry out an assessment before Ralph returns home to his Mother. However, Ralph is in foster care voluntarily which means that his mother can return him home as she wishes. Under section 20 of the Children Act 1989, any person who has parental responsibility for a child may at any time remove the child from accommodation provided by or on behalf of the Local Authority under this section [s. 20 (8) ]. Nonetheless, section 20 would be the most desirable option as it would be the least oppressive way to accommodate the young person while the assessment takes place. This would require cooperation from Kerry, Ralph’s mother. I would visit Kerry and try to explain the situation and the concerns that I and the other professionals had. This is likely to have a evastating impact on Kerry so this must be done in a sensitive way. The local authority is under obligation to work in partnership with the families of children in need or at risk. Sections 22 and 61 of the Children Act 1989 require local authorities and voluntary organisations to consult, where reasonably possible, with the child and the parents before making any decision in relation to the child (Block 3, p103). Before considering keeping Ralph in foster care, I would want to explore other options of residence. The case study does not mention Ralph’s birth father or whether he currently has a relationship with him. This would need to be investigated. There may also be other relatives who might be in a position to look after Ralph, for example; the possibility of living with Grandparent’s, Aunt’s and Uncle’s would be worth exploring. It may also be necessary to accommodate George and Dan while the assessment takes place. However, unlike Ralph, they appear to have a relationship with their father, Sam. Sam will have joint parental responsibility for George and Dan but as he is not the birth father for Ralph, he will not automatically have parental responsibility for him. However, he may obtain parental responsibility by obtaining an order from the court, or through a formal parental responsibility agreement with Kerry. Alternatively, Sam could apply for a residence order which settles the arrangements to be made as to the person with whom a child lives. There are two categories of applicant, those who can apply ‘as of right’ and those who require ‘leave of court’ (CA 1989, s. 8). As Ralph lived with his mother and Sam for six years, Sam could apply as of right. With all this said, a further initial assessment would need to be done on Sam prior to Ralph taking up residence with his step-father. Furthermore, it is very unlikely that Ralph would want to live with Sam, given his feelings that are stated in the case study. As with the parents being included in decision making in relation to the child, so must the child himself. As previously mentioned, the less oppressive option would be for Ralph to stay with a family member or to keep Ralph in his foster placement voluntarily. This would need to be with agreement from Kerry. However, in the event of Kerry not agreeing, there are other less favourable options to consider. The local authority may apply to the court for a section 31 or section 38 orders under the Children Act 1989. A section 31 court order can be given on the grounds that the child involved is suffering or likely to suffer significant harm due to the care being given to him, or likely to be given to him, or the child being beyond parental control [s. 31(2)]. In Ralph’s case I feel if a court order was required to accommodate him, a Section 38 would be more appropriate. An Interim care order (S. 38) granted by the court will give the local authority a period of time, for up to eight weeks, to investigate the child’s circumstances [s. 8(4) and (5)]. This would allow time to carry out an assessment on the needs of the family to identify if it is safe for Ralph to return home and to assess if there are any services that the family require to assist with the breakdown of the relationship. Before issuing a section 31 or 38 court order, the court must take into account some facto rs. Taking the child’s welfare as the paramount consideration, there should be a presumption that there is no order unless making one would be better for the child. This is also known as the ‘no order principle’. Both of these court orders also require a welfare checklist. The welfare checklist considers a range of factors before discharging an order including: The wishes of the child; any physical, emotional and educational needs; age, sex and any other characteristics that may be relevant; any harm suffered or at risk of suffering and the capability of the parents at meeting the child’s needs [ACA 2002, s1 (40)]. As a social worker I will be striving to achieve the best possible outcomes for the children I work with. The white paper, Every Child Matters identifies five areas of outcome: be health; stay safe; enjoy and achieve, make a positive contribution and achieve economic wellbeing. (DfES, 2004) To summarise my hypothetical involvement with this case study, as a social work professional working within social work legislation I would firstly take the welfare of the child or children as my primary consideration. When assessing the circumstances of the family and intervening in such a case, I would do so in a way that was anti-oppressive, which would mean using the least intrusive means of power available. It would require me to be non-judgemental, treating each individual with respect in line with article 8 of the European Convention of Human Rights. I would ensure to work in a professional manner at all times, abiding by the GSCC code of practice (Codes of Practice, 2002). I would work closely with professionals, sharing information to those who need to know only. I would strive to achieve the best possible of the five outcomes for children and young people I would always adhere to lawful policies whilst continually reflecting and evaluating my own practice.

Otto Hahn Biography essays

Otto Hahn Biography essays Most famous chemists are known for discovering elements, naming reactions, and making household cleaners. Otto Hahn saved the free world. With the help of Lise Meitner and Dr. Fritz Strassmann, Hahn discovered the groundbreaking process of nuclear fission, which paved the way for the creation of the atomic bomb. The United States used this weapon much to their advantage, and bombarded Japan to end The Second World War. Otto Hahn was a leader among chemists. He received countless awards, including the Nobel Prize, and was president of many scientific organizations. Without Hahns discoveries, science and the world for that matter would not be as we know it today. Otto Hahn was born on March 08, 1879 in Frankfurt-on-Main, Germany. Heinrich and Charlotte Hahn had three other children, Otto was the youngest. His father was a great businessman of his time, and was the founder of the German company Glasbau Heinrich Hahn, which still exists to this day. Living under the influences of war and economic turmoil, he was a determined young chemist. At age fifteen, Otto would experiment in his laundry room with chemicals. As expected, his mother did not appreciate this, and she encouraged him to enroll in an Organic Chemistry class, which he did. After high school, Hahn studied Chemistry at Marburg and Munich University. He later went on to receive his doctorate degree in the same field in 1901. He enjoyed working with other intelligent chemists, and he did it well. (Otto Hahn) After receiving his doctorate, Hahn began working at the Chemical Institute at Marburg. Two years later, he left this position because he felt he could be doing more for the world. Hahn then left Germany and headed for London. Here, he got a job at University College in 1904. He worked under Sir William Ramsey, the Chemistry Nobel Prize Winner of 1904. Together, Ramsey and Hahn discovered a new radioactive substance, Radiothorium...

Ksp Chemistry Complete Guide to the Solubility Constant

Ksp Chemistry Complete Guide to the Solubility Constant SAT / ACT Prep Online Guides and Tips Are you learning chemistry but don’t quite understand the solubility product constant or want to learn more about it? Not sure how to calculate molar solubility from $K_s_p$? The solubility constant, or $K_s_p$, is an important part of chemistry, particularly when you’re working with solubility equations or analyzing the solubility of different solutes. When you have a solid grasp of $K_s_p$, those questions become much easier to answer! In this $K_s_p$ chemistry guide, we’ll explain the $K_s_p$ chemistry definition, how to solve for it (with examples), which factors affect it, and why it’s important. At the bottom of this guide, we also have a table with the $K_s_p$ values for a long list of substances to make it easy for you to find solubility constant values. What Is $K_s_p$? $K_s_p$ is known as the solubility constant or solubility product. It’s the equilibrium constant used for equations when a solid substance is dissolving in a liquid/aqueous solution. As a reminder, a solute (what is being dissolved) is considered soluble if more than 1 gram of it can be completely dissolved in 100 ml of water. $K_s_p$ is used for solutes that are only slightly soluble and don’t completely dissolve in solution. (A solute is insoluble if nothing or nearly nothing of it dissolves in solution.) $K_s_p$ represents how much of the solute will dissolve in solution. The value of $K_s_p$ varies depending on the solute. The more soluble a substance is, the higher its $K_s_p$ chemistry value. And what are the $K_s_p$ units? Actually, it doesn’t have a unit! The $K_s_p$ value does not have any units because the molar concentrations of the reactants and products are different for each equation. This would mean the $K_s_p$ unit would be different for every problem and would be difficult to solve, so in order to make it simpler, chemists generally drop $K_s_p$ units altogether. How nice of them! How Do You Calculate $K_s_p$? In this section, we explain how to write out $K_s_p$ chemistry expressions and how to solve for the value of $K_s_p$. For most chemistry classes, you’ll rarely need to solve for the value of $K_s_p$; most of the time you’ll be writing out the expressions or using $K_s_p$ values to solve for solubility (which we explain how to do in the â€Å"Why Is $K_s_p$ Important† section). Writing $K_s_p$ Expressions Below is the solubility product equation which is followed by four $K_s_p$ chemistry problems so you can see how to write out $K_s_p$ expressions. For the reaction $A_aB_b$(s) â‡Å' $aA^b^{+}$(aq) + $bB^a^{-}$ (aq) The solubility expression is $K_s_p$= $[A^b^{+}]^a$ $[B^a^{-}]^b$ The first equation is known as a dissociation equation, and the second is the balanced $K_s_p$ expression. For these equations: A and B represent different ions and solids. In these equations, they are also referred to as "products". a and b represent coefficients used to balance the equation (aq) and (s) indicate which state the product is in (aqueous or solid, respectively) Brackets stand for molar concentration. So [AgCl] represents the molar concentration of AgCl. In order to write $K_s_p$ expressions correctly, you need to have a good knowledge of chemical names, polyatomic ions, and the charges associated with each ion. Also, the key thing to be aware of with these equations is that each concentration (represented by square brackets) is raised to the power of its coefficient in the balanced $K_s_p$ expression. Let’s look at a few examples. Example 1 $PbBr_2$(s) â‡Å' $Pb^2^{+}$ (aq) + $2Br^{ ¯}$ (aq) $K_s_p$= $[Pb^2^{+}]$ $[Br ¯]^2$ In this problem, don’t forget to square the Br in the $K_s_p$ equation. You do this because of the coefficient â€Å"2† in the dissociation equation. Example 2 CuS(s) â‡Å' $Cu^{+}$ (aq) + S ¯(aq) $K_s_p$= [$Cu^{+}$] [S ¯] Example 3 $Ag_2CrO_4$ (s) â‡Å' 2$Ag^{+}$ (aq) + $CrO_4^2^{-}$ (aq) $K_s_p$= $[Ag^{+}]^2$ [$CrO_4^2$] Example 4 $Cu_3$ $(PO_4)^2$ (s) â‡Å' $3Cu^2^{+}$ (aq) + $2PO_4^3^{ ¯}$ (aq) $K_s_p$ = $[Cu^2^{+}]^3$ [$PO_4^3^ ¯$]$^2$ Solving for $K_s_p$ With Solubility In order to calculate a value for $K_s_p$, you need to have molar solubility values or be able to find them. Question: Determine the $K_s_p$ of AgBr (silver bromide), given that its molar solubility is 5.71 x $10^{ ¯}^7$ moles per liter. First, we need to write out the two equations. AgBr(s) â‡Å' $Ag^{+}$ (aq) + $Br^{ ¯}$ (aq) $K_s_p$ = [$Ag^{+}$] [$Br^{ ¯}$] Now, since in this problem we're solving for an actual value of $K_s_p$, we plug in the solubility values we were given: $K_s_p$ = (5.71 x $10^{ ¯}^7$) (5.71 x $10^{ ¯}^7$) = 3.26 x $10^{ ¯}^13$ The value of $K_s_p$ is 3.26 x $10^{ ¯}^13$ What Factors Affect $K_s_p$? In this section, we discuss the main factors that affect the value of the solubility constant. Temperature Most solutes become more soluble in a liquid as the temperature is increased. If you’d like proof, see how well instant coffee mixes in a cup of cold water compared to a cup of hot water. Temperature affects the solubility of both solids and gases but hasn’t been found to have a defined impact on the solubility of liquids. Pressure Pressure can also affect solubility, but only for gases that are in liquids. Henry's law states that the solubility of a gas is directly proportional to the partial pressure of the gas. Henry’s law is written as p=kc, where p is the partial pressure of the gas above the liquid k is Henry’s law constant c is the concentration of gas in the liquid Henry’s law shows that, as partial pressure decreases, the concentration of gas in the liquid also decreases, which in turn decreases solubility. So less pressure results in less solubility, and more pressure results in more solubility. You can see Henry’s law in action if you open up a can of soda. When the can is closed, the gas is under more pressure, and there are lots of bubbles because a lot of the gas is dissolved. When you open the can, the pressure decreases, and, if you leave the soda sitting out long enough, the bubbles will eventually disappear because solubility has decreased and they are no longer dissolved in the liquid (they’ve bubbled out of the drink). Molecular Size Generally, solutes with smaller molecules are more soluble than ones with molecules particles. It’s easier for the solvent to surround smaller molecules, so those molecules can be dissolved faster than larger molecules. Why Is $K_s_p$ Important? Why does the solubility constant matter? Below are three key times you’ll need to use $K_s_p$ chemistry. To Find the Solubility of Solutes Wondering how to calculate molar solubility from $K_s_p$? Knowing the value of $K_s_p$ allows you to find the solubility of different solutes. Here’s an example: The $K_s_p$ value of $Ag_2SO_4$ ,silver sulfate, is 1.4Ãâ€"$10^{–}^5$. Determine the molar solubility. First, we need to write out the dissociation equation: $K_s_p$=$ [Ag^{+}]^2$ $[SO_4^2]$ Next, we plug in the $K_s_p$ value to create an algebraic expression. 1.4Ãâ€"$10^{–}^5$= $(2x)^2$ $(x)$ 1.4Ãâ€"$10^{–}^5$= $4x^3$ $x$=[$SO_4^2$]=1.5x$10^{-}^2$ M $2x$= [$Ag^{+}$]=3.0x$10^{-}^2$ M To Predict If a Precipitate Will Form in Reactions When we know the $K_s_p$ value of a solute, we can figure out if a precipitate will occur if a solution of its ions is mixed. Below are the two rules that determine the formation of a precipitate. Ionic product $K_s_p$ then precipitation will occur Ionic product $K_s_p$ then precipitation will not occur To Understand the Common Ion Effect $K_s_p$ also is an important part of the common ion effect. The common ion effect states that when two solutions that share a common ion are mixed, the solute with the smaller $K_s_p$ value will precipitate first. For example, say BiOCl and CuCl are added to a solution. Both contain $Cl^{-}$ ions. BiOCl’s $K_s_p$ value is 1.8Ãâ€"$10^{–}^31$ and CuCl’s $K_s_p$ value is 1.2Ãâ€"$10^{–}^6$. BiOCl has the smaller $K_s_p$ value, so it will precipitate before CuCl. Solubility Product Constant Table Below is a chart showing the $K_s_p$ values for many common substances. The $K_s_p$ values are for when the substances are around 25 degrees Celsius, which is standard. Because the $K_s_p$ values are so small, there may be minor differences in their values depending on which source you use. The data in this chart comes from the University of Rhode Island’s Department of Chemistry. Substance Formula $K_s_p$ Value Aluminum hydroxide $Al(OH)_3$ 1.3Ãâ€"$10^{–}^33$ Aluminum phosphate $AlPO_4$ 6.3Ãâ€"$10^{–}^19$ Barium carbonate $BaCO_3$ 5.1Ãâ€"$10^{–}^9$ Barium chromate $BaCrO_4$ 1.2Ãâ€"$10^{–}^10$ Barium fluoride $BaF_2$ 1.0Ãâ€"$10^{–}^6$ Barium hydroxide $Ba(OH)_2$ 5Ãâ€"$10^{–}^3$ Barium sulfate $BaSO_4$ 1.1Ãâ€"$10^{–}^10$ Barium sulfite $BaSO_3$ 8Ãâ€"$10^{–}^7$ Barium thiosulfate $BaS_2O_3$ 1.6Ãâ€"$10^{–}^6$ Bismuthyl chloride $BiOCl$ 1.8Ãâ€"$10^{–}^31$ Bismuthyl hydroxide $BiOOH$ 4Ãâ€"$10^{–}^10$ Cadmium carbonate $CdCO_3$ 5.2Ãâ€"$10^{–}^12$ Cadmium hydroxide $Cd(OH)_2$ 2.5Ãâ€"$10^{–}^14$ Cadmium oxalate $CdC_2O_4$ 1.5Ãâ€"$10^{–}^8$ Cadmium sulfide $CdS$ 8Ãâ€"$10^{–}^28$ Calcium carbonate $CaCO_3$ 2.8Ãâ€"$10^{–}^9$ Calcium chromate $CaCrO_4$ 7.1Ãâ€"$10^{–}^4$ Calcium fluoride $CaF_2$ 5.3Ãâ€"$10^{–}^9$ Calcium hydrogen phosphate $CaHPO_4$ 1Ãâ€"$10^{–}^7$ Calcium hydroxide $Ca(OH)_2$ 5.5Ãâ€"$10^{–}^6$ Calcium oxalate $CaC_2O_4$ 2.7Ãâ€"$10^{–}^9$ Calcium phosphate $Ca_3(PO_4)_2$ 2.0Ãâ€"$10^{–}^29$ Calcium sulfate $CaSO_4$ 9.1Ãâ€"$10^{–}^6$ Calcium sulfite $CaSO_3$ 6.8Ãâ€"$10^{–}^8$ Chromium (II) hydroxide $Cr(OH)_2$ 2Ãâ€"$10^{–}^16$ Chromium (III) hydroxide $Cr(OH)_3$ 6.3Ãâ€"$10^{–}^31$ Cobalt (II) carbonate $CoCO_3$ 1.4Ãâ€"$10^{–}^13$ Cobalt (II) hydroxide $Co(OH)_2$ 1.6Ãâ€"$10^{–}^15$ Cobalt (III) hydroxide $Co(OH)_3$ 1.6Ãâ€"$10^{–}^44$ Cobalt (II) sulfide $CoS$ 4Ãâ€"$10^{–}^21$ Copper (I) chloride $CuCl$ 1.2Ãâ€"$10^{–}^6$ Copper (I) cyanide $CuCN$ 3.2Ãâ€"$10^{–}^20$ Copper (I) iodide $CuI$ 1.1Ãâ€"$10^{–}^12$ Copper (II) arsenate $Cu_3(AsO_4)_2$ 7.6Ãâ€"$10^{–}^36$ Copper (II) carbonate $CuCO_3$ 1.4Ãâ€"$10^{–}^10$ Copper (II) chromate $CuCrO_4$ 3.6Ãâ€"$10^{–}^6$ Copper (II) ferrocyanide $Cu[Fe(CN)_6]$ 1.3Ãâ€"$10^{–}^16$ Copper (II) hydroxide $Cu(OH)_2$ 2.2Ãâ€"$10^{–}^20$ Copper (II) sulfide $CuS$ 6Ãâ€"$10^{–}^37$ Iron (II) carbonate $FeCO_3$ 3.2Ãâ€"$10^{–}^11$ Iron (II) hydroxide $Fe(OH)_2$ 8.0$10^{–}^16$ Iron (II) sulfide $FeS$ 6Ãâ€"$10^{–}^19$ Iron (III) arsenate $FeAsO_4$ 5.7Ãâ€"$10^{–}^21$ Iron (III) ferrocyanide $Fe_4[Fe(CN)_6]_3$ 3.3Ãâ€"$10^{–}^41$ Iron (III) hydroxide $Fe(OH)_3$ 4Ãâ€"$10^{–}^38$ Iron (III) phosphate $FePO_4$ 1.3Ãâ€"$10^{–}^22$ Lead (II) arsenate $Pb_3(AsO_4)_2$ 4Ãâ€"$10^{–}^6$ Lead (II) azide $Pb(N_3)_2$ 2.5Ãâ€"$10^{–}^9$ Lead (II) bromide $PbBr_2$ 4.0Ãâ€"$10^{–}^5$ Lead (II) carbonate $PbCO_3$ 7.4Ãâ€"$10^{–}^14$ Lead (II) chloride $PbCl_2$ 1.6Ãâ€"$10^{–}^5$ Lead (II) chromate $PbCrO_4$ 2.8Ãâ€"$10^{–}^13$ Lead (II) fluoride $PbF_2$ 2.7Ãâ€"$10^{–}^8$ Lead (II) hydroxide $Pb(OH)_2$ 1.2Ãâ€"$10^{–}^15$ Lead (II) iodide $PbI_2$ 7.1Ãâ€"$10^{–}^9$ Lead (II) sulfate $PbSO_4$ 1.6Ãâ€"$10^{–}^8$ Lead (II) sulfide $PbS$ 3Ãâ€"$10^{–}^28$ Lithium carbonate $Li_2CO_3$ 2.5Ãâ€"$10^{–}^2$ Lithium fluoride $LiF$ 3.8Ãâ€"$10^{–}^3$ Lithium phosphate $Li_3PO_4$ 3.2Ãâ€"$10^{–}^9$ Magnesium ammonium phosphate $MgNH_4PO_4$ 2.5Ãâ€"$10^{–}^13$ Magnesium arsenate $Mg_3(AsO_4)_2$ 2Ãâ€"$10^{–}^20$ Magnesium carbonate $MgCO_3$ 3.5Ãâ€"$10^{–}^8$ Magnesium fluoride $MgF_2$ 3.7Ãâ€"$10^{–}^8$ Magnesium hydroxide $Mg(OH)_2$ 1.8Ãâ€"$10^{–}^11$ Magnesium oxalate $MgC_2O_4$ 8.5Ãâ€"$10^{–}^5$ Magnesium phosphate $Mg_3(PO_4)_2$ 1Ãâ€"$10^{–}^25$ Manganese (II) carbonate $MnCO_3$ 1.8Ãâ€"$10^{–}^11$ Manganese (II) hydroxide $Mn(OH)_2$ 1.9Ãâ€"$10^{–}^13$ Manganese (II) sulfide $MnS$ 3Ãâ€"$10^{–}^14$ Mercury (I) bromide $Hg_2Br_2$ 5.6Ãâ€"$10^{–}^23$ Mercury (I) chloride $Hg_2Cl_2$ 1.3Ãâ€"$10^{–}^18$ Mercury (I) iodide $Hg_2I_2$ 4.5Ãâ€"$10^{–}^29$ Mercury (II) sulfide $HgS$ 2Ãâ€"$10^{–}^53$ Nickel (II) carbonate $NiCO_3$ 6.6Ãâ€"$10^{–}^9$ Nickel (II) hydroxide $Ni(OH)_2$ 2.0Ãâ€"$10^{–}^15$ Nickel (II) sulfide $NiS$ 3Ãâ€"$10^{–}^19$ Scandium fluoride $ScF_3$ 4.2Ãâ€"$10^{–}^18$ Scandium hydroxide $Sc(OH)_3$ 8.0Ãâ€"$10^{–}^31$ Silver acetate $Ag_2CH_3O_2$ 2.0Ãâ€"$10^{–}^3$ Silver arsenate $Ag_3AsO_4$ 1.0Ãâ€"$10^{–}^22$ Silver azide $AgN_3$ 2.8Ãâ€"$10^{–}^9$ Silver bromide $AgBr$ 5.0Ãâ€"$10^{–}^13$ Silver chloride $AgCl$ 1.8Ãâ€"$10^{–}^10$ Silver chromate $Ag_2CrO_4$ 1.1Ãâ€"$10^{–}^12$ Silver cyanide $AgCN$ 1.2Ãâ€"$10^{–}^16$ Silver iodate $AgIO_3$ 3.0Ãâ€"$10^{–}^8$ Silver iodide $AgI$ 8.5Ãâ€"$10^{–}^17$ Silver nitrite $AgNO_2$ 6.0Ãâ€"$10^{–}^4$ Silver sulfate $Ag_2SO_4$ 1.4Ãâ€"$10^{–}^5$ Silver sulfide $Ag_2S$ 6Ãâ€"$10^{–}^51$ Silver sulfite $Ag_2SO_3$ 1.5Ãâ€"$10^{–}^14$ Silver thiocyanate $AgSCN$ 1.0Ãâ€"$10^{–}^12$ Strontium carbonate $SrCO_3$ 1.1Ãâ€"$10^{–}^10$ Strontium chromate $SrCrO_4$ 2.2Ãâ€"$10^{–}^5$ Strontium fluoride $SrF_2$ 2.5Ãâ€"$10^{–}^9$ Strontium sulfate $SrSO_4$ 3.2Ãâ€"$10^{–}^7$ Thallium (I) bromide $TlBr$ 3.4Ãâ€"$10^{–}^6$ Thallium (I) chloride $TlCl$ 1.7Ãâ€"$10^{–}^4$ Thallium (I) iodide $TlI$ 6.5Ãâ€"$10^{–}^8$ Thallium (III) hydroxide $Tl(OH)_3$ 6.3Ãâ€"$10^{–}^46$ Tin (II) hydroxide $Sn(OH)_2$ 1.4Ãâ€"$10^{–}^28$ Tin (II) sulfide $SnS$ 1Ãâ€"$10^{–}^26$ Zinc carbonate $ZnCO_3$ 1.4Ãâ€"$10^{–}^11$ Zinc hydroxide $Zn(OH)_2$ 1.2Ãâ€"$10^{–}^17$ Zinc oxalate $ZnC_2O_4$ 2.7Ãâ€"$10^{–}^8$ Zinc phosphate $Zn_3(PO_4)_2$ 9.0Ãâ€"$10^{–}^33$ Zinc sulfide $ZnS$ 2Ãâ€"$10^{–}^25$ Conclusion: $K_s_p$ Chemistry Guide What is $K_s_p$ in chemistry? The solubility product constant, or $K_s_p$, is an important aspect of chemistry when studying solubility of different solutes. $K_s_p$ represents how much of the solute will dissolve in solution, and the more soluble a substance is, the higher the chemistry $K_s_p$ value. To calculate the solubility product constant, you’ll first need to write out the dissociation equation and balanced $K_s_p$ expression, then plug in the molar concentrations, if you’re given them. The solubility constant can be affected by temperature, pressure, and molecular size, and it’s important for determining solubility, predicting if a precipitate will form, and understand the common ion effect.

Comparison of Judaism and Buddhism Term Paper Example | Topics and Well Written Essays - 1000 words - 4

Comparison of Judaism and Buddhism - Term Paper Example In this covenant, Abraham and his descendants were supposed to faithfully keep the commandments of God and to worship Him, while God would be their father and would protect them from all dangers and give them the victory of their enemies. In the Abrahamic covenant, the Israelites were supposed to lead morally upright lives through obedience to God. Judaism, therefore, was founded by Abraham, the father of the Jews people, and it is centered to obedience in YHWH, the God of Abraham and the God of all Jews. On the other hand, Buddhism was founded by Siddhartha Gautama in around 566 B.C.E. Gautama was a son of an Indian kind and he spent his adolescence life and his early adult life in a life of extravagance. When he was bored with luxuries of the world, Gautama wondered into the wilderness in search of enlightenment and understanding. In his meditations on sufferings while in the wilderness, Gautama had an insight into how to free from sufferings and to achieve salvation. Following this insight, Gautama was known as Buddha, meaning the enlightened one. According to Buddhism religion, morally right actions bring about happiness and long life, while immoral actions bring about unhappiness in the long run. Apart from their similarities in regard to their moral teachings, the other two main similarities between Judaism and Buddhism is in regard to their attitude towards future life, and their views on the proselytizing their religions. Both the Judaism and Buddhism religion do not emphasize on afterlife; also, both the Judaism religion and the Buddhism religion do not proselytize their religion or their moral teachings. Judaism, as we have already said emphasize on moral uprightness in obedience to God as a way of living out the Abrahamic covenant. The Holy book of the Jews, the Torah explains clearly the right conduct that the Jews should observe in keeping with the demands of the Abrahamic covenant. The moral teachings of Judaism emphasize the need for the people to treat each other in a humane and a morally right way.

Islam's Cultural Unity and Political Diversity Essay

Islam's Cultural Unity and Political Diversity - Essay Example Contrary to the verse’s context that only God, His angels and specific personalities on whom the knowledge of God’s divinity, power, and wisdom has been bestowed should be witnesses to this message, there have emerged communities of false teachers who mislead the faithful on the knowledge about God. One of the reasons for their false teachings could be lack of divine conviction to testify God’s words, in truth, and from revelations. The verse is also significant and relevant to our time that has many cults. The cults offer contrary teachings to the verse’s provisions and may mislead people and convert them to wrong faiths. Creating awareness of the verse will however strengthen people’s faith against the cult’s teachings. Contemporary problems that face people in trials and tribulations may also weaken a person’s faith and lead to doubts that God is not as powerful as He is thought to be. The verse, within this context, encourages peop le that God remains to be the only god, and he is still powerful regardless of what people experience in the contemporary world (Indstate 1). Indstate. â€Å"Twenty selected sets of verses from the Quran.† Indiana State University. N.d. Web. February 14, 2012.