Impact of Poverty on Personality Development

Impact of Poverty on Personality Development Does Poverty affect personality development from early childhood into adolescence? Eric Fromm said that Mans main task in life is to give birth to himself, to become what he potentially is. The most important product of his effort is his own personality (Fromm, 1947, p.237).Fromm believes that an individuals purpose in life to is to come fully into themselves so that they may be able to exceed their own expectations. Fully coming into oneself comes from growing into ones personality. Personality is the combination of behaviors, emotions and thought patterns that define an individual or make up their character. Over the course of our lives we go through many changes. Changes that makes us stand taller or our voices grow deeper. Changes that happen on the inside and on the outside. Throughout the course of our lives our behaviors change and develop into habits that shape our very personalities that can lead us into success or prove to be a seemingly permanent obstacle on the path to success. These behaviors either change for the good or bad carry over into our older years as our personalities change. Our personalities dictate who we connect with and get along with, they are central to the way we go through and experience through the world in many different experiences. There is no singular personality that ensures success for anyone but what if the environment influences or fosters a certain type of personality? Can someone truly be a product of their upbringing and environment? In this case, we will be viewing poverty as a type of environment in which individuals live and grow within. Poverty is a long-standing injustice and social issue that restricts specific resources and opportunities for those who are affected by it (Utsey Constantine, 2008). Across many studies there are many varying definitions of poverty. But how does poverty exactly affect personality development? Specifically the personality development from childhood into adolescence. The definition of poverty in this paper will be defined as condition or way of life where peoples basic needs arent being met. Those needs being food and shelter. Poverty is operationally defined across many studies and experiments and sometimes grouped differently. Each study looks at a specific factor that comes directly into play with poverty. Establishing differences in the level of poverty is important in terms of noting how much exposure the developing individual has had to poverty or a lack general lack of resources because in some cases the longer the exposure the more of an effect it has on someone. An example would be impoverished neighborhoods split into three groups where high poverty rates being between 30-40%, moderate poverty with the rates between 20-30% and low poverty rates being 20% (Leventhal Brooks 2011). In some cases, there can be brief periods of poverty because sometimes individuals manage to get out of an impoverished area. There is sometimes a period where there is a flux between persistently being impoverished and being recently impoverished (Leventhal Brooks 2011). Experience of poverty can be into terms such as persistent poverty and transitional or intermittent poverty (Ackerman, Brown Izard 2004). Persistent poverty is related to lower quality home environment that lasts or persists that later is connected to problem behaviors. Neighborhood poverty is defined as neighborhood hardship that is caused by a lack of economic, social and familial resources (Harden, Copeland-Linder Nation 2011). Two different definitions of poverty are identified: the first says that poverty and the behaviors of the poor are explained by their occupation, socioeconomic status and their level of income. The second explains poverty by talking features of persons personality that can connect with a culture of poverty in society from (Sailing Harvey 1981). So, if there is a culture of poverty and disadvantage what does that mean for the youth or the future? Will the cycle be continued or can they possibly find a way to get out of it? There have been studies conducted on how youth and adolescents in poorer areas are academically affected by being surrounded or growing up in poverty (Anderson, Leventhal Dupà ©rà © 2014) and about how neighborhood affluence and poverty can affect achievement and behavior. They wanted to find out how poverty affects academics and behavior. Does poverty affect academics and behavior in negative or positive ways? Does their behavior indicate a risk factor in their personality? When it comes down to these children that go from early childhood into adolescence who have bad relations with the law and substandard test scores tend to have higher externalized behaviors that get them into trouble. Is this truly their faults? Are their potentials met or are they held back by the environment that they are surrounded by? Poverty is something that holds back many promising individuals that have potential to do so many amazing things. This is an important topic because the thing that many people fail to realize is that individuals from these impoverished areas that are considered high risk are only that because of what they are surrounded by. It is an important topic to speak on and to bring up because it brings attention to a marginalized group of people that are mostly overlooked and not heard about. Well-being is challenged and constantly put under duress due to the pressures and anxieties of being impoverished. So, how does poverty affect personality development from childhood into adolescence? What Poverty effects The claim that I am making is that poverty first and foremost affects opportunities within the communities that it is prevalent and present in. Opportunities can be defined as chances or a set of circumstances that makes it possible to do something. Opportunity comes with levels of educational attainment, employment and quality of resources. Levels of attainment can increase levels of affluence in the area. Resources could be food, water, shelter, clothes or several things that can contribute to the standard of living being higher. They are chances for an individual to exceed their own expectations and attain a goal that they previously hadnt thought they could attain. Depending on the area in which an individual is surrounded by opportunity can either be given or not be not given. The level of affluence in a neighborhood implies an accessibility to certain resources that can improve the quality of life and can make life easier for families and children in that area. Affluence within neighborhoods can be broken down into adults or parents within a neighborhood that have B.A. degrees and those who were currently employed in managerial or professional occupations (Anderson, Leventhal Dupà ©rà © 2014). Access to quality resources is maintained through a consistent salary so when they run low they are able to replenish them with no problem. They are also able to maintain the possessions that they already have. Within maintaining the possessions and a certain quality of life along with experiencing the stability that can come with affluence a sense of self-worth is fostered. Self-worth can be fostered through competency in daily tasks or within the academia. For those who happen to not be in a stable and plentiful environment academic achievement can be seen as the opportunity that can grant some a beginning foundation or a means to aspire to move away or out of poverty. One of the main things that can certainly help alleviate the instability of poverty is educational attainment that can lead to so many opportunities for gainful employment. Affluence and poverty correlated with participants outcomes achievement in regards to Math and Reading scores affluence of the neighborhood corre lated with higher achievement (Anderson, Leventhal Dupà ©rà ©, 2014). Although in some cases there can be periods of poverty because sometimes some individuals manage to get out of an impoverished area (Damian et al., 2014).. Over time family needs increased so family wealth increased. But, neighborhood poverty indicators declined from early childhood to middle childhood and early adolescence. If participants in this study moved from an impoverished area into a better one, they tended to move during early or middle childhood, not so much during adolescence (Anderson and Leventhal Dupà ©rà ©, 2014). Affluence and poverty in this study correlated with participants outcomes achievement and with behavioral problems. In regards to Math and Reading scores affluence of the neighborhood correlated with higher achievement and the internalizing/externalizing behavior hypothesized models had no support as well. Children who live in disadvantaged neighborhoods are more likely than those in affluent ones to undergo a negative personality change which can create a stigma (Hart, Atkins Matsuba, 2008). There is sometimes a period where there is a flux between persistently being impoverished and being recently impoverished. So, there are different kinds of poverty levels in this study, one that is consistent and persistent while the other is transitional because sometimes people can get out of poverty (Eamon, 2000). Lower-quality environments, strained relations between the family or mother, and low stimulation quickly impact recent povertys effect on internalizing behaviors. Lower quality environments refer to the state of the home itself, so if it is clean, safe and uncluttered the environment is of higher quality. Strained relations mean the ways that the parent interacts with their child or other family members after recently becoming impoverished. Stimulation comes in with social interactions with people outside of the family. Recent poverty means that the family had not previously been in poverty but due to a circumstance they have fallen into poverty. So, it is the Persistent poverty that seems to have in regards to have the longest lasting impact behavior in developing children (Eamon, 2000). I think that children are aware of when there is a lack of something or when they dont have access to some of the things that they want or some of the things that they see other people with. They are quick to acknowledge the lack of what they want and even more quick when asking for the object or thing that they want. Sometimes the line between what one needs to have and what one wants to have is very blurred especially when the things that are essentially needed care out of reach. Individuals from disadvantaged or impoverished areas experience unpredictable childhoods tend to feel as if they themselves have no actual control. Poverty happens for a varying amount of reasons that most of the time boil down to not being the individuals fault or out of the individuals control. For example, a family or an individual could fall below the poverty line because of job loss, loss of finances, unemployment and income level that changes their socioeconomic status. Poverty affects Behavior Poverty affects behavior in negative or positive ways. Poverty creates a complex and demanding environment that are mostly not conducive to development. Individuals are put under a lot of stress, duress and pressure when growing up in an impoverished environment. Behavior is how an individual acts towards others. Within this limited and high stress environment many frustrations arise. Being in poverty or living in poverty can make a person feel hopeless and out of control (Mittal Griskevicius, 2014). When people feel a lack of control they try to find other things that they can exercise effective control over. In trying to exert control or find control in smaller situations they can become reckless and risky in their judgement. To adapt to this environment of poverty certain behaviors are expressed and these behaviors form into habits. Habits that arent always good are formed to find ways to get by or adapt with the environment. Some of the harmful ways frustrations by being in an i mpoverished environment can manifest themselves is through maladaptive and unsavory behaviors; for example yelling or fighting or refusal to comply with requests (Castellanos-Ryan et al.,2013). For example, aggressive behaviors like physical damage that can cause hurt or harm to an individual themselves or someone else. These horrible and sometimes aggressive or violent tendencies that are seen or portrayed dont necessarily mean that that is what the adolescent or individual truly is or how they truly are. Maybe the reason the individuals are acting in such a way is that they themselves do not know how to process their own emotions or feelings. So, instead of trying they resort to lashing out either at themselves or others. Does behavior indicate a specific personality or personality traits? Some negative ways that behaviors can be expressed are known as internalizing and externalizing behaviors. Across the studies that use the terms externalizing and internalizing the definitions are quite similar. Externalizing behaviors as problem behaviors that are expressed externally (Castellanos-Ryan et al.,2013). Aggressive behaviors like yelling, screaming or fighting can be seen as externalizing behaviors.Internalizing behaviors as negative behaviors that are expressed inwardly (Leventhal, Brooks Gunn , 2011). So, these behaviors are inflicted upon the self. Anxiety and depression are two forms of the behavior that are frequently experienced. Stress can cause a number of emotional and behavioral problems. Poor children were rated and found to have more externalizing problems in comparison to those who werent poor. Tying back into the availability of specific resources for the need and the enjoyment of the individual. If there are not enough financial resources to help support the lives of the individual some strain and stressors may arise. These strains can be felt in different ways and some of them may even be acted out in harmful or destructive ways that add more tensions and frustration into the very situation itself. There is also a correlation between family income and behavior issues, it was discovered that family income was related to externalizing problems. Children had fewer problems when their familys income was higher than children whose familys income was low. The children that had been severely impoverished had more outward problems as opposed to those children who never had experienced of were even in poverty themselves (Dearing, McCartney and Taylor, 2006). The longer the exposure to poverty the more likely children are to experience sadness, anxiety, and dependency or other forms of problems. The behavior, the externalizing and internalizing problems begin in childhood when exposed to poverty and then carry on into adolescence when poverty is persistent and consistent through development which lead to other areas like academic achievement and opportunity along with personality disorders or anger issues (Ackerman, Brown Izard, 2004). The longitudinal study looked at the connection between the amount of family income and the rate of poverty over a 6 year period through the use of assessments or questionnaires given out to the children and to their parents or caregivers and went from when the child was in preschool to 5 years of age. They found that as the years went by the children were very likely to experience sadness, anxiety and dependency (Ackerman, Brown Izard, 2004). When breaking up neighborhoods their levels of poverty the main thing to remember is that there is a relationship between the level of poverty itself and the prevalence of specific behaviors. My claim is that levels in poverty itself also play a role in the mediating or eliciting specific behaviors. So in a high poverty neighborhood the presence of decreasing poverty would help alleviate problem behaviors meanwhile in a moderate poverty neighborhood the presence of increasing poverty would be the source of youth problem behaviors (Leventhal, Brooks Gunn, J., 2011). There seems to be a trend in the behavioral development of boys, young children and toddlers when in poverty or in an at-risk area that they tend to have more externalizing behavior issues (Holtz, Fox Meurer, 2014). Low-income families are at higher risk for family and social stressors, for example job loss, poor quality child care, inadequate supervision, unaddressed medical issues, maternal mental health issues, and unsafe neighborhoods, which in turn, negatively impact parenting practices that have been found to be related to the development and exacerbation of behavior problems in children (Holtz, Fox Meurer, 2014). An extension on the aforementioned definition of externalizing behaviors can be called challenging behaviors. These challenging behaviors can include throwing temper tantrums, destroying property, refusing to listen, noncompliance and elevated levels of aggression (Holtz, Fox Meurer, 2014). This study implemented the use of Early Childhood behavior screenings to be able to track the exact time or time frame of when the problem behaviors arose in the toddlers that were being used as subjects. The Early Childhood Behavior Screen is a 20 item questionnaire that was made for the toddlers and preschool kids. The questions within the questionnaire were made to measure the positive behaviors and challenging behaviors. The ECBS were measured by the frequency or the prevalence of challenging behaviors then the complete score was between 10 and 30. There were gender differences found for the challenging behaviors items, for example on items like throws things at others and kicks othersthe boys had higher percentages respectively with the first item mentioned being at 60% for boys and 43% for girls and for the second 25% for girls and 40% for boys (Holtz, Fox Meurer, 2014). My claim is that not only behavior but other facets that can be acted upon or increased due long exposure to poverty are poor impulse control, bad decision making including risky behaviors. Risky behaviors can be having unprotected sex, having multiple partners or doing drugs. Bad decision making can be tied to criminal or delinquent behaviors like theft or robbery (Griskevicius et al, 2013). Long time exposure to harshness and unpredictability were the markers that were used in Griskevicius et al. (2013) to track the rise of risky behaviors from before birth and well into adolescence. Unpredictability was operationally defined through the changes in mothers employment status, residence and living arrangements; harshness was assessed by socioeconomic status (Griskevicius et al., 2013). Changes in employment status means a change to salary and could lead to poverty. In the study they measured five different outcomes over the span the ages between 6 and 16 then age 23; the first two co mponents deal with sexual history and the other three deal with deviant behaviors and they were aggression, delinquency and ties to criminal activity (Griskevicius et al., 2013). Results showed that the male participants had many more sexual partners and participated in more delinquent behaviors than that of the female participants. It was also found that unpredictability in the early stages of childhood correlated with the amount of sexual partners later on in life, levels of aggression and criminal behaviors (Griskevicius et al., 2013). So instability throughout early years of childhood are indicators of a possible risky personality forming later on in life which was measured when the participants answered questionnaires when they turned 23. Instability and unpredictability can also be a good indicator for aggression and delinquent behaviors that can continue well on into adulthood and have a major effect on the many things that can potentially happen in someones life. So what can actually be done to help alleviate the problem of the instability, unpredictability and harshness of poverty so that children dont grow up and become products of their own environ ments? The outlook after this looks a bit bleak and not so hopeful. Although it does seem hopeless in many ways and that only negative things come from growing up impoverished like externalizing and internalizing behaviors, lack of availability to resources and a higher chance of being unstable and not having good sense of well-being there are some positive behaviors that can come out of growing up within an impoverished community or area. This is not to say that there should not be any efforts to relieve and help close the gaps that let people fall into poverty and stay there. Coping, adaptability and resilience are all positive behaviors that can come from growing up in adversity. Impoverished children grow up learning how to cope which helps them learn how to better manage and deal with stress and stressors that can arise from the unpredictability of life (Wadsworth Berger, 2006). Within the poverty environment stress plays another role in development. Poverty related stress has been shown to have a strong correlation with the development of anxiety and depression but the way in which an individual responds or reacts to the stresses or stressors is called coping. But there are different kinds of coping that work for each individual separately, everyone has their own strategy that helps them deal with their own kinds and varying amounts of stress; the two types of coping are referred to as primary control coping and secondary control coping (Wadsworth Berger, 2006). So, primary control coping consists of strategies that have more of a direct approach to dealing with ones own feelings and this includes problem solving, emotional expression and emotional regulation while secondary control coping consists of trying to adapt ones self to differing environments, like for example stressful environments or events, and this this includes acceptance, changing ones outlook, distraction and positive thinking (Wadsworth Berger, 2006). Both types of coping can be seen as beneficial in comparison to disengagement coping, which is coping that is unhealthy and includes avoidance, denial and wishful thinking; all of which do not exactly interact with the problem or deal with the emotional side to arising stressors (Wadsworth Berger, 2006). Coping is only really helpful when it is effective towards the type of stress it is up against. It has also been suggested that coping interacts with both internalizing and externalizing behaviors by changing the degree at w hich they affect the person. But is something like coping with poverty based stressors and stresses going to happen when an individual is an environment that doesnt have that many poverty related issues or challenges? Is the effectiveness of coping dependent on the interaction with the poverty linked stressors? During an 8 month period poverty based stressors, responses those stressors and the behaviors that arose in response to those stressors were observed in Wadsworth Berger (2006). The responses were collected by the responses to stress and youth self report questionnaires. The RSQ has 16 factors while the YSR had 112 factors. Their findings indicated that the level of stress elicits a certain stress reactivity to it that is correlated with coping itself. My other claim is that individuals, namely, adolescents who either grew up in unpredictable and impoverished areas to tend to be flexible and can adapt to new situations with more ease since they have had to adapt and be more flexible due to their upbringing (Mittal et al, 2015). As seen before, with different levels of stress and stressors comes different approaches to coping with the arising stress. They believed that the influence of high stressful environments and they went about proving that by doing two experiments. The first one has two deal with inhibitions and shifting. The following experiments served as replications of the first. Inhibition is the deliberate overriding of dominant responses and Shifting can also be called task switching, it involves flexibly changing between different tasks (Mittal et al., 2015). Participants gave information about their backgrounds and then were either sorted into groups that had inhibition tasks or shifting tasks amongst different enviro nments. They found that people who had remembered having unpredictable childhoods did better on the shifting tasks and worse on the inhibition tasks (Mittal et al., 2015). So the very the environment of unpredictability requires an individual to be quite flexible and adaptable. This trait can carry well on into adulthood and serve the individual well in the long run. Poverty and Personality Personality is the combination of characteristics or qualities that form an individuals unique and distinctive character. There are many facets and parts that compile it and they are called traits. Personality is one of the things that keeps growing, evolving and changing throughout the rest of our lives. It takes some time for people to develop their own distinctive personality because it can be influenced by so many outside factors like their environments, parents, friends, family or a plethora of reasons. It takes time for people to truly come into themselves and to come into their own personalities. Individuals go through many stages in their lives. The first formations of personality come from the behaviors that are learned and acted out from the earlier stages of development and then carried on into the later stages. Repeated behaviors can in turn become habits (Salling Harvey, 1981). And habits become harder and harder to break as time goes on. If personality is negatively affected by poverty then that could lead to the of a risky personality and predict negative behaviors that can extend well beyond adolescence and have effects on adulthood behaviors and interaction between people (Hart, Atkins, Matsuba , 2008). As exemplified by the aforementioned studies poverty has a significant role in the increase and prevalence of negative behaviors of both kinds being externalizing and internalizing. Sometimes these behaviors dont arise in opposition to the environment but to cope with the demand and stresses of the environment itself (Wadsworth Berger, 2006). Sometimes the ways in which individuals decide to cope happen to be the wrong ways, instead of trying to work with the problems presented within the challenging and demanding environment, they shut down or completely disengage from the environment or try to detach themselves from the problem (Wadsworth Berger, 2006). Poverty related stressors can take tolls on groups and families with tension rising between them. When there is tension due to poverty related stressors it can cause chaos and issues within the household itself and this can strain the social climate of the home and can be an indicator of childrens ability to recognize and properly process their own negative emotions (Raver, Blair, Garrett-Peters, 2015), It was found that the higher the amount of exposure to conflicts and tension within the home the harder or more difficult it was for children from that home to be able to process and understand negative emotions when faced with them. These negative behaviors become habit and then these habits are carried into adulthood that turn into risky behaviors that can create a risky personality. Conversely, if personality is positively affected by personality it can lead to better overall well-being, mental health and in self-worth and self-esteem (Eamon, M.K, 2000). From the research presented before I claim that some of the positive behaviors that can come from growing up in an unpredictable, unstable and impoverished environment can be successful and healthy coping, adaptability and flexibility in difficult and uncertain situations. So not only do individuals who grow up in poverty cope well, they cope the right way. As mentioned before there are two types of coping that can be seen as the healthy way to cope although coping is different for everyone; primary control coping is the more direct approach to dealing with ones own feelings and secondary control coping is consists of trying to adapt ones self to differing environments (Wadsworth Berger, 2006). Although those are two different ways in which an individual can cope they both give time for the person to actually process what they are feeling and interact with the stressor or the problem in their own ways. I think that through these processes of coping understanding how to handle negative emotions is learned. It is through learning how to handle negative emotions that can arise with stress and strain from stressors that negative behaviors can be diminished. Conclusion Poverty does indeed change and affect personality in many ways even if the individual can move from a place with high levels of poverty. The lack of resources leaves individuals brought up in poverty at a deficit in some areas that carry on into adulthood and it is very unlikely that deficit can be closed. It can increase the prevalence of outwardly aggressive and violent actions which can only lead to negative outcomes for the future. But there are also some positives that come from this restricted lifestyle, like the ability to cope and the ability to be flexible. Although it is difficult to say that poverty can be eradicated so that everyone has the same equal and equitable opportunities it is still a worthy course of action so that everyone can meet their full potential.

Ganges Delta Problems

The water supply of Ganges is shrinking and the river Is going to dry out In the future, because the meliorate from the mountains Is gone in 20 years and then there Is no water anymore from glaciers. So In 20 years the river probably Is a dry river. If the temperature Is rising ,the snow Is melting of the Himalayan glaciers and an effect Is that the melting water comes down Into the river which causes heavenly flooding. There are more and heavier erratic rainfalls In the Ganges In the monsoon season.Warmer and more humid weather. Increasing of cyclones caused by air-pressure and higher temperatures, which are caused by the climate change. Pollution in the Ganges River occurs daily when civilians from all over come to bath in the most sacred river in India. Cremated bodies, sewage from factories, and occasionally a dead animal float around in the river on a daily basis. Because the river is known as a sacred healing body of water, people who have sicknesses and diseases bathe themselv es hoping that it will cure them.Others who go into the polluted her do it because of tradition, especially Hindu priests. Over the years not such has been done to try to clean up the unsanitary Ganges River. The efforts that have been made have either made it worse or not even worked at all! The city of Variants, in India, has begun many groups to help clear up the river and make it clean to bath in once again. Veer Buddha Miser, a head priest at the Sank Mochas temple, founded the Sank Mochas Foundation. The foundation gives awareness on the need to protect the Ganges River.The foundation had come up with a few ways to try to clean the river up. The plan involves a 4-mile pipeline to intercept all the sewage that would normally flow in to the Ganges from the Variants area. The pipeline would then extend another 4 miles to an elevated sandbar in the Ganges where a series of ponds would cleanse the waste using microorganisms to destroy the bacteria. The government has already spent about $33 million to build a plant that would help with the huge sewage problem.The problem with this new idea of using a pipeline to clean the water is the fact that it used electric-powered pumps to pump the water through to clean it. When the power goes out, the town regained all the polluted water right back, and was even more than there was before! That idea was thrown out a couple of years after it was applied. Another attempt at cleaning the water has started a couple of years ago. The Gang Action Plan (GAP) is in effect, and will be about a seven-year process.The first phase of this plan had failed, and the people hope that the second phase will be effective. The civilians are sure it will fail if electric-powered pumps like the other cleanup ideas run it. Hopefully over the upcoming years the awareness of the polluted Ganges River will increase. The more inventions thought up on how to clean the river the better, so that the people who consider the river sacred can at least bath in a river that is Just as pure as its reputation.

Conjugate the French Verb Accueillir (to Welcome)

As you are learning to speak French, you will find that you need to learn how to conjugate many verbs. The verb  accueillir  means to welcome. This is one of the irregular verbs that is a little more difficult to remember, but with practice, you should have no problems.   Conjugating the French Verb  Accueillir Why do we have to conjugate verbs in French? Put simply, to conjugate simply means to match the verb form to the subject you are speaking about. We do so in English as well, though not to such extremes as languages such as French. For instance, we use a different form of  accueillir  when speaking about ourselves. I welcome becomes jaccueille in French. Likewise, we welcome becomes nous accueillons. Its actually quite simple. However, the problem with irregular verbs like  accueillir  is that there is no defined pattern. This is a rare exception to the French grammar rules for verbs ending in -ir. This means that you need to memorize each conjugation rather than rely on patterns and rules. Dont worry, though. With a little study, you  will  find that there is some pattern to this verb and will be using it to form proper sentences before you know it. This chart shows all of the forms of  accueillir  in present, future, imperfect, and present participle tense. Subject Present Future Imperfect j accueille accueillerai accueillais tu accueilles accueilleras accueillais il accueille accueillera accueillait nous accueillons accueillerons accueillions vous accueillez accueillerez accueilliez ils accueillent accueilleront accueillaient The Present Participle of  Accuellir The  present participle  of  accueillir  is  accueillant. It can be used as a verb or as an adjective, gerund, or noun, depending on the circumstance. Accueillir  in Past Tense You may have noticed that the imperfect is the only past tense of  accueillir  in the chart. In many cases, we can simply use the  passà © composà ©Ã‚  to express a phrase such as I welcomed. There are two elements that need to be added in order to do so. One is the  auxiliary verb, which is always either  Ãƒ ªtre  or  avoir.  For  accueillir, we use  avoir.  The second element is the  past participle  of the verb, which in this case is  accueilli.  This is used no matter the subject. Putting all of this together, to say I welcomed in French, it would be jai accueilli. To say we welcomed, you would say nous avons accueilli. In these cases, ai and avons are conjugates of the verb  avoir. More Conjugations for  Accueillir There are more conjugations for  accueillir  that you may use in some instances, though your focus should be on those above. The subjunctive verb mood is used when something is uncertain. The conditional verb mood is used when the action is dependent on certain conditions. Both the passà © simple and imperfect subjunctive are used in formal writing. While you may never use these -- especially the last two in the chart -- it is good to be aware of their existence and when they might be used. Subject Subjunctive Conditional Pass Simple Imperfect Subjunctive j accueille accueillerais accueillis accueillisse tu accueilles accueillerais accueillis accueillisses il accueille accueillerait accueillit accueillt nous accueillions accueillerions accueillmes accueillissions vous accueilliez accueilleriez accueilltes accueillissiez ils accueillent accueilleraient accueillirent accueillissent The final form of the verb  accueillir  is the imperative form, which also expresses mood. In this form, you will not use the subject pronoun. Instead, it is implied within the verb itself and you will notice that they have the same endings as the present tense and subjunctive forms. Rather than say tu accueille, you will simply use the word  accueille. Imperative (tu) accueille (nous) accueillons (vous) accueillez Similar Irregular Verbs Just because it is an irregular verb does not mean that  accueillir  is not similar to other verbs. While you are studying to welcome include  cueillir  in your lessons. This verb means to gather or to pick and uses similar endings to those you see above.

Understand What Normality Means in Chemistry

Normality is a measure of concentration equal to the gram equivalent weight per liter of solution. Gram equivalent weight is the measure of the reactive capacity of a molecule.  The solutes role in the reaction determines the solutions normality. Normality is also known as the equivalent concentration of a solution. Normality Equation Normality (N) is the molar concentration ci divided by an equivalence factor feq: N ci / feq Another common equation is normality (N) equal to the gram equivalent weight divided by liters of solution: N gram equivalent weight / liters of solution (often expressed in g/L) or it may be the molarity multiplied by the number of equivalents: N molarity  x equivalents Units of Normality The capital letter N is used to indicate concentration in terms of normality. It may also be expressed as eq/L (equivalent per liter) or meq/L (milliequivalent per liter of 0.001 N, typically reserved for medical reporting). Examples of Normality For acid reactions, a 1 M H2SO4 solution will have a normality (N) of 2 N because 2 moles of H ions are present per liter of solution.For sulfide precipitation reactions, where the SO4- ion is the important part, the same 1 M H2SO4 solution will have a normality of 1 N. Example Problem Find the normality of 0.1  M H2SO4 (sulfuric acid) for the reaction: H2SO4 2 NaOH → Na2SO4 2 H2O According to the equation, 2 moles of H ions (2 equivalents) from sulfuric acid react with sodium hydroxide (NaOH) to form sodium sulfate (Na2SO4) and water. Using the equation: N molarity x equivalentsN 0.1 x 2N 0.2 N Dont be confused by the number of moles of sodium hydroxide and water in the equation. Since youve been given the molarity of the acid, you dont need the additional information. All you need to figure out are how many moles of hydrogen ions are participating in the reaction. Since sulfuric acid is a strong acid, you know it completely dissociates into its ions. Potential Issues Using N for Concentration Although normality is a useful unit of concentration, it cant be used for all situations because its value depends on an equivalence factor that can change based on the type of chemical reaction of interest. As an example, a solution of magnesium chloride (MgCl2) may be 1 N for the Mg2 ion, yet 2 N for the Cl- ion. While N is a good unit to know, its not used as much as molarity or molality in actual lab work. It has value for acid-base titrations, precipitation reactions, and redox reactions. In acid-base reactions and precipitation reactions, 1/feq is an integer value. In redox reactions, 1/feq may be a fraction.

The Salem Witch Trials Of Salem Village And Salem Town

Life in the New England colonies during the 1600’s proved to be harsh with the constant fear of Native American attacks, scarce food, freezing winters, and conflicting opinions about religion. From this perpetual state of distress, the Salem Witch Trials were birthed, causing a wave of hysteria in Salem Village and Salem Town. Though the exact day and month is uncertain, historians can claim that the trials emerged in early 1692 and came to a close in 1693. The Salem Witch Trials started in 1692 with more than one hundred fifty people being accused of practicing witchcraft, and the trials finally ended with the courts declaring there was no evidence in the cases being tried, and the Governor stopped the trials because his wife was accused.†¦show more content†¦Also, ergot is known to cause gangrene which causes tissue to die in parts of the body and often results in limbs becoming numb and turning black. Logically speaking, it would have been recorded somewhere that t here were several individuals with black limbs if the ergot theory were true. After the doctor’s analysis, the townspeople then gathered up all of the girls with the symptoms. The collected girls accused three women: Sarah Good, an odd homeless woman who lived the streets of Salem Village, Sarah Osborne, who had married her servant and rarely attended the church meetings, and Tituba, an Indian slave from Barbados who was in service of Reverend Samuel Parris. Sarah Good and Sarah Osborne denied the accusations, while Tituba confessed, and claimed there were multiple other witches working by her side in Salem. This started the hysterical beginning of the Salem Witch trials, which resulted in many women, men, and children being accused of practicing witchcraft. Out of the one hundred fifty people accused in Salem, twenty of them were executed as witches, while others rotted away and died in jail. The people of Salem did not discriminate who they executed or who they sent to jail so the result was a diverse range of citizens being accused. Nineteen of the twenty executed were hanged on Gallows Hill: Bridget Bishop, Reverend George Burroughs who was the only Puritan ministerShow MoreRelatedSalem Witch Trials1478 Words   |  6 PagesThe Salem Witch Trials of 1692 were a series of trials in which twenty-four people were killed after being accused of practicing witchcraft. These trials were caused by different social climates of the area including the very strong lack of a governor, the split between Salem Village and Salem Town, and the strict puritan lifestyle during the time period. Tituba, the black slave, was a foreigner from Barbados. Her role in society was to take care of Mr. Parris’s family. Tituba’s situation contributedRead MoreThe Salem Witch Trials On Society And Religious Belief1245 Words   |  5 PagesThe Salem Witch trials are an infamous moment in American history , portraying old American thought on society and religious belief. Throughout the years, scholars have adopted theories to exp lain one of America’s greatest mysteries. In light of such theories, it becomes apparent that there is no magic to explain the decisions that the people of Salem made, but was rather fueled by jealousy of economic success and religious misguidance. Several theories explain the cause of the witchcraft accusationsRead MoreThe Salem Witch Trials Essay1674 Words   |  7 PagesAlthough many people have their assumptions as to what specifically caused the Salem Witch Trials, no one has a definite account. One must use logic and prior knowledge to come to the conclusion and realize that multiple factors play a key role in causing the trials. The Salem Witch Trials were caused by religion, politics, teenage boredom, family feuds, economic conditions, and fears of the people. The overall effect of the trials was a major part in American history, not only was it a learning experienceRead MorePuritans And The Salem Witch Trials978 Words   |  4 PagesIntroduction Puritans had many beliefs that affected the Salem Witch Trials, these were based on how the attendance or lack of attendance of the church, how people should behave, social class, and the way the government should be handled. Puritans were English Protestants that came to America in 1630. They sought to reform the Church of England. When they first came to America they settled at Salem, Massachusetts. The main reason the Puritan’s came to Salem was for freedom of religion which they did not haveRead MoreThe Mystery Of The Salem Witchcraft Trials1048 Words   |  5 PagesMystery of the Salem Witchcraft Trials Jennifer Hollenbeck AP United States History Mrs. Price November 12, 2014 The Salem witchcraft trials were a particularly dark and mysterious time in the history of America. These trials that were arranged upon the belief of witchcraft could have multiple explanations. In my opinion these trials began as a combination between religious factors, boredom, social issues and all coming together in a mess of suspicion and deceit. Although these trials did startRead MoreThe Trials Of The Salem Witch Trials891 Words   |  4 Pagesmurdered after trials found them guilty of acts of witchcraft. The series of hearings and prosecutions of the accused witches in colonial Massachusetts marks one of the nation s most notorious cases of mass hysteria. The reasons behind the trials and deaths are complex and multifaceted. Internal disputes, strict religious lifestyles, accusations from young children, witch hunting methods, spectral evidence, and even some medical theories all stand as causes of the Salem Witch Trials. Political, localRead MoreThe Salem Witch Trials Of 16921270 Words   |  6 PagesThe Salem Witch Trials The year 1692 is remembered as one of the most scandalous times in American History. Throughout the Salem Witch Trials of 1692, over a hundred people were accused of practicing witchcraft (the majority of them being women). 14 women were hung, and 5 men were accused leading to a total of 19 people dying due to these trials. One man was even pressed to death by substantial weights for declining to enter a plea (Linder 1). No less than eight individuals passed on in jail, includingRead MoreThe Salem Witch Trials Of 16921281 Words   |  6 PagesThe Salem Witch Trials were a sequence of hearings, prosecutions, and hangings of people who were thought to be involved in witchcraft in Massachusetts. These trials occurred between February 1692 and May 1693(The Salem Witch Trials, 1692. ). The Trials resulted in the execution of twenty people, in fact, most of them were women. The first of the trials began in several towns in the Province of Massachusetts Bay, such as Salem Village (curr ently known as Danvers), Salem Town, Ipswich, and Andover(SalemRead MoreSalem Witch Trials Research Paper1340 Words   |  6 Pages(Gurteen). The Salem witch trials began in the Spring of 1692 in Salem Village, Massachusetts. A group of young girls, who claimed to be possessed by the devil, began accusing a few women of witchcraft, which caused hysteria among the people in the Massachusetts Bay Colony. Approximately 150 people were convicted of practicing witchcraft, 19 were hanged at Gallows Hill, and others died in captivity (â€Å"Salem Witch Trials†). These tragic events lead to the convictions of many innocent people in Salem VillageRead MoreThe Hysteria Of The Salem Witch Trials1463 Words   |  6 Pagesissues, is the hysteria of the Salem Witch Trials that prosecuted women to be found worshippers of the devil. The Puritans found the necessity to exercise this crusade in order to stay by their moral codes of conformity which included witchcraft to be the greatest crim e, punishable by death. However, the true reasons of the trials was not to simply follow their religious constitutions. It is mainly in part from corruption of religion and how some had used the trials as a form of personal gain, the

Volumetric Vinegar Analysis Free Essays

Experiment 9 and 10: Volumetric/Vinegar Analysis Abstract: The goal of the experiment that was conducted was to figure out both the molar concentration of NaOH and the standard mole ratio of the NaOH solution. In order to find the concentration of the NaOH solution, volumetric analysis was used. In volumetric analysis, a titration mechanism was utilized in order to find the reaction that the base will end up having with KHC8H4O4. We will write a custom essay sample on Volumetric Vinegar Analysis or any similar topic only for you Order Now , also known as KHP. Phenolphthalein, which is the indicator that was used in this experiment, assisted in figuring out at exactly what point was there neutralization. The indicator turns the solution into a bright pink color once neutralization has occurred. In experiment 10, the average molarity of NaOH that was found in experiment nine was used in order to find out if the vinegar that was being used in the experiment contained around the same percent mass of acetic acid that is found in regular vinegar. The experimental value of NaOH that was used was 1. 0425 grams and the molarity of NaOH was found to be 0. 089 m/L of NaOH. Towards the conclusion of the experiment, the average percent mass of acetic acid was calculated and found to be 1. 695%. Also read: Vinegar Battery Investigatory Project Regular house hold vinegar’s average percent mass of acetic acid usually ranges to 4-5%. Based on the percent mass of acetic acid obtained in the experiment, the vinegar that was used in experiment 10 was clearly not house hold vinegar. The hypothesis for this experiment was, if the average percent mass of acetic acid ranged between 4-5%, then it is house hold vinegar. However, due to the results from the experiments conducted, this hypothesis was rejected. In order to obtain the results that the groups were searching for, titration was used in both experiments to find the answer. The method of titration involves the measurement of KHP and NaOH. Afterwards, the volumetric analysis was used, with the indicator included. The experiment starts by finding the measurements of KHP. The indicator was added later on, and then the titration began with the NaOH solution. It was apparent once the solution was neutralized because the indicator caused the solution to turn bright pink. The experiment also required the utilization of volumetric mass in order to find the percent mass of acetic acid in vinegar. The mass of vinegar is then titrated along with the indicator endpoint with the sodium hydroxide solution. In order to find the average acetic percent mass of vinegar, the concentration found in NaOH in experiment 9 was utilized together with the known volume of NaOH. Materials: Please refer to Experiment 9 and 10 on pages 127-136 and 137-142, of Laboratory Manual for Principles of General chemistry 9th Edition by J. A. Beran. The only deviation that was performed during this experiment was the two to three extra drops of the indicator phenolphthalein in order to distinguish a titration point. Results: Experiment 9: Data: |Table 1: Measurement |Trial 1 |Trial 2 | |Mass of KHC8H4O4. (g) |. 509 g |. 501 g | |Buret Reading of NaOH (mL) |28. 3 mL |26. 7 mL | Table 1 shows the measurements recorded for experiment 9, volumetric analysis Table 2: Calculations |Trial 1 |Trial 2 | |Moles of KHC8H4O4 (mol) |. 000303 |. 0002485 | |Volume of NaOH Dispensed (L) |. 0034 |. 0032 | |Molar Concentration of NaOH (mol/L) |. 089 |. 089 | Table 2 shows the calculations derived from experiment 9, volumetric analysis Calculations: Moles of KHC8H4O4 x 1 mol KHC8H4O4/ Molar Mass KHC8H4O4: 0. 089 m/L NaOH x 0. 0034 L= . 000303 moles NaOH 0. 089 m/L NaOH x 0. 0032 L= 0. 0002485 NaOH Volume of NaOH Dispensed (mL): Buret Reading of NaOH= 28. 3 mL, 26. 7 mL Molar Concentration Concentration of NaOH: 2. 45 x 10 -3 mol OH-/. 0275 L NaOH = 0. 089 M/L NaOH Results: Experiment 10 |Table 3: Measurement |Trial 1 |Trial 2 | |Mass of Vinegar (g) |1. 048 g |1. 37 g | |Buret Reading of NaOH (mL) |3. 4 mL |3. 2 mL | Table 3 shows the measurements recorded for experiment 10, vinegar analysis |Table 4: Calculations |Trial 1 |Trial 2 | |Volume of NaOH Used (mL)(L) |3. 4(. 0034) |3. 2(. 0032) | |Molar Concentration of NaOH (mol/L) (given) |0. 089 |0. 89 | |Molar Mass of Acetic Acid (g/mol) |. 0182 |. 0171 | |Mass of Acetic Acid in Vinegar (g) |1. 048 g |1. 037 g | |Avg. Percent Mass of Acetic Acid in Vinegar (%) |1. 695% | | Table 4 shows the calculations derived from experiment 10, vinegar analysis. Calculations: 1. Molar Concentr ation of NaOH (mol/L) Given (. M Solution) 2. Mass of Acetic Acid in Vinegar (g): Moles of Acetic Acid (mol) x Molar Mass of Acetic Acid (g/mol): 3. 026 x 10 -4moles of acetic acid x 60. 05 g/mol= . 0182 g 2. 848 x 10 -4moles of acetic acid x 60. 05 g/mol= . 0171 g 3. Avg. Percent Mass of Acid in Vinegar (%): 1. 65%+1. 74%/2= 1. 695% Discussion: The experiment began by adding NaOH to the mixture of deionized water and KHP in the beaker. The H+ ion that is found in KHP, reacted to the OH- ions that are found in the NaOH solution, even as more of the NaOH continued to be added into the mixture. When there turned out to be an abundance of NaOH, there were no longer any H+ to be added to KHP. As a solution, the extra OH-ions were found in the NaOH solution was used to make the indicator activate and make the solution turn pink. It was imperative that the solution be mixed the correct way. If it was not mixed the correct way, the results from the experiment will be inaccurate. If the reading had proven to be inaccurate because of that mistake, the volume of the NaOH solution mixed with the KHP will eventually get neutralized to a point where the numbers in the results would be very off. Two trials were done in this experiment in order to ensure that that mistake never happened and the volume of NaOH was found. Once the solution had finally been able to neutralize, the moles of the KHP were found and ended up being equal to the moles of NaOH. This information allowed for the molarity to be found. The average molarity that was in NaOH had been found in experiment 9, it was . 089 M. Both experiments 9 and 10 seemed to have similar traits because both of them involved titration. The titration was used in order to find the number of moles that was found in the acetic acid of the vinegar solution that was used. The normal amount of acetic acid found in household vinegar is between 4-5%. The experiments helped determine that household vinegar was definitely not the vinegar that was being used since the acetic amount that was found was 1. 695%. Conclusion The hypothesis was proven in the first experiment because the base of NaOH did end up neutralizing KHP’s acids. The indicator turned the solution pink; therefore the hypothesis in the first experiment was not rejected. The experiment involving the molarity of NaOH was very close in numbers. The molarity that was given was . 1 M, and the molarity that was found in the experiment was . 89 M. The hypothesis for the second experiment was â€Å"If the average percent mass of acetic acid ranged between 4-5%, then the vinegar that was being used for the experiment was household vinegar. † However, since the average percent mass of acetic acid resulted as 1. 695%, which was lower than household vinegar; this caused the hypothesis to be rejected. Works Cited Beran, Jo A. Laboratory Manual for Principles of General Chemistry. Hoboken, NJ: Wiley, 2011. Print. Tro, Nivaldo J. Principles of Chemistry: A Molecular Approach. Upper Saddle River, NJ: Prentice Hall, 2010. Print. How to cite Volumetric Vinegar Analysis, Essay examples

Frog Lab Report free essay sample

When the heart skips a beat, it is actually Just your hearts normal cardiac rhythm being somehow interrupted and causing an extra beat or a skipped beat (compensatory pause). The atria are supposed to contract first, but in this case the ventricles contract first which is wrong and the heart has to then correct itself by pausing and waiting for the atria to contract again (1). This is what feels like a skipped beat, and it appears like one too on an ECG because there is a big pause between atrial contractions. To cause the ventricles to contract early, an electrical tumulus (or one of many other problems that could potentially affect the heart, in this case it is electrical shock) must be applied during atrial relaxation to cause the ventricles to contract before the atria. Different chemicals, or reagents, cause different things to happen to the heart. Some reagents, like nor epinephrine, are released during stressful times and cause the heart rate to increase and contract with more force. This is an example of an excitatory neurotransmitter, which can be depleted in many ways, for example by a reagent that does the opposite of what it does, which would be to decrease heart rate (2). Some reagents, like, cause the heart rate to dramatically decrease and could potentially be harmful if not corrected. But, these effects can be inhibited by reagents like atropine and allow heart rate to return to normal. Others, like potassium chloride, could cause the heart to stop completely and are used for such methods like lethal injection in prisons. Given all of this information, our hypothesis was that the frog hearts used in this experiment would follow the expectations that this background information tells us. When stimulated at the right time the heart would have an extra systole event, when iv en an excitatory neurotransmitter the heart rate and contraction force would increase, etc. The frog hearts, if they are healthy and functioning properly, will react normally to all of the stimuli/reagents applied to it. Materials and Methods: Before the dissection, the equipment and strength of the frogs heart beat needed to be tested. So, ECG pins were inserted in both shoulders and right thigh of the frog via small incisions made with scissors. We first tested lead l, which involved placing the ground pin in the right thigh, the positive pin in the left shoulder, and the negative pin in the right shoulder. Once the pins were in place, the equipment was set up so that the settings were at single event mode, looms event interval, Oms event delay, 10ms pulse width, and single pulse. The SIU was set at 1 mA range, positive polarity, and 20. 0% of range. The settings were 2K gain, AC, 30HZ low frequency, and 0. kHz high frequency. Finally, the transducer amplifier was set at bridge mode, 100 filter, and 20 sensitivity. Once all of the equipment and the frog were set up, lead I ECG recordings were made until good records were recorded. The R wave, duration of atrial depolarization, duration of electrical A-V delay, duration of ventricular depolarization, and duration of electrical ventricular depolarizations were then measured. Then, the set up was changed to represent lead II, which only changed the location of the positive pin to the left thigh instead of shoulder. Once this change took place, the same Now that baseline recordings were measured, the frog could be dissected. First, all four limbs were pinned to the dissecting pan with heavy pins. Next, the skin of the abdomen and chest (and some of the neck) was removed using forceps and scissors. It was removed in a rectangular shape, going across the abdomen and up the sides and then across the neck. Then the muscle was removed in the same fashion, and the heart was visible. The pericardium was removed unintentionally during muscle removal, so it was not possible to observe it. Now that the heart was visible and accessible, a piece of thread approximately 20cm long was looped on both ends. One end was attached to a Z pin, which was attached to the very end where the apex is because that is Just tissue. The other end attached to an S-hook on a transducer connecting to the machinery and computer. The equipment and frog were positioned so that the string was taut when the ventricles relaxed. The heart was kept moist with ringers throughout the entire experiment. Observing the heart beat via the ECG on the computer, the atrial and ventricle contractions were observed and noted as to where in the recording they were. Once these were established, the single event button was pressed at the peak of each ventricular contraction, maximum ventricular relaxation, peak of each atrial contraction, and maximum atrial relaxation. Now an extra-ventricular contraction needed to be made. To do this, two pin electrodes were used as paddles with the negative pin near the base of the heart and the positive pin near the apex. The accupulser/SllJ settings were changed to deliver single pulses of 20ms duration and 0. 5mA, and stimuli were applied at different times in the cardiac cycle using the single event button. When a response to the stimulus was seen, two beats were allowed to go by before stimulating the heart again. Next, stimulus was applied to create the illusion of a heart blockage. The electrodes were rearranged to once again represent lead l, and thread was tied around the narrow groove of the heart between the atria and ventricles. As the recordings continued, the string was tightened more and more until evidence of an A-V conduction block became apparent (a ventricular beat did not follow every atrial beat). Then the recording was continued until there was no ventricular contraction in the mechanical record. After these four tests were done, a new frog was used and dissected the same as the first one. The lead II setting proved to show better results than lead I during this experiment so that set up was used. For this part of the experiment, different reagents were injected into the liver of the frog and the results were observed on the ECG recordings. mL syringes were used to administer the reagents, and cleaned between each one by filling and emptying with ringers about six times each. The first reagent was 0. 1% nor epinephrine, 0. 25mL were injected into the liver of the frog and the results were observed and recorded. Then 0. 1% epinephrine was injected, then 0. 1%, all using the same procedure. The next reagent used was 0. 5mL of, a beta-adrenergic antagonist (slows down heart), which needed to be almost immediately counteracted with so the heart would not begin to stop. The results of Just the metoprolol observed and recorded. Acetylcholine was then used, 0. 25mL immediately followed by 0. 25mL of 0. 5% atropine in order to restart the heart. Once the heart rate was back to normal (or as close as it would get at this point), the final reagents were injected. First was 1% calcium chloride in frog ringers, and finally the frog was given 2% potassium chloride which was the final reagent before the heart did not recover. All of the results were observed and recorded for all of the reagents. Results: The control baseline ECG recording before the dissection showed t he lead I set up had a peak R wave amplitude of 70. 5mV and a visible P wave and QRS wave difficult to find the T wave). The lead II set up had a peak R wave amplitude of -55mV as well as a visible P wave (again, hard to see the T wave). Using the R wave amplitudes for lead I and lead II, we were able to predict that our frog heart apex was most likely pointed down and towards the left lung. When the stimulus was applied during maximum atrial relaxation, the atrial contraction recordings began to visibly merge with the ventricular contraction recordings. It also caused the P waves to become very difficult to see, if they were even present at all. The maximum R wave amplitude during this time was †275mV. The same results happened when the stimulus was introduced during maximum atrial contraction (†275mV), maximum ventricular relaxation (†300mV) and maximum ventricular contraction (†300mV). The extra systole occurred about 750ms after the extra stimulus was introduced to the heart, and right after that the compensatory pause was both seen on the ECG as well as the frog heart itself. During this pause, the ventricles swelled much more than normal and then finally contracted. It took a few tries to cause the extra systole to occur, but it finally did when the stimulus was introduced during maximum atrial relaxation. The maximum R wave amplitude after the compensatory pause was 300mv. When the A-V block was simulated, the ECG showed a complete separation of the ventricular contraction waves and the atrial contraction waves, as well as a huge decrease in amplitude in the QRS wave. The new maximum R wave amplitude was †25mV. When the blockage was complete, there were no ventricular contractions of any kind and instead big pauses between atrial contractions.