Death of a parent: Effects on children

Death of a parent: Effects on children Death of a parent: effects on children Thesis: Apparently, the death of a parent can be a dramatic experience for all members of the family, particularly for children, and can often have both short-term and extensive effects on the children. Even if the effects of parents death are heartbreaking, to live healthy and balanced life, members of this type of family must cope the reality and go on with their lives, leaving the fear and emptiness behind. Audience: Doctor Costa Purpose: To show how difficult is for children to cope with the death of a parent. When we think of a family, we most often visualize that family must have children and two parents. Nowadays, this is often not an example in many families throughout the world; single parent families are increasing dramatically. No matter how hard single parent try, he/she cannot replace the natural demand of a child for both of parents. There are several causes of the rise of single parenting across the globe. This essay will concentrate on the death of a parent. Apparently, the death of a parent can be a dramatic experience for all members of the family, particularly for children, and can often have both extensive and short-term effects on the children. Even if the effects of parents death are heartbreaking, to live healthy and balanced life, members of this type of family must cope the reality and go on with their lives, leaving the fear and emptiness behind. If family lost one of the parents, this affected perhaps children in a same level (or much more) as a mother/father that been left behind. One of the most common short-term effects on the children is the fear. This fear could â€Å"drag† children to melancholy and lose of self-esteem. Children are incapable and completely helpless of surviving alone, as a result, they might have great fear of insecurity. Consequently, children might practice a devastating fear of the unfamiliar, fear of not acknowledging what the future might hold, and where they might live, and fear of being left alone in the world. As an example, after my uncles death, we could see the fear in the eyes of my all five young cousins. We could indeed â€Å"see† how their souls were broken; one could read the sorrow in their eyes. It took some period for my aunt to cope with tragedy and give hope for her children with the aid of other family members and the district society. It can be dense for a widower parent to build acceptance of this event and assist the child in having a pleasant and balanced life. The second, extensive effect is the feeling and living with emptiness. As life goes along, perhaps a widower parent and his/her children leave the fear behind and (deep in their heart) never let go of pain and sorrow. This tragedy could create a great impact of emptiness in children, which might leave a â€Å"gap† in their spirit forever. I assume that the emotional part of the childrens world is entirely divided apart with this emptiness. This feeling can take away the happiness of childhood and worse of all; emptiness could create emotional isolation within the childrens personality. Their pain and sorrow might forever engrave in a hidden place of their remembrance. Children carry on searching for the lost parent for an extended period, even until they became parents themselves. Perhaps one method of filling this emptiness can be the creation of fresh happy memories. Finally, in families where a parent died, it difficult to accept the circumstance that nothing is going to be the same; however, children in these families are in great deal of challenge. I believe, after sometime children might fight the fear by coping with reality and willing to commence a fresh beginning with the support of a parent, friend, or society. Moreover, it is not easy to fill the emptiness of their hearts and souls until the day of new happiness. To sum up, letting go of the fear, emptiness, pain and sorrow could allow children to look forward to happiness, understand, and accept the reality. Only then, joy can enter to their memories and guide them to start a new beginning.

Historical Interpretations Role in The of a national or international policy for Cultural Heritage Protection Essay

The main difference between approaches to Cultural Heritage Protection, as discussed by Muller, namely between â€Å"object-centrism† and â€Å"functionalism† is associated with the fact that the first approach regards the cultural object and its protection as a value in its own right, while the latter focuses on the cultural object in the context of its meaning for society and its processes of acculturation and socialization. Object-centrism advocates primacy of the cultural object rather than its value, be it artistic or economic (Muller, 1998). Artworks of the past are seen as valuable treasures, and the integrity of entire set of objects produced by a certain culture has to be protected. Object-centrism scholars â€Å"focus on the primacy of the heritage object, considering that it has a value existing independently of people that should not be susceptible to any change† (Loulanski, 2006, p. 215). This approach also argues for the necessity of protection of information about a given culture, and cultural objects serve as a source of such information. Thus, while archaeology is a typical example of the philosophy of object-centrism, anthropology also fits in the picture by virtue of preserving information and data about cultures. As concerns the answer to the question which is at the heart of the debate on Cultural Heritage Protection, namely whether nation state or international community should be the guardian of cultural heritage, object-centrism only cares about the safety and integrity of the cultural object and not the nature of its stewardship. Proponents of object-centrism argue that practical value of the cultural object is hard to determine, since it might have little utility now but be of great importance for future generations. And in the light of little connection between ancient and modern societies, ancient heritage is worth preservation in it own right. However, this approach has come in for much criticism: â€Å"Although the object-centric approach seems more sensible for guaranteeing the rights of existence for all cultural heritage, and modern because it prioritizes the integrity of cultural heritage, it proves to be somewhat illogical and unrealistic† (Loulanski, 2006, p. 216). Cultural objects are inherently connected to human societies and histories, thus it is unproductive to view them outside of their natural context. Rather than regarding heritage as a set of cultural objects, it should be regarded in the light of public good it is able to create: â€Å"Increasingly cultural heritage is seen as a much broader phenomenon which can contribute to political ideals, to economic prosperity and to social cohesion† (Council of Europe, 2000, p. 3). Cultural heritage has been linked to national unity, citizenship, appreciation of diversity, cultural identity and memory, amenity, sustainable development and quality of life. Graham (2002) suggests â€Å"the concept of heritage as a social construction, imagined, defined and articulated within cultural and economic practice† (p. 1003). In my view, functionalism is a more productive approach to cultural heritage protection. However, it poses dome difficulties for historical interpretation, since it denies the idea that cultural objects have value in their own right. Each nation has its own approach to assigning value to and defining functions of cultural objects. Thus, international community might disagree with interpretations suggested by nation stares. It imperative to separate historical interpretation from other forms of interpretation: â€Å"Historical interpretation must be based on a multidisciplinary archaeological and/or historical study of the site and its surroundings, yet must also indicate clearly and honestly where conjecture, hypothesis or philosophical reflection begin† (Pathways to Cultural Landscapes, 2002 p. 5). The solution to the problem is to engage all interested stakeholders in the process of historical interpretation, be they different groups within one society or different countries in the global community.

Gummy Bear Experiment

Combustion of Gummy Bears Energy is a concept.? Most definitions of the word energy fail to provide its exact meaning when applied to scientific matters.? In science the word energy is a concept that expresses two measurable properties, heat and work.? Here is the relationship of energy, heat and work: Energy Released=Work Done + Heat Released The Law of Conservation of Energy, derived from centuries of observation and measurement, indicates that energy cannot be created or destroyed. But energy need not stay in one place. Energy can be converted from one form to another and can be created in one place and show up in another. Remember that energy, in an open system, can do work on the surroundings or supply heat to the surroundings.? When we express energy as the sum of heat and work, we are making a very specific claim concerning these two properties. They are related. The relationship between heat and work is a close one, so close the amount of heat and the amount of work must be expressed with numerical values having the same units. Within limits, energy may be controlled to appear as heat (as we use electric power to dry clothes in a dryer) or work (the same electric power rotating the drum in the same dryer). Briefly, we define the amount of heat and/or work using two units, the Joule (J), and the calorie. The Joule and the calorie are related as follows: 1 cal = 4. 184J Both units represent quite small increments of energy. We must add 1 calorie of heat to increase the temperature of 1g of water 1 degree Celsius. Our bodies expend about 1J of work with a single heartbeat. For convenience sake, both the Joule and calorie are often expressed in multiples of 1000. We speak of the kilojoule (kj): 1 kJ = 1000J and the kilocalorie (kcal). 1 kcal = 1000 cal Thus we must add 4. 184 kJ of heat to raise the temperature of 100g of water 10 degrees Celsius. Chemical Reactions and the Production of Energy Heat and Work We learned the foundation of thermochemistry rests on the ability to link the amount of energy released or required to the chemical equation for the specific chemical change. We often experiment under conditions where no work is done on or by the system.? The heat, evolved or required is the change in enthalpy. We use the change in enthalpy of the fuel-consuming chemical reactions to arrive at the energy that would be available. The amount of energy available from a given amount of fuel does not vary with how slow or fast we burn the fuel such as in exercise. Enthalpy itself is a state property. All materials have enthalpy as an element of their nature. It is the change in this property through chemical processes which concerns us. The oxidation of 0. 5g of glucose yields a certain amount of energy regardless of how slow or fast the reaction takes place.? In the real world (during exercise for example), energy, work and heat, are produced in complex, changing systems. The combustion of a gummy bear shows how a compound is broken down into an element and other compounds in the presence of a catalyst or heat. An organic carbon compound will combine with oxygen to give off carbon dioxide and water. An exothermic reaction releases different forms of energy. Sugar is a fuel that we use for energy. We can also use it to fuel a chemical reaction. As we heat the Potassium Chlorate this will release O2 gas and leave KCl as it starts to decompose as follows: 2KClO3(s) ? 2KCl(s) + 3O2 (g) This produces oxygen which oxidizes the sugar (glucose) in the gummy bear. This oxidation is incredibly exothermic (-5000 kJmol-1). The reaction is: C6H12O6(s) + 6O2 (g) ? 6CO2 (g) + 6H2O (g) All chemical reactions involve a change in substances and a change in energy. Neither matter nor energy is created or destroyed in a chemical reaction only changed. This experiment is a decomposition reaction a more complex substance breaks down into its more simple parts. One reactant yields 2 or more products. The presence of oxygen in the decomposition reaction is seen when heat energy is added to potassium chlorate, and its decomposition releases O2 and leaves KCl, when bubbles form. Heat is necessary in this reaction because the excess of oxygen, generated by the decomposition of potassium chlorate, will react with the glucose in a gummy bear, releasing a large amount of energy quickly and dramatically. When it comes in contact with the oxygen in the test tube some of the sucrose disintegrates and this releases heat energy. The released heat causes the potassium chlorate to release more oxygen and a positive feedback loop develops. The difference between endothermic and exothermic reactions is that endothermic reactions absorb heat, and exothermic give off heat. Dilution of ammonium chloride is an example of an endothermic reaction. This is the active ingredient in chemical ice packs you can obtain in a pharmacy. Other reactions are melting and boiling which also absorb heat to happen, although you may not consider them chemical reactions. Combustion is a typical exothermic reaction any type of burning. An exothermic reaction occurs if the energy of the bonds formed in the products are stronger (lower energy) than the bonds broken in the reactants. Endothermic reactions require heat. If there is no external source, the reaction gets the heat by cooling to a lower temperature. These reactions are driven by the change in the configuration of the atoms. If the atoms in the product molecules have a less orderly structure than the atoms in the reactants, these reactions will occur even if the cost some energy to happen. Potassium Chlorate is the oxidizing agent and when it is melted; its decomposition provides an oxygen rich environment. A gummy bear is dropped into the liquid and immediately begins to combust. The heated mixture ignites and oxidizes the sugar in the gummy bear in a violent, exothermic reaction. The gummy bear explodes because the combination of one gummy bear which is composed mostly of sucrose with molten potassium chlorate the gummy bear explodes. A surprising amount of energy is released by the reactants and in the process their atoms and molecules rapidly rearrange to form the products carbon dioxide, water and potassium chloride. The products of the reaction are H2O (vapor) and CO2. Ideally, a balanced equation would show sucrose (C12H22O11) being converted to carbon dioxide and water while the KClO3 becomes KCl. But the combustion was incomplete and carbon and or carbon monoxide were additional products. Bibliography † Endo, Exothermic Reactions and Energy. † Ask a scientist, Newton. 4 Jun 2002, Chemistry Archive, Inc. . Dr. Matt Hermes â€Å"Gatorade. † Chemical Reactions, General Chemistry Case Studies. 14 Jun 2002, Inc . â€Å"Chemistry problems. † Chemistry, The Scientific Forum. 8 Mar 2003 . R Gallagher â€Å"Chemistry Made Clear. † GCSE edition. 6 Dec 1997. .

Essay on unfinished - 996 Words

nbsp;nbsp;nbsp;nbsp;nbsp;At the beginning of the twentieth century, a massive wave of immigrants from the southern and eastern parts of Europe came to America in search of economic opportunities. They carried to America all the dreams and hopes of wealth. When finally reaching America, these naive immigrants faced a new struggle and learned the harsh reality of America. In Upton Sinclair’s novel, The Jungle, he describes the life of an immigrant family from Lithuania that venture off to America in search of a better life. After their arrival and stay, they struggle to keep alive and barely meek their way through life. Sinclair’s style of describing the characters, conflicts, and ideas illustrates the struggle and heartache of†¦show more content†¦These rats were nuisances, and the packers would put poisoned bread out for them; they would die, and then rats, bread and meat would go into the hopper together†¦ there were thing that went into the sausage in co mparison with which a poisoned rat was a tidbit (135). nbsp;nbsp;nbsp;nbsp;nbsp;Sinclair also applies diction throughout his novel. He utilizes this the literary tool and aids the reader in understanding the environment surrounding the immigrant. He never gives the reader an explanation of what the immigrant has just said in his/her native tongue. He simply continues on with the story, leaving the reader as confused as the immigrant is. â€Å"Ai! Ai! Beda man!† (69). â€Å"Eik! Eik! Uzdayk-daris!† (2). â€Å"Sudiev’ kvietkeli, tu brangiausis; Sudiev’ ir laime, man biednam, matau-paskyre teip Aukszcziausis, Jog vargt ant svieto teik vienam!† (8). Sinclair never stops the story to explain to the reader what has happened, he simply moves on, without regard to the clueless reader. Sinclair’s usage of dialect became a useful tool. He provides the reader with some ear candy. He introduces words spoken to the characters as one would hear them if they were apart of the time as well. â€Å" ‘If ye have iver had onything to do wid shperrits,’ he said, and looked inquiringly as Jurgis, who kept shaking his head. ‘Niver mind, niver mind,’ continued the other, ‘but their influences may be operatin’ upon ye; it’s shure as I’m tellin’ ye, it’s themShow MoreRelatedWatergate : The Unfinished Business843 Words   |  4 Pagesprocess, it also paved way for a wave of political and democratic reforms in the US. In the wake of the scandal, diverse views were expressed through print media. 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