Allotrope Definition and Examples Chemistry Glossary

The term allotrope refers to one or more forms of a chemical element that occur in the same physical state. The different forms arise from the different ways atoms may be bonded together. The concept of allotropes was proposed by Swedish scientist Jons Jakob Berzelius in 1841. The ability for elements to exist in this way is called allotropism. Allotropes may display very different chemical and physical properties. For example, graphite and diamond are both allotropes of carbon  that occur in the solid state. Graphite is soft, while diamond is extremely hard. Allotropes of phosphorus display different colors, such as red, yellow, and white. Elements may change allotropes in response to changes in pressure, temperature, and exposure to light. Examples of Allotropes To continue the carbon example, in diamond, the carbon atoms are bonded to form a tetrahedral lattice. In graphite, the atoms bond to form sheets of a hexagonal lattice. Other allotropes of carbon include graphene and fullerenes. O2 and ozone, O3, are allotropes of oxygen. These allotropes persist in different phases, including the gas, liquid, and solid states. Phosphorus has several solid allotropes. Unlike the oxygen allotropes, all phosphorus allotropes form the same liquid state. Allotropism Versus Polymorphism Allotropism refers only to the different forms of pure chemical elements. The phenomenon in which compounds display different crystalline forms is called polymorphism.

Essay on History of Eating Disorders - 872 Words

Over time, many diseases and famines have spread across the globe. In the modern, developed world, different, yet equally severe, problems have arisen. One of the leading complications in today’s society is eating disorders. These relentless disturbances are known for being lethal and for ravaging the world. First off, an eating disorder is defined as the â€Å"deadliest mental illness†, according to the Victorian of Newport Beach. It is primarily associated with three major types of disorders: Anorexia Nervosa, Binge Eating, and Bulimia Nervosa. Each sickness has its own side effects, as they all involve different methods of consumption, but all can result in death due to heart failure. The first disorder listed, Anorexia Nervosa, or simply†¦show more content†¦These acts of exclusion are classified as the earliest known methods of bulimia. Thorough studies based on the illnesses were not conducted until 1689, when the first case of anorexia supposedly appeared. The case was disregarded, as religion in that time period promoted fasting over a course of days. Soon after, however, anyone found to be abstaining from nourishment was convicted of witchcraft and burned. Those drastic acts hindered the spread of anorexia, but only for a short period of time. Between the years 1 970-1980, anorexia and other eating disorders spread like a wild fire across America and, as a result, the world (Cowley). Eating disorders were rarely heard of before the 1980s, but after that, they exploded everywhere. With the media constantly depicted â€Å"perfect† bodies, people have set unrealistic expectations for themselves. It is estimated that approximately 36 million women have an eating disorder. Over 5 million of those women are American. Although eating disorders know no boundaries, the majority of the people whom contract either of these illnesses are females ages 15-24. The most common eating disorder is binge eating, affecting about 3.5% of all women and 2% of all men. As the number of those affected continues to increase, so does to mortality rate. As mentioned before, eating disorders are the deadliest mental illness and are 12 times more deadly than all causes of death in females 15-24 years ofShow MoreRelatedLack Of Eating Disorder History2018 Words   |  9 PagesLack of eating disorder history The purpose of this study (Vaughan Fotus, 2003) was to assess the relationship between girl’s media exposure and their development of eating disorder symptomatology. This study consisted of two phases conducted within a gap of 16 months. The original number of recruits were 479 female students from nine elementary and middle schools but due to certain factors such as relocation and incomplete data only 374 students with a mean age of 12 participated in this examRead More The Cause of Eating Disorders Essay591 Words   |  3 PagesThe Cause of Eating Disorders Although the causes are many and varied, we know that people with eating disorders often use food and the control of food in an attempt to compensate for feelings and emotions that may otherwise seem overwhelming. For some, dieting, bingeing and purging may begin as a way to cope with painful emotions and a way to feel in control of ones life, but ultimately, these behaviors will damage a persons physical and emotional health, self-esteem and sense of competenceRead MoreEnvironmental Factors And Biological Factors That Predispose People Habits And Behaviors Of Eating Disorders1679 Words   |  7 PagesPredispose People to Habits and Behaviors of Eating Disorders Brittany N. Rehberg GCC Abstract There is a direct correlation between environmental factors and the development of eating disorders. Issues, such as bullying and skeptical comments, have been largely ignored. This thesis will attempt to show that biological as well as environmental issues correlate with a variety of eating disorders. Eating disorders would be Anorexia, Bulimia, and Binge Eating. When environmental and biological factorsRead MoreEssay on Childhood Sexual Abuse and Eating Disorders1579 Words   |  7 PagesAbuse and Eating Disorders Recently, a great amount of psychological literature has focused on finding biological and genetic causes of mental illnesses and disorders, including eating disorders. However, according to recent twin studies, the heritability component of eating disorders may only account for 0% to 70% of the variance (Fairburn, Cowen, Harrison, 1999). The leaves an ample amount of room for speculation of possible environmental risk factors for eating disorders. In thisRead MoreA Study On Eating Pathology Among Latinas Essay1134 Words   |  5 PagesTHEORETICAL PROPOSITIONS There is a lack of studies that investigate the eating pathology among Latinas even though there is evidence that a binge eating component (i.e. binge eating disorder, bulimia nervosa) is more prevalent among Latinas compared with other races. For those who are engaged in binge eating tend to have unrealistic high expectations for themselves, which often are difficult to achieve. When the individual, in this case a Latina, has fallen short of these high expectations,Read MoreBinge Eating Disorder ( Bed )1453 Words   |  6 PagesBinge Eating Disorder Binge eating disorder (BED) is a psychiatric condition characterized by the consumption of large quantities of food in a specific amount of time, and feeling out of control while eating. BED also involves feelings of guilt and shame after binging but is not accompanied by compensatory behaviors, such as purging or vomiting. Binge eating is described by â€Å"eating at a fast pace, eating until feeling uncomfortably full, eating when not feeling hungry, eating alone to hide the amountRead More Eating Disorders And Substance Abuse Essay1636 Words   |  7 PagesEating Disorders And Substance Abuse Common Eating Disorders: The two most common eating disorders are bulimia nervosa and anorexia nervosa. Both disorders, primarily affect young women, therefore the majority of the research on eating disorders has been done with women subjects. The onset of bulimia is between adolescence and early adulthood while the onset of anorexia is between early and late adolescence. Not only is the onset different but the disorders are unique. Bulimia nervosa isRead MoreStudents With Eating Disorders1728 Words   |  7 Pagesbut that is exactly what eating disorders are, for these students and for anyone who has an eating disorder death is one of the most undeniable and likely outcomes. This is not what the â€Å"normal† or â€Å"typical† college student looks like, but eating disorders affect a large population of the higher education population; and overlooking the importance of this sub-culture could and has had an impact on any and every institution across the nation. Student with eating disorders is a sub culture studentRead MoreTypes Of Perfectionism And Levels Of Recovery From Eating Disorders740 Words   |  3 PagesIntroduction The research study examined possible correlations between various types of perfectionism and levels of recovery from eating disorders. The researchers conducted their experiment by comparing different conceptions of perfectionism across a healthy control group and fully recovered, partially recovered, and current (active) eating disorder groups. The researchers who conducted this experiment were Anna M. Bardone-Cone, PhD, Katrina Sturm, BA, Melissa A. Lawson, MD, Dr. Paul RobinsonRead MoreWhy Do Teens Suffer From Eating Disorders1596 Words   |  7 PagesOctober 20, 2015 Why Do Teens Suffer from Eating Disorders: Annotated Bib It is no new discovery that teenagers in America tend to have a conflict with eating disorders. This problematic issue tend to affect many young teens just as the people that surround them, those who care for them. People might stop to think why teens struggle so much with eating disorders or how can this issue be wiped out. The thing is people need to be well aware of eating disorders and there definition and try to find a

A Critical Reflection on PSHE Free Essays

string(125) " it may need to be approached gently as the aim is not frighten the children into thinking any stranger will take them away\." This essay will look at the teaching of an area in PSHE (Personal, Social and Health Education); the chosen area the essay will discuss is keeping safe. The essay will discuss how this aspect of PSHE can be taught and how it varies from the teaching of other curricula subjects. The national curriculum states an aspect of the PSHE curriculum as â€Å"they learn the basic rules and skills for keeping themselves healthy and safe and for behaving well. We will write a custom essay sample on A Critical Reflection on PSHE or any similar topic only for you Order Now † (QCDA 2011) In a school environment there are a number of policies that staff will follow to ensure that they can do everything they can to keep the children they work with safe. Severs (2003) looks at the responsibilities of the class teacher and the head teacher in insuring the children’s safety; the class teacher has the responsibility to follow the set policies and guidelines, ensure that the environment and resources are safe participate in inspections and risk assessments and ensure that any problems are reported straight away. Teachers will have a responsibility to keep the children safe when the child is in that school, but what happens when the child leaves school. A teacher may have the ability to protect the child in their classroom but all children should be aware of how to keep themselves safe at all times. This essay will look at the teaching of keeping safe and the following areas that may link with this aspect. Road safety, dangers of electrical objects, stranger danger, medicines in the home, hygiene and who can help you stay safe. The Institute for Citizenship (2000) looks at how PSHE and citizenship provide children with the skills, knowledge and understanding they may need to develop confident healthy and independent lives. It is important for all children to understand how to take care of themselves; or even just to be aware of how to stay safe when an adult is not right by them. On previous School Based Learning (SBL) experiences I have witnessed a year 1 class taking part in road safety exercises; the school carried out several assemblies on the importance of road safety, and the stop, look and listen method when crossing roads. In order for the children to experience this method and apply it to real life the class took part in a walk around the local area in which they all wore the florescent vests. When arriving at a road the children were told about the importance of using the pedestrian crossings and how before they cross the road they should always look both ways, and listen out for cars before they continue to cross. Robertson (2007) talks about how pedestrian injury is the second main cause of death for children aged between 5 and 9 years. Robertson also looks at the importance of reminding parents about the supervision of their children in road crossing and anywhere with traffic. When providing the children with road safety training the school could also provide the parents with the opportunity to attend. In the above description of the activity I witnessed just like any other school trip, the children’s parents were invited to take part. When looking at the teaching of PSHE I believe it may be difficult to teach it the same as other subjects; However when looking at the teaching of road safety there is the possibility to teach it imbedded in with another subject. Hayes (2010) looks at how teaching road safety can be linked with geography, maths, ICT, and art: for example creating warning posters. When teaching road safety there is the possibility to link with national curriculum geography; â€Å"make observations about where things are located (for example, a pedestrian crossing near school gates) and about other features in the environment (for example, seasonal changes in weather)† (QCDA 2011) After introducing the geographical aspects of their local area the children could begin to discuss why they think we need pedestrian crossings and why they think the crossings are positioned where they are. By developing road safety signs and warnings in art, the children can use their work around the school and in the local area to help share the importance of what they have been learning. Primary schools that I have attended both as a pupil and in earlier placement experiences have often had a road safety council, in which the council were provided with free equipment to hand out, such as florescent badges for coats and bags along with the florescent wrist bands. The council would help organise school assemblies and contests in which all children were asked to create posters demonstrating the dangers of roads and how to stay safe; when teaching road safety the school could do it either as a whole or as individual classes. Stones (1992) talks about how very little teaching on road safety takes place in school and when it does take place it is delivered through visitors such as road safety officers or the police. If teachers received some training from these sources on the issue they may be able to deliver more frequent sessions. When walking or playing in their local area along with road safety it is important for children to be aware of stranger danger. Many young children can be easily influenced and should be taught that if they do not know an adult that approaches them; then they should not talk to them as they may not be a nice person. Higton (2004) refers to an discussion he observed from a group of children about what they would do when separated from their parents in a shopping centre, he talks about the children making suggestions of asking another shopper when one child suggested that that person may be bad and take them away, the children then decided that they should ask somebody that worked in one of the shops for help. These children had developed an understanding of the stranger danger concept, but when teaching this subject it may need to be approached gently as the aim is not frighten the children into thinking any stranger will take them away. You read "A Critical Reflection on PSHE" in category "Papers" When looking for useful resources to teach stranger danger, I came across a book by Noel Gyro Potter, this book is called Stranger Danger and tells the story of a group of children who remembered what they were taught about stranger danger and chose to run away from the stranger, they then shared their knowledge with their friends, this book also comes with stranger danger tips that you can share with both children and adults. The book was full of pictures so may be useful in helping young children to understand. Children form a young age should develop an awareness of how to deal with the above situation and who the right person to ask for help would be. This area of keeping safe can lead to looking at who they can turn to if they need help. Wyldeck (2008) looks at the use of games to help the children understand how to deal with certain situations. She talks about reading out an incident and asking the children what they think they should do; Wyldeck talks about teaching the children how to call 999 by using a toy / disconnected telephone. In a classroom situation you can ask the children to work in groups to think of a solution to the emergency. Other useful tools for providing this knowledge could be role play. Teachers may feel it helpful to invite emergency services to the school / class to explain what emergencies it is necessary to call 999 for, and what to do when they call. Children may be aware of services such as the police and the fire service and how they help with bad situations, and therefore should be taught how to contact them. Along with gaining help from emergency services children should also be spoken to about who to go to if they are lost if there is no phone or emergency services nearby: for example asking help from a nearby neighbour that they know if at home or if in an area such as a shopping centre to ask somebody that works there to help. When teaching the children to stay safe it is important from a young age to inform the children about using electrical objects safely. Children will come into contact with electrical objects at home as well as school. Charlesworth (2007) talks about how the teaching of science can introduce the dangers of electricity; why it is dangers to play with objects such as toasters, why you should never place a metal object such as a fork into a plug socket. Many children will want to explore how and why things work, therefore it will be safer to teach the children in a safe environment rather than have the children investigate on their own and hurt themselves. Demonstrate safely and allow the children to use the electrical objects safely this may be a good way to help them explore but carry out the investigation under supervision. Explain to children that when they wish to plug an object in to ask an adult to help; or even demonstrate the importance of making sure the socket is switched off before they plug the object in. In any environment where young children will spend their time it is important to ensure that harmful substances such as medicines and cleaning products are kept in a secure place and out of the reach of children; children unaware of these products may ingest them and cause harm to them. Moyse (2009) looks at the use of speaking to nurses, using posters and leaflets and identifying resources such as teaching packages and the use of the internet. Children depend on the adults around them to make their environment safe for them. In many circumstances children may not have an adult at home that is capable of making their environment fully safe for them, therefore the school will need to do as much as they can to teach them the dangers and help make them capable of identifying and avoiding such dangers. The school can provide lessons that introduce warning signs and symbols, for example on cleaning products the sign for harmful. Children should be taught that medicines are for ill people and that they should not take any medicine unless an adult provides it for them. The use of role play in this situation may be useful as in the home corner children can be shown that medicines go on a high shelf or a locked cupboard so that they cannot harm babies and young children. The children can take part in a circle time session in which the teacher can ask the children ‘why do we take medicine? The teacher could show the children bottles of harmful substances and ask them if they know what they are used for? Should we play with these liquids? In my last SBL experience the reception children would often help the teacher tidy the snack area, the teacher would show them that they used one spray of the cleaning product on the table and then wiped the table with the cloth and that once they had finished they were to wash their hands in order to get rid of the cleaning product on their hands. The teacher would role model this as she ensured she was in the habit of washing her hands after cleaning. In one incident a child asked the teacher why the cleaning lady wore gloves top clean, the teacher told her that the teacher has to clean lots of different places and use lots of products and doesn’t want to get them on her hands because if she didn’t wash them properly when she ate her food she might eat some of the cleaning liquids and that isn’t very good for you. This child then suggested that they get a small pair of gloves for the person that helps to clean up. If the teacher explains the dangers to children clearly children may often come up with their own solution to the problem, by making suggestions the children are showing that they have developed an awareness of the dangers. The last area of keeping safe I will look at is the aspect of hygiene and the importance of keeping clean. In one SBL experience, I took part in an activity in which the teacher brought in a bowl of water, soap and paper towels the teacher then demonstrated to the nursery class how to wash their hands ensuring they washed all the creases. Each child then came up in small groups and washed their hands; the teacher told them how important it was to wash their hands after going to the toilet in order to get rid of germs. Mayesky (2011) talks about how it is important for adults in the child’s life to present good self hygiene in order for the children to lead from example; and that the children have the environment is equipped well to encourage good hygiene. Teaching children that being unclean can lead to illness; and that when they are ill they can easily spread germs and the importance of covering their mouth when they cough and using a tissue to wipe their nose. Encouraging children to wash their hands can be placed into the child’s school routine with ease. In one SBL experience I witnessed a class in which the teacher ensured they washed their hands before dinner, after any art classes and before and after any cooking activities. This allowed the children to develop a routine for washing their hands and keeping clean. . The following section of the essay will look at the possible difficulties of teaching PSHE. When looking at providing lessons for the keeping safe aspect of PSHE, I could think of areas of importance that the children should be taught however I was unsure of how best these areas could be taught in the classroom. The national curriculum provides very specific targets for curriculum subjects, and most curriculum subjects can be observed on a weekly basis. When teaching curriculum subjects such as maths the teacher will choose or be given a set topic to teach for a section of the term, the teacher can then look for the set targets that the age they are working with will need to meet. The PSHE curriculum has outlines for specific key stages; however I have yet to witness any direct teaching. After looking at the areas for keeping safe discussed above I identified that there are numerous ways of building the PSHE targets in to other subjects and even into the daily routine, if teachers found little time to teach it directly. Halstead (2006) refers to findings from researchers on schools lacking PSHE policies, and how many schools are not teaching PSHE in order to make room other subjects and activities. After writing and researching for this essay, and taking part in lectures around different PSHE areas, I believe that is a very important subject to teach in schools, as it may help to prepare children for independent living and in relevance to this essay help children to develop knowledge and understanding of how to stay safe in their own environments. Tew (2007) looks at one of the disadvantages of delivering PSHE is the difficulty of maintaining a consistent ethos as it is often delivered by outside agencies, however if teaching staff can receive training at the same time as the other agencies the school could take a much more consistent approach. One struggle that teachers may face in the delivery of PSHE is that after multi agencies pay visit to the school the teachers are unsure on how to continue to teach the chosen topic. In conclusion to this essay I believe that the teaching of PSHE can be very informative to teachers, children and parents; by providing children with the knowledge and understanding of the PSHE curriculum you may be able to help provide them with the ability to make their own safe choices. Many of the difficulties I have identified from this essay are that teachers may not necessarily have the full training or awareness on how to provides lessons around the PSHE curriculum, if teachers had the opportunity to gain the same training of the multi agencies that deliver the assemblies in schools they may be more willing to able in delivering it themselves. After writing this essay I believe that PSHE is very important for the development of children, and it is more important for teachers to deliver than I first thought. How to cite A Critical Reflection on PSHE, Papers

Unconscious Plagiarism Memory & Cognition

Question: Discuss about theUnconscious Plagiarismfor Memory Cognition. Answer: Introduction Plagiarism is defined as the act of claiming the idea of someone else as their own. It usually refers to appropriation of somebodys idea without the permission of the original writer. However, unconscious plagiarism is referred to the phenomenon when a person claims a particular idea that he has previously experienced, as his own. This essay presents an overview of unconscious plagiarism. Signal detection theory has also presented in this assignment. Various theories of unconscious plagiarism have been also highlighted in this assignment. Signal detection theory refers to the quantification of the ability to discern among the information bearing patterns and the random patterns that deviates from the information. The signal detection theory has four convincible results. These outcomes are hit, miss, false alarm, correct rejection, Hits refer to the signal present and subject says yes, miss refers to the signal present and subject says no. False alarm refers to when the signal is absent and yet the subject says yes. Correct rejection refers the situation where signal is absent and the subject says no. Cryptomnesia refers to the return of the forgotten memories without the consciousness of the subject, and the subject claims certain ideas as their own and original. According to Hollins et al. (2016), this might be referred to as unconscious plagiarism. People might plagiarise without knowing it. However, writers not taking proactive steps to verify, whether their work have already being done previously, end up in uncons cious plagiarism. Memories are not targeted depictions of the past. They are subjective recreation of occasions that are powerless against post-occasion data. According to Lindsay, (2014), three stages of paradigm have been demonstrated by the participants. Unconscious plagiarism occurs when people reproduce the work of another person as their own idea or work. Moreover, manipulation f an original work by a person might result in unconscious plagiarism. The first research paper on unconscious plagiarism proposed a two threshold signal detection model (Perfect Stark, 2008). This model was based on two important assumptions. One assumption was that after the initial generation phase, the ideas that are self generated have more strength than the ideas generated by the others. The second assumption is that the people make discriminations such as a lower threshold used to distinguish the old ideas and works from the new ones and a higher threshold to distinguish between the self-generat ed ideas and ideas generated by others. According to Perfect Stark, (2008), another concept in unconscious plagiarism is recall-own plagiarism phase. This occurs when a persons primary goal is to recall the sensitive information from the past. However, as the source-monitoring tests were incorporated, three staged unconscious plagiarism have been observed. In the three stages of unconscious plagiarism, people are less likely to encounter plagiarism (Stark Perfect, 2007). The three phase process of unconscious plagiarism is as follows: Generation phase: In this phase, the topic is given to the writers and the participants are asked to think of non-traditional uses of certain objects, mentioned in the topic (Stark Perfect, 2008). After a certain time, each participant is asked to give new ideas. Once each of the participants gives their ideas, they are asked to reproduce the second idea on the same topic. This process goes on until each of the participants has given four ideas each. This is an important phase, and each participant needs to think diligently about new ideas on the given topic. Elaboration phase: In this phase, one idea from each of the participants was then subjected to the following conditions. In case of imagery-elaboration ideas the participants are rated in 5-point rating scales (Stark Perfect, 2006). In case of the generative elaboration idea, the participants were supposed to write three ways to improve the given ideas. Control ideas are not presented in this phase. In this phase, the generative elaboration idea is presented in details and the ways to improve the ideas are also mentioned in this phase. Source monitoring phase: This is the final phase of the three phase process. Each of the participants in this phase received a booklet containing the previously generated ideas of other participants. It was observed that among the participants, eight of them had own ideas that were produced at the first phase, was equal to the number of already generated ideas. Unconscious plagiarism occurred when another participants idea was incorrectly labelled as someone elses ideas. It was observed that 80% of the participants were found to have at least one unconscious plagiarism. In order to understand as well as explore the effects of the repeated imagery on subsequent unconscious plagiarism, the ideas of the participants were generated as a group, instead of individual ideas. It has been observed that unconscious plagiarism in the new generation phase and the recall-own task phase have different basis of judgement. Moreover, as argued by (Traniello Bakker, 2016), activation of the strengths might determine the output as memory strength increase leads to greater discrimination among the new as well as the old ideas. Unconscious plagiarism or inadvertent plagiarism was first tested by Brown and Murphy in 1989. Since then, various researches have attempted to conduct various experiments on this topic. Whether plagiarism is a conscious or unconscious act or an offence is still a debatable topic. However, various researches on unconscious plagiarism have observed a clear demarcation between recall-own plagiarism and generation of new plagiarism. Another theoretical account is the source monitoring framework. In this account, the consequent accuracy of the sources has been observed. This assignment presents an overview of unconscious plagiarism and the various phases of unconscious plagiarism. Signal detection based unconscious plagiarism includes four phases. These are the hits, miss, correct rejection and false alarm. Unconscious plagiarism is different in case of recall-own plagiarism as well as generation of new plagiarism. It has been observed that unconscious plagiarism in case of recall-own work is likely to occur more than generation of new plagiarism. Plagiarism needs to be eliminated and unconscious plagiarism has to be reduced if possible. References Hollins, T. J., Lange, N., Dennis, I., Longmore, C. A. (2016). Social influences on unconscious plagiarism and anti-plagiarism.Memory,24(7), 884-902. Lindsay, D. S. (2014). Memory source monitoring applied.The SAGE handbook of applied memory, 59-75. Perfect, T. J., Stark, L. J. (2008). Why do I always have the best ideas? The role of idea quality in unconscious plagiarism.Memory,16(4), 386-394. Perfect, T. J., Stark, L. J. (2008). Tales from the Crypt... omnesia.A handbook of metamemory and memory, 285-314. Stark, L. J., Perfect, T. J. (2007). Whose idea was that? Source monitoring for idea ownership following elaboration.Memory,15(7), 776-783. Stark, L. J., Perfect, T. J. (2008). The effects of repeated idea elaboration on unconscious plagiarism.Memory cognition,36(1), 65-73. Stark, L. J., Perfect, T. J. (2006). Elaboration inflation: How your ideas become mine.Applied Cognitive Psychology,20(5), 641-648. Traniello, J. F., Bakker, T. C. (2016). Intellectual theft: pitfalls and consequences of plagiarism.