A Fair Wage System Did Not Exist Even Before The...

A fair wage system did not exist even before the Industrial Revolution. Along with that, the Industrial Age destroyed the eternal laws of supply and demand. As a result of the unfair distribution of wealth in the Industrial Age, a new school of theological thought emerged, known as â€Å"the Social Gospel.† This new theology stemmed from many theologians who developed economic theories and studied sociology. Despite the bad results from the Industrial Age, advocates still believed that it did have some positive outcomes that brought American citizens closer, including telephones, railroads, cars, trains, and growing cities. It was still believed that humanity could not be diverted from God’s ultimate plan with the anomalies caused by†¦show more content†¦However, many Christians didn’t share the same beliefs as the â€Å"Social Gospel† and formed their own theology, which was Fundamentalism. These Christians presented counterpoints to the theolog y. Fundamentalists rejected all the efforts made by Social Gospelers to compromise religion with the new technological advancements. They did not want to accept the new age of science and entirely put their trust in the Bible. Their theology was made with optimism for a better future, which could only be achieved by Christian revival. All their wisdom came solely from the bible; all findings made from science got disregarded. Political action was not something they participated in because they believed reform would come from personal salvation and an upheaval of Christian love. It was believed that social injustice was a result of the abandonment of God. Despite the differences, they both believed that new technological advancements and the scientific findings presented new possibilities that could help better the world. The churches started to feel that they were losing their sway in the lives of people because they were more interested in the new advancements in technology and sciences. These theologies contrasted greatly in their beliefs, yet they both agreed that a lot of the social injustice stemmed from greedy people who exploited for their own gain. Whether or not the people followedShow MoreRelated Karl Marxs Views on how Industrialization Affected Society Essay1488 Words   |  6 Pageson how Industrialization Affected Society The Industrial Revolution was the result of many interrelated changes that transformed society from agricultural communities into industrial ones. The most immediate changes on society because of this revolution were on the products that were produced, where, and how. Goods that were traditionally made in homes or small workshops began to be manufactured in large industrial factories. 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Lab Report Eugenol Free Essays

Introduction Eugenol is a naturally occurring chemical that has medical applications such as its use as a natural dental anesthetic. It can be extracted from cloves by using the method of steam distillation. The extracted compound will then be separated from the water using methyl chloride, which will then be evaporated using a rotary evaporator leaving only the essential oil, Eugenol. We will write a custom essay sample on Lab Report Eugenol or any similar topic only for you Order Now IR spectroscopy will be used to determine the structure of the extracted compound. Results and Discussion Four samples of Eugenol were combined to be analyzed for the final product. A lower percent recovery, as indicated by Table 1 could be due to the fact that much of the weight of the cloves was not actually eugenol. Cloves Used| Eugenol Recovered | Percent Recovery| 10 g| 7. 304 | (7. 304/40) x 100% = 18. 26%| Table 1: Calculations of the percent recovery of Eugenol. Figure 1: The structure of Eugenol. The IR spectroscopy run on the sample gave results as shown in Table 2. The –OH stretch accounts for the hydroxyl group on the aromatic ring as shown in Figure 1. The C-H peaks are from the mexthoxy group on the aromatic ring. The C=C-H are a result of the hydrogen’s bonded to the carbons of the aromatic ring. The peak from the C=O stretch is not from the compound, but may be a result of product contamination. Absorbance | Shape| Intensity| Group-motion| 3512. 21| Broad| Weak| H2O or –OH stretch| 3072. 52| Sharp| Medium| C=C-H stretch| 2948. 85| Broad| Strong| C-H stretch| 2845. 80| Sharp| Medium| C-H stretch| 1767. 18| Sharp| Weak| C=O stretch| Table 2: IR Table of sample taken. Experimental Extraction of Eugenol began by taking 10 grams of cloves and placing them in a 250mL round bottom flask. This flask was then attached to a steam distillation apparatus and heated to the boiling point of about 100Â °C. The steam was condensed and collected in a graduated cylinder. This collected material consisted of water and the eugenol contained in the cloves. 100mL of the product was collected and placed into a separatory funnel. The eugenol now had to be removed from the water by adding 15mL of CH2Cl2 and shaken. The layers were allowed to separate. The CH2Cl2 layer was more dense than water and sank to the bottom of the funnel. The bottom layer was collected and another 15mL of dichloromethane was added to the funnel to repeat the process. This was repeated yet again to obtain a final amount of 45mL of dichloromethane with eugenol dissolved in it. The 45mL of product was moved to a 100mL Erlenmyer flask. The next step was to dry the mixture with 0. 5g of CaSO4 to remove any excess water in the mixture. The flask was swirled to allow for the CaSO4 to collect any water. The product was then allowed to rest and was put through a filter to remove the CaSO4. Once filtered, four different samples were collected in a single 500mL round bottom flask. This product was then placed onto a rotary evaporator to evaporate away all of the dichloromethane and leave behind only eugenol. This was achieved because the boiling point of the dichloromethane was much lower than that of eugenol. The final product was then analyzed by IR spectroscopy. How to cite Lab Report Eugenol, Essay examples

Choose one of the following readings from the first module book free essay sample

The concept of creativity is very complex and could be defined in several ways with different approaches that could overlap and build on each other; they may also contrast and conflict. Creativity is an all pervasive feature of everyday language that is not simply a property of exceptional people, but an exceptional property of all people (Carter 2004, p. 13). It is basic to a wide variety of different language uses, from everyday advertising language and slogans to the most elaborated of literary texts. The variability of the word creativity then suggests that the plural term creativities may be preferable in defining it. (Carter, p. 54) argue that creativity is best understood by means of clines and with reference to social contexts by referring, thus building and developing Csikszentmihalyi’s theory that what is estimated to be literary or what is valued as creative either seen as ordinary or extraordinary is relative to the contexts in which it is used and to the values of those that shares in its use as both producers and consumers. As well as using the notion of clines to measure the relative degrees of creativity in language in relation to different goals, different uses and different values. Because the existing studies of creativity as a linguistic phenomenon was based mainly on written artefacts, researchers in applied linguists have proved â€Å"that the same kind of language creativity and artistry found in art and literature can as well be found in the communication practices of everyday life† (p.1) which could be used to construct identity and manage relationships with others, Focusing on the social, cultural and critical dimensions of creativity the book gathered together theories and insight from of poetics, stylistics, sociolinguistics, New Literacy Studies and social history. Furthermore, a sociocultural approach to understand how language creativity works in a range of different contexts, from everyday conversation and internet chat to letter writing in prison etc,, was established. All thes e features and techniques that can be associated with poetry or any other forms of literature is what (Carter in Swann, 2006, p.29) refers to as ‘literary properties’ To recognize and appreciate better creativity Carter distinguishes three models of literariness namely: inherency, sociocultural and cognitive (ibis, p. 10) that could either be used separately or combined together. These models are not necessarily mutually exclusive or even completely distinct as one can contribute to another as something can have a cognitive effect because of the way it plays with inherent properties. (E. g. messing around with the form of language could be seen as creative either on the inherency or cognitive model). Note: Linguistic form could be seen as textual and contextual approach to the study of creativity in language. INHERENCY approach see creativity as residing in certain formal properties of language where language is regarded as distinct from more practical uses of language in that language itself. Inherency is just looking at the text itself and nothing beyond it. It takes a textual approach and formally identifies creativity in the language e. g. metaphor and rhyme, while the other models are much more contextual. (Carter, example 3-5, p.31, 32) illustrates how speakers can create new meanings by means of reformulation of what have been conventionally described in linguistics as immutably fixed chunks of language that could be referred to as â€Å"morphological inventiveness†. E. g. There are lot of creative stuff around eating; Swallow your pride, eat humble pie etc SOCIOCULTURAL approach sees literariness as socially and culturally determined and since what one thinks is often based on his or her sociocultural background, customs, beliefs, values, language is therefore all part of what shapes individuals identity and reality. Sociocultural approach also reveals that society and culture shape cognition. An example that shows a sociocultural approach is (Besnier in Toolan, 2006, p. 144) during the Miss Galaxy peagant, majority of the contestants during interview although given the choice to answer in English or Tongan choose the latter. (Carter, DVD clip 1) argues that Creativity always emerges from a particular context, a particular social environment and that the more we know about that social environment the better we are able to study it. A cultural knowledge is needed for wordplay and humour to be at its most effective and have impact on people, in the case of a following joke involving a public announcement at an Airport in which the British considered the Irish to be of inferior intellect and common sense â€Å"British Airway flight 218 is departing gate no. 10 at 13. 35 and Aer Lingus Flight 931departing when the little hand is on number four and the big hand is on two† (Carter 2004, p. 21) Noted that Aer Lingus is the national airline of Ireland. COGNITIVE approach is somehow different as it relates to mental processes rather than to the properties of the texts or to how language is used. It influences our thinking, especially when we read a novel and how it touches us psychologically or how we identify with a piece of music. The cognitive approach lay emphasis on the effect a piece has on the reader as opposed to just looking at the piece itself, as inherency would focus more on. Cognitive is less about creativity being inherent in the language but more about their being a base of ‘everyday’ language metaphor on which creativity builds (Carter, 2004 p.71). E. g. – She’s been starved of affection for too long â€Å"hungry for love†. (Gibbs in Swann, 2006, p. 11) argues that human language and human understanding are often metaphorical and that literary metaphor builds on and extends everyday metaphorical concepts. E. g. -cognitive approach in schools enables students to gather information in a way that makes it meaningful to them and which they can relate to what they study, learning guiding principles enables students to remember particular details that lead them to be able to solve problems. All Carter’s models of literariness fit within all stories either short or tall tales: The inherency approach works as stories are easily identifiable, and often take on a defined form. The sociocultural approach can be applied as the creativity of stories can be socially and culturally determined, so also the cognitive approach as some stories can have psychological effects. (Norrick in Toolan, 2006, p. 75, 76) discussed further how stories need not be new to have a range of interactional functions, such as affirming shared values or solidarity. Due to recent interest in spoken discourse CANCODE, Carter reveals a number of characteristic features of spoken discourse like (punning and playing with sound, inventing new words morphological inventiveness, echoing and converging, pattern re-forming and pattern-reinforcing, playing with structure, and features/techniques such as repetition, metaphor, rhyme, rhythm) as creative. Firstly, he emphasized that they are not everyday or common, rather they are poetic and are extraordinary with natural qualities of spoken discourse for everyone and not just for the creative genius like Shakespeare etc He went further that verbal play with language like (punning / extended metaphors / echoing / converging / morphological inventiveness) are most of time used for humorous purposes and to bring people closer together but sometimes could deliberately be used to challenge someone or to insult someone. He continued that this sort of linguistic creativity and inventiveness is contextually embedded as far as it depends to a measurable degree on social context /social relationship. Carter also reveals that creativity involves both OVERT pattern reforming forms as well as COVERT pattern reinforcing forms and lastly, confirmed that creativity is a frequent, but not exceptional feature of everyday language use and that creativity is also a common practice to share pleasure and convergence in and through language choice and interaction. Therefore some of the definitions of literary language may need to be revised. So whether a text is ‘creative’ can differ, depending on the analytical approach taken. All these points are what Carter believes he has proven in his reading which in turn is the conclusion he has come to through examining the CANCODE. His work on everyday creativity based on the study of examples from CANCODE corpus of spoken English (Carter, DVD clip 1) talks about how CANCODE is used to gather evidence and how it help us better understand how spoken language works, especially vocabulary and grammar in spoken language. By studying corpus we are exploring creativity which makes it possible to have lots of words possible, since it is designed in such way as to give us some broad socio-linguistic information about the speakers, E. g. revealing the gender of the speaker, their age, the region of the country from which they come, that’s in the UK, the social background and the social class of the speaker. It also enables us to access information about the context, so we know what the setting is. E. g.-, girls talking, students talking in a flat shared by them on a Sunday afternoon, it gives us that type of information (Carter, 2006, example 10, p. 35). Although Carter gives no information about gender balance in his samples or about other social factors such as class and ethnicity, making it impossible to consider social, cultural and contextual factors that might affect the types of creativity, I still find his argument persuasive that artful language is pervasive in everyday talk from the use of evidence collected in the corpus that credit it (Swann, p.9). Meanwhile Swann questions repetitions as being creative, so also (Tannen in Swann, 2006, p. 9) that suggest that it comes from a basic human drive to imitate and repeat. Even (Carter in Swann, 2006, p. 34) admits that pattern-reinforcing choices, such as repetition, are less creative. (1593 words)