Study Effectiveness Of Nebulization Improving Childrens Respiratory Status Nursing Essay

Study Effectiveness Of Nebulization Improving Childrens Respiratory Status Nursing Essay Data analysis is the systematic organization and synthesis of research data and testing of research hypothesis using those data. Interpretation is the process of making sense of the result and examining their implication (Polit, 2004). Analysis is the method of rendering qualitative data meaningful and providing intelligible information, so that the research problem can be studied and tested, including the relationship between the variables. The study was conducted among children with wheezing to compare the effectiveness of nebulization with oxygen and without oxygen in improving their respiratory status. The data was collected, assembled, analyzed and tested and the findings based on the analysis are presented in this chapter. 4.1 Demographic Variables of Children with Wheezing: The age of the children with wheezing ranged between one month to five years. Out of this, 8 (16%) children were between the age group of one month to one year, 17 (34%) were between 1-3 years and 25 (50%) were between the age group of 3-5 years. Majority of the children were males (62%) and female children were 38%. 34 (68%) children belonged to nuclear family whereas 16 (32%) children belonged to joint family. LPG was used as the cooking fuel in all (100%) the houses (Table 4.1). 4.2 Family History of Smoking Habits: In nebulization with oxygen group, 5(20%) children had the family history of smoking habit. For majority (4) of children, grandfather was the person who smokes and for one child father was the smoking person. In nebulization without oxygen group, fathers of 3(12%) children smoke in the family (Table 4.2). 4.3 Family History of Respiratory Diseases: 5 (20%) children in the nebulization with oxygen group had a family history of asthma, out of which one person is on regular treatment. In nebulization without oxygen group, 5(20%) children had a family history of asthma and 3(12%) had a family history of COPD, out of which one person is on regular treatment (Table4.3). 4.4 History of Respiratory Diseases in Children: With regard to previous history of respiratory diseases, majority (64%) of children had wheeze associated lower respiratory infection (WALRI) in nebulization with oxygen group whereas in nebulization without oxygen group, 15 (60%) children had WALRI, .6 (24%) children had hyper reactive airway disease (HRAD) and 3 (12%) children had asthma in nebulization with oxygen group , whereas in nebulization without oxygen group,7 (28%) children had asthma and 3 (12%) had HRAD (Table.4.4). About the onset of respiratory diseases, 14 (56%) children developed respiratory diseases before 1year of age and 5 (20%) children developed between the age group of 1-2 years in nebulization with oxygen group whereas in nebulization without oxygen group, 10 (40%) children developed before 1year of age and 7 (28%) children developed between 1-2 years of age (Table.4.4). Regarding the duration of the disease, 14 (56%) children had the duration of disease less than a year and 6 (24%) had the duration between1-2 years in nebulization with oxygen group whereas in nebulization without oxygen group, 11 (44%) children had duration of less than 1 year and 8 (32%) had the duration between 1-2 years (Table.4.4). With regard to the regularity of the treatment, 3(12%) children in the nebulization with oxygen group and 6 (24%) children in the nebulization without oxygen group were on regular treatment. All these children were using inhalers. Majority of the children (66.66%) were using a combination of salbutamol -fluticosone inhaler in both groups and the rest (33.33%) were using asthalin alone (Table.4.4). 4.5 Immunization History: All the children (100%) in both groups were completely immunized. 4.6 Pre assessment of Respiratory Parameters in Nebulization with Oxygen Group: The initial assessment of respiratory rate of children in nebulization with oxygen group showed that 6 (24%) children were in mild distress, 6 (24%) children were in moderate distress and 13 (52%) children were in severe distress. In the assessment of oxygen saturation, 20 (80%) children had mild desaturation (95-97% in room air) and 5 (20%) children had moderate desaturation (90-94%in room air).In the initial assessment of wheezing, 12 (48%) children were having wheezing on terminal expiration and 13 (52%) children were having wheezing on entire expiration.The assessment of retraction showed that 16 (64%) children were normal, 8(32%) children had intercostal retractions and 1 (4%) child had intercostal and substernal retractions..In the initial dyspnoea assessment, 5 (20%) children were having mild dyspnoea and 20 (80%) children were normal (Table 4.5). 4.7 Pre assessment of Respiratory Parameters in Nebulization without Oxygen Group: The initial respiratory rate assessment of children in nebulization without oxygen group showed that 10 (40%) children were in mild distress, 8 (32%) children were in moderate distress and 7 (28%) children were in severe distress. In the assessment of oxygen saturation, 22 (88%) children had mild desaturation (95-97% in room air) and 3 (12%) children had moderate desaturation (90-94%in room air). In the initial assessment of wheezing, 17 (68%) children were having wheezing on terminal expiration and 8 (32%) children were having wheezing on entire expiration. Initial retraction assessment showed that 18 (72%) children had intercostal retractions and 7 (28%) children had intercostal and substernal retractions. In the assessment of dyspnoea, 5 (20%) children were having mild dyspnoea and 20 (80%) children were normal (Table 4.6). 4.8 Implementation of Therapies among Children with Wheezing: 4.8.1 Administration of nebulization with oxygen: Nebulization with oxygen was provided to 25 children with wheezing who were prescribed for Combimist nebulization in the OPD. Nebulization was provided by the staff nurse for a period of 15-20 minutes. Children who were on treatment prior to the nebulization were not included in the study. Assessment was done before and after nebulization with oxygen. 4.8.2 Administration of nebulization without oxygen: Nebulization without oxygen was provided by the staff nurse to 25 children with wheezing who were prescribed with Combimist (Salbutamol+ Ipravent) nebulization in the OPD. Nebulization was provided for a period of 15-20 minutes. Children who were on treatment prior to the nebulization were not included in the study. Assessment was done before and after nebulization with oxygen. 4.9: Post assessment of Respiratory Parameters in Nebulization with Oxygen Group: 4.9.1 Post Assessment at 5 Minutes: In the post 5 minutes assessment of respiratory rate of children in nebulization with oxygen group,1 (4%) child reached normal ,7 (28%) children were in mild distress,5 (20%) children were in moderate distress and 12 (48%) were in severe distress. In the assessment of oxygen saturation, 4 (16%) children reached normal saturation, 17 (68%) children had mild desaturation (95-97% in room air) and 4 (16%) children had moderate desaturation (90-94%in room air). Wheeze assessment showed that 1 (4%) child became normal, 13 (52%) children were having wheezing on terminal expiration and 11 (44%) children were having wheezing on entire expiration. In the assessment of retraction, 16 (64%) children were normal, 8 (32%) children had intercostal retractions and 1 (4%) child had intercostal and substernal retractions.In the dyspnoea assessment, 5 (20%) children were having mild dyspnoea and 20 (80%) children were normal (Table 4.5). 4.9.2 Post Assessment at 10 Minutes: In the post 10 minutes assessment of respiratory rate of children,1 (4%) child reached normal ,8 (32%) children were in mild distress,7 (28%) children were in moderate distress and 9 (36%) were in severe distress. Assessment of oxygen saturation revealed that 13 (52%) children were having normal saturation, 11 (44%) children had mild desaturation (95-97% in room air) and 1 (4%) child had moderate desaturation (90-94%in room air). In the assessment of wheezing, 10 (40%) children were relieved from wheezing, 11 (44%) children were having wheezing on terminal expiration and 4 (16%) children were having wheezing on entire expiration. Assessment of retractions showed that 21 (84%) children became normal, 4 (16%) children had intercostal retractions.In the dyspnoea assessment, 22 (88%) children were having no dyspnoea and 3 (12%) children were having mild dyspnoea (Table 4.5). 4.9.3 Post Assessment at 15 Minutes: Post 15 minutes assessment of respiratory rate showed that 5 (20%) child reached normal ,5 (20%) children were in mild distress,9 (36%) children were in moderate distress and 6 (24%) were in severe distress. In the assessment of oxygen saturation, 17 (68%) children reached normal saturation, 8 (32%) children had mild desaturation (95-97% in room air). In the assessment of wheezing, 12 (48%) children were relieved from wheezing, 12 (48%) children were having wheezing on terminal expiration and 1(4%) child was having wheezing on entire expiration. The assessment of retractions revealed that 23 (92%) children became normal, 2 (8%) children had intercostal retractions.Dyspnoea assessment showed that 23 (92%) children became normal and 2 (8%) children were having mild dyspnoea (Table 4.5). 4.9.4 Post Assessment at 30 Minutes: Post 30 assessment of respiratory rate showed that 11 (44%) child reached normal, 7 (28%) children were in mild distress, and 4 (16%) children were in moderate distress and 3 (12%) were in severe distress. In the assessment of oxygen saturation, 19 (76%) children reached normal saturation, 5 (20%) children had mild desaturation (95-97% in room air) and 1 (4%) child had moderate desaturation. In the assessment of wheezing, 14 (56%) children were relieved from wheezing, 11 (44%) children were having wheezing on terminal expiration. The assessment of retractions showed that 24 (96%) children became normal, 1 (4%) children had intercostal retractions. Dyspnoea assessment revealed that 23 (92%) children reached normal and 2 (8%) children were having mild dyspnoea (Table 4.5). 4.10 Post assessment of Respiratory Parameters in Nebulization without Oxygen Group: 4.10.1 Post Assessment at 5 Minutes: Post assessment of respiratory rate showed that 11 (44%) children were in mild distress, 8 (32%) children were in moderate distress and 6 (24%) were in severe distress. In the assessment of oxygen saturation, 1 (4%) child reached normal, 21 (84%) children had mild desaturation (95-97% in room air) and 3 (12%) children had moderate desaturation (90-94%in room air).Assessment of wheezing showed that 2 (8%) children became normal, 15 (60%) children were having wheezing on terminal expiration and 8 (32%) children were having wheezing on entire expiration. In the assessment of retraction, 19 (76%) children had intercostal retractions and 6 (24%) children had intercostal and substernal retractions. Dyspnoea assessment showed that 5 (20%) children were having mild dyspnoea and 20 (80%) children were normal (Table 4.6). 4.10.2 Post Assessment at 10 Minutes: Post 10 minutes assessment of respiratory rate revealed that 4 (16%) children reached normal rate, 10 (40%) children were in mild distress,7 (28%) children were in moderate distress and 4 (16%) were in severe distress. In the assessment of oxygen saturation, 7 (28%) children reached normal, 15 (60%) children had mild desaturation (95-97% in room air) and 3 (12%) children had moderate desaturation (90-94%in room air). Assessment of wheezing showed that 16 (64%) children became normal, 4 (16%) children were having wheezing on terminal expiration and 5 (20%) children were having wheezing on entire expiration. In the assessment of retraction, 22 (88%) children became normal and 3 (12%) children had intercostal retractions. Dyspnoea assessment revealed that, 3 (12%) children were having mild dyspnoea and 22 (88%) children became normal (Table 4.6). 4.10.3 Post Assessment at 15 Minutes: In the post assessment of respiratory rate,9 (36%) children reached to normal rate, 7 (28%) children were in mild distress, 5 (20%) children were in moderate distress and 4 (16%) were in severe distress. The post assessment of oxygen saturation showed that 10 (40%) children reached normal, 13 (52%) children had mild desaturation (95-97% in room air) and 2 (8%) children had moderate desaturation (90-94%in room air). Wheeze assessment at 15 minutes showed that 19 (76%) children became normal, 6 (24%) children were having wheezing on terminal expiration. In the assessment of retraction, 24 (96%) children became normal, 1 (4%) children had intercostal retractions. Evaluation of dyspnoea revealed that 2 (8%) children were having mild dyspnoea and 23 (92%) children were normal (Table 4.6). 4.10.4 Post Assessment at 30 Minutes: Post assessment of respiratory rate showed that 13 (52%) children reached normal rate, 7 (28%) children were in mild distress, 2 (8%) children were in moderate distress and 3 (12%) were in severe distress. In the assessment of oxygen saturation, 10 (40%) child reached normal, 13 (52%) children had mild desaturation (95-97% in room air) and 2 (8%) children had moderate desaturation (90-94%in room air). In the assessment of wheezing, 19 (76%) children became normal, 6 (24%) children were having wheezing on terminal expiration. Assessment of retraction revealed that 24 (96%) children had no retractions, 1 (4%) children had intercostal retractions.Dyspnoea assessment showed that1 (4%) child was having mild dyspnoea and 24 (96%) children became normal (Table 4.6). 4.11 Comparison of Mean Difference of Pre and Post Assessment of Respiratory Parameters in Nebulization with Oxygen Group and Nebulization without Oxygen Group: 4.11.1 Mean Difference of Respiratory Rate in Nebulization with Oxygen Group and Nebulization without Oxygen Group: In nebulization with oxygen group, the pre mean values of respiratory rate was 41.68 and post mean value at 5 minutes was 40.4.Post mean values at 10 minutes was 37.76, at 15 minutes was 35.6 and at 30 minutes was 32.8. The mean difference between pre and post respiratory rate at 30 minutes was 8.88. This shows a significant reduction in respiratory rate after nebulization with oxygen. The pre mean value of respiratory rate in nebulization without oxygen group was 36.64 .The post mean value of respiratory rate at 5 minute was 36, at 10 minutes was 34.32, at 15 minutes was 32.48 and at 30 minutes was 30.96. The mean difference between pre and post respiratory rate at 30 minutes was 5.68. This shows a reduction in respiratory rate after nebulization without oxygen. Therefore, it can be inferred that the mean difference was high in nebulization with oxygen group comparing to nebulization without oxygen group. This showed that nebulization with oxygen is effective in reducing tachypnea among children with wheezing (Table 4.7). 4.11.2 Mean Difference of Oxygen Saturation in Nebulization with Oxygen Group and Nebulization without Oxygen Group: Oxygen saturation above 98% in room air is considered as the normal saturation level. The pre mean value of oxygen saturation in nebulization with oxygen group was 95.24. The post mean value of oxygen saturation at 5 minute was 96, at 10 minutes was 97.24, at 15 minutes was 98.08 and at 30 minutes was 98.32. The mean difference between pre and post oxygen saturation at 30 minutes was 3.08. This shows an improvement in oxygen saturation after nebulization with oxygen. The pre mean value of oxygen saturation in nebulization without oxygen group was 95.72 .The post mean value of oxygen saturation at 5 minute was 95.88, at 10 minutes was 96.68 at, 15 minutes was 97.36 and at 30 minutes was 97.08. The mean difference between pre and post respiratory rate at 30 minutes was 1.36. Therefore, it can be inferred that the mean difference was high in nebulization with oxygen group comparing to nebulization without oxygen group. This showed that nebulization with oxygen is effective in improving the oxygen saturation among children with wheezing (Table 4.7). 4.11.3 Mean Difference of Wheeze Score in Nebulization with Oxygen Group and Nebulization without Oxygen Group: Auscultation of normal vesicular breath sounds is considered as normal. The pre mean value of wheeze score in nebulization with oxygen group was 1.52. The post mean value of wheeze score at 5 minute was 1.4, at 10 minutes was 0.72, at 15 minutes was 0.56 and at 30 minutes was 0.44. The mean difference between pre and post wheeze score at 30 minutes was1.08. This showed an improvement in wheeze score after nebulization with oxygen. The pre mean value of wheeze score in nebulization without oxygen group was 1.32. The post mean value of wheeze score at 5 minute was 1.12, at 10 minutes was 0.56, at 15 minutes was 0.24 and at 30 minutes was 0.24. The mean difference between pre and post wheeze score at 30 minutes was 1.08. This showed that there was no mean difference in wheeze score in nebulization with oxygen group and nebulization without oxygen group. Hence, nebulization with oxygen and nebulization without oxygen has similar effect in reducing wheeze score among children with wheezing (Table 4.7). 4.11.4 Mean Difference of Retraction Score in Nebulization with Oxygen Group and Nebulization without Oxygen Group: Observation of normal chest movements is considered as normal. In nebulization with oxygen group, the pre mean value of retraction score was 0.4. The post mean value of retraction score at 5 minute were 0.4, at 10 minutes was 0.16, at 15 minutes was 0.08 and at 30 minutes was 0.04. The mean difference between pre and post wheeze score at 30 minutes was 0.36. This showed an improvement retraction score in nebulization with oxygen group. The pre mean value of retraction score in nebulization without oxygen group was 0.28. The post mean value of retraction score at 5 minute was 024, at 10 minutes was 0.12, at 15 minutes was 0.04 and at 30 minutes was 0.04. The mean difference between pre and post retraction score at 30 minutes was 0.24. This showed that there was no mean difference in retraction score in nebulization with oxygen group and nebulization without oxygen group. Hence, nebulization with oxygen and nebulization without oxygen has similar effect in reducing retraction score among children with wheezing (Table 4.7). 4.11.5 Mean Difference of Dyspnoea Grade in Nebulization with Oxygen Group and Nebulization without Oxygen Group: Grade 0 is regarded as absence of dyspnoea. In nebulization with oxygen group, the pre mean value of dyspnoea grade was 0.2. The post mean values of dyspnoea grade at 5 minute were 0.2, at 10 minutes was 0.12, at 15 minutes was 0.08 and at 30 minutes was 0.08. The mean difference between pre and post dyspnoea grade at 30 minutes was 0.12. This showed an improvement in dyspnoea grade in nebulization with oxygen group. The pre mean value of dyspnoea grade in nebulization without oxygen group was 0.2. The post mean values of dyspnoea grade at 5 minute was 0.2, at 10 minutes was 0.12 ,at 15 minutes was 0..08 and at 30 minutes was 0..04. The mean difference between pre and post dyspnoea grade at 30 minutes was 0.16. Hence the result highlighted that the mean difference was slightly higher in nebulization without oxygen comparing to nebulization with oxygen. This showed that nebulization with oxygen had similar effect in reducing dyspnoea grade among children with wheezing (Table 4.7). 4.12. Effectiveness of Nebulization with Oxygen in Improving the Respiratory Parameters among Children with Wheezing through Pairedt test Analysis: Paired t test was used to assess the differences in pre and post assessments of respiratory parameters among nebulization with oxygen group. (Table 4.8). 4.12.1 Comparison of Pre and Post 5 Minutes, 10 Minutes, 15 Minutes and 30 Minutes Assessment of Respiratory Rate in Nebulization with Oxygen Group: Hypothesis: There will be a significant difference in pre and post assessment of respiratory rate in nebulization with oxygen group. t = t5min = =2.67 t10min = =5 t15min = =7.89 t30min= =12.94 The calculated values of t at 5,10,15 and 30 minutes are 2.67, 5, 7.89 and 12.94 respectively which are greater than the tabulated value at p

Synthesis of a Potential Enzyme Inhibitor

Synthesis of a Potential Enzyme Inhibitor Delaram Salehifard Aim Synthesis and characterisation of Benzocaine. Introduction The Fischer esterification of 4-amino benzoic acid is catalysed by an acid is fully reversible. Method: 3g of 4-aminobenzoic acid was weighed out and placed into a dry 100cm3 round bottom flask (ensuring no residues are left inside the joint). 20 cm3 of methylated spirits was measured out and added to the 4-aminobenzoic acid in the round bottom flask. 3 cm3 of concentrated Sulfuric acid was measured out and added to the round bottom flask mixture (ensuring no residues are left on the joint), a condenser was fit onto the round bottom flask and the mixture was gently swirled. Using a heating mantle, the mixture was heated and upon boiling; refluxed for 30 minutes. At the end of reflux, the heat source was removed and the mixture was allowed to cool to room temperature. Upon cooling, the mixture was gently stirred using a glass stirring rod and Sodium hydroxide solution (20%) was slowly added to the mixture until a neutral pH was attained. The mixture was allowed to stand for 5 minutes before the contents were poured into a beaker containing approximately 70 cm3 of ice, the reaction vessels was rinsed with distilled water and the washings were transferred into the beaker to reach an approximate volume of 150cm3. The product was filtered using a Buchner funnel (washed with some cold water) ensuring that the moisture is completely sucked out. The product was then transferred onto a watch glass and dried in an oven at a temperature no greater than 60oC. The dry mass was then noted and the product submitted for analysis. Steps1-10 were repeated using Isopropyl alcohol instead of Methylated spirits and the melting point for the product was attained. Mechanism of action Step one portrays the protonation of the carbonyl oxygen on 4-aminobenzoic acid where the Sulphuric acid acts as the H+ donor (the regeneration of this proton would establish the Sulphuric acid as a catalyst). This proton transfer results in a delocalisation of positive charge which gives rise to the presence of the three resonance structures portrayed in â€Å"step 1- resonance†. Of these three structures, the middle structure (where the positive charge is localised onto the carbon atom) allows for the esterification to proceed as its partial positive charge allows Nucleophilic attack by the Oxygen atom on Methanol; as seen in step two. Following this nucleophilic attack, a protonation and de-protonation occurs (which has a net effect of proton transfer) thus leading to the formation of a water molecule on the carbon atom which cleaves off in the hydrolysis in step 3. This hydrolysis results in a delocalisation of positive charge which gives rise to the presence of the three resonance structures portrayed in â€Å"step 4- resonance†. Of these structures, the middle structure where the positive charge is localised onto the carbon atom allows for a de-protonation to occur as the Hydrogen atom donates its electrons to the positive carbon thus neutralising the carbon and forming a double bond. This de-protonation also results in the regeneration of the Sulphuric acid proton which protonated the reactant in step 1 thus establishing Results Week one percentage yield: Mass of reactant: 3g Mass of product obtained: 2.38g RMM reactant: 137 RMM product: 165 Reactant/product moles: 0.022 Theoretical yield= 3.62g % Yield = (Actual yield / theoretical yield) * 100 = 65.75% Week two percentage yield: Mass of reactant: 3g Mass of product obtained: 2.79g RMM reactant: 137 RMM product: 179 Reactant/product moles: 0.022 Theoretical yield= 3.92 % Yield = (Actual yield / theoretical yield) * 100 = 71.18% Melting point: Experimental product 1MP: 85.9-88.4oC Literature product 1MP: 88-90oC Experimental product 2 MP: 83.5-84.1oC Literature product 2 MP: 84oC H NMR 4-amino benzoic acid Benzocaine 13CNMR 4-amino benzoic acid Benzocaine DEPT-135 4-amino benzoic acid Benzocaine Analysis The melting points for both products were average reading from three attempts and are reasonably within the literature range. This can be attributed to accurate measurements, clean utensils (thus avoiding impurities) and sufficient drying. At roughly 66% and 71% the percentage yields for products one and two respectively are reasonably low. This may be due to a number of problems such as, incomplete transfer of reactant into the reaction vessel, not transferring all of the reaction vessel washings for filtering, incorrect filtering technique where some product was allowed to pass through instead of being retained e.g. filtering too fast or incomplete transfer of the product from the filter paper after filtration. With reference to the HNMR tables, I have deduced corresponding H atom based on integration, splitting and chemical shift. The chemical shift of an atom depends on the extent of shielding it has, for example a H atom attached to an Oxygen (e.g. H atom number 6 on 4-amino benzoic acid) has less shielding due to the Oxygen atoms’ electronegativity whereas a H atom attached to a C atom has more shielding as carbon is not electronegative and in the case of H atoms number 2 and 3, they are also surrounded by other atoms which give them some shielding. I found locating H atoms 2 and 3 particularly tricky as their quintet splitting pattern and integration of 3 where very misleading however their chemical shift reaffirmed their identity as it is relatively to the left thus indicating a fair amount of shielding. With reference to the 13CNMR tables I was able to deduce the corresponding Carbon atoms based on two properties, chemical shift and peak height. The chemical shift (in accordance to the level of shielding/position of the C atoms) allowed me to locate peaks for carbonyl carbons (Carbon number 7 in both reactant and product) and more shielded carbon aand the height/integration of the peaks which corresponds to the number hydrogen atoms attached to the C atom in question. With reference to the DEPT-135 tables I was able to distinguish the difference between the C atoms in accordance with the different number of H attached to each C atom. This technique portrays CH and CH3 atoms as positively phased and CH2 atoms negatively phased. For atoms with the same phasing, I used the chemical shift ( as with 13 CNMR ) to distinguish between the C atoms in question. In this esterification, the product was maintained in a pH of 7-8. This was done in order to prevent a nucleophilic attack from hydroxide ions which would hydrolyse the product which and reverse the esterification thus converting the product back into the reactant. Rf values can be used to deduce the polarity of a molecule, where a low Rf value can indicate a polar molecule. This is based on how the molecule interacts with the mobile and stationary phases. For example; a low Rf value is a result of the molecule interacting with the polar stationary phase/silica and not travelling very far up the plate allowing us to deduce that its polar. Based on this theory and the fact that polarity increases with RMM; a larger molecule would be more polar and thus have a lower Rf. I would therefore predict that Isopropyl 4-Aminobenzoate would have a lower Rf value than Benzocaine due to its larger RMM making it more polar than Benzocaine. References UNCP. (2014). CNMR spectroscopy. Available: http://www2.uncp.edu/home/mcclurem/courses/chm550/nmr_lec4.pdf. Last accessed 06/03/2014.Chemspider. (2014).4-Aminobenzoic acid.Available: http://www.chemspider.com/953. Last accessed 06/03/2014. Chemspider. (2014).benzocaine.Available: http://www.chemspider.com/Chemical-Structure.13854242.html?rid=752b9fda-5ccb-49f3-bf93-47ceb79356b4. Last accessed 06/03/2014. Jim Clark. (2002).THE MECHANISM FOR THE ACID CATALYSED HYDROLYSIS OF ESTERS.Available: http://www.chemguide.co.uk/physical/catalysis/hydrolyse.html#top. Last accessed 06/03/2014. Chemspider. (2014).4 aminobenzoic acid.Available: http://www.chemspider.com/953. Last accessed 06/03/2014. Chemspider. (2014).Isopropyl 4-Aminobenzoate.Available: http://www.chemspider.com/Chemical-Structure.78903.html. Last accessed 07/03/2014.

Essay --

Memory in humans is a complex process and is divided into multiple components. Different areas of the brain are responsible for varying functions relating to memory such as short term memory and long term memory, which can further be broken down into subcategories such as emotional and semantic memory. Using fMRI, brain regions that participate in memory can be pinpointed and changes to memory that are resultant of aging or other neurological diseases and the pathology of the underlying brain structures can be detected as well. An example of a study done on memory was performed by Todd and Marois, with a goal of observing the role of the posterior parietal cortex in visual short term memory. To achieve this, seventeen subjects were given a visual delayed match to sample task during which the subjects were first shown a display of one to eight colored discs and after a timed delay had to indicate whether a probe disc matched one of the discs from the initial sample. In addition, to reduce any effects of the subjects using verbal strategies, the subjects had to simultaneously maintain a two digit number across the delay period. The results showed that the accuracy of responses decreased as the number of discs presented at the start of the trial increased. Moreover, it was established that the average visual short term memory capacity was capped at three to four objects. fMRI data was collected and analyzed from three brain regions: the intraparietal sulcus/inferior occipital sulcus (IPS/IOS), the ventral-occi pital cortex (VO) and the anterior cingulate cortex (AC). Activity in the IPS/IOS seemed to increase as the load of the task increased and it was shown that this region was active during maintenance and encoding. On the other h... ...Alzheimer’s, the roles cognitive reserve and compensatory recruitment can be observed. For example, education level and overall intelligence might alleviate some of the cognitive and memory deficits seen with age and disease related brain changes. Compensatory recruitment, such as bilateral activation of frontal regions on a verbal memory task compared to the left-lateralized activation seen with younger adults during the same task, is observed in older adults as well. These articles illustrate the point that there are multiple memory systems with differing functions. Taken together, these findings help explain why patients with brain damage to different regions do not always exhibit the same neurological deficits associated with memory. The use of fMRI has been extremely successful in identifying which brain regions are necessary for the multiple types of memory. Essay -- Memory in humans is a complex process and is divided into multiple components. Different areas of the brain are responsible for varying functions relating to memory such as short term memory and long term memory, which can further be broken down into subcategories such as emotional and semantic memory. Using fMRI, brain regions that participate in memory can be pinpointed and changes to memory that are resultant of aging or other neurological diseases and the pathology of the underlying brain structures can be detected as well. An example of a study done on memory was performed by Todd and Marois, with a goal of observing the role of the posterior parietal cortex in visual short term memory. To achieve this, seventeen subjects were given a visual delayed match to sample task during which the subjects were first shown a display of one to eight colored discs and after a timed delay had to indicate whether a probe disc matched one of the discs from the initial sample. In addition, to reduce any effects of the subjects using verbal strategies, the subjects had to simultaneously maintain a two digit number across the delay period. The results showed that the accuracy of responses decreased as the number of discs presented at the start of the trial increased. Moreover, it was established that the average visual short term memory capacity was capped at three to four objects. fMRI data was collected and analyzed from three brain regions: the intraparietal sulcus/inferior occipital sulcus (IPS/IOS), the ventral-occi pital cortex (VO) and the anterior cingulate cortex (AC). Activity in the IPS/IOS seemed to increase as the load of the task increased and it was shown that this region was active during maintenance and encoding. On the other h... ...Alzheimer’s, the roles cognitive reserve and compensatory recruitment can be observed. For example, education level and overall intelligence might alleviate some of the cognitive and memory deficits seen with age and disease related brain changes. Compensatory recruitment, such as bilateral activation of frontal regions on a verbal memory task compared to the left-lateralized activation seen with younger adults during the same task, is observed in older adults as well. These articles illustrate the point that there are multiple memory systems with differing functions. Taken together, these findings help explain why patients with brain damage to different regions do not always exhibit the same neurological deficits associated with memory. The use of fMRI has been extremely successful in identifying which brain regions are necessary for the multiple types of memory.

Transgender Students and the Learning Process Essay -- Essays Papers

Transgender Students and the Learning Process Introduction Identity is a key factor of an individual in the society. Identity often is skewed despite the rhetorical statement: â€Å"You are who you are.† However, many times a society unconsciously attempts to mold the identities of individuals into homogenous products. The important thing is not to let yourself prejudge individuals or acts of people because this creates an assumption that brings a stigma against the individual. Transgender people face the difficult challenge of being accepted into society because they either do not fit a traditional gender assignment to their sex, or they are not willing to specify a particular gender recognized by society. The court case that I will use to explore transgender identity is Doe v. Yunits. The case of Pat Doe v. John Yunits involves a young, transgender student disciplined by school authorities. The school deems to be an authority on a person’s dress attire while attending school. The court goes through a series of deductio ns testing the freedom of expression, liberty in appearance, and the application of sex-class discrimination. While the ruling of the case brings awareness of the existence of transgendered people, it is stigmatized by a dominant culture whose basis of the legal system protects proscribed gender identities rather than the protection of freedom of choosing multiple identities. Additionally, the court deemed that Pat Doe has a medical condition that requires her to wear women’s garments. The medical condition called Gender Identity Disorder speaks volumes about how society treats unrecognized differences when it comes to diagnosing a gender expression. The information of the court case allows you to get em... ...aggy jeans and a white-beater is day he fails to uphold her true gender identity. Judith Butler in Stein’s article best describes this as â€Å"[D]rawing upon the queer practices of drag, cross-dressing, and butch-femme, she [Butler] develops a conception of gender as performance, and of gender parodies as subversive acts†(Stein 181). My question that comes out of queer analysis and the Doe v. Yunits, Why do people need to perform a gender act? Is it to assert a type of sexuality, sexual orientation, and or rather stereotyped one? Is a transgender person better to perform a gender act that is understood? If the transgender person performs an act contrary to gender they choose, is the person a hypocrite? Is my gender controlling me or I am taking charge of my gender? I hope have attempted to rock your thoughts and perceptions, and perhaps even fuck with your gender.

The Clever and Devious Iago of Othello Essay -- Othello Essays

In Othello, Iago serves as a clever manipulator. He uses his skills on the stupid and naà ¯ve Roderigo to get revenge on Othello. Iago’s main reason for his hatred of Othello is because he is passed over for the lieutenant position given to Michael Cassio. Iago also seems to delight in the manipulation and destruction he is causes. One major way Iago uses his manipulation on Roderigo is by jealousy. At the start of the play, we hear a conversation between Roderigo and Iago. Roderigo is angry because he has been giving money to Iago to help him gain the love of Desdemona, but he learns of Desdemona’s marriage to Othello. Also in Act one Scene one Iago convinces Roderigo to spoil Othello’s marriage by stirring Desdemona’s family against the Moor. At the end of Act one Iago has his first soliloquy. Iago says, â€Å"Thus do I ever make my fool my purse:/ For I mine own gained knowledge should profane/ If I would time expend with such a snipe/ But for my sport and profit† (1.3.384-387). He reveals his plan of cheating Roderigo out of his money and giving him unfulfilled promises. Another exa...

The Arena

The Arena â€Å"We glide through darkness but the early morning kind, darkness about to lift. † It is without discussion an adventure and an experience to have a child. Mostly a feeling of great love follows. But definitely a responsibility and fear follows. The fear of being insufficient and maybe even the fear of endangering what you love the most. This is because our identity changes. In 2008 Martin Golan wrote the short story The Arena. The story is about a father and his son. The father is driving his son to the arena, where he is going on a trip with his lacrosse team by bus.The story circles around the protagonist of the story, who is the father. It is written in his point of view. The story consists of very little dialogue, which only is between him and his son. Mostly the all-knowing reader is confronted with the father’s inner dialogue as if the reader was inside his head. This and the point of view are also shown in the language of the story. It is informal a nd spoken language that is written to look like a dialect: â€Å"I spent many an afternoon at the Arena when my boy was small† (page 2, line 4-5).It has the effect that it easier to see through the father’s eyes and identify with him. This leads to a characterization of the father. Already in the first few lines you sense a strong emotional connection to his son or children in general: â€Å"The Arena somehow manages to be too cold and too hot at the same time, and my afternoons there were equally mixed, the physical discomfort eased by seeing my child dizzy with the boundless delight children take in simple games† (page 2, line 6-8). The father seems fascinated by the childish dewy-eyed way of thinking.But the most significant is that just seeing his own child happy counterbalances his physical discomfort. Now his son is a teenager and he is driving him to the arena at six a. m. on a Saturday morning. â€Å"The early weekend hour, the stillness we alone are he re to break, is like the drive to a hospital for birth, or (I cannot dwell on this) in an ambulance with an injured child† (page 2, line 22-23). Whatever the father thinks of, he always seems to connect it somehow with children – in this case the contrasting joyful and sad stage.The protagonist seems distant and in his thoughts. He is not mentally present in the car. Then he states: â€Å"Before the life I have now I had another life, with a different woman, and we also had a child, a boy named Willie† (page 2, line 37-38). But the boy beside him, the one going to the arena, is his only child. This combined with his fear of dwelling by the thought of an ambulance with an injured child raises the suspicion that Willie is dead. This suspension is slowly confirmed but mostly indirectly.The suspension evolves as the father thinks: â€Å"We attended a group for parents of children who died in preventable accidents, and everyone tried to be helpful† (page 4, lin e 122-123). He and his former wife could have prevented the death of their son Willie. It may have been their fault or they could have felt it that way. In a way it is confirmed by the fact that the father and his first wife could not stay together after what happened. â€Å"We had to part after what happened, and it wasn’t from lack of love, I promise you that† (page 3, line 57-58).The relationship was no longer an intimate connection between to people in love, â€Å"†¦ it was as if the he borders between what one expects and what happens, between one person and another, had collapsed† (page 4, line 110-111). After Willie died it was as if the father and the first wife only did what was expected, how a normal happy couple would act. He explains it as if everything they did had quotation marks around like it was acting, just a lie. They were not happy and could not stay together. They had to move on from each other, but he did not.The father has not left th e past in the past. He always dwells at the thoughts of his former life: â€Å"I had missed a turn. I do this a lot. He’s never had a father who isn’t absent-minded, who remembers where to turn on roads he’s travelled a hundred times† (page 3, line 78-79). This also indicates that the father has lived there, a New Jersey suburb, a long time. It is possible he may not even have moved after the divorce. He sometimes wakes up and questions which life he is in – the first life or the second life. You sense a longing for his former life and Willie.His second wife looks like his first wife, so much that even he himself sometimes is in doubt. On the outside his present life seems like just as big a lie as the former. But when the father and his son reach the arena, something is different. His son jumps out of the car and starts playing with his friends. This scene seems to calm the father. â€Å"†¦ It hits me as nothing has since Willie† (page 5, line 144-145). Jumping children having fun, a symbol of life that seems to assure the father that it is okay to let go. He knows he will always worry for his child but that he will stand eside him all his life and help him. The protagonist starts at one point but ends another, which indicates a chronological composition. The structure of the story is atypical. Despite the chronological composition, the story focuses mostly on the past without being flashbacks. It illustrates on of the many contrasts of the story: the past vs. the present. The most significant contrast in the story must however be the one of life and death, closely related to the past/present contrast. The father’s past, his first life, was very emotional. It starts of very happy and crammed with love.But it ends horribly and clearly leaves marks on his mind and soul. These depressing memories are brought with him into his new life that otherwise is filled with life. It is not less filled with love than th e first, but the father’s need to remake his past with a happy ending overshadows the possibilities of real happiness. The contrasts life and death, past and present are in this case deeply connected to the contrast happy vs. depressed. These contrasts show the themes of the story that are self-acknowledgement and the escape from the past.In addition is another important theme the close bond between child and parent. The most important thing in the world for the father is his child. He will protect him no matter what and prevent what happened in the past. The story is more like memoirs than fiction. During the short drive from their home to the arena the reader understand the father’s feelings and thoughts. He describes episodes of his life as different â€Å"arenas† – the most important being Willie. It may be a curious version of Giddens’ theory on creating our identity and arenas.There are many different arenas, where you have to act after which arena it is. You have to learn and create your own identity from the experience you get in these different â€Å"spaces† so you know how to act in the many social arenas we are confronted with. The combination of the title The Arena and the memoir style can have had the intention to force us, the reader, to consider our own identity and how we act in our arenas. It may be Golan’s way of explaining the importance of knowing what to let go and when to move on so that it is possible for us to act in the best possible way in our future arenas.

Kite Runner Assef Analysis Essay

Many believe that there is a part of good and a part of evil in each of us. Hosseini conveys in his novel â€Å"the kite runner† that some people have a natural tendency to express their bad side. Assef, one of Hosseini’s charachter symbolizes those people. He carries a kind of madness, and is violent. Hosseini implies that being given a target for hate, and a morality for their actions, in this case religion, those people can become powerful. Assef is an example of how it is possible to reach power and abuse of it by avoiding to deal with justice as he joins a groups of terrorists. He evolves from a child who uses violence to make himself feared, and rule his neighborhood, to a Talibans who can freely and honorably commit crimes in the name of God. This author introduces Assef to the reader when he firsts encounters Amir. Those are Amir’s thoughts at the view of Assef â€Å"Assef crossed his thick arms on his chest, a savage sort of grin on his lips. Not for the first time, it occurred to me that Assef might not be entirely sane.† The reader then directly discovers, from this simple description of Assef’s appearance the type of character he is. He is just passively crossing his arms, but still gives an overall image of a strong, savage, not entirely sane person. The insanity recurs, it is often visible in Assef’s eyes, and the grin is now linked to violence† I will never forget how Assef’s blue eyes glinted with a light not entirely sane and how he grinned, how he grinned, as he pummeled that poor kid unconscious† Amir was marked by the time he saw Assef beating up a little kid. Assef is a bully that takes pleasure in hurting other kids. At this point, he is a child and violence is like a game that let’s him express his madness. Other kids are scared by his attitude, no one dears to contradict him. This is one of Amir’s thought about one of Assef’ â€Å"friend†, right before the rape of Hassan. â€Å"He wasn’t afraid of Hassan, not really. He was afraid because he had no idea what Assef had in mind† Assef is not even understood by his followers, no one knows what’s in his mind. They apprehend his ideas, and fear them which gives an idea of how deranged he is. In fact Hassan refuses to give the kite to Assef, and Assef is then about to rape him when he declares: â€Å"I’ll let you keep the kite Hazara. I’ll let you keep it so it will always remind you of what i’m about to do† This is a significant quote. Assef shows his cruelty by intending to hurt deeply, and leave a reminder of the pain. It also foreshadows all the horrors he is going to cause because his madness his going to last. Assef’ is seen differently by other adults, those don’t fear him, because his real personality is hidden from them. Hosseini uses the parents as a symbol for control, and justice. Assef therefore bypasses justice, he is still controlled as he has to hide his madness. â€Å"On the surface, he was the embodiment of every parent’s dream, a strong, tall, well-dressed and well-mannered boy with talent and striking looks, not to mention to wit joke with an adult. But to me, his eyes betrayed him. When i looked into them, the facade faltered, revealed a glimpse of the madness hiding behind them.† The author personificaties Assef’s eyes who â€Å"betrayed† him by revealing his madness. The Betrayal has a religious connotation, to the evil. As if he was hiding behind the appearance of an attractive boy. The author enlarge Assef’s dangerousness. In contrast with the other parents, his genitors know his real nature and in fact are frightened. â€Å"†¦I wondered if maybe, on some level, their son frightened them.† They should be giving him a education to make him become good, instead they are powerless. He in fact has the power over them. At Amir’s birthday party, he comes with them â€Å"He led them toward us, like he had brought them here. Like he was the parent, and they his children.† His leadership is broadened to his genitors who should be superior. This comparison, shows that his parent’s don’t have authority or control over him. but it is the first sign that Assef will be out of control. Assef went to prison at some point. There, he was mistreated in the same way as he used to mistreat others. He was put in a position of powerlessness â€Å"What could i do?† a guard came to violently persecute him, and as he kicked him. â€Å"He kicked me on the left kidney and the stoned passed. Just like that! Oh, the relief!† But Assef, who is a mad character, feels this relief as a redemption, and connects it to God, while it in fact could have been a biological reaction. † †¦ Suddenly i knew that had been a message from God: He was on My side. He wanted me to live for a reason.† This miracle, leads Assef to pretend that he has been granted a mission. â€Å"I’ve been on a mission since.† This mission could also have made him turned into a better man but instead it only made him madder. It gives him a sudden excuse and claims to be doing great acts, even though they are harmful to others. He is therefore truly satisfied with the horrors he accomplishes, because now he has a reason to do them. â€Å"†¦ stood in a roomful of targets, let the bullets fly, free of guilt and remorse, knowing you are virtuous, good, and decent. Knowing you’re doing God’s work.† He even uses the words virtuous, implying that his act have a morality. â€Å"There are bad people in this world, and sometimes bad people stay bad. Sometimes you have to stand up to them.† Amir says this as he is thanking Sohrab for stopping Assef. Assef was in fact stopped by a little kid with his slingshot. The author conveys that sometimes, justice can easily stop evilness. That evil people shouldn’t be supported by religion.