Lab Report Final Draft Essay Example

Lab Report Final Draft Paper The student conducted the experiment given, using safe lab practices, that found the polarity of two separate solvents, and it has been shown through experimental exults that the hypothesis formed in the beginning of this experiment is true. It has been deducted from this experiment that solvents which dissolve, or pick-up, water soluble inks are polar, while solvents that dissolve, or pick-up, non water soluble inks are non-polar. Introduction In order to determine the polarity of two solvents, slime and silly putty, an experiment is being conducted that will provide data to formulate a conclusion on the matter. This lab will answer whether or not the tested solvents are polar or non-polar, as well as whether the inks used are polar or non-polar. Information was given in the beginning of the lab explaining that only polar solvents will dissolve or pick-up polar ink, and only non-polar solvents will dissolve or pick-up non-polar solvents. Chromatography will be used to verify conclusions made on the polarity of the inks. Background The lab provided information as the basis for the experiment. It was provided that polar solvents only pick-up or dissolve polar substances, as well as that monopole solvents only pick-up or dissolve monopole substances. We will write a custom essay sample on Lab Report Final Draft specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Lab Report Final Draft specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Lab Report Final Draft specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Also, in the lab introduction, the information examines covalent and ionic bonds teaching that he polarity characteristics of substances are due to their atomic structure and molecular shape. For example: Water is a polar molecule due to the electrons being shared between the oxygen atom and the two hydrogen atoms. As the electrons are pulled close to the oxygen atom it leaves a slightly positive charge on the outside of the hydrogen atoms, while the other side of the molecule contains a slightly negative charge. The knowledge of the polarity of water is a control within this experiment. Objective Using the knowledge of polar and non-polar molecules, we can observe the heartsickness of the effects of the experiment on the inks, and determine the polarity of the solvents. Hypothesis Knowing the composition of the Slime being mainly water, the slime will dissolve or pick-up the water soluble inks and the silly putty will pick up the non-water soluble inks. Materials and Methods Materials: (1) 250 ml Beaker 5 ml 4% Borax Solution Dry Erase Marker (1) 10 ml Graduated Cylinder (1) 100 ml Graduated Cylinder Filter Paper (Disk) Filter Paper (Square) 0. G Guar Gum Highlighter Permanent Marker 1 Popsicle Stick Silly Putty Ruler Wooden Stir Stick [emailprotected] Roller Pen Distilled Water Newspaper Notebook Paper Scissors Part 1: Making Slime 1. Weigh out 0. 5 g of guar gum into a 250 ml beaker. 2. Measure 50. 0 ml of distilled water into a 100 ml graduated cylinder and pour it into the 250 ml beaker that contains the guar gum. 3. Rapidly stir the mixture with a wooden stir s tick for three minutes, or until the guar gum is dissolved. 4. Measure 4. 00 ml of a 4% Borax solution into a 10 ml graduated cylinder and add it to the guar gum and water. . Stir the solution until it becomes slime. This will take a few minutes. If the slime remains too runny, add an additional 1. Ml of the 4. 0% Borax solution and continue to stir until the slime is the slightly runny or gooey. 6. Once you are satisfied with the slime, pour it into your hands. Be sure not to drop any of it on to the floor. 7. Manipulate the slime in your hands. Write down observations made about how slime pours, stretches, breaks, etc. In Part 1 of the Data section. CAUTION: Slime is slippery and if dropped it can make the work area slick. . Place the slime back into the beaker and WASH YOUR HANDS. Part 2: Slime and Putty Ink Tests 1 . On a piece of notebook paper make one 20 25 mm long mark of each of the inks you are testing (permanent marker, highlighter, Dry Erase, and [emailprotected] Roller Pen). Space the marks at least one inch apart. Use a pencil to label each mark with its description. A. Water soluble inks include those in highlighters and certain pens. B. Water insoluble inks include those in a permanent pen/markers, newsprint, and a dry-erase markers. 2. While the inks are drying, select a passage or a picture in the newspaper to test with the slime. 3. Develop a hypothesis stating whether or not you believe the slime produced in Part 1 will pick up newsprint ink. Record this hypothesis in the Post-Lab Questions section. Then, break off a small piece of slime that is 3 5 CM in diameter. Gently place this piece on top of the newspaper print, then carefully pick it up again. 4. Observe and record in Table 1 whether or not the ink was picked up onto the slime. 5. Break off another small piece of slime. Once the inks from Step 1 have dried gently place the slime on top of the first spot on the notebook paper, then carefully pick it up. Repeat this for each of the inks. Observe and record which inks were picked up (dissolved) by the slime in Table 1. 6. Repeat this ink testing two more times for accuracy. 7. Hypothesize which inks the silly putty will pick up in the Part 2 of the Data section. Then, perform the ink tests with the Silly [emailprotected] according to the procedure outlined in Steps 5 6. Part 3: Chromatography of Ink Samples 1. Use a pencil or scissors to poke a small hole in the center off piece of filter paper (see Figure 7). 2. Spot the filter paper evenly spaced approximately 2 CM from the small hole with the two insoluble inks and the two soluble inks that were used in Part 2, Step 1. 3. Obtain a h piece of filter paper. Fold the paper in half several times so that it makes a narrow wick. . Insert the wick into the hole of the spotted paper so that it is above the top of the filter paper by approximately 2 CM. 5. Fill a 250 ml beaker 3/4 full with water. 6. Set the filter paper on top of the beaker so that the bottom of the wick is in the water. The paper should hang over the edge of the beaker with the spotted side up. 7. Allow water to travel until it is approximately 1 CM from the edge of the filter paper. Remove the filter paper from the beaker. 8. Observe which inks moved from where they were originally spotted. Record your observations in Part 3 of the Data section. In the experiment, we were given the above instructions on how to create slime. Silly putty was provided in the lab kit. A 25 CM mark was made on notebook paper using four types of ink: highlighter ink, nun-ball roller pen ink, permanent sharpie ink, and dry erase marker ink. There was also a newspaper clip used to test the solvents on the newspaper ink as well forming the total of 5 experimental groups. The inks are the dependent variables in this experiment. The solvents were then placed on each of the five inks, three times each, to see if they picked-up or dissolved the inks. The solvents are the independent variables n this experiment. The result of whether the solvent picked or dissolved the ink was recorded. After completing this part of the test, filter paper was placed on top of a beaker filled % full with water, with a wick placed through the filter paper into the water. Dots of the four individual inks were placed on the filter paper. The reactions of the inks, as the water traveled up the wick into the filter paper were recorded. The experiment can be explored further in the above experiment procedural steps. Results, Data, and Observation Table 1: Results of Ink Testing for Silly [emailprotected] Name of Ink Picked up (dissolved) Did not pick up Trial 1 Trial 2 Trial 3 Newsprint Table 1: Results of Ink Testing for Slime x The above graph illustrates the findings in the experiment. The silly putty picked-up, or dissolved, both the dry erase marker ink, and the newspaper ink. The slime picked-up, or dissolved, the highlighter and unable roller pen ink. Neither the silly putty, nor the slime, picked-up or dissolved the permanent marker ink. When the ink was placed on the filter paper and water was placed in the beaker as the solvent, the highlighter and the roller pen ink were both dissolved and pulled toward the wick. The permanent marker and the dry erase marker both ere unaffected by the water. Discussion, Data Interpretation, and Experimental Conclusions Seeing the results in the tables above shows the polarity of both the inks and the solvents used. Water is a polar molecule which supports the results of the chromatography as well. The information of the water solubility of the inks used was given in the beginning of this experiment, and the information was verified by the chromatography, which showed the inks that dissolved in water. Both the highlighter and the roller pen were soluble inks. Knowing this, and in knowing the properties of water, means they are, in fact polar. After seeing the slime dissolve and pick-up traces of both of these inks, it can be concluded that the slime is polar as well. The newspaper ink, permanent marker, and dry erase marker were insoluble inks. The newspaper ink was not verified by chromatography, however, both the permanent marker ink, and the dry erase marker were; they did not move across the filter paper when water was added. In seeing that the silly putty picked up the dry erase marker ink, and the newspaper ink, it can be concluded that the silly putty is a non-polar solvent. Error was found in my experiment in seeing that the non-polar solvent did not solve or pick-up the permanent marker.

1984 Essays - Fiction, Literature, Nineteen Eighty-Four, Politics

1984 Essays - Fiction, Literature, Nineteen Eighty-Four, Politics 1984 Nineteen Eighty-Four is a compelling novel, written in the period just after W.W.II. It details the life of one man, Winston Smith, and his struggles with an undoubtedly fascist government. The book is set approximately in the year 1984, in which Winston's society is ruled by a governing force known as The Party. At the head of this government is a fictional figure known as Big Brother, to whom all citizens must love and respect. In this society, privacy and freedom do not exist. People are constantly monitored by telescreens, and subjected to a constant barrage of propaganda. Any devious thought or action is dealt with by cruel and deadly punishment. Winston is a worker in one of the government agencies. His job: to rewrite the past so that The Party, specifically Big Brother, appears to be omnipotent. From as long as he can remember, he has despised The Party and what it stood for, although he doesn't reveal his true feelings to anyone around him. When Winston begins a torrid love affair with one of the young women in his agency named Julia, he finds someone else who shares in his beliefs. The two have several meetings throughout the book, in which they discuss their hatred for the government. They join a secret alliance called The Brotherhood, who's specific purpose is the end of The Party. Through the literature of The Brotherhood, they learn about the inner workings of The Party and how it accomplishes its stronghold on the people. The world as Winston knows it comes crashing down when he and Julia are arrested by the thought police, a faction of the government which deals with those who do not agree and abide by the ways of The Party. They are taken to a prison unlike any other. Winston is constantly tortured and beaten, until he confesses to crimes which he didn't commit or never even happened. If the party just killed Winston right away, they might run the risk of making a martyr out of him. Instead they re-educate him with the morals of The Party, using such techniques as pain, starvation, and using Winston's greatest fear against him. Once re- educated, he is introduced back into society. But he is not the same person, just a hollow shell. Winston had once said in the novel that if he could die hating Big Brother, then he would have won. But when Winston is finally killed, the only thing he can think is that he loves Big Brother. As this book was written just after the reign of Hitler in W.W.II, one can easily guess where Orwell got the basis for it. The world was in a general state of disbelief and panic after the atrocities that Hitler had committed. It was hoped that nothing like this would ever happen again. Nineteen Eighty- Four is a good reason why. The novel shows what could have happened if Hitler was able to continue upon his quest for power. The novel can also apply to the present era, as the novel was actually set in more modern times. Not only does the novel apply to Hitler's way of thinking, but also to Stalin. Even though both are at opposite sides of the political spectrum, they both established totalitarian governments. The Party also ran a totalitarian government but on a much larger scale. A large part of the novel deals with the relationship between The Party and society. Many of the techniques used by The Party are similar to those used by Hitler or any controlling government for that matter. One of these ways is by propaganda. With telescreens in everyone's homes, it was very easy to broadcast the views and beliefs of The Party. Also, as this was the only form of broadcasted media, the government could easily control what the people watched and listened to. Another form of propaganda was by means of posters and slogans. In this society it was impossible to go anywhere without seeing a poster of Big Brother and reading slogans such as BIG BROTHER IS WATCHING YOU and War is Peace...Freedom is Slavery...Ignorance is Strength. Hitler was a big fan of propaganda and used it a great deal. Also, The Party controlled all written media, and therefore could write and re-write anything it chooses to. During his reign, Hitler realized that he needed to get younger people involved in

Organized Crime Essay Example | Topics and Well Written Essays - 500 words - 1

Organized Crime - Essay Example Stefano’s leadership of the group collapsed in 1969 because of divided loyalties and in 1974; Stefano died of a heart attack (Kilpinen). This crime organization still operates actively in some parts of New York. Its membership has significantly decreased throughout the years; nevertheless, it is still a major crime organization. In order to investigate this crime organization, I would prosecute the members of the organization under the provisions of the 1970 Organized Crime Control Act, where Title IX is specified as RICO or Racketeer Influenced and Corrupt Organization. RICO specifies various criminal activities in relation to organized crime which are punishable by the law. Activities include bribery, extortion, and murder (O’Connor, 2009). This law also decreased the minimum qualifications of conspiracy, enabling the prosecution of organized criminals even without meeting the strict qualifications of conspiracy. I would also prosecute them under RICO which would allow law enforcement officials to seize the assets, proceeds, and instrumentalities of their criminal activities (O’Connor, 2009). I would offer deals to the younger members of the organization for them to turn states’ witness and testify against the organization. I believe that these younger generations would be easier to c onvince than their older counterparts. Most of them are reluctant to face prison sentences as members of the organization and would prefer to get their lives out of the control of the organization (O’Connor, 2009). In the process of investigating the Buffalo Family, I would also call on the assistance of the Organized Crime Council who shall ask the assistance of other federal agencies like the FBI, DEA, ATF, ICE, IRS, Postal Security, Department of Labor, Diplomatic Security, and the Office of the Inspector General (Finklea, 2010). With all these agencies involved in the process of investigating the Buffalo Family, I would

The Negative Effect Of Middle Name Atsitso Essay

The Negative Effect Of Middle Name Atsitso - Essay Example These myths have made it worse for me especially in an effort to accept that name as my own. This name has really had negative implications in my life. As seen in the research conducted by Crook, it is in the shrines that bodies are laid and at times the reasons behind the deaths are very unclear (67). The author gives a good example of the ones at Bardney that were laid in a shrine (Crook 67). This explains the mysteries that lie in the shrines as the author claims that the ones at Bardney were indeed unclear. Relating this to my name meaning a shrine, I do not like this aspect at all. Persons may relate to the cultic features of the shrine to my name as well as my personality which does not sound good to me at all. In the work as well, Crook is of the thought that shrines are constructed using the remains of materials that were used to put up other buildings (104). A good example is that of Eadwig’s time when shrines were rebuilt using the old front and back plates (Crook 104). In the event that I relate this fact to my life, I strongly feel that I do not want anyone to call me by that name Atsitso ever again. In my opinion, I relate the construction of the shrines as an afterthought of other constructions. I do not believe I am a product of an afterthought. This hurts my self-esteem a great deal; that is why I forbid people to ever call me using that name. In shrines, dead bodies are laid to rest. Even after burials, some bodies are normally raised from the ground and laid to rest in the shrines. Crook gives an example of Aldhelm who was exhumed and laid to rest in a shrine (104). Who would want a name that relates to shrines and a place for dead bodies? This explains why I renounce my name that has a lot to do with ones and dead bodies. At times people ridicule me because of the same. At times people ridicule me because of the same. As the days pass, my personality is greatly affected and will continually ask people to never call me by that name.

Experimental economic summary paper Essay Example | Topics and Well Written Essays - 500 words

Experimental economic summary paper - Essay Example 25 per cent of the non-economists called â€Å"all of the endowment† as fair investment whereas 75 per cent of them considered it to be â€Å"half or more† of the donation. The behavior of economics students was significantly different. To public account, they offered no more than 20 per cent of the donation. All non-economists said that they valued â€Å"fairness† in deciding about the investment whereas most of the economics students did not know what â€Å"fairness† is. Likewise, Carter and Irons (1991) who compared the behavior of economists and non-economists using an ultimatum bargaining game, found economists to be more complying with the characteristics of the self-interest model in the roles of both the allocator and the receiver than their non-economics counterparts. The charitable giving survey and results of the prisoner’s dilemma also supported the opinion that the likelihood of free riding is more profound in economists than non-econom ists.

The effects of homelessness: Literature and research

The effects of homelessness: Literature and research Mini Paper #1:Intervention Research with the Homeless Introduction The effects of homelessness as a social condition are both wide reaching, and difficult to grasp in its scope. It is a circumstance of varying severity, which people may move through for different lengths of time and for different reasons, making it challenging to establish an accurate breadth of its range (Biswas-Diener Diener, 2006; Parsell, 2011). Link and colleagues (1994) have estimated that 14% of the United States may experience homelessness at some point in their life. According to The US Department of Housing and Urban Development (2011) there may be as many as 400,000 homeless individuals in the United States on a given day, and that 1,500,000 people may experience homelessness within the span of a year (HUD, 2011). A person’s familiarity with the homeless condition will vary depending on whether they experience it chronically, temporarily, or periodically (Rivlin, 1990). People may experience homelessness as a result of unemployment, natural or human-constructed ad versity, mental illness, or a combination of factors (Hagen, 1987). The influences that contribute to the condition of homelessness may also play a hand in the progression and outcome of the person experiencing it, be it mental health or substance abuse issues, personal crisis, or systemic pitfalls (Chamberlain Johnson, 2013). As a result of the potential reasons someone may enter homelessness, the rates and demographics of the homeless population vary among regions of the United States (HRI, 2012), and fluctuate in time. From the period of 2009 to 2012, homelessness as a whole decreased by 1% despite the conditions of the economic downturn, while the number of people who would have been homeless but instead doubled up with friends or family increased by 13% during this same time period (HRI, 2012). Predictors – risk problem While any number of circumstances may contribute to the condition of homelessness, The Homeless Research Institute (2012) has identified four population groups who are at an increased risk of entering homelessness; people living with family and friends for economic reasons, prisoners who have been recently released, people aging out of foster care, and the medically uninsured. At its core, whether or not someone will enter or exit the condition of homelessness is influenced by a person’s income, their access to supports and social service resources, and the cost of available housing. As a result, other socioeconomic conditions associated with marginalization can increase a person’s risk of entering homelessness, such as unemployment or mental illness, and the condition of homelessness itself may even serve to fortify these things (Goodman, Saxe, Harvey, 1991; Thoits, 1982). Knowledge base/theoretical explanations No clear theory explains the phenomenon of chronic homelessness better or more appropriately than another, although the perspective adopted will affect the explanations and constructs that are accounted and controlled for within research. For example, the social estrangement model posits that upon entering homelessness people experience a general sense of alienation and proceed to adapt to a lifestyle that reinforces this estrangement (Grigsby, Baumann, Gregorich Roberts-Gray, 1990). The concept of estrangement has been adapted into a measured scale, and this model has been used in research to examine the reintroduction of employment into the lives of the homeless as a potential intervention to decrease one’s sense of estrangement and reintegrate back into society (Ferguson et al., 2012). Social constructionism has been used to explain homelessness as an artificial construct that is used to describe an extreme form of poverty that actually exists on a spectrum, and is not the binary distinction that is used to give a blanket idea to what actually amounts to a diverse range of experiences within the homeless population (Tosi, 2010). This idea has led to research and programs that operate with a continuum definition of homelessness (Anderson, Tulloch, 2000). Social alienation theory has also been tested in the form of measuring the change of social support network of homeless adults across time spent homeless (Eyrich, Pollio North, 2003). Key research questions/intervention proposals Because of the variety of factors that may exacerbate or contribute to homelessness, there are consequently any number of potential interventions and areas of concern to address. Researchers have found it useful to distinguish among cultural or demographic subgroups within the homeless population to address the concerns that appear to be more pertinent to a given subgroup (Aubry et al., 2012). Such distinctions may seek to reduce destructive behaviors or victimization associated with the homeless lifestyle itself (Justus, Burling Weingardt, 2006). From a broader perspective, investigators may attempt to identify how the homeless will best establish and maintain long-term housing (Groton, 2013), as well as how to maximize retention and participation of services for the homeless in general (Padgett et al., 2008). Intervention research that concerns itself with the homeless population must make educated assumptions about the most salient issues worth addressing, the causes of those issues that may be controlled, and the types of outcomes that should be attained. Meaningful intervention research should attempt to identify questions that address the preventative conditions of homelessness, the exacerbating conditions that may prolong someone’s experience with it, and the opportunities available to exit it. Social networks play an important role in people’s lives, and the homeless are no exception. Some forms of social support may serve to normalize the homeless experience (Auerswald and Eyre, 2002), while others may offer support for exiting homelessness (Zlotnick, Tam, Robertson, 2003). An appropriate research question in this area would ask; what are the characteristics of social networks that serve to contribute to a person’s successful attempts to exit homelessness? An intervention program that would attempt to capitalize on known social support networks that reinforce a person’s decision to exit homelessness could be as simple as incorporating a series of questions into existing outreach programs that are designed to identify such relationships. Once these relationships are identified, practitioners could be instructed to attempt outreach with these social network members to include them in their work with their clients. One of the issues associated with homeless encampments is their proximity to necessary services (Chamard, 2010), of these healthcare access may be included. To build off of research which has identified that demographics as well as distinct lifestyles among the homeless may mean the difference between healthcare access or not (Nakonezny Ojeda, 2005), a further relevant research question may ask how can people living in homeless encampments attain more consistent and accessible healthcare? Intervention work in this vein could seek to implement medical outreach programs in areas known to have higher concentrations of homeless encampments, identify how medical conditions are impacted as a result, and further modify outreach techniques depending on the results. Homeless youth have been shown to have increased rates of victimization relative to their housed counterparts (Tyler, Gervais Davidson, 2013; Tyler Melander, 2012), and that victimization is associated with higher rates of substance use (Bender et al., 2012). Potential interventions in this area could include fusing a program designed to address substance use among homeless youth with training staff to have heightened awareness of who may be at risk for increased victimization, and address individual cases as needed. The potential for intervention research within the homeless population is plentiful. References Anderson, I., Tulloch, D. (2000). Pathways through homelessness: A review of the research evidence. Edinburgh: Scottish Homes. Aubry, T., Klodawsky, F., Coulombe, D. (2012). Comparing the housing trajectories of different classes within a diverse homeless population. American Journal Of Community Psychology, 49(1-2), 142-155. Auerswald, C. L., Eyre, S. L. (2002). Youth homelessness in San Francisco: A life cycle approach. Social Science Medicine, 54(10), 1497-1512. Bender, K., Thompson, S. J., Ferguson, K., Komlo, C., Taylor, C., Yoder, J. (2012). Substance use and victimization: Street-involved youths perspectives and service implications. Children And Youth Services Review, 34(12), 2392-2399. Biswas-Diener, R., Diener, E. D. (2006). The Subjective Well-Being of the Homeless, and Lessons for Happiness. Social Indicators Research, 76(2), 185-205. Chamard, S., United States, Center for Problem-Oriented Policing. (2010). Homeless encampments. Washington, DC: U.S. Dept. of Justice, Office of Community Oriented Policing Services. Chamberlain, C., Johnson, G. (2013). Pathways into adult homelessness. Journal Of Sociology, 49(1), 60-77. Eyrich, K. M., Pollio, D. E., North, C. S. (2003). An exploration of alienation and replacement theories of social support in homelessness. Social Work Research, 27(4), 222-231. Ferguson, K. M., Bender, K., Thompson, S. J., Maccio, E. M., Pollio, D. (2012). Employment status and income generation among homeless young adults: Results from a five-city, mixed-methods study. Youth Society, 44(3), 385-407. Goodman, L. A., Saxe, L., Harvey, M. (1991). Homelessness as psychological trauma: Broadening perspectives. American Psychologist, 46(11), 1219-1225. Grigsby, C., Baumann, D., Gregorich, S. E., Roberts-Gray, C. (1990). Disaffiliation to Entrenchment: A model for understanding homelessness. Journal of Social Issues, 46(4), 141-156. Groton, D. (2013). Are housing first programs effective? A research note. Journal of Sociology And Social Welfare, 40(1), 51-63. Hagen, J. L. (1987). The heterogeneity of homelessness. Social Casework, 68(8), 451-457. The Homelessness Research Institute (HRI). (January, 2012). The State of Homelessness in America, 2012. National Alliance to End Homelessness. Retrieved from: http://lhc.la.gov/downloads/esg/TheState_of_Homelessness_in_America2012.pdf Justus, A. N., Burling, T. A., Weingardt, K. R. (2006). Client Predictors of Treatment Retention and Completion in a Program for Homeless Veterans. Substance Use Misuse, 41(5), 751-762. Link, B.G., Susser, E., Stueve, A., Phelan, J., Moore, R.E., Struening, E. (1994). Lifetime and five-year prevalence of homelessness in the United States. American Journal of Public Health, 84(12), 1907–1912. Nakonezny, P.A., Ojeda, M. (2005). Health Services Utilization Between Older and Younger Homeless Adults. The Gerontologist, 45(2), 249-254. Padgett, D. K., Henwood, B., Abrams, C., Davis, A. (2008). Engagement and retention in services among formerly homeless adults with co-occurring mental illness and substance abuse: Voices from the margins. Psychiatric Rehabilitation Journal, 31(3), 226-233. Parsell, C. (2011). Homeless identities: Enacted and ascribed. British Journal Of Sociology, 62(3), 442-461. Rivlin, L. G. (1990). The significance of home and homelessness. Marriage Family Review, 15(1-2), 39-56. Thoits, P. A. (1982). Life stress, social support, and psychological vulnerability: Epidemiological considerations. Journal of Community Psychology, 10(4), 341-362. Tosi, A. (2010). Coping with Diversity. Reflections on Homelessness in Research in Europe. OSullivan, Eoin/Busch-Geertsema, Volker/Quilgars, Deborah/Pleace, Nicholas (Hg.): Homelessness Research in Europe. Brà ¼ssel, 221-236. Tyler, K. A., Gervais, S. J., Davidson, M. (2013). The relationship between victimization and substance use among homeless and runaway female adolescents. Journal Of Interpersonal Violence, 28(3), 474-493. Tyler, K. A., Melander, L. A. (2012). Poor parenting and antisocial behavior among homeless young adults: Links to dating violence perpetration and victimization. Journal Of Interpersonal Violence, 27(7), 1357-1373. US Department of Housing and Urban Development (HUD). (2011). The 2010 Annual Homeless Assessment Report to Congress. Washington, DC. (2010 AHAR). Zlotnick, C., Tam, T., Robertson, M. J. (2003). Disaffiliation, substance use, and exiting homelessness. Substance Use Misuse, 38(3-6), 577-599. 1

The Importance of Memory Essay -- Personal Narrative Writing

The Importance of Memory I remember lying in my bed one night when I was six years old, staring at the ceiling in the darkness, covers pulled up to my chin, thinking, â€Å"Someday, I’ll wake up and I’ll be twenty years old. And someday I’ll wake up and be forty. What will I look like? What will I be doing? Will I be happy? Will I remember what it was like to be six?† Memory has always been a concern of mine – mainly, is mine deficient somehow? Everyone else seems able to remember the minutiae of their childhoods, while mine seems mostly fuzzy at best. Sometimes I’ll get little snatches of an image or a feeling, summoned by something I’ve seen or smelled or heard, or sometimes a memory will just float to the surface, unasked for. And other times, I’ll consciously try to conjure up a particular scene or moment, but my efforts are unsuccessful more often than not. I’m twenty-one. I’m probably a foot and a half taller and twice as heavy as my six-year-old self. I’m in school, reading and writing a lot, trying to figure out my life, wondering (still) what forty will be like. Sometimes I’m happy, sometimes I’m not. I aim for contentment now, mostly. This is what I remember. I’m in first grade. My teacher is Ms. Schultz. She would make the perfect grandmother: a bit chubby, short silvery-blonde hair, smiling blue eyes that crinkle in the corners, and a wardrobe consisting primarily of pink and purple sweatshirts, all cute-fluffy-animal-themed. Her face is so soft-looking I want to reach up and touch it. She likes blue eyeshadow. I’m good at first grade. The other kids like my drawings. I know not to color the sky as a one-inch blue strip at the top of my paper. I like drawing horses and unicorns and Pegas... ... and whites. I race raindrops as we coast along the highway. I guess I remember more than I thought. People tell me it’s a terrible tendency I have sometimes of focusing on the past. They say, â€Å"You should live in the now.† They insist, â€Å"You should enjoy the present.† I feel guilty at first, but I smile to see through the eyes of a six-year-old again. The guilt slides away easily because I know not to let a cloud of memories obscure the present, to freight the moment with past regrets. Instead, I use my memories to elevate my experiences now, to see everything around me with greater clarity. The past gives every moment a little more meaning. To me, it seems critical to know where and whence I came from, how I came to be like this, to think the way I do or act the way I do. Memory offers a claim of permanence, a means of positioning myself in time and in space.