What is Resistance Essay Example

What is Resistance Essay Technically, resistance is defined as the ability of a substance to prevent or resist the flow of electrical current.Electricity is conducted through a conductor, in this case nichrome wire, by means of free electrons. The number of free electrons depends on the material and freer electrons results in a better conductor. For example, a piece of metal such as gold would have more free electrons as the atoms do not hold on to their electrons very well in comparison to another conductor such as plastic which has less free electrons therefore, making it a worse conductor of electricity due to the higher level of resistance. The free electrons are given energy and as a result move and collide with neighboring free electrons. This happens across the length of the wire and thus electricity is conducted.The smaller the cross-sectional area of the nichrome wire is e.g. 20swg, the fewer channels of electrons in the wire for current to flow and as a result of this the resistance will be high bu t having a lower area of wire leaves it more susceptible to a heating effect. However, when the cross -sectional area increases to a value of 36swg for example the resistance will decrease as there are more channels of electrons in the wire (This can be seen in the following diagrams; figure 1 and figure 2).Factors Which Affect the Resistance of the Wire?There are various factors which affect resistance of a wire, three of them being the material of the wire e.g. Nichrome or Gold, the cross-sectional area of the wire, the length of the wire and the temperature of the wire.1Below, you can see the effects these factors have upon the relationship between the resistance of a wire and its length:- The length of the wire: if a wire is longer, the moving electrons have further to go, so there is a higher chance of an electron colliding with an atom. Thus, increasing the resistance in the wire.- The cross-sectional area of the wire: the moving electrons in a current are spread out over a gr eater area. There results in a lower chance of an electron colliding with an atom, so more current can flow. Increasing the cross-sectional area of a wire decreases its resistance, this can be seen by figures 1 and 2.- The temperature of the wire: if the wires temperature increases, its atoms vibrate more, each one moving around a fixed centre. There is more chance of electrons colliding with the vibrating atoms, so less current can flow. An increase in temperature increases the resistance of a wire.Ohms LawResistance is measured in ohms. One ohm is represented with the symbol: ?The greater the number of ohms, the greater the resistance present in a wire.The image on the right shows the relationship between voltage, current and resistance. It can also be understood through the following equation; voltage = current * resistanceV = I * ?Relationship between current and voltage when a resistor follows Ohms LawThe current flowing through a resistor at a constant temperature is directly proportional to the voltage across the resistor. Following those guide lines we can come to believe that if you double the voltage, the current also doubles. This is called Ohms Law. Figure 5 (left) shows what happens to the current and voltage when a resistor follows Ohms Law.Relationship between current and voltage when a filament lamp is present in a circuitA filament lamp is a typically bulb found in many circuits. This contains a filament (typically tungsten) which heats up when an electric current flows through it and creates light. This can be seen by figure 7.The filament lamp doesnt follow Ohms law. The resistance of the lamp increases whilst the temperature of it increases and, due to this the current flowing through the filament is not directly proportionate to the voltage across it. Figure 6 shows the graph which conveys the relationship between the current and voltage for a filament lamp.VariablesDuring this experiment, our independent variable (which will be changed) i s the length of nichrome wire.In order to collect our results, we will measure the voltage (dependant variable) passed through a current of 0.5A whilst varying the length at which the electricity is transmitted through the wire. From this we will compare the relationship between the length of the wire and its resistance.In addition to this, several variables must be controlled during the experiment. Essentially, this focuses on ensuring that the flow of energy throughout the current remains the same in each test, ensuring that the same current is emitted for every test. The following table (table 1) explains this.Control VariableWhy must it be controlled?How will it be controlled?MaterialWe must use the same material due to the fact that various materials have different resistances. If I were to use a material with a high resistance then, one with a low resistance my results would become un-reliable.I will use a 26SWG Nichrome Wire (See justification in pre-tests section.) It will b e attached to a 1 metre ruler.TemperatureThe variable power-pack will be turned off after each recording has been made (refer to method), this will allow the wire to cool down so it will not affect my data.Cross-Sectional AreaAs previously mentioned in the background (with figures 1 ; 2) varying the cross sectional area of the wire (thickness) will affect the resistance and make the data collected less reliable.From the pre-tests and the fact that we did not have enough resources to vary the gauge of wire we will be keeping the Nichrome wire at 26SWGs.Current (0.5A)The current causes the wire to increase in temperature. Keeping the current low at 0.5A lowers the heating affect and ensures the resistance of the wire will not be affected. This will increase the reliability of my results.Through the use of a variable power-pack we can adjust the input of volts and maintain a constant current of 0.5 Amps for each test.Straightness of WireThe straightness of the wire affects the length o f it. If a wire with a crocodile clip on it is connected at 20cm and the wire bends, the length and resistance of the wire changes. Therefore, we must keep the wire as straight as possible, that is why we are using a ruler and some sellotape.The wire chosen (26swg) can be easily straightened along a 1 metre ruler. For that reason, we will place the wire along the ruler and connect it to either end with the use of sellotape. This will lower the chance of the resistance being affected and thus, increasing the reliability of our results.EquipmentEquipment NameJustification for useDiagramVariable Power-Pack (0-12V)The use of a variable power pack allowed me or any member of my group to manually adjust the voltage input through the circuit in order to control and manipulate the number of amps being transmitted in our circuit, in our case it allowed us to keep the number of amps to 0.5 in order to make our experiment reproducible.Digital AmmeterUsing a digital ammeter allowed for much mor e precise readings of the amps present in the electric current with only a +/- 0.1 area for mistake in comparison to the traditional ammeter which has an area for error of +/- 0.5 as it requires the use of the naked-eye to record the readings. For that reason the digital ammeter was used in the experiment.Digital Volt MeterDigital voltmeters give a numerical display of voltage to 2 decimal places by use of an analog to digital converter, which lowers the margin of error to +/- 0.1 whereas, an analog voltmeter moves a pointer across a scale in proportion to the voltage of the circuit. This requires the use of the naked-eye and increases the margin of error to +/- 0.5. For that reason the digital volt meter was used in the experiment.100cm Ruler with wire onThe range of the length of wire was 25-95cm, the use of a 100cm ruler allowed us to easily place the wire straightly upon it and easily record the measurement of length in comparison to laying down four 30cm rulers which would have increased the error of margin in the reading of various lengths such as 35cm or 75cm.26swg Nichrome WireFrom the pre-tests we found that this wire could be easily straightened along the 1 meter ruler whereas the 36swg piece of wire could not which meant the resistance was not affected as there were next to no bends in the wire. Also, it was not as susceptible to heat as the 20swg wire which when heated would have caused the resistance to increase due to the more energy in the circuit, which would have increased the chances of collisions between free electrons and atoms.2 x Crocodile ClipsCrocodile clips allow us to connect the wires to the circuit (creating a complete circuit) in a safe manner which lowers the risk to the people involved in the experiment.4 x WiresUsing these in our experiment is essential. These allow us to connect each piece of equipment together for example; the voltmeter to thee variable power-pack.Method1. Clear your workspace, this will make your working area safe for you and your class mates and ensure that there are no accidents.A) Place chairs/stools under desks.B) Clear the desks of paper, books, bags etc. and simply have a pen and results table in order to record your results (following the steps below you will find out how to create a suitable results table).2. Gather all the necessary equipment, as previously mentioned. The Equipment is necessary in order to undergo the experiment because if all equipment is not used or set up accordingly then the data will not be reproducible.3. Set the equipment up as shown by the circuit diagram below, following this circuit diagram will increase the similarity to our experiment therefore, increasing the reliability of the results collected.4. Now that the equipment is set up, ensure that the variable power-pack is turned off with the adjustable voltage dial is turned to 0, this is to make sure that the wire does not heat up before acquiring data as the temperature will affect the resistance a s previously mentioned in the Background section of this document.5. Create a results table with the following headings in a similar order. You should also include the suitable range of lengths at which you will be moving your crocodile clips in the appropriate column (wire length(cm)) For this experiment I chose to use the range of lengths; 25cm-95cm.Wire Length (cm)Current (A)Cross Sectional Area (swg)Voltage (V)Resistance (R = V/I)Test 1Test 2Test 3Average6. Place one wire with a crocodile clip on it at one point on the 1 metre ruler, then place the other wire with a crocodile clip connected at another point 25cms apart.7. Turn the variable power-pack on, adjust the voltage dial until the digital ammeter has a constant reading of 0.50A.8. Record the amount of volts as displayed on the digital volt meter on your results table. for example, 1.289. Once recorded, turn the variable power-pack off and wait a reasonable amount of time so that the wire has sufficiently cooled down, this is because if the wire increases in temperature the resistance will be effected as previously mentioned in the Background section. This could result in our results being less reliable and giving me less confidence in my conclusion.10. Then, remove one wire and increase the length to 35cm. Repeat steps 7-9. Continue to do this until you reach the length 95cm. Once you have recorded the reading for 95cm repeat the above stages 2 more times until you have repeated the range of 25-95cm with 10cm intervals 3 times.11. Now that you have repeated each length 3 times you must work out the average voltage for each length, do to this you simply add all three results together and divide them by 3 (the number of test carried out). For example, I have three results 1.15, 1.17 and 1.12, these add up to make 3.44, then I divide 3.44 by 3 to get a mean average of 1.15.12. With the average, we can calculate the resistance In the circuit. To do this, we must multiply each average voltage by 2, this is because when using the equation for resistance we will get R = V/0.5 which is the equivalent to the average voltage multiplied by 2. Continue to do this for each length until you have done all 8 sets of data.Pre-TestsChange Gauge (SWG) of WireLength of Wire (cm)Cross Sectional Area (SWG)Current (A)Voltage (V)Average (V)Test 1Test 2Test 325160.501.911.911.921.91100160.507.747.767.777.7625200.500.070.070.070.07100200.500.170.170.170.1725260.500.130.140.130.13100260.500.420.420.420.4225360.5011.021.021.02100360.503.693.763.733.73From viewing these results we can interpret the temperatures created when the current of 0.5Amps has been placed through the circuit. For example, when viewing the data for the 16SWG wire we can see that the voltage at 100cm is 7.76V, this high voltage could be due to the low cross sectional area of the wire and because of this the temperature would be much higher in comparison to that of the 26SWG wire which has a voltage of 0.42V at a length of 100cm. Due to the increase in temperature present in the wire the data cannot be counted as reliable as the heat of the wire affects the resistance and therefore, the voltage read by thee voltmeter (for further explanation on resistance and the cross-sectional area of a wire see the Background section).Also, going up a gauge of wire, at 20SWG does not provide reliable results in my opinion. This can be seen with the results at 25cm which has an average voltage of 0.07V and the other at 100cm which has an average voltage of 0.17V. The reading at 100cm was expected to be approximately 0.28V and as you can 0.17V is over 0.1V under the predicted result. This could have occurred for multiple reasons. For example, the wire may not have been straight and due to this the resistance may have been affected thus, resulting in the lower piece of data collected.Finally, from the data gathered and the selection of resources used in this pre-test I can come to the conclusion that carrying out my final exper iment in this manner would not be the best way to collect reproducible data, this is due to multiple reasons; one, there are simply not enough different pieces of wire with varying cross-sectional areas to carry out the experiment to satisfactory standard and two, the increments used are not very good for plotting a graph or conveying accurate results, the increments used in this pre-test were a follows 4, 6, 10. This is not an even increase and would give me less confidence in my results when it came to plotting them on a graph.

Dilution Calculations From Stock Solutions in Chemistry

Dilution Calculations From Stock Solutions in Chemistry If youre working in a chemistry lab, its essential to know how to calculate a dilution. Review Dilution, Concentration, and Stock Solutions A dilution is a solution made by adding more solvent to a more concentrated solution (stock solution), which reduces the concentration of the solute. An example of a dilute solution is tap water, which is mostly water (solvent), with a small amount of dissolved minerals and gasses (solutes). An example of a concentrated solution is 98% sulfuric acid (~18 M). The primary reason you start with a concentrated solution and then dilute it to make a dilution is that its very difficult (sometimes impossible) to accurately measure solute to prepare a dilute solution, so there would be a large degree of error in the concentration value. You use the law of conservation of mass to perform the calculation for the dilution: MdilutionVdilution MstockVstock Dilution Example As an example, say you need to prepare 50 ml of a 1.0 M solution from a 2.0 M stock solution. Your first step is to calculate the volume of stock solution that is required. MdilutionVdilution MstockVstock(1.0 M)(50 ml) (2.0 M)(x ml)x [(1.0 M)(50 ml)]/2.0 Mx 25 ml of stock solution So to make your solution, you pour 25 ml of stock solution into a 50 ml volumetric flask. Dilute with solvent to the 50 ml line. Avoid This Common Dilution Mistake Its a common mistake to add too much solvent when making the dilution. Make sure you pour the concentrated solution into the flask and then dilute it to the volume mark. Do not, for example, mix 250 ml of concentrated solution with 1 L of solvent to make a 1-liter solution!

The Duty to Intervene in Conflicts Around the World Essay

The Duty to Intervene in Conflicts Around the World - Essay Example France, Belgium, the United States, and even the United Nations, did not intervene to stop the slaughter, and instead, they decided to pull out 90% of their peacekeeping soldiers and to evacuate all white people from Rwanda (â€Å"Genocide in Rwanda†; Rwanda Genocide Documentary). Some people believe that the U.S. and other powerful nations do not have a duty to intervene. We have a duty to intervene in conflicts around the world because it is right to do something that should be a universal law and because to do so without expecting anything in return is to treat people as ends in themselves who have moral worth. At the same time, the Universal Declaration of Human Rights declares that member states have a duty to promote universal human rights and freedoms. Moreover, I believe that it is wrong to just leave and look the other way or to not do anything, like what happened to Rwanda, because these are innocent people who are unarmed and who have no one else to protect them, no t even their government, so another government should help them out of their humanity where compassion and goodwill live in. We have a duty to intervene in conflicts around the world because it is right to do something that should be a universal law. Immanuel Kant describes in â€Å"Good Will, Duty, and the Categorical Imperative† what it means do what is good. He offers two categorical imperatives, which are commands that must be done unconditionally. The first categorical imperative is to act according to the maxim that it â€Å"should become a universal law† (152). If nations help other besieged people in other countries, this should be a universal law because it is the act of rationality to help others in dire need. It is wrong then for France, Belgium, the United States, and the United Nations to not extend help to the Tutsis whom they were aware were being systematically slaughtered.  

Nursing staffing ratio policy for the ICU department Assignment

Nursing staffing ratio policy for the ICU department - Assignment Example The policy was first implemented in the California legislature through the passage of the Bill 394. Stakeholders such as the Institute of Medicine, California Hospital Association, California Nurses Association and the Service Employees International Union combined efforts and contributed jointly to development and implementation of the nursing policy. These associations contributed significantly in the policy formation process to address a number of factors. Factors addressed comprised of inadequacy of nurses in hospitals, registration of nurses, poor results from nurses and poor patient care services (Tevington, 2011). Health care stakeholders believed that the policy would solve problems experienced in the healthcare sector. In addition, they believed the policy would increase desired patient outcomes, increase recruitment of nurses, decrease shortages of nurses and increase job satisfaction (Unruh, 2008). Currently, many legislatures in the world have adopted the nursing policy a nd others are still adopting the policy. Mandatory Nurse-Patient Ratios Policy was developed for several purposes. The nursing policy was developed in order to develop an appropriate and specific ratio of nurses to patients that would be adopted by hospital to ensure that there are adequate nurses. In addition, the policy focused on improving the patient results in hospital through employment of registered and licensed nurses in different units in hospitals (Tevington, 2011). The Mandatory Nurse-Patient Ratios Policy has a wide range of users and participants. According to Douglas (2010), users of the Mandatory Nurse-Patient Ratios Policy consist of patients, physicians, nurses, healthcare unions, medical researchers, nursing organizations and associations and state governments. The policy affects nurses, patients and hospitals directly and physicians, health unions, medical researchers and

Abnormal Psychology and Therapy Essay Example for Free

Abnormal Psychology and Therapy Essay Teresa Neal Abnormal Psychology and Therapy Paper In a world where nothing seems to be considered normal anymore, psychology tries to draw the line between what it is and what is not. The different schools of thought have their own perspective on the definition, origin, and treatment of abnormal behavior and this paper will cover a few, trying to make it possible to have a clear difference between normal and abnormal psychology. Normal and Abnormal Psychology Specifically defining behavior as normal or abnormal is a contentious issue in abnormal psychology. To try to distinguish between normal psychology and abnormal psychology, psychologists use three criteria; whatever is infrequent, maladaptive, and deviant from the cultural norm, falls under the category of abnormal behavior (Spoor, 1999). Mental health, also known as normal psychology, and mental illnesses and disorders, also known as abnormal psychology, have been defined in many ways, but should always be viewed in the context of ethnocultural factors and influence because what is considered normal in some environments may be considered abnormal in others. A person with a normal behavior and mental processes has the ability to adapt and cope with adversity, has a correct perception of reality, accepts self, avoids harm, and experiences continual psychological growth and development (Kowalski Westen, 2009). Abnormal psychology, on the other hand, is characterized by unusual patterns that some people might show in their behavior, thought process, and expression of emotion, patterns that are associated with distress or disability and can cause harm and an unreasonable response to a particular situation. Mental Disorders Daily functions such as the ability to think, read, remember, plan, and understand rely on an individuals cognitive skills (Medalia Revheim, 2002). Cognitive disorders are disorders of thinking or memory that signify an evident change from the personal former level of functioning. In certain situations the exact origin of the disorder can be identified, other cases the cause is unclear. Even though these disorders are biologically founded, the environment and psychological factors play significant roles in shaping the effect and extent of disabling symptoms in addition to the personal capacity to deal with them. (Nevid, et a. 2008). The most common cognitive disorders are amnestic, delirium, and dementia disorders. Amnestic disorders are a cognitive impairment relating a failure to develop new memories and the failure to remember old memories. Delirium is a severe, and reversible state of mental disorder, which involves confusion, and the lack of ability to focus on information or the surrounding environment. Individuals that suffer from delirium may suffer frightening hallucinations, particularly visual hallucinations. The loss of memory and understanding usually associated with behavior and personality changes describes dementia disorders. Different forms of dementia exist, depending on the cause; therefore; some types of dementia may be reversed with treatment. For example; those cases that are caused by brain tumors. Dementia caused by the disease Alzheimer’s cannot be reversed (Nevid, et al. 2008). On a personal note; these patients are difficult, they have to watch be continually as they can do harm to themselves and others. Mental Illnesses Although diagnoses of ADHD are based on behavioral symptoms of inattention and/or hyperactivity/impulsivity, evidence suggests that children with ADHD also show important cognitive weaknesses in areas that are necessary to daily functioning at home work and school. Particularly research studies indicate that children with ADHD often have problems in; Executive functions (for example, planning a project, keeping attentive to a task, ignoring irrelevant information) Working memory (which is often considered an executive function) speed of information processing (children with ADHD process information more slowly than their peers) Many of these cognitive processes are often interrelated. For example problems in working memory can negatively affect other executive functions, or slow processing speed may lower an individual’s ability to recall and organize information. ttp://www. ncbi. nlm. nih. gov/pubmed/15499890 From the cognitive perspective, theorists suggest that a person diagnosed with obsessive-compulsive disorders suffer from impaired information-processing. The impairment is present in defined categories and boundaries that are maladaptive and result in an over-structuring of input but there is no evidence to show that this is the c ause, rather than a consequence of OCD symptoms. Another cognitive theory suggests that OCD fear structures are especially various and a large number of stimuli can become associated with threat or danger. Passive avoidance of such a large number of stimulus associations can be extremely difficult and compulsions become necessary for the individual to feel safe. Although cognitive theories do provide insight into the outward aspect of OCD, they fail to clearly define how and why OCD and this cognitive impairment can arise. Similarities between the Schools of Thought There are quite a few similarities between the different schools of thought in treating mental disorders. All but the Psychodynamic therapies are short term usually lasting a year or less and most all therapies have the client or patient facing the therapist and are conversational. All therapies also look to help the client or patient change behaviors or thought patterns that are causing problems of one kind or another. Cognitive-Behavioral therapies help patients with behavior and cognitive problems. The therapist helps the patient focus on the problematic behavior and helps him or her find ways in which to address these behaviors and learn skills to change them. These therapies use a variety of techniques to help patients with phobias, social skills, accomplishing goals, anxiety disorders, and the like. Psychodynamic therapies both examine the patient’s thought patterns to get to the bottom of the undesired behavior or emotional responses. Humanistic therapies including Gestalt and Client-Centered therapies focus on the patient’s feelings and to experience themselves as they really are. Family, Marital, and Group therapies use group communication either one- on-one or in a group to help with problematic relationships and behaviors. Self-help groups are another type of group therapy that aims to help people either cope with undesired behavior, loss of a loved one, addictions, and disease. [ (Kowalski, 2009) ] The common thread here with most therapies, the approach is a warm relationship with the therapist who shows empathy for the patient or client and giving him or her hope or efficacy in coping with their problem [ (Kowalski, 2009) ] Differences between the Schools of Thought While each school of thought has common factors in treatment methods, each school has developed different ways of addressing psychological problem. For instance, Psychodynamic therapies rely on two principles: the role of insight and the role of the therapist-patient relationship (Kowalski Western, 2009). It is believed that in order for therapeutic change to occur, a person must understand his or her own psychological processes. When in therapy it is one on one; the patient is either face to face with the therapist or lying on a couch with the therapist sitting behind them. Psychodynamic therapy emphasizes the notion that the patients problems stemmed from childhood. These problems follow the child into adulthood causing a conflict within new relationships. This transfer of emotion from past experiences is called transference, one of the techniques psychotherapies rely on. The two main treatments, psychoanalysis and psychodynamic psychotherapy, are a long term process that focuses on developing awareness of these unconscious feelings. Psychodynamic therapy, like psychoanalysis, consists of three days a week over a long period of time. It is considered that patients who meet at least twice weekly benefit more than those who do not. Unlike psychodynamic therapy, cognitive-behavioral therapy focuses on the person’s life as it is now; the current and conscious thought patterns and behavior. They are not concerned with exploring and altering underlying personality patterns or unconscious processes (Kowalski Western,  2009). The focus is on the present feelings and not the childhood experiences. Cognitive-based therapies are relatively short term and direct. Specific recommendations are made to bring about change in behavior. The sessions are well structured with questioning, and the patient usually is sent home with an assignment (Mote, 2011). While most cognitive behavioral techniques try to alter behavior, such as classical conditioning, cognitive therapy focuses on changing dysfunctional cognitions (Kowalski Western, 2009). These behaviors are automatic, and not unconscious. Therapy is a process of identifying and altering these automatic thoughts. Cognitive therapy techniques such as rational-emotional behavior therapy recognize the behaviors and works to mediate between the activating conditions and the emotional reactions. As each of the other therapies are more therapist-patient, Humanistic therapies focus on the world of the patient and qualities that make him or her unique (Mote, 2011). The therapy techniques that are used, Gestalt therapy and Roger’s client centered therapy, are primarily based on becoming aware of one’s own emotions, values, and motivations to bring about change. With group therapy, the individuals are concentrated on the individual dynamics and their reactions in the group process. Family therapy is centered on the structure of the family, and the main roots of conflict in family interaction.

Religion Essay -- The Catholic Church

Long believed relationships between society’s culture and the ability to sustain a democratic form; have been evaluated over the years. Other cultures or religions have been proven to exhibit more conduciveness of democracy than others. Persistence of democracy within a religion falls under choice of assumptions, actions and costs toward others. As a religious institution, democracy applies also to cultural perspectives. The American Catholic Church could analyze democracy with ongoing tensions as social competitors of power or resources. Seeking the related aspects of Catholicism and democracy, the actions and words of the clergy directly influence political outcomes. The circumstances of the life of modern man have been so profoundly changed in their social and cultural aspects that we can speak of a new age of human history (Gaudiam ET Spes). Linking democracy and Catholicism, accounts for many elements of valued tensions within its religious system. â€Å"By and large. Catholic cultures have not been leaders in discovering and designing the institution of democracy or the protection of human rights but have come rather late to these traditions. Further, Catholic cultures seem on the whole rather more vulnerable to the traditional style of a single person leadership, as in the monarchies of old and in the dictatorships of today. † Churches deal with different states, but more importantly the churches address the potential shape of public opinion on political matters. Networks such as schools, religious orders, trade unions, political parties have made a force in the world of Catholic democracy. The spirit of democracy unleashed by the revolution inspired individuals to become involved. Emerging from this revolution brought forth a ... ...rch as a big ship on the sea, or a toolbox, continuity with Catholics all over, proves within this paradox, you are never alone. Today, the human race is involved in a new stage of history. Profound and rapid changes are spreading by degrees around the whole world. Triggered by the intelligence and creative energies of man, these changes recoil upon him, upon his decisions and desires, both individual and collective, and upon his manner of thinking and acting with respect to things and to people. Hence we can already speak of a true cultural and social transformation, one which has repercussions on man's religious life as well (Gaudium ET Spes). Look at the change over time, what all has happened and the evolution of the church. Reapplied to new situations, it can be said that the church does not change; the church is just refined through changes in the world.

Hazara people Essay

The book is superior to the film in many ways. Both of these versions of the story are very well fulfilled, however I believe that book has more detail and explains the story better. The book is superior to the film because the author described various facets of Amir’s emotional world, it showed Baba dying, and included important parts of the struggle Amir and Sohrab went through to get to America together. In the book, the author gets into the detail of Amir’s feelings and inner conflicts between himself and Hassan. In the movie it only shows a few scenes that you can truly point out his guilt towards what he had done to Hassan. In the book it says, â€Å"I hit him with another pomegranate, in the shoulder this time. The juice splattered his face. ‘Hit me back! ’ I spat. ‘Hit me back goddamn you! ’I wished he would. I wished he’d give me the punishment I craved, so maybe I could finally sleep that night. † (92) This quote is proof that Amir still feels guilt inside of him for leaving Hassan the day he got raped by Assef. It also demonstrates Hassan’s loyalty towards Amir. Assef was the older boy who picked on Hassan and Amir because Hassan was Hazara. Amir wanted him to punish him for not standing up for him like Hassan had done since they could walk. This was the point in the film that you could tell that Amir was feeling guilt from not helping Hassan. In the book however, there was much more detail and I could tell that he was feeling guilt from this situation and when he told his father that Hassan couldn’t go on the trip with them because he had a cold. Also, in the book I could predict why Baba never wanted to let go of Hassan and Ali. The author gave hints that there was something going on between Hassan and Baba up until the part Amir found out Hassan was his half-brother from Rahim Khan. In the movie, it was hard to tell there was a reason Baba wanted to keep Hassan and Ali until Amir asked what he thought about getting new servants. By Baba’s reaction in the movie it just seemed that he wanted to keep them because he and Ali had grown to be the best of friends. However, it was not really Ali Baba was trying to save. In the book Baba says, â€Å"‘Hassan’s not going anywhere. ’† This was the biggest sign that I thought the author gave. This quote is only one example of when the author gave a clue that Hassan meant more than a normal servant did to Baba. The book is superior to the film by the suggestions given by the author about Hassan meaning a lot to Baba. The next reason the book is superior to the film is because the movie skipped important parts of Baba’s sickness. First of all, the film did not even say Baba was sick. The author made sure that he stated Baba had cancer and that he had to live with Amir and Soraya so that they could take care of him and give him his pain medication. In the film it only showed Baba coughing once and the scene that he died in. In the book, the author included many different incidences that Baba was suffering and coughing. Also, in the chapter that Baba died you could tell that he was dying and when he said he didn’t want his medications that night I knew he was going to die. However, in the film it did not show Baba until Amir brought him to sleep. Baba was one of the main characters in the story and I believe that the film should have shown him suffering, and dying. Later on in the story Amir gets a call from Rahim Khan saying that he needed him to come to Pakistan. When Amir got there Rahim Khan told Amir a heartbreaking secret that everyone knew except him. Rahim Khan told him that he had to go and get his nephew in Kabul. In the novel, the author explains the whole story that Amir and Sohrab went through so that Amir could take Sohrab back to America to live with him and Soraya. The film missed all of the trouble they went through to get him there. In the book, the two of them went through troubles including when Sohrab tried to kill himself. This was another turning point of the novel. It was a huge event that I think should have been included in the film. When Sohrab attempted to kill himself I thought that was his way of showing that he could not trust Amir anymore and that he didn’t want to go to America no matter what it took. But when he found out that he didn’t have to go back to an orphanage he was truly happy to go with Amir. In the film, it cut out everything, even though these were important events. In the novel it says, â€Å"‘We’re going to America! ’ I pushed the door open. Stepped into the bathroom. Suddenly, I was on my knees, screaming. Screaming through my clenched teeth. Screaming until my throat would rip and my chest explode. † (343) This was the part of the novel that Sohrab tried to kill himself. This quote was very important in the novel. I think this because you do not know what exactly Amir is screaming about, but you know it’s bad. The author did a good job at this part because it almost forced you to continue reading to see what happened to Sohrab. The book was able to capture all of the details about the characters and their emotions and the situations they were in. However, the movie skimmed the interactions of Amir, Hassan, Baba, and Rahim Khan at times. In conclusion, the book is superior to the film. The AUTHOR did a beautiful job writing the story about Amir’s life and his guilt and the redemption he experienced.