Calibration of volumetric glassware free essay sample

In this area you will decide the mass of a spotless, dry gauging bottle under different conditions. Except if trained else, you should deal with the container with your pot tongs, gloves, or build up free paper and estimations ought to be made to the closest 0. 1 mg. Start by setting the gauging container and top (with top expelled) in the stove for around 5 minutes. Expel and re-mass while warm. Follow the adjustment in its evident mass for a few minutes, rechecking at regular intervals. Record all masses including the last steady worth. Subsequent to massing the gauging bottle, move it around in your grasp (handle the container with your fingers) and afterward re-mass and analyze the two masses. In what manner should gauging bottles be dealt with all the time? 3. Next, clean the jug off with a dry, build up free fabric or tissue and recheck. Record all perceptions. 4. Hold the gauging container and inch from your mouth and inhale on it a few times. Re-mass and contrast and past information. 5. Examine your outcomes in your research center review. PART B-CALIBRATION OF VOLUMETRIC GLASSWARE All through the semester, you will be required to make exact estimations of volume. The essential methods for doing so will be by utilizing either a volumetric pipet, a Mohr pipet, a micropipet, or a buret. Numerous producers adjust their crystal so the genuine volume is inside determined constraints of the named volume. In situations where especially precise estimations are required, it might be important to make a progressively exact adjustment of your volumetric holders. In this examination you will adjust a buret, a volumetric pipet, and a micropipet. So as to forestall challenges with access to the systematic adjusts, if you don't mind play out all pipetting and volume estimation controls at your ordinary lab station, at that point transport the jug to the diagnostic parity to mass it. 1. On the off chance that you have any inquiries concerning the utilization of any of the volumetric crystal essential for the investigation, be sure to allude to Chapter 2 in your reading material. Extra data can be acquired from your teacher. A rundown of the alignment methods are given on pgs 43 (pipet) and 49-50 (buret). 2. Spot around 250 mL of refined, deionized water in a 400-mL container. Spot a thermometer in the measuring glass containing the water and leave it set up through the rest of the examination. In the event that the temperature of the water isn't indistinguishable from that of the room temperature, permit the water to equilibrate to room temperature. Record the temperature of the equilibrated water. In the event that the temperature of the water changes during the examination, record the changed temperature. Utilize the temperature recorded only preceding each mass estimation to do the counts portrayed later in the investigation. For what reason are these counts essential? What amount impact does the temperature of the water have upon the genuine conveyance of the pipet or buret? 3. Name the 4 plastic containers, one for each extraordinary volumetric gadget to be adjusted, with a recognizing tag for every one of the bits of crystal that you will align. Top the containers and weigh to the closest 0. 1 milligram. Record the majority. 4. Utilizing the 10-mL volumetric pipet, move a water test to the properly named bottle. Supplant the containers top and recheck the jug to the closest 0.1 mg. 3 5. Rehash stage 4 with a similar pipet into a similar jug until you have made in any event 8 recurrent conveyances. You ought to now have recorded a sum of 9 masses for the jug. 6. With your subsequent plastic jug do a comparable exercise utilizing the Eppendorf micropipet rather than the volumetric pipet. Request that your teacher show you the right method to utilize the micropipet. A volume size of 100 ? L or more noteworthy is proper for this examination. Be sure to place roughly 10 mL of fluid in the container before you start your deliberate conveyances. For what reason is this done? 7. The third bit of hardware that you have to adjust are your burets. Fill the buret with refined, deionized water so the meniscus is over the zero imprint. (Be sure beyond a shadow of a doubt that there are no air rises in the tip of the buret before aligning it. ) Slowly, permit roughly 5 mL of the water to deplete into the jug, sit tight 30 seconds for the seepage from the mass of the buret, and read the meniscus to the closest. You ought to never endeavor to begin the buret at 0. 00 mL. Focuses will be deducted from your lab score at whatever point both of these rules is violated**) Touch the tip of the buret to the internal lip of the container, top the jug and recheck. Rehash this strategy utilizing roughly 5. 00 mL augmentations (5. 00 to 10. 00, 10. 00 to 15. 00, and so forth, until you arrive at 50. 00 mL) read precisely from the buret. For each situation ensure that you cautiously record the genuine perusing of the buret. Your teacher will think that its far-fetched that you conveyed precisely 5. 00 mL from the buret in each progression! When you have finished adjusting your first buret, rehash a similar strategy for the subsequent buret. Estimations All counts and mentioned charts to be acted in this research facility ought to be finished utilizing a spreadsheet program, for example, Microsoft Excel. It is imperative to comprehend the job of spreadsheets in information control and diagramming as you will utilize these abilities all through the semester. Utilize the distinction in mass between each arrangement of two back to back mass estimations to decide the mass of water conveyed by the crystal being tried. Consider the use of an amendment for lightness blunders in this mass. When the genuine masses are known, discover the volume conveyed by making a thickness adjustment for each mass estimation got in your analysis (Remember that the temperature of the water at each massing is significant when making this rectification). Where may you discover data about the thickness of water as a component of temperature? Ascertain the normal volume, the standard deviation, and the percent standard deviation of the outcomes got with every pipet. Thoroughly analyze the precision of the two pipets you adjusted. How does the accuracy of every one of the pipets think about? Does yours volumetric pipet 4 meet the National Bureau of Standards prerequisites for class A dish sets? Figure the volume of water contained in every conveyance from your buret. Contrast it with the worth you read from the buret scale. How does each think about? Sum up the net percent blunder in conveyance from your buret and remark upon it. In the event that it is a huge blunder, in light of a desire for the resilience of your buret, you may wish to apply an amendment to every single future datum acquired with this buret. Remember for the Report 1. Set up tables and play out your counts (see model in text (pg. 50)) in Microsoft Excel, utilizing the volume of water rectified to 20? C. 2. Utilizing the spreadsheet, chart the alignment bend for every buret. These charts ought to be like Figure 3-3, page 54 of Harris. 3. Compute the normal volume conveyed by the 10 mL pipet, the N-1 standard deviation and the 95% certainty span for your pipet information and express your last worth. 4. Contrast your buret results and the resiliences in Table 2-2, page 35 of Harris. 5. Contrast your pipet results and the resiliences in Table 2-4, page 38 of Harris. 6. Accept 36. 45 mL of an answer is conveyed from your buret. Compute the sum your buret really conveyed. (Do this for the two burets). Note: You need your buret adjustment diagrams all through the semester to address your buret readings so it is imperative to do an exceptionally cautious activity today. The blunder plotted demonstrates the sum that ought to be added to the buret perusing to give the genuine volume conveyed. Addition is utilized for readings between those comparing to the adjustment estimations.

buy custom Apple Products essay

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Blog Archive mbaMission Presents Constructing a Standout MBA Application Boot Camp

Blog Archive mbaMission Presents “Constructing a Standout MBA Application Boot Camp” mbaMission is proud to introduce a first-of-its-kind MBA application writing class led by a veteran mbaMission admissions consultant. Throughout this four-session, 12-hour course, we will guide you step-by-step through the process of creating a compelling MBA application that reveals your unique character and will inspire the admissions committee to grant you that coveted letter of acceptance. This class is designed to jump-start your application processâ€"you will brainstorm for unique ideas, practice the techniques of effective storytelling and resume construction and learn how to structure and draft essays for your target schoolâ€"so that you are headed in the right direction with all your applications. Expected Outcomes In this class you will accomplish the following: Understand how to view essays through the lens of the admissions committee Learn to identify the characteristics of a great essay and avoid common pitfalls Dig deep into your past experiences to reveal your most compelling stories Start constructing your essays with feedback and direction from your peers and the instructor Benefit from the workshop leader’s deep expertise on the admissions process and top programs Workshop your essays in an online session after the formal instruction sessions to enhance your drafts and move your work toward the final draft stage Get a head start on your recommendations and interviews in an extra hour of recorded content and develop a process for completing the rest of your applications Class Dates: Online A Thurs., Sept. 8 (8-11 p.m.) Sat., Sept. 10 (11 a.m.-2 p.m.) Sat., Sept. 10 (3-6 p.m.) Mon., Sept. 12 (8-11 p.m.) Online B Tues., Oct 11 (8-11 p.m.) Wed., Oct. 12 (8-11 p.m.) Thurs., Oct. 13 (8-11 p.m.) Wed., Oct. 19 (8-11 p.m.) New York A Fri., Sept. 23 (6-9 p.m.) Sat., Sept. 24 (10 a.m.-1 p.m.) Sat., Sept. 24 (2-5 p.m.) Tues., Sept. 27 (6-9 p.m.) New York B Fri., Oct. 28 (6-9 p.m.) Sat., Oct. 29 (10 a.m.-1 p.m.) Sat., Oct. 29 (2-5 p.m.) Wed. Nov. 2 (6-9 p.m.) Chicago A* Sun., Sept. 25 (10 a.m.-1 p.m.) Sun., Sept. 25 (2-5 p.m.) Mon., Sept. 26 (6-9 p.m.) Wed., Oct. 5 (6-9 p.m.) *Chicago times are listed in Central Time Zone. All other times listed in Eastern Time Zone. Fees: Online A B $525, New York A B $650, Chicago A $650 Space is limited. Visit www.mbamission.com to sign up today! Share ThisTweet mbaMission Events

Acute Heart Failure ( Chf ) - 1865 Words

One of the main causes of mortality and morbidity is congestive heart failure (CHF). The major causes of CHF are coronary artery disease and hypertension. Other risk factors are occurrence of left ventricular hypertrophy (LVH), valvular heart disease, diabetes, smoking, obesity and dyslipidemia [46, 47]. Diabetes mellitus as an anticipated factor of CHF was explained in some studies [44, 47]. Diabetes is considered as a risk factor for CHF but yet, its relationship with CHF has not been completely understood [47, 48]. Alterations of left ventricular function and structure that are associated with diabetes mellitus or diminished glucose regulation have been described in recent studies [42, 49]. It has been reported that insulin resistance†¦show more content†¦A decrease in the radial (RS) and circumferential strain (CS) is remarkable in patients with diabetes mellitus [51]. Diastolic dysfunction as an early manifestation of diabetic heart has been reported in patients with di abetes mellitus with normal left ventricular ejection fraction (LVEF) [52]. Longitudinal appearance is the primary manifestation in diabetics with left ventricular systolic dysfunction [53]. Patients with diabetes type 2 show reduced in systolic and diastolic velocity during exercise [54]. Left ventricular hypertrophy and dysfunction are the most common cardiac malformations in asymptomatic diabetics, especially in diabetic women [55]. A study reported remarkably higher heart rate in diabetic patients than patients without diabetes [56]. Myocardial catecholamine supplies are reduced in diabetic patients that lead to systolic and diastolic dysfunction [57]. 3. Coronary Artery Disease, Atherosclerosis, Atherogenic Dyslipidemia and Atherogenesis One of the main complications of diabetes mellitus is coronary artery disease [58]. There are irregularities in supply of a coronary artery stream without any epicardial coronary artery diseases [59-61]. Patients with diabetes mellitus are more prone to get coronary artery diseases, especially the multi-vessel form [2,

Speech At The Newtown, Connecticut Prayer Vigil For The...

Sandy Hook. It is crazy how all you need to understand an event is a title. By not say much there is a great chance that you already feel the emotion of Sandy Hook, you know what it means and what it stands for. It is sad, yes, but it is an event that will never change and that challenged a nation as a whole. Opportunities like these, although tragic, are moment in which we can see the true nature of our leader—the president. In Obamas speech at the Newtown, Connecticut prayer vigil for the victims of the sandy hook event, we see a glimpse of what the president means to his people (in Theodore Roosevelt s eyes) and also how Mass media has changed the view of audiences during this tragic event. Following the shooting at the elementary school of Sandy Hook in Newtown, Connecticut President Barack Obama attended the vigil of the victims hosted at a local high school. In the case that you where unaware of the event, Sand Hook was an elementary school in which twenty children died , along with six adults at a shooting cause by a disturbed individual. The armed individual approached the school campus with preset negative intentions of what he was planing to do. Since nothing like this has happened before the school was unprepared for what was to come, but acted as courageously as possible to protect the student attending that evening. After the fact schools of all levels revised their safety protocol for better preparation in the event of this reoccurring. Although president

Essay on Geography The Islamic Republic of Afghanistan

Afghanistan is a country that is mysterious to many outsiders. From the harsh landscape to the traditional social norms shared by its people, Afghanistan continues to mystify the world. The country’s unique location has influenced its history and people, and that of the nations and armies that have tried to conquer it. Like all nations, Afghanistan’s geography, infrastructure, history and people contribute to the overall culture of the country. The Islamic Republic of Afghanistan is located in southern Asia. It is a landlocked country. The nations that boarder Afghanistan are Pakistan to the East and South, Iran to the West, and Turkmenistan, Uzbekistan and Tajikistan to the North. The country also shares a minor board with China,†¦show more content†¦As of 2004, twelve percent of the country is cultivated, with an additional ten percent used as pastureland for grazing and another five percent has the potential for agricultural activities (â€Å"Afghanistan P rofile† 5). The main crops are opium, wheat and other grains, fruits and nuts, sugar beets and oil seeds. Opium is the most profitable crop, and although officially outlawed, Afghanistan remains the world’s leading producer. The main livestock grown are sheep, goats, camels, poultry, cattle and buffalo. The type of livestock grown is dependent upon the terrain and water available. All products from the animals are used and sheep are especially useful as they provide both animal protein and fat, but also serve as a source of wool. Approximately 80 percent of the population works in some form of agriculture, yet frequently the gross output is not enough to feed the population (â€Å"Afghanistan Profile† 5 and cia.gov). Due to nearly constant internal and external conflict, Afghanistan’s infrastructure is in a constant state of disrepair and rebuilding. The country has limited network of paved roads, with the main artery Highway 1, circling the country. Nearl y two thirds of the country’s population lives within 30 miles of the road (Sieff). Recently, the government of Afghanistan has shown an inability to maintain the roads, due mostly to inexperience and lack of funds. While some of the deterioration happens because ofShow MoreRelatedHistory Of Iran1040 Words   |  5 Pagesas Persia Until 1935 Iran became an Islamic republic in 1979 after the ruling monarchy was overthrown and Shah Mohammad Reza PAHLAVI was forced into exile (World Factbook, 2014). The Islamic Republic of Iran is one of those interesting countries that most everyone thinks is solely an enormous desert, but in reality it is a whole lot more than just a desert where nobody lives. Iran is important when it comes to the definition of a culture, physical geography and military conflict history, weatherRead MoreInternational Relations During World War II1344 Words   |  6 Pages Iran Jake Ward Mr. Matteson September 19, 2014 Honors International Relationsâ€Æ' Contents Introduction 3 Early History 3 Recent History 4 Current Conditions 6 Geography 6 Domestic Policy 6 Religion 6 Terrorist Groups 7 Government 8 Political Structure 8 Significant Leaders 8 Economy 8 International Relations 8 The United States 8 (Other Nations†¦) 8 Global Issues with Precedence 8 (Issues†¦) 8 Outlook 8 â€Æ' Introduction Early History Before adopting the name Iran in 1935, the country was known asRead MoreThe Culture Of Iran Is A Major Element Of Cultural Competence1683 Words   |  7 Pagesleading Iran. Throughout the years, Iran was involved in many conflicts while still today holding its own against other countries in the world. 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Iranâ €™s diverse history has manifested into a unique that has put Iran’s politicalRead MoreIr The World Of Iran1061 Words   |  5 PagesCOUNTRY BRIEF IRAN SSG MOHAMMEDALI ALC CLASS 14-004 Outline: - History - Geography - Society - Economy - Government - National Security Iran is one of the most ancient civilizations in the world. The land of Iran began in 8000BC with the Zagros Mountains and developed into a kingdom and regions, and moved to Dynasties. The classic period of Iran began with the Persian tribes under the Assyrian Empire. In 334BC, Alexander the Great ruled Iran afterRead MoreCultural Awareness And Characteristics Within The Afghanistan Culture1732 Words   |  7 PagesCultural Awareness and characteristics within the Afghanistan culture. There are five major characteristics that define a culture; they are learned, shared, symbols, integrated, and dynamic. Culture is learned. It is not biological; we do not inherit it. Much of learning culture is unconscious. We learn culture from families, peers, institutions, and media. The process of learning culture is known as enculturation. While all humans have basic biological needs such as food, sleep, and sex, the wayRead MoreCharacteristics Of Culture Of Pakistan1212 Words   |  5 Pagesor history†. The culture of Pakistan is as unique as it is ancient. Located in the continent of Asia and bordered by Iran to the west, Afghanistan to the northwest, China to the north, India to the east and south, and the Arabian Sea to the south Pakistan covers 881,889 square kilometers (Burki Ziring, 2016). The World Factbook divides the geography of Pakistan into three areas: the northern highlands, the Indus River plain in the center and east, and the Balochisten Plateau in the south

Tourism Planning Environment and Issue †MyAssignmenthelp.com

Question: Discuss about the Tourism Planning Environment and Issue. Answer: Critically evaluating the tourism related issue Around 5% of the global economy is contributed by the tourism industry with an estimated annual growth of 6.2%. As mentioned by Gladstone, Curley and Shokri (2012), analyzing the impact of tourism on the environment is hardly studied despite the adverse consequences. According to this journal, it can be seen that the coastal regions attract the high number of tourists, as this allows the tourists to enjoy both the scenic beauty of sea and land. The tourism related issue discussed in this journal is to evaluate the impact of tourism on the environment. According to the journals, it can be said that tourism imposes a severe threat to the environment. Moreover, this journal specifically highlights the environmental impacts on the gulf coastal region. Increase in the number of tourists in the gulf coastal area has increased to 22.9 million. Due to the increase in the number of tourists, gulf countries had build suitable, comfortable and adequate number of infrastructures. An excessive nu mber of infrastructure within a limited time in the gulf region has resulted in the loss of coral reefs, wetlands, sandy embayment and mangrove forests. As a result, the loss of habitat in the coastal region is prevalent. The activity undertaken and performed by the tourists such as SCUBA diving poses potential threats to the marine species due to the boats. Environmental damage also includes coral breakage and damage along with littering the marine and the coastal environment. However, as argued by Lee and Brahmasrene (2013), tourism poses an adverse environmental hazard by facilitating a higher rate of carbon dioxide emission. The journal demonstrates a close relationship between economic growth and emission of carbon dioxide. As tourism contributes largely to the overall economic growth of a country, the environmental impact also increases. Due to the economic growth of the country, the rate of development within the country reaches its peak. The government emphasizes on using the money gathered from tourism for developing their nations without considering the environmental impact. Moreover, the tourists also impose a subsequent threat to the environment of the host country. For example, excess use of transport facilities by the tourists for exploring the cultures and heritage of the host country contributes to the carbon emission. This one aspect is difficult if control, as the tourists visit host countries for relaxing and fun and avails comfortable, r elaxing and luxuries measures for exploring the host country. Therefore, use of more transport facilities results in increased carbon emission for the host country. On the other hand, new business establishments such as factories and industries are facilitated due to increased GDP of the host country due to tourism. Though the new business ventures contribute to the economy and employment of the country, the environmental aspect lacks sufficient consideration. The gases released by the industries and factories are highly toxic and consists of greenhouse gases such as carbon dioxide that is extremely harmful to the environment. Therefore, it can be said tourism contributes largely to the carbon dioxide emission thereby, posing a severe threat to the environment. Comparing and contrasting the two research papers As mentioned by Gladstone, Curley and Shokri (2012), tourism poses a severe threat to the coastal and marine environment of the host country. However, as argued by Lee and Brahmasrene (2013), tourism results in the economic growth of the country that has a detrimental effect on the environment. Tourism contributes greatly towards increasing the GDP of the country. The government of the countries uses various promotional strategies to attract people from around the world. This is a business strategy undertaken by the countries and their government to increase the economy. More the number of tourists more will the economy of the countries. Therefore, the economy collected by the government from the tourism sector is used by the government for developing and shaping their own country by developing employment, providing educational needs and building business for the country. The GDP gathered from the tourism industry is used by the country to facilitate the growth of buildings, factorie s, and industries. The growth of industries and factories contributes largely to the carbon emission of the country. The researcher to accumulate data from 22 countries used secondary data from 1988 to 2009. Use of secondary data collection technique allowed the researcher to compare and contrast of the rate of carbon dioxide emission over the years. As a result of the comparison, the researcher was able to conclude that the rate of carbon dioxide emission has increased due to the economic growth of the country due to the tourism sector. However, the researcher could have also used primary data collection technique to understand the present view of the tourists and the governmental officials on the impact of tourism sector on increased carbon emission. On the other hand, Gladstone, Curley and Shokri (2012), discusses that tourism adversely affects the marine and coastal environment more compared to any other environmental aspect. The tourists perform a variety of fun loving and relaxing activities in the water without considering the marine ecosystem. Additionally, even the host country does not consider the potential threats that the marine ecosystem encounters due to the leisure activities offered by them to the tourists. The leisure tourist activities pose severe threats for on the marine life that includes both marine flora and fauna. Due to activities such as scuba diving, boating, and river rafting, the bottom of the water bodies is hampered and damaged. The increased amount of excitement and surface tension due to the water activities also disturbs the life of the marine fauna. For example, breakage and damage of the coral reefs are highly noticed. In order to accommodate and provide comfortable facilities for the increased number of tourists, the government permits the organizations for construction in the areas thereby, hampering the coastal environment. The researcher compared the records of the total number of tourists that visit the Gulf or coastal areas with the water activities preferred by the tourists. The comparison thereby, helped the researcher to determine the water sport that causes the major hazards in the coastal regions. Reflection on learning After critically evaluating both the journals, I have learned that tourism has potential threats on the environment. According to me, the government and the organizations of the countries emphasize more on increasing their tourism, as tourism increment will eventually result in economic growth. Moreover, the organizations and government of the country also emphasizes on providing luxurious facilities and comforts to the tourists. This is because the country wants to create an overwhelming image of their tourism thereby, attracting more visitors. As a result, the tourists spots have seen an increased number of hotels and restaurants with time. However, the government and the organizations fail to consider the impact of tourism activities and development on the environment. According to me, the government of the country needs to promote sustainable tourism for the visitors. Sustainability will help in maintaining tourism by facilitating economic growth but avoiding adverse environmenta l impact. Both the journals emphasize on the adverse impact of tourism on the environment both in terms of marine and air. The journals also compare and contrast the previous and recent data in order to evaluate whether adverse impact of tourism on the environment has increased or decreased. Furthermore, the journals also discuss the major cause and effect of environmental hazard due to tourism. However, on the contrary, the journals fail to shed light on the possible recommendations that can be used by the organizations to conduct tourism without hampering the environment. The journals fail to mention the sustainable strategies that could be possibly used by the government and the organizations for conducting tourism. Both the journals helped me in gaining knowledge about the present scenario of the impact of tourism on the environment. According to me, sustainable strategies need to be developed and implemented by the government and the country for conducting the tourism. As discussed in one of the journals tourism transport leads to excessive amount carbon dioxide emission. Therefore, as a sustainable strategy, the country can allow the tourists the use of battery cars or bicycles for exploring the country. This will provide an opportunity for the country to provide healthy and environmentally friendly tourism experience. From the journals, I have learned that tourism is an important aspect of the economy of the country, as it helps in increasing the overall GDP. Therefore, more tourism states more economic growth for the countries. The journals have helped in providing me with adequate knowledge about the adverse impact of tourism on the environment. From the journals, I have also learned that the adverse impact of tourism on the environment has increased from the past years. This is because of the ignorance among the tourists about the impact of tourism on the environment. Therefore, according to me, the government of the host and the home country need to emphasize of spreading awareness about the adverse impact of tourism of the environment along with promoting tourism of the country. Spreading awareness among the tourists will help in prohibiting and mitigating the major activities related to tourism thereby, reducing the adverse environmental impact. References Gladstone, W., Curley, B. and Shokri, M.R., 2012. Environmental impacts of tourism in the Gulf and the Red Sea. Lee, J.W. and Brahmasrene, T., 2013. Investigating the influence of tourism on economic growth and carbon emissions: Evidence from panel analysis of the European Union.Tourism Management,38, pp.69-76.

Dilation and Curettage Procedure Essay Example

Dilation and Curettage Procedure Paper A dilation and curettage procedure, also known as a DC, is a surgical procedure in which the cervix (lower, narrow part of the uterus) is dilated so that the uterine lining (endometrium) can be scraped with a curette instrument in order to remove abnormal tissues. During the dilation and curettage procedure, the patient is placed in supine position of the body with the legs separated, flexed, and supported in raised stirrups. The doctor inserts a speculum into the vagina, as during a pelvic exam, in order to see the cervix. Then, the cervix is slowly dilated by inserting a series of thicker and thicker rods into the cervix until its adequately opened, usually to between 6 and 9 millimeters in diameter. After dilation, a curette is inserted to begin removing tissue. Although the DC involves no stitches or cuts, the cervix is cleansed with an antiseptic solution. A dilation and curettage can be done as day-surgery or may require an overnight stay in the hospital. It is recommended that before the surgery, the patient take nothing by mouth (food, water, etc. ) for at least 6 hours before the scheduled operation. We will write a custom essay sample on Dilation and Curettage Procedure specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Dilation and Curettage Procedure specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Dilation and Curettage Procedure specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Before surgery or during the previous night, a bath maybe is advisable since it helps lower the bacterial count and lessen the chances of any infection from surgery. The genital area is shaved in order to begin skin preparation. Skin preparation begins at the pubic symphysis and extends downward over the labia. Next, each inner thigh is cleansed. After, the vaginal vault and cervix are cleansed using three spongesticks. Spongesticks must be discarded after wiping the anus. The patient’s bladder is drained with a straight catheter to prevent the bladder from compromising the field. Once the patient has been prepared, a drape sheet is tucked under the buttocks, followed by leggings and a drape sheet over the abdomen. For a dilation and curettage procedure, a scrub tech sets up the instruments on the back table, but he/she is not needed during the procedure. The surgeons take the instruments, such as Overstreet Endometrial Polyp Forceps, Skene Vulsellum Tenaculum, Schroeder Braun Tenaculum, directly off the back table themselves. Besides a Dilatation and curettage tray, a small basin, water-soluble lubricant, a Telfa (for specimen), perineal pad and sanitary napkin belt will also be needed on the back table for the dilation and curettage procedure. An antiembolism hose may be requested. A dilation and curettage may be used as a diagnostic or therapeutic procedure for abnormal bleeding. A dilation and curettage procedure can also be performed to determine the cause of abnormal or excessive uterine bleeding, to detect cancer, or as part of an infertility investigation. Causes of abnormal bleeding include the presence of abnormal tissues, such as fibroid tumors (benign tumors that develop in the uterus, also called myomas) polyps, or cancer of the endometrium or uterus. Abnormal uterine bleeding may also be due to a hormone imbalance or disorder when approaching menopause or after menopause. A dilation and curettage may also be performed following a miscarriage to remove the fetus and other tissues if they have not all been naturally passed. Infection or heavy bleeding can occur if these tissues are not completely removed. Occasionally following childbirth, small pieces of the placenta remain adhered to the endometrium and are not passed, which can cause bleeding or infection. A dilation and curettage is used to remove these fragments so that the endometrium can heal properly. For the dilation and curettage procedure, there is general anesthesia, regional anesthesia and local anesthesia. General anesthesia is given through either a breathing mask or an intravenous (IV) catheter. The IV may be placed in a vein in the patients hand, arm or neck. The patient may have a breathing tube inserted through their mouth and into their windpipe to make sure they’re breathing properly. General anesthesia relaxes the muscles, which makes it easier for the doctor to perform a pelvic exam. Regional anesthesia is injected into the area around the spinal cord, blocking any pain during the procedure. Local anesthesia, which is most common, is injected directly into and around the cervix to numb the area. The patient also receives a sedative from an IV. The dilation and curettage procedure has a low risk of serious complications. The most common complication that can occur is perforation of the uterus with either the dilators or the curette. When this happens, as long as no internal organs such as intestines, bladder, or rectum, or large blood vessels are damaged, the hole will almost always heal itself without further surgery. The risk for this problem is increased in patients with a narrowed opening to the cervix (cervical stenosis) or in patients with distorted internal uterine anatomy. This risk is also increased if the uterus is infected or has undergone previous surgeries such as cesarean sections or myomectomies. Injury to the cervix is another possible complication. Tears or cuts in the cervix can usually be treated by application of pressure and application of local medications to stop bleeding. In some cases, stitches in the cervix may be required, but this is not common. Other complications, as with any surgery, include bleeding and infection. Most bleeding is mild and resolves on its own. Infection is also rare and can normally be managed with oral antibiotics. On occasion, in patients with certain heart defects, the surgeon may give the patient antibiotics before and after the surgery to prevent bacteria from the vagina from infecting the heart valves. It is normal to experience vaginal bleeding and/or pelvic cramping for a few days after a dilation and curettage procedure.

The History of Japanese Ninjas

The History of Japanese Ninjas The ninja of movies and comic books- a stealthy assassin in black robes with magical abilities in the arts of concealment and murder- is very compelling, to be sure. But the historical reality of the ninja is somewhat different. In feudal Japan, ninjas were a lower class of warriors often recruited by samurai and governments to act as spies. Origins of the Ninja It is difficult to pin down the emergence of the first ninja, more properly called shinobi- after all, people around the world have always used spies and assassins. Japanese folklore states that the ninja descended from a demon that was half man and half crow. However, it seems more likely that the ninja slowly evolved as an opposing force to their upper-class contemporaries, the samurai, in early feudal Japan. Most sources indicate that the skills that became ninjutsu, the ninjas art of stealth, began to develop between 600 to 900. Prince Shotoku, who lived from 574 to 622, is said to have employed Otomono Sahito as a shinobi spy. By the year 907, the Tang Dynasty in China had fallen, plunging the country into 50 years of chaos and forcing Tang generals to escape over the sea to Japan where they brought new battle tactics and philosophies of war. Chinese monks also began to arrive in Japan in the 1020s, bringing new medicines and fighting philosophies of their own, with many of the ideas originating in India  and making their way across Tibet and China before turning up in Japan. The monks taught their methods to Japans warrior-monks, or yamabushi, as well as to members of the first ninja clans. The First Known Ninja School For a century or more, the blend of Chinese and native tactics that would become ninjutsu developed as a counter-culture, without rules. It was first formalized by Daisuke Togakure and Kain Doshi around the 12th century. Daisuke had been a samurai, but he was on the losing side in a regional battle and forced to forfeit his lands and his samurai title. Ordinarily, a samurai might commit seppuku under these circumstances, but Daisuke did not. Instead, in 1162, Daisuke wandered the mountains of southwest Honshu where he met Kain Doshi, a Chinese warrior-monk. Daisuke renounced his bushido code, and together the two developed a new theory of guerrilla warfare called ninjutsu. Daisukes descendants created the first ninja ryu, or school, the Togakureryu. Who Were the Ninja? Some of the ninja leaders, or jonin, were disgraced samurai like Daisuke Togakure that had lost in battle or had been renounced by their daimyo but fled rather than committing ritual suicide. However, most ordinary ninjas were not from the nobility. Instead, low-ranking ninjas were villagers and farmers who learned to fight by any means necessary for their own self-preservation, including the use of stealth and poison to carry out assassinations. As a result, the most famous ninja strongholds were the Iga and Koga Provinces, mostly known for their rural farmlands and quiet villages. Women also served in ninja combat. Female ninja, or kunoichi, infiltrated enemy castles in the guise of dancers, concubines, or servants who were highly successful spies and sometimes even acted as assassins as well. Samurai Use of the Ninja The samurai lords could not always prevail in open warfare, but they were constrained by bushido, so they often hired ninjas to do their dirty work. Secrets could be spied out, opponents assassinated, or misinformation planted, all without sullying a samurais honor. This system also transferred wealth to the lower classes, as the ninja were paid handsomely for their work. Of course, a samurais enemies could also hire ninja, and as a result, the samurai needed, despised, and feared the ninja- in equal measure. The ninja high man, or jonin, gave orders to the chunin  (middle man), who passed them on to the genin, or the ordinary ninja. This hierarchy was also, unfortunately, based on the class the ninja had come from before training, but it wasnt uncommon for a skilled ninja to ascend the ranks well beyond his or her social class. The Rise and Fall of the Ninja The ninja came into their own during the tumultuous era between 1336 and 1600. In an atmosphere of constant war, ninja skills were essential for all sides, and they played a key role in the Nanbukucho Wars (1336–1392), the Onin War (1460s), and the  Sengoku Jidai, or Warring States Period- where they aided samurai in their internal power struggles. The ninja were an important tool during the Sengoku Period (1467-1568), but also a destabilizing influence. When warlord Oda Nobunaga emerged as the strongest daimyo and began to reunite Japan in 1551–1582, he saw the ninja strongholds at Iga and Koga as a threat, but despite quickly defeating and co-opting the Koga ninja forces, Nobunaga had more trouble with Iga.​ In what would later be called the Iga Revolt or Iga No Run, Nobunaga attacked the ninja of Iga with an overwhelming force of more than 40,000 men. Nobunagas lightning-quick attack on Iga forced the ninja to fight open battles, and as a result, they were defeated and scattered to nearby provinces and the mountains of Kii. While their base was destroyed, the ninja did not vanish entirely. Some went into the service of Tokugawa Ieyasu, who became shogun in 1603, but the much-reduced ninja continued to serve on both sides in various struggles. In one famous incident from 1600, a ninja snuck through a group of Tokugawas defenders at Hataya castle and planted the flag of the besieging army high on the front gate. The Edo Period under the Tokugawa Shogunate  from 1603–1868 brought stability and peace to Japan, bringing the ninja story to a close. Ninja skills and legends survived, though, and were embellished to enliven the movies, games, and comic books of today.

Family Law Essay Example | Topics and Well Written Essays - 2500 words

Family Law - Essay Example n his judgment, Lord Nicholls was of the view that: â€Å"Often than not, tribunals and courts in interpreting the requirement threshold outline under section 31 0f the Act have constantly have to decide whether or not an alleged event actually took place. In his wise decision, Lord Nicholls further observed that as a general rule where there is a possibility that a past event might have taken place then that is proof enough to the requisite standard or threshold and the law regards such an incident as definitely having taken place† 2 The legal implication of such a decision by the court is that the determination should be made following the statutory, legal policy or otherwise. Consequently, determination of such an issue is susceptible to change since it is the judiciary and not the legislature that sets the policy and it is still in the hands of the court to reconsider the viability solution for the problem. In the case of Lancashire County Council and Another v. Barlow and Another and One Other Action Lord Nicholls of Birkenhead stated that the court is empowered under section 31(1) of the 1989 Children Act to make an order putting the child under the local authority supervision or placing him or her under the care of local authority, or even under the care of a probate officer. Nevertheless, certain minimum conditions must be met before the court making such an order this conditions are usually referred to as threshold conditions. These threshold conditions are outlined under section 31(2) the 1989 Children Act which reads: A care order or a supervision order may be made by a court if it satisfied ­_ a); that the child in question is suffering, or is likely to suffer, substantial harm; and b). that the harm, or possibility of harm, is actually attributable to the... Courts have held that they are empowered under section 31(1) of the 1989 Children Act to make an order putting the child under the local authority supervision or placing him or her under the care of local authority, or even under the care of a probate officer. Nevertheless, certain minimum conditions must be met before the court making such an order this conditions are usually referred to as threshold conditions. These conditions include: that the child in question is suffering, or is likely to suffer, substantial harm; and that the harm, or possibility of harm, is actually attributable to the care accorded to the child, or the care likely to be given to the child in the event the order was not made, and the care not being what it would be rational to suppose a parent to give the child; or where the child is beyond control of the parent . The court further noted that in the interpretation of section 31 of the Children Act of 1989, particular attention should be paid under section 1(3 ) of the Act which sets out the Childs' welfare checklist. The welfare checklist under the foregoing section includes consideration of any harm that the child is at risk of suffering or any harm that the child concerned has suffered and the capability of each of the child's parent to satisfy the needs of the child. Accordingly, the connection between the casual likelihood need not be that direct, sole, or dominant cause and effect and that a causal connection that is contributory meet the requirements.

Role of International Non-Government Organizations Essay

Role of International Non-Government Organizations - Essay Example Risk identification is basically a process that allows an organization or a company to identify any potential risks that the organization faces. Risk identification is the first and one of the main steps of the risk management process. Organizations usually carry out risk management to ensure that their assets and their operations are not damaged by a certain imminent threat. In case the company is unable to prevent any threat from occurring the organization implements certain measures that ensure that the damage is kept to a minimum (Karolak, 1995).In this paper, the author will evaluate how the tourism industry of Thailand recovered from the aftermath of Tsunami in 2004 and what role was played by government, NGOs and other stakeholders in helping the industry to return to its usual form. The tsunami of December 2004 affected six provinces along Thailand’s Andaman coast. It had an impact on 407 villages, completely destroying 47 of them, and killing more than 8,200 people. As of December 2005, 929 bodies remained unidentified, though by May 2006 this number had been reduced to around 500Í ¾ these bodies are at the Bang Maruan cemetery in Tsunami that disrupted the environment and created economic problems for the country required a coordinated relief effort supported by the government and international agencies to prevent further destruction, build back Thailand and its tourism sector. In this regard, it is essential to take into consideration the role of the non-profitable organizations like NGO’s who played their part in integrating all the activities related to crises management. There were many national and international operations carried out who had the purpose of delivering aid to the affected persons. However, there were many difficulties faced by these non-government organizations.

Why Play is Important for Children Essay Example for Free

Why Play is Important for Children Essay Children like to play, they need to run, chase, ride, skip and jump. The more they play, the more they want to play again. Play is important for Children because it practices their linguistic, cognitive and social skills and contributes to their general personality development. Children use their minds while playing, because they are thinking and acting as if they were another person. When they make such a transformation, they are taking a step forward abstract thinking in that they are freeing their thoughts from a focus on concrete objects. Play is also associated with creativity, especially the ability to be less literal and more flexible in ones thinking. Vygotskian who was a famous Russian psychologist wrote, In play a child always above his average age, above his daily behaviour; in play it is as though he were a head taller than himself. There are four types of play that reflect increasing levels of Childrens social interaction and sophistication. Solitary play is a play that takes place alone, often with toys, and is independent of what other children are doing. Parallel play involves children engaged in the same game or activity side by side but with very little interaction or common influence. Associative play is much like parallel play but with increased levels of interaction in terms of sharing, turn-taking and general interest in what others are doing. Cooperative play occurs when Children join and work together to achieve a common goal, such as building a large castle with each child building a part of the structure. Play have become quite indispensable to Childrens life, However, in order to motivate Children to learn from the games they are playing, Adults have responsibility to choose right playing method and age-appropriate games for the children. They are important elements to support the development of Childrens play. Types of Child’s Play Child’s play is seemingly limited only by imagination, but in general there are a few broad categories of child’s play that tend to cover the most common activities. Child’s play is often: * Quiet. These activities can often be conducted in one place, such as looking at books or working with blocks.  Children do not need great amounts of energy for quiet play and these activities are especially useful when a child is tired. * Creative. These activities allow a child to engage his/her imagination through painting, dancing, sculpting with clay and much more. Creative play allows children to come up with their own worlds, and many children enjoy being in charge of these activities. * Active. These activities require a good amount of energy and often help children develop their gross and fine motor skills. Playing with balls and climbing frames are examples of active child’s play. Cooperative. These activities involve more than one child. When children play with others and share their toys or take turns in an activity, they engage in cooperative play. * Dramatic/Role playing. Like creative play, children engage their imaginations during dramatic play or role playing and often take on the persona of a different character. Some dramatic play may take place with other children, though it might also include toys, dolls or even imaginary friends. Encouraging Child’s Play One of the most important things that a parent can do for their children is to be available for play. Activities that many parents enjoy doing with their children include: * Playing peek-a-boo with infants. * Singing silly songs and nursery rhymes with young children. * Reading to children of all ages. * Taking part in their children’s tea parties, school days or whatever other imaginary events they have dreamed up. * Dressing up in â€Å"costumes† and performing plays written and directed by their children. * Kicking or throwing a ball in the garden or park. * Playing â€Å"I spy† while out on walks or long drives. * Building towers of blocks or sand castles at the beach. For many parents, child’s play may seem lovely though relatively unimportant. If you find yourself wondering at the hours your child can spend engrossed in play, remember that (s)he is actually learning all about the world through these activities. Don’t wait for your child to invite you, join in and enjoy yourselves together! Learning through play Play helps young children to learn and develop their physical, social, emotional and intellectual skills through doing and talking, which research has shown to be the means by which young children learn to think. It is also how they learn to socialise as children engage in learning experiences with other children and adults. The Early Years Foundation Stage is a play based framework that childcare providers use as a tool to ensure that children from birth to five years are developing and learning to their full potential. Providers plan and provide a range of play activities, which help children to make progress in each of the key areas of learning and development identified by the framework: * Personal, social and emotional development. * Communication, language and literacy. Problem solving, reasoning and numeracy. * Knowledge and understanding of the world. * Physical development. * Creative development. There are lots of opportunities for you to help your child grow and learn. Parents can support their child’s development by choosing activities at home which gives them a chance to explore and use their imaginations. Visit our play activities page for ideas for fun activities for you and your child. The leaflet Learning Through Play contains further tips on how you can support your childs learning.

The Emphasis on Existentialisim in Lispector’s Work Due to The Traditio

The Emphasis on Existentialisim in Lispector’s Work Due to The Traditional Roles of Women The human mind often creates traumatized, twisted beliefs about the world after cataclysmic events have occurred. Picture 1920- the world has just been ravaged by bullets, bombs, and baleful butchers with malicious intent. The aftermath of World War II leaves the country of Ukraine encompassed in terror, anguish, and famine. Imagine being ravenous enough to consider devouring a decomposing relative, and then putting that consideration into action. Imagine a country where pogroms- violent attacks on ethnic groups, mainly Jews, that included the destruction of homes, businesses, and churches –are not only regular, but not surprising occurrences. Imagine suppression, repression, oppression, all the â€Å"-ions†Ã¢â‚¬ ¦Now insert a nine-year old girl struggling to live in this madness, add the rape and death of that girl’s mother, and there is the childhood of the renowned Brazilian author, Clarice Lispector. These experiences, which would alter anyone’s views on life, influenced and helped to develop Lispector’s existentialist ways of thinking. In these past occurrences, gender inequalities were very much prominent, which explains why Lispector focuses on the fate of women in her writing. Due to the oppressive government, women were confined to their traditional roles and in showing the lack of freedom, both mentally and physically, that this imposes on them, Clarice Lispector justifies her existentialist viewpoints through her writings; life is pain, misery, and inevitably death. These viewpoints are imminent when discussing the overall lack of freedom in Lispector’s stories â€Å"The Chicken†, â€Å"The Smallest Woman in the World†, and â€Å"Preciousness†. Within... ...for giving birth, her obedient stay after being caught, and her sudden yet unsurprising death describes, in Lispector’s viewpoints, the natural course of an average female’s life. Although Lispector wrote these stories in the 1940’s, reflecting on the then current gender inequalities and hardships of life during the aftermath of WWII, these themes are evident in all time periods, for as Lispector has shown, the innate traditional roles of women along with the pre-conceived notion of men being more significant than women are evident even in our time. These limits reflect Lispector’s existentialist viewpoints in showing that the life of a woman is restrained; women’s lives are filled with pressure, sadness, and ultimately death.

Summary of “Little Things” by Raymond Carver

Raymond Carver’s short story entitled â€Å"Little Things† is a representation of internal situation in a house when a husband and a wife could not retrieve the love that once felt before. The author did not state the names of the characters but only used the words â€Å"she† and â€Å"he† to refer the names of the characters as husband and wife. This story is a situation that most families usually get into because of the separation and the child is the most affected in the whole scenario for he or she could not able to determine whether to go with his or her mother or with his or her father. The story begins when the man paced his own things for he decided to leave his family. the woman was happy as according to her that the man will leave but it was felt from her emotions that it is hard for her to accept the situation. After packing all the things in his suitcase, the man went to the living room to get the baby but the woman did not want the man to take the baby so she grabbed the baby into the man’s hand. The baby started to cry but the two did not mend the tears and shout of the baby. They did not let each other to get the baby so they grabbed each other’s hands. Related article: †On Compassion† summary Because the woman is much weaker than the man, the man obtained the baby. The woman could not accept it so she tried again but the decision went on as the story ended. Carver’s story is a detailed short story as it represents the signification of elements and images that exists within the whole narrative. It shows that he is capable of acquiring consequences that emerged in the home where men and women could not recognize their weaknesses and incapability that made them quit from being together. Reference Carver, R. (1988). Little Things. Tess Gallagher From Where I'm Calling From: The Selected Stories Atlantic Monthly Press, 1988.

Dibujar Conjugation in Spanish, Translation, and Examples

The Spanish verb dibujar means to draw or to sketch. It is a regular -ar verb and follows the same conjugation pattern as other regular verbs like ayudar, tratar, and buscar. This article includes dibujar conjugations in the present, past, conditional and future indicative mood, the present and past subjunctive mood, the imperative mood, and other verb forms. Dibujar Present Indicative The conjugations of dibujar in the present indicative tense follow the pattern of other -ar regular verb conjugations. Yo dibujo I draw Yo dibujo en mi clase de arte. Tà º dibujas You draw Tà º dibujas el mapa para tu abuela. Usted/à ©l/ella dibuja You/he/she draws Ella dibuja el diseà ±o del edificio. Nosotros dibujamos We draw Nosotros dibujamos con là ¡pices de color. Vosotros dibujà ¡is You draw Vosotros dibujà ¡is retratos muy lindos. Ustedes/ellos/ellas dibujan You/they draw Ellos dibujan figuras en la arena. Dibujar Preterite Indicative The preterite tense can be translated to English as the simple past. It is normally used to talk about events that have been completed in the past. Yo dibujà © I drew Yo dibujà © en mi clase de arte. Tà º dibujaste You drew Tà º dibujaste el mapa para tu abuela. Usted/à ©l/ella dibujà ³ You/he/she drew Ella dibujà ³ el diseà ±o del edificio. Nosotros dibujamos We drew Nosotros dibujamos con là ¡pices de color. Vosotros dibujasteis You drew Vosotros dibujasteis retratos muy lindos. Ustedes/ellos/ellas dibujaron You/they drew Ellos dibujaron figuras en la arena. Dibujar Imperfect Indicative The imperfect tense is normally used to talk about ongoing or repeated actions in the past. It can be translated to English as was drawing or used to draw. Yo dibujaba I used to draw Yo dibujaba en mi clase de arte. Tà º dibujabas You used to draw Tà º dibujabas el mapa para tu abuela. Usted/à ©l/ella dibujaba You/he/she used to draw Ella dibujaba el diseà ±o del edificio. Nosotros dibujà ¡bamos We used to draw Nosotros dibujà ¡bamoscon là ¡pices de color. Vosotros dibujabais You used to draw Vosotros dibujabais retratos muy lindos. Ustedes/ellos/ellas dibujaban You/they used to draw Ellos dibujaban figuras en la arena. Dibujar Future Indicative The future tense is conjugated by starting with the infinitive (dibujar) and adding the future tense endings (à ©, à ¡s, à ¡, emos, à ©is, à ¡n). It is usually translated to English as will verb. Notice that all of the future tense conjugations except nosotros have an accent mark on the last syllable. Yo dibujarà © I will draw Yo dibujarà © en mi clase de arte. Tà º dibujarà ¡s You will draw Tà º dibujarà ¡s el mapa para tu abuela. Usted/à ©l/ella dibujarà ¡ You/he/she will draw Ella dibujarà ¡ el diseà ±o del edificio. Nosotros dibujaremos We will draw Nosotros dibujaremoscon là ¡pices de color. Vosotros dibujarà ©is You will draw Vosotros dibujarà ©is retratos muy lindos. Ustedes/ellos/ellas dibujarà ¡n You/they will draw Ellos dibujarà ¡n figuras en la arena. Dibujar Periphrastic  Future Indicative   The periphrastic future is conjugated using the present indicative conjugation of the verb ir (to go), the preposition a, and the infinitive dibujar. It is normally translated to English as going to verb. Yo voy a dibujar I am going to draw Yo voya dibujar en mi clase de arte. Tà º vasa dibujar You are going todraw Tà º vasa dibujar el mapa para tu abuela. Usted/à ©l/ella va a dibujar You/he/she is going todraw Ella vaa dibujar el diseà ±o del edificio. Nosotros vamosa dibujar We are going todraw Nosotros vamosa dibujar con là ¡pices de color. Vosotros vaisa dibujar You are going todraw Vosotros vaisa dibujar retratos muy lindos. Ustedes/ellos/ellas vana dibujar You/they are going todraw Ellos vana dibujar figuras en la arena. Dibujar Present Progressive/Gerund Form The gerund or present participle is normally used as an adverb or to form progressive tenses like the present progressive, which is usually formed with the auxiliary verb estar. Present Progressive ofDibujar està ¡ dibujando Is drawing Ella està ¡ dibujando el diseà ±o del edificio. Dibujar Past Participle The past participle is normally used as an adjective or to form perfect tenses like the present perfect, which uses the auxiliary verb haber. Present Perfect of Dibujar ha dibujado Has drawn Ella ha dibujado el diseà ±o del edificio. Dibujar Conditional Indicative The conditional tense is normally used when discussing possibilities. It is usually translated to English as would verb. Notice that all of the conjugations of the conditional have an accent mark on the last à ­. Yo dibujarà ­a I would draw Yo dibujarà ­a en mi clase de arte si tuviera mà ¡s tiempo. Tà º dibujarà ­as You would draw Tà º dibujarà ­as el mapa para tu abuela si necesitara direcciones. Usted/à ©l/ella dibujarà ­a You/he/she would draw Ella dibujarà ­a el diseà ±o del edificio si fuera arquitecta. Nosotros dibujarà ­amos We would draw Nosotros dibujarà ­amoscon là ¡pices de color, pero solo tenemos marcadores. Vosotros dibujarà ­ais You would draw Vosotros dibujarà ­ais retratos muy lindos si fuerais artistas. Ustedes/ellos/ellas dibujarà ­an You/they would draw Ellos dibujarà ­an figuras en la arena, pero no se quieren ensuciar. Dibujar Present Subjunctive The present subjunctive is used when a sentence has two clauses and it expresses emotion, desire, doubt, possibilities, or other subjective situations. Que yo dibuje That I draw La maestra quiere que yo dibuje en la clase de arte. Que tà º dibujes That you draw Mamà ¡ pide que tà º dibujes el mapa para tu abuela. Que usted/à ©l/ella dibuje That you/he/she draw La ingeniera pide que ella dibuje el diseà ±o del edificio. Que nosotros dibujemos That we draw Las instrucciones piden que nosotros dibujemos con là ¡pices de color. Que vosotros dibujà ©is That you draw El cliente espera que vosotros dibujà ©is retratos muy lindos. Que ustedes/ellos/ellas dibujen That you/they draw Los nià ±os quieren que ellos dibujen figuras en la arena. Dibujar Imperfect Subjunctive The imperfect subjunctive can be conjugated in two different ways. The tables below show both options. Option 1 Que yo dibujara That I drew La maestra querà ­a que yo dibujara en la clase de arte. Que tà º dibujaras That you drew Mamà ¡ pedà ­a que tà º dibujaras el mapa para tu abuela. Que usted/à ©l/ella dibujara That you/he/she drew La ingeniera pedà ­a que ella dibujara el diseà ±o del edificio. Que nosotros dibujà ¡ramos That we drew Las instrucciones pedà ­an que nosotros dibujà ¡ramoscon là ¡pices de color. Que vosotros dibujarais That you drew El cliente esperaba que vosotros dibujarais retratos muy lindos. Que ustedes/ellos/ellas dibujaran That you/they drew Los nià ±os querà ­an que ellos dibujaran figuras en la arena. Option 2 Que yo dibujase That I drew La maestra querà ­a que yo dibujase en la clase de arte. Que tà º dibujases That you drew Mamà ¡ pedà ­a que tà º dibujases el mapa para tu abuela. Que usted/à ©l/ella dibujase That you/he/she drew La ingeniera pedà ­a que ella dibujase el diseà ±o del edificio. Que nosotros dibujà ¡semos That we drew Las instrucciones pedà ­an que nosotros dibujà ¡semoscon là ¡pices de color. Que vosotros dibujaseis That you drew El cliente esperaba que vosotros dibujaseis retratos muy lindos. Que ustedes/ellos/ellas dibujasen That you/they drew Los nià ±os querà ­an que ellos dibujasen figuras en la arena. Dibujar Imperative The imperative mood is necessary when giving orders or commands. There are both positive and negative commands, shown in the tables below. Positive Commands Tà º dibuja Draw!  ¡Dibuja el mapa para tu abuela! Usted dibuje Draw!  ¡Dibuje el diseà ±o del edificio! Nosotros dibujemos Let's draw!  ¡Dibujemos con là ¡pices de color! Vosotros dibujad Draw!  ¡Dibujad retratos muy lindos! Ustedes dibujen Draw!  ¡Dibujen figuras en la arena! Negative Commands Tà º no dibujes Don't draw!  ¡No dibujes el mapa para tu abuela! Usted no dibuje Don't draw!  ¡No dibuje el diseà ±o del edificio! Nosotros no dibujemos Let's not draw!  ¡No dibujemos con là ¡pices de color! Vosotros no dibujà ©is Don't draw!  ¡No dibujà ©is retratos muy lindos! Ustedes no dibujen Don't draw!  ¡No dibujen figuras en la arena!