Student Descriptions of Stress

Student Descriptions of Stress Title: How do second-year psychology students describe their experiences of university stress? Abstract:   Purposive sampling and semi-structured interviews were used as well as Interpretative phenomenological analysis being utilised to analyse the transcripts and quality checks were implemented to increase the validity of the analysis. Three superordinate themes were identified with each superordinate theme had two sub-themes each. Such qualitative research is rare in the university related stress literature for psychology students. Suggestions for further research regarding students coping with university stress. Introduction: There are now more students aiming to enter an increasingly competitive job market, which exacerbates the pressure to achieve a respectable degree (Robotham & Julian, 2006). In addition to financial and employment pressures, as well as completing exams and assignments is a period of significant change in a students life, with heightened levels of stress (Fisher & Hood, 1987). In a study conducted by Hirsch and Ellis (1996) the came to the conclusion that university students put extreme pressure on themselves to get a good grade, earn a degree, and get a job as soon as they finish their studies. Although, this is possible to achieve, the negative effects that come with sort of pressure could cause a student to do poorly in one assignment or exam due to the stress they have subjected themselves too and create even more stress for themselves by punishing themselves for not achieving as good of grade as they could have. Moyle and Parkes (1999) believed that given the high levels of stress and change students are faced throughout university and the pressure placed on their coping resources, support from friends and family is invaluable during this period. McEwan (2000) also claimed that brain regions respond to acute and chronic stress and show changes in morphology and chemistry. Using the previous relevant research as a guideline its expected that the participants will describe their experiences of university stress by revealing the sources of their stress and how they deal with their stress. Method: Table 1. Table depicting demographic information of participants used in this experiment Participants: Four second year students studying psychology at University participated in this piece of research. It was key to obtain information from a variety of different perspectives however is some homogeneity in some participants such as; gender, age, and subject of study (see Table 1). Purposive sampling was used in this piece of research because it means that the researcher can select participants based upon a particular purpose to meet their particular needs. Procedure A semi-structured interview was used to collect data from the participants regarding their experiences of university stress. This was decidedly the best method because it meant that the researcher could collect data relating to university stress using prepared questions but could also delve deeper into a participants answer by using probing questions that encourage expansion on a certain point. The interviewer began fully informing the participant that the interview would be audio recorded and used anonymously to analyse later on. This was fully by a full explanation briefed about the purpose of the experiment and that the participant has the right to withdraw at anytime. The participant would be interviewed using the prepared questions along with any probing questions used, as well as debriefed and after the participants were interviews the recording was then transcribed. Analytical approach: A qualitative study was thought to be best because it meant that the researcher could gather more detailed data from the participants. Interpretative phenomenological analysis (IPA) was the chosen method of analysis in this piece of research because it allowed the interviewer to explore the subjective experiences of the participant, and help to describe and understand the respondents account of the processes by which they make sense of their experiences of university stress (Brocki, Wearden,2006). Critical realism is the ontological stance of IPA; this means that there is a reality however it is subjective because everyone interprets reality in different ways (Furlong, Marsh, 2010). This means that the epistemological stance of IPA is interpretive because it attempts to make sense of the subjective views (Furlong et al, 2010). IPA was used as a method of analysing the data by creating transcripts from each participants audio recording. Each transcript was read several times so that the researcher was familiar the data which was then coded in order to create emergent themes which would eventually become categorized into superordinate themes. The process was the same for each participant resulting in a table previewing the superordinate themes, sub-themes, and quotes from the transcripts to support the creation of the themes. Reflexivity: Qualitative analysis is a subjective process and IPA recognises that a researchers perspective usually affects the analysis (Golsworthy & Coyle, 2001). Having a good understanding of IPA means that the researchers personal perspective relative to the research topic is presented, to assist the readers interpret the analysis and for transparency (Elliott et al. 1999). The researchers interpretative framework has been influenced by: previous research in stress. It is also recognised that the analysis is influenced by the researchers perspective and the framework applied to understand the data. Findings: Table 2. Table of key themes Effects of student stress The results of how the participants described their experiences of university related stress revealed that there were a range of different effects of stress that can stretch from physical effects to psychological effects, which were found to be a dominant effects of stress (see appendix 2 for themes and quotations). The psychological effects of stress can be seen in Iriss transcript in which she stated that:   I dont know how to put it in words, not just stress, it was the worst feeling ever. When you consider what most people go through in their lives, for her to say it was the worst feeling ever goes to show the toll stress had taken on her causing her to feel the worst she has ever felt. There is also evidence in Jessicas transcript in which she described one of her experiences in dealing with university related stress as feeling so much anxiety that it felt like she was drowning. There is also evidence in Anils transcript which reveals that he suffers from high levels of anxiety but without mention of a drowning sensation. There is further evidence of psychological effects of stress in Smokies transcript which suggest that he regularly suffers from mini breakdowns that help to motivate him to work but the motivation goes after a day or two which creates another mini breakdown due to the buildup of responsibilities. There is also evidence to suggest that the participants suffered from physiological effects as well as psychological effects. The main evidence comes from Anils transcript in which he described one effect of his university related stress that stated: My face gets lots of spots when I am feeling stress. For the effects of stress to manifest in a physical way is worrying but not uncommon, for example in Smokies transcript he revealed that he cries a lot because of university related stress. In Iriss transcript she describes an effect of university related stress by revealing that coping with all the responsibilities and stress of university makes her feel weak, which would be categorized as a physiological effect as well as a possible psychological effect due to the fact that you feel weakness rather than show it. Sources of student stress The results of how the participants described their experiences of university related stress revealed that there were a variety of different sources of stress for university students which range from university work such as assignments or exams, to life after graduation. Both are considered in these participants transcripts to be dominant sources of stress. University work as a source of stress for its students is evident in all transcripts with perhaps the most evident comes from Anils transcript in which he states that: A time umm when I experienced stress the most during university is when I have a massive report due. This not only reveals one source of stress for this student to be reports set by the university but it also goes to show that this participant feels most stressed at university when set reports. This also relates to Smokies transcript in which he described his stress levels as being high when it came to deadlines which isnt that dissimilar to Anils quotation due to the fact that both feel highly stressed because of work set by the university. Further evidence can be found in Jessicas transcript in which she described her feeling of drowning in anxiety to be a result of a lack of understanding when it came to analysing data. Evidence for his future life as a source of stress for university student is evident in the transcripts but the most evident comes from Smokies transcript which stated that: teachers do things for me and like my parents do things for me, because I dont feel ready to do things for myself. Again, this not only reveals his main fear for his future life to be, but it also shows how he has got as far as he has, which is down to the support he gets from those around him. This can also be support by Jessicas transcript which described her opinion of her future life as one of confusion as to what her she would be doing in her future life and whether she would enjoy it or not. There is also evidence in Iriss transcript which reveals that she is still struggling with dealing with all the university related stress but she is hopeful that her future life will be better. Dealing with student stress The results of how the participants described their experiences of university related stress revealed that there were several different methods of dealing with stress used by the participants ranging from the support of family and friends, to the amount of support they give themselves. Evidence of support from family and friends as a method of dealing with stress can be found in all the participants transcripts, however, the main evidence for this point comes from Iriss transcript in which she states that: My mum is always being there for me and loves me and I have had some other woman in my life, I talk to her about my problems.   This reveals evidence of support not only from her mother but also from another woman who isnt a family member but would be regarded by her as a friend that supports her. This example is not unlike Jessicas transcript in which she reveals that she uses her flatmates as a method of coping with her stress. Another example of a participant using the support of family and friends as a method of dealing with university related stress comes from Smokies transcript in which he says that he gets a lot of help from his parents and when he usually gets stressed out with university work he talks to his friends. Self-support is what a person does or doesnt do to help themselves throughout their first two years of university. Evidence from Jessicas transcription states that: I procrastinate a lot [†¦] whenever I have something to do for Uni, suddenly I get a major interest to do something else. This clearly shows the lack of self-support she gave herself which meant that instead of doing university work she would ignore her responsibilities and find something else to do. This results in a build up of responsibilities that can create an overwhelming feeling of stress and possibly cause other problems for the student according to the evidence previously discussed regarding the manifestation of psychological problems into physicals ones, for example Anil and his facial spots. More evidence for a lack of self-support can be seen is all the transcripts, for example in Smokies transcript in which he describes himself as a corner-cutter who often does things he doesnt enjoy with half of his effort even though he understands that this is one of the reasons why he gets behind on his university work creating more stress for himself. Further evidence can be found in Anil and Iriss transcripts in which they both reveal that they struggle when it comes to self-support. Anil gets stressed when he attempts to tackle problems by himself, whereas Iris goes through periods of time where she feels like she cannot deal with problems by herself. Discussion: In summation, the analysis of the data has revealed that the participants all describe their experiences of university stress in a similar manner; the effects of stress on students, sources of stress for students, and dealing with student stress. Each superordinate theme had two sub-themes each, which were the result of a variety of emergent themes that were combined and adapted to equate to the final themes in the analysis. The participants descriptions of the effects of university stress related to those described by McEwen (2000) who believed that stress began in the brain and affected all organs and muscles but none more so than the brain. Using his research combined with this experiments data means that its possible localize psychological effects of stress to the burden of chronic stress which can result in behavioral changes (smoking, excessive eating, binge drinking, little or no sleep). Physiological effects of stress can be localised using the same method in which McEwan (2000) claimed that brain regions respond to acute and chronic stress and show changes in morphology and chemistry. This could explain why the participants were affected the ways they were. The difficulties related to university work but more specifically; exams and assignments, can be linked to Yumatov (2001) who reported that exams can influence a strong psychological and emotional reaction in students, with feelings of stress experienced before and during, that can persist until they receive their results afterwards, with many experiencing anxiety and stress over the outcome. Gadzella(1998) argued that its the uncertainty and anxiety that is the main cause of the stress as opposed to the exam itself. The pressure of graduation as well as post graduation life is as serious source of stress as any according to the data from this experiment and is also supported by Hirsch and Ellis (1996). This could explain what the sources of the participants university stress was. The participants experience of dealing with university stress can be related to other similar cases such as Moyle and Parkes (1999) who believe that given the high levels of stress and change students are faced throughout university and the pressure placed on their coping resources, support from friends and family is invaluable during this period. Without friends, students have more limited resources at their disposal to assist them in the university work as well as emotional support. An absence of friends also makes it more likely to consider dropping out (Paul & Brier, 2001). This could explain why the participants used the supportive systems they used. Using a qualitative approach provided depth and detail in that it looked deeper than analysing ranks and counts by recording attitudes, feelings and behaviours. Similar to the reason why a semi-structured interview was chosen because it allows the interviewer to be more spontaneous in their questioning without being too sporadic. That being said, there are usually fewer people are studied in qualitative report because a collection of data is generally more time consuming that quantitative data collection and therefore unless time, staff and budget allows it is generally necessary to include a smaller sample size. It also means that its difficult to generalise because fewer people are studied and its not possible to generalise results to that of the population. A qualitative report is also dependent on skills the of the researcher particularly in the case of conducting interviews, focus groups and observation. As an overall summation of this study it can be concluded that there is need for further research regarding university stress as a result of the data and previous relevant research. References Abouserie, R. (1994). Sources and levels of stress in relation to locus of control and self esteem in university students. Educational psychology, 14(3), 323-330. Brocki, J. M., & Wearden, A. J. (2006). A critical evaluation of the use of interpretative phenomenological analysis (IPA) in health psychology. Psychology and health, 21(1), 87-108. Dahl, C. M., & Boss, P. (2005). The use of phenomenology for family therapy research. Research methods in family therapy, 2, 63-84. Denovan, A., & Macaskill, A. (2013). An interpretative phenomenological analysis of stress and coping in first year undergraduates. British Educational Research Journal, 39(6), 1002-1024. Elliott, R., Fischer, C. T., & Rennie, D. L. (1999). Evolving guidelines for publication of qualitative research studies in psychology and related fields. British journal of clinical psychology, 38(3), 215-229. Fisher, S., & Hood, B. (1987). The stress of the transition to university: a longitudinal study of psychological disturbance, absent†mindedness and vulnerability to homesickness. British journal of psychology, 78(4), 425-441. Furlong, P., & Marsh, D. (2010). A skin not a sweater: Ontology and epistemology in political science. Theory and methods in political science, 184-211. Gadzella, B. M. (1994). Student-life stress inventory: Identification of and reactions to stressors. Psychological reports, 74(2), 395-402. Gadzella, B. M., Masten, W. G., & Stacks, J. (1998). Students stress and their learning strategies, test anxiety, and attributions. College Student Journal. Golsworthy, R., & Coyle, A. (2001). Practitioners accounts of religious and spiritual dimensions in bereavement therapy. Counselling Psychology Quarterly, 14(3), 183-202. McEwen, B. S. (2008). Central effects of stress hormones in health and disease: Understanding the protective and damaging effects of stress and stress mediators. European journal of pharmacology, 583(2), 174-185. Paul, E. L., & Brier, S. (2001). Friendsickness in the transition to college: Precollege predictors and college adjustment correlates. Journal of Counseling & Development, 79(1), 77-89. Robotham, D., & Julian, C. (2006). Stress and the higher education student: a critical review of the literature. Journal of further and higher education, 30(02), 107-117. Ross, S. E., Niebling, B. C., & Heckert, T. M. (1999). Sources of stress among college students. Social psychology, 61(5), 841-846. Smith, J. A., & Osborn, M. (2007). Pain as an assault on the self: An interpretative phenomenological analysis of the psychological impact of chronic benign low back pain. Psychology and health, 22(5), 517-534. Weinstein, L., & Laverghetta, A. (2009). College student stress and satisfaction with life. College Student Journal, 43(4), 1161. Yumatov, E. A., Kuzmenko, V. A., Badikov, V. I., Glazachev, O. S., & Ivanova, L. I. (2001). Emotional stress in students during examinations. Human Physiology, 27(2), 221-227. Appendix 1 Table 1. Table depicting demographic information of participants used in this experiment Appendix 2 Table 2.Table of Themes, quotes, and where to find them in their transcriptions

Human Trafficking in Brazil

Following more than three hundred years under Portuguese rule, Brazil gained its independence in 1822, maintaining a monarchical system of government until the abolition of slavery in 1888. Shortly after – in 1889 – the military declared itself in control of the country as a republic. Brazilian coffee exporters politically dominated the country until populist leader Getulio Vargas rose to power in 1930. He is called the â€Å"Father of the Poor†, because of the fact that he brought social and economic changes that helped modernize the country.By far the largest and most populous country in South America, Brazil underwent more than a half-century of populist and military government until 1985, when the military regime peacefully gave up power to civilian rulers. Brazil continues to pursue industrial and agricultural growth and development of its interior. Utilizing vast natural resources and a large labor pool, it is today South America's leading economic power an d a regional leader, one of the first in the area to begin an economic recovery.Highly unequal income distribution and crime remain pressing problems. Human trafficking in Brazil, in international and internal forms, is still a phenomenon within Brazil. Secretary National Justice Paul Abram warns, â€Å"This is because one of its features is the invisibility of victims and denial of recognizing oneself as such. This is why we focused on awareness campaigns and the national network to support the victims. † Although Brazil banned slavery its 1888 Golden Law, forced labor of thousands of workers occur daily which is helping drive the economy.The Government of Brazil does not fully comply with the minimum standards for the elimination of trafficking; however, it is making significant efforts to do so. The Countries that registered the highest incidences of victims of human trafficking were the Suriname (which works as a route to the Netherlands), with 133 victims, followed by Sw itzerland with 127, Spain with 104 and Germany with 71. UNODC estimates indicate that sexual exploitation is the most common form of trafficking (79%), followed by forced labor (18%), reaching, especially children, adolescents and women.The Brazilian government has maintained efforts to prevent human trafficking in partnership with state governments, international organizations and NGOs. Authorities gathered extensive civil society and federal, state, and local government input to draft a second national plan for 2012-2016, as the first national plan ended in January 2010. The Ministry of Labor publishes a â€Å"dirty list,† which publicly identifies individuals and corporate entities the government has determined to be responsible for trabalho escravo and is subject to civil penalties.Authorities continue to investigate sex and labor trafficking crimes, but data collection on trafficking prosecutions and convictions continued to be a challenge. Government-provided specialize d shelter and services for victims of all forms of trafficking victims remained inadequate. Authorities continued to partner with civil society and international organizations to raise awareness about sex trafficking and trabalho escravo. During the International Symposium for Combating Human Trafficking, held in Goiania on May 14 and 15 many topics regarding the fight against human trafficking were put in place.During the symposium, Mr. Bo Mathiasen, regional representative of UNODC, stressed the importance of having a legal basis, backed by enforcement action to combat human trafficking. Mathiasen stated, â€Å"We know that human trafficking is one of the cruelest forms of organized crime and it is not possible to move forward in the fight against it without a solid and comprehensive legal basis, capable of providing the necessary tools to rigorously punish the entire chain of criminals involved. It is only possible to fight transnational organized crime if criminals have the per ception that there is a real risk of being punished. The UNODC Regional Office for Brazil and the Southern Cone, together with the Brazilian National Justice Council and the National Secretary for Justice have committed to collecting and distributing information regarding all judicial action in Brazil on human trafficking through the UNODC global Human Trafficking Case Law Database. It is expected that by the end of 2012 at least 50 Brazilian judicial will document proceedings in the UNODC Case Law Database. This is a step in the right direction for Brazil to begin to combat this chronic issue.

Muhannad †Arabia, in 600CE Essay

In Arabia, in 600CE, two large tribes called the Quaraish and the Hanifs inhabited a sacred city known as Makkah. The most important tribe in Makkah at this time were the Quaraish. The Quaraish consisted of merchants who had control over the Ka’bah (an ancient temple) and Makkah’s water supply. This tribe organised protection for the merchants who travelled through Makkah. The Quaraish made profit out of the traders who passed through Makkah and the provisions given to pilgrims who came there to see and worship the idols. The Hanifs were the other major tribe who inhabited Makkah. They consisted of moral tribesmen who despised the Quaraish’s selfishness and greed for money. This group of people were very holy and believed that there must only be one God. They believed that this one Supreme Power created everyone and everything and the worship of idols was an insult to him. They detested people’s devotion to icons of different Gods such as Al-Lat (the life-force). The Hanif’s were sacred people who prayed regularly and often sought solitude to worship God. They believed that this one God had sent prophets such as Moses to Earth to try and purify people’s hearts and bring them closer to God. MUHAMMAD’S EARLY LIFE Muhammad was grandson of Abd-al-Muttalib. Abd-al-Muttalib was a member of the Hanif’, and a man famous for his devotion to God and for his visions. His son, Abdullah, married a woman called Aminah, who was soon pregnant with his child when Abdullah suddenly died. The child that was born was named Muhammad. When Muhammad was born he was given to a Bedouin woman called Halimah as all Quaraish children at that time were. This was done so that children would be brought up away from the disease and impurities in the air in the city. At the age of six Muhammad was returned to Aminah who proceeded to die later that year. Luckily Muhammad’s devoted grandfather, Abd-al-Muttalib, took him in and cared for him until he died two years after that. Now Muhammad was passed onto his uncle, Abu Talib, who was a wealthy merchant. Living under the care of his uncle, Muhammad became a loyal and hard-working shepherd. LEGENDS Many legends have been created about Muhammad and his life. These legends were created to make Muhammad look greater and more powerful than he was. During his lifetime, Muhammad disapproved of all these myths about him and denied all of them. One of the legends about Muhammad was that he had his heart removed from his body by two angels. They then weighed his heart against other men but even with the whole community’s hearts weighed against his, his still weighed the most. Muhammad insisted that he did not and could not perform miracles; he was just a devoted follower of God. MUHAMMAD’S PERSONALITY Muhammad grew up to be a thoughtful young man who was kind and decisive. He continuously impressed the merchants that he worked with including Khadijah, a wealthy widow who employed Muhammad to supervise her caravan trade. When Muhammad was just 25 years old, Khadijah asked him to marry her; he accepted. Despite Khadijah being 15 years older than Muhammad, she became the love of his life until her death 25 years later. During her lifetime, Khadijah stood by Muhammad all the way and supported him in every possible means. When she died she left Muhammad with four daughters, Zainab, Ruqaiyyah, Umm Kulthum and Fatimah. Muhammad’s two sons, Qasim and Abdullah, unfortunately both died in infancy. Zaid ibn Haritha, the slave boy of the household, was devoted to Muhammad. When Zaid’s father found him after years of searching, he offered to buy him back. Muhammad left the choice of what to do up to Zaid himself, and he decided to stay with Muhammad. Muhammad was so touched by Zaid ibn Haritha’s decision to stay with him that Muhammad immediately released him and adopted him as his own son. Ali, son of Muhammad’s uncle, Abu Talib, was another child in the household. Muhammad chose to look after Ali when Abu Talib fell under hard times. THE NIGHT OF POWER In the year 610CE, Muhammad was once again meditating during Ramadan when an event happened which changed his life forever. Muhammad was 40 years old at the time and was praying alone in a cave on Mount Hira when he suddenly heard a voice calling his name and commanding him to proclaim or recite. Unfortunately Muhammad was illiterate and could not read the scroll of silk which he saw ahead of him. Suddenly the angel Jibril appeared to him. This was the same angel who had appeared to prophet Ibrahim and to Mary and Jesus in times past. Now Jibril was near to Muhammad and he ordered him to read the writing on the scroll. Muhammad told the angel that he could not read the writing for he was unlettered, but the angel ordered him again and again to read the scroll and Muhammad began to feel the tension building up within him. Suddenly he felt something seize him, it gripped him so tightly that he could not breathe and he thought he would die. But suddenly Muhammad knew in his heart what the words said, and he whispered them hoarsely: ‘Proclaim! In the name of your Lord and Sustainer who created Man from a clot of congealed blood, speak these words aloud! Your lord is the Most Generous One – He who has taught the Pen, Who reveals directly Things beyond human knowledge.’ Muhammad had been chosen as a messenger of God because he was a devout man who worshipped the Lord. After Muhammad received this message he had to wait 2 years until he received another. This was God’s way of testing Muhammad and seeing whether he would be tempted to tell everyone about what he had seen. When Muhammad reached home after his shocking revelation, he told his wife, Khadijah, about what had happened. She went to her wise 100-year-old cousin, Waraqa ibn Nufal, for advice and after he was quite sure that Muhammad’s story was truthful, Khadijah became the first person to believe the message Muhammad revealed. The second person to believe Muhammad’s story was Ali, the next was Zaid and the next person to believe him was his close friend Abu Bakr. Two years later, Muhammad was still fearful and anxious about what the message might mean, when the angel Jibril appeared to him again. The angel said to him: ‘O you wrapped – arise and warn! Glorify God! Make your garments pure! Give up all uncleanness. Give, without expecting any return. For the sake of your Lord, endure with patience!’ Now that Muhammad’s time of waiting was over, he could go out and tell everyone about the messages he was receiving. THE REVELATIONS Most of the messages that Muhammad received from God after the Night of Power came to him in visions. They all shared the following similarities: – Muhammad knew when they were about to happen. – Each revelation was attended by dramatic phenomena, such as shaking or trances. – Each one made the prophet feel close to death and that he was leaving his body and he might not re-enter it. – At the end of each revelation Muhammad would appear as usual again and he would repeat what he had been taught. Sometimes Muhammad would lose consciousness during his visions. Sometimes he would receive the message instantly and sometimes Jibril appeared to Muhammad in the form of a man to transmit messages (not in visions). ABU TALIB AND KHADIJAH When Muhammad was 50 years old his uncle Abu Talib died. Abu Talib had looked after Muhammad all his life and had stuck by him even when many hated him. Muhammad had always been very close to his uncle who had protected him when he was vulnerable and his death made him depressed and very unhappy. At the end of this saddening year his beloved wife Khadijah also died at the age of 64. Although Muhammad was deeply upset by their deaths, he accepted that everyone dies eventually and he tried to carry on preaching in God’s name. THE NIGHT JOURNEY It was probably during this traumatic experience that Muhammad had an experience which changed his life forever. The Night Journey (or Laylat-ul-Mi’raj) was not recorded very accurately in the Qur’an and it is therefore hard to know exactly what happened in this event. When the prophet was asleep in his home in Makkah he was awoken by the angel Jibril. Muhammad then went with Jibril to Jerusalem riding on some kind of a Pegasus called Lightning. From Jerusalem, Jibril took Muhammad through the seven heavens and was shown paradise and hell. On his way through the heavens, Muhammad met and spoke to other prophets such as Isa and Musa. With Musa, Muhammad decided and set the number of times a day a Muslim should pray to God. It was finally fixed at 5 times a day although Muhammad originally thought 50 times was a sufficient amount. Eventually the prophet Muhammad travelled on with Jibril to the highest heaven of all: the throne of God. When he arrived here, neither Muhammad nor the angel could approach any closer and he experienced a sensation which he never again felt or could describe properly. All he could see was pure light and he was aware only of great peace as time stilled and thoughts and feelings disappeared. The experience soon ended though and Muhammad had to once again travel to Earth. To Muhammad’s astonishment, when he got home, he found that everything had remained exactly as he had left it. The place he had previously lain was still warm and the cup he had knocked over was still emptying. This experience brought great confidence and strength to Muhammad and it encouraged him to carry on with the knowledge that God was always with him. Muslims believe that this night was one of great importance, as it showed them what the ascension to Heaven would be like. It showed them that the soul abandons the weak and dishonest nature of the human body and you travel to a place where only pure bliss is possible. MUHAMMAD’S DEATH In 632CE, Muhammad fell ill with a fever and violent headaches. He was only 63 but he became weak and tired. He asked his wives if he could be moved into his youngest wife, Aishah’s room. Even though he was feeble he still attempted to reach the praying place outside every day until his death. When he could not lead the prayers anymore, his good friend Abu Bakr took his place. On his last day on Earth, Muhammad, after leading the dawn prayer, lay in Aishah’s arm and said, â€Å"Lord grant me pardon. I have chosen the most exalted company, in paradise†; then he died. Muhammad was buried where he died, in Aishah’s room, and his tomb is still there even today. ISLAM The religion known as Islam was begun by Muhammad and it is still continued today. Since that day when Muhammad went on The Night Journey, Muslims have kept the number of times to pray each day at 5 times. All Muslims believe that God is responsible for every part of human life and he knows and sees all. Every Muslim tries to lead a peaceful life and pass the test set for all souls on Earth.

Qualitative Analysis The Chemical Compounds - 1912 Words

QUALITATIVE ANALYSIS CHMY 141-018 TA: Casey Kennedy 10/28/15 Introduction In many cases, scientists don’t often have all the details when performing experiments, and there is almost always some aspect that is unknown. In certain scenarios, a chemist may not know what elements or compounds are present in a specific sample, so they must be able to recognize properties characteristic of certain elements and compounds, to determine their presence in the unknown sample. When working with unknown ions, it is often best to use known solubility rules to manipulate, separate, and identify the unknown ions present in a sample. In practice, this usually involves using specific reagents to cause some of the ions to fall out of solution as a solid precipitate, then separating the ions in the precipitate from the ions remaining in solution that are soluble with the specific reagents used. This process is repeated, causing ions to separate either by dissolving them in solutions that they are soluble in, or causing them to form insoluble compounds and fall out of s olution as a solid precipitate until the ions have been isolated from each other. Once isolated, the ions are then treated with compounds which react in a distinct manner with specific ions, allowing their identities to be confirmed. In the first portion of this experiment ions are mixed in spot tests with separate reagents, specifically to observe and record the reaction that occurs. 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In order to develop a safe way of transportation, assessmentRead MoreOrganic vs. Inorganic Material Essay1020 Words   |  5 Pagesorganic substance is composed of carbon and commonly in combination with hydrogen, oxygen, nitrogen, chlorine, phosphorus, or other elements (Sanferstein, 2011, Pg 123). Inorganic substances are a compound not based on carbon or it can encompass other known chemicals. In order to classify both compounds they must be classified according to what physical form it takes. Saferstein lists the three forms that fall under: solid, liquid, and gas. â€Å"A solid is rigid and therefore has a definite shape andRead MoreDetection Of Volatiles On Honey : Application Of Spme / Gc Ess ay1532 Words   |  7 Pageswhereas the others are made during honey processing or storage. Aroma compounds are present in honey at very low concentrations as complex mixtures of volatile components of different functionality and relatively low molecular weight. GC/MS has been the method of choice to qualitatively and quantitatively analyze these compounds. However, sugar and water, the two components of honey should be removed from the sample for a GC/MS analysis. The most common way to eliminate water from the sample has beenRead MoreIdentification, Properties, And Synthesis Of An Unknown Ionic Compound1702 Words   |  7 PagesProject 11: Identification, Properties, and Synthesis of an Unknown Ionic Compound Jacqueline Parker Chemistry 101 Laboratory, Section 10 Instructor: Xiaoyan Yang September 28, 2015 My signature indicates that this document represents my own work. Outside of shared data, the information, thoughts and ideas are my own except as indicated in the references. In addition I have not given aid to another student on this assignment. Discussion of Results The primaryRead MoreChemistry Lab : Preparation Of A Dye830 Words   |  4 PagesCH 220C – Organic Chemistry Lab Experiment 14: Preparation of a Dye: Azo Violet Rodan Devega Introduction The purpose of this laboratory experiment was to synthesize azo violet, and conduct a product analysis in the form of a dyeing test and indicator test. Synthesizing azo class dyes typically involves two steps, diazotization and diazonium coupling. Diazotization is the conversion of a p-nitroaniline’s amino substituent to a nitrogen-nitrogen triple bond, resulting in the formation of an aryl