🏷️ LIMITED TIME OFFER: GET 20% OFF GRADE+ YEARLY SUBSCRIPTION →
Log in
HomeClass Notes1,200,000CA670,000

RELG 253 Lecture Notes - Lecture 2: Oracle Bone, Mirror Image

48 views3 pages
orangetermite534
11 Jun 2012
School
McGill University
Department
Religious Studies
Course
RELG 253
Professor
Victor S?gen Hori

For unlimited access to Class Notes, a Class+ subscription is required.

Document Summary

Used to be found by farmers who would sell them to the local pharmacist. A dig was undertaken and these bones were analyzed and studied a. k. a. Bones have a front (inside) and back (outside) side. Hot poker applied to the back so that inscription happens on the front. The crack that would happen was predicting something. Two profiles, but with the line that cuts in between them, it creates a complete face. Mirror image of two profile images that add up to one big picture. Phenomenon also seen on the north american west coast. Identifies who made the bell, when, for whom, why. Everything you need in the afterlife was in the tombs. The person who dies continues to lives in an afterlife. So whatever you need in this life, you"ll need it in the one after e. g. you put a copy of your house in your tomb. Corresponds to the shape of a turtle shell.

Get access

Grade+20% off
$8 USD/m$10 USD/m
Billed $96 USD annually
Grade+
Homework Help
Study Guides
Textbook Solutions
Class Notes
Textbook Notes
Booster Class
40 Verified Answers
Class+
$8 USD/m
Billed $96 USD annually
Class+
Homework Help
Study Guides
Textbook Solutions
Class Notes
Textbook Notes
Booster Class
30 Verified Answers

Related Documents

RELG 253 Lecture Notes - Lecture 2: Scapula, Oracle Bone, Yellow Emperor
erinkangaroo469
RELG 253 Lecture Notes - Lecture 3: Oracle Bone
lemonbee361
RELG 253 Lecture 3: RELG 253 week 2 (lectures 3-5)
maroonyak232

Related Questions

I am studying an iron chloride redox battery cell (not a flow battery). It is constructed with an iron negative electrode, a carbon positive electrode with an iron (II) chloride electrolyte. The electrodes are physically isolated from each other in a beaker of iron(II) chloride. This cell can be charged and discharged and will run a motor. The output of the battery is 1.2V and can deliver 0.2A.

Unlike most redox batteries, the positive carbon electrode does not take part in the chemistry. The positive carbon electrode, as far as I understand it, simply provides a reaction site for the positive half reaction.

We are told that the half reaction at the positive electrode converts Fe2+ ions to Fe3+ ions (charge) and back again (discharge).

The half reaction at the negative electrode converts Fe2+ ions to metallic iron (charge) and back again (discharge).

The task is to fully describe the iron chloride redox chemistry at both electrodes during charge and discharge.

Where I am:

I am starting with an assumption that during charge and the application of external electrical energy, the dissociated ions in the electrolyte, Fe2+ and Cl-, must migrate to the oppositely charged electrodes. This would be independent of the electrode material and determined simply by the external EMF applied to the battery during charge. The Fe2+ ions must migrate to the negative electrode while the Cl- ions must migrate to the positive electrode.

The result is that the negative electrode will be surrounded by Fe2+ ions and the positive electrode will be surrounded by Cl- ions.

It seems clear that Fe2+ ions will react with incoming electrons, at the negative electrode, to form metallic iron.

However, I do not understand how any reaction can occur at the positive electrode with respect to any variety of "iron chloride". There should be no Fe2+ ions at the positive electrode. Therefore, no reaction involving Fe2+ ions can occur at the positive electrode.

The positive electrode is carbon surrounded by Cl- ions. It is under the influence of a positive electric potential by the external charge source. The only possible reaction I can see occurring is that the Cl- ions may liberate an electron at the positive electrode to form chlorine gas. However, this is not observed under the charging voltage applied, at 25OC and 1 atm. There are no bubbles or chlorine smell.

I have found various references such as:

https://courses.lumenlearning.com/boundless-chemistry/chapter/electrolysis/

That state:

Oxidation of ions or neutral molecules occurs at the anode, and reduction of ions or neutral molecules occurs at the cathode. For example, it is possible to oxidize ferrous ions to ferric ions at the anode:

(aq)+e−

This is exactly what we are told is happening at the positive electrode but I am unable to see how this can occur.

How can a positive ion be in proximity to the positive electrode in order to react with it?? How can any reaction involving Fe2+ ions happen at the positive electrode??

 

read it and write down your ideas

Even though they have been doing it all their lives, people need to study communication simply because it is so complex. As stated in chapter 3 of the book, we all perceive things differently and "perception and communication influence each other, perception shapes our understanding of others' communication and the choices we make in our own communication" (pg. 41). For the reason that the choices we make and the ways that we view things/situations are changing everyday, communication between two individuals also changes and becomes more complex. Though we can communicate in general, how we communicate and what we communicate depends on how we perceive the world around us, making communication not as simple as it seems. As humans, we create broad categories of things (prototypes) and place people into them (Wood pg. 43). We then go on to create a more detailed assessment (a personal construct) where we measure a person or situation with a certain dimension of judgment (Wood pg. 43). We also place people and situations into stereotypes by making predictive generalizations or simply predicting what the personal/situation will be like or what will happen (Wood pg. 43). With all of these components to a basic path of communicating with others, it's hard to not see why we would study our complex underlying system of human communication. Not only do we make assumptions, but we base our thoughts/actions off of those assumptions which can then all be interpreted differently among various individuals. We study communication to try and dissect all of these interpretations and perceptions of others "to make sense of experience and to predict how we and others will act" (Wood pg. 45). Sometimes we follow a script or just simply act a specific way in a specific situation (like greeting someone and telling them your name) (Wood pg. 45). However, not everyone follows these scripts which just adds to the complexity of communication between us all.

A 30-year-old male is admitted to the hospital after an evaluation in the emergency room. After undergoing a series of blood tests and a kidney scan he is diagnosed with HIV/AIDS. After three days of receiving intravenous fluids and antibiotics, he is discharged home in fair condition.

The hospital uses electronic processes to retrieve and store patient records. If you were performing an analysis of this medical record, you would expect to find several documents and clinical evaluations. But before you do, you think about the application of The American Health Information Management Association (AHIMA) and its impact on documentation standards and how these types of cases may impact your career going forward. Explore the history of health information management (HIM) and the AHIMA organization and then answer the questions below.

Make note of the definition for HIM, and review AHIMA’s history, mission, and future predictions. Then, discuss documentation guidelines developed by AHIMA, and how they would apply to the scenario described above.

Describe how the recent and future technological changes in health records management has/will impact your chosen career path as a health care professional. You may use the AHIMA website as a resource (www.ahima.org).