The Synthesis and Characterization of Ferrocene Essay Example For Students

The Synthesis and Characterization of Ferrocene Essay A Modern Iterative Approach to a Classical Organometallic Laboratory ExperimentPamela S. Tanner, Gennady Dantsin, Stephen M. Gross, Alistair J. Lees,Clifford E. Myers, M. Stanley Whittingham and Wayne E. Jones, Jr. 1State University of New York at Binghamton, Binghamton, New York 13902(Funded by the National Science Foundation)(Submitted to J. Chemical Education)Since ferrocene is credited with the rapid acceleration of modern organotransition metal chemistry (1,2) and the cyclopentadienyl group is extensively used as a stabilizing ligand, it is only fitting that the synthesis of ferrocene be incorporated into an advanced undergraduate inorganic laboratory. In our four credit course, the students work in pairs and have the opportunity to select six experiments from a total of nine. Three of these experiments must be selected from the area of materials chemistry and the topics include the synthesis of anhydrous CrCl3, a high temperature superconductor, the ZSM-5 zeolite and the lithiu m intercalation of WO3. Three wet experiments are also selected. These include the synthesis of W(CO)4, metal complexes of DMSO, a tris(bipyridyl)ruthenium complex, ferrocene, and the acetylation of ferrocene. If ferrocene is selected, it must be done in conjunction with the acetylation of ferrocene and these labs make up two of the three wet labs that are done by the student. Each lab incorporates an open ended question that the student may answer with the aid of library research or CAChe molecular modeling software with the Project Leader extension. This iterative approach builds confidence in the students ability to explore the unknown and reinforces the basic idea of the scientific method. We will write a custom essay on The Synthesis and Characterization of Ferrocene specifically for you for only $16.38 $13.9/page Order now The ferrocene synthesis has been an extremely successful and popular selection. The students enjoy the diverse technical skills acquired during this experiment. These are techniques that a student may not be introduced to again as an undergraduate and include the use of air-less glassware while working on a vacuum line, cyclic voltammetry, bulk electrolysis, thin-layer and column chromatography. In addition, the compounds are characterized by standard methods such as melting point determination, IR and UV-Vis spectroscopies. ExperimentsPreparation of FerroceneFerrocene is synthesized with a modification of the preparation reported by Jolly (3). The yield in the reported synthesis was 93% (3). Cyclopentadiene undergoes a 4+2 cycloaddition to form dicyclopentadiene. For this reason, cyclopentadiene is usually purified before use. Dicyclopentadiene boils at 170C and cyclopentadiene boils at 42.5 C. For efficiency, the dicyclopentadiene dimer is thermally cracked using a fractional disti llation apparatus in advance by the teaching assistant. While this is usually done on the day of the experiment, we have found that cyclopentadiene may be stored without significant dimerization in a foil covered container in a freezer for several days. At the beginning of the lab period, the students grind KOH in a mortar and quickly transfer it to a tared vial. KOH is hygroscopic and should be ground in small portions (2 g). A nitrogen glove bag is a worthwhile investment for this step in the procedure. In addition to protecting the students from the corrosive KOH, it ensures that the KOH is dry. The FeCl2.4H20 will also go into solution more effectively if it is finely ground. It is then placed in a tared vial. The pre-weighed KOH (15 g) is placed in a 100 mL (14/20) three-neck round bottom flask equipped with a magnetic stirring bar. 1,2-Dimethoxyethane (30 mL) is added with stirring to the KOH. One side of the neck is stoppered and the other is connected to a vacuum line throug h a gas adapter. While the mixture is slowly stirred and the flask is being purged with a stream of nitrogen, the cyclopentadiene (2.75 mL) is added. The resulting solution is rose colored. The main neck is then fitted with a pressure equalizing dropping funnel (25 mL) with its stopcock open. In a second one neck round bottom flask that is fitted with a septum, FeCl2.4H20 (3.25 g) and DMSO (12.5 mL) are stirred under a nitrogen atmosphere to dissolve the FeCl2.4H20. After about five minutes, the stopcock is closed and the FeCl2 solution is added to the pressure equalizing dropping funnel. The reaction mixture in the three-neck flask is stirred vigorously and the purging with nitrogen is continued. After about ten minutes, the stopper is placed on the dropping funnel, the nitrogen flow is reduced and drop-by-drop addition of the FeCl2 solution is begun. The rate of addition is adjusted so that the entire solution is added in 30 minutes. Then the dropping funnel stopcock is closed and vigorous stirring of the dark green solution is continued for an additional 30 minutes. Finally, the nitrogen flow is stopped and the mixture is added to a mixture of 6M HCl (45 mL) and crushed ice (50 g). Some of the resulting slurry may be used to rinse the reaction flask to maximize the product yield. The slurry is stirred for about 15 minutes and the orange precipitate is collected on a Buchner or Hirsch funnel and washed with four 5-mL portions of water. The moist solid is spread out on a large watch glass and dried in the air. The compound is then purified through sublimation in a large glass petri dish that is placed on a warm hot plate (100 C). Care is used to avoid charring the ferrocene. The purified ferrocene is then characterized by melting point determination, UV-Vis and IR spectroscopies, and cyclic voltammetry. We are incorporating a bulk electrolysis to generate the ferrocenium cation. Preparation of AcetylferroceneAcetylferrocene is synthesized under mild condition s with a modification of the procedure reported by Bozak (4). The students are supplied with ferrocene during the second laboratory period so that the acetylation of ferrocene may take place concurrently with the purification of ferrocene. This encourages students to develop multi-tasking skills. A mixture of ferrocene (1.5 g) and acetic anhydride (5 mL) is prepared in a small Erlenmeyer flask. To this mixture, 85% H3PO4 (1 mL) is added dropwise with constant stirring. This addition is exothermic and is accompanied by a change in color. Following the addition of the phosphoric acid, the Erlenmeyer flask is fitted with a CaCl2 drying tube. The dark green solution is then heated in a beaker of water on a hot plate for ten minutes (50 C). During this time, the solution becomes rose colored. The mixture is then poured over ice (20 g) into a large beaker that will accommodate the gas (CO2) formed during the NaHCO3 neutralization. Water is used to rinse the reaction flask and maximize the product yield. When the ice has melted, small quantities of sodium bicarbonate are added until gas evolution stops. The pH may be tested with pH paper to insure that neutrality is achieved. This is followed by cooling the resulting orange solution in an ice bath for 30 minutes during which time a brown precipitate forms. This precipitate is collected by suction filtration using a coarse fritted funnel. The dark brown solid is then washed with distilled water to remove impurities until it is pale orange in color. It is then dried in air for 15 minutes. Thin layer chromatography is used to optimize the conditions for column chromatography of acetylferrocene. TLC plates (silica gel) are provided for student use. Alternatively, microscope slides may be used as TLC plates by applying a slurry that consists of silica gel (40 g) and chloroform (100 mL). A small amount of the crude acetylferrocene, which is a mono- and diacetylferrocene/ferrocene mixture, is dissolved in a vial in toluene (2-3 drops). A small amount of ferrocene is also dissolved in a separate vial in toluene. A line is penciled on each slide approximately 1 cm from the bottom of the TLC plate. The plates are spotted using a fine capillary applicator approximately on the pencil line. Each plate will contain two spots, one is ferrocene and one is crude acetylferrocene. The spots are allowed to air dry and then a second spot is applied at the same location to obtain a concentrated area of compound. The identity of the spot is indicated with a pencil mark. The plates are individually placed with the spotted end in the solvent in five developing chambers. The chambers contain the following solutions: petroleum ether, toluene, ethyl ether, ethyl acetate and a mixture of 10% ethyl acetate and 90% petroleum ether. The pencil mark should be above the solvent level. The solvent containers are covered while the plates are developing. The plates are removed when the solvent front has traveled approximately 3/4 of the distance of the plate. The plates are air dried. The TLC plates may be developed in an iodine chamber. This will result in brown spots that can be marked and identified so that the plates may be included in a laboratory report. The solutions that provide maximum separation of the two components are chosen as column chromatography solutions. For instance, ferrocene may elute with toluene while the acetylferrocene remains on the column and is then eluted with a toluene/ethyl acetate mixture. The color of the spots is helpful to discern the individual bands that elute from the column. The crude acetylferrocene is dissolved in the solution that is selected to elute the first component. The column is assembled by placing a small piece of glass wool into the bottom of the column (50 mL buret). The glass wool is then covered with a small amount of sand and the buret is filled with the solvent that was chosen to dissolve the crude mixture. A powder funnel is used to slowly fill the c olumn with dry silica gel to a height of approximately 30 cm. The column is never allowed to dry. Alternately, the column may be prepared by the traditional slurry method. A small amount of silica gel may be added to the crude acetylferrocene solution to make a slurry that is then added to the top of the column and covered with a small amount of sand. The two solutions (or mixtures) are then used to purify the crude acetylferrocene. The ferrocene band is discarded and the solvent is removed from the acetylferrocene band by rotary evaporation. It may then be recrystallized from chloroform. The acetylferrocene is characterized by melting point determination, IR and UV-Vis spectroscopies, and cyclic voltammetry. DiscussionThe experimental procedure for the synthesis of ferrocene provided above was adopted after several failed attempts to incorporate newer microscale techniques that utilize ethylene glycol (5) as the solvent rather than 1,2-dimethoxyethane. When ethylene glycol was used , an extremely viscous reaction mixture resulted that was incapable of being stirred effectively in the micro-glassware. Our success rate with the revised preparation is 100%. Our advanced undergraduate inorganic lab is taught in the semester format with two three-hour weekly classes. The students learn to multi-task to accomplish their lab responsibilities efficiently. We have provided the following suggested format (Table 1) to accomplish the synthesis and characterization of ferrocene and acetylferrocene in two and a half weeks. This format is not provided to the students. They are innovative and are required to submit their own schedules before beginning work. The format allows instructors and teaching assistants to flexibility in the method of ensuring that the students use their time efficiently. Table 1. Suggested Time Management Schedule Day Program 1 Synthesis of Cp2Fe; teaching assistant to provide cyclopentadiene 2 Sublimation of Cp2Fe; students are given Cp2Fe to perform the acetylation 3 Thin layer and column chromatography of acetylferrocene followed by rotary evaporation; begin characterization of Cp2Fe (melting point, UV-Vis, IR) 4 Characterization of acetylferrocene (melting point, UV-Vis, IR); CAChe modeling 5 Finish characterization including cyclic voltammetry and bulk electrolysis Crude ferrocene and acetylferrocene were synthesized in 51-79% and 27-58% yield respectively. An experimental melting point range of 169-171 C was obtained for ferrocene. The reported melting point range is 173-174 C (3). For acetylferrocene, the experimental melting point range was 80-83 C as compared with the reported range of 81-83 C (7). Infrared spectroscopy was performed by the students on ferrocene and acetylferrocene both as a KBr pellet and as a Nujol mull on NaCl plates. The infrared spectra were comparable to those reported for ferrocene (3) and acetylferrocene (8). The main difference between the spectra of ferrocene and acetylferrocene is of course t he appearance of a carbonyl stretch at 1736 cm-1 that is present in the acetylferrocene and absent in the ferrocene. Some students also observed a peak at 893 cm-1 that is attributed to the monoacetylferrocene ring. They did not observe peaks that could be attributed to the 1,2-diacetylferrocene complex at 917 cm-1 or a doublet due to the 1,3-diacetylferrocene complex at 922 and 905 cm-1 (8). The experimental UV-Vis spectra of ferrocene and acetylferrocene were obtained in acetonitrile and Beers law was used to calculate the molar absorptivity. The UV spectrum for ferrocene shows maxima at 330 nm (2 = 52) and 440 nm (2 = 90), and a rising short-wavelength absorption at 225 nm (2 = 5051). This is comparable with the reported spectrum in ethanol (3). The UV spectrum for acetylferrocene shows maxima at 219 nm (2 = 2.2 x 104), 266 nm (2 = 5268) and 320 nm (2 = 1124). Except for the calculated molar absorptivity of the peak at 219 nm, this is comparable with the reported spectrum in 95% ethanol (8). The students also observed peaks assigned to ferrocene in their acetylferrocene samples. The electrochemistry component of this laboratory was the first time that most students were exposed to cyclic voltammetry and the bulk electrolysis technique. An Amel System 5000 Potentiostat was used for all measurements. For cyclic voltammetry, the electrochemical cell was a 100 mL beaker equipped with a Ag/AgCl reference electrode (student prepared), a BAS (West Lafayette, IN) platinum-disk working electrode (2 mm diameter) and a large (1 cm2) platinum flag counter electrode. After having verified a flat background of tetrabutylammonium hexafluorophosphate (0.01 M) supporting electrolyte in acetonitrile in the range 0.0 to 1.0 V vs. Ag/AgCl, cyclic voltammograms of ferrocene and acetylferrocene (approximately 3.2 x 10-3 M) were obtained at scan rates of 100 500 mV/sec. A typical cyclic voltammogram of ferrocene showed a reversible oxidation at E1/2 = +0.35 V vs. Ag/AgCl with Ep/ 2 = 0.057V. A typical cyclic voltammogram of acetylferrocene also showed a reversible oxidation at E1/2 = +0.58 V vs. Ag/AgCl with Ep/2 = 0.044V. Small peaks for ferrocene were also visible in the acetylferrocene cyclic voltammogram. These results are comparable to the reported E of acetylferrocene at +0.27 V vs. the ferrocene/ferrocenium couple (6). A second new electrochemical component that was recently introduced into this laboratory is the bulk electrolysis of ferrocene to ferrocenium. The electrochemical cell was a 100 mL beaker equipped with an Ag/AgCl reference electrode (student prepared), a BAS (West Lafayette, IN) reticulated vitreous carbon (RVC) working electrode and an extremely large platinum flag counter electrode. After having verified a flat background of tetrabutylammonium hexafluorophosphate (0.01 M) supporting electrolyte in acetonitrile in the range 0.0 to 1.0 V vs. Ag/AgCl, the bulk electrolysis of ferrocene (approximately 7.5 x 10-4 M) was achieved on several occasions. As expected, a new peak in the UV-Vis was observed at 620 nm and the solution changed color from orange to blue. Unfortunately to date, these experimental conditions are not reproducible. As a supplement to their standard chemical characterization, students used the CAChe molecular modeling program to build a ferrocene molecule in both the eclipsed and staggered conformations and to remove an electron to obtain information about the ferrocenium cation. The results of this modeling were then discussed in relation to their experimental observations. When the students have synthesized and derivatized ferrocene, they have an experimental background for comparison of the unsubstituted ferrocene versus the acetylated ferrocene. They also have a clear understanding of the potential R groups that are chemically practical. This is especially meaningful if the student has completed organic chemistry and is able to relate the familiar benzene substituents with the ferrocene molecul e. We have found that if a student proceeds through the iterative question before understanding the acetylation experiment, they design strange, wondrous and impractical molecules with the aid of the CAChe system. It must be stressed that molecular modeling is only a tool. The input is influenced to a large degree by the understanding of the operator which may be enhanced with guidance from the instructor. A natural progression at the completion of the two syntheses is the introduction of the iterative question. Students are asked to design a ferrocene with specific properties such as a different colored ferrocene. This question is answered with the aid of CAChe modeling where electronic spectra of the gas phase ferrocene and the substituted ferrocene may be generated by ZINDO (Zerners Intermediate Neglect of Differential Overlap). A more comprehensive iterative project involves both library work and molecular modeling. The students are asked to find the preparation of a substituted ferrocene in the library. They may also design a synthesis and confirm the synthesis with the aid of library references. They then model the complex and predict its spectroscopic characteristics based upon what they are able to calculate from the molecular model and their knowledge of general chemical trends. Since the students became familiar with cyclic voltammetry, one trend of interest involves the ionization potential of the substituted ferrocenes. One student project involved a comparison of several known substituted ferrocenes (6) and their gas phase models (Figure 1 and Table 2). The gas phase models were used since the expected solvent dependence has not been observed using the CAChe system due to initial limitations with project leader. The initial calculated ionization potentials were adjusted by subtracting 7.647 eV. This sets the ferrocene/ferrocenium couple at zero as is customary (6). These values and a least squares regression plot were then plotted. In general, a d ownward trend in the least squares regression is observed with the more easily reduced ferrocenes containing electron withdrawing substituents having positive ionization potentials. Conversely, the more easily oxidized ferrocenes with electron donating substituents are calculated with negative ionization potentials. Deviations from experimental data may be accounted for since the student was comparing gas phase ferrocene models and acetonitrile ferrocene electrochemistry (6). Fig. 1. Student CAChe Project Table 2 Student CAChe Project ConclusionThe incorporation of an iterative question into each of our advanced inorganic undergraduate laboratories has allowed students to plumb the depths of their chemical knowledge and to acquire new tools that improve their use of the scientific method. The students enjoy the high success rate of the ferrocene/acetylferrocene lab. They also appreciate the chance to acquire new synthetic techniques such as the use of Schlenk techniques. In addition , the use of novel instrumental analysis such as electrochemistry is beneficial to their overall undergraduate education. They seem to thrive on the diverse exposure and the opportunity to stretch themselves. This allows them to become excited about chemistry and like the experiment that they are conducting, they come full circle and view chemistry in a new light as a useful, valuable tool. The addition of the iterative question to a classical laboratory can therefore provide an additional richness to the traditional wet chemistry. AcknowledgmentsResearch supported by NSF under Grants # DUE-9452023 and DUE-9452131. Literature Cited1. Kauffman, George B. J. Chem. Educ. 1983, 60, 185. .u1567203657c8186d2f38c943597b9359 , .u1567203657c8186d2f38c943597b9359 .postImageUrl , .u1567203657c8186d2f38c943597b9359 .centered-text-area { min-height: 80px; position: relative; } .u1567203657c8186d2f38c943597b9359 , .u1567203657c8186d2f38c943597b9359:hover , .u1567203657c8186d2f38c943597b9359:visited , .u1567203657c8186d2f38c943597b9359:active { border:0!important; } .u1567203657c8186d2f38c943597b9359 .clearfix:after { content: ""; display: table; clear: both; } .u1567203657c8186d2f38c943597b9359 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1567203657c8186d2f38c943597b9359:active , .u1567203657c8186d2f38c943597b9359:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1567203657c8186d2f38c943597b9359 .centered-text-area { width: 100%; position: relative ; } .u1567203657c8186d2f38c943597b9359 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1567203657c8186d2f38c943597b9359 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1567203657c8186d2f38c943597b9359 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1567203657c8186d2f38c943597b9359:hover .ctaButton { background-color: #34495E!important; } .u1567203657c8186d2f38c943597b9359 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1567203657c8186d2f38c943597b9359 .u1567203657c8186d2f38c943597b9359-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1567203657c8186d2f38c943597b9359:after { content: ""; display: block; clear: both; } READ: The Blanton Museum - Santo, San Antonio de Padau Essay2. Kealy, T. J.; Pauson, P. L. Nature 1951, 168, 1039. 3. Jolly, W. L., The Synthesis and Characterization of Inorganic Compounds, Prentice-Hall: New Jersey, 1970. 4. Bozak, R. E. J. Chem. Educ. 1966, 43, 73. 5. Szafran, Z.; Pike, R. M.; Singh, M. M., Microscale Inorganic Chemistry, Wiley: New York, 1991. 6. Geiger, William E. J. Organomet. Chem. 1990, 22, 142. 7. Wade, Leroy G. J. Chem. Educ. 1978, 55, 208. 8. Rosenblum, Myron, Chemistry of the Iron Group Metallocenes: Ferrocene, Ruthenocene, Osmocene Part One, Interscience Publishers: New York, 1965.

Conservation of Momentum Experiment Essays

Conservation of Momentum Experiment Essays Conservation of Momentum Experiment Paper Conservation of Momentum Experiment Paper Propagation of Uncertainties for Velocity of Pucks for Final Momentum:  Ã‚  Cue Puck:  Stationary Puck:  Since we have done the have already calculated the percent uncertainty for the velocity of the pucks, we can now add these uncertainties up.  Final Percent Uncertainty for Average Initial Velocity of Cue Puck: 1.136%+0.180%=1.317%  Final Percent Uncertainty for Average Initial Velocity of Stationary Puck: N/A No Movement  Final Percent Uncertainty for Average Final Velocity of Cue Puck: 0.714%+0.180%=0.895%  Final Percent Uncertainty for Average Final Velocity of Stationary Puck: 0.90%+0.18145=1.081%  Final Percent Uncertainty of Result: If the collision is a perfectly elastic collision, then both the momentum and the total kinetic energy and conserved:   Conservation of momentum requires the following to be true for both the x and y components:  (Pcix+Psix)-(Pcx1+Psix1)=0  (Pciy+Psiy)-(Pcy1+Psiy1)=0  Conclusion and Evaluation of Procedure:  According to my data collection and processing, the momentum of the collision experimented was not conserved, around 9.79% of the original momentum was lost to friction (Thermal Energy) and other external forces, furthermore the EkiEkf, all of the above indicates that the collision tested was an inelastic collision with external forces acting upon the objects, indicating that the test was not performed in an isolated system. The small uncertainty in the experiment indicates that the design of the experiment is done quite well, the random and systematic errors contributed very little to the final result. Initial cue has no y?  Evaluation of Procedure  The design of the conservation of momentum in 2D lab was excellent; the uncertainty of the all equipment used combined in the lab only caused a percent uncertainty of 3.80%. However there are several significant human errors that may have occurred in the lab which could have altered our results. The first human error that may have occurred in the lab is due to the fact that the cue puck was initially controlled by a push by a persons hand, this may have caused accelerated motion instead of uniform motion, and depending on the strength of the push the velocity might also differ in each time interval. Ultimately manually controlling the initial velocity of the puck could lead up to two significant errors in the experiment, throughout the experiment and calculations in the data processing we have assumed that the cue puck had no y components to it, but in reality, this is not true, it would be nearly impossible for the manually controlled puck to have travelled perfectly in a straight line, this flaw can be found on the data paper (dots made by the pucks), as the cue puck travelled in a curved linear fashion, this flaw could have also resulted an error in determining the collision angles of the cue puck and the stationary puck because its inaccurate to measure an angle from a curvy line. The second problem that this maybe have caused is the measurement of the initial velocity of the cue puck, since we do not know when the accelerated motion stops and converts itself into uniform motion, we have to judge from the patterns of the dots made by the sparker to determine the average initial velocity of the cue puck, in reality none of the distances from any of the two dots from the data paper should never be the same if measured accurately, this factor could also be dependent on the strength of the push applied on the puck, the main reason behind this is that the time elapsed for the cue puck to travel is much too short for us to determine its exact initial velocity because it does not have a chance to slow down at all. The third flaw in the lab is due to the nature of the test paper itself, the experiment was done on the air table to reduce the friction between the surfaces to a minimum, from my observations, the paper used for the experiment is fairly rough compared to printer paper, due to the nature of the paper there are several concentrated spots where many dots gathered imprinted by the sparker, this maybe an indication of the puck having a difficult time to move. The last flaw in the experiment may have occurred at the point of contact when the two pucks collide; frictions of the two puck surfaces could have easily slowed the pucks down and alter the final results. Experiment Improvements: The human errors can be reduced to a minimum if we use a type of a launcher that applies to equivalent strength to the puck which will allow the air puck to travel throughout the surface of the paper with uniform speed, the launch would also eliminate the excess y component and give us a more accurate result. The surface of the paper can be improved with the use of paper with smoother surfaces; this would produce a better data paper for us to do measurements with. To eliminate the friction at the point of contact, we could use ring magnets with opposite poles around the pucks, this would eliminate the contact of the two pucks and ultimately take friction away. I think we could have done a combination of things better, if I were to design the lab again, I would create a apparatus with a camera mounted on top, which is programmed to take pictures for every time interval along with the improvements I have listed above, the pucks would be placed along the lines of a scale (Meter stick, measuring tapeetc.) There will also be a spark timer for the physical data. This way we will have a physical and digital data, we can always look back at the digital data (digital data should be more accurate) and compare it with the physical data, this will make the experiment nearly perfect.

Feeding Problems and Autistic Spectrum Disorder Research Paper

Feeding Problems and Autistic Spectrum Disorder Research Paper Feeding Problems and Autistic Spectrum Disorder Research Paper Evidence Based Practice Articles on Autism and Feeding Problems Autism spectrum disorder is characterized by different forms of difficulties such as verbal and non-verbal communication, repetitive behaviors, and social interactions (Freedman, 2008 p.4). The condition is a learning disorder, and it depicts a development issue in the brain. Children with autism and autistic spectrum disorder find it hard to interact with other children of their age, and when in school, teachers, and other pupils consider the autistic children as â€Å"difficult†. However, autism can be managed very well. Children with autism need nursing care to bring out the best from them. According to a research conducted by Marcus Autism Center, children with autism are at risk of poor feeding and feeding disorder (Woodruff Health Sciences Center , 2013 para.1). It is notable that proper and healthy meals help children to develop mentally by socializing during meals, but autistic children do not experience that. Good nursing practice are needed to ensure that autism does not affect feeding and health of a child. Children with Autism at Considerable Risk of Nutritional Deficits and Feeding Problems The Department of Pediatrics at the Emory University School of Medicine and the Marcus Autism Center were the first institutions to conduct a research on the issue (Woodruff Health Sciences Center, 2013). First of all, it is not clear what causes autism. It may be genetic since the condition runs in families. Scientists have conducted several other researches to determine the brain sections that lead to the condition (Woodruff Health Sciences Center, 2013). The investigation carried out involved using all peer reviewed articles written on autism and feeding problems. A meta-analysis of the peer reviewed articles was conducted by researchers from Emory University and Marcus Autism Center. From the research, they noted that most children diagnosed with the condition have a lower intake of calcium and protein, and also have a high number of other nutritional problems (Woodruff Health Sciences Center , 2013). Some of the feeding problems that children with autism experience include allergies for many food products. Therefore, the nurses should monitor the feeding habits of children, and ensure that the children eat food which is full of nutritional value (Woodruff Health Sciences Center, 2013). Secondly, autistic children also suffer from pica, a condition in which they eat nonfood materials, which is also a feeding and behavioral deficiency that nurses must observe and restrain. The peer reviewed literature meta-analysis did not indicate that feeding disorders in autistic children resulted from the fact that they had a diet with only a few types of food. However, the Marcus Autism Centre researchers subtly indicated that parents of autistic children complained that few foods make up the diets of their autistic children (Woodruff Health Sciences Center , 2013). As a result of this meta-analysis conducted by researchers from Emory University and Marcus Autism Centre, nurses and caregivers of autistic children now have a chance to make the diets of children right by ensuring that they give supplementary nutrients such as proteins and calcium in the form of tablets or injections. The information is essential in making long-term decisions on the management plan for autistic children and the management of other health issues which they have. Another significant impact of the Emory University and Marcus Autism Center research is that the nurses dealing with autistic children can develop a guideline on how to cope with the condition of those children who suffer from autism. Elimination diet has traditionally been used by nurses in coping with the adverse reactions which autistic children have to some types of food, but now it is clear that utilizing the elimination diet strategy could have a malnutrition potential for those involved (Brown-Guttovz, 2008 p.29). This is what drives the nursing community helping the autistic people to determine the best way of dealing with the feeding disorders. The Emory and Marcus Autism Center research was unique and it aimed at improving nursing process for the autistic children. Early Feeding Problems that Indicate Autism Early diagnosis of any condition is beneficial because it helps in determining the right strategies of coping and managing the impacts of the condition. Researchers at the University of Bristol in England noted that children who have feeding disorders are most likely to be autistic (Neale, 2010 Para. 5). This opens a primary method for early diagnosis of ASD (autistic spectrum disorder) which would help in nursing of such children especially in managing their diet and nutrition. According to the study conducted by Golding and his colleagues, children with autism are selective on the food they eat and accept solid foods way later as compared to those who do not suffer from the condition. They are also not easy to feed, and nurses or parents have to struggle to feed them (Land, 2001 p.10). They are slow feeders and accept very few varied diets. Diagnosis should not be entirely dedicated to the feeding habits; hence, the discovery that children are pervasive food refusers or slow feeders, and other factors such as their speech, attention and behaviors should also be scrutinized to determine if they could be suffering from autism (Neale, 2010 para.8). To come to that conclusion, the researchers asked parents to fill questionnaires with information on feeding and dietary habits of their children at different stages in life starting with 6 to 54 weeks, and when the children were at the age of 7, their heights were measured (Neale, 2010 para.8). The information collected from the questionnaires was compared with the information collected on children who have ASD and those who did not have. The patterns of feeding were identified the characteristic of resistance towards change exhibited by autistic children and, hence, found to be very important in early diagnosis of the condition for easy management. SWEAA – A Self-Report Questionnaire Targeting Eating Disturbances within the Autism Spectrum Children with ASD are sometimes thought to be fussy eaters. In many cases, caregivers and parents withhold food from fussy eaters so that they can eat when hungry. With children suffering from ASD, this strategy is dangerous (Karlsson, Rà ¥stam, Wentz, 2013 p.2225). Wentz et.al developed a self reliant questionnaire which people filled to determine how their eating habits were affected by autism. This questionnaire is useful for teenagers and young adults who have autistic spectrum. However, the young adults must have an IQ of over 70 or have no potential for diagnosis of intellectual disability (Karlsson, Rà ¥stam, Wentz, 2013 p.2225). The Swedish Eating Assessment for Autism spectrum disorders (SWEAA) research conducted by Wentz et.al showed that people with ASD prefer food of certain colors and taste. They were also unable to eat because of the inability to eat certain foods and cut at the foods with the utensils provided (Lesinskiene, PÃ… «ras, Kajokiene, Senina, 2002). Thirdly, the traditional setup of the eating place in which there was a sense of sociability was a challenge for people with autism because most of them prefer to do things on their own, but not in a place where there are other people. This indicated that people with ASD could suffer from different other disorders especially related to allergies and phobias, and the best way to handle such cases is by ensuring that these people are well understood (Pinto-Martin, Souders, Giarelli, Levy, 2005 p.164). Secondly, the SWEAA questionnaire is very essential because it helps in knowing the types of foods that the autistic individual does not naturally take so that substitutes are made available for the individual, and the nutritional balance in the body is maintained (Spurgeon, 1967 p.1416). It is quite unhealthy to withhold food for an autistic individual because such an individual may get malnutrition. John 2004 Reflective Model Johns model of reflection is based on five main questions. The cue questions enable an individual to break an issue into several stages including the process, outcomes and experience. In the determination of nursing issues, Johns reflection model was utilized. The breakdown of its application is shown in the discussion below. Description of the Experience At this stage, the knowledge of how autism is manifested in individuals is very important. The investigations conducted all focused on the feeding problems associated with the autistic children and the implications which these children might get from the feeding problems. Children with such conditions also have great potential to lack good social skills, especially those which are acquired during meals. Parents and caregivers of children with this condition understand better how the children behave with food. It was noted that children with ASD usually accepted solid food later in life as compared to their peers. Autistic children are also choosy on the foods they take (Neale, 2010 para.4). The research conducted by Jean Golding and her colleagues also indicated that some were slow eaters, while others were quite troublesome during feeding (Neale, 2010 para.2). In the Emory University and Marcus Autism Center research, an analysis of case recorded about autism and feeding problems were subjected to meta-analysis to come to a conclusion. In the Jean Golding research, parents and caregivers were asked to fill questionnaires which were used in the determination of the impact of autism on feeding, and the SWEAA study involved young adults and teens with ASD. The teens and young adults were required to fill in the questionnaires on their own (Karlsson, Rà ¥stam, Wentz, 2013 p.2226). The information collected from the three empirical researches was subjected to scrutiny and compared to that of feeding behaviors of people without ASD and the difference noted. The Goals and Objectives of the Researches All three researches, the Emory University and Marcus Autism Centre, the Jean Golding headed Bristol University research and SWEAA study, had one main goal and objective which they wanted to achieve. The goal was to determine the extent of feeding problems associated with autism and the consequences they have on health and nutrition of people suffering from the condition, and hence, and secondly, to determine the best nursing strategy which would impacts of autism to the people diagnosed with the condition. It is necessary to keep in mind that they all suffer allergies towards some food, they have a dislike for foods of certain colors, and more importantly, they suffer a low intake of calcium and proteins. These are some of the issues which nurses consider to define the relevant supplements or alternative feeding which can be used. Influencing Factors Age is one of the most important factors influencing the study. If feeding disorders are discovered early, they can be used to diagnose the condition early. Early diagnosis leads to early intervention for children with ASD, including offering substitutes and food supplements in their diet to ensure that the feeding disorders do not affect their health. Secondly, it is notable that early diagnosis of any condition offers the best chance for effective management, and hence, it is beneficial in nursing. Good nursing practice requires the individual to have a guideline for management. What Could Have Been Improved The articles selected for these assignments are all articles which deal with feeding disorders among the autistic children. However, although they are empirical and they give detailed information on the consequences of the disorders among the autistic, it is worth noting that they do not have mathematical representation, which could be essential for quantification. This would have been appropriate and quite beneficial for the study. Research Outcomes There are many issues that an individual can learn from the exercise. First of all, children with autism are not difficult to feed simply because they want to be rebellious, but because they have allergies for some foods. ASD affects some functions of the brain which cause autistic people to be choosy at what they eat or to have repetitive behavior. It is, however, not certain why children with autism have some allergic reactions to some foods since there is not direct connection of the brain functions with the diet. Secondly, it is important to develop a diet which can help in substituting the foods which the autistic children do not like, because it would be even harder to nurse the autistic children if they are in bad health. Lastly, some of the traditional strategies used in managing choosy children cannot be applied to children with autism, and hence, it is important for parents to enlist the help of professional nurses with knowledge and experience in handling such children. If food is denied to force them to eat it when hungry, they may still not take it because they do not refuse to take on their volition, but as a direct response from the brain triggered by color of food, smell or taste as a result of brain function. Conclusion The study involves analyzing three empirical researches on a learning disorder in regards to nursing. The condition chosen is autism, which is a learning disorder and quite challenging in nursing. Three studies have been analyzed and a John 2004 model of reflection used on the three studies. The intention is to help in further understanding of autism and its implications in nursing. If you need a custom research paper written by a professional academic writer dont miss your chance to contact .

Knowledge, Innovation and Developing a Learning Culture Assignment

Knowledge, Innovation and Developing a Learning Culture - Assignment Example It is in the maxim of knowledge related activities that the role of Human Resource Management has gained importance. It is being argued that Human Resource professionals have not done enough to evolve as strategic business partners. The role of HRM needs to be much more than that of Strategic partners (Ulrich cited by Barton and Aughton). Ulrich (cited by Hartel et.al) has presented a range of market value drivers ranging from leadership credibility, strategic direction, and ability to create capacities. HR Managers are being increasingly asked to acknowledge and incorporate concepts like Knowledge, Innovation and a Learning Culture into their theory and practice. As of now, HRM lies at the starting of the Learning Curve and a lot more needs to be done. Knowledge, Innovation, and development of a Learning Culture lie at the heart of the change in HRM. We will briefly describe the three concepts to bring out the common thread that weaves them. Knowledge Management and Other Key Concepts Hartel et.al refer to knowledge as a coalescing of human experiences with information to transform from a ‘potential’ to ‘practical’ set of ideas that put into practice and yield competitive advantage. Hartel et.al a construct of tacit and explicit knowledge is further elaborated by Fahey and De Long (cited by Hartel et.al) as social and structured knowledge. Social or tacit knowledge develops as notions mostly in informal settings and structured knowledge develop in the formalized settings of an organization. Ingraining them as knowledge gives the â€Å"know how† to perform.

Children Across the World lack the Proper Medical Care and Certain Essay

Children Across the World lack the Proper Medical Care and Certain needs - Essay Example It also plays a vital role in intellectual development and immunity. And yet the growing number of orphans on orphanages every year can no longer sustain the supply. As a result, orphan children often get nutrition below the recommended nutritional intake making them at higher risk for and suffer greatly from malnutrition. In a study made by the international research journals (2011) to assess the physical health status of children in an orphanage, it has been found out that almost all orphans are suffering from medical conditions such as skin diseases, pediculosis, dental carries, rickets, lead poisoning, anemia, syphilis, tuberculosis, hepatitis B and C infection, HIV infection, intestinal parasitic infections, scabies, impetigo, malnutrition and failure to thrive, psychosocial short stature, developmental delay, iodine deficiency, hypothyroidism, and incomplete immunizations (Orphan Doctor, 2007). The health problems of children living in orphanages are complex and clearly related to the subsistence living conditions in institutions. Malnutrition can result from poor quality and insufficient quantities of food. Infant formulas are not always available, and if so are diluted in proportions to suffice the number of children. Spoon feeding of solids is uncommon due to lack of staffing and children do not learn to appropriately chew and handle foods. Bottle propping is a common way of feeding infants due to lack of staff to attend individually but it can lead to interrupted feeds if the bottle falls away from the childs mouth, also to choking and aspiration pneumonia if the nipple hole is too large and the bottle is propped too suddenly. Is it not a saddening truth that these children have already lost their enough and the least that the society can do for them is to give them what responsible parents would have done for their children. Most orphanages lack funding but its improvement does not rely in it alone.

The Basel Convention - Movements of Hazardous Waste and their Disposal :: Politics Environment Environmental

The Basel Convention on the Control of Transboundary Movements of Hazardous Waste and their Disposal Abstract On March 22, 1989, leaders from 105 nations unanimously adopted the Basel Convention on the Control of Transboundary Movements of Hazardous Waste and their Disposal. The Basel Convention is the first international convention to control the export of hazardous and other wastes. Since the Convention celebrated its 10th anniversary in 1999, it is an appropriate time for an appraisal of how the Basel Convention has affected international trade of hazardous waste. To fully understand the Basel Convention and its ramifications, it is first critical to comprehend the damage caused by hazardous waste. Second, an analysis of the Basel Convention and its criticisms are explored. Next, an examination of the Basel Ban and its significance are presented. Then, the implications for recycling in relation to the Basel Ban are discussed. Finally, three important lessons to take from the convention are provided. "It is a grave abuse and an offence against the solidarity of humanity when industrial enterprises of rich countries profit from the weak economies and legislation of poorer countries by exporting dirty technologies and wastes which degrade the environment and health of the population." --- Pope John Paul II, October 22, 1993 On March 22, 1989, after 18 months of intense negotiations, leaders from 105 nations unanimously adopted a treaty restricting shipments and dumpings of hazardous wastes across national borders. The Basel Convention on the Control of Transboundary Movements of Hazardous Waste and their Disposal, conducted under the auspices of the United Nations Environment Program (UNEP), is the first international convention to control the export of hazardous industrial wastes (Ruloff, 1989). A driving force behind the convention is the steady increase in international trade of hazardous waste over the past decade. There is a growing number of tempting, but environmentally questionable waste disposal contracts being offered and taken by nations (Ruloff, 1989). To combat this trend, the convention has three main objectives: to reduce transboundary movement of hazardous waste while minimizing their generation; to promote the disposal of such wastes as close as possible to their places of origin; and t o prohibit the shipment of hazardous wastes to countries lacking the legal, administrative, and technical capacity to manage them in an environmentally sound manner. Since the Convention celebrates its 10th anniversary in December 1999, it is an appropriate time for an appraisal of how the Basel Convention has effected international trade of hazardous waste.

A Game of Thrones Chapter Thirty-nine

Eddard He dreamt an old dream, of three knights in white cloaks, and a tower long fallen, and Lyanna in her bed of blood. In the dream his friends rode with him, as they had in life. Proud Martyn Cassel, Jory's father; faithful Theo Wull; Ethan Glover, who had been Brandon's squire; Ser Mark Ryswell, soft of speech and gentle of heart; the crannogman, Howland Reed; Lord Dustin on his great red stallion. Ned had known their faces as well as he knew his own once, but the years leech at a man's memories, even those he has vowed never to forget. In the dream they were only shadows, grey wraiths on horses made of mist. They were seven, facing three. In the dream as it had been in life. Yet these were no ordinary three. They waited before the round tower, the red mountains of Dorne at their backs, their white cloaks blowing in the wind. And these were no shadows; their faces burned clear, even now. Ser Arthur Dayne, the Sword of the Morning, had a sad smile on his lips. The hilt of the greatsword Dawn poked up over his right shoulder. Ser Oswell Whent was on one knee, sharpening his blade with a whetstone. Across his white-enameled helm, the black bat of his House spread its wings. Between them stood fierce old Ser Gerold Hightower, the White Bull, Lord Commander of the Kingsguard. â€Å"I looked for you on the Trident,† Ned said to them. â€Å"We were not there,† Ser Gerold answered. â€Å"Woe to the Usurper if we had been,† said Ser Oswell. â€Å"When King's Landing fell, Ser Jaime slew your king with a golden sword, and I wondered where you were.† â€Å"Far away,† Ser Gerold said, â€Å"or Aerys would yet sit the Iron Throne, and our false brother would burn in seven hells.† â€Å"I came down on Storm's End to lift the siege,† Ned told them, â€Å"and the Lords Tyrell and Redwyne dipped their banners, and all their knights bent the knee to pledge us fealty. I was certain you would be among them.† â€Å"Our knees do not bend easily,† said Ser Arthur Dayne. â€Å"Ser Willem Darry is fled to Dragonstone, with your queen and Prince Viserys. I thought you might have sailed with him.† â€Å"Ser Willem is a good man and true,† said Ser Oswell. â€Å"But not of the Kingsguard,† Ser Gerold pointed out. â€Å"The Kingsguard does not flee.† â€Å"Then or now,† said Ser Arthur. He donned his helm. â€Å"We swore a vow,† explained old Ser Gerold. Ned's wraiths moved up beside him, with shadow swords in hand. They were seven against three. â€Å"And now it begins,† said Ser Arthur Dayne, the Sword of the Morning. He unsheathed Dawn and held it with both hands. The blade was pale as milkglass, alive with light. â€Å"No,† Ned said with sadness in his voice. â€Å"Now it ends.† As they came together in a rush of steel and shadow, he could hear Lyanna screaming. â€Å"Eddard!† she called. A storm of rose petals blew across a blood-streaked sky, as blue as the eyes of death. â€Å"Lord Eddard,† Lyanna called again. â€Å"I promise,† he whispered. â€Å"Lya, I promise . . . â€Å" â€Å"Lord Eddard,† a man echoed from the dark. Groaning, Eddard Stark opened his eyes. Moonlight streamed through the tall windows of the Tower of the Hand. â€Å"Lord Eddard?† A shadow stood over the bed. â€Å"How . . . how long?† The sheets were tangled, his leg splinted and plastered. A dull throb of pain shot up his side. â€Å"Six days and seven nights.† The voice was Vayon Poole's. The steward held a cup to Ned's lips. â€Å"Drink, my lord.† â€Å"What . . . ?† â€Å"Only water. Maester Pycelle said you would be thirsty.† Ned drank. His lips were parched and cracked. The water tasted sweet as honey. â€Å"The king left orders,† Vayon Poole told him when the cup was empty. â€Å"He would speak with you, my lord.† â€Å"On the morrow,† Ned said. â€Å"When I am stronger.† He could not face Robert now. The dream had left him weak as a kitten. â€Å"My lord,† Poole said, â€Å"he commanded us to send you to him the moment you opened your eyes.† The steward busied himself lighting a bedside candle. Ned cursed softly. Robert was never known for his patience. â€Å"Tell him I'm too weak to come to him. If he wishes to speak with me, I should be pleased to receive him here. I hope you wake him from a sound sleep. And summon . . . † He was about to say Jory when he remembered. â€Å"Summon the captain of my guard.† Alyn stepped into the bedchamber a few moments after the steward had taken his leave. â€Å"My lord.† â€Å"Poole tells me it has been six days,† Ned said. â€Å"I must know how things stand.† â€Å"The Kingslayer is fled the city,† Alyn told him. â€Å"The talk is he's ridden back to Casterly Rock to join his father. The story of how Lady Catelyn took the Imp is on every lip. I have put on extra guards, if it please you.† â€Å"It does,† Ned assured him. â€Å"My daughters?† â€Å"They have been with you every day, my lord. Sansa prays quietly, but Arya . . . † He hesitated. â€Å"She has not said a word since they brought you back. She is a fierce little thing, my lord. I have never seen such anger in a girl.† â€Å"Whatever happens,† Ned said, â€Å"I want my daughters kept safe. I fear this is only the beginning.† â€Å"No harm will come to them, Lord Eddard,† Alyn said. â€Å"I stake my life on that.† â€Å"Jory and the others . . . â€Å" â€Å"I gave them over to the silent sisters, to be sent north to Winterfell. Jory would want to lie beside his grandfather.† It would have to be his grandfather, for Jory's father was buried far to the south. Martyn Cassel had perished with the rest. Ned had pulled the tower down afterward, and used its bloody stones to build eight cairns upon the ridge. It was said that Rhaegar had named that place the tower of joy, but for Ned it was a bitter memory. They had been seven against three, yet only two had lived to ride away; Eddard Stark himself and the little crannogman, Howland Reed. He did not think it omened well that he should dream that dream again after so many years. â€Å"You've done well, Alyn,† Ned was saying when Vayon Poole returned. The steward bowed low. â€Å"His Grace is without, my lord, and the queen with him.† Ned pushed himself up higher, wincing as his leg trembled with pain. He had not expected Cersei to come. It did not bode well that she had. â€Å"Send them in, and leave us. What we have to say should not go beyond these walls.† Poole withdrew quietly. Robert had taken time to dress. He wore a black velvet doublet with the crowned stag of Baratheon worked upon the breast in golden thread, and a golden mantle with a cloak of black and gold squares. A flagon of wine was in his hand, his face already flushed from drink. Cersei Lannister entered behind him, a jeweled tiara in her hair. â€Å"Your Grace,† Ned said. â€Å"Your pardons. I cannot rise.† â€Å"No matter,† the king said gruffly. â€Å"Some wine? From the Arbor. A good vintage.† â€Å"A small cup,† Ned said. â€Å"My head is still heavy from the milk of the poppy.† â€Å"A man in your place should count himself fortunate that his head is still on his shoulders,† the queen declared. â€Å"Quiet, woman,† Robert snapped. He brought Ned a cup of wine. â€Å"Does the leg still pain you?† â€Å"Some,† Ned said. His head was swimming, but it would not do to admit to weakness in front of the queen. â€Å"Pycelle swears it will heal clean.† Robert frowned. â€Å"I take it you know what Catelyn has done?† â€Å"I do.† Ned took a small swallow of wine. â€Å"My lady wife is blameless, Your Grace. All she did she did at my command.† â€Å"I am not pleased, Ned,† Robert grumbled. â€Å"By what right do you dare lay hands on my blood?† Cersei demanded. â€Å"Who do you think you are?† â€Å"The Hand of the King,† Ned told her with icy courtesy. â€Å"Charged by your own lord husband to keep the king's peace and enforce the king's justice.† â€Å"You were the Hand,† Cersei began, â€Å"but now—† â€Å"Silence!† the king roared. â€Å"You asked him a question and he answered it.† Cersei subsided, cold with anger, and Robert turned back to Ned. â€Å"Keep the king's peace, you say. Is this how you keep my peace, Ned? Seven men are dead . . . â€Å" â€Å"Eight,† the queen corrected. â€Å"Tregar died this morning, of the blow Lord Stark gave him.† â€Å"Abductions on the kingsroad and drunken slaughter in my streets,† the king said. â€Å"I will not have it, Ned.† â€Å"Catelyn had good reason for taking the Imp—† â€Å"I said, I will not have it! To hell with her reasons. You will command her to release the dwarf at once, and you will make your peace with Jaime.† â€Å"Three of my men were butchered before my eyes, because Jaime Lannister wished to chasten me. Am I to forget that?† â€Å"My brother was not the cause of this quarrel,† Cersei told the king. â€Å"Lord Stark was returning drunk from a brothel. His men attacked Jaime and his guards, even as his wife attacked Tyrion on the kingsroad.† â€Å"You know me better than that, Robert,† Ned said. â€Å"Ask Lord Baelish if you doubt me. He was there.† â€Å"I've talked to Littlefinger,† Robert said. â€Å"He claims he rode off to bring the gold cloaks before the fighting began, but he admits you were returning from some whorehouse.† â€Å"Some whorehouse? Damn your eyes, Robert, I went there to have a look at your daughter! Her mother has named her Barra. She looks like that first girl you fathered, when we were boys together in the Vale.† He watched the queen as he spoke; her face was a mask, still and pale, betraying nothing. Robert flushed. â€Å"Barra,† he grumbled. â€Å"Is that supposed to please me? Damn the girl. I thought she had more sense.† â€Å"She cannot be more than fifteen, and a whore, and you thought she had sense?† Ned said, incredulous. His leg was beginning to pain him sorely. It was hard to keep his temper. â€Å"The fool child is in love with you, Robert.† The king glanced at Cersei. â€Å"This is no fit subject for the queen's ears.† â€Å"Her Grace will have no liking for anything I have to say,† Ned replied. â€Å"I am told the Kingslayer has fled the city. Give me leave to bring him back to justice.† The king swirled the wine in his cup, brooding. He took a swallow. â€Å"No,† he said. â€Å"I want no more of this. Jaime slew three of your men, and you five of his. Now it ends.† â€Å"Is that your notion of justice?† Ned flared. â€Å"If so, I am pleased that I am no longer your Hand.† The queen looked to her husband. â€Å"If any man had dared speak to a Targaryen as he has spoken to you—† â€Å"Do you take me for Aerys?† Robert interrupted. â€Å"I took you for a king. Jaime and Tyrion are your own brothers, by all the laws of marriage and the bonds we share. The Starks have driven off the one and seized the other. This man dishonors you with every breath he takes, and yet you stand there meekly, asking if his leg pains him and would he like some wine.† Robert's face was dark with anger. â€Å"How many times must I tell you to hold your tongue, woman?† Cersei's face was a study in contempt. â€Å"What a jape the gods have made of us two,† she said. â€Å"By all rights, you ought to be in skirts and me in mail.† Purple with rage, the king lashed out, a vicious backhand blow to the side of the head. She stumbled against the table and fell hard, yet Cersei Lannister did not cry out. Her slender fingers brushed her cheek, where the pale smooth skin was already reddening. On the morrow the bruise would cover half her face. â€Å"I shall wear this as a badge of honor,† she announced. â€Å"Wear it in silence, or I'll honor you again,† Robert vowed. He shouted for a guard. Ser Meryn Trant stepped into the room, tall and somber in his white armor. â€Å"The queen is tired. See her to her bedchamber.† The knight helped Cersei to her feet and led her out without a word. Robert reached for the flagon and refilled his cup. â€Å"You see what she does to me, Ned.† The king seated himself, cradling his wine cup. â€Å"My loving wife. The mother of my children.† The rage was gone from him now; in his eyes Ned saw something sad and scared. â€Å"I should not have hit her. That was not . . . that was not kingly.† He stared down at his hands, as if he did not quite know what they were. â€Å"I was always strong . . . no one could stand before me, no one. How do you fight someone if you can't hit them?† Confused, the king shook his head. â€Å"Rhaegar . . . Rhaegar won, damn him. I killed him, Ned, I drove the spike right through that black armor into his black heart, and he died at my feet. They made up songs about it. Yet somehow he still won. He has Lyanna now, and I have her.† The king drained his cup. â€Å"Your Grace,† Ned Stark said, â€Å"we must talk . . . â€Å" Robert pressed his fingertips against his temples. â€Å"I am sick unto death of talk. On the morrow I'm going to the kingswood to hunt. Whatever you have to say can wait until I return.† â€Å"If the gods are good, I shall not be here on your return. You commanded me to return to Winterfell, remember?† Robert stood up, grasping one of the bedposts to steady himself. â€Å"The gods are seldom good, Ned. Here, this is yours.† He pulled the heavy silver hand clasp from a pocket in the lining of his cloak and tossed it on the bed. â€Å"Like it or not, you are my Hand, damn you. I forbid you to leave.† Ned picked up the silver clasp. He was being given no choice, it seemed. His leg throbbed, and he felt as helpless as a child. â€Å"The Targaryen girl—† The king groaned. â€Å"Seven hells, don't start with her again. That's done, I'll hear no more of it.† â€Å"Why would you want me as your Hand, if you refuse to listen to my counsel?† â€Å"Why?† Robert laughed. â€Å"Why not? Someone has to rule this damnable kingdom. Put on the badge, Ned. It suits you. And if you ever throw it in my face again, I swear to you, I'll pin the damned thing on Jaime Lannister.†