Liquid Phase Chemical Reactors Essay Example

Liquid Phase Chemical Reactors Essay Example Liquid Phase Chemical Reactors Paper Liquid Phase Chemical Reactors Paper It is also used in the laboratories in obtaining design, interpretation of rate of reaction and numerical treatment of kinetics experimental data for different types of reacting systems. The use of a batch reactor for the most part eliminates the effects due to fluid flow on the resulting reaction rates. Consequently, the data reflect the intrinsic kinetics for the reaction being investigated. The objectives of this experiments To find the reaction rate constant in a batch stirred tank reactor for the specification of ethyl acetate with dilute sodium hydroxide. To determine the effect of temperature on reaction rate constant. To find the values of rate constant and Awareness parameters. Equipment used Arm field batch stirred tank reactor A stop clock A conductivity meter Water bath (tank) with a thermostat Funnel A heat controller Two flasks of one liter each and Stock solutions (0. 1 M sodium hydroxide and 0. MM ethyl acetate). The key results obtained include Table showing rate constant, , , in a batch stirred tank reactor. T( Rate constant/ 25 30 To conclude All the objectives where met as the results below shows and from those results there is a clear indication that conductivity is inversely proportional to he temperature also the reaction rate constant is directly proportional to the temperature . From the experiment it shows that in a batch reactor, since there is no inflow or outflow, the reactants concentration reduces with time. For an overall second order reaction (first order in both components) like the one that was done in the lab, the reaction rate is also dependent on the concentration of the reactants unlike a zero order reaction that is independent of the concentrations of the reactants. Conductivity of a solution decreases with time as the solution loses it ions, it will become less conductive. The things that I learnt doing this experiment are What I have learnt from this experiment was that conductivity is used instead of concentration may be since they both directly proportional to each other and affected with the same parameters. Also I have learnt how the rate Of a reaction could be increased or decreased by factors such as temperature. Introduction A batch reactor is used in chemical processes for small scale operation, for testing new processes that have not been fully developed, for the manufacturer of expensive products and for processes that are difficult to convert to continuous operations. The advantage of batch reactor is high conversion which be obtained by leaving the reactant in the reactor for long periods of time but it also has the disadvantages of high labor costs per batch and the difficulty of large scale production. In a batch reactor, all the reactants are loaded at once, the concentration then varies with time, but at any one time it is uniform throughout. Agitation serves to mix separate feeds initially and to enhance heat transfer. Batch reactors are popular in practice because of their flexibility with respect to reaction time and to the kinds and quantities of reactions that can process. The characteristic of batch reactor such as the total mass of each batch is mixed, each batch is a closed system and the reaction (residence) time for all elements of fluid is the same. A chemical reactor is an equipment unit in a chemical process where chemical reactions take place to generate a desirable product at a specified production rate, using a given chemistry. The reactor configuration and its operating conditions are selected to achieve certain objectives such as maximizing the profit of the process, and minimizing the generation of pollutants, while satisfying several design and operating constraints (safety, controllability, availability of raw materials, etc. ). Usually, the performance of the chemical reactor plays a pivotal role in the operation and economics of the entire process since its operation affects most other units in the process (separation units, utilities, etc. ). Chemical reactors usually fulfill three main requirements: 1 . Provide appropriate contacting of the reactants. 2. Provide the necessary reaction time for the formation of the desirable product. 3. Provide the heat-transfer capability required to maintain the specified temperature range. In many instances these three requirements are to complimentary, and achieving one of them comes at the expense of another. A batch experimental reactor is used for slow reactions since species compositions can be readily measured with time. Batch reactors are used widely in industry at all scales. Batch reactors are tanks , commonly provided with agitation and a method of heat transfer ( usually by coils or external jacket) . This type of reactor is primarily employed for relatively slow reactions of several hours duration, since the downtime for filling and emptying large equipment can be significant. Agitation is used to maintain homogeneity and to improve heat transfer. In a batch reactor it consists of a tank, integral heating and cooling system; one or more fluid reagents are introduced into a tank reactor equipped with an impeller which helps to stirs the reagents to ensure proper perfect mixing. Batch chemical reactors are used for a variety of process operations such as solids dissolution, product mixing, chemical reactions, batch distillation, crystallization, liquid/liquid extraction and popularization. Chemical reactors vary widely in size, shape and method of operation; the simple types of reactor are: batch reactor (BRB); based on omelet mixing, plug flow reactor (PR); based on plug flow, continues stirred tank reactors (CAST); based on back-mix flow and laminar flow reactor (ELF); based on laminar flow. Batch reactors are used both in laboratories and industrial process for prod icing chemicals. In the laboratories, it is used in Of kinetics experimental data for different types Of reacting systems. In industries, it is used for small scale production; especially for situations whereby switching from one process or product to another are required; such as in manufacture of pharmaceuticals. It is also used in the production f polyvinyl chloride (involving suspension of popularization) and emotion popularization latex Generally several factors could influence the rate of a chemical reaction. Some of these factors include: Temperature Concentration State of reactants (that is if they are solid, liquid or gas) Order of reaction Theory The overall mass balance for the stirred reactor can be written as: Rate of change within the reactor = Input -?output-Loss by reaction For batch operation, the overall mass balance can be rearranged to: Rate of change within the reactor Loss by reaction I. E. For a material A: Where: CACAO is input concentration of A in the input stream CA = exit concentration of A in the exit stream RA rate of reaction of A. In homogeneous reaction systems, reaction rates depend on the concentration of the reactants. Collision theory indicates a rate increase if the concentration of one or both of the reactants is increased. Conversely, lowering the concentration should have the opposite effect. However, the specific effect of concentration changes in a reaction system has to be determined by experimental methods. Increasing the concentration Of substance A in reaction with substance B old increase the reaction rate, decrease it or have no effect on it depending on the particular reaction. It is important to recognize that the balanced equation for the net reaction does not indicate how the reaction rate is affected by a change in concentration of reactants. The general form of the rate law for a bimolecular reaction is: The reaction to be studied in this experiment for the batch reactor was for the specification Of ethyl acetate with dilute sodium hydroxide. The equation is as shown below: Specification is the name given to the chemical reaction that occurs when a getable oil or animal fat is mixed with a strong alkali. The products of the reaction are two: soap and glycerin. Water is also present, but it does not enter into the chemical reaction. The water is only a vehicle for the alkali, which is otherwise a dry powder. It is commonly refers to the reaction of a metallic alkali such as Lye (A. K. A. Sodium Hydroxide or Noah) with an animal or vegetable fat, or oil to produce soap. In this reaction, two products result: Soap and Glycerin. The equation is as shown below: The structural formula is shown below: Sodium Hydroxide (Noah) is a caustic base or metallic alkali Noah is used in his experiment which means it will result in a hard soap will result. In specification, the metallic alkali, in this case sodium hydroxide (Noah) breaks down the fat with which it is mixed. In soap making, fats used can either be vegetable oils like olive Oil, or animal fats. When the oil Or fat is mixed with the base the process takes place it can be endothermic reaction meaning it absorbs surrounding heat or exothermic reaction releasing heat. In the reaction the rate is expected to depend on the concentration of A and B. The order of the reaction in both components is first; therefore the action has an overall order of two, since the overall order is the sum of the power order of each of the components. Thus, from Equating equation (1) and (2) it gives: However, if the two concentration are made equal from the start, then; Integrating gives the equation 5 below: From equation (5), a graph of against can be plotted which will give a slope that is equal to rates constant Concentration of hydroxide, is the concentration of reactant A in the exit stream at time t is the initial concentration of Noah is the conductivity of the solution at time t is the conductivity Of the solution at the end Of reaction s the initial conductivity at time t = O The relationship between reaction rate and temperature is explained by Awareness equation which is given as: is the reaction rate constant is the universal gas constant (8. 314] mol-K-1) is temperature is the activation energy (k mol-l) is Awareness constant or pre-exponential factor (5-1) for a first order reaction By applying natural logarithm to both sides, equation 7 above can be re- written as shown below: A plot of against would yield a strai ght line graph from which A can be obtained as the intercept of the line at. The activation energy (EAI) can then be obtained from the slope of the graph which is given as. Thus if the slope, S z, then the activation energy can be estimated as: Reactions with low activation energy are relatively temperature-insensitive while those with high activation energies are very temperature sensitive. Therefore, any given reaction is much more temperature-sensitive at a low temperature than at a high temperature. Thus the batch stirred tank reactor allows to measure rates of reaction by observing the change of reactant concentration within the reactor with time. It can also easily change and control the temperature of the system. Experimental equipment 1 Figure 1: Layout of the experimental equipment Description As seen in figure 2, the experimental diagram shows the equipment used in the laboratory practical and the layout. These include: 1. Arm field batch reactor, which was the main equipment that was used for the experiment to take place where the reactants were mixed in; 2. A stop clock for measuring time (in seconds) after start up as the run proceed; 3. A portable conductivity meter, which measures the time dependent conductivity of the solution in the tank. The unit on the meter is Siemens m-l; 4. Water bath with a thermostat, here ethyl acetate and sodium hydroxide were place in other to maintain their temperature; 5. Funnel used to pour ethyl acetate and diluted sodium hydroxide into the batch reactor; 6. Heat controller used to control the temperature for the experiment at the different temperature; 7. Flasks used to measure out 1 liter Of each reactant(ethyl acetate and sodium hydroxide); 8. Water solution used to put the conductivity probe inside while the reactants were poured into the reactor; 9. A thermometer for measuring the water temperature. Experimental Procedure 1 . The reaction temperature was initially set to 25 co on the thermostatic tat. 2. Two 1 liter flasks were filled to the mark with sodium hydroxide solution and ethyl acetate solution respectively. They were then placed in the bath. 3. The reaction temperature was set on the reactor control panel. 4. The conductivity meter was set up and its probe end was placed in the bath to come reaction temperature. 5. The flasks were allowed to reach reaction temperature. 6. The solution of sodium hydroxide (1 liter) was added to the reactor, as well as the solution of ethyl acetate (1 liter) was added to the reactor and the clock was started when ca. 50% was added. 7. After 30 seconds, the ca. 200 ml ample was withdrawn from the reactor and straight after that, its conductivity was measured, noting time. The sample was then returned to the reactor and the probe to the bath. 8. This was repeated every 30 seconds for 10 minutes. 9. The experiment was allowed to run for another 20 minutes, this time taking readings every 3 minutes. 10. The experiment was then repeated at different temperatures of ICC and ICC Observations It was observed that the conductivity readings obtained at ICC, ICC and ICC decreases with time.

Tables of Regular Italian Verb Endings

Tables of Regular Italian Verb Endings While there are many irregular verbs in Italian (not pointing any fingers at you,  Ã¢â‚¬Å"essere† or â€Å"avere†), a vast number of them follow a pattern that can be memorized and then applied on the spot. Below you’ll find tables with verbs endings for regular first-, second-, and third-conjugation verbs. INDICATIVE/INDICATIVO Present/Presente ENDING ARE ERE IRE I singular o o o/isco II i i i/isci III a e e/isce I plural iamo iamo iamo II ate ete ite III ano ono ono/iscono Mangiare - to eat io mangio noi mangiamo tu mangi voi mangiate lui, lei, Lei mangia Essi, Loro mangiano Credere - to believe io credo noi crediamo tu credi voi credete lui, lei, Lei crede Essi, Loro credono Partire - to leave io parto noi partiamo tu parti voi partite lui, lei, Lei parte Essi, Loro partono You may notice that in the third-conjugation section (-ire), there are two options- â€Å"-o† and â€Å"-isco.†Ã‚  So how do you know which one to use? The verbs that end in â€Å"-isc† are a part of a special group of third conjugation Italian verbs (verbs ending in –ire). One good example of such verbs is finire (to finish). PRESENT INDICATIVE //  finire - to finish io finisco noi finiamo tu finisci voi finite lui, lei, Lei finisce Essi, Loro finiscono Note that the â€Å"-isc† needs to be added to the stem of all three singular (io, tu, lei) and the third-person plural (loro) forms in the present subjunctive tenses, as well as the second and third person singular and the third-person plural forms of the present imperative tense. Other verbs that need the -isc- suffix and are conjugated similar to finire include  capire  and  preferire. Unfortunately, there is no way to know which third conjugation verbs are isc verbs beyond memorizing them. Imperfect/Imperfetto ENDING ARE ERE IRE I singular avo evo ivo II avi evi ivi III ava eva iva I plural avamo evamo ivamo II avate evate ivate III avano evano ivano Mangiare - to eat io mangiavo noi mangiavamo tu mangiavi voi mangiavate lui, lei, Lei mangiava Essi, Loro mangiavano Credere - to believe io credevo noi credevamo tu credevi voi credevate lui, lei, Lei credeva Essi, Loro credevano Partire - to leave io partivo noi partivamo tu partivi voi partivate lui, lei, Lei partiva Essi, Loro partivano Past absolute/Passato remoto ENDING ARE ERE IRE I singular ai ei/etti ii II asti esti isti III /ette I plural ammo emmo immo II aste este iste III arono erono/ettero irono Mangiare - to eat io mangiai noi mangiammo tu mangiasti voi mangiaste lui, lei, Lei mangi loro, Loro mangiarono Credere - to believe, to think io credei/credetti noi credemmo tu credesti voi credeste lui, lei, Lei cred/credette loro, Loro crederono/credettero Partire - to leave io partii noi partimmo tu partisti voi partiste lui, lei, Lei part loro, Loro partirono Note that the past remote tense isn’t as commonly used in daily conversation in the center and the north of Italy. It’s used, but if you’re a beginner or intermediate student, it makes more sense to stick to the tenses you’re going to need to have a flexible and fluid conversation, like the other three listed as well as il passato prossimo. Future/Futuro semplice ENDING ARE ERE IRE I singular er er ir II erai erai irai III er er ir I plural eremo eremo iremo II erete erete irete III eranno eranno iranno Mangiare - to eat io manger noi mangeremo tu mangerai voi mangerete lui, lei, Lei manger loro, essi mangeranno Credere - to believe io creder noi crederemo tu crederai voi crederete lui, lei, Lei creder loro, essi crederanno Partire - to leave io partir noi partiremo tu partirai voi partirete lui, lei, Lei partir loro, essi partiranno

International Marketing Essay Example | Topics and Well Written Essays - 3000 words - 6

International Marketing - Essay Example attitudes of consumer sophistication and exploiting the opportunities for blending innovations with the company’s exclusive business operations (Belderbous & Zou, 2007). Coca-Cola follows a perfect blend of standardisation and adaptation strategies for its marketing mix worldwide. It follows the standardisation approach by offering the similar range of beverages in the equivalent variants across the globe and communicates a uniform message in every international market so that the consumers can develop a strong brand image and develop associations with the same brand at a worldwide level. In order to reach the target market effectively in all its international operations, it has ensured that there is uniformity in its marketing mix that comprises of product, place, price and promotion. The foremost area of focus is the product range offered to the consumers in the international markets. It has the same logo, brand image, target market, reputation, brand loyalty, brand awareness and perceived quality in foreign markets. The success of maintaining consistency among worldwide operations is the economies of scale that it has achieved by effectively integrating all its business operations. The contributing factor of the efficient economies of scale is the competent running of a large-scale system of franchising for its operations of bottling. In terms of pricing, it has adopted a standardisation method by offering the varying variants of the products at affordable price ranges. The main aim of the company is to be the most easily accessible soft drink that people can buy anytime anywhere round the globe. For instance, it charges a constant price across the countries as it is offering consistent taste and quality to the customers by implementing the standard operating procedures and processes in all its manufacturing plants. A standard price allows consumers to trust the brand and this also adds on towards the credibility and brand loyalty of the consumers towards

Cultural Differences and People Management Essay - 4

Cultural Differences and People Management - Essay Example It  has been one of my favourite subjects by far. It  was one of my favourite lessons in class. It was very informative, and I got to test some of the theories that I learned. I totally agree with the notion that collectivist and individualist cultures exist, and the society is mainly made up from these cultures. In a class, I got to learn that people belonging to the collectivist cultures place high value to society as a whole. They live a more selfless life working hard for themselves and even harder for the welfare of their community. However, an individualist society is a little different from this. In such societies, people tend to place more importance on individual goals rather to the objectives of the society. There is only ‘I’ and no ‘We’ in this type of a culture. I wanted to see if this was true and I researched on the Internet. Triandis (1995) has written an entire book on these types of cultures, and he writes that people from collectivist cultures are nurtured and raised to think about the society rather than about them. People in this kind of a culture live with unity often seeking help from one another. Triandis (1995) describes the individualists as entirely different. People living in these kinds of cultures promote individual goals. They are independent and feel ashamed of seeking help from others. These readings proved very beneficial for me. I never knew that these cultures existed until I took a closer look at different communities that exist in my country. One of my father’s close friends is an Indian, and I have grown up seeing him. When I went through the notes, he was the first person that came to my mind. Mr Mukesh was so much like what I had studied in class. He lives in an Indian neighbourhood where everyone interacts on a daily basis. I happen to know this because I have witnessed it with my own eyes. There are always relatives and other neighbours in their house when I go there. Mr

The Village Essay Example for Free

The Village Essay Describe the opening scenes or sections of the text. Explain how the opening scenes or section helped you to understand what the texts were going to be about, using examples of visual and/or oral language features to support your ideas. The Village is an isolated community foundered in order to evade the corruption of the present day world. In an attempt to prohibit people from leaving, a cunning scheme to generate fear is put in place. Behind this pernicious act, is an innocent intention. These two ideas, of evil and innocence, can be depicted from the opening credits. The director, M.  Night Shyamalan cleverly intertwines intriguing camera angles, chilling images, and eerie, yet pure music to convey these themes. Composers often convey emotion through their music in the form of different instruments. Particular instruments are more suited to portraying certain emotions, and audiences can decipher what emotion is being portrayed depending on the instrument used. At the beginning of the opening credits, a flute, conveying innocence and naivety is used. The mellow, calming sound of the flute is later contrasted by a steady menacing drum beat that enters the piece of music as the title, â€Å"The Village† materialises. Slowly, the tempo of the piece accelerates causing a sense of uneasiness and tension within the audience. Gradually, the double bass is introduced into the music adding greater mystery, and apprehension. This music sequence highlights the idea that the content of â€Å"The Village† is supposedly meant to be pure and innocent but somehow encompasses a form of evil and hostility. The looming images of stark trees in dark lighting foreshadow the events that will follow. The dark images in the foreground of every shot are lit by the space in the background creating shadows and a spooky feel. The images are of lifeless trees. This is unsettling, and it makes the viewer feel intimidated, and insignificant. The austere branches are dappled in moonlight telling the viewer that it is night-time. The significance of this is that all strange and mysterious things seem to occur at night, reinforcing the suspicion that a dark theme will be involved in the film. Camera angles are used for a similar effect to music, in that they can help in portraying emotions. In â€Å"The Village†, the camera encircles the tree from a low angle engendering two effects. When the camera circles the trees, it creates the illusion that everything within the forest is haunted and live. This effect is complimented by the low angle shot as the low angle shot enables the tree branches to seem threatening and overwhelming. The camera also only reveals snippets of trees, and will not display a shot for very long. This makes the viewer feel uncomfortable and confused as they don’t quite understand what is happening, and they feel as if they can not control the situation. The feelings these techniques give the audience point towards something foreboding in the film, and really brace the audience for what they are about to watch.

Sigmund Freud Essay -- essays research papers

Sigmund Freud In the 1920s, the world was changing dramatically. Underground salons were built, new architecture was used and modern dance was introduced. If it were not for certain people, the world would not be the way it is today. In the twenties, new theories and ideas in science and psychology were being presented daily. Sigmund Freud changed the world of psychology by presenting new and controversial ideas on psychology and having his theories published. Freud broke cultural boundaries as he fought scientists opposed to his books and continued to study the human mind. Freud truly helped change the world in the 1920s and his influence remains today. Sigmund Freud was born in the Austro-Hungarian Empire in 1856. His father was a small time merchant. Sigmund’s family moved to Vienna when he was four. Freud was very ambitious and a good student. In 1873, Freud entered the medical school of the University of Vienna. Freud was mainly interested in science and hoped become a neuropsychological researcher. However, because of his financial situation, Freud was unable to pursue his desired career. Researchers in the twenties had to be wealthy because they were paid based on their findings. While in medical school, Freud developed a friendship with Josef Breuer, another physician and psychologist. One of Josef Breuer’s patients was Anna O. Anna O. was a young woman who had a serious case of hysteria. She had temporary paralysis and could not speak her native language, though sh...

Working in Groups

Aryanna Cabrera Working in Groups Thesis Statement: Working in groups has many downsides and few upsides for its participants. I. Body 1: A. Positive side to group work is limited. B. Less work to do, more people. C. More ideas than just one person. II. Body 2: A. Negative side to group work is more abundant than the positives. B. Different opinions lead to disagreements. C. Not everyone does his or her job. III. Body 3: A. Evaluation is unfair most of the time.B. Individual contributions are not reflected in the grade. C. If someone is not doing his or her job, report it to the teacher. When working in groups, students are usually evaluated on others work. If they did a good job then everything is fine, but if they did a bad job, it could potentially hurt the evaluation process. Working in groups has many downsides and few upsides for its participants. Positive things about working in groups are very limited.One of the positive things about group work is that work can be divided amo ng several people, which can help the job get done faster than if it was all done by one person; like John Heywood said: â€Å"Many hands make light work. † Another good thing is that a group of people brainstorming together will come up with more ideas and solutions than a single person working alone. Vincent Lombardi, an NFL coach, once said that â€Å"Individual commitment to a group effort – that is what makes a team work, a company work, a society work, a civilization work. Everyone must do his or her part in order to be successful and get a good evaluation. This does not always happen. On the contrary, group work has too many downsides. One negative thing about working in groups is that when you have many different ideas and opinions, disagreements are bound to arise, which can stall the project. Some other negatives about group work are that if one person doesn't complete their task, the whole project will suffer; the bigger the group, the more difficult it is to schedule times when everyone can get together.Most times, there is always one person that says they do not know how to do anything; another, that always does all the work and then is going insane, and one that does not do anything until the last minute. â€Å"There are two kinds of people, those who do the work and those who take the credit. † This quote by Indira Gandhi is right on point. Every group always has these kinds of people and that should be taken into consideration by the professor when evaluating. The evaluation process for group works is usually very unfair because it is not individual.It would be considered unfair because individual contributions are probably not reflected in the grades, weaker ones students disadvantage stronger students, and it may be perceived as unfair by students. Daphne Patai, a university professor, once said: â€Å"The professor needs to investigate and learn how the group in fact functioned and who did what. I believe this way the professor makes sure that the grading process is fair for everyone. † Working in groups is supposed to be fun.It should teach the participants how to communicate, how to be responsible, how to collaborate with others, and how to do teamwork. Instead, it makes you want to never want to work in a group again, not trust anyone in the group, and always double check everyone’s work just in case there could be anything wrong. Cathy Middlecamp said: â€Å"When you put students into groups, many of the hard working students do all of the work and the lazy students do nothing and still receive the same grade. This is not fair to those who worked hard, or to those who sat in the corner and talked the entire time. Because of all of the arguments presented above, I believe that working in groups is not wise unless the professor gives individual grades; even then, I do not like working in groups. Works Cited â€Å"Grading Group Projects. † WMST-L. Web. 10 Jan. 2013. http://u serpages. umbc. edu/~korenman/wmst/group_grading. html â€Å"Grading Methods for Group Work. † Enhancing Education. Web. 10 Jan. 2013. http://www. cmu. edu/teaching/assessment/howto/assesslearning/groupWorkGradingMethods. html â€Å"Indira Gandhi Quotes. † Brainy Quote. Web. 1 Jan. 2013. http://www. brainyquote. com/quotes/quotes/i/indiragand109081. html â€Å"Inspirational Quotes About Team Work. † Inspiring Team Work Quotes And Short Teamwork Stories. Web. 10 Jan. 2013. http://www. values. com/inspirational-quotes/value/92-Team-Work â€Å"Teamwork Quotes. † Desktop Quotes. Web. 11 Jan. 2013. http://www. desktop-quotes. com/teamwork-quotes. html â€Å"Teaching Stories: Disadvantages of Collaborative Learning. † CL1. Web. 11 Jan. 2013. http://www. wcer. wisc. edu/archive/cl1/cl/story/middlecc/TSCMD. htm

The Tragic Hero of “Antigone”

Lindsey Folcik Mrs. Monzel Period 1 8 April 2010 The Tragic Hero of Antigone In Sophocles’ play Antigone, both Creon and Antigone display some characteristics of a tragic hero. Creon is the king of Thebes following the late Oedipus and his sons. He decrees that no one should ever bury Polyneices because he was a traitor to his city, while Eteocles would be buried with full military honors. Antigone hears this proclamation and decides to bury her brother, Polyneices, in order to follow the laws of the gods. They could both arguably be the tragic hero of the story. A tragic hero is usually of high birth that has a tragic flaw that causes them to fall from a great height after having a moment of recognition all too late. This comparison between Creon and Antigone will show that Creon best fits the characteristics of a tragic hero. The definition of a tragic hero includes having an anagnorsis, or moment of recognition when they realize their tragic flaw, and this is one way in which Antigone does not qualify as a tragic hero while Creon does. In the beginning, Creon is very stubborn in his decision to kill Antigone for burying her brother. Even after he hears Teiresias’ prophecy, de does not change his mind. It is not until later he realizes that â€Å"it is worse to risk everything for stubborn pride† though it is still much too late for him (235). He sees that â€Å"the laws of the gods are mighty, and a man must serve them to the last day of his life! † (236). He has not served the gods by denying Polyneices a proper burial. By foolishly rejecting the laws of the gods, his â€Å"own blind heart has brought [him] from darkness to final darkness† (242). Now he has recognized the wrongs he has committed against Oedipus’ children, which ultimately causes his downfall. Antigone, on the other hand, is aware of the consequences of her actions from the very beginning. She says to her sister â€Å"I will bury him; and if I must die, I say that this crime is holy†, showing that she has very consciously made this decision. She is also aware of the inevitable outcome of her decision, but it does not stop her as she says to Creon, â€Å"I knew I must die, even without your decree† (208). She ends up accepting her punishment, and still stands by her decision. Even as Creon is about to send her to her death, she says sternly, â€Å"I have not sinned before God† (227). In contrast to Creon’s blind decision making, Antigone made her rash, yet conscious, decision fully aware of the bleak ending, so she never has a moment when she realizes her flaw. In Antigone, Creon is an excellent example of a tragic hero. He has a major tragic flaw and falls from a great height. It could be argued that his tragic flaw is excessive pride. He tries to reason his decision to kill Antigone by asking the Choragos, â€Å"Who is the man here, /She or I, if the crime goes unpunished? † (209). The power of being king seems to have gone to his head. He believes that his â€Å"voice is the one voice giving orders in this city! †, which is true, but his edict is still not popular with many of the citizens (220). He is so prideful, he will even hurt his son, Haimon, to prove his point. He plans to â€Å"Let [Antigone] die before his eyes! † (222). In the end, Creon locks Antigone up in a stone vault to kill her, but he was so full of pride and did not want to be proven wrong that he was willing to hurt his son. Another way that Creon is a very good tragic hero is that he falls from a great height. This great height is the throne of Thebes. Since the death of Oedipus and his sons, he has â€Å"succeeded to the full power of the throne† (196). He is now the most powerful man in the land. Creon states that â€Å"whoever is chosen to govern should be obeyed†, and he insists on showing just how much power he holds. However, after he has his moment of recognition and his fortunes are reversed, he has fallen lower that anyone else. He says that now he has â€Å"neither life nor substance† (244). He has killed Antigone unjustly and indirectly murdered his son and wife. There is not much more miserable than that, in great contrast to his once high and honorable position as king. Through an examination of his tragic flaw and fall from grace, it is easy to see why he is a great example of a tragic hero. One of Oedipus’ daughters, Antigone, could also arguably be the tragic hero of Sophocles’ play. She has some of the main characteristics of a tragic hero, like having a tragic flaw, although she does not have a moment of recognition or fall from a great height. It seems that her tragic flaw is also excessive pride in addition to making impulsive decisions. After Creon’s decree, she refuses to give up, claiming â€Å"Creon is not strong enough to stand in my way† (191). Then, when her sister, Ismene, tries to caution her against such a rash and dangerous decision, Antigone rejects her, as she says, â€Å"I should not want you, even if you asked to come† (192). Sometimes, her great amount of pride comes off as insolence. While she is speaking to Creon prior to her death she says rudely, â€Å"Ah the good fortune of kings, / Licensed to say whatever they please! † (210). Ultimately, her pride and lack of thoughtful decision making cause her demise. But even though she has this tragic flaw, she does not fall from a great height. Her status in society is relatively low, especially compared to that of Creon. As her sister puts it, â€Å"We are only women† (191). In ancient Thebes, women are very low on the social ladder. Also, her family’s â€Å"curse† does not help her status as a woman. The Chorus says that they â€Å"have seen this gathering sorrow . . . / Loom upon Oedipus’ children† (215). The story of her father and family has brought her no honor because â€Å"The blasphemy of [her] birth† has plagued her her entire life (226). So, when she has been found burying Polyneices and is condemned, she does not fall from honor, as a true tragic hero would. Even though Antigone does posses some characteristics of a tragic hero, she does not match the definition as closely as Creon does. All in all, Creon is the true tragic hero of Antigone. He is a perfect example of one, because he has a significant tragic flaw, a moment of recognition, and falls from a very high place. Some may argue that the tragic hero is Antigone, because she has a tragic flaw. But she does not have a moment of recognition or fall from a great height. Clearly, through these examples, Creon is the tragic hero of the play. Works Cited Sophocles. Antigone. Trans. Dudley Fitts and Robert Fitzgerald. The Oedipus Cycle. USA: Harcourt, 1977. 186-245.

Contrib.of paint. in Mid. Age essays

Contrib.of paint. in Mid. Age essays The development and contrubutions of painting in the Middle Ages Cimabue, an Italian painter, was the first famous painter of the city of Florence. Cimabue's painting of the Madonna Enthroned is painted in a traditional style based on the medieval art of the Byzantine Empire. His faces and figures are rendered stiffly, and placed vertically without size relationship to the figures around them. Cimabue's works have great personal force and effect, even though the forms are traditional. Giotto was the most important painter of the 1300's. His paintings of the Madonna Enthroned was painted approximately twenty years after Cimabue and shows a slight contrast to the painters that came before him. Giotto painted the throne of the Madonna with open sides and showed two bearded men looking through the openings. In this way, he gave the feeling that the scene is not flat, but a sense of spacial depth and perspective. The angel's gazes are more expressive and the Virgin resembles an actual woman. His realistic style revolutionized painting in Italy and the natural figures in his works foreshadowed great changes in art. The Limbourg brothers were noted illuminated manuscript painters. Their most famous manuscript was a prayer book called Les Tres Riches Heures. In the vividly colored illuminations, beautiful lords and ladies amuse themselves while servants tend to the guests. These illustrations rise above all others of their time with intricately designed crowd scenes and exquisite detail. Hieronymus Bosch was a Dutch painter who is best known for his triptychs(three paneled paintings). Many of his paintings show landscapes full of distorted people, fantastic demons, and unidentifiable objects. Bosch's largest and most complex work is a triptych called The Garden of Earthly Delights which displays three interrelated scenes organized around the creation, fall, and damnation of the human race. The left pa...

Michelangelo Buonarroti Biography and Artwork

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What would you do if you knew someone was not inspecting an aircraft Essay

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LEGAL ASPECT OF NURSING Case Study Example | Topics and Well Written Essays - 1750 words

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