Criminal Rehabilitation Risk Assessment Instruments Essay

Criminal Rehabilitation Risk Assessment Instruments - Essay Example The process can be understood as the continuous process to ensure the evaluation of risk in the fast changing environment in different situations like operations, so that appropriate control measures could be implemented in way that it ensures the acceptable level for safety. The following report is based on enhancements that have taken place in such models, how these instruments work, what is required, what is the current level, and the different instruments are discussed. Risk Assessment Tools: The risk is basically calculated and measured before the dynamic situation, and after and during the process of the operations. The critical aspect is measured in order to weigh the benefits that are to be achieved with the risk that are being associated with the different stages of the activity. The entire process is based on the saying â€Å"think before you act rather than act before you think.† There are several factors which distinguish the dynamic risk assessment from other risk assessment processes; such factors are (Tullett, 2010): Unpredictable and unseen risks The risk environment changes on the rapid pace Enables the individual to judge the risk The approach is also varied, it provides with the persistent and personal approach towards the evaluation of risk There are several different tools that are being used in order to assess the risks that are being associated with those who conduct criminal activities called offenders. These tools are basically used in order to measure the probability of persons getting back into the society. By using these tools we can identify which offender is vulnerable to which extent of risk and is in need of intervention. The assessment tools that are used for this purpose also specify the service that is needed in order to organize the evaluation. The different tools that are being used these days are (Landers, 2011): Screening: The tool used for supervising the community screening is normally called the CSST, and it is b eing used many states. The core reason to use this tool is to focus on the low risk offenders, and using this tool helps the agencies to spend lesser amounts of money on the low risk offenders, so that their focus and attention do not get diverted and they can work on major projects. Using this tool, the agencies are able to handle the low risk offenders. This tool works on the four basic principles by providing the agencies better way to handle such situations. These principle categories are the number of criminal acts, current employment, drug access, and relationships with criminal associates. This screening tool is being used for both genders who are involved in low risk offenses (Bateman, 2006). Psychological: There are many institutes who are using this practice in order to conduct the evaluation of the offenders by psychological testing done through interviews. After treatment, the psychologist may recommend the offender continuethe treatment or may also plan a new schedule f or such offenders. In some cases the treatment is started from the very beginning, at the intake of such persons who are involved in crime. Intake is itself a process to make the criminal individual ready for the treatment program after the arrival at the facility. This tool helps the institute to realize the intensity and the magnitude of the offender to be treated and also enables the creation of the appropriate

PBL3 Essay Example | Topics and Well Written Essays - 500 words

PBL3 - Essay Example There is no antibody production. There is destruction of the tissues involved and the organs fail to maintain their normal function. B. Cytopathic autoantibodies: This is the correct answer. Antibodies that are directed against one or more of the individuals own proteins are known as autoantibodies. Cytopathic autoantibodies cause degeneration of the cells they affect. In Graves disease, the autoantibodies are directed against the TSH receptor and mimics action of TSH, stimulating adenyl cyclase and increased release of thyroid hormones resulting in thyrotoxicosis. The antibody is known as long-acting thyroid stimulator or thyroid stimulating immunoglobulin. Another similar autoantibody called thyroid growth stimulating immunoglobulins cause growth of thyroid follicular epithelium. Similar T cell mediated autoantibody response causes infiltrative ophthalmopathy (Maitra, p.1172). C. Delayed type hypersensitivity: Inflammatory reactions initiated by mononuclear leukocytes are known as delayed hypersensitivity reactions. These reactions are mediated by T cells and monocytes/macrophages rather than by antibodies and are major mechanism of defense against various intracellular pathogens. They also occur in transplant rejection and tumor immunity. This reaction is not seen in Graves disease. Hence this is not the correct answer (Hinshaw, eMedicine). D. Immediate hypersensitivity: Immediate hypersensitivity is an allergic reaction provoked by re-exposure to a specific type of antigen referred to as an allergen. The plasma cells secrete IgE. The effects of this reaction are vasodilatation and smooth-muscle contraction. Hence this is not the correct answer. E. Immune complex disease: Combination of an epitope with an antibody is immune complex reaction. The effects are due to deposition of these complexes in various organs. This type of reaction is not seen in Graves disease. Hence this is not

Valuing Literacy Essay Example for Free

Valuing Literacy Essay In speaking about the value of literacy in the classroom, it is essential to reflect upon our own personal histories in the classroom setting. Being that my favorite content has been primarily math, it was often difficult for me to be interested in literacy. Language, both spoken and written, did not appeal to me in the same way that math and numbers did. I always found math to be very logical, simple and straight forward, with understandable rules, while language seemed subjective, with rules that alter and change over time. However, even though language was not my favorite subject, it is vital to understand the ways in which people are aided by having a strong command of language. Development The development of the child as one passes through the school system is a constantly shifting and evolving process. I remember listening to bedtime stories as a young child and learning to read, then learning how to spell and write in elementary school and understanding the parts of speech. As I progressed into secondary school, I was expected to organize and refine my writing, developing concepts in depth. It is a natural process for children to start out slow with literacy skills. However, it is important for children to be supported in language acquisition as they grow older, promoting the comprehension of multifaceted ideas (Plaut, 2008). Content There were various methods employed by my parents and teachers to help me to fully understand the content of literacy. When reading with my parents, we took turns reading and pronouncing words. They encouraged me to read to them, just as they were happy to read to me. In elementary school, I received further instruction in grammar and semantics, learning how words worked within sentences, how words were spelled, how to gain meaning from the concepts being communicated. In secondary school, I was encouraged to write essays, to fine tune my organizational skills, and to communicate ideas in a comprehensive and orderly fashion. Experiences In reflecting on how some of my experiences with literacy were helpful or harmful, it is important to note that not all children learn about language in positive ways. Sometimes, the very people who are supposed to be our teachers use language to deflate the self esteem of children. I remember being reprimanded for reading something incorrectly, and the result was that I was less confident the next time. On the other hand, I remember instances of teachers praising my writing and pointing out what worked. I believe that praising the good is often more productive than shaming the mistakes. Social Impact The social impact of literacy is an important element of language acquisition. When family members, teachers, and friends are not highly educated in literacy or do not value language skills, then the result is a social environment which is not adequately supportive (McKenna Robinson, 2009). Social interactions have a way of making or breaking a person, and it is important to recognize the gulf between the expectations of the greater academic society and the reality of one’s social atmosphere. Practice In bringing my own literacy skills to a higher level and moving from being a student to being a teacher, it is highly important for me to be able to be an excellent model of literacy to the students I teach. Although I am focused on being a math teacher, the explanation and understanding of any subject has to be successfully communicated through language (Zwiers, 2007). It is of utmost importance to me and my future students that I be able to support them in polishing their literacy skills. In order to do this, I must focus on my own level of excellence. References McKenna, M. Robinson, R. (2009). Teaching through text: reading and writing in the content areas. Allyn and Bacon. Plaut, S. (2008). The Right to Literacy in Secondary Schools: Creating a Culture of Thinking. Teachers College Press. Zwiers, J. (2007). Building academic language: essential practices for content classrooms. John Wiley and Sons.

Diagnostic and Statistical Manual of Mental Disorders Issues

Diagnostic and Statistical Manual of Mental Disorders Issues The vast majority of patients seeking treatment for an eating disorder do not meet full DSM criteria. What are the implications for diagnosis and treatment of eating disorders? What are the broader implications for categorical versus dimensional perspectives on the diagnosis of mental illness? The American Psychiatric Association’s (APA) Diagnostic and Statistical Manual of Mental Disorders (DSM) is a handbook of written guidelines that primarily focuses on the classification of mental disorders rather than the mental disorders itself. It is used in the prevention, management and assessment of a patient’s mental state. Aside from this, it is also serves to provide as a common ground for researchers to work on, to study the criteria to further improve it for future DSM revisions. In clinical practice and research, the DSM’s role is facilitated by its classification system; usually either categorical or dimensional in approach (4th ed., text rev.; DSM–IV–TR; American Psychiatric Association, 2000; Kraemer, 2007). The categorical approach is the assessment of either a positive or negative diagnosis based on a strict set of standardised criteria. Conversely, the dimensional approach is a more relaxed approach than the categorical, where it in volves the classification of mental disorders by quantifying a person’s symptom and representing them with numerical values on one or more scales. It concerns the degree of presence of the mental disorder apparent within the patient, rather than the actual presence; that is, how much of the criteria does the patient correspond with. The higher the scores on the scores of the scales the more likelihood the patient has the disorder. For instance, higher scores on the Hamilton Depression scale, a seven point Likert scale, will indicate a higher chance the patient is depressed (Brown Barlow, 2005). As recognised by Brown and Barlow, there is a potential positive implication of adopting a DSM with an increasingly dimensional approach. However, there is a continual debate regarding the categorical and dimensional perspectives of diagnosis. This is especially present with the richly dimensional oriented DSM-V (5th ed.; DSM–5; American Psychiatric Association, 2013; Machado, Goncalves Hoek, 2013; Regier, Kuhl, Kupfer, 2013). Throughout this paper, the broad implications of this continual debate will be discussed, following by the investigation of the implications for patients who do not meet the full DSM Eating Disorder criteria. A patient has a higher chance of being diagnosed with depression  if they score higher a patient scores on the Hamilton Depression scale, a seven point Likert scale, the higher the likelihood they are depressed (Brown Barlow, 2005). Throughout the various version of the DSM, its use the categorical approach requires the acknowledgement that there are heterogeneous factors among disorder populations that are not within the diagnosis (4th ed., text rev.; DSM–IV–TR; American Psychiatric Association, 2000). As a result of this, there are high levels of co-morbid positive diagnoses – 79% of lifetime mental disorders are observed in people with at least one diagnosed mental disorder (Kessler, Chiu, Delmer Walters, 1994; Krueger, Bezdjian, 2009). From this, an implication of a categorical approach can be deduced; that is, positively diagnosed patients should be assigned standardised treatments that are not necessarily aimed at only treating them due to heterogeneous factors such as co-morbidity. The dimensional approach, however, utilises more clinical information about the heterogeneous factors that are present in patients (Brown Barlow, 2005). The implication formed here for the dimensional ap proach would be assignment of various appropriate treatments that would be deemed most effective for the respective patient, as there is sufficient clinical information regarding the patient’s varying dimensions. Additionally, with regards to the categorical approach, the lack of presence of a single criterion for a particular mental disorder in the DSM can ultimately determine a positive or negative diagnosis. Consequently, the forms large residual undefined categories, such as the Eating Disoder – Not Otherwise Specified (EDNOS) category, where it is a category aimed for patients who do not meet the full criteria for anorexia nervosa, bulimia nervosa or binge eating disorder (that was introduced in the DSM-V) (5th ed.; DSM–5; American Psychiatric Association, 2013; Machado, Goncalves Hoek, 2013). Due to the nature of the dimensional approach, quantifying dimensions of disorders, it will help reduce the formation of large residual categories, thus, can be seen as an implication of the dimensional approach (Brown Barlow, 2005). Hence, patients have less of chance being diagnosed into the residual category of mental disorder under a classification system that priorities the rec ognition of presenting criterion, even though they do not satisfy the fixed diagnostic criteria of a categorical classification approach. The dimensional approach makes use of one or more scales to measure particular dimensions of various mental disorders. This can be seen as a potential positive implication for clinical practice and research (Lopez, Compton, Grant Breiling 2007). Initially, Kraemer (2007) found that the categorical approach is most beneficial to clinical practitioners, whilst the dimensional approach is most beneficial to researchers. However, Lopez et al. (2007) came to realise that clinical practitioners would also come to benefit from the growing popularity of dimensional orientation, since the changes in severity of a mental disorder and its dimensions could be quantitatively measured by fluctuations in multi-ordinal scales. Hence, proving to be more informative than measuring responses to interventions by comparing the fluctuations between the borderlines of a positive and negatives diagnosis, as in a categorical approach. Moreover, this implication relates to how an improvement of research outcomes would be apparent through the adoption of a increasingly dimensional approach. Unfortunately, there are many associated negative implications of adopting a more dimensional approached, which are apparent with the difficulties of changing an existing classification system (First, 2005). With the increase popularity of the use of the dimensional approach, similar to the direction and development of research of the DSM-V, there would be an apparent difficulty in merging past and present research to reach conclusions about present studies (First, 2005; Reiger, Kuhl Kupfer, 2013; 5th ed.; DSM–5; American Psychiatric Association, 2013). Moreover, issues will arise in the clinical use of the DSM, resulting practitioners to revise their diagnoses of existing patients as well as their practice with new patients. Lopez et al. (2007) also outlined a complication of the diagnostic criteria of earlier DSMs, where most were in favour of the dimensional approach, will be present as there will be a varying abilities of different psychiatric disorders to be measured dim ensionally. They highlighted this with comparison between dimensional approach adapted to psychoses obtained from a scarce literature and a dimensional approach for substance use disorder obtained from a supportive literature. Thus, concluding that the shift from categorical classifications approaches to dimensional approaches will be difficult in the future. The implications of categorical approaches of diagnosing mental disorders are evident through the concern with the diagnoses of eating disorders. One of these implications is the large residual EDNOS category. The majority of individuals who seek treatment for eating disorders are diagnosed with EDNOS. Due to the strict nature of the criteria of eating disorders, patients being negatively diagnosed due to not fulfilling the criteria; only having partial eating disorders like partial anorexia nervosa and partial bulimia nervosa, resulting an increase in the EDNOS category. The implication here would be a demand for treatment from an excessively heterogeneous population diagnosed with EDNOS. However, practitioners are at risk in having no solution or intervention to use, due to the EDNOS category lacking homogenous characteristics which are required to determine research-based effective treatments.

Measure For Measure on the Stage :: Shakespeares Measure For Measure Essays

Measure For Measure on the Stage Near the end of his well known treatment of transgression and surveillance in Measure for Measure, Jonathan Dollimore makes an observation about the world of the play that deserves further consideration by feminist scholars: the prostitutes, the most exploited group in the society which the play represents, are absent from it. Virtually everything that happens presupposes them yet they have no voice, no presence. And those who speak for them do so as exploitatively as those who want to eliminate them. (85-86) Although Dollimore's comment about the absence of the prostitutes holds true for the written text of the play, twentieth century theatrical productions of Measure for Measure have largely tended to fill this void by granting the prostitutes a concrete physical presence on the stage. It might be argued that, by giving this neglected and exploited female population a theatrical incarnation, a performance of the play draws attention to the plight of these women and thereby accomplishes some aspects of a feminist agenda. However, a detailed review of the recent Anglo-American stage history of Measure for Measure reveals that the specific way in which prostitutes are embodied and employed in a given production determines the extent to which the production constitutes a feminist appropriation of the text. The treatment of prostitution in performances of Measure for Measure usually falls into one of three categories, which I will refer to as the conventional, lascivious, and adverse portrayals. A conventional presentation depicts the prostitutes as a generally ragged, vulgar, but appealing crew, the routine comic tarts of theatrical tradition, long-suffering but relatively untroubled in their lives of sexual debauchery. By contrast, a lascivious portrayal features an exhibition of the bodies of the prostitutes, offering the spectacle of their seductive sexuality for the consumption of audience members. Finally, an adverse treatment emphasizes the degrading and brutal aspects of the sex trade in an attempt to foreground the exploitation of women (and sometimes children) reduced to the bartering of their bodies by economic necessity. This adverse portrayal most nearly approaches a feminist appropriation of Measure for Measure, but it also tends to sacrifice the comic tone of the play's u nderworld. Can a feminist appropriation of Measure for Measure highlight the demeaning quality of prostitution without forfeiting the option of a comic interpretation of the lowlife of Vienna? This paper will address this question by concluding with a study of one particular production directed by a feminist, Joan Robbins of the University of Scranton, and her employment of prostitutes on stage at several key moments in the play's action.

A simple index number :: Economics

A simple index number Index numbers is a number that expresses the relative change in price, quantity, or value from one period to another (1). Price index number = cost of basket in current period x 100 cost of basket in base period An index number provides a quantitative description of change over time - how much increase? How much decrease? Market researchers are also using index numbers are also using index numbers to compare a research result with an overall norm, to measure how the investment, specially in advertising industry, are working. How changes in these figures are related to the current economy as advertising is promoted as an engine that drives the economy rather than a supplement? 2. A composite index 2.1 Laspeyres Price Index The most commonly used weighted price index is the Laspeyres Price Index named after its inventor. It is a weighted aggregate price index that uses the quantities in the base period/ year as weights (Harper, 1991,p215). In essence, Laspeyres price index for the year measured shows the extent of price changes since base year on the assumption that the expenditure pattern was the same in the year measured as in base year. Thus, only price is allowed to change and the index for the current period reflects this price. 2.2 Paasche Price Index Another weighted price index is the Paasche Price Index, which uses the current quantity weights and adjusts the base each time a new period is considered. It is a weighted aggregate price index that uses the quantities in the current year as the weights (Harper, 1991,p215). Paasche price index shows the changes assuming the expenditure pattern was the same in base year as in the year measured. 2.3 Advantages and Limitations Both the Laspeyres index and the Paasche index have advantages and limitations, as indicated following: 2.3.1 Advantages Laspeyres index  · Easy to calculate.  · The Laspeyres index is the more convenient to use on a continuing basis, because the weights of base year remain fixed.  · It can be easier and cheaper to produce since the only quantities required are for the base period.  · Laspeyres where the same base weights can be used for a number of periods making it less demanding of data. As the weights don't change period to period (fixed basket) it can be considered to show exclusively price (or quantity) change (1). Paasche index -------------  · Uses quantities from the current period, thus reflects current buying habits 2.3.2 Limitations Laspeyres index  · It cannot be used if quantities are unobtainable.  · Laspeyres, as time moves on the fixed basket becomes less relevant. Paasche index  · There can be a mass of statistical data requirement, as Paasche

Determination of Chlorine and Iodine in Water Essay

I. Introduction The purpose of this laboratory was to determine the amount of chlorine and iodine in a sample of water by titration using a starch indicator and to standardize a sodium thiosulfate solution. Chlorine is added to municipal water supplies to purify it enough to become safe to drink. Iodine is also added to water when people camp or go hiking in the back country where they cannot bring purified water along. Chlorine and iodine are added to kill microorganisms in water. Oxidation reactions occurred in this experiment. The Chlorine was oxidized because it lost electrons in the reaction. The iodine was reduced because it gained electrons. The solutions turned a yellow color because of the iodine which disappears once all of the iodine has reacted in the titration. Sodium thiosulfate was the titrant in the process of titration. It was added to react with the iodine in the solution. Starch was added to give the solution a blue color near the endpoint of the titration. Potassium iodate (KIOâ‚Æ') was used to standardize the sodium thiosulfate solution. Practical applications would include testing unknown samples of water and municipal water supplies for the concentration of chlorine present because too much can cause health problems and not taste well. Not enough added, wouldn’t kill the microorganisms in the water to make it safe to drink. II. Procedure First the standardization of Sodium Thiosulfate was completed. A 50mL buret was obtained and rinsed twice with the sodium thiosulfate solution. It was then filled with the solution. The tip of the buret was checked to make sure there weren’t any bubbles in it. Then a 250mL beaker was obtained. A 25mL pipette was used to add exactly 25mL of the KIOâ‚Æ' solution. Then 50mL of deionized water and about .25g of solid KI was added. The solution was stirred until the solid was completely dissolved. 2mL of glacial acetic acid was then added. Then, the beaker was placed under the buret and was swirled as the sodium thiosulfate was added. The buret was slowed as the color became lighter. When the color was almost gone, 1mL of the starch solution was added to turn the solution blue. Then it was slowly titrated until the color disappeared. The final volume of the solution in the buret was recorded and the amount of titrant was calculated. This titration was repeated two more times to standardize the concentration of the thiosulfate. Then the concentration of Chlorine in Tap water was found. It was repeated the almost exactly the same way as before. The buret was filled with the sodium thiosulfate solution and the initial value was recorded. Then a 50mL graduated cylinder was rinsed with tap water two to three times. The graduated cylinder was then filled with cold tap water. It was then poured into a clean beaker and .25g of KI and 2mL glacial acetic acid were added and stirred until the solid was dissolved. Then the solution was titrated. 1mL of starch was added then the yellow color almost disappeared. It was then titrated slowly until the blue color disappeared. The final volume was recorded and the volume of titrant used was determined. This was repeated two more times. Then the concentration of iodine was determined in the iodine purified water. The buret was refilled and the initial volume was recorded. Then the 50mL graduated cylinder was rinsed with the iodine solution. 50mL of the iodine solution was then obtained and poured into a clean beaker. Then .25g of KI and 2mL of acetic acid were added and the solution was stirred until it was dissolved. Then it was titrated until the yellow color almost disappeared. 1mL of starch was then added and the solution was titrated slowly until the blue color disappeared. The final volume was recorded and the volume of titrant used was then determined. This was repeated two more times. Then everything was cleaned and put away. III. Data and Results Table 1: Standardization of Sodium Thiosulfate Solution | Initial Buret Volume (mL)| Final Buret Volume (mL)| Volume Used (mL)| 1st Standardization| 50| 25.64| 24.36| 2nd Standardization| 50| 25.99| 24.01| 3rd Standardization| 50| 26.21| 23.79| Table 2: Titration of Tap Water | Initial Buret Volume (mL)| Final Buret Volume (mL)| Volume Used (mL)| 1st Titration| 50| 48.29| 1.17| 2nd Titration| 50| 48.25| 1.75| 3rd Titration| 50| 48.20| 1.80| Table 3: Titration of Iodine Solution | Initial Buret Volume (mL)| Final Buret Volume (mL)| Volume Used (mL)| 1st Titration| 50| 45.61| 4.39| 2nd Titration| 50| 45.59| 4.41| 3rd Titration| 50| 45.60| 4.40| Table 4: Average Concentrations | Molarity (moles/Liter)| Sodium Thiosulfate Solution| 1.06Ãâ€"10⠁ »Ã‚ ³| Chlorine in Tap Water| 1.86Ãâ€"10⠁ »Ã¢  µ| Iodine in Solution| 4.66Ãâ€"10⠁ »Ã¢  µ| Sample Calculation- Concentration of Chlorine (1.06Ãâ€"10⠁ »Ã‚ ³)*(0.00175L)=1.86Ãâ€"10⠁ »Ã¢  ¶ moles thiosulfate (1.86Ãâ€"10⠁ »Ã¢  ¶mol thiosulfate)*(1 mol Cl/2 mol thiosulfate)=9.28Ãâ€"10⠁ »Ã¢  · mol Cl (9.28Ãâ€"10⠁ »Ã¢  ·mol Cl)/.05L=1.86Ãâ€"10⠁ »Ã‚ ³ moles Cl/Liter In the first standardization of the sodium thiosulfate solution, 24.36mL of the titrant was used. 24.01mL and 23.79mL were used for the second and third standardizations. With the concentration of the sodium thiosulfate solution divided the average volume of those gave the average thiosulfate concentration which was 1.06Ãâ€"10⠁ »Ã‚ ³ moles per liter. For the titration of tap water, an average of 1.75mL of the sodium thiosulfate solution was used. After the calculations, the concentration of chlorine in tap water was 1.86Ãâ€"10⠁ »Ã¢  µ moles of chlorine per liter. The average of the titrations of the iodine solution was 4.40mL of titrant used. After the calculations, 4.66Ãâ€"10⠁ »Ã¢  µ moles of iodine were present per liter. Some useful observations were conducted. The iodine in the solution made it turn a yellow color when the glacial acetic acid was added. It started to disappear as the iodine was reacting with the titrant. When the starch solution was added, the solution turned blue. As the endpoint neared, the blue color started to dissipate. When the endpoint was reached, the solution was clear with no color left in the solution. Sources of error could include adding too much titrant from the buret into the solution. IV. Conclusion The purpose of this lab was to identify the concentration of chlorine and iodine in different samples of water. The results fulfilled the purpose of this lab because the concentrations of chlorine and iodine were found. The concentration of chlorine in the tap water was 1.86Ãâ€"10⠁ »Ã¢  µ moles of chlorine per liter. The molarity of iodine in the iodine water solution was 4.66 x10⠁ »Ã¢  µ moles per liter. The concentration of iodine was significantly higher than the amount of chlorine in tap water. There was more iodine in the water because of the solid KI being added to the solution. Tap water contains small amounts of chlorine because that’s all that is needed to kill the microorganisms living in the water that are harmful to people. The results that were obtained were unexpected because there wasn’t a standard value to go off of. The percent error wasn’t able to be obtained. Possible sources of error would include adding too much of the titrant to the solution. This would affect the results by having more than enough titrant used. This would affect the concentration values and make them higher than they really were. Chemical concepts used were titrations. When the Iodide ions, from the potassium iodide, react with the chlorine in the tap water, chloride ions and Iâ‚‚ were formed. Then the Iâ‚‚ was titrated with the sodium thiosulfate solution which created the iodide ions. Before the endpoint of the titration, the starch was added. Once all of the iodine reacted with the thiosulfate, the blue color disappeared because the endpoint was reached and the iodide ions were formed. Also the standardization of the sodium thiosulfate solution was performed. When the potassium iodate reacted with the solid KI and the acetic acid, it created Iâ‚‚ and water. The Iâ‚‚ was titrated and formed with the thiosulfate and created iodide ions also. The concentration of the thiosulfate was 1.06Ãâ€"10⠁ »Ã‚ ³ moles per liter. That result was expected because it should have been around .001 M and it was .00106 M.