Education Assignment Example | Topics and Well Written Essays - 750 words - 1

Education - Assignment Example Additionally, Rose indicates that her mother is intelligent an aspect that is indicated by how she sequences and groups her task. Additionally, the mother was in a position to handle problems that occur among the workers or during the working process (Mackintosh 25). Another issue that depicts the level of intelligence possessed by mother is that she was able to analyze the mood of the workers, customers as well as those of the managers. In this way, she was able to create positive working relationship with all stakeholders. Joe Meraglio is also intelligent. Despite having left the school in the ninth grade, Mike Rose indicates that Joe is able to handle new problems regardless of their nature. In addition, Joe is able to come up with new products that make the working process in the plant to be smooth. For example, through redesigning of the nozzle, Joe was able to eliminate the high costs be incurred by the plant while at the same time ending the unhealthy spray. Another theme that is covered by Mike Rose is education. As indicated by the author, college education changed his life. Through his 40 years in the teaching career, Mike indicates that his experience is not all that unusual. Despite that Mike’s mother was not extensively educated, Mike indicates that he was able to get adequate education even though his academic record was dreary at the initial stages. As indicated by the book, formal education results to intelligence that makes individuals to handle various problems. One of the key benefits of education is that it results to economic development. For example, individuals who are educated are in a position to know how the machines they are working with operates. As noted by the Mike Rose. Joe is a good instructor but he is not aware of how the machines in his plant operate even though he is able to effectively work with them (Blue Collar Brilliance 3). The author indicates that for those people who are

Hamlet is a thinker not a man of action Essay Example for Free

Hamlet is a thinker not a man of action Essay Hamlets one mission in the play is to revenge the death of his father by killing Claudius, however his procrastination leads to his untimely death, the deaths of many others in the Danish court and the relinquishment of Denmark to Fortinbras. Hamlets first words show a desire of revenge towards Claudius A little more than kin and less than kind. But later in his soliloquy we see that he is actually closer to killing himself, than killing Claudius or the perpetrator: O that this too too sullied flesh would melt, / Thaw and resolve itself into a dew, He doesnt even contemplate killing Claudius; he hopes that the situation will resolve itself, which it never will, showing his unwillingness to act. This soliloquy also shows that he is not the bravest of people, as he cannot tell his mother how he really feels, another restrictive character trait when trying to revenge someone: But break, my heart for I must hold my tongue. In his soliloquy straight after Hamlets conversation with the Ghost he seems determine to kill his uncle, thy commandment alone shall live / Within the book and volume of my brain. The use of the word commandment shows that he will follow the Ghosts word religiously. This shows that he is resolute, as a man of action would be. However, this is countered almost immediately at the end of the scene O cursed spite, / That ever I was born to set it right. This shows that Hamlet is scared to carry out what he has to do, he would much rather someone else revenge his father than he. The first device that Hamlet uses to carry out his revenge is to pretend to be mad. By this pretence he hopes to draw the attention away of the court away from him so that he can watch and follow Claudius to see if he is showing any signs of guilt. He tells Guildenstern of his madness. I am mad but north-north-west. When the wind is / southerly, I know a hawk from a handsaw. His stated intention is to gain irrefutable evidence of Claudiuss villainy. He initiates this by visiting Ophelia in a state of undress and handing her a love letter, making Polonius believe that his madness is due to Ophelias rejection of him. Hamlet uses his feigned madness to show his true emotions and insult people he doesnt like: You are a fishmonger. A fishmonger in Elizabethan times could have meant pimp, showing that Hamlet thinks that Polonius is using his daughter to gain favour within the court. Hamlets feigned madness does affect Claudius: in the first act he delivers long speeches, but by Act 2 he is reduced to short sentences like We will try it. This is an action, but it is one that allows him to procrastinate. When Hamlet is left alone he laments his weakness and inactivity. An actor could weep at the imagined grief of Hecuba, whereas Hamlet fails to respond to the murder of his father: Tears in his eyes, distraction in his aspect, / A broken voice, and his whole function suiting / forms to his conceit? And all for nothing! / For Hecuba! Hamlets principles cause him a great deal of self-criticism: Why what an ass am I! This is most brave, / That I the son of a dear father murderd, / Prompted to my revenge by heaven and hell, / Must like a whore unpack my heart with words/ And fall a-cursing like a very drab, He curses his inactivity, showing that, although he is a thinker, he would prefer to be a man of action. At the end of the soliloquy he seems resolved to revenge Claudius, the Mouse-Trap play is a form of revenge against Claudius, but again it is not direct revenge, as he is still procrastinating. The fact that he has not confronted Claudius four months after confirmation from the ghost that Claudius is the guilty party shows that he is definitely a thinker. Hamlets soliloquy at the start of Act 3 still shows his overwhelming desire to think, particularly about suicide To be or not to be. The fact that he is still has time for soliloquies, and that he is not trying to hunt Claudius down and kill him, shows that he is definitely a thinker. Hamlet shows a lack of self knowledge as he cannot, as he intended in Act 1 sc 5 with wings as swift / As meditation or the thoughts of love / May sweep to my revenge. Instead he broods on his fathers death and even when he gets proof from Claudiuss reaction to the Mouse Trap play, Ill take the ghosts word for a thousand pound. He hesitates and needs further spurring by the ghost in Act 3 to whet thy almost blunted purpose. Hamlet has the perfect opportunity to kill Claudius in Act 3 sc 3, but again he procrastinates, letting himself think about what will happen to Claudius soul A villain kills my father, and for that I, his sole son, do this same villain send to heaven. He doesnt act, because he thinks that Claudius is praying, cleansing his soul. This would send him to heaven, not hell where he belongs. The irony is that Claudius himself has too much on his conscience and cannot pray, My words fly up, my thoughts remain below. / Words without thoughts never to heaven go. Hamlet curses himself in a later soliloquy for his lack of action. Hamlets first action of physical revenge is to stab Polonius behind the arras. This action shows that he can only do something on the spur of the moment. If hed had time to think about it, he would have found a way around stabbing the person behind the arras, electing instead to procrastinate. Hamlet meets Fortinbras army in Act 4 sc 4, which makes him feel depressed when he compares himself to Fortinbras: the Norwegian Prince is prepared to fight over something of very little value, while he hasnt yet taken revenge for the murder of his father and the seduction of his mother: How all occasions do inform against me, / And spur my dull revenge. Hamlet does what he always does when confronted with a problem; he has a soliloquy. However, this is his last soliloquy, which could suggest that he is done with thinking now, and will finally carry out his revenge. Hamlet shows another decisive action, in dealing with the betrayal of his one-time friends, Rosencrantz and Guildenstern and with Claudius attempt to have him killed on his way to England. He replaces his own name with that of Rosencrantz and Guildenstern in the letter, ensuring that they will be killed in his place. He also Boards a pirate ship so that he can return to Denmark, these are all very decisive actions focused to towards revenging his fathers death. Hamlets entrance into Ophelias funeral certainly is more action-focussed than his previous actions: This is I, / Hamlet the Dane. His fight with Laertes, declaration of his love of Ophelia and his switch from prose to verse show that he is longer talking his self into lying and misleading others. Therefore he is not thinking as much as he is acting. Hamlets next action is to duel with Laertes, not knowing that it has been fixed so that Hamlet will die, but as with most strategies in the play, it does go according to plan: Both Laertes and Hamlet are wounded by the poisoned sword, Gertrude drinks the poisoned wine, and one of Hamlets dying acts is to force Claudius to drink the poisoned wine, which he does with relish, enjoying the power he has, and the fact that he is killing the person who killed his father, seduced his mother, taken his thrown and plotted to kill him twice Here thou incestuous, murdrous, damned Dane, / Drink off this potion. Is thy union here? / Follow my mother. His action here was done purely, without any thought. As he dies Hamlet names Fortinbras as his successor to the throne of Denmark. He admires Fortinbras as a man of action, seeing that that is what his country needs to return stability to it, I do prophesy thelection lights / On Fortinbras. He has my dying voice. The time frame of the play helps to reinforce the impression of time passing. Individuals in the play travel from Denmark to Norway, Poland and England, from the court to the countryside. Contrasting the activity of Laertes and Fortinbras with the prolonged inactivity of Hamlet. As the hero in this tragedy Hamlet doesnt have one, sole, character flaw that leads to his untimely death. He is a thinker involved in a dilemma that can only be solved successfully by a man of action. His inability to act swiftly and decisively without high motivation in connection with his fathers murder brings havoc to the Danish court, his own death and the death of many others in the court. If he had been a man of action Claudius would have been killed months before.

U.S. Military Aid - America Must be a Global Policeman Essay -- US Fo

U.S. Military Aid - America Must be a Global Policeman The United States military aid given to Kosovo raises many questions about the foreign affairs policy of the United States of America. Now the U.S. is sending its troops to Timor, a small island off the northern coast of Australia. The U.S. has sent marines to Australia to set up a command post for the troops that the United States will be sending to help with logistics, communications, and intelligence. Many critics believe that the U.S. should not get involved in matters that have no direct impact on the United States. But do not American’s believe that all men are entitled to life, liberty, and the pursuit of happiness? If this is true then it should be the United States duty to help those who are oppressed and suffering. The U.S. needs to be a global policeman to watch out for the humanitarian needs of ethnic groups and peoples and make sure that they are protected against oppression. The U.S. must do what is morally and ethically right, the U.S. is one of the only countri es large enough to give many forms of help and intervene when interests other than that of national security or interest are at steak. Any person who values their human dignity cannot stand by while innocent people are being killed. President Clinton believes that if we have the power to stop genocide and ethnic cleansing then we must make every effort to do so. In an article in The Washington Times, it says that this â€Å"policy would lead to a va...

Colligative Properties Essay

Abstract: Several experiments were performed to observe the colligative properties. This includes the freezing point depression, and osmotic pressure. Two ice baths were made, one with pure water, the other with salt water. The lowest temperature was then record for each bath and compared. The salt water had a lower freezing point than the pure water by 2 degrees which supports the hypothesis that solutions have a lower freezing point than pure water. The second property observed was osmosis pressure. This experiment used a 6 inch piece of dialysis tubing that was filled 2/3 full with light Karo syrup and tied off. Then it was completely submerged in a large glass bowl of room temperature distilled water. The dialysis tubing acts as a semi-permeable barrier and water passed through to inside the tube and over the next several hours, this act caused the tube to swell. Osmosis is where water moves from an area of high concentration to low concentration, therefore causing the tube to swell. The last experiment involved placing an egg in a jar of vinegar. After 24 hours, the shell of the egg completely disintegrated. Then the jar was rinsed and refilled with Karo syrup where the egg was submerged for 48 hours. This allows osmosis to take place where the water inside the egg leaves and moves outside where thereis a lower concentration of water. Thus, making the mass of the egg smaller. This series of experiments takes a closer look at the colligative properties, specifically the freezing point depression and the osmotic pressure. Colligative properties is where the concentration of solute particles in a solution is what is important and not necessarily the chemical identity of the solute. The first part of this experiment focuses on the freezing point depression. The freezing point depression is based on the idea that a solution freezes at a lower temperature than the freezing point of pure  water. Finding the freezing point of a substance allows the molar mass of a substance to be calculated. The second part of this experiment observes the colligative property of osmotic pressure. Osmosis is based on the idea that water will go from an area of high concentration to an area of low concentration. With this information, we can determine the identity of a substance. Purpose: Determine the freezing point of water Find the freezing point of a solution Observe osmotic pressure. Procedures First, an ice water bath was prepared filling a 100ml beaker halfway with cool tap water and adding a pinch of salt and some crushed ice. Then, the temperature was recorded with a thermometer placed in a test tube until a consistent temperature was observed and recorded. Then the test tube was placed in the ice bath. Then, the thermometer was stirred inside the test tube continuously while the temperature was recorded every 30 seconds until the temperature was consistent again for 5 consecutive readings. The same procedure was repeated a second time, though this time with some salt in the test tube. Another ice bath was prepared in a 100ml beaker filling it halfway with distilled water and a pinch of salt. An 1/8 teaspoon of iodized salt with distilled water filled up another test tube. The initial temperature was recorded until a consistent temperature was observed. Then, the test tube was placed in the ice bath, while the thermometer was stirred inside the test tube recording the temperature at 30 second intervals until a consistent temperature was observed. Initially, the temperature of the salt water mixture did not decrease substantially so another 1/8 teaspoon of iodized salt was added. The second property we observed was osmotic pressure. A 6 inch piece of dialysis tubing was placed in room temperature water for 30 minutes to soak. One end of the tubing was sealed off by tying the end in a knot. Then the tubing was filled 2/3 full with light Karo syrup and the other end was tied shut leaving some space to expand. Then the tubing was placed in distilled water over a period of several hours and recorded and observed. The last experiment also observed osmosis. An ordinary large white egg was placed in a quart size mason jar filled half  way with white vinegar and the lid screwed shut. Then, it soaked for 24 hours and was rinsed off with distilled water. The jar was rinsed out as well and refilled half the mason jar with light Karo syrup. The egg was placed back in the jar with the Karo syrup with the lid shutThe egg’s changes were observed and recorded over several days. Temperatures for the Ice Bath experiment: Answers to Lab Questions Part 1 B. The freezing point of the pure water is -2 degrees while the freezing point of the salt solution is -5 degrees. C. The salt solution has a lower freezing point because water is the only thing that freezes, so the salt is left behind. Molecules must enter and leave the solid phase at the same rate. This occurs at a lower temperature for the solution because of the vapor pressure. D. Some practical applications of cognitive properties include salting the roads in the winter. The salt lowers the freezing point of snow/ice, so it takes a lower temperature for roads to freeze over. Antifreeze in a car can be used to lower the freezing temperature and also it can be used to raise the boiling point so cars will not overheat in the summer months. Freeze drying is an example of vapor pressure lowering. The vapor pressure of the surrounding air is lowered, and it causes the surrounding air to take heat from the substance which then freezes which preserves perishable materials. Part 2 A. The dialysis bag is comparable to a cell membrane. It allows water and small particles through, while stopping large particles from passing through. It is different from a cell membrane because a cell membrane uses many processes to transport materials across the membrane including active transport and passive transport, while the dialysis tubing simply uses diffusion. B. The Karo syrup is hypertonic to the egg. Th concentration is higher outside the egg than inside, so the water moves outside of the egg. C. N=MRT 8.34 mmHg osmotic pressure 23.6 degrees Celcius 0.5 L of solution containing 0.302 grams of antibiotic 8.34 mmHg * 1atm/760 mmHG = 0.01097 atm 0.01097 atm = M (0.0821) (23.6 +273 = 296.6 K) M = 0.01097atm/(0.0821*296.6K) M = 0.01097atm/24.35086 M = 4.505X 10-4 moles of antibiotic Moles = molarity X Volume (4.505 X 10-4 moles/L) X (0.5 L) = 2.2525 X 10-4 moles 0.302g/2.2525 X 10-4 moles = 1340g/mole Results/Analysis: The freezing point of the solution was -5 degrees, while the freezing point of the pure water was -3 degrees, This is a 2 degrees difference in the freezing points. This supports the hypothesis that solutions have lower freezing points. The freezing point depression is a colligative property used to calculate the molar mass of a substance. However, It was not possible to calculate the molar mass of our substance because with a home lab kit there was no weighing involved. We were still able to record and determine the freezing point of both distilled water as well as salt water. Given more tools to properly execute the experiment, we would have come out with more accurate result and complete results. For the Karo syrup experiment, after several hours of observing the Karo syrup in the dialysis tubing. The tubing swelled up some, however too much Karo syrup was placed in the bag and there was not much room left to swell. The egg was placed in vinegar and the shell completely disappeared after about 24 hours. Then, when placed in Karo syrup for a 48 hours, the egg’s mass appeared smaller. The water inside the egg moved out into the surrounding solution, therefore making the egg’s mass smaller. Conclusion: The freezing point depression was observed for pure water as well as salt water. The salt water ice bath had a lower freezing point which supports our original hypothesis. Osmotic pressure was observed both in the egg experiment and in the dialysis tubing experiment. The egg lost its water content and the dialysis tubing swelled up. Even though the basic  colligative properties were demonstrated with these experiments, more accurate results would have been obtained in a more controlled environment. Knowing the weight of the salt would have been helpful in determining the molecular mass.

Counselor Reflection

School counselors are integral team members for any school staff. They help students make responsible decisions; mediate problems; deal with traumatic losses; develop a sense of respect for themselves and others; and plan for college, work, post-secondary training, and lifelong learning. As a school counselor, Nikki Williams has a desire to provide Miller Elementary school with an effective counseling program. This model has allowed her to be more accountable and given her the tools by which to assess the worth of my program and its services.Her knowledge and skills have been expanded through implementation of this program but, more importantly, the tone has been set for who she is as a counselor and where her desire is to go as she journeys into helping students achieve success. Leadership Every effort is made to assert herself as a school leader by demonstrating accountability and sharing pertinent data with students, teachers, parents, administrators and the community. Needs asses sments and outcomes from various guidance and counseling interventions are shared with staff.Data from these needs assessments are used to set priorities, establish program goals and objectives, and assign activities. Meetings with teachers are ongoing in order to provide classroom guidance activities that meet students’ academic, career, and personal/social needs. For instance, being an active member of our school leadership team, SST committee, and regularly attending IEP meetings allows me to provide leadership by being a guiding force in reviewing data, and designing and implementing ways to increase students’ academic performance.During these meetings, I contribute strong group facilitation and problem solving skills by keeping discussions focused on what benefits the student and contributing my knowledge of student growth and development. This year she has been an instrumental leader in such things as: * Providing staff development training (child mandated report ing, guidance program orientation, etc. ) * Conferencing, collaborating, and consulting with administrators, teachers, parents, students, and other stakeholders * Planning school wide events (Career Day, Hispanic Heritage Day, Red Ribbon Week, etc. * Developing an Advisory Council * Conducting a school needs assessment * Designing a comprehensive school guidance program * Maintaining contact with community organizations (DFCS, Rainbow House, HODAC, etc. ) * Educating parents about school counseling curriculum Collaboration Collaboration is an essential part of her school counseling program. She feels it is vital to collaborate with her staff. They meet regularly to review school data and identify obstacles to higher achievement. Through their collaborative efforts they problem solve and share their craft and knowledge.She feels that this encourages more open staff relationships, promotes collegiality, and allows everyone to work towards a common goal. For example, she has been worki ng closely with the teacher of the fifth grade special education group. She meets with this teacher regularly to put a plan in action to best meet the academic needs of these students. Her involvement in grade level and SST meetings give me the opportunity to partner with teachers, school psychologists, and other resource personnel by collaborating to identify and resolve student problems by designing the most appropriate and innovative program or instructional modifications.Advocacy To be seen as an advocate for â€Å"all students† is important to her; for she is an advocate in numerous ways for students, particularly with regard to behavior, motivation, and achievement. Through collaborative efforts with her school’s leadership team, she advocates for all students by providing support to encourage them to obtain the best possible education. Additionally, data gathered from delivery of classroom guidance lessons is used to share with teachers and administrators, which seems to encourage a more positive mindset for achievement and success for all students.Systemic Change Systemic change is an essential part of school reform. Ms. Williams feels that she presents herself as a leader in systemic change by delivering to all students an ASCA National Model Program that is aligned with state standards for academic personal/social, and career development. This effort is promoted through collaborative efforts with staff members as they assess and analyze data and review areas of concern. This year, she has come aboard the MES team to implement new ways to help students excel in all reas. She examines the risk factors, but also the strengths and potential that children bring to the counseling relationship. Consequently, this year Ms. Williams is playing an integral part of systemic change by working with her fifth grade special education students in an effort to close the achievement gap. The students failed the math portion of the CRCT test and through t heir school’s collaborative efforts; they hope to build success in these students.Furthermore, through implementation of the National Model Program, Ms. Williams brings about change in my school by being an exemplary counselor representing the entire school community in an effort to eliminate barriers to student achievement. Her commitment to the process of change puts her in a position to effectively serve as a catalyst in students’ lives and serve as a change agent in the school community.