School Life Essay Example for Free

School Life Essay It’s a normal day 6:30 in the morning just as any other. Then BOOM my alarm clock goes off to wake my brother and I up to get ready for school, but this was all put to the side by our mother coming in to the room telling us that she would have to work a few extra hours. Wake your but up! Is what I yelled to my brother as I had always did he consistently showed himself to be the lazy one who would just breeze through life without a care in the world. He replied back with the bad morning breath, â€Å"Leave, me, alone its only 6:30 school doesn’t start until 7:30. † Me as usual I got up pulled him out of bed until he hit the floor then started my routine to get ready for the day’s events. Oh yeah my name is Gerard by the way. I carried myself across the dimly lit hall towards the bathroom. As I flicked on the light switch, I first noticed this hair pick still stuck in the side of my head. I immediately grabbed it and started to fix my hair. As I stand in front of the mirror looking back at my own reflection, wondering why, does school start this early in the morning, I grabbed the toothbrush and toothpaste and began to a make it happen. My brother’s name is Joel, and he could care less of his appearance, because he always thought that he was God’s gift to the ladies. Most of his attire consisted of whatever he felt like grabbing out of the closet or the first thing he could get his hands on. He didn’t care if he was all wrinkled, his excuse was that they’ll be gone throughout the day plus now one would notice them anyway because that’s how he rolled. You would have thought that he just came from summer camp playing rugby with a few of his friends before school started. As he came into the bathroom besides me to wash up and get ready, I could always here him saying thanks for getting me up too, knowing that being the older sibling I couldn’t just let him be late for school besides our mother would have killed me. As I look at the clock I notice that we are right on schedule, its 7:00 and time to wake my sister Latoya, she’s in middle school and does not experience the rush that my brother and I go thru being that the two of us share a room and sometimes wrestle to get around to what we need to be done. The time is now 7:10, and it’s time for us to leave the house headed for school since we live only a quarter of a mile away from the school we can pretty much toss a couple of rocks a few times and we’re there. The only downside is that sometimes we get too complacent living so close to the school that we end up thinking there’s more time and end up cutting it close to getting to class on time or worse being late and end up with detention. As we get to school they are still selling breakfast its usually something simple like garlic cheesy bread or the cinnamon sugar rolls that are so delicious. But we cannot stand in line and enjoy them today because the first school bell rings and that signifies things need to get closed out and you need to put your thinking caps on. As we exited the cafeteria it was 7:25 and the start of the school day and the final bell rings at 1:50. Joel and I always knew that we would see each other at our lunch period odd as it seems I was a senior and he was a sophomore, but hey, that’s how the schedules came out. We couldn’t control the outcomes of what we wanted to do we could always find some sort of time to throw a wise crack at one another.

The Origins Of The Classical Symphony And The Classical Orchestra

The Origins Of The Classical Symphony And The Classical Orchestra Claire Michelle Walsh – Level 1 – History Project 2 Listen and follow Mozarts Symphony No.40 in G minor K550. Describe the character and form of each movement. Go on to write down the instruments used and explain why this is considered a â€Å"classical orchestra. You will need to research the origins of the classical symphony and the classical orchestra. The question is really asking for an analysis of the symphony but to concentrate on the large – scale forms. However you will have to show how movements fit the forms and this will also include a certain amount of harmonic and motivic analysis The orchestra that had taken shape during the baroque period began to expand and become more balanced. During the early eighteenth century the four part string ensemble became established which has remained mainly unchanged. The harpsichord was set aside by the end of the eighteenth century due to larger scale of the orchestra and the invention of the piano. By the end of the eighteenth century the standard large orchestra consisted of: two flutes, two oboes, two clarinets, two bassoons, two or four horns, two trumpets, timpani and a full string section. The Symphony originally in three movements became four movements, incorporating a minuet and trio. The movement structure was the same as instrumental sonata form. Movement one is usually at a fairly fast speed usually in sonata form in contrast to the second movement which was played at a slower tempo, with a singing melody line. This was often in ternary, variation or sonata form. A minuet and trio in ABA form was the basis of the third movement, concluding in the final movement which was either in rondo, sonata or variation form. Mozart wrote forty one symphonys during his life. Symphony No. 40 in G minor is exceptionally well known and has been used widely in television and film. An early critic of Mozarts music, Otto Jahn called it â€Å"a symphony of pain and lamentation†(scribd.com/doc/7742485). Whereas another critic, Kramer stated that it was â€Å"nothing but joy and animation† (scribd.com/doc/7742485). These two quotes are of the extreme in describing its mood and character. It is the second of his last three symphonies, which were composed between June and August in 1788. The work is said to have been written without a commission and was written at the height of his expressionist phase. The instrumentation is written as we would find in the standard eighteenth century classical orchestra: one flute, two oboes, 2 clarinets, two bassoons, two horns. The string section consisted of: two first and two second violin players, two violas, one cello and one string bass. The instrumentation does not include any percussion or weighty brass. What we are expecting to hear includes an extra flute, two trumpets and timpani as found in a typical Johann Stamitz composition. It was he who The horns are used for effect to emphasize the crescendos and sforzando. The work is in four movements, in the usual arrangement (fast movement, slow movement, minuet, fast movement) for a classical-style symphony: Molto allegro Andante Menuetto: Trio Allegro assai Every movement but the third is in sonata form, the minuet and trio are in the usual ternary form. Molto Allegro The first movement of the ‘Symphony No. 40 in G Minor by W.A. Mozart is written in Sonata form. The piece begins with perhaps the most recognisable openings of any of his symphonies. The movement in cut common time, in the key of G Minor, commences with the first theme in bar one, played by the first and second violins, played piano in the tonic key. Bar 14 sees the woodwind section enter for the first time, still piano. The first dynamic change happens in bar 16 with a forte woodwind entry; the violins then repeat the first subject, piano in bar twenty. The key then modulates in bar 28, to the relative Major of B-Flat for a bridge passage, it is her that we hear a forte dynamic for the first time which leads to the 2nd theme. In bar 43 Mozart uses a silent bar across the whole orchestra, having created the tension this is then dissipated. The 2nd theme begins in bar 44 until bar 72, the clarinet and bassoon playing a piano melody initially which is then passed to the strings. This melody is a more lyrical feminine passage that is very chromatic throughout. This codetta commences at bar 77 in the dominant key and is based around the first 3 notes of the first theme and is played by the clarinet and then imitated by the bassoon. This four bar phrase concludes with the strings playing a variation of the phrase concluding with a strong IV – I cadence. This is then repeated with the oboe and bassoon taking the lead and again concluded with the strings. Commencing at bar 88 there is descending quaver runs throughout the orchestra leading to rising crotchets. In bar 100 there is a repeat back to the beginning. Bars 72- 75 The Development begins in bar 101 with the key now in F-Sharp Minor, modulating in bar 115 to the key of E Minor. It is at this point we can hear the melody in the Bassoon and the Bass line with contrapuntal writing in the upper woodwind. The harmony now expands and changes key very two bars, through A, D and G minor, C major for one bar followed by one bar of F Major, until reaching Bb Major. The violins then play the 1st theme in a falling sequence, whilst the lower strings introduce a counter melody. The movement builds with use of a pedal A in the Bass line, expecting the Recapitulation the Bass line creates a stretto which is then climaxed with a forte in bar 152. Here all parts are all competing to get their idea heard. The sudden dynamic change in bar 160 releases the tension with the commencement of the Recapitulation in bar 164. The Recapitulation back in the tonic key begins with the upper strings which are joined by the lower strings in comparison to the beginning of the movement, this is then joined in bar 168 by the bassoon playing a new countermelody . The 2nd theme is then reintroduced. Mozart uses suspensions commencing at bar 199 to create tension, to further this he uses imitation at the half between the upper and lower strings. Further tension is heard in the bass line at bar 218 with minims alternating between Bb and A. In bar 226 there is another silent bar throughout the orchestra. Bar 228 sees the reintroduction of second subject still in the tonic key. It is during this we hear in bar 247 new ideas played in the First Violin culminating in Diminished and dominant seventh chords. Bar 260 sees the return of the first theme passed between all the woodwind parts and after a chromatically rising syncopated passage throughout the orchestra, the dynamic drops to a sudden piano the first theme is once again heard in the first and second violins. In bar 293 the whole orchestra plays a rousing forte for the last seven bars. Andante The second movement is a lyrical work in 6/8, in E flat major. The orchestration is the same except that the horns are now in E flat. It commences with the violas playing a quaver motif, a bar later this is taken up by the second violin. A bar later the first violin plays this in imitation. This passage is one of the main themes in this movement. Bars 1-8. Theme A A demisemi-quaver motif then begins in bar 16, which acts as a bridging passage to theme B. This rhythm plays an important role for the movement of this whole movement. Theme B at bar 20 is played by the first violin and answered by the flute, the texture is very thin and simple. At bar 27 there is a three way conversation between the woodwind ending in the first violin ending the conversation at bar 35. A smooth theme is introduced in bar 37, which is briefly interrupted at bar 43 by a bar of semi-quavers, but soon returns to its previous texture before the section is repeated. The development section of the 2nd movement begins, with the earlier demisemi-quaver motif, which is enforforced by the bass, playing a rising chromatic figure for bar 56- 62. The recapitulation commences in bar 74. We hear small segment from both themes played until a final theme is heard in bar 108. Menuetto This third movement is in Minuet and Trio form and commences in the key of G Minor. Unlike a traditional dance Mozart uses the whole orchestra which remains full throughout. He uses a hemiola, a 2/4 feel in a 3/4 time signature, with a rising melody line. The movement opens with a strong melody played by the strings and the woodwind, consisting of two, three bar phrases followed by two, and four bar phrases, which is then repeated back to the beginning. The second section in B flat Major it is a variation of the first, played contrapuntally. The trio modulates to G major where he has thinned the texture for the first section. The second section sees the return of the Horns bringing a contrasting texture to the end of the trio. Finale – Allegro assai The final movement, Allegro Assai, begins almost like a Baroque Concerto Grosso, with contrasting piano string and forte tutti passages alternating every two bars. An important quaver motif, heard in bar 3 can be heard repeatedly throughout the movement, for example the bridge passage at bar 32. Bars 1-15 Theme B is introduced in bar 71 in the key of B flat Major. It is more thinly scored with a lighter feel. The melody is played by the first violin, being handed to the clarinet at bar 85, who plays a duet with the bassoon. Bar 101 sees the coda played forte and continues until bar 124 with growing intensity where it is repeated back to the beginning. Bars 125 – 134 includes a bridging passage that is very different to anything we have heard earlier, this leads into the development phase of the movement. Bars 125-141 A piano theme is then heard, which is passed around the woodwind and first violin parts with lower string accompaniment. This acts as a bridging passage before we hear a fugal section commencing at bar 152 in the strings which modulates through many different keys. Bars 205 -206 are primarily silent before the beginning of the recapitulation in the key of G Minor. Theme B can be heard again in bar 247 before a closing section which can found at bar 277. This consists of a forte passage with running quavers in the violins, which is dramatically dropped to a piano four bar passage at bar 286. The symphony concludes with a burst of energy at bar 290 whilst the running quavers are a constant until the last three separate chords from the whole orchestra.

Environmental Factors to Improve Individual Development

Environmental Factors to Improve Individual Development Nicoline Bromwell Scenarios 1) A 65-year-old female, recently diagnosed with Alzheimers Disease. She has previously been a very active and vibrant woman, living on her own since her husband of 35 years died 5 years ago. 2) A 14-year-old minority female, facing the very real possibility that she may be pregnant. She has always struggled in school (she has been failed a grade already), and is currently a freshman in high school. Address the following questions/issues for each of the two scenarios you selected: 1) How would you design an environment to improve this persons situation and future development? 2) What kind of environmental factors would hinder this persons development? In other words, what environmental issues would make their situation worse, or what would you hope not happen in this persons world? 3) Discuss how the person is affected in the three domains of development (Biosocial (Physical), Cognitive, and Psychosocial). How might decreases or increases in development/maturity/ability affect the person? Basically, do several If/then discussions for each of the three domains. For example, If this woman has a poor psychosocial support network (like have no family or having an unsupportive family), then I would think that she may experience A love one diagnosed with Alzheimer can be very troubling for a family. Alzheimer’s disease can be a challenging journey, for all those who are involved both family members and loved ones.Taking care of someone with Alzheimers is overwhelming at times, but the more knowlegde and support the individual has, the better he/she will be prepared for the challenging road ahead and is able to seek the best long-term care options for a loved one. The best environment to help the individual development as time progresses would be one that provide loving care whether at home or in a designated facility for Alzheimer’s patients. Firstly, if she is still lucid enough, since she’s recently diagnosed I would encourage her family to get her wishes down on paper so they’ll be preserved and respected by all members of the family. I would then recommend that the family discuss the situation with her doctor , keeping in mind her wishes , see what would be the best treatment for her. They would then be armed with the knowledge of how to care for that love one. She will at some time need around-the-clock care and family members usually have their own health issues, jobs, and responsibilities. I would advise them to communication with each other to make sure that the wants and needs of the Alzheimer’s patient is met. If they cannot provide the care at home, since she was living alone, she could be relocated to live with a family member, which I would recommend, although it may be difficult, a care giver could be employed to care for her and that the caregiver would have the support of the family member to meet her needs. It will be diificult for her and her family as they have to watch her deteriorate slowly, but at home she will be monitored by love ones and most likely get the care she needs, although as the disease progresses, she may need to be hospitalized in a facility, if it becomes too hard for the family and caregiver. However for now the home environment is best. I would suggest that a sense of structure and familiarity is kept. A daily time for activities such as waking up, mealtimes, bathing, dressing, sharing family time, and bedtime. Keeping these things at the same time and place can bring a sense of familiarity to her. Let her know what is going to happen even if there is no certainty that she’ll truly understands. Use cues to start the various times of day. For example, when she wakes up you can say, â€Å" Rise and shine Mary , it’s another wonderful day.† At bedtime, you can play some quiet music or read to her, to indicate its bedtime. Also get her involved in daily activities as much as possible, as long as it is safe. For example, water the plants, folding clothing, or any other simple thing that she can do. These things will not improve her condition. But it will aim in making her more comfortably as she struggles with this disease The most that can be done for her is to make her feel loved. The worse care scenario would be if her family members are not able to get her a caregiver or put her in an institution for Alzheimer’s patient and they have to take care of her, with little or no training or knowledge of her condition. This would definitely worsen the situation. As her Alzheimer’s progresses, there will be changes in her communication skills, she’ll have trouble finding words, her hand gestures will increase, she’ll be easily confused, she’lldisplay behavior you never would have thought possible. Alzheimer’s will cause substantial changes in how she behaves, such as embarrassing or inappropriate outbursts, wandering, hallucinations, and violent behavior. Everyday tasks like eating, bathing, and dressing can become major challenges. This will become frustrating for the family members, as they don’t know how to deal with it. Imagine watching your mother change before your eyes, worsening daily and you cannot do anything about it. The family member offering care can become overwhelm and depress, he/she may even start blaming him/herself and may become too embarrass to go out, so he/she may isolate himself, or even harm the patient not willingly but as a result of being overwhelm. At some point, the care giver won’t be able to leave her one alone. Nighttime behaviors may not allow the care giver to sleep, confrontational or aggressive behaviors may exceed her ability to cope or feel safe. As the disease progresses help will definitely be needed and possible placing her in a facility that is better able to take care of her. Therefore, if this can’t be done the situation would not be hopeful. Alzheimer’s disease is an irreversible, progressive brain disease that slowly destroys memory and thinking skills, and eventually even the ability to carry out the simplest tasks. Cognitive, physical, and psychosocial development is decreased. There is decline in memory and other aspects of cognition, such as word-finding, vision/spatial issues, and impaired reasoning or judgment, getting lost, trouble handling money and paying bills, repeating questions, taking longer to complete normal daily tasks, using poor judgment, and having some mood and personality changes. She’ll have problems recognizing family and friends. She’ll be unable to learn new things, carry out tasks that involve multiple steps (such as getting dressed), or cope with new situations. People with severe Alzheimer’s cannot communicate and are completely dependent on others for their care. Taking all of this in consideration whether if she has a strong or poor psychosocial support, it woul d not make much of a difference to her as all her cognitive skills are declining and will soon be gone. Physically she’ll may soon be bed ridden, Knowing no one and not able to take care of herself. The disease takes everything away from her. A student who is 14 years old facing a real possibility that she is pregnant and struggling in school faces many challenges. On her own it’s a frightening struggle. She needs supports, guidance and education, At this time family is very important. Therefore, the prefect environment for her would be one where she feels love and support. She needs someone she can talk to and trust, who can offer guidance and support. Sometimes the father is not present and this is usually the case. She is now frightened at the fact that she now has to face this alone, the realization that a new is life growing inside of her is quite unsettling as she is not prepared and she doesn’t know how to cope. She questions herself, â€Å"How am I going to take care of a child?†, â€Å" What are my peers going to think about me?†, â€Å"How are they going to treat me?†, â€Å"Should I keep the baby?†, â€Å"I am failing in school, How can I take care of a child?† , â€Å"Who is going to take care of me?† She has so many questions; she needs help getting those answers. She needs help finding herself and moving into the right direction. The environment that would be ideal for her would have to help her deal with the situation she is in and help with her future development. Firstly I would encourage her to make sure she is pregnant before doing anything else, and if she is then I would help her find someone she can trust and is able to talk to, such as a counselor, a family member or a teacher, so that she can make informed decisions. She would now need to tell her parents and if they are willing to help her, we can start from there. If they were not, she would need someone who is willing to offer support, for example an organization for pregnant teens, where she can relate with others in her own situation, or a supporting relative. When this is accomplished, She now needs to continue school, which will be difficult, but quite necessary, and she needs to decided whether or not she is able to keep the baby, and if she chooses not to, she can have an abortion or give the child up for adoption, which I would encourage, then continue on with her schooling.Hopefully, she will learn from her mistakes and get help in order to improve her grades ,therefore doing better in school. If she is with a supportive relative, she can get an after school job to help herself and through education she’ll have a better future. However, if she chooses to keep the child, which would not be wise at 14, with her social situation, she’ll need to also finish school and get help in improving her grade. She’ll also need a job to help support herself and her child. However if her parents offer to help she’ll have some support in taking care of the child. Otherwise keeping the child would be a very hard task for 14 years old on her own. Therefore, she would need to make an informed decision taking into consideration what is best for herself and the child.This she would do with the help of a responsible adult. I would advise her if she has no help to give up the child for adoption because at 14 she is a child herself. She is not physically, socially, or emotionally ready to be a mother. It is obvious that she is not able to make responsible decisions on her own, at her age; her cognitive skills are still developing. Throughout the entire process, I would ensure that she has someone to talk to because she needs this kind of support to get through the situation emotionally. As she is being prepared to deal with her situation and faces the coming obstacles in her pathway, I would hope she learns from her mistakes and realize that this is not the ideal situation for her .If she doesn’t then this could have devastating impact on her future taking in consideration the fact that she is failing in school. This could be as a result of lack of parental guidance, if they are too busy working or doing something else to see what is happening in their daughters life, she has no extrinsic motivation to excel, and she is obviously not intrinsically motivated , she just does what she wants,or is influenced by her peers and at this age teenagers naturally want to explore and try new things, this could be why she is pregnant. Now being faced with and adult issue at an early age,she has to be the one to take her future in her own hand, if she does and decide to move on , she will face , criticism from her peers, and she will stuggle with the fact that she has to g ive up her first child, she is pregnant at 14, and she faces the danger of herself and the baby being malnourished, or being born with illness and deformity as a result of not having adequate medical care. She also faces a higher risk for postpartum depression than adults who give birth, and if left untreated, postpartum depression in a teen can affect her development and her infant’s quality of care, if she keeps the child. She’ll have to misses school for doctors visit, and she is already failing.. She has to deal with these situation daily, using her teenagers abilities. Hopefully, she is able to overcome these struggles with help from an adult and effectively continue with her life. However if she cannot, she may end up pregnant again not having any education. A Guttenmacher Institute study found that a large percentage of teen moms often find themselves homeless, in non-permanent living situations, as they move between the homes of friends, siblings, other family members and baby’s father. So now she may seek the support of the first person offering her kindness, and this may not necessarily be a good thing, she could end up being used and abused with little hope for the future. Living on the streets, or living with an older man at an early age, prostitution and so much more may result from her situation. Her situation now greatly impacts her Physical, Cognitive, and Psychosocial development. .During this time the mother is still developing physically, she needs proper nutrition in order develop properly, now with a baby growing inside her she’ll need more food from every food group so that the baby can develop properly, if this is not done them they both could be malnourish causing problem with the baby and placing extra stress on her body. If she drinks alcohol this can cause the baby to develop fetal alcohol syndrome which occurs when alcohol passes through the placenta, causing potential physical and mental defects. However if she is properly nourish then most likely she will develop fine and her baby will be healthy. Also her cognitive development will be hampers as she will miss school,even drop out and during this stage cognitive development is marked by an increase and missing out will impact the teenagers advancement in knowledge and understanding. Research has shown thatâ€Å"The dropout rate among teen mothers in the U.S. is high, and this population represents a large percentage of the total high school dropouts. Only about half of teen mothers earn a high school diploma by the time they turn 22, and earning a diploma may be more difficult for teen moms who have a second child.† As a result the teenager is not educated, cannot hold a good job and lives in an impoverish condition.Statistics have shown that this behavior is usually repeated with the teenagers children. Psychosocial development is also hampered as during this stage of psychosocial development, according to Erickson, teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self.Being pregnant at this stage , the teen as no sense of self or personal identity, she is struggle with the situation, She is identified as a teenage mother, her sense of self is distorted. She is confused, and frustrated and easily mislead into situations that may be worse for her. However if she has support and someone to offer good council this situation may change, her self-esteem can be build and she will not look at herself through the eyes of others, but she will see her potential and see the present situation as a learning experience.

Workplace Diversity Essay -- Racial Diversity, Ethnic Diversity

Diversity is the uniqueness which every employee brings to the workplace in an organization or establishment. Examples of differences include nationality, belief, disabilities, physical appearance, race, gender, age, educational background, sexual orientation, and work experience, social and family status. At the workplace, valuing diversity means creating a work environment that respects and includes individual variation by maximizing the potential of all employees or in which every employee feels included. It means acknowledging that other people, other races, other voices, and other cultures have an equal claim on the world. Valuing diversity is the recognition that there are many ways of viewing the world, solving problems, and working together. Workplace diversity is the differences people bring in an organization. It encompasses learning and interacting with people who share different opinions, backgrounds from us and creating an environment which fosters diverse views and opinions. It does not only involve how people perceive or relate to themselves but how they perceive others and these perceptions do affect their interactions. â€Å"Most diversity experts believe that the significant distinctions are race, ethnicity, culture, religion, language, nation of origin, gender, sexual orientation, age, physical abilities, occupation, and class† (Leo Parvis, 2003). Complications begin from workplace difficulties to diversity which can disorganize and create a hostile environment. These threats, if not exposed and resolved through effective leadership, will lead to loss of potential and ultimately failure in the undertakings of the organization. Furthermore, diversity is in an elevated studying curve and similar to others continuin... ...ity is an important aspect in the workplace. We need diversity to offer the best service to customers, employees, affiliated companies, and share holders. Diversity offers personal difference in the people we work with. It is every employee's responsibility to ensure diversity is valued in the workplace. In every organization, employees should be open-minded and treat others with dignity, respect, courtesy and consideration and not tolerate harassment or discrimination. This creates a workplace that encourages learning and associating with people from diverse groups. With a diverse working environment and an equally diverse opportunity, the sky is the limit to what you can achieve during your career. In addition to a very important requirement when people deal with diversity is when there is a promotion of a "safe" place for people to communicate (Koonce, 2001).

Animal Farm - The End Justifed the Means :: Animal Farm Essays

END – Achieve freedom from humans and be able to look after themselves The means to get this was by Napoleon and Snowball taking charge and organizing the events in the other animals’ lives JUSTIFY – To whom was justification needed? - Other Animals - Pigs The animals believed that whatever the means, no matter how hard their lives would become, all would turn out for the best. Therefore, Squealer and Napoleon were able to justify this means to an end for them. Napoleon and Squealer were happy and felt that the means was justified because they were advantaged over the others. HOWEVER WAS IT JUSTIFIED? Most people would say ‘no, the end does not justify the means because the pigs were cruel’. However the means can be justified because the animals knew what the means would be, and the end that they had accepted the means for did not include cruel pigs. They felt that as long as the end was good for everyone, the means was justified. What the people mean when they say that ‘the end does not justify the means because the pigs are cruel’ is that they don’t like how the end that all the animals were looking forward to did not eventuate. This didn’t happen because there were in actual fact two ends, not one. Both the pigs and the other animals felt that the means had been justified, but unbeknown to the other animals, the pigs had a different goal. The means of giving Napoleon absolute power to let all animals have freedom and the ability to look after themselves was justified, however, unfortunately, due to the power which corrupted him, Napoleon never let this end get achieved. Napoleon changed the purpose for which this means was to be used. It is the pigs’ end of benefiting themselves only and dominating the other animals that does not justify the means. It is this end that people refer to when they do not agree with this statement, because this end is not a good end. Of course, the pigs thought that their end was good, but it wasn’t because they only wanted to advantage a minority and didn’t care about the other animals. It wasn’t enough for them that they succeeded in living comfortably, everyone else had to fail and struggle to live. The means

Physical and Chemical Properties Essay

Did you observer any chemical changes in this experiment? Yes What evidence did you use to decide that something was a chemical change? I observed during the application of the hydrochloric acid to some of the substances bubbling, and smoking Give at least two examples of chemical changes you observed. Green changed from blue to application of HCL to Mg smoking and bubbling and CuCO3 Classify the following properties of sodium metal as physical or chemical: †¢ Silver metallic color: Physical †¢ Turns gray in air: Chemical †¢ Melts at 98oC: Physical †¢ Reacts explosively with chlorine gas: Chemical Classify the following changes as physical or chemical: †¢ Water freezes at 0oC: Physical †¢ Baking soda when combined with vinegar produces bubbles: Chemical †¢ Mothballs gradually disappear at room temperature: Physical †¢ Ice cubes in a freezer get smaller with time: Physical †¢ Baking soda loses mass as it is heated: Chemical †¢ Tarnishing of silver: Chemical How would you show that dissolving table salt is a physical change? Because the salt doesn’t change to something else, it stays salt. Boil the water and the salt will still be there, not something else. Cleanup: Mix the leftover sodium hydroxide and hydrochloric acid in your beaker. This will neutralize them. Now, pour them down the drain with lots of water. Place the small amount of solid chemicals left (if any) in a small plastic bag and put it in the trash. After the burner fuel has completely cooled, screw the cap on tightly and store it in your LabPaq.

Should English Be the Medium of Instruction in Sri Lankan Universities

Should English be the medium of instruction in Sri Lankan Universities Medium of instruction is a language used in teaching. It may or may not be the official language of the country or territory. Where the first language of students is different from the official language, it may be used as the medium of instruction for part or all of schooling and universities Bilingual or multilingual education may involve the use of more than one language of instruction. UNESCO considers that â€Å"providing education in a child's mother tongue is indeed a critical issue†Native-language instruction is the practice of teaching schoolchildren in their native language instead of in the official language of their country of residence. An English medium education system is one that uses English as the primary medium of instruction – in particular where English is not the mother tongue of the students. Because a working knowledge of English is perceived as being valuable, many states thro ughout the world where English is not the predominant language encourage or mandate the use of English as the normal medium of instruction.Bilingual education involves teaching academic content in two languages, in a native and secondary language with varying amounts of each language used in accordance with the program model. There are two ways of Bilingual education. First one is Transitional Bilingual Education. This involves education in a child's native language, typically for no more than three years, to ensure that students do not fall behind in content areas like mathematics, science, and social studies while they are learning English.Research has shown that many of the skills learned in the native language can be transferred easily to the second language later. The goal is to help students transition to mainstream, English-only classrooms as quickly as possible, and the linguistic goal of such programs is English acquisition only. In a transitional bilingual program, the stu dent's primary language is used as a vehicle to develop literacy skills and acquire academic knowledge. It is used to develop literacy and academic skills in the primary language. Second one is â€Å"Two-Way† or Dual Language Immersion Bilingual Education.These programs are designed to help native and non-native English speakers become bilingual and bi-literate. The two-way bilingual immersion program has 90% of the instructions in grade 1 in minority language which is less supported by the broader society and 10% in the majority language . This proportion gradually changes in the majority language until the curriculum is equally divided in both the language by 5th grade. The two-way bilingual immersion program is based on the principle of clear curriculum separation of the two languages of instruction.Teachers do not repeat or translate the subject matter in second language but strengthen concepts taught in one language across the two languages in a spiral curriculum in orde r to provide cognitive challenge. The languages of instructions are alternated by theme or content area. This type of immersion is required to develop the dual language proficiency, as social language can be mastered in couple of years, but a higher level of competency is required to read social studies texts or solve mathematics word problems, roughly around 5 to 7 years.This essay attempts to take into account of divergent views to deal with â€Å"Should English be the medium of instruction in Sri Lankan Universities†. . The debate on English as a medium of instruction in tertiary level education was always carried out among the Sri Lankan society. Majority claims that â€Å"who can never speak English with the degree of adequacy or fluency is not survived in the job arena of the white collar’s. † Almost the private sector investors’ basic requirement is the employees should be able to communicate with the mediation language of the globe.When we conside r about trading with other countries, tourism, IT Sector and the other areas of high salary paying employment opportunities govern by the people with the command in English. Or at least they know how to deal with the language and the opportunity they involved with. And jobs in the private sector which require functioning knowledge of English have enabled migration across the globe. However, one can point out the flaw in the system which restricts the benefits of the migration to 8-10% English speaking elite and middle class of the total population in Sri Lanka.Some view English as an elitist urban cultural value, derived from the west, which is imposed on the nation. This argument sees English as a language left behind by the whites and claims that cultural and linguistic authenticity is tied to thinking, speaking and writing only in vernacular languages. The argument also suggests that if the academia shifts to English it might sound the death knell for native languages as there wi ll be fewer and fewer literary works in native languages.The general obsession with English and with the notion of â€Å"sophistication† attached to the language has been a major cause of increasing divisions and psychological distress among the youth. University drop out rates can potentially increase among the students with weaker English skills. The above arguments tend to draw their inspiration from the fact that countries like Japan have done remarkably well in spite of a resolute emphasis on retaining their native languages even among children of the internet age.However, most works of science and human studies have, unfortunately, not been documented in Sri Lankan national languages to place complete reliance on the local medium even if we were to agree with the above arguments to do away with English. Developing our languages to impart higher education is important but depriving people of the access to the knowledge systems in English is not correct. It is important t o invest in education in our country to create resources to impart the language skills required to fully utilize the educational opportunities offered in English.To take a pragmatic view, introduction of English at an early stage in children’s education is necessary without being overbearing on the native languages. Perhaps we should look to the European Union in this regard, to develop multilingual skills without compromising on the native character of individual nation. Some Sri lankans are firmly convinced that the only way to learn English properly is to learn everything else through English.This is contrary to logic and evidenced both in Sri lanka and around the world. Children in every country today learn English, but they learn it as a foreign language, and learn it well, in all countries where English is not the native tongue. Consider countries like Korea, Japan, Germany, Sweden, Russia, Brazil and China. They have economies that are better than most. Their schools t each English, but employ their own mother tongues as the medium of instruction. Korea's population is equal to Sri Lanka.The Scandinavian countries are comparable, less in population size, to Sri Lanka Their languages remain vibrant, they create new knowledge and literature in their own languages and produce Nobel prize winners and world-beating companies. Of course, they also learn English, the de facto world language. Except in colonized Sri Lanka, nowhere do people believe that unless they abandon their mother tongue and embrace English as the sole language of instruction, their future is doomed.