Thesis The Real Intelligence English Language Essay

Thesis The Real Intelligence English Language Essay The article What is intelligence, Anyway? by Isaac Asimov, tells that he felt he was highly intelligent because he had been getting test scores that were higher than average, this didnt guarantee that he was very good at answering academic questions with worthy answers. He took his car repairman as an example of someone whose intelligence is not based on getting high scores in aptitude tests. When something went wrong with his car, he asked this auto repairman to come and fix the car, as if they were divine oracles. He supposed that in case this man, or a carpenter or farmers who have intricate knowledge or hard working ability ask him a question for an intelligence test, he would absolutely do poorly. He said that his intelligence is not absolute but functional to the society that he lives in and the society has created rules divining who is intelligent and who is not. His auto repairman started telling him jokes and tested his intelligence by asking him a question about the blind m an who came in the shop to buy scissors. Apparently, he answered the repairman with his fingers making a scissoring motion. The auto repairman laughed and said, Why you dumb jerk, he used his voice and asked for them. The car repairman had been trying this trick all day. Asimov asked if he caught any, and the repairman said quite a few, but I knew for sure Id catch you. He asked him what he meant by that, the repairman said, because youre so goddamned educated but you couldnt be very smart. The joke would fool most people, smart or not because theyre thinking about the item and not the mens disability. Thesis: Born Smart- or Get Smart Kathy Seals article The Trouble with Talent: Are We Born Smart or Do We Get Smart? tells us about Jim Stigler, a psychologist from UCLA, who wanted to test whether persistence might be the key factor why students from Asia do better than American kids at elementary math, (by designing an experiment in which the same insolvable math problem and separate group of Japanese and American children) Most American kids tried to solve the problem, after struggling, they gave up. The Japanese kids on the other hand, tried and keep on working until the test was interrupted. Stigler said, if the Japanese kids kept on working, theyll eventually get the answer and said that the American kids thought either you get it or you dont. He detailed that Asian education relies on rote and drill. Asian teachers believe that their chief task is to stimulate thinking and anyone who thinks long enough about a problem can move toward its solution. He also concludes that the Asian belief in hard work as the key to success is one reason why Asians outperforms Americans in academics. Americans are persuaded that success in school requires inborn talent and you dont believe in education in some fundamental level. The Japanese believe that everybody can master the curriculum if you give him or her the time. Theres some argument that the American fixation on natural ability causes to waste the potential of many children. Cross-cultural tests show that in a series of studies spanning a ten-year period, Stigler and his coauthor, Harold W. Steveson of the University of Michigan compared reading and math-test scores at more than 75 elementary schools in Sendai, Japan; Taiwan, China, Minneapolis and Chicago. The scores of the best-performing American school graders were lower than the scores of the worst performing Asian schools. Hard work pervades Asian culture, and even many folk tales make the point that diligence can achieve any goal. Asian countries demonstrate that the expectations in academi c effort are democratic and high. Stigler added, that if learning is gradual and proceeds step by step, anyone could gain knowledge. They showed that the Japanese snaillike pace of giving the lesson in 52 minutes from start to finish allows the brighter students time to understand the concept in depth and slower kids and even learning disabled students benefit from hearing one concept explained in different ways and a large number of Japanese children advance relatively far in math. Meanwhile, in America, assigning students to curricular tracks based to ability is common but happens even in schools where formal tracking is not practical. Kids always know who the teacher thinks is smart, sorta smart and kinda smart. Many kids face lower expectations and a watered-down curriculum. The national mania for positive self-esteem too often leads Americans to puff up kids confidence and forget to tell them that genius is 98 percent perspiration and many Americans believed people who work har d in schools are lack of ability and someone who is so smart dont have to try. According to the survey made by UCLA researcher Valanne Henderson, they asked 229 seventh graders whether people are born smart or get smart by working hard. They compared the sixth and seventh grade students achievement scores. The get-smart beliefs stayed high or improved while the born-smart believers scores dropped. Dwecks concluded that if you want your kids to succeed, you should emphasize effort and quit from praising or blaming intelligence per se. They even found out that bright girls believe that people are born smart, than boys, and that explains why many American girls stop taking high school math and science. Dweck added that seeing intelligence as a inborn trait also turns children into quitters, they are not worried about their intelligence, so theyre afraid to take risks. Kids who think you can get smart arent afraid by failures and find it exciting to figure out what went wrong and keep a t it. Getting Americans to give up their worship of natural ability and replace it with Asian belief in effort seems a big undertaking but possible to train kids in hard work. The key to bringing kids around is for the adults close to them to talk and act that effort counts. The efficacy Institute is working based on theories that social psychologist Jeff Howard developed. He investigated why black students werent performing on school as well as whites and Asians. Using the slogan Think you can; work hard; get smart, the school conducts a seminar for teachers that wean them from the born-smart belief system. They told the teachers to talk to kids and convince them that they can get As in tests and kids respond immediately and the results worked very well. Current efforts for change are modest, no less a force that the government is weaving this new thinking into its education agenda. During a talk by California Teachers Association, U.S. Secretary of Education Richard Riley, pledged to work on setting national standards in education that must be for all of young people, regardless of their economic background, and must convince the people that kids are not born smart but they get smart. Thesis: Mark -Oriented In A College Professors View of College and Teaching, one of a professors hardest experiences is to patrol the classroom during the final examination. If he tried to make the course important, and tried to interest the students in an adventure of learning, it is not possible for the teacher to know the students anxiety before or during the exam. The exam is there to prove that the students have actually learned something through the term. Students view finals as the last hurdle before they can move on. The examination gives the teacher the ability to see if information has been successfully transferred to the student. But the most important of all to the student is advancing toward their ultimate goal, a degree. Exams measure a students accomplishment and teachers assign a mark. An integral part of the educational process is the mark. The final examination is the culmination of all the school work and testing that has already taken place, and the mark is what the student is intereste d in. Colleges are interested in the final outcome of the exam, and less so in the professors and the students. Exams have moved towards essay questions rather than the true or false or multiple choice questions, this type of examination must still place its emphasis on the facts in order to make possible a uniform grading system by one or more readers. Some professors want their students to think for themselves while others prefer the subject matter to adhere strictly to the text book. The author says that the students who are left to think for themselves will only be able to think based on their life experiences. He asks what grade these students should be given. The author feels teachers should be able to grade students as they see fit based on the students ability where poor students maybe given an A for encouragement and good students maybe graded poorly if their work is below their ability. However, because marks are used as a measure of the students performance and can affect future scholarship or job opportunities, teachers do not have real freedom or flexibility to mark, as they want. Students seem conditioned by the educational system to know what will give them success. They measured their teachers based on their personality traits to figure out what the professors want to see, this locks the student from taking any risks or liberties with the system. Thesis: Bad Teaching In this story Sociology Final, the student arrived in the class late. The classroom was full because of an examination. The teacher seemed apathetic and was reading a book while smoking a pipe. When the student asked for the test booklet, the teacher had no idea who the student was. After establishing his identity and receiving the test booklet, the student went to find a seat but couldnt find one and sat down in the corner. When he opened the test booklet, he was completely lost. He had no idea about the subject matter; some of this could be because of nerves. He went to the cafeteria, had a cup of coffee, read his book. It seems that he quotes a passage from his book, Alonzos El Gibaro, where he talks about being able to withdraw to an imaginary world. He went home and translated some sentences from the test booklet as best as he could without a dictionary. It seemed Edward Rivera has no interest in learning sociology and the professor has no interest in teaching it as well. He fou nd out that this course is so shocking. He took his test booklet at home and apparently, he failed.

Text Analysis: Comparing Formal and Informal Dialogue

Text Analysis: Comparing Formal and Informal Dialogue A comparison between a formal text and an informal dialogue. 1.0 Introduction In the traditional way of looking at syntax, an adult, child or the learner of English as a second language ought to gain knowledge of the syntactic rules. During speaking, the speaker is always assumed to have mastered the rules of syntax which should produce coherence in communication. Syntactic rules are always present in the system that features them, as it is assumed, but this is not always the case. Usually, the patterns which are always observed in linguistic data represents what is in the minds of the people who produce such data. In as much as there are varied types of sentences, clause and phrasal types, there are usually agreed rules on how phrases, clauses and sentences should be arranged to give a particular meaning. 2.0. Theoretical Background: 2.1 Types of sentences: The sentences can be categorized with syntactic rules depending on the on the types of clauses that they possess. Greenbaum (1996) also agrees with this fact and defines a simple sentence as one with only a subject and a verb. For example. He went home last Thursday. He further describes a compound sentence as one with one or more independent clauses. For example, I have finished examinations and I know I will pass. While the other category of sentence types is the complex sentences which consist of a subordinate clause supported main by clause. For example, If the phones are cheaper in Barka, I will come to buy there. The other category is the compound-complex sentence structure which consists of two independent clauses and one main clause. For example, The lecturer believed he would pass and with higher grades after he promised to improve. 2.2 Clause Types: When a group of words have a subject followed by a predicate, it is called a clause. Adjective clause can be a sentence or constructions which look like sentences. 2.2.1. Dependent and Independent clauses A clause is commonly defined as a set of words which contain a subject and a verb. According to Carnie (2000), there are two types of clauses thus, independent clause and the second is a dependent clause. Whereas an independent clause cannot stand on its own in a sentence, always beginning with a capital letter and ending up with a punctuation, a dependent clause cannot stand alone in a sentence and must always be attached to an independent clause to obtain coherent sentences. He further adds that a clause may at time be a complete sentence as in the case of independent clause or a construction that looks like a sentence in the case of dependent clause. A dependent clause is used as an adjective in a sentence. This is referred to as a relative clause or an adjectival clause. They have a characteristic of beginning with a pronoun (that, which, whose, whom). For example; [I went to school with that Member of Parliament] [whose constituency borders ours.] The sentence above has two clauses. The one in the first bracket is independent while the second bracket is dependent. As we can see, the first makes complete meaning on its own while the second cannot stand alone. Again the adverbial or the subordinate clauses usually begin with a subordinating conjunction such as when, although and includes a subject or a predicate. 2.2.2. Relative Clauses and Nominal Relative Clauses: When a relative clause has an antecedent within itself, it is referred to as a nominal relative clause while the relative clause is one which contains any of the relative pronouns (who which, that) to introduce a noun phrase or a noun. 2.3 Phrase Types: A phrase, according to Driscoll et al (2010), is defined as a set of related words which occur within a sentence or a clause. A phrase is a part of speech which has a headword which defines the nature of the unit within a sentence. 2.3.1 Noun Phrases There is usually a thin line differentiating noun phrases and adjectival phrases in a sentence. Noun phases always consist of a head noun as well as the adjective or more adjectives which describe it. Look at the sentences below: â€Å"She’s an extra ordinary looking woman, and yet I cannot name anything out of the way.† 2.3.2 Adjectival and Prepositional Phrases. According to Kohl (2008), the following are the types of phrases; adjectival phrases which modify the nouns. For example; John lost his red brown shoes. The other types of phrases are prepositional phrases which work as post modifiers in a sentence. The pre-modifier in a sentence must always be an adverbial phrase while a post modifier can either be a prepositional phrase or a clause. For example; â€Å"Ahmed thought that the pizza smelled awfully funny.† 2.4. Complementizers: The definition of complementizers according to Nelson (2002) is a complement clause which functions so as to complement adjectives, adverbs, verbs and even nouns. Complementizers can take the form of â€Å"who, why, or that† clauses. At times they take to-infinite clauses. For example, â€Å"I don’t understand why he’s carrying an arrow†. Here, the complement clause has completed in the sentence, the subordinate clause. The word why acts as a complementizer. 2.5. Conjunctions: These are those parts of speech which act so as to connect the words, clauses, phrases, and sentences to give it a meaning. The most commonly utilized conjunctions are; for, but, and, yet, nor, and so. They do the work of joining the elements to form a coordinate structure. If a sentence uses a coordinate conjunction, it is referred to as a polysyndeton sentence while the one without conjunction is called an asyndeton sentence. According to Yagoda (2007), there are contrasting characteristics between the coordinating and subordinating conjunctions. These are; the coordinating conjunctions connect phrases, words and clauses of equal rank while the subordinating ones join words of unequal ranks. Example; â€Å"There was a period in history where money and happiness were not synonymous, but now they seem to be synonymous.† In this sentence, though debatable, the conjunction and compares equality between money and happiness while the conjunction but unequalizes the two separate clauses (dependent and independent). 2.6. Adverbials: The adverbials in a sentence play the roles in three categories; 1) adjuncts, 2) conjuncts and 3) disjuncts. Simmons (1997) describes that the adjuncts are found within a clausal formation while the disjuncts as well as the conjuncts are found at the end. Adjuncts do not always form a vital part of a sentence. For instance, â€Å"He will also pass by the hardware†. In addition he adds that a disjunct similarly does not form the essential sentence part. For instance, â€Å"In fact, his main aim was to steal from you†. There are also types of sentences which present adverbials that include conjunctions like however, as a result, therefore, and thus just to mention a few. They also present some arguments which may not be part of sentences but they reveal the past part of a sentence so as to contrast it. Example, â€Å"The floods caused destruction as a result of long rains†. 3.0. Analysis: In this section the principal sentence types and clauses types are going to be discussed and differences shown. Also, the analysis of representative phrases and their categories are going to be considered and all the lexical and syntactic structures that are similar or difference in the two texts about: The apology to the Australian aborigines and The informal dialogue between the Chinese and an Australian. 3.1 Types of sentences A sentence, according to Klammer et al (2004), is a group of words consisting of a subject and a verb. More elements can be added to the sentential verb and subject to improve the meaning. 3.1.1 Simple Sentences: As observed in the theoretical background, a simple sentence consists of a subject and a verb. In the first text, it is observed that there are few instance of simple sentences. The simple sentences like these exist; Text 1 â€Å"We reflect on their past mistreatment† (line 7). Text 2 He sent somebody (line 35). These sentences are independent and they also contain subject and verb, qualifying them to be simple sentences. 3.1.2. Compound Sentences: Text 1 A compound sentence, â€Å"Saying ‘sorry’ was the new order of parliamentary business for the Labor Government led by Kevin Rudd†. This is a compound sentence comprising an independent clause as well as dependent clause separated by a conjunct â€Å"for†. Text 2 In the second text, there are a few compound sentences like; â€Å"Qin Shi Huang was the first emperor to control the whole of China†. Again, the conjunct â€Å"to† has been used to separate the independent as well as the dependent clauses. 3.1.3. Complex Sentences: Text 1 The complex sentence is the one that begins the text on the line 1, thus; [Eleven years after the Australian Human Rights Commission recommended a formal apology to Australian Aborigines], [Prime Minister Rudd has said sorry]. This is because it has an independent and one dependent clause since the first bracket shows a dependent clause while the second, an independent clause forming a meaning even without the independent part. Text 2 In text 2, there exists a complex sentence like the one shown in the example below. [If you drink the elixir of immortality], [you can live forever]. This is a complex sentence separated by comma but begins with a disjunct â€Å"if†. Again, the first bracket is a depedent clause while the second, is an independent one. 3.1.4. Compound-Complex Sentences: The type of sentences which according to Carnie (2001), have two main clauses and at least one subordinate clause. They shares the characteristics of compound and complex sentences. Text 1 On line 20, we meet a compound-complex sentence, [A future where we harness the determination of all Australians, indigenous and non-indigenous], to [close the gap that lies between us in life expectancy, educational] and [economic achievements and economic opportunity]. It has one independent clause and two dependent clauses, making it a compound-complex sentence. The first bracket is an independent clause, second is dependent while the third is also a dependent one. Text 2 There is no clear indication of the existence of a compound-complex sentence here. 3.2 Clause Types: 3.2.1. Main Clauses and Subordinate Clauses Text 1 Looking at line 4, there exists a main clause at the beginning saying, â€Å"The prime minister John Howard refused to apologise† while the second sentence starts with â€Å"saying today’s Australians should not say sorry for the policies of the past†. Text 2 In this text, the independent clause is evident in line 13, â€Å"We call him the emperor of China†. And in line 6, â€Å"When we had the first emperor of china†, doesn’t have complete meaning and needs an independent clause to support it. 3.2.3 Relative clause. Relative clauses, also known as postmodifiers, modifies the noun phrase or noun which precedes them. Traditionally, the relative clauses are categorised into nominal and non-nominal relative clauses. Text 1 In line 20, the following sentence is observed, â€Å"A future where we embrace the possibility of the new solutions to the enduring problems where old approaches have failed†. In this sentence, the realative adverb, â€Å"where† has been used to play the role and turn the clause into a relative noun clause. Text 2 In line 20, the same relative adverb when has been used to relativize a clause â€Å"†¦ when he occupied all the lands, we said he wanted to live forever†. 3.3. Phrase Types: 3.3.1 Noun Phrases: Noun phrase, according to Leech et al (2001), is defined as a word group consisting of a noun or pronoun as its head. It can be a simple one with a single noun. The noun may also in most cases be accompanied by determiners like (a, the, he or her) and complements. Such types of sentences derived from the texts are shown below: Text 1 The parliament of Australia respectfully request that this apology †¦.. this in bold shows the noun phrase. Text 2 In the second text, â€Å" Mh-m. China was very small. Shows another noun phrase beginning with China as a noun. Verb Phrases: Text 1 In the first text, a verb phrase is witnessed in line 21, â€Å"†¦ for the breaking up of families†, this verb phrase depicts whet the noun (Government) did to the Aborigines. Text 2 â€Å"The yellow emperor is the†¦Ã¢â‚¬  this verb phrase yellow describes the emperor as the first emperor of the whole of China. 3.3.2 Adjective Phrases: An adjective phrase is defined by Zuckermann (1997) as a word group that contains an adjective as the head. It is usually accompanied by modifiers or qualifiers. Adjective phrases are modifiers of nouns. Text 1 â€Å"And for the dignity and degradation of the afflicted people †¦.† The afflicted people is an adjectival phrase portraying the type of people being addressed. Text 2 There exists an adjective clause, â€Å"the first emperor of China†. This adjectival phrase precisely describes the real noun being talked about to distinguish him from other emperors. 3.3.2 Prepositional phrases. Text 1 â€Å"The children were placed in orphanages and church homes in the white community† The prepositional phrases cited in line 3 have been placed in bold. Text 2 â€Å"Similar Chinese characters in Japanese language†. The bold part shows the prepositional phrase. 3.3.3 Complementers and relativisers. Text 1 Like any other organised text syntactically, the text one has various situations of complementers. For example, .. â€Å"resolving that this new page in history of our great continent can now be written†. That in this sentence is a relativizer. Text 2 In text 2 the complementizer has been use and it is, â€Å"which†. For example â€Å"The words which like yao†. Has been joined using a complementiser, â€Å"which†. 3.4 Coordination Conjunctions 3.4.1 Co-ordinating Conjunctions: Text 1 There are many sentences, clauses and phrases in the first text where the coordinating conjuctions exist. For instance. â€Å". educational achievements and economic opportunity†. The conjunct and joins the two phrases to give the whole sentence a meaning. It shows that one thing has happened and another will follow. Text II There are a few instances of the coordinating conjunctions in the second text, For example, â€Å"words with the same pronunciation† here the conjunct with joins two words with similar strengths and this is another example of a coordinating conjunction. 3.4.2 Subordinating Conjunctions: Text 1 In the first text, the line number 2 provides us with a good example of subordinating conjunction. It exists between a main clause and a subordinate clause. For example, â€Å" the human rights commission estimated that from 1901 until 1970 more than †¦Ã¢â‚¬ . Text 2 In the second text, we observe a subordinating conjunct because when it separates the â€Å"Did not come back because if he could †¦.† This also separates the main clause and the subordinate clause. 4.0 Conclusions Since the two texts represent different situations, one being formal and the other, informal, it becomes hard to come up with a good summary of comparisons because they represent different genres. It is evident that the first text is syntactically organized in its sentential, clausal and phrasal levels while the second is a dialogue prone to interjections so that the sentences are not formally structured. All the same, text 1 has good organization, less simple sentences but more compound, complex and compound-complex than the text 2. References Carnie, A., (2001) Syntax. Oxford: Blackwell Pubishers. Driscoll, D. Brizee, A., (2010) Purdue OWL Engagement: Sentence and Clause Arrangement for Emphasis. [Online] Available at: https://owl.english.purdue.edu/owl/resource/609/04/ [Accessed 29 April 2015]. Greenbaum, S. Nelson, G., (2002) An Introduction to English Grammar. 2nd ed. Edinburgh : Pearson Education Limited . Hana, J., (2011) Introduction to Linguistics Syntax. Oxford: s.n. Klammer, P., Schulz, M., Volpe, D., (2004) Analyzing English Grammar. 4th ed. Longman. Kohl, J. R., (2008) the Global English style Guide: Write Clear, Translatable Document for a Global Market. SAS. Leech, G., Cruickshank B., Ivan R.,(2001) An A-Z of English Grammar Usage. 2nd ed. Edinburg: Pearson. Simmons, R., (1997-2015) Grammar Bytes. [Online] Yagoda, B., (2006) Parts of Speech, N.Y. TiMESJuly 9, ,  § E (Magazine). Zuckermann, G., (2006) Complement Clause Types in Israeli. In: W. Dixon A. Aikhenvald, eds. Complementations: A Cross-Linguistic Typology. s.l.:s.n., pp. 78-81. Hamlet | Character Analysis Hamlet | Character Analysis In the play, Hamlet: Prince of Denmark by Shakespeare, Hamlets soliloquies reveals much about his character. From to the beginning to the end of the play, Hamlets soliloquies reveal that he is virtuous and he is a man with courage, but is quite indecisive. In the beginning Hamlet expresses that he is reluctance and indecisive. Towards the end of the play, Hamlet still shows a constant sign of being reluctance. However, there are other traits that shine through from his soliloquies. Towards the end, Hamlet shows that his is an honorable man, but at the same time he is not a genuine man. These characteristics are explored through Hamlets various ways of insulting himself for not acting on his beliefs. Hamlet needs constant reassurance from others that he is choosing the right path and proceedings with the correct actions. Hamlets first appearance in the play and his early soliloquies show signs of a human without any emotional or feelings. Once Hamlet is notified about the new King of Denmark; Hamlet expresses to his uncle, how weary, stale, flat and unprofitable, seem to me all the uses of this world! Fie ont! ah fie! tis an unweeded garden (1.2.135-137). Hamlet explains that the world seems to him to be quite meaningless, now that his mother is married to his uncle. However, soon after, in the same soliloquies; Hamlet speaks insensitively of his mother. He expresses extreme sorrow towards his mothers choice to marry his uncle. Hamlet expressed his true feelings regarding his mothers poor choice, married with my uncle, my fathers brother, but no more like my father than I to Herculesà ¢Ã¢â€š ¬Ã‚ ¦ (1.2.153-154). He claims that his mother disgraces his fathers name. He is quite depressed over the loss of his father and his mothers quick marriage to his uncle. Hamlet believes that no one will ever be as great as his father. He contrasts his father to his uncle, saying that Claudius and King Hamlet have nothing in common; similar to himself and Hercules. In away, Hamlet is insulting himself; showing a sign of insecurity. The fact that Hamlet is contrasting himself to Hercules, who display a symbol of intellectual and physical strength; he implies that he lacks self worth and self esteem. Hamlet also shows a sign of a man with honor. He shows a sign of virtuous as he expresses his feelings regarding Gertrudes marriage, O, most wicked speed, to post, with such dexterity to incestuous sheets! It is not nor it cannot come to good, but break, my heart; for I must hold my tongue (1.2.158-161). Hamlet must restrain from revealing his true feelings because he is afraid to hurt his bother. However, this decision shows that Hamlet is reluctance fix what he believes is wrong. Hamlet believes that he should not say or do anything about his mothers relationship with his Uncle. He cannot expre ss his true feelings. Even though, he sees this as a betrayal to his father. Hamlet appears to be indecisive because he will not act as he wishes, despite what he believes. After speaking to his fathers ghosts, Hamlet discovered new and profound dedication, à ¢Ã¢â€š ¬Ã‚ ¦ my sinews, grow not instant old, but bear me stiffly up. Remember thee! Ay, thou poor ghost, while memory holds a seat. In this distracted globe. Remember thee! Yea, from the table of my memory Ill wipe away all trivial fond records (1.5.94-99). In this soliloquy, Hamlet is exhibiting courage by agreeing to follow the ghosts order. Hamlet is telling himself to hold to his fathers ghosts commandment and to drop all other distractions from his mind. As the play begins to reach its raising action, Hamlet contemplates the purpose of life, to be, or not to be: that is the question. Whether tis nobler in the mind to suffer. The slings and arrows of outrageous fortune, or to take arms against a sea of troubleà ¢Ã¢â€š ¬Ã‚ ¦ (3.1.64-67). Hamlet is still showing qualities of an indecisive human being. He cannot decide whether it is better to live with suffering or to die and not know what is going to happen. This soliloquy also shows a positive side of Hamlets characteristics. Hamlet expresses, that the dread of something after death, the undiscovered country from whose bourn. No traveler returns, puzzles the will and makes us rather bear those ills we have, than fly to others that we know not of? Thus conscience does make cowards of us all. And thus the native hue of resolutionà ¢Ã¢â€š ¬Ã‚ ¦ (3.1.88-92). This soliloquy also shows that Hamlet is a man of reason. He sees that it is better to live and suffer than to die and not know wha t is going to happen. He is not completely indecisive or reluctant about what choices to make. He is able to contemplate the questions and the issues surrounding the questions; which will lead him to successfully make a choice. As the play beings to reach its climax, Hamlet still shows signs of indecisiveness. Even though at times, he shows signs of being a man with honor and virtue; the indecisive and reluctant in him gets worst. Hamlet plans to carry out the ghosts wish. However, he acts one way, but feels differently in his heart. This reveals that Hamlet is not a genuine person, as he expresses, à ¢Ã¢â€š ¬Ã‚ ¦now he is a-praying, and now Ill dot. And so he goes to heaven, and so am I revenged. That would be scanned: A villain kills my father, and for that I, his sole, son, do this same villain send to heave. Why, this is hire and salary, not revenge (3.3.77-84). Hamlet is not able to carry out the ghosts wish because he is indecisive. For this reason, Hamlet is disappointed and frustrated with him because he has not taken the granted opportunity to avenge his fathers death by killing Claudius. Soon, Hamlet decides to end his indecisive thoughts on the act of a murderous revenge. Hamlet declares, o, from this time forth my thoughts be bloody or be nothing worth (4.4.69-70). His frustration with himself and his lack of action has driven himself to realize that it is his destiny to kill Claudius. No matter what, Hamlet will carry out the ghosts wish. In this soliloquy, it can be seen that Hamlets characteristic improves upon denouement of the play.

Tess of the DUrbervilles Essay -- English Literature Essays

Tess of the D'Urbervilles Tess of the d’Urbervilles is subtitled ‘A pure woman’ and this is how Thomas Hardy sees and portrays her throughout his novel. As the novel progresses the reader is introduced to many aspects of Tess as she grows from being a child on the verge of adulthood to a mature and experienced woman. In some parts of the book Hardy describes Tess as very passive but in other parts of the novel she is shown as a powerful and even godly sort of woman. The character of Tess is first shown near the beginning of the book as a proud and shy young girl. She is very loving of her family and holds them in high regard especially her parents even though they sometimes do feckless, irresponsible things such as when her father went to Rolliver’s (a pub) before going on an important delivery to â€Å"get up his strength for his journey†. At the club-walking at the beginning of the book Tess is shown to be just an ordinary, innocent country girl â€Å"not handsomer than some others† but it is also indicated that she is very attractive. The white dress she wears symbolises purity and virginity and Hardy suggests that this purity comes from lack of experience as he describes her as â€Å"untinctured† by it. She is also shown to be very protective of her father and when she is teased by her friends about him it appears that she is quite sensitive and not resilient to embarrassment. At this point Tess is a â€Å"mere vessel of emotion† and she still has a local dialect but with some educated speech. Tess is more responsible than her parents as she takes the beehive delivery herself when her father is too hung-over to do it. She is, however, contrary to her ordinariness marked out from the rest of her friends and fellow country girls from the very start of the book by a red ribbon in her hair. This doesn’t seem very significant at first but as the story progresses the colour red is mentioned several times to describe her and single her out from the rest. Some other examples of this are the blood of Prince (the family horse) which splashes on her white dress after he dies, her red mouth which is described as a flower a couple of times throughout the novel and Alec when he is described as â€Å"the blood-red ray in the spectrum of her young life†. The colour red, in general, is also frequently used to symbolise danger, passion, death and anger. Tess at this point in the nove... ...the same chapter. This happened at twilight, which the time between night and day that Hardy believed people became very sensitive to the world around them. Hardy has mentioned this theory of his before when Tess returns to Marlott after getting pregnant with Alec d’Urberville’s child. It is silent around that time and Tess seems to enjoy silence and not think of it as the absence of sound. As Tess noiselessly walks up to Angel, who is portrayed as a genuine stereotypical angel playing a harp â€Å"in the attic above her head†, she is described using the imagery of birth, growth and nature seems to be in a sort of hallucinatory, erotic ecstasy. This chapter also uses synaethesia to describe how she felt as she heard the music coming from Angel’s harp such as â€Å"the harmonies passed like breezes† and â€Å"his notes made visible†. In my opinion I think that this novel is quite depressing and the reader feels sorry for Tess as her misfortunes are usually not her fault. Personally I think that Tess is quite weak and if she had not been so weak she could have taken control of her life like she did at the end when she murdered Alec instead of being as passive as she was throughout the novel.

Computers In Education :: Technology

Computer's Value in Education What is an education? Education is defined as "the knowledge or skill obtained or developed by a learning process or an instructive or enlightening experience" (Dictionary 1).It says that it's the knowledge obtained, but does it matter where this knowledge is obtained? We now use computers in our society, which allow us to do many things. However, in today's society, children go through their entire education using the computer. There is now cyber schooling, where a child no longer attends school but learns at home in front of their computer. Should this, however, be how students learn and become educated? We, as Americans, educate our children by putting them through years of schooling. A child is suggested to go through 13 years of schooling. After graduating high school, it is greatly recommended to go further onto college to become more educated in certain areas. There are thousands of schools throughout America, however. Therefore, the students at the many schools will learn different things. We gain our knowledge through many resources during these years of learning. Teachers, other students, computers, and much more are ways we attain our education. Computers are a dynamic addition to education, and could be considered to be almost like a school in itself. Computers have advanced our knowledge greatly since we have introduced them into our society, and started to use them in our everyday lives. This being the reason we now use them greatly in schooling. Computers in schooling are used for many things. Computers enable students to share learning with others. Computers can greatly enhance the writing process of a student. It allows them to change things easily, cut things out of writing and move it to different places, add pictures, and many other attributes to writing. Computers should be compared to encyclopedias, libraries, newspapers, television and any other information tools used in the classroom. Computer knowledge does not however, replace any of the subject area skills. However, the spelling ability of a computer is much greater than most human's ability. It has almost a built in dictionary which is not like a typical human. Students need to learn to do research on the Internet, but they also need to learn to research books. Students also need to learn to use a spellchecker, but they also need to learn to spell correctly and proofread their work without a computerized grammar checker.

Old man :: essays research papers

Plot Overview The Old Man and the Sea is the story of an epic struggle between an old, seasoned fisherman and the greatest catch of his life. For eighty-four days, Santiago, an aged Cuban fisherman, has set out to sea and returned empty-handed. So conspicuously unlucky is he that the parents of his young devoted apprentice and friend, Manolin, have forced the boy to leave the old man in order to fish in a more prosperous boat. Nevertheless, the boy continues to care for the old man upon his return each night. He helps the old man tote his gear to his ramshackle hut, secures food for him, and discusses the latest developments in American baseball, especially the trials of the old man’s hero, Joe DiMaggio. Santiago is confident that his unproductive streak will soon come to an end, and he resolves to sail out farther than usual the following day. On the eighty-fifth day of his unlucky streak, Santiago does as promised, sailing his skiff far beyond the island’s shallow coastal waters and venturing into the Gulf Stream. He prepares his lines and drops them. At noon, a big fish, which he knows is a marlin, takes the bait that Santiago has placed one hundred fathoms deep in the waters. The old man expertly hooks the fish, but he cannot pull it in. Instead, the fish begins to pull the boat. Unable to tie the line fast to the boat for fear the fish would snap a taut line, the old man bears the strain of the line with his shoulders, back, and hands, ready to give slack should the marlin make a run. The fish pulls the boat all through the day, through the night, through another day, and through another night. It swims steadily northwest until at last it tires and swims east with the current. The entire time, Santiago endures constant pain from the fishing line. Whenever the fish lunges, leaps, or makes a dash for freedom, the cord cuts him badly. Although wounded and weary, the old man feels a deep empathy and admiration for the marlin, his brother in suffering, strength, and resolve. On the third day the fish tires, and Santiago, sleep-deprived, aching, and nearly delirious, manages to pull the marlin in close enough to kill it with a harpoon thrust. Dead beside the skiff, the marlin is the largest Santiago has ever seen.

Cartoon Analysis

A Show For decades people have migrated to America from all over the world in hopes of having that beautiful home with a white picket fence and a yard big enough for two children and a dog. Today, people are still chasing that dream. They haven't realized that the American Dream is merely Just that, a dream. These immigrants believe that by coming to America their life will suddenly be better and easier. What's worse is that President Obama and the government led the immigrants on by portraying theAmerican nation to be a place where dreams come true and everyone is welcome. That is exactly what is being illustrated in The New York Times political cartoon, Undocumented Fun For Undocumented Children. Brian McFadden uses eye-catching colors, the southern United States borderline, and U. S. Representatives to show how the U. S. Government continues to act as if they are willing and prepared to receive more undocumented immigrants. The most flamboyant technique that the creator uses in th is strip is the eye-catching colors.Red and yellow are the two brightest colors used in the strip. Red is also a color known to cause a physical reaction within the human body. I believe the creator uses these two colors to highlight the most important points throughout the cartoon. For example, there is a large red stop sign with written on it. This seems to be the main goal and message that the creator wants to get across. Then, the creator's main concern stands out four times in yellow and reads, â€Å"U. S. BORDER. By using these bright and old colors Brian McFadden is able to complete the first step in sharing his message by catching his readers' attention. The image that is most vivid in this cartoon strip is the map of the United States with its southern border left open to connect the dots. This type of imagery is brilliant in conveying the cartoon's message. If this picture were to be presented alone anybody would easily be able to grasp the underlying message. It is in th is section of the cartoon strip where the creator's point is most Leary stated.The issue presented is obviously the U. S. Border, which is represented by the eight dots to be connected. The creator also uses humor in this piece to lighten the mood of the readers but still gets the point across. The last well- presented elements in this cartoon strip were the characters. The characters featured were President Obama, the border patrol, three other U. S. Representatives, and a young undocumented child. We learn a lot about the U. S. Government through these characters. These U. S. Preventatives reveal to us how the government publicly portrays that they want to help immigrants. Though, McFadden makes it clear that the government is doing this solely to please the American people who are for immigration. For example, the Senate passed the immigration bill. In the strip, a U. S. Representative expresses how he can't seem to find the bill. This shows us how the government is actually brus hing off the immigration concerns of the people. There is a lot being said in Undocumented Fun for Undocumented Children.

Quantitative Determination of Total Hardness In Drinking Water Essay

AbstractThis audition is intimately the determination of wet gracelessness with the use of complexometric EDTA titration. Determination of peeing ruggedness is authorised to find out the or so suitable piss sternness nether peculiar(prenominal) circumstances. This was conducted for the affair of applying the concept of complexometric titration utilise an in effect(p) chelating agent, EDTA. Sample mineral pee was analyse victimisation warning EDTA with EBT as index finger, and atomic number 20 ions present in the declaration were calculated to determine the hardness of the body of peeing type. At the end of the investigate, the results indicated that the mineral example water has large amounts of atomic number 20 and magnesium ionsan implication of a hard water sample.INTRODUCTION urine hardness is a measure of the amount of calcium and magnesium present in sample water. These calcium and magnesium ions induct the ability to replace sodium or potassi um ions and exploit sparingly soluble products or precipitates. body of water hardness is baffling in variant aspects of industrial and biochemical processes. Large amounts of ppm CaCO3 in water house discrepancy precipitates when interacted with ooze and form rings known as scum in several utensils and appliances. The institution of these scum in electrical appliances degrades its aptitude and will even sotually reduce its liveliness span. In addition, these can cook impairments on fabric as well, and damage water treatment plants and piping systems at a water hardness of 300 ppm CaCO3.calcium is necessary for aquatic animals such as fish. It serves animportant role in fig up formation, blood clotting, and metabolic processes of the fish and prevents the handout of important salts in the body which helps in the functioning of its vital organs such as the heart. Small amounts of calcium in water can be monstrous to aquatic organisms like the fish. Thus, determinatio n of water hardness is important. superstar regularity of ascertain water hardness is through complexometric titration. In this process, a ligand is involved in the say titration.Metal ion reacts with a particular ligand forming a complex and the equivalence point is fit(p) by an indicator. Theligand used in the taste is Ethylenediaminetetraacetic Acid (EDTA) with Eriochrome dispirited T indicator. EDTA is an efficient chelating agent and has an ability to bind with admixture ions. Because of this, EDTA is also used in solid food preservation, an anti-coagulant in blood, and, when EDTA is combined with Fe(II), can even be used as an powerful absorbent of harmful NO (nitric oxide). The purpose of this investigate is to determine the hardness of water through complexometric titration.METHODOLOGYBefore the genuine experiment, events of 500 mL of 0.1000 M spud EDTA origin, 250 mL of 0.0100 M prototype EDTA origin, 250 mL of 0.050 M model CaCO3 beginning, 50 mL of 0.005 0 M running(a) tired CaCO3 dissolver, and 250 mL of 1.0 M NH3-NH4+ modify store solution were alert quantitatively. In this experiment, the titrant used was Ethylenediaminetetraacetic Acid (EDTA), a polydentate with six bonding sites. Polydentates aid in obtaining sharper final results since they react more in all with cations. Likewise, reply with polydentates only involves a one step process comp atomic number 18d to apply monodentates as titrants which involves at least two mean(a) species. Among polydentates, EDTA was chosen as the titrant since it is versatile and forms virtually sufficiently stable chelates because of its several complexing sites which gives trick out to a cage-like structure isolating the cations from dissolving agent molecules.For the homework of 500 mL of 0.1000 M line of descent EDTA solution, 18.6 g of Na2H2EDTA2H2O was weighed to the nearest 0.1 mg and was transferred into a 400 mL beaker. cc mL of distilled waterand 1.0 g MgCl26H2O cryst als were added into the beaker and confused until the crystals were dissolved. MgCl26H2O was added to obtain a sharper endpoint since CaIn- complex ion is less stable and endpoint will come earlier than actual. The solution was heated for faster dissolution and NaOH pellets were added to the murky solution to produce salt EDTA make the pH of the solution higher and castrate magnitude the solubility of the EDTA. Into a 500 mL volumetric flaskful, the solution was transferred and was cut to brand name with distilled water. The solution was stored in a modify and clean reagent nursing bottle. The 250 mL of 0.0100 M standard EDTA solution was prepared by getting 25 mL from 0.1000 M stock EDTA solution and diluting it to mark with distilled water in a 250 mL volumetric flask. For the preparation of 250 mL of 0.050 M standard CaCO3 solution, 1.2510 g of pure CaCO3 was weighed to the nearest 0.1mg into a 250 mL beaker and 20 mL distilled water was added.Drops of 6 M HCl were ad ded until the CaCO3 was completely dissolved. The beaker was c everywhereed using a watch glass and was institutionalise over a hot plate. The solution was evaporated until an amount of 10 mL was left. after(prenominal) cooling the solution, the washings were collected by rinsing the watch glass into the beaker using distilled water. 20 mL more distilled water was added into the solution and it was transferred into a 250-mL volumetric flask. The solution was reduce to mark and was stored in a tensile polyethylene bottle since glass bottle can leach and ions from it will grime the solution. The 50 mL of 0.0050 M working standard CaCO3 solution was prepared by dilution of 5 mL 0.050 M standard CaCO3 into a 50-mL volumetric flask. For NH3-NH4+ buffer solution of pH 10, 2.06 g of NH4Cl was dissolved in 14.3 mL of concentrated ammonia and was diluted to mark in a 250-mL volumetric flask. Buffer solution was used since buffers are stand upant to pH changes13.Maintaining the pH is im portant in preventing interference of other species during titration since varied chelates form at a particular pH.14 For the standardization of 0.01 M EDTA Solution, 10 mL each of 0.0050 M working standard CaCO3 solution was transferred into each of the three 250-mL Erlenmeyer flask using a pipette. Then, into each flask, 75 mL of distilled water was added followed by 3 mL of the NH3-NH4+ buffer solution and 2-3 drops of Eriochrome Black T (EBT) indicator. Although use of EBT indicator is unequal in calcium, it is ideal to use in magnesium titration15, and since MgCl2 was put earlier, the number of calcium ions can be determineusing EBT indicator16. One at a time, the solutions were titrated with the 0.010 M standard EDTA solution. Water sample was analyzed by measuring 50 mL of commercial mineral water viva into each of the three 250-mL Erlenmeyer flask. Then, into each flask, 75 mL of distilled water was added followed by 3 mL of the NH3-NH4+ buffer solution and 2-3 drops of E BT indicator. One at a time, the solutions were titrated with the 0.010 M standard EDTA solution. RESULTS AND DISCUSSIONComplexometric titration was used in the experiment since the reaction between the aqueous solutions of the analyte (CaCO3 solution, water sample) and titrant (EDTA) forms a complex. Which involves a coordination center undisturbed of Ca2+ and Mg2+ and the chelating agent EDTA. EDTA, a weak acidulous, ordinarily forms 11 stochiometric ratio when it reacts to form soluble complexes with metal ions, this means that a single endpoint would be observed. most(prenominal) of the time EDTA reacts with metals regardless of their charges. These would all agree to a sharp endpoint in titration and a smooth calculation in stoichiometry. Titration with EDTA is minted by several factors such as the existence of complex forming ions and of radical solvents that affects the stability of the complex, the metal ion components, and the pH wherein the titration was per organis e. The pH range for optimal indications using EBT indicator and for better results in titration using EDTA method is from 8-10.Lower pH would form a colorless complex with EDTA while a high pH makes it hard to steal using the metal indicator In the experiment the pH was kept immutable at 10, this was possible with the presence of the buffer solution of NH3 NH4Cl. It has a buffer capacity that satisfies the optimal pH range. Buffer solutions resist pH change that might be caused by other cations and the weak acid titrant, EDTA. Also, the indicator EBT would behave as it should be if there are no fluctuations in the pH. The specific pH was essential because at the pH of 10 EDTA would deprotonate just large to bind with the metals involved. If withal much buffer was added to the solution, the titration would yield defective endpoints. For example the pH was at 12, the solution would be too basic that it might form precipitates with magnesium and calcium which in turn would cause di fferent results. The endpoint of the solution in the first trial was blue so we opt non to put KCN in the solution. KCN bonds with atomic number 26so that iron would not affect the color change of the indicator. If iron is present in the sample it would affect the color endpoint and turn to regal instead of blue. Chemical equations that express the reaction in the titration can be shown in figure 1.Figure 1. Chemical equations involved in the titration.In the sample summary of viva voce mineral water, it contained 54mgCa/L and 14mgMg/L. aft(prenominal) computing for the make out hardness of the sample using ppm CaCO3 it was ground out that the claimed sum total hardness was 192.6 ppm CaCO3 while the computed average ppm CaCO3 from the experiment was 139.5 ppm CaCO3this means that the calculated appreciate from the experiment is less than the calculated total hardness of viva voce mineral water jibe to the indicated value in the label plainly still in the range of hard a ccording to the water hardness weighing machine in table 1. Table 1 Water Hardness ScaleThe social unit ppm CaCO3 was used because water is mostly comprise of calcium and magnesium ions. Both of these ions can be expressed in foothold of CaCO3 One possible source of phantasm is the human break from differentiating color change of the indicator EBT. The solution might have turned violet nevertheless not observed making the titrant endpoint victimize because of the presence of iron. Other possible sources of flaw are excess buffer solution that will increase pH, calibration error of pH meter, wrong volume reading, and over titration.SUMMARY AND CONCLUSIONThe Complex solutions were formed by titration with the chelating agent EDTA. With the use of complexometric titration the total hardness of water sample was determined. It was found out that the water hardness of Viva mineral water is classified as hard in terms of calcium and magnesium ions satiate that was expressed in te rms of ppm CaCO3. The claimed total hardness of Viva Company is larger than the experimental value meaning it has less metal ion content than expected. The results of the experiment can be better with the addition of KCN. It might not be visible that the endpoint was violetbut it would be safer to eliminate iron discrepancies in the results.REFERENCES1 Carillo, K.J.D., Ballesteros, J.I., et al. uninflected chemical science Laboratory Manual, 2009 edition, UP Chemistry Alumni Foundation, 2009, p. 672 Skoog, D.A., West, D.M., et al., doorway to uninflected Chemistry, eighth edition, Cengage accomplishment Asia Pte Ltd., 2012, p. 4033Hardwater,http//water.me.vccs.edu/concepts/hardwater.html4 Wurts, W.A., Understanding Water Hardness, http//www.ca.uky.edu/wkrec/Hardness.htm5 Skoog, D.A., West, D.M., et al., cosmos to Analytical Chemistry, eighth edition, Cengage culture Asia Pte Ltd., 2012, p. 3726 Skoog, D.A., West, D.M., et al., Introduction to Analytical Chemistry, eighth edit ion, Cengage Learning Asia Pte Ltd., 2012, p. 3867 Ethylenediaminetetraacetic acid disodium salt dehydrate,http//www.sigmaaldrich.com/etc/medialib/docs/Sigma/Product_Information_Sheet/e5134pis.Par.0001.File.tmp/e5134pis.pdf8 Liu, N. et. al., Evaluation of azotic Oxide Removal from Simulated Flue gas pedal by Fe(II)EDTA/Fe(II)citrate Mixed Absorbents, http//pubs.acs.org/doi/abs/10.1021/ef300538x?prevSearch=Uses%2Bof%2BEDTA&searchHistoryKey=9 Skoog, D.A., West, D.M., et al., Introduction to Analytical Chemistry, 8th edition, Cengage Learning Asia Pte Ltd., 2012, p. 37210 Skoog, D.A., West, D.M., et al., Introduction to Analytical Chemistry, 8th edition, Cengage Learning Asia Pte Ltd., 2012, p. 38411 Carillo, K.J.D., Ballesteros, J.I., et al. Analytical Chemistry Laboratory Manual, 2009 edition, UP Chemistry Alumni Foundation, 2009, p. 6912 Ethylenediaminetetraacetic acid disodium salt dehydrate,http//www.sigmaaldrich.com/etc/medialib/docs/Sigma/Product_Information_Sheet/e5134pis.Par. 0001.File.tmp/e5134pis.pdf13 Whitten, K.et. Al., Chemistry.8th ed., doubting Thomas Higher Education. USA. 2007, p. 74214 Skoog, D.A., West, D.M., et al., Introduction to Analytical Chemistry, 8th edition, Cengage Learning Asia Pte Ltd., 2012, p. 40115 Skoog, D.A., West, D.M., et al., Introduction to Analytical Chemistry, 8th edition, Cengage Learning Asia Pte Ltd., 2012, p. 39916 Skoog, D.A., West, D.M., et al., Introduction to Analytical Chemistry, 8th edition, Cengage Learning Asia Pte Ltd., 2012, p. 400