Osmosis Lab Report Essays

Assimilation Lab Report Essays Assimilation Lab Report Paper Assimilation Lab Report Paper I at that point looked at the three volume estimations and gave perception. The ext try was to decide the impacts of salt focus on bacterial development. The containers of stock were marked as coordinated and sanitizingly vaccinated with the suitable life form, and hatched for 24-rash. After brooding I watched the cylinders for the nearness or nonattendance of development. Techniques 1. Start with a graduated measuring glass, or some other compartment set apart at realized volume levels. Fill the container or estimating cup to 200 ml with water. . Put that estimating gadget in a safe spot for some other time. 3. At that point get a cup and spot the crude egg in the cup and fill it with vinegar until the egg is secured. Let sit in vinegar for 24 hrs. . Subsequent to splashing for 24 hrs expel the egg and flush with water to evacuate any rest of the egg shell. 5. Spot egg in the assigned cup with water and measure volume. 6. Record the beginning volume of the egg (last volume)- (beginn ing volume)=egg volume. 7. At that point place the egg in another cup and fill it with corn syrup until egg is secured. Let sit for 24 hrs. 8. In the wake of splashing for 24 hrs expel the egg and wash with water. 9. Spot egg in the assigned cup with water in it and measure volume and record volume. 10. At that point place the egg in another cup and load up with water until egg is secured. Let it for 24 hrs. 11. Subsequent to drenching expel the egg and spot in the assigned cup with water and measure and record volume 12. Think about the three volume estimations. Results The vinegar settled the shell of the egg and a portion of the vinegar when into the egg as a natural side effect. The egg was greater and extremely disgusting and had no shell. Egg volume results: (IF) 200 (SF) 185 = 15 The egg has contracted in the corn syrup, it appeared as though it was collapsed and you could see the yolk. Egg volume results: (IF) 237-(SF) 200= 37 The egg got a lot greater when put into the water, the film went from free to extremely close. It appeared as though it had returned to the size it was before it was set in the corn syrup. Egg volume results: (IF) 112-(SF) 200= 88 Interpretation The vinegar was a hypotonic arrangement and the egg was hypersonic arrangement. Absence of water will prompt a plant shriveling and perhaps kicking the bucket. At the point when a cell is in a hypotonic arrangement (more solute fixation than the cell), eater will move from the hypersonic arrangement (less thought) to the hypotonic arrangement by means of the procedure of assimilation. In this examination, the development of water all through potato cells left in sodium chloride arrangement will be researched. The sodium chloride atom is too huge to even consider being inactively shipped over the cell film, so just net development of water will occur with no contribution of vitality.

Beowulf, an Epic Hero essays

Beowulf, an Epic Hero papers An epic legend is characterized as an overwhelming saint who exemplifies the estimations of a specific culture. Usually epic saints have prevalent quality, have solid love for their kin, are courageous of death, and are extremely moral individuals. The epic sonnet Beowulf depicts the most gallant man of the Anglo-Saxon occasions. The saint, Beowulf, is an apparently strong individual with all the remarkable qualities expected of an epic legend. Beowulf is an ideal case of an epic legend who is a delegate of his time as a result of his super-human quality, his solid love for the individuals, his daring of death, and his moral character including his solid good attributes normal of his time. Clearly Beowulf has super-human quality since he slaughters Grendel with his own exposed hands. Grendel had been threatening the Danes for a long time and none of them could overcome Grenadel with weapons! During the fight with Grendel, Grendel sees Beowulfs remarkable quality: [Grendel] Knew without a moment's delay that no place on earth Had he met a man whose hands were more earnestly; His psyche was overflowed with dread yet nothing could take his claws and himself from that tight Hard hold (p. 33, 433-437). To declare his triumph and triumph over malevolence, Beowulf hangs an arm of Grendels, which he viciously tore from the brute, from the roof. Afterward, Beowulf proceeds to murder the Grendels mother, who is significantly more thick than Grenadel. In the fight with Grendels mother there is one more case of Beowulfs super-human quality when Beowulf lifts a tremendous, huge blade and executes Grendels mother with it. It is said that the blade was huge to the point that no custo mary man would have the solidarity to lift it. Beowulf likewise brags of his quality ordinarily all through the sonnet. For instance, in his contention with Unferth, But in all actuality straightforward: No man swims in ocean as I can, no quality is a counterpart for mine (p. 28,... <!

English Composition Essay

The term adolescent reprobate is best characterized as youthful safeguard, or a transgressor. An individual who violates good or common law. (Audioenglish. net) There are a wide range of hypotheses on the reasons for wrongdoing and awful conduct. Youth wrongdoing is a significant issue and gets a lot of consideration from the news media and numerous legislators today. An adolescent reprobate is one who constantly carries out violations. Typically an adolescent will at times carry out similar wrongdoings that were done to them to other people. A model would be harassing in school. Possibly the adolescent was harassed also. They likewise now and then have mental scatters or social issue. Understudies who experience unnecessary suspension and ejection are bound to turn out to be a piece of the school to jail pipeline (Fenning and Rose, 2007). Presently being inspected is the issue of the school to jail pipeline and attempting to see how understudies who drop out (or are pushed out) of secondary school are bound to enter the jail framework (Fine, 1991). Understudies feel pushed out of school in view of activities or hindrances set up by their school. The understudy may wind up feeling like they don’t have a place in school, or don't fit in, or they are not keen enough to be in school. This at that point pushes them towards the roads and into terrible conduct that drives them to turning into an adolescent reprobate. As per Brownstein, the zero resilience is a bombed approach. This approach is utilized to order foreordained ramifications for rule infractions, paying little mind to the conditions; it’s at first planned for making schools safe. The most ideal approach to forestall genuine brutality at school, the hypothesis went, was to boycott all weapons of dangers of savagery, and acknowledge no reasons. Browstein, 2010). Zero resilience approaches might be adding to high schooler viciousness. Suspensions and removals in government funded schools have expanded drastically. Somewhere in the range of 1974 and 2006, the rate at which U. S. understudies were suspended and removed from school almost multiplied from 3. 7% of understudies in 1974 to and. 1% of understudies in 2006. It is evaluated that more than 100,000 understudies were ousted and 3,300, 000 understudies were suspended at any rate once in the 2005-2006 school year which is a 8% expansion in suspensions and a 15% expansion in removals since the 2001-2001 school year. Brownstein, 2010) Today schools are becoming really excited with the â€Å"zero tolerance† strategy to some degree. Rather than assisting with settling a basic clash in which they would call home for, they are currently calling law requirement. Too many school occurrences that can be dealt with by the school are currently being dealt with by the police and courts. ( Brownstein, 2010) A model given in the article discussed how a Columbus, GA high schooler understudy was ousted for disregarding school controls by conversing with his mom whom he had not addressed in thirty days, on his mobile phone while at school. His mom was on organization as an officer in Iraq. It is good judgment that the decision of disciplinary activity was incredibly cruel. It is extremely unlikely to legitimize ousting this understudy given the conditions of the call. Consequently, this model doubtlessly encourages you to see precisely how this â€Å"zero tolerance† strategy is to be sure bombing our kids. Attempting to get you to get that yet the arrangement is set up to ensure the school workforce and different understudies from rough conduct from specific understudies, it is additionally being utilized in occurrences that don't should be introduced to law authorization. Removal and suspension disciplinary activity isn't making our schools more secure or all the more scholastically solid. Actually, schools with high rate removal and suspensions for the most part have less agreeable school evaluations as indicated by the American Psychological Association. This recommends to me that it likewise adds to youngsters turning out to be adolescent delinquents because of brutal discipline and the things that they are right now managing in their own lives. I will call attention to how African American understudies are suspended at almost multiple times the rate and ousted at 3. times the pace of white understudies, as per the U. S. Branch of Education’s Office of Civil Rights. Latino understudies are 1. multiple times as prone to be suspended when contrasted with white friends. It appears that the white understudies get alluded to the workplace at a higher rate than understudies of shading for offenses, for example, smoking, vandalism, leaving without authorization, and vulgar language. African-American and Latino understudies are alluded for discipline at a higher rate than their white friends for disregard, over the top commotion, and lingering. Brownstein, 2010) These practices you would think would appear to depend on emotional judgment with respect to teachers. Possibly this is a piece of the motivation behind why most understudies of shading are flopping in school and become adolescent delinquents some place along the line. They are scarcely permitted the opportunity to remain in class on the off chance that they are reliably trained brutally over genuinely minor infractions that can be taken care of by the guardians and instructor alone. Teachers need to take the opportunity to consider what they are training an understudy for, and how they are restraining them and the outcomes that lie ahead on the off chance that you are excessively cruel. It is a similar way with regards to a parent bringing up youngsters. You should know when you are as a rule too unnecessary with regards to discipline. End Promote the understudies positive conduct more and possibly the result will be extraordinary. Conduct starts at home. Guardians start things out with regards to ensuring your youngster/kids act likewise out in the open. It is a collective endeavor additionally on the off chance that you are assuming on the liability of instructing someone’s youngster. You can’t simply abandon the youngster, or take the most straightforward course, for example, unforgiving control. There must be a framework set up in the home and in the schools to pivot awful conduct to stay away from our kids being acquainted with the prison framework transforming them into adolescent delinquents. There additionally should be a framework set up in the home and school to take a gander at specific occurrences that occur in school not all in a similar light. How we bring up our youngsters will be the outcome you escape the circumstance. Endeavor to raise them the correct way, and teachers should quit depending on law authorization to deal with what can be dealt with between themselves, the understudy and the guardians.

Sense and Sensibility - Converge - Literature Essay Samples

To His Royal Highness The Prince Regent, This work is, by his Royal Highnesss Permission, most respectfully dedicated, by His Royal Highnesss dutiful and obedient humble servant, the author (Austen, Emma ii).The preceding is the dedication of Jane Austens 1815 novel, Emma, to the Prince of Wales- at his humble suggestion. While Austen was critical of the Princes lifestyle, she entertained his wishes- craftily weaving a satirically superfluous commitment of Emma to him (Austen Letter). This example is quite indicative of Austens writing style: subtle and witty, as well as her opinion of high society: superficial. When applying these contentions to Austens novel Sense and Sensibility, one can derive an entirely new appreciation of her character depiction, particularly of Marianne Dashwood, Ms. Sensibility.Austen portrays a world in which the rich become slightly less rich and all happiness rests in the arms of a man. Perhaps ironically, Austen uses the very few, and relatively unde veloped, male characters to define her two main characters: Elinor and Marianne Dashwood. The womens interaction with these men at different times intensifies their satirically, and almost unbelievable, bifurcation as staunchly sense and sensibility.The 1995 film version of the same title, directed by Ang Lee, faced the task of making Elinor and Marianne appealing to a twentieth- century audience, upon whom Austens subtlety may have been lost. Interestingly, screen play writer, Emma Thompson, chose to alter the behavior of male characters such as Colonel Brandon, in an effort to redefine the sisters for the modern day; thereby, softening their intensity and rendering them relatable. This paper will examine how the portrayal Colonel Brandon in the novel forces Marianne to appear forever tormented by Willoughby and seek Colonel Brandon as a last resort. While, in the film, Colonel Brandon is presented in such a way to allow the viewer to believe that Marianne truly loves him- thi s adds depth to her character and develops her beyond mere emotional sensibility.In the novel, Colonel Brandon is a last resort for Marianne not to become a spinster. Marianne, in a sense, has no choice but to marry him once all hope for Willoughby has been extinguished and she recovers from perilous illness. It is debatable whether or not this was the intention of Austen, but she develops Colonel Brandon in such a way that makes him unappealing as an unappealing marriage choice for Marianne. When Marianne first meets the Colonel she finds him an absolute old bachelor, on the wrong side of five thirty [with] a face [that] was not handsome (Austen Sense 32). In reference to the Colonels being in love with Marianne, she tells her mother: he is old enough to be my father; and if he were ever animated to be in love, must have long outlived every sensation of the time.(35). Marianne then refers to the Colonel as infirmed (35).Throughout the rest of the novel, Marianne deeply, and p assionately loves Willoughby, and Colonel Brandon is but in the periphery. Therefore, when, in the very last chapter, Austen tells us Marianne has married the Colonel- it is less than romantic. Furthermore, Austen juxtaposes the marriage as an alternative to worse situations of living. Her first choice was to pine for Willoughby: Instead of falling sacrifice to irresistible passions (352). Her second choice was life as a spinster at home: Instead of remaining even for ever with her mother(352). However, she dicides in a moment of calm and sober judgment that it is best to marry Colonel Brandon, the only other male really available, as a last resort.Although it may appear that Marianne has overcome her former manner of sensibility, it is not truly believable. The preceding forty-nine chapters entailed her attachment to Willoughby; this small paragraph offers only a way to survive- one of the only ways to survive in 18th/19th century England for a woman: to become a wife.The fil m Colonel Brandon is drastically different than he is in the novel. In the film the Colonel is handsome, noble, and dashing. He is constantly portrayed as devoted to Marianne, but not in the older gentleman way he might seem in the novel. Instead, he becomes the underdog for whom the audience roots- because they are better able to draw their own conclusions of him.The most important difference in his interaction with Marianne in the film versus the book, is the moment in which he reads her the sonnets that she so loves. Director, Ang Lee, is able to present a moment of true love and adoration. The way in which Marianne hangs on the Colonels speech and the way in which he affectionately speaks to her- allow the viewer to feel excitement for a new romance for Marianne, not simply to pity her. Very significant to this scene is when she asks how long the Colonel will be gone, in hope that he will shortly return.James Monacos book How to Read a Film tells us the power film has over the novel is that whatever the novelist describes is filtered through his language, his prejudices, and his point of view. With film we have a certain amount of freedom to choose, to select one detail rather than another (46). This is precisely how the film version of Sense and Sensibility is able to let the viewer see Marianne as more than the emotionally overwrought character of the novel. Because she is able to love the Colonel, she is a more believable and deeper character. The novel version of Marianne makes her appear pathetic and forever stuck in her turmoil of sensibility.Works CitedAusten, Jane. Emma. Oxford: Oxford University Press, 1998.Austen, Jane. Sense and Sensibility. New York: Barnes and Noble Inc., 1996.Austen, Jane. Letter of February 16th, 1813 to Martha Lloyd. Jane Austens opinion on the infidelities of the Prince and Princess of Wales. Available at http://www.pemberley.com/janeinfo/jprncwal.html. 10 May 2003.Lee, Ang, dir. Sense and Sensibility. With Emma Thompson and Kate Winslet. Columbia, 1995.Monoco, James. How to Read a Film. New York: Oxford University Press, 2000.

Students With Behavioural Problems Why Was I So...

Self-Reflection –Addressing the needs of students with behavioural problems: Why was I so intolerant of student A’s behaviour? On the first day of placement I was warned that a particular student ‘A’ would bite, lick, push, kick and be consistently disruptive in class. I found this warning quite concerning as it was going to be very challenging to manage her behaviour. Student A’s difficult behaviour was more prominent during group discussions when student A would crawl around the floor, poke and pull faces at other students. Student A did not appear to understand personal boundaries and had no respect for authority. This left me feeling very frustrated and annoyed. Why could student A just sit still and leave the other students alone? My first question was how do I cater for Student A’s needs? How do I involve student A in group work when no one else wants to work with her? What support is there for to assist in changing her behaviour? The warning left me feeling overwhelmed as I didn’t know how I was going to support her. I also began to question if my own expectations of what is acceptable behaviour was too high. I assumed student A may have had some sort of disability that may have been undiagnosed. I was informed that student A was a single child and had poor social skills when student A started school. I couldn’t understand why student A hadn’t learn what was socially acceptable behaviour after almost 4 years of school. I began to realise student A didn’tShow MoreRelatedThe Factors Influencing Social Group Dynamics4610 Words   |  19 PagesUnited States International University Nairobi campus ( hereby referred to as USIU). It would be prudent to first define what this paper terms as social group dynamics. This term will be taken to include all those activities that are undertaken by students at USIU that involve interaction on a physical, emotional and mental level with other members of this institution on a peer to peer basis. The term is not limited to the activities themselves but also includes the process, degree and direction ofRead MoreOrganisational Theory230255 Words   |  922 Pagessterling service in bringing together the very diverse strands of work that today qualify as constituting the subject of organisational theory. Whilst their writing is accessible and engaging, their approach is scholarly and serious. It is so easy for students (and indeed others who should know better) to trivialize this very problematic and challenging subject. This is not the case with the present book. This is a book that deserves to achieve a wide readership. Professor Stephen Ackroyd, Lancaster

Diversity and the American National Identity Essays

Diversity and the American National Identity Greed is good, get get get, I want what you have, dont touch mine. This is what a friend of mine said when I asked for his conception of the American national identity is.1 Although this statement seems informal and absurd, it accurately reflects the dog-eat-dog world many people believe to be the American capitalist culture.2 Whether my friend said this with the intent of comic relief is inconsequential. Whether he knew it, the informant reflects his cultural identity. Many ambiguities surround the establishment, formation, and retention of a national identity. To what extent can a national identity be individualized? Does every individual, regardless of origin, possess the ability†¦show more content†¦Hernando defines the national identity as the coming together as one people from a mixture of races, and basically cultures, including socio-economic borders and such. He proceeds to explain that because America is a melting pot full of diversities in cultures, ideas, and lineages, retaining a universal national identity is not possible. Hernando justifies this statement by offering an example of a country where he believes a national identity has been established. He says, The Germans have created a national identity; what do you have there? Germans, people of German descent. Iago, a nineteen year-old Puerto Rican male claims, Socially and economically, I have an American identity. Ethnically, no, I do not have an American identity. A firm believer in humanism and individualism, he considers the concept of a national identity in any context to be irrational. He continues, A national identity represses the evolution of social and economic diversification. Iago claims that he is altogether devoid of a national identity. Is this possible? Can a person willingly select which aspects of a national identity to apply to his or her personal culture? 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Dbq on Causes and Effect of the Crusades and Word Wars free essay sample

There are Economic, Political Social reasons that caused the Crusades the World Wars to take place. These wars had different outcomes; both expected unexpected ones. Seljuk turks (Muslims) invaded the Byzantine Empire conquered Palestine. The Byzantine Emperor asked pope Urban 2 to help chase the Muslims out get back the Holy Land (Palestine) in the year 1095. The Pope agreed, making a speech in the Council of Clemont calling all Christians too join in a Crusade. A Crusade is a military journey for a religious cause. The first Crusade started in the year 1096. Economically, the Crusaders went on this journey in order to gain the land of Jerusalem from the Muslims (doc. 1). Land was their wealth. Socially, the knights went because there was a general restlessness in the air so they went for the adventure. The serfs went because of their desire to break away from manoralism. Manoralism is the system that existed during feudalism. Politically wise, the pope wanted too increase his power in Europe. An expected outcome of the crusades was the Muslim control of Jerusalem (doc. Other expected outcomes are; the loss of European influence in the Middle East, the expansion of Muslim power in the Middle East beyond, a religious hatred between Christians Muslims. The dominance of Muslim culture in the Middle East is another impact that was expectedas a gain for the winners. Theres were many unexpected outcomes/ impacts of the crusades. An unexpected outcome was the military failure for the west (doc. 2). An unexpected unfortunate outcome was that the Crusaders destroyed many Jewish communities. The most important impact is the increased trade that resulted from the contact between Christian Europe and the Islamic Empire. Returning crusaders brought back new spices, foods, perfumes, fabrics and ideas. This increase of trade between places of differing cultures is an example of cultural diffusion. Cultural diffusion is them spread of culture from one area too another. Cultural diffusion occurred in them Holy Land (Palestine) between Europeans, Muslims, Asian traders. Trade was established between the Islamic world and various Italian states, most important among them, the city-state of Venice. This trade was mutually beneficial, flooding the Islamic markets with a new source of wealth, while bringing such wonders as sugar, cotton, and rice into western Europe. This began the resurgence of Europe. The Cruusades further weakened the system of feudalism, as money became more valuable than land. The causes of World War 1 were Militarism, Alliances, Imperialism Nationalism (doc. 3). Militarism is the glorification of military power. There were arms races, which was a competition between Germany Great Britain. The formation of Alliances happened when countries joined together for protection. The two alliances formed were the Triple Alliance (France, Great Britain Russia) the Triple Entente (Germany, Italy Austria-Hungary). There were tensions between France Germany over the imperialism of colonies in Africa. Nationalism is a sense of pride in ones country. Germany has just recently became united. France has a new republic called the Third Republic they want to get back the lands of Alsace Lorraine from Germany. In addition, there was an Economic Rivalry between Germany Great Britain over whos leading the industry. The spark that started the war was the assassination of Archduke Franz Ferdinand, who was shot by Gavrilo Princip on June. 28, 1914. Austria-Hungary declared war on Serbia, and a chain reaction of war declarations spread throughout Europe. This was mainly due to the nationalistic movement of Pan-Slavism that was rising amongst Russia and Serbia which are Slavic nations. This event and the tension between Europe that set off declarations of war and resulted in the Great War. Expected outcomes for the winners was the awarding of the coal mines in Saar Basin from Germany to France (doc.  Germany was found guilty of causing the war, and was fined $33 billion. Germany lost Alsace-Lorraine to the French. The breakup of Austria-Hungary the creation of the League of Nations were all expected outcomes of World War 1. An unexpected outcome of the war was the loss of Germanys oversees possessions to the Allies (doc. 4). There are many causes that led to the occurrence of World War 2. Obtaini ng a means of existence, the rise of the spirit of nationalism, Germanys survival, the obtaining of land the increasing of ones countrys territory are just a few (doc. After World War 1, European countries started to slowly rebuild their economies with the help of America. On October. 24,1929, the stock market in America crashed. When the American economy collapsed, they pulled out the money that they had invested in Europe. In addition, they put high tariffs on European goods. Now that the European countries arent getting any business they place high tariffs on their own goods. Due the American stock market crash, all global trade decreased! Due to the economic instability of Europe, fascist governments arose in Italy Germany. Fascism is a totalitarian government where the country is the most important thing (extreme nationalism). An unexpected outcome of World War 2 was the replacement of Nazism Fascism with Democratic governments. Another expected outcome was the establishment of the right of self government (doc. 6). The United States the Soviet Union emerged as superpowers. War crime trials took place in Germany Japan, such as the Nuremberg Trials, in which 22 Nazis were put on trial for the atrocities of the Holocaust. In addition, there was the occupation reconstruction of Germany Japan by the Allies. The United Nations was formed as an international peacekeeping organization. There was a decline of totalitarian states in Western Europe. Unexpected outcomes of World War 2 was the liberation of Poland by the Red Cross the destruction of Nazism Fascism (doc. 6). An effect of the war was the formation of Israel as a Jewish state. After the war ended, many European Jews didnt have anywhere to go since their homes were destroyed. The US and Soviet Union became superpowers, and the cold war began. There are many causes and effects of the above mentioned wars. The Crusades didnt accomplish much good other than the fact that it led to the Renaissance, which was all due to the cultural diffusion exchanged between Europe and the Middle East. After World War 1, war might be necessary but it would never be glorious. World War 2 showed that when punished too harshly the losing side will come and fight back even stronger because their pride was stepped on. There exists political, economical, and social resons which caused these wars to take place. There are both positive and negative impacts of the Crusades and World Wars.