China Superpower Status Essay Example | Topics and Well Written Essays - 1000 words

China Superpower Status - Essay Example As identified, the factors that were considered in ranking these economies are: â€Å"institutions, infrastructure, macroeconomic stability, health and primary education, higher education and training, goods market efficiency, labor market efficiency, financial market sophistication, technological readiness, market size, business sophistication, and innovation† (Ali, 2010, par. 2). In an article written by Miller (2006) in an attempt to assess China as an emerging superpower, the author initially proffered the need to determine the crucial elements that define a country being classified as a ‘superpower’, to wit: â€Å"a â€Å"superpower† is a country that has the capacity to project dominating power and influence anywhere in the world, and sometimes, in more than one region of the globe at a time, and so may plausibly attain the status of global hegemon† (Miller, 2006, par. 4). ... nents that were deemed critical to categorize a country as generating the status of a superpower were pinpointed as â€Å"measured along four axes of power: military, economic, political, and cultural† (Miller, 2006, par. 5). In this regard, the essay aims to identify the reasons for China’s ascent to super power status using the components above mentioned. Reasons for China’s Ascent to Superpower Status Consistent with Miller’s (2006) contentions that identified the crucial components for superpower status, the study written by Xuetong (2006) likewise supported that the same elements, eminent strength in military power, political and economic power have paved the way for China’s ascent. Xuetong’s (2006) assessment indicated that with data compiled in 2003, from among seven states, France, Britain, Russia, Japan, Germany, and India, China emerged as the sole country with strong power status on the three identified components (pp. 20 – 21). France, Britain and Russia manifest strong military and political powers, but weak economic power. 1. Economic Power The tremendous growth in China’s economy spurred by the expansion in manufacturing of diverse products at practically the lowest labor cost from among international economies have paved the way for its ascendance to strong economic power status. The statistics reveal the China’s GDP ranks second from among the countries in the world. As noted by Miller (2006), â€Å"China’s rise further depends critically on the continuation of such growth rates, and there are reasons to wonder how long the spectacular rates of the past 25 years can continue. The high proportion of China’s economy occupied by its exports makes it sensitive to the ups and downs of the international economy generally and to the engine of

HEALTH PROGRAM EVALUATION (Impact Evaluation and Accountability SLP 4) Research Paper

HEALTH PROGRAM EVALUATION (Impact Evaluation and Accountability SLP 4) - Research Paper Example Measureable outcomes benefit the executers of a project in that they provide a foundation for evaluating the objectives sought out in the first place versus the reality and true picture of the impact on the ground (Dreher. M et al 2006). For this case, measurable outcomes could encompass both the desired and the undesired effects of a project. Measurable outcomes could either be quantitative or qualitative. Quantitative outcomes are measured in terms of how many, how much et cetera while qualitative outcomes could be expressed in terms of how well, how reliable, how successful e.t.c. To find the number of children with neuro-developmental and related disabilitiesthat have been involved in court cases and in the process find the percentage of them that have been handled and concluded and those that are still pending in court. The percentage of the cases that have been concluded out of the total would provide the basis for knowing how fast and effective the justice system is in dealing with cases affecting such children. Another measurable outcome arising out of the objectives is the extent to which literature around children with neuro-development disabilities has been researched. How well researched is the information that is in the public domain and could there be cases of poorly researched material in the public domain. In this case what could be the percentage of the material? The third important factor to express as a measurable outcome is to identify how many members of the LEND group are knowledgeable in matters to do with children with neuro development disabilities. Again in this case one has to understand the highest level of knowledge that is present within the group and to what extent is this knowledge benefiting the group. Where applicable how many people should be trained in particular field by a given time. The last measurable outcome as relates to the objectives identified above is to know the extent of

The Most Critical Talents a Teacher Must Possess :: Patience Creativity Adaptability Teaching Essays

The Most Critical Talents a Teacher Must Possess A.) In my opinion, the three most critical talents a teacher must possess are patience, creativity, and adaptability. Through the years I have grown to understand the saying, â€Å"Patience is a virtue.† I feel it is a gift to have the patience to work with a large group of children, whose needs and abilities range at different levels. Everyone becomes frustrated during his/her profession, but a teacher must have the ability to hide those frustrations so the happiness of every child will be ensured. Most people associate creativity directly to artists and musicians because of their natural born talent. Not all teachers can draw or sing, however their minds are creative. Teachers are given a curriculum full of skills and concepts that their students must master by years end. Therefore, it is the responsibility of an educator to engage the children in as many exciting and fun learning experiences as their imaginations can foster. Adaptability, the power to change easily to fit different conditions, is a critical talent that a teacher must possess in the classroom. If a lesson is unsuccessful and the students are confused on the skill that is being stressed, a teacher must adapt to the learning situation. By changing his/her approach to the material, students become enabled to better comprehend what is being taught. As a first year teacher, I feel I possess all three of these critical talents. B.) Though my experiences in the classroom are limited to my first year teaching and student teaching, I have always contemplated how I would use technology as a source of learning. My plan is to incorporate the use of technology through learning centers, since they will be a vital part of my classroom. A computer station will provide students exposure to programs that are age appropriate. These programs will focus on areas of mathematics and reading, both of which are crucial to a child’s education. Some programs I have implemented are Reader Rabbit’s Kindergarten, Dr. Seuss Kindergarten, and Math Circus. A listening center adds a real-life dimension to the stories because they make the books come alive for children. During my kindergarten practicum I incorporated a listening area that contained a listening post with headphones, a tape recorder, and sometimes a compact disc player. The area also contained tapes of books and the actual stories to which the students listened.

Resisitivity Through Copper Wire

Measuring the Resistivity of Copper Wire of Different Lengths In this report I will be writing about the experiment I will conduct on copper wire of different lengths. The dependent variable I will be measuring is the resistance of the Copper wire. To do this experiment, one needs to obtain measurements with a high degree of accuracy, taking care of the equipment they use and measuring each value to a certain degree of accuracy for all results. The problem with measuring the resistivity of Copper wire is due to the properties of copper as a material.Copper naturally has a low resistance due to it being a superconductor, meaning that it only has a resistance of minute amounts. As it has this property, it is important to use a copper wire specimen that is long enough and thin enough to have an appreciable resistance. The normal value for the resistivity of copper is about 10-8? m. A 1m length of copper wire with a cross sectional area of 1mm? (10-6m? ) can be predicted to have a resist ance of 0. 01?. This can be calculated by using the resistance formula of: R=? lA? 10-8 ? m x 1m10-6m2=10-2? The wire I will use is going to be thinner than this and will vary in length from 0. -1. 0 metres with a difference of 0. 2m from the previous wire specimen. In total I will have 5 different lengths. Apparatus: * Voltmeter- Accuracy stated as ( ± 0. 5% Read. + 1dgt) in the user manual * Ammeter- Accuracy stated as ( ± 1. 2% Read. + 1dgt) in the user manual * Battery Supply of 6V * Copper Wire * 1m Ruler in cm * Scissors * Electrical Wires * Crocodile clips * Micrometer Method: The following procedure described below is how I intend to gain my results: 1. I will measure out the different lengths of copper wire I intend to use using a millimetre ruler to gain the most accurate results I can. 2. Once he lengths are cut, the diameter of the copper wire I am using must be measured. To gain the most accurate result, I will use a micrometer and measure the diameter in several pl aces on the wire and take an average value from these readings to work out the average cross sectional area. 3. I will connect the first length of wire into an electrical circuit, making sure that current can flow through the entire length of the copper wire connected. The circuit will look like this diagram: V V A A 4. The voltage will be recorded across the wire and the current running through it. 5. To find the resistance of the wire I will use the formula V=IR. . The resistivity can then be worked out using the formula: ? =RAL where R is the resistance calculated, A is the cross sectional area of the copper wire calculated and L is the length of the copper wire. The measurements shall be recorded in the following table shown below: Resistivity of Wire The physical properties of a wire can either be categorised as being an intrinsic property or an extrinsic property. The difference between the two categories of properties is that intrinsic properties do not depend on the amount o f material that is present, whereas extrinsic properties do depend on the amount of material that is present.In the following investigation of the resistivity of copper wire, one could say that the value of the voltage, resistance and current are all intrinsic properties of the copper wire. The extrinsic value of the copper wire would be its resistivity. The resistivity of the copper wire will be dependent on the material itself, which is copper. The resistivity of a material can be defined as the resistance of a 1m length with 1m? cross-sectional area. As the resistivity of material depends mainly on the properties of the material itself, each material whether it is copper or pure silicon has its own resistivity coefficient.The coefficient for copper is 1. 72 ? 10-8? m. This value may seem very small for resistivity, but if one were to know that copper is classed as a superconductor meaning that it conducts electricity extremely well, they would know that in order for the conductan ce to be very high, the resistivity must be very low. This can also be explained by the fact that resistivity is the inverse of conductivity (? =1? ). The potential difference across the copper wire (measured in volts) and the flow of charge (the current) through the copper wire are related through the resistance of the copper wire, not its resistivity.In order to find the resistivity, one needs to work out the resistance first by using the equation R=VI , and then from this they can use the formula ? =RAL to find the resistance. The â€Å"A† represents the cross-sectional area of the wire that will be used in the experiment. The resistance of the wire is expected to double in value when the length of the wire doubles in size. The resistivity however, should stay near enough the same throughout all of the repeats conducted. Reducing the uncertainty in the resultsThere are some factors which could affect the accuracy of my results in the experiment of the resistivity of copper wire. One of the factors which could affect the accuracy of my results is to do with the measuring devices I use to conduct the experiment. Any measuring device can only be used to measure to a certain degree of accuracy. It is this certain degree which determines how accurate your results are to the true value. In my experiment, I am using a 3? Digits Multifunction Multimeter (DMM) to measure the current through the circuit and the potential difference (p. d. ) across the copper wire.The main advantage of using a DMM compared to using an analogue voltmeter is the fact that they allow you to record a value to a certain number of decimal places by having different ranges which correspond to the level of precision of the reading. In the experiment I am conducting, I will be measuring the p. d. to a resolution of 0. 001V using the 2V range on the multimeter. Having the resolution to this degree of measurement ensures that I get a voltage reading to 3 decimal places increasing the accu racy of the reading and allowing me to obtain a closer value to the true value.The accuracy for the ammeter has been published as being  ±1. 2% of the reading + 1 LSD for the range (200mA) and resolution (0. 1mA) I will be using for the current. This means that the value I will record will be 1. 2% of the true value of the current +0. 1mA. I am using the 200mA range rather than the 20A range because the resolution of the result is greater than that of the 20A range. This will record a more accurate result which reduces the uncertainty in my results. Similarly the range I will use on the voltmeter which is at 2V has an accuracy of  ±0. 5% of the reading + 1 LSD, which is even more accurate.Another factor which can affect the resistivity of the result is the temperature of the copper wire. This can affect the resistivity by changing the value of the resistance to make the resistance less proportional to that of the length of wire. Normally the resistance of a wire will increase as the length of the wire increases due to their being more atoms in the wire for the electrons to pass by in order to get the through the entire length of wire. As the increase in resistance ? increase in length, the resistance should double when the length of the copper wire is doubled.In order to try and make sure the resistance is not affected by temperature, I will connect the copper wire up into the circuit at a low voltage so that the copper wire will not warm up and increase in resistance due to the atoms inside vibrating more. I will also be using a micrometer to measure the diameter of the wire. I am using a micrometer instead of a standard cm ruler because the level of uncertainty is far less than that of a ruler. The micrometer allows me to record a value for the diameter of the wire with an uncertainty of  ±0. 0005mm, whereas with an ordinary ruler with mm markings, the uncertainty would be  ±0. 1mm. Results:These are the results I collected from the experiment carrie d out. All of the data is raw data that I have collected myself and has not been manipulated in way at all. N. B- The diameter of the wire was measured to be 0. 435mm. The cross sectional area was calculated as being 1. 48? 10-7m2. This value was used throughout the experiment to work out the different resistivity values using the resistivity equation as stated previously. Repeat| Length of Wire (m)| Voltage (V)| Current (A)| Resistance (? )| Resistivity (? m)| 1| 0. 2| 0. 044| 1. 911| 0. 023| 1. 71E-08| 2| 0. 2| 0. 042| 1. 907| 0. 022| 1. 64E-08| 3| 0. 2| 0. 043| 1. 909| 0. 23| 1. 67E-08| 1| 0. 4| 0. 088| 1. 882| 0. 047| 1. 74E-08| 2| 0. 4| 0. 085| 1. 879| 0. 045| 1. 68E-08| 3| 0. 4| 0. 087| 1. 869| 0. 047| 1. 73E-08| 1| 0. 6| 0. 132| 1. 839| 0. 072| 1. 78E-08| 2| 0. 6| 0. 135| 1. 845| 0. 073| 1. 81E-08| 3| 0. 6| 0. 129| 1. 839| 0. 070| 1. 74E-08| 1| 0. 8| 0. 158| 1. 748| 0. 090| 1. 68E-08| 2| 0. 8| 0. 163| 1. 741| 0. 094| 1. 74E-08| 3| 0. 8| 0. 159| 1. 745| 0. 091| 1. 69E-08| 1| 1 . 0| 0. 207| 1. 739| 0. 119| 1. 77E-08| 2| 1. 0| 0. 209| 1. 738| 0. 120| 1. 79E-08| 3| 1. 0| 0. 201| 1. 710| 0. 118| 1. 75E-08| From the table above, I also worked out the averages of the results measured from the experiment.Repeat| Length of Wire (m)| Voltage (V)| Average V| Current (I)| Average I| Resistance (? )| Average R| Resistivity (? m)| 1| 0. 2| 0. 044| 0. 043| 1. 911| 1. 909| 0. 023| 0. 023| 1. 71E-08| 2| 0. 2| 0. 042| | 1. 907| | 0. 022| | 1. 64E-08| 3| 0. 2| 0. 043| | 1. 909| | 0. 023| | 1. 67E-08| 1| 0. 4| 0. 088| 0. 087| 1. 882| 1. 877| 0. 047| 0. 046| 1. 74E-08| 2| 0. 4| 0. 085| | 1. 879| | 0. 045| | 1. 68E-08| 3| 0. 4| 0. 087| | 1. 869| | 0. 047| | 1. 73E-08| 1| 0. 6| 0. 132| 0. 132| 1. 839| 1. 841| 0. 072| 0. 072| 1. 78E-08| 2| 0. 6| 0. 135| | 1. 845| | 0. 073| | 1. 81E-08| 3| 0. 6| 0. 129| | 1. 839| | 0. 70| | 1. 74E-08| 1| 0. 8| 0. 158| 0. 160| 1. 748| 1. 745| 0. 090| 0. 092| 1. 68E-08| 2| 0. 8| 0. 163| | 1. 741| | 0. 094| | 1. 74E-08| 3| 0. 8| 0. 159| | 1. 745| | 0. 091| | 1. 69E-08| 1| 1. 0| 0. 207| 0. 206| 1. 739| 1. 729| 0. 119| 0. 119| 1. 77E-08| 2| 1. 0| 0. 209| | 1. 738| | 0. 120| | 1. 79E-08| 3| 1. 0| 0. 201| | 1. 710| | 0. 118| | 1. 75E-08| Uncertainties within my results: Before creating the graph of my results, I calculated the overall uncertainties of each measurement within this experiment, so that I could see where the most uncertainty of the average resistivity value comes from.To calculate the uncertainty for each measurement, I took the average measurement that had the biggest difference from its original data. The Percentage of uncertainties of each measurement was as follows: * Percentage uncertainty of the Voltage V= 0. 206 ±0. 005 V Uncertainty in V= 0. 0050. 206? 100%?  ±2. 43% * Percentage uncertainty of the Current I=1. 729 ±0. 019 A Uncertainty in I=0. 0191. 729? 100%?  ±1. 10% * Percentage of Uncertainty in Resistance R=V/I Uncertainty of R=1. 10%+2. 43%?  ±3. 53% * Percentage of Uncertainty in Length Unce rtainty=0. 6 ±0. 001m Uncertainty in L=0. 0010. 6? 100%?  ±0. 17% Percentage of Uncertainty in Area: The Diameter of the wire is 0. 435 ±0. 0005mm The best area where the diameter is 0. 435mm A=? 0. 21752? 0. 1486mm2? 1. 486? 10-7m2 The Maximum area where the diameter is ? 0. 4355mm A=? 0. 217752? 0. 1489mm2? 1. 489? 10-7m2 The Minimum area where the diameter is ? 0. 4345mm A=? 0. 217252? 0. 1482mm2? 1. 482? 10-7m2 So the area is 0. 148 ±0. 0004mm2 with a percentage uncertainty of: A=0. 00040. 148? 100%?  ±0. 27% * So the percentage uncertainty in the Resistivity can be calculated as the sum of all the uncertainties in the experiment: ? =RAL=3. 53%+0. 27%+0. 17%= ±3. 97%The percentages of instrument error are as follows: * Voltmeter reading is  ±0. 0005V Instrumental error in Voltmeter= 0. 00050. 206? 100? 0. 24% * Ammeter reading is  ±0. 0005A Instrumental error in Ammeter=0. 00051. 729? 100? 0. 03% * Micrometer reading is  ±0. 0005mm Instrumental error in Mircome ter=0. 00050. 435? 100? 0. 11% * The total instrumental error is the total of each instrumental error stated above which would be 0. 38%. Graph 1: Graph 2: Data Analysis: In all of my results that I have collected, there is a strong relationship between the increasing length of wire and the value for the resistance.One would expect this strong correlation between the resistance and the length since one of the simple laws of electrical resistance is that it increases proportionally with the increase in the length of the wire. One can explain this through the understanding of electrons in a circuit and the atoms arranged within the components in a circuit. With my experiment of copper wire, a current passed through my circuit once a voltage was applied to the circuit. When the electrons were given energy to move they passed through the circuit to the copper wire where they experienced the resistance which was calculated.As the lengths of the copper wire increase, the amount of fixed a toms within the structure of the wire increases. Due to this the electrons have a higher chance of colliding with the fixed atoms, which causes the wire to heat up and increase the resistance. One can see the certainty in the correlation between the average resistance and the length of the copper wire by looking at the gradient of the line of best fit within graph 1. The gradient shows that R? =0. 9984, showing an extremely strong positive correlation between the two variables.From the equation of the gradient displayed in graph 1, the average resistivity can be calculated which takes into account all of the points within the data collected. The gradient of the line shows the equation Resistance (R)Length (L). In the calculation for resistivity, one not only needs the value of RL, but also needs the cross sectional area of the wire. If the cross sectional area of the wire is multiplied by the gradient, then the average resistivity can be calculated: ? =RAL=0. 1192? 1. 486? 10-7m2? 1 . 77? 10-8? m In Graph 2, the percentage of uncertainty of each average resistance was displayed in the vertical error bars.The percentage of uncertainty of the length of the wire was so small that it was not worth adding to the graph since it is extremely hard to see on the graph. From these percentage uncertainties of the average resistance in the experiment, one can calculate the maximum and the minimum values for the resistivity from looking at the gradients like we did for graph 1. To calculate the minimum gradient, I took the gradient of the line from the maximum uncertainty in the lowest resistance to the minimum uncertainty of the highest resistance.I did this to obtain the shallowest gradient possible from all the points on the graph. I then multiplied this gradient by the smallest area value. lowest ? =0. 1144? 1. 482? 10-7m2? 1. 70? 10-8? m For the maximum value of resistivity, I took the value of the gradient of the line from the minimum uncertainty in the lowest resista nce to the maximum uncertainty of the highest resistance. I did this to obtain the steepest gradient possible from all of the points on the graph. I then multiplied this by the maximum area. maximum ? =0. 1263? (1. 489? 10-7m2)? 1. 88? 10-8? mAfter looking at the average, minimum and maximum values of the resistivity taking into account all of the uncertainties within the calculation one could say that from the investigation conducted, the resistivity of copper wire is 1. 76? 10-8 ±1. 2? 10-9. The percentage uncertainty of the resistivity would then be: 1. 2? 10-91. 76? 10-8? 100%? 6. 8% Biggest Source of Uncertainty From looking at all of the percentage uncertainties for all my measurements, the resistance produced the most uncertainty. The uncertainty of resistance was worked out by adding up the uncertainty of the voltage and the current measured.It must have been from these two calculations where the uncertainty of the resistance became noticed. From calculating the instrument al errors of the multimeter used as a voltmeter and an ammeter, I would not conclude that the vast majority of the error came from the accuracy of the apparatus. I would say that the average resistance I calculated was from the average current which had the biggest difference from its original data, and the average voltage which had the biggest difference from its original data. The average data I had chosen was 0. 206 ±0. 05V and the average data I had chosen for current was 1. 729 ±0. 019A, as they had the biggest uncertainties. Due to this fact I would have produced an uncertainty which had the biggest difference from the original value, so the maximum possible uncertainty for the resistance. Anomalies and Systematic Errors I did not have any anomalous results when looking at the average resistance graph. All of the points plotted show strong correlation with the increase in length. Systematic errors may have contributed to some of my resistivity values being higher or lower than my overall average.An example of this could have been when measuring the diameter of the copper wire. The micrometer did not let me know if both of the sides of the copper wire were touching the micrometer measuring device sufficiently enough or whether or not it was touching both sides of the copper wire more than enough, which would then mean it squashed the diameter of the wire resulting in a lower diameter at certain points across the wire, since I took 3 readings and averaged them out. If this was the case, then one of my wires may have had a higher resistance than the others.One other systematic error may have come from the battery pack. It may have had a temporary glitch in which less electrical energy was sent through the circuit meaning less current was flowing through the circuit, resulting in a larger resistance than that of the previous recording with the same length of wire. This would also alter the final value of the resistivity. Another uncertainty which would b e counted as human error could have been the position at which I had placed the crocodile clips at either end of the copper wire.For the same length of wire, the crocodile clip may have been placed further away from the end of the copper wire than the previous measurement, meaning that the length of the wire would have decreased marginally which may have resulted in a lower resistance recording. Also, when I measured the length of the copper wire, I had to straighten out the length of the wire since it was coiled. When doing this I may have accidently pulled the length of the wire increasing its length by a fractional amount.Having said this, it may have altered the resistance measured in the wire making it larger than it should have been since the electrons have to travel a longer distance. Evaluation After looking at all of my results, I believe that the method I used and the ways of reducing the uncertainty in my experiment were effective. The instrumental errors were minimal and the overall uncertainty of my final calculation of resistivity was a low value. The resistivity value itself did alter but mainly stayed constant throughout the experiment.As I have said, I do not believe this was because of the accuracy of the multimeters I used but due to other factors such as changes in the environment like temperature, or due to systematic errors to do with the battery pack I used. To decrease the uncertainty in my resistance measured, I could use an even lower resolution on my voltmeter (0. 1mV) and ammeter (0. 001mA) to reduce the negative effect of Least Significant Digits (LSD) and to give the most accurate result.This way I could then increase the precision of my results and record a value which is closer to the true value When comparing my average value of resistivity with the published value of resistivity which is 1. 72? 10-8? m, my average value is very close to the published value which shows the level of accuracy throughout my experiment considering the more precise tools that were used by the professionals to gain the published value. The repeats I did helped me to record a value for the resistivity that was close to the published value by reducing the random uncertainty in my results.To gain even more accuracy I could do more repeats, or I could alter the intervals between each length to 0. 1m to increase my range of data. That way I will reduce even more random error within my data. I could also change the different diameters of the wire or change the material I use to compare these results with those and see how they differ. One other change I could do next time is to use an Alternating Current (AC) rather than a Direct Current (DC), since AC is more conventional in houses so it would have provided further information as to how good copper is in the use of houses.

Good and Evil in Dante’s Divine Comedy and Chaucer’s The...

Good and evil are concocted differently in every imagination. To some, evil is the most appalling sins, including such heinous acts such as murder, rape, distortion, or betrayal. To others, evil might be something so simple as indecisiveness, extravagance, or vain glory. Goodness is ambiguous to mankind as well because one man might define goodness as the ordinary man living a free life, yet another might conclude that true goodness is obtainable only through a perfect, honorable lifestyle, completely abstaining from worldly endeavors. One’s attitude at good and evil will predetermine their values, actions, and points of interest. Whether life is spent pursuing heavenly goals or the applying oneself to his or her life, their†¦show more content†¦Dante was a man with a vision. He lived in a world that was â€Å"Torn by discord† (Limentani,117). Born in 1265, Dante’s Florence was the center of a war ravaged Italy. He became involved in politics at a you ng age and before too long became a White Guelph, one who supported the Papacy in the fight against invading Germanic kings. 1301 was a tragic year because it marked the beginning of the Black Guelph regime and saw Dante exiled from his home town forever. These experiences made Dante quickly realize that this world is corrupt to the core. â€Å"Greed for material things is the main fault, greed which is allowed to dictate the actions of men. Only a cessation of strife, the establishment of universal peace can ensure the happiness of mankind and allow men to pursue the ultimate aim for which God has destined them on earth, that of exercising constantly and to the full their distinctive quality, the ‘Virtus Intellective’ (virtuous intellect)† (Limentani,117). He believed that all life on this earth has a purpose and meaning to it. This can be seen in the Inferno because during the long trek through Hell Dante does almost nothing but work to arrive a Paradise, the h eavenly end to all those lacking wickedness. He traveled far trying to make his life purposeful by working his way up to Heaven. Chaucer stood in contrast to Dante’s almost dogmatic piety and looked to other things as having

My First Lesson On The Battle Of Lexington And Concord

This week I only attended three days for block teaching. Monday was Columbus Day so the school was closed and everyone had the day off. Friday I did not attend because it was fall break for WIU so I decided to go home for the weekend. On Tuesday the students worked on Cornell notes for several headings in their textbook. Then on Wednesday I taught my first lesson on the battles of Lexington and Concord. The students analyzed two primary source documents then as a class we discussed their similarities and differences. The lesson went well despite the fact that two-thirds of the class was missing due to state testing. The fact that majority of the class made me worried for the lesson I prepared for the following day because the two lessons were designed to match up. However, I was pleasantly surprised that Thursday’s lesson went as smoothly as it did. The students stayed on task and were focused so I did not have really any issues with classroom management. Since this week was s hort and I taught two out of the three days I was present my teacher didn’t have much involvement with his class. On Thursday when one student was getting a big rowdy before class due to an argument my mentor pulled him into the hallway to address the situation. I believe my best classroom management skills were displayed during my Wednesday lesson. Due to majority of the class being missing I got the vibe that the students who were present thought of it as a free day. I had one student who decidedShow MoreRelatedWhat Was The Cause Of The American Revolution?1705 Words   |  7 Pagesneeded to be taught a lesson, so we had to get violent. 3: These Americans, so ungrateful and hard headed, we told them that they would be payed back. After we got out of debt from the 7 year war, we were going to give them the profit that that we made. But for some reason, the Americans decided to be difficult, they were difficult, even though they could profit. 1: Speaking of the 7 year war, it seemed reasonable that England would put the Proclamation line into effect. From my understanding, EnglandRead MoreAnalysis Of The Book Into The Wild By Jon Krakauer1686 Words   |  7 Pagesbest. For example, Washington led the Continental Army against the great British Empire, and Chris left his normal and traditional life, to seek a life of adventure and determined to go on a journey across the United States. Washington became the first president of the United States. Washington was also the only one qualified to defend and lead our country during the Revolutionary War. Even though these two examples are different on many levels, both Washington and McCandless are considered to beRead MoreGeorge Washington Essay2499 Words   |  10 PagesGeorge Washington Leadership Paper Abstract George Washington was the first leader of the United States; he was a leader in the military for the French and Indian War, and the American Revolution. While a lot is known about his accomplishments it seems more like destiny and/or fate for his place in history. His upbringing and military battles all are more associated with luck than skill. Discussed in the following is a history and story of an unlikely leader. George Washington WashingtonRead MoreRevisiting, Revising, and Reviving Americas Founding Era6252 Words   |  26 Pages1789, the story has a happy ending and the curtain comes down. This time-honored script renders the road from colonies to nation clear, smooth, and straight, with familiar landmarks along the way, from Bostons Massacre and Tea Party through Lexington and Concord, then on to Bunker Hill and Yorktown before reaching its destination: Philadelphia in 1787, where the Founders invented a government worthy of Americas greatness. Those Founders are equally familiar. Washington and Thomas Jefferson, BenjaminRead MoreOpportunities23827 Words   |  96 PagesFor the exclusive use of D. DE ALEJANDRO 9-801-361 REV: SEPTEMBER 30, 2005 NANCY F. KOEHN Howard Schultz and Starbucks Coffee Company Prologue: International Expansion On August 2, 1996, Starbucks Coffee Company opened its first store outside North America. Like many of its U.S. and Canadian outlets, the new store was located in a busy district of a prominent city—Tokyo. Starbucks managers had devoted much time to selecting the site, designing the store’s layout and fixtures, training

The Moon and Tides Observation Essay - 965 Words

An observation of the Moon was conducted from Friday, November 8, 2013 to Thursday, November 14, 2013. The study of the Moon during this period occurred consistently between the hours of 8 and 9 p.m. EST within the Northern Hemisphere at 37.3346 ° N, 79.5228 ° W (Bedford, V.A.). The Moon was noted to be illuminated on the right side and had a dark shadow on the left side indicating a waxing phase. The light region grew over the surface of the Moon with each subsequent night. The first night’s phase was waxing crescent with over 25 percent of the Moon lit up. The next night, the light had grown to cover more of the Moon as it continued through its waxing crescent phase. On November 10th, the Moon exhibited traits of being at first-quarter or†¦show more content†¦The new moon is the first phase of the lunar cycle. It occurs when the Moon and Sun are lined up on the same side of the Earth so that the moon is not visible from Earth. Next, the waxing crescent moon phas e is displayed whereby the Moon’s surface is less than half lit up. The word waxing means that the light side of the Moon is moving towards the full moon phase. A person viewing the Moon from the Northern Hemisphere will see a waxing moon if any portion of the left side of the Moon is dark and the right side is illuminated. If the Moon is observed on consecutive nights during the waxing phase, they will notice that the light section of the Moon is actually growing during this phase. The next phase is the first quarter moon, which is often referred to as a half-moon because half of the Moon, the right side, is illuminated. The phrase first quarter is not used to describe the shape of the Moon but is used to express that the Moon has completed a quarter of its orbit around the earth. At this point, the Sun and Moon are at a 90-degree angle in relation to the earth. Next in the moon cycle is the waxing gibbous which is characterized by more than half of the Moon being illuminate d and the left portion of the Moon displaying a smaller shadow area. The full moon follows the waxing gibbous phase and is the easiest phase to recognize because the moon is at its fullest illumination in the nightShow MoreRelatedEssay about Ecobeaker1714 Words   |  3 Pageshigh and low tides will a given spot on the coast experience in a day, and why? A given spot on the coast will experience two high and two low tides each day. High tide occurs when the Moon and Earth are facing towards each other and away from each other. Low tide occurs when the Moon is facing the Earth at 90Ëš and 270Ëš. 4.2 – What is spring tide and when does it occur? Spring tide is when the Earth, Moon and Sun are directly aligned. This occurs at new moon and full moon. 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This happens because the moon revolves aroundRead MoreA Cost Of Digging Rabbit Holes For Time Or Money1430 Words   |  6 PagesA Cost of Digging Rabbit Holes for Time or Money Or a Breath from the Dark Side of the Moon A consciousness analysis of the concept elements of time, money and madness within Pink Floyd’s â€Å"Speak to me/Breathe† song as well as lyrics, released in1973, and featured on the album title The Dark Side of The Moon. Arguably, one of the best concept albums as well as a top ten best seller for fifteen years on Billboard’s top album charts is not only a great musical achievement, but a metaphoric masterpieceRead More Galileo Galilei Essay995 Words   |  4 Pagesfrom high places, Galileo became increasingly skeptical. Evidence of Galileo’s brilliance was assured when in 1583, he was attending service in the cathedral and he saw that the flames of the candles osculated back and fourth. It was upon this observation that the pendulum was built. Not having enough money and not having the skills required to stay at the University, they kicked him out. To get by, Galileo began tutoring students. His continuous work with mathematics led Galileo to go to R ome and