The New Teenage Parent Essay -- Essays Papers

The New Teenage Parent I originally wrote this essay as an assignment for Monique DuFour's class about how we classify different groups of people. I think that the part of the student population that are parents (especially single parents) are often forgotten by the University as a whole. I say this because there are very few, if any, programs that recognize and cater to the needs of parents/students that may need a little extra help, with time or financially. As I revised this essay, I tried to think of ways that I could speak to a larger audience and raise general awareness on this issue. A young man is at a party. He reaches in his pocket for some money, but he smiles to himself and pulls out a pacifier. He's a young single father. A young woman is playing on the lawn with a little boy, tickling him and laughing as he giggles. He's not her little brother. . . he's her son. Even more than being single parents, these are real people and have been or are currently students in college. I naturally feel that what I have to say is important because I am one of these people. I have a two-year old son, Jaymen. I also want you, the reader, to know that we, the young single parents who are a part of the United States, New York State, Syracuse and even closer to home, Syracuse University, are definitely more than statistics. I could tell my story and try to prove that to you, but that would not be a multi-faceted account of what being a single parent is. When I use the term, single parent, I am keeping in mind the literal meaning of single--unmarried. I am not excluding support of the other parent in any situation. When I add the word young to it, I am referring to a male or female whose child was born while they wer... ...ie, which ended in divorce five years later. She went to nursing school part-time, while working various kinds of jobs. She remarried while in school and finished nursing school when she was in her early thirties. Her son, Anthony, has finished high school and is now in the Marines. He's twenty-one now. She's divorced and now working as a traveling nurse. She never had any more children. The list of success stories for young single parents go on and on. Just because a person has made a mistake in the past does not mean that the future has to be a life full of mistakes. The saying, "Life is what you make it," is true. There is a difference, however. The extra incentive to work hard is to look into the big brown eyes of a child that you helped to create and realize that you have to be a good example and teach them to make their lives a little better than yours was. The New Teenage Parent Essay -- Essays Papers The New Teenage Parent I originally wrote this essay as an assignment for Monique DuFour's class about how we classify different groups of people. I think that the part of the student population that are parents (especially single parents) are often forgotten by the University as a whole. I say this because there are very few, if any, programs that recognize and cater to the needs of parents/students that may need a little extra help, with time or financially. As I revised this essay, I tried to think of ways that I could speak to a larger audience and raise general awareness on this issue. A young man is at a party. He reaches in his pocket for some money, but he smiles to himself and pulls out a pacifier. He's a young single father. A young woman is playing on the lawn with a little boy, tickling him and laughing as he giggles. He's not her little brother. . . he's her son. Even more than being single parents, these are real people and have been or are currently students in college. I naturally feel that what I have to say is important because I am one of these people. I have a two-year old son, Jaymen. I also want you, the reader, to know that we, the young single parents who are a part of the United States, New York State, Syracuse and even closer to home, Syracuse University, are definitely more than statistics. I could tell my story and try to prove that to you, but that would not be a multi-faceted account of what being a single parent is. When I use the term, single parent, I am keeping in mind the literal meaning of single--unmarried. I am not excluding support of the other parent in any situation. When I add the word young to it, I am referring to a male or female whose child was born while they wer... ...ie, which ended in divorce five years later. She went to nursing school part-time, while working various kinds of jobs. She remarried while in school and finished nursing school when she was in her early thirties. Her son, Anthony, has finished high school and is now in the Marines. He's twenty-one now. She's divorced and now working as a traveling nurse. She never had any more children. The list of success stories for young single parents go on and on. Just because a person has made a mistake in the past does not mean that the future has to be a life full of mistakes. The saying, "Life is what you make it," is true. There is a difference, however. The extra incentive to work hard is to look into the big brown eyes of a child that you helped to create and realize that you have to be a good example and teach them to make their lives a little better than yours was.

Hitler Essay -- essays research papers

Adolft Hitler HITLER, Adolf (1889-1945). The rise of Adolf Hitler to the position of dictator of Germany is the story of a frenzied ambition that plunged the world into the worst war in history. Only an army corporal in World War I, Hitler became Germany's chancellor 15 years later. He was born on April 20, 1889, in Braunau-am-Inn, Austria, of German descent. His father Alois was the illegitimate son of Maria Anna Schicklgruber. In middle age Alois took the name Hitler from his paternal grandfather. After two wives had died Alois married his foster daughter, Klara Poelzl, a Bavarian, 23 years younger than he. She became Adolf's mother. Hitler's rambling, emotional autobiography 'Mein Kampf' (My Struggle) reveals his unstable early life. His father, a petty customs official, wanted the boy to study for a government position. But as young Hitler wrote later, "the thought of slaving in an office made me ill . . . not to be master of my own time." Passively defying his father, the self-willed boy filled most of his school hours with daydreams of becoming a painter. His one school interest was history, especially that of the Germans. When his teacher glorified Germany's role, "we would sit there enraptured and often on the verge of tears." From boyhood he was devoted to Wagner's operas that glorified the Teutons' dark and furious mythology. Failure dogged him. After his father's death, when Adolf was 13, he studied watercolor painting, but accomplished li...

freedol Noras Freedom in Ibsens A Dolls House Essay -- Dolls House

Nora's Freedom in A Doll's House        Ã‚  Ã‚   Perhaps we have all felt the urge to "escape" to some tropical paradise. However, as individuals we have responsibilities and obligations to school, friends and family. These responsibilities and obligations usually keep us from "escaping". It is difficult to balance our personal need for freedom with our responsibility to others.   In Henrik Ibsen's play, A Doll's House, the character of Nora Helmer had suffered greatly to achieve her personal freedom.    A woman of the Victorian period, Nora Helmer was both a prisoner of her time as well as a pioneer. In her society women were viewed as a inferior to men and were not provided full legal rights. Women of that era were expected to stay at home and attend to the needs of their spouse and children. Nora was a free spirit just waiting to spread her wings; her husband Torvald would constantly disallow the slightest pleasures that she aspired to have, such as macaroons. (TEACHER COMMENT: THIS STATEMENT WOULD HAVE A BETTER EFFECT IF IT WERE DIRECTLY QUOTED FROM THE PLAY.)    Nora lived a life of lies in order to hold her marriage together. She kept herself pleased with little things such as telling Dr. Rank and Mrs. Linde, "I have such a huge desire to say-to hell and be damned" (Ibsen 59)! She did this just so she could release some tension that was probably building inside her due to all the restrictions that Torvald had set up, such as forbidding macaroons. The need for her to consume these macaroons behind her controlling husband's back was a way for her to satisfy her sense of needing to be an independent woman.    Upon the arrival of her old friend Kristine Linde, Nora took it upon herself to find her friend a job... ...ority says, or what's written in books. I have to think over these things myself and try to understand them (Ibsen 111).         In her leaving and the abandoning of her family and the memories that coincide with them, Nora was able to gain her freedom as an individual and was now in search for new responsibilities. We all have wanted to go out on our own and fulfill our responsibility to ourselves. However our need to find our individuality can lead to our downfall, or our success. In Ibsen's play, A Doll's House, an estranged wife, Nora Helmer; suffered to become an individual in her own right and took accountability for her actions to achieve her freedom.    Work Cited: Ibsen, Henrik. A Doll's House. Introduction to Literature: Reading, Analyzing, and Writing.2nd ed. Ed. Dorothy   U. Seyler and Richard A. Wilan. Englewood Cliffs: Prentice, 1990.

A Sermon Review

The preacher’s approach in delivering his sermon was rather argumentative than expository. The first two main points were built around sub-points which argued that God never change. First, unlike man and everything on earth that alters changes, the preacher says â€Å"God is perpetually the same.†Although we do not know what substance that is which we call God, the preacher emphasized that his essence never change. Second, Spurgeons Argued that God’s attribute never changes. He meant that God’s moral attributes such as his mighty power, his omnipotence, his wisdom, and all the powers of God during the beginning of the world never ever changes even with the passing of time.God is ever the same and he never grow old, He never becomes weak nor has his power diminished as the time passed. Third, the preacher argues that God’s plan never changed. That is, his plan for the world and for every creations including the human beings and He is set to fulfill h is plan.The fourth sub-point talks about God’s promises in which Spurgeons argued that God never change his promises. That we can count on God’s promise and the best way of living in this world is to trust in God’s promises.Finally, Spurgeons argued that God is unchanging in his threatenings against ungodly and sinners. That is, when God says â€Å"Those who will not believe shall be damned† and when they are thrown to hell, it will forever and will never ever change despite of the passing of million ages.The preacher emphasized that God’s unchanging character is a depiction of God’s perfection and eternity. That is, if God changes, He could not be perfect anymore and he could not also be eternal. Spurgeons also argued that God as infinite being sees to it that all his words in the past are fulfilled despite of times that passed. Citing the towns and cities that God said will fall, and it happened, it means that God promises and the fulfillm ent of his words transcend beyond time and ages.The content and breadth of the sermon  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The content and breadth of the sermon was more of a devotional rather than theological although the sermon also reflects significant theological issues. However, it appears that the content of the sermon was not meant to give a lecture on theology but to emphasize on God’s immutable characteristic so that we can trust God for He is a very reliable God. That is, the sermon was intended to strengthen the faith of the congregation rather that to feed them with theological arguments.The context by which the sermon was given was the period of the great industrialization which means that people during this period were amazed by the introduction of new technologies. This was the time when people look at knowledge as power. In view of this, I could say that the breadth of the sermon was deep and sound with the preacher contending that despite of everything that was coming out of society, God is still the same powerful God and everyone must heed his words and threatening.The depth of his sermonThe depth of his sermon as it appears to me was just fit to the situation and to need of the people during his time. The sermon was neither narrow nor too deep but was more practical and easy to understand even by the least educated listener. Nevertheless the sermon was powerful enough to convince the listeners that God do exist eternally, that He never change, and that we could hold on to his promises.

Christmas Carol Essay

The light represents a sense of alertness to show that Scrooge has done great harm and hope. This quote also opens the sight to the audience of Scrooge’s past time and why he is the way he currently is. The Cratchit’s are an example of the impoverished people who, Dickens felt, were very honest. The poor people were never too worried about getting more than enough but just wanted something decent to live on. The clothes they whore were past down from parents or older siblings. The food was shared equally so that no one would be left too hungry, all these actions make the poor increase their love for each other. Dickens shows this when: ‘There was nothing very cheerful in the climate(†¦Ã¢â‚¬ ¦ ) Yet there was an air of cheerfulness abroad’ This quote shows that even though the weather and atmosphere was very dull, the Cratchits still were happy for the sake of Christmas. This shows that Dickens is emphasizing that the poor had good characters, because they made the most of what they could and hardly complained whilst on the other hand the rich weren’t so graceful. Dickens clearly shows that the rich are greedy and do what will benefit them so they live in a crafty way to get more money. The rich do more and more to feel satisfied but they still want more which leaves them with corrupt lives. In this manner the rich never see the real wonder and beauty of life. This is shown by Dicken’s through the character of Scrooge when Scrooge has never been to Bob Cratchit’s house. Here he sees how the Cratchits, despite being very poor, can be happy at Christmas. Bob and Mrs. Cratchit struggle because their family is large: there are six children. Scrooge sees how frail Tiny Tim is and asks the Spirit if he will live. The ghost tells him that unless something changes in the future, the child will die. This makes Scrooge feel bad and some emotions in Scrooge’s feelings are shown. Later on in this stave the Ghost of Christmas Present takes Scrooge to Fred’s house. Fred is having a party and Scrooge is brought by the spirit to see and hear it to show him the benefit of a warm family life and that money could be used to share love and happiness. Scrooge’s nephew Fred says: â€Å"his offences carry their own punishment†. This quote shows that whoever does evil, then evil will come back to him, in this case Scrooge has no care for the poor and so he is punished by being lonely with no family or friends. It also shows how Fred does not have any ill feelings towards his uncle. This quote suggests that Dickens felt that the rich weren’t always happy and secure because of their possessions but needed respect for who they were, to be happy. Fred is a very generous rich man and Dickens shows that not every rich person was selfish and greedy but some were kind and caring. Dickens shows you could be rich of love and happiness with family and friends, even for the poor. Dickens explains this through the character of Fred when we are told: ‘Scrooge is to be pitied, not despised. He is rich but his money does him no good’ This quote shows that the rich were not always seen as the mighty, glorious people in the Victorian times but some were seen as being very low. The second part of the quote clearly emphasizes that money couldn’t buy everything. But in some circumstances money was a hindrance. Dickens also shows us that having all the money and wealth in the world cannot make you as joyous as being generous and kind. Dickens emphasizes this in his novel through the character Mr. Fezzywig, who is a very generous rich man, who had great love and joy. At this point in the novel, Scrooge is more emotional about how he has treated other people. He finds out that the Cratchits are happier than he had assumed but are suffering severely especially Tiny Tim. He finds out the truth of how his nephew really feels about him. However he knows that he has one more journey to go to and that is the future. The Ghost of Christmas future brings a sense of fear into the scenes, because of the way he only points but doesn’t speak and his head is covered with a hood. ‘The phantom slowly, gravely, silently approached’ This shows that Dickens was very serious about the issues of poverty and that he wanted everyone to know how horrific it was to be so greedy and not give anything to the poor. The quote shows us that something dreadful is to come. Similarly Dickens criticizes the rich who do not give to the poor by saying that they will have no one to care for them when they are feeble. Dickens shows this when the old woman says: ‘I thought he’d never die. ‘ This quote shows that Dickens is emphasizing how desperate people will be to get rid of such selfish, tight fisted people who have no care for others. The quote has a very strong message because it illustrates how worthless money can make a person. Dickens shows this worthlessness of money if not used properly can make a rich person worthless. This is shown when: ‘It’s likely to be a very cheap funeral’ This quote shows that people did not care about this person who has died. Dickens’ message here is that no matter how rich you are, you will not be worth a penny if you are careless and greedy. Scrooge gets scared and worried of what he sees. Scrooge shows lots of emotion, this is shown with: ‘In his agony he caught the spectral hand. ‘ This quote shows that Scrooge has become very feeble of his feelings because he has finally realized how dreadful of a person he has been. Dickens uses ‘agony’ to show the amount of pain and misery a greedy person’s death would be. In conclusion, Scrooge learned that money isn’t everything and that being generous and respectful to others is the most important thing. Scrooge also learns that family and friends come before money and business. In the following century society had many improvements such as benefits for the elderly and disabled. Most of these improvements were made into society after World War 2. This was mainly due to that in the world war, both the poor and rich fought together as one nation. Therefore the rich got to know the poor better and money was shared to provide for all the people so they could help in the war. Food rations were one of these schemes, so the world wars had a huge impact on how society was treated. In the modern society we live in there are many changes due to everybody contributing such as taxes. However in the Victorian times society was very closed and the message Dickens was trying to get over was that everyone should help each other whether poor or rich. There are many modern day Scrooge’s we can refer to even though it’s been over a century since Dickens era. However the Scrooge’s we can refer to in this century have been the more clever, sneaky one’s. An example of this is when DNA was discovered. The men who were seen as discoverer’s were Watson and Crick. However the real people behind the scenes actually made this discovery but the credit and glory was all given to Watson and Crick. Unlike in Dickens times, the modern society’s can get hold of money easily but nowadays it is more about pride and glory. Similarly of how poverty was present in Victorian England it still exists in the third world such as Africa but the Scrooge’s are known as the politicians however the poor are still the public.

High School Biology Lesson Plan – Properties of Water

Name:|Hailey Griffin| Lesson Plan Title:|Properties of Water| Grade Level: |10| Content Area:|Biology I| Sunshine State Standards or Common Core Standards:|Sunshine State Standards – SC. 912. L. 18. 12 – Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Behavior Objectives:|(Three parts: Condition, action, and measurement)Given a model of a water molecule, students will identify the oxygen and hydrogen atoms, the partial positive and negative areas of the molecule, and covalent bonds within the molecule. The learner will correctly identify the 4 main properties of water and give examples of each within 1 minute. Materials (including technology):|Students: Textbook, Pencil/Pen, PaperTeacher: Classroom board, markers, computer, Powerpoint presentation, Word processor, multiple copies of worksheets to pass out, Warm up :10 -15 Pennies, 10-15 Eye Droppers, Cups, Water Mini Labs: plastic petri dishes, paper clips, ethanol, water in eye droppers, glass slides, water, red food coloring, capillary tubes, straws, ice cubes, NaCl, salad oil in eye droppers, hot platesClosure: Koosh Ball| Hook/Anticipatory Set/Lead-In:Total Time: 15- 20 minutes|Prior to class, the instructor should gather the following supplies: Pennies, Eye droppers, Cups, Water.As students come into class, they should form groups of 3-4 people and pick up a one penny, one dropper, a small cup of water and return to their seats. They will also need a pencil/pen. Once every group has the proper materials, the instructor will hand out the accompanying worksheet (Appendix A). They should explain that each group is going to count how many drops of water will fit onto the top of a penny. The team with the most drops of water on their penny â€Å"wins†. As one student is dropping the water onto the penny, another should be count ing and recording the results.The other members of the group should be working on the worksheet, consulting their textbook for answers; this worksheet can be completed at home and is not to be turned in. | Procedures:Lecture: ~25 minutesWorksheet: Remaining class timeMini labs – Day 2, 45 minutes. |After the Penny Lab, the teacher should transition into a Powerpoint lecture on the properties of water (Powerpoint attached to lesson plan). The lecture should last for 25 minutes, enough time to get in the necessary information yet short enough to hold students’ attention.The following topics should be covered in the Powerpoint: the physical structure of a water molecule, states of matter, polarity, hydrophobic/hydrophilic substances, high heat capacity, cohesion/adhesion and surface tension, density and solubility. Once lecture is over, students will receive the Properties of Water worksheet (Appendix B) to work on during the rest of class and to complete as homework if n ot finished. This assignment will be due the following class period at the end of class and will be graded. The following class period, the teacher will set up the class into 6 â€Å"centers†.Each center is a mini lab and will focus on a certain property of water, the students should be able to use the knowledge they gained from the previous lesson to effectively answer questions about the properties of water. Each station will have a single worksheet (Appendix C) listing the procedure for the lab and 3-4 questions about the lab and property covered. Students must provide their own paper and copy down the questions and then respond; they can work together but must have their own answers. The work completed during lab time will be turned in a graded on the day of the test. minutes before class is over, the instructor should pass out a study guide and let students know that there will be a test the next class period, topics from both lecture and lab will be covered. | Guided an d Independent Practice: |On day 1, students will work together on the penny lab, and during lecture, students should be paying attention to the teacher. Finally, once the worksheet is handed out, students should be working independently. On day 2, students will be working in groups, rotating between centers; the teacher should be walking around class helping students when needed.On day 3 students will be working independently on the test. | Adaptations for ELL & ESE students|ELL students will have the opportunity to work with partners to receive peer support and help with complex concepts. Extra tutoring is available during lunch and afterschool. Vocabulary lists are available for pick up; students are encouraged to create flash cards to help them learn new vocabulary words. ELL students will also be given extended time to take tests. ESE students will be given extra time to complete assignments and complete tests.Complex directions will be clarified so the student is confident in w hat he/she is supposed to be doing. Students will be allowed to take short breaks during class and tests. | Closure Activity: |â€Å"Whip Around† Students quickly and verbally share one thing they learned in the class during the lesson. Students will pass around a koosh ball (or similar item) and whoever has the ball must give a short description of something they have learned. This could include topics from lecture, lab, or homework and could be an interesting fact, definition or short explanation of a concept.The teacher should be the first participant and will give an example of a good response, for example â€Å"Today I learned that solid water, or ice, forms a lattice structure which causes it to be less dense than liquid water, which makes it float. † This activity will end once everyone has shared their thoughts. If there is ample time and enough willing participants, this activity could also be used for students to gain extra credit points. Students who wanted to talk about additional concepts could earn up to 2 points extra credit towards their test.The previous day’s assignment should be collected. | Assessment/Evaluation:|On the start of the day 3, students will come into class and prepare for their exam. Once everyone is seated quietly the instructor should pass out the test in which students have approximately 40 minutes to complete (ESE and ELL students have more time). Once a student completes the test he/she should read quietly or work on other classwork. The lab assignment from day 2 should also be turned in for grading. | Appendix A Properties of Water: Penny LabTake a Guess: How many drops of water do you think will fit onto a penny? __________ Cohesion, adhesion, and surface tension are attractive forces between molecules and very important properties of water. Cohesion is the ability of water to â€Å"stick† to itself; it is a result of intramolecular forces (intra- inside, so this is adhesion within the molecul e). An example of cohesion is when you over fill a glass with water, the liquid rises above the rim of the glass but does not fall off the side; instead it bubbles up, which is also caused by surface tension.Surface tension is a special type of cohesion; it can be described as the â€Å"skin† on top of water, in the case of the overfilled glass, the surface tension caused the water to stick together and form the bubble over the rim, this property also allows some bugs to walk on water. Adhesion describes water sticking to other materials and is an intermolecular force (between neighboring molecules). Adhesion can be observed in the stem of a vascular plant; water molecules stick to the xylem tissue and â€Å"climb† up the plant. These properties occur because water is a polar molecule.A molecule of water is composed of 2 hydrogen atoms and 1 oxygen atom, because of the relationship shared between these atoms, one side become slightly more positive and the other slightl y more negative. These partial charges are symbolized by the Greek letter delta, or ?. The polarity of water molecules allows water to dissolve polar and charged substances, making water a good solvent. Molecules that are uncharged, such as fats and oils, usually do not dissolve in water and are called hydrophobic. Procedure: 1. Place a dry penny on a flat surface. 2.With the eye dropper, drip one drop of water onto the surface of the penny, one drop at a time. Have one student in your group keep track of the number of drops. 3. Observe the surface of the penny as the water builds up. 4. Once ANY amount of water has spilled over the edge of the penny record your final count of water drops. 5. Clean up your area and return materials to your teacher. Final Count: How many water droplets really fit onto the penny? ___________ Class Average ___________ Reflection: Explain your results in terms of cohesion and surface tension.What do you think would happen if we added soap, a hydrophobic substance, to the water before dropping it onto the penny? Explain your answer. Find a picture of a water molecule in your book, copy the drawing and label the following: oxygen molecule, hydrogen molecules, ? +, ? -, and draw the intramolecular bonds between the oxygen and hydrogen atoms. Appendix B Properties of Water 1. a. Draw the structure of water. Include the partial charges of each atom. b. Why is water considered to be a polar molecule? 2. a. What enables neighboring water molecules to hydrogen-bond to one another? b.How many hydrogen bonds can each water molecule form? 3. a. Explain the difference between adhesion and cohesion. Give an example of each. b. How do adhesion and cohesion explain capillary action? 4. What is surface tension? Give an example. 5. a. What is specific heat? b. Explain why water has such a high specific heat. c. Explain why it is cooler by the lake (or any body of water) in the summer and warmer by the lake in the winter. 6. a. Explain why ice is l ess dense as a solid than as a liquid. 7. a. Why is water called the universal solvent? What does polarity have to do with this? . How does water dissolve a substance like NaCl? Draw a picture illustrating this. 8. What do hydrophobic and hydrophilic mean? 9. List five special properties of water and give an example (other than ones from this worksheet) of each. Appendix C Center 1 – Can you float a paper clip? Procedure: Fill a plastic petri dish to overflowing with water. Without disturbing the surface of the water, start at the â€Å"lip† of the plastic bowl and slide the paper clip across onto the surface of the water. Observe the way the water â€Å"bends† under the paper clip. Record your observations.Repeat using ethanol in place of water. Questions: 1. What property (properties) of water is (are) demonstrated here? 2. How can the surface of water act this way? 3. Why did the paper clip not float on the ethanol? Center 2 – Can you overcome the attr action? Procedure: Using a dropper, place 2-3 drops of water on one glass slide. Lay the second glass slide over the first. Try to pull them apart. Record your observations. Repeat using dry slides. Questions: 1. What property (properties) of water is (are) at work here? 2. How are hydrogen bonds involved in this (these) property (properties)? . Explain why glass is described as hydrophilic. Center 3 – How does water move through plants? Procedure: Fill a capillary tube and then a straw with a red dye solution (red food coloring in water) and raise them to a vertical position. Record your observations. Questions: 1. What properties of water are at work here? How does water rise up the tube? 2. Why are these properties important to a plants survival? Center 4- Is a solid lighter than a liquid? Procedure: Put a cube of ice in a beaker labeled and filled with â€Å"alcohol† and another in a beaker labeled and filled with water.Observe where the ice cube is in relation to the surface of the solution. Quickly remove the ice cubes for the next group. Record your observations. Questions: 1. Why is the ice cube at the top or bottom of the alcohol? Water? 2. Why is frozen water less dense than liquid water? 3. Explain how this property of water is important to marine life. Center 5 – Like dissolves like Procedure: Place a spoonful of NaCl in a beaker of water and stir. Place 2 droppers full of salad oil in the beaker of water and stir. Record your observations. Questions: 1. Why does NaCl â€Å"dissolve† in the water? 2.Why is it essential for compounds like salt and glucose to be soluble in the water found in our body? 3. Does salad oil dissolve in water? Explain your answer. Center 6 – Does water boil sooner if salt is added? Procedure: Obtain 2 beakers, one labeled â€Å"deionized water† and the other â€Å"salt water†. Add 2 spoonfuls of salt to the beaker labeled â€Å"salt water† and stir to obtain a solutio n. Place each beaker, with a thermometer on it, on a hot plate and determine which beaker begins boiling first. Record your observations. Questions: 1. Does the addition of salt make the water boil faster or slower?Why? What does salt do to the boiling point of water? 2. Obtain an ice cube and add salt to it. What happened to the area of ice where the salt is applied? Why is salt applied to icy sidewalks or roads in the winter? What does salt do to the freezing point of water? Appendix D Properties of Water Test Name: ____________________ Period: ______ Properties of Water Test Review 1. Define the following vocabulary: Cohesion Adhesion Surface Tension Capillary action Hydrophobic Hydrophilic 2. How does water density change†¦. a. as the temperature of water increases ____________ b. s the salinity of water increases ____________ c. as the temperature of water decreases ____________ d. as the salinity of water decreases ____________ 3. What is a polar molecule? 4. What type of bonds exist between the atoms of a water molecule? 5. What type of bonds exist between the adjacent water molecules? 6. Why is water called the universal solvent? 8. What happens to the volume of water as it freezes? What happens to its density? True/False True False Water contracts (gets smaller) when it freezes. True False Water has a high surface tension. True False Condensation is water coming out of the air.True False It takes more energy to heat water at room temperature to 212o F than it does to change 212o F water to steam. Why is water called the universal solvent? What does polarity have to do with this? How many hydrogen bonds can each water molecule form? Differentiate between the intramolecular forces and the intermolecular forces at work inside and between water molecules. Please draw a water molecule. Label the following: oxygen molecule, hydrogen molecules, ? +, ? -, and draw the intramolecular bonds between the oxygen and hydrogen atoms.

Certainty and Insanity: Hamlet Essay

With no way to be absolutely certain about anything in life, it makes it hard to deliver the justice some may need. In William Shakespeare’s play Hamlet, Prince of Denmark, Hamlet never allows himself to come to an absolute certainty that Claudius killed his father. Whether it was his insanity or his morals, he is unable to take retribution for the murder of his father, which helps drive him insane. By not taking justice into his own hands, Hamlet’s indecision, and his insanity, ultimately leads him to his own death. When Hamlet first meets with the ghost of his father and hears the story of his death, he doesn’t want to believe the ghost outright. Upon finding out that Claudius has killed his father, Hamlet could have simply went to the Kings’ bedroom and slit his throat while he slept. He ignored this opportunity, which allowed his mind to begin questioning his actions. This is the first time Hamlet will delay the killing of Claudius. He begins to slip into insanity, which paralyzes his actions. Hamlet explains that the time for action isn’t right when he is speaking with Horatio the night he first saw the ghost. â€Å"The time is out of joint. O cursed spite, / That ever I was born to set it right† (I. v. 88-89). Hamlet explains that he understands that the situation of seeing the ghost or even the story may not be right, but he feels like he is the person to fix it. This puts a great deal of pressure on Hamlet, which starts the downward spiral of his insanity. Hamlet faces many dilemmas during the course of the play. He has the dilemma of having to come to terms with losing his father. He then has to deal with the anger he has towards his mother for her quick remarriage. Then when Hamlet finds out that his mother’s new husband, his uncle, was the murderer, he isn’t able to deal with any more. With dilemmas keep piling on top of one another, Hamlet has a psychotic break. As Ophelia explains it to her father, My Lord, as I was sewing in my closet, Lord Hamlet, with his doublet all unbraced; No hat upon his head; his stockings fouled, Ungartered, and down-gyved to his ankle; Pale as his shirt; his knees knocking each other; With a look so piteous in purport As if he had been loosed out of hell To speak of horrors, he comes before me. (II, i, 77-84) In this explanation, one begins to understand that Hamlet has been unable to deal with the death of his father, much less the fact that he was murdered by his uncle. The behaviors exhibited by Hamlet are not the actions a normal person would have, especially one of royalty. As Edward Foster explains, â€Å"That Hamlet loses his mental stability is arguable from his behavior toward Ophelia †¦Ã¢â‚¬  (Foster, par 17). A person not suffering from some form of psychosis would have been more put together and rational. Hamlet’s insanity allows him to sink into a reality that isn’t real, â€Å"†¦.results in the development if a sense of unreality in the affected individual† (â€Å"Hamlet†, par 2) While the ghosts’ story shouldn’t have left any doubt in Hamlet’s mind, he is still uncertain that Claudius did commit the act, fearing that the ghost could be the devil in disguise, just trying to make him a murderer. So in a poorly devised plan, Hamlet thinks he knows a way to get absolute certainty that Claudius killed his father. Hamlet’s plan is, â€Å"There is a play tonight before the king. / One scene of it comes near the circumstance / Which I have told thee of my father’s death† (III, ii. 68-70). This plan is used to gauge Claudius’s reaction, so as to tell if he has a guilty conscious or not. This is where Hamlet’s sanity is furthered questioned. If Claudius’s realizes this is Hamlet’s actions, then he can assume Hamlet knows about his terrible deed, and may send for him to be executed. John Alvis agrees by stating, â€Å"†¦Hamlet’s deeds appear ill considered and politically feeble† (par 9). While that does happen later, Hamlet gets the proof he needs, when Claudius stands during the play and exclaims, â€Å"Give me some light, away!† (III, ii, 252) The next time that Hamlet delays in killing Claudius, it is because he finds Claudius kneeling in prayer after the play. Hamlet assumes Claudius is asking repentance for the killing of his father, thus would still get to walk through Heaven’s gate with a pure and clean soul. Hamlet knows that his father wasn’t afforded this luxury by his words in Act 1 when the ghost said, â€Å"†¦ Cut off even in the blossoms of my sin, / †¦/ No reckoning made, but sent to my account / With all my imperfections on my head† (I, v. 76-79). While King Hamlet was robbed of his chance to repent his sins,  young Hamlet would not be so easy to allow Claudius to die after being forgiven of his. â€Å"†¦ he believes that Claudius, killed at prayer, would not be damned to hell.† (â€Å"Hamlet† par 2) Hamlet believes that allowing Claudius to go to heaven would be just as bad as if he murdered his father. Although Claudius’s reaction is enough certainty for almost anyone, the freak out by Claudius still doesn’t satisfy Hamlet. If Hamlet was clear minded, he would be able to see the truth and complete his promise to his father. Hamlet continues to allow doubt to dictate his actions. â€Å"Contagion to this world. Now I could drink hot blood / And do such bitter business as the bitter day / Would quake to look on †¦Ã¢â‚¬  (III, ii, 365-367) The words Hamlet uses do not show the stability that he thinks he has. Hamlet’s insanity plays such a vital role in his delay of justice against Claudius. He is so wound up in his own mind that he has a hard time accepting that he is the reason of his delay. He spends so much time plotting and planning, he can never really convince himself to do the act. He is also stuck in a realm of pity. Poor, poor Hamlet. He shows this in his soliloquy: †¦ Am I a coward? Who calls me â€Å"villain†? Breaks my pate across? Plucks off my beard and blows it in my face? Tweaks me by the nose? Gives me the lie i’ th’ throat? As deep as to the lungs? Who does me this? Ha! ‘Swounds, I should take it, for it cannot be But I am pigeon-livered and lack gall To make the oppression bitter, or ere this I should have fatted all the region kites With this slave’s offal. Bloody, bawdy villain! (II, ii, 547-557) His self-pity blinds him to his task, and allows the pressures of that task to take over, and allows him to sink into insanity a little more. He knows that he should have already taken Claudius’s life, but because his cowardliness, he has failed to do it, and in turn, sinks further in his self-pity. As Hamlet’s madness continues, his delay makes him responsible for the  deaths of so many others. Had he killed Claudius sooner, the life of his mother, Polonius and Ophelia could have been saved. As Alvis explains, â€Å"By his delay Hamlet has contributed to his mother’s death, and by his own imprudent decisions he has made himself responsible for the murder of Polonius, the consequent madness and death of Ophelia†¦Ã¢â‚¬  (par 12). With that weighing on Hamlet’s mind, he would not have been able to return to a state of sanity anyway, as he had such a guilty conscious anyway. Through all of Hamlet’s delay, he finally makes good on his promise of revenge in the final acts of the play. As Foster explains, â€Å"†¦ he strikes his uncle only after he has discovered Claudius’s final scheme to kill him† (Foster, par 17). While Hamlet has delayed his killing of Claudius throughout the entire play, it wasn’t until the very end of the play that he asserts his authority and locks the door upon his mother dying, â€Å"O villainy! Ho, let the door be locked. / Treachery! Seek it out† (V, ii, 313-314). Laertes then explains the plot of Claudius to kill Hamlet, and he forces Claudius to drink his own poison. This is a certain type of justice in its own. Karma, let’s say. In the play Hamlet, many things take place that alert the audience to the instability of Hamlet. Upon losing his father, his mother quickly remarried her late husband’s brother. Hamlet’s father came back as a ghost to tell Hamlet that he was damned to hell because his brother had killed him. He promised his father that he would seek revenge for his death. All of these things mount together and place a heavy burden on Hamlet. As he progressively gets worse, he begins to alienate everyone in his life, feeding them stories and dancing around questions. He denies things he has given to Ophelia, and denies he had ever loved her. The one person who he trusts the most and the only person he allows to be a part of his plan is Horatio. Horatio is the balance for Hamlet. When it appears Hamlet has gone a little too far, Horatio is able to center him and bring him back to this realm of reality. Hamlet has delayed the death of Claudius because of insanity, but also because of his sanity. Wavering between the two, Hamlet never allows himself the chance to accept his duties. He never actually commits the revenge as promised, but the job does get done in the end.