Experiment Convenience Assignment Example | Topics and Well Written Essays - 500 words

Experiment Convenience - Assignment Example These are necessary for sound health. Cornflakes is a whole mean breakfast that can help prevent many health related issues including obesity, cancer and heart attacks since cornflakes have no cholesterol. Cornflakes are taken with milk, which is rich in proteins. This helps my body was grown and repair wore out tissue in the body. Cornflakes are also rich in almonds. Almonds help prolong life, prevent asthma and rejuvenate skin. Cornflakes are also rich in lutein which is important for eye health. The presence of iron also helps maintain acceptable levels of blood in my body. Cornflakes help keep me attentive in class since the product is rich in irons thus making my brain active. It also keeps me energized throughout the day, enabling me to carry my activities efficiently. It also enables me to save a lot as I spent less on energy drinks and rarely take junk food. It also helps keep my body healthy. This also helps me to concentrate on my studies as I rarely get sick. Cornflakes ar e also relatively easy to prepare and consume. It helps me save me time in the morning as I am going to school. It would take a lot of time to prepare a meal that is highly nutritious like cornflakes. Milk which is used together with cornflakes is readily accessible in most supermarkets. Yes. Cornflakes are low in fiber. This forces me to take cornflakes with other foods or fruits that are rich in fiber. If I were to change something about the product I would ensure that the product is rich in fiber.

Effect of School and Family Violence on Children

Effect of School and Family Violence on Children Introduction School savagery is the brutality that happens in the school premises. It incorporates distinctive issues, for example, posses, harassing, physical mischief to the school staff and educators, brutality between the school understudies, and so on. It is turning into a continually expanding issue these days, especially in schools wherein the understudies make utilization of firearms and blades. Schools were at first viewed as the most secure spot for the children; however as a result of this school savagery it is no more a sheltered spot. Undoubtedly, such an instance of school roughness is sufficiently uncommon and seen just in specific schools; all things considered, a check is still required for the same. We all realize that youngsters are sent to class to increase better information and for higher studies. Nonetheless, if understudies go to class and get vicious or they are being hassled by alternate understudies, then it is something that needs to be concerned exceedingly and at the top need level. This issue is essentially confronted by all. The administration powers and organization are still not ready to determine this issue of school savagery without the due backing of instructors and in addition folks. Folks, instructors and the understudies can teach themselves about school brutality and approaches to keep it from these sites. They are particularly intended to offer help, backing and direction to the educators and folks. Definition School viciousness is any type of savage action or exercises inside the school premises. It incorporates tormenting, physical misuses, verbal ill-uses, fight, shooting and so forth. Tormenting and physical ill-uses are the most widely recognized types of savagery that is connected with school roughness. However compelling cases, for example, shooting and homicide have additionally been recorded as school brutality. The term family brutality generally envelops abusive behavior at home, youngster ill-use, and elderly misuse. Presenting kids to abusive behavior at home legitimately constitutes criminal tyke misuse in a few states Whether or not a state characterizes a youngsters presentation to abusive behavior at home as kid ill-use, the youngsters who are presented to abusive behavior at home experience that viciousness with their eyes, ears, hearts, psyches and bodies. (Catani, 2008) Objectives Roughness against kids is broad, in distinctive structures. Some of these, to be specific the utilization of physical and mental brutality to train kids, are advocated by folks, educators and youngsters themselves. In spite of the fact that schools ought to assume a vital part in cultivating the insurance of kids from viciousness and misuse, every now and again educators resort to vicious practices as an approach to enhance youngsters execution and to train them. Specifically, instructors dont have particular preparing and ability to handle the showing procedure without utilizing any types of brutality. The Objective Outcomes; (Carrell, 2010) To comprehend the impacts of abusive behavior at home on kids To learn approaches to converse with and hear them out about their experience of abusive behavior at home To see how aggressive behavior at home influences you as a guardian To deal with protected, peaceful associations with your kids dad or mom To learn and hone new critical thinking strategies with youngsters To discover bolster and advising for you and your youngsters, Why this problem is important? Summary 1 Daniel study demonstrates that school savagery is high in young people ØŒStudents dont comprehend the danger they are doing in the activity of brutality, however suits strictly when the occurrence happened. Bears obligation here, educators and the school important, the studies demonstrates additionally Studies demonstrate that African-Americans brutal understudies for reasons, for example, the desire of the white individual and neediness Summary 2 D. Glicken study demonstrates that viciousness in young ladies more for youngsters with the presence of various studies in the USA .Showing that young ladies heaviest and concentrate on savagery completed by young ladies And assume liability for people in top of the line after associates in the school and companions Statistics demonstrate that the unlawful acts did by the young ladies and proportions and years did by these fierce wrongdoings. Summary 3 Says that mothers are occupied with neighbors Craft things, drinking espresso and conversing with their companions Do not see their kids They begin to grumble of them at 15 years old until 18, however essential issue starts when the children from youthful ages Continue developing and show up at the time of pre-adulthood All the studies demonstrate that the primary issues are brought on by the absence of feeling by folks. The arrangements that I discussed is that folks thinks about the youngsters until they grow up. (Catani, 2008) Summary 4 Dosomthing study demonstrates the 11 certainty about the social change on the youngsters the outcomes wont put the rate however i will expound on the savagery that uncovered the understudy on the school understudies were tormented at school, they felt dangerous at or on their approach to class, graders reported being undermined or harmed with a weapon on school property in any event once in the most recent year, the youngster utilization firearm at schools, arent the main ones in peril of school viciousness. Summary 5 The instances of savagery among school understudies , 1-there folks tyke impact with viciousness firstly in the home so they duplicate what they observed on the school in the event that they have issues on the home ,2- what the observed on the TV additionally the films effecting, 3-School brutality just happens among ineffectively instructed youngsters. 4-School roughness influences youngsters over all racial, social, efficient and geological boundaries.5-If you dont need inconvenience, you ought to simply look the other way when you see school savagery. 6-in the event that you overlook brutality in school. Summary 6 Everything understudies need creation abilities to carry on effectively in schools ,understudy to feel great and easily extraordinarily for those kid who manufacture personal5 to 7 years this study said that the home there folks measure of regardless of whether a tyke is prepared to start school. Examination has proposed that we must take a gander at all parts of youngsters lives— their psychological, social, enthusiastic, and engine advancement to get an exact thought of their availability to enter school Summary 7 There is a little however developing group of examination showing that youthful youngsters presented to roughness in the house are left candidly scarred and damaged. Furthermore, introduction to abusive behavior at home has a negative effect on neuro intellectual improvement, prompting lower insight scores in youthful youngsters. There is noteworthy cover between abusive behavior at home and kid ill-use, in families where one type of savagery exists; it is likely that alternate does as well. (Carrell, 2010) Summary 8 Dr. Fantuzzo talked about exploration on the commonness of youngsters presented to abusive behavior at home, opening his presentation with the accompanying inquiry: We see through the glass faintly and is the glass half void or half full? In doing as such, he was alluding to the considerable measure of data ailing in the field, especially in regards to brutality counteractive action and intercession. (Catani, 2008) Previous Studies Study 1 Childrens Coping Abilities One territory which needs to be considered in more detail is the particular adapting capacities of individual more seasoned youngsters. Analysts have started to examine reasons which may represent the level of strength demonstrated by a few youngsters. Taking after from this, a clinical and examination agreement is framing for survey this strength as being affected by more than one component. Found kids adapting capacities could be partitioned into three classifications. These are: dispositional qualities of the kid (for instance, capacity to change in accordance with new circumstances); bolster inside of the family framework (for instance, great association with one guardian); bolster figures outside the family framework (for instance, peers, relatives). There is additional confirmation that youngsters adapting capacities can shift as an element of their formative stage. Research with preschool kids has shown that disturbances in their typical family working are connected with malad aptive practices, both in the home and other social circumstances. (Carrell, 2010) Summary of Study 1 An expansive outline of the impacts on offspring of either seeing, Infants are responsive to their surroundings; when bothered they cry, decline to bolster or withdraw and are especially helpless to passionate hardship. Youngsters adapting capacities could be partitioned into three classifications. These are: dispositional traits of the kid (for instance, capacity to conform to new circumstances); bolster inside of the family framework (for instance, great association with one guardian); bolster figures outside the family framework (for instance, peers, relatives). It is just by building up a more extensive definitional and examination base for kid ill-use and aggressive behavior at home issues, and putting them inside of the structure of family brutality by and large, with comparing sufficient assets, in a manner which will guarantee a superior future for youngsters who live with entomb parental clash. (Catani, 2008) Study Adolescents When kids achieve youth, their subjective aptitudes and assets for adjustment have generally come to a phase of improvement which envelops both their own family flow and outside informal organizations, for example, associate gatherings and school impacts. As such, they are getting to be mindful that there are distinctive methods for considering, feeling and acting on the planet from those to which they have been uncovered. On the other hand, the inquiry is whether the behavioral and social learning procedures of teenagers, who have been presented to aggressive behavior at home, have turn out to be entrenched to the point that they think that it hard to take part in more positive methods for social collaboration. (Carrell, 2010) Summary Study 2 Teenagers see the viciousness as their guardians issue and they frequently view the casualty as being mindful. Continuous clash between folks has a significant impact on pre-adult improvement and future grown-up conduct, and can be the most grounded indicator of rough misconduct. Then again, it must be underscored that, while there is doubtlessly youngsters who either witness and/or are casualties of aggressive behavior at home are all influenced as far as their behavioral, intellectual and enthusiastic conformity, the examination is still not sufficiently definitive to establish that there is a complete situated reaction for sex, age or phase of improvement (Catani, 2008) Final Summary They are amazingly helpless. Babies, why should starting create essential endeavors to relate reasons to passionate expressions, can regularly be seen to have behavioral issues, for example, continuous ailment, serious modesty, low self regard and inconvenience in childcare and also social issues, for example, hitting, gnawing or being factious. Sex contrasts can rise at this stage. By preschool age, youngsters accept that everything rotates around them and is created by them. On the off chance that they witness roughness or ill-use, they accept they have created it. (Carrell, 2010) Conclusion Youngsters reactions to seeing and/or encountering aggressive behavior at home between folks differ impressively. No ordinary responses rise, albeit there is sufficient confirmation that introduction to abusive behavior at home can and frequently does impact youngsters conduct unfavorably. Be that as it may, at different phases of their improvement, kids are differentially ready to comprehend and adapt to what is occurring between their guardians. On the other hand, to completely comprehend the degree of the impacts of abusive behavior at home on kids, there are a few zones which need to be considered for future examination. Initially, all the more needs to be thought about the rate and pervasiveness of youngster witnesses, and about the interrelationship between seeing roughness and encountering different types of kid ill-use and disregard. Bibliography Carrell, S. E. (2010). Externalities in the classroom: How children exposed to domestic violence affect everyones kids. American Economic Journal: Applied Economics, 2(1), 211-228. http://www.econ.ucdavis.edu/faculty/scarrell/domesticviolence.pdf Catani, C. J. (2008). Family violence, war, and natural disasters: A study of the effect of extreme stress on childrens mental health in Sri Lanka. BMC psychiatry, 8(1), 33. http://www.pubfacts.com/detail/18454851/Family-violence-war-and-natural-disasters:-a-study-of-the-effect-of-extreme-stress-on-childrens-ment

Two Points Against Naturalized Epistemology :: Epistemology Research Papers

Two Points Against Naturalized Epistemology ABSTRACT: My aim is to raise two points against naturalizing epistemology. First, against Quine’s version of naturalizing epistemology, I claim that the traditional questions of epistemology are indispensable, in that they impose themselves in every attempt to construct an epistemology. These epistemological questions are pre- and extra-scientific questions; they are beyond the scientific domain of research, thus, for a distinct province of inquiry. Second, I claim that no naturalistic account can be given as an answer to the traditional question of justification. I take Goldman’s and Haack’s accounts as examples to support my claim. The traditional demand of justification is to start from nowhere. Naturalizing justification is to start form somewhere. The two approaches are, thus, necessarily incompatible with each other. So, the accounts given by the naturalists are not answers to the traditional problem of justification. To remain compatible with themselves, t he naturalists should have conceded that the problem of justification is illegitimate or incoherent. The fact that they did not I take as additional evidence to support my claim that the traditional questions of epistemology are indispensable: they impose themselves and are, thus, hard to eliminate. Introduction: When Plato tried to distinguish in "The Theatetus" between mere belief and knowledge, as an attempt to answer the skeptical doubts concerning the possibility of our knowledge of the external world , he has created what has become known throughout the history of philosophy as "epistemology" and what has since then, become a distinct province of inquiry whose main concern is determining the nature, the scope, the sources and limits of human knowledge. These problems, which are known as the traditional problems are to be determined, according to the traditional approach to epistemology, as exemplified throughout the history of epistemology, by using a priori methods such as conceptual analysis, not by any kind of empirical investigation. Such view of epistemology was rejected, partially or wholly in different ways and for various reasons by the recent trend known. as "naturalized epistemology". (1) The aim of this paper is to raise two points against two versions of naturalized epistemology; the first is that epistemology can be restricted to doing science, as held by Quine who is cited to having held the strong version of naturalized epistemology, (2) the second is that justification can be given a naturalistic account, as held by A. Goldman and others, from which I conclude that traditional epistemology survives the attempt to naturalize.

My favorite musical institution Essay

Founded in 1964, Victoria Conservatory of Music was established to impart the enthusiasm of music into its students who understood music and arts. At the same time, it was geared towards ensuring that brilliance in performance is achieved. The initial location of the Conservatory was at the old Union Hall in city center Victoria close to Centennial Square. The Victoria gave it the use of Craigdarroch castle in 1968. The castle provided an amazing ambiance for concerts and lessons. When it became too crowded, the Conservatory was again relocated, this time to the annex of St. Ann’s Academy near Beacon Hill Park (Gorst, 2005). This musical institution is registered as a not-for-profit society which caters for learners from all echelons of life. Originally, the school started with just a few students numbering forty though the number increased quickly hence allowing for new programs to be created with great enthusiasm. It also meant that the size of the home would have to be bigger than initially it was. It was made possible by an intermarriage of ideas from the Royal Academy of Music in London with other novel ideas. Students poured in from the other provinces around as well as other lands as the faculty gradually expanded. Another supplemental site had to be found to cater for the larger population of students. This was found on the Broughton Street. By 1968, the student body had grown to number over four hundred students and thus still more room was required to accommodate the growing demand. Mayor Hugh Stephen’s offices provided a quick and an immediate solution to the problem. In 1978, a larger building was found by the help of the then BC Cabinet minister, Hugh Curtis. The building however was still not large enough as the rate of growth of the student body was substantial and this requires much quicker change and expansion more so given that the rapid growth of the number of students started forcing instructors to teach some students out of their homes. Problems to do with larger home were only solved when the historic Metropolitan United Church (whose original part dates back from 1890) was acquired in 1997 and the search for bigger home was over. The building had to be changed and fitted with other structures to fit the needs of various faculties of music. Along the course of preparing the building to be fit for the new functions as music school, venue for performance and the community’s cultural centre two factors had to be put into consideration which posed as challenges to the modernization of the building. First of all, while modernization was being carried it to be taken into account the fact that the building had a history that starts from way back in 1890; hence considerable amount of caution was necessary to preserve its history details. Secondly, extensive modifications were also required to make it serve the new roles as musical school. For this reason, the building needed to have teaching studios, classrooms and office. In addition, the plumbing and the electrical systems needed to be updated, upgraded and structural reinforcement done. These tasks were systematically carried out and the building was ready for use in 1999. With its considerable size, the building offers two hall concerts, one of which is large and the other one the size of recital. The two rooms both have proven acoustics and they have studios in addition to other facilities are well designed and put in place to offer a state-of-the-art structure to match the highest ambitions of the Conservatory. This is far better considering the over two thousand students that the conservatory caters for. In the present state of service to the community, the conservatory offers a wide range of professional programs, programs for children, community school, summer programs and programs for music therapy. These programs are presented in a packaged well mixed with blend of education, career training, therapeutic courses, and performance which give a mix of amazing experiences for the students of the institution (Braid, 2005) As a registered institution, Victoria Conservatory of Music had an aim of becoming a center of brilliance for music through education, performance and music therapy. The mission for the institution is to enhance people’s lives by way of music as a local center of excellence open to all and accessible to everyone that desires to develop a meaningful link with music. Students from the institution have continued to exhibit exemplary performance out of the class (Gorst, 2005). Currently, there are over hundred teachers in the faculty of music of the VCM (Victoria Conservatory of Music). They are responsible for training the students in numerous musical instruments. They also give thorough training in different other areas which include music therapy, theory and composition, voice and children’s programs. The institution has vastly proficient faculties which engage in performance, conduct, compose and then record. The students that are presently studying here come from different regions including others who come from abroad. The mix of students is well balanced with infants and adults both pursuing different areas of their interest. The young group has interest in getting a music education as opposed to the senior people who mainly come to the institution to rediscover their skills and improve their lives. Among the accolades one would walk out of the institution with are: – Diploma in music or in Jazz studies, Certificate in music foundations and private reading is also available. The institution also offers individual lessons as well as master lessons in addition to lessons in conducting (Gorst, 2005). The Victoria Conservatory of Music gives one an opportunity to gain knowledge in disciplines and instruments of varied assortments. These include woodwinds, history of music, voice, piano, jazz, guitar and many more. While one is offered a chance to train in the mentioned areas, there are opportunities for performance in choirs or recitals, in ensembles as well as in orchestras. For this reason, there are a number of people who have sailed high in various areas and uplifted the image of the institution both in Canada and elsewhere. Some students of the institution have and still perform on Debut. Debut is the first CD for the conservatory to ever produce. It is not only that but they have also performed to significant approbation with the Victoria Symphony Orchestra, the Conservatory’s Opera Studio, and in recital. The promise shown by such achievements for the future of the institution and of music is worth being treasured by anyone that is music loving especially fine music. In the year 2006 the institution celebrated the music award for those who had been recognized nationally. Shika Card won the coveted Orchestra-Standard Life Competition which earned eight thousand dollars worth Standard Life Scholarship. In the same year she received the 2006 Gold Medal for Theory, an award from the Royal Conservatory of Music in Toronto. This prize is awarded to the topmost theory scores for all students in Canada who sit for the ARCT exams. The previous year, 2005, had seen about sixty students recognized with prizes at the 29th Annual Awards day which is held every year in recognition of students who exhibit magnificent demonstration of stupendous musical abilities (Wood, 2006) Ensemble Sine Nomine is one of a number of vocal and instrumental groups that operate under the sponsorship of the Victoria Conservatory of Music. The recording includes an eclectic array of selections encompassing those from Gregorian chant stretching to the thirteenth century organum hymns done by Hildegard von Bingen. There are also early motets that were done by Dufay along with others (Braid, 2005) Opera studio The opera studio of the conservatory was formerly opera workshop but more functions with gradual improvement in quality of productions have made it achieve substantial acclaim as part of the whole Victoria Conservatory of Music. It was initially directed by Selena James who helped the workshop show a build up of high quality annual productions beginning from the mid seventies which got loyalty in following. The concept of the workshop was farther expanded in 1992 to incorporate support courses and have more extensive programs backed with intensive coaching in movement, portrayal and ensemble performance. The opera studio has a mandate to expose young singers with advanced training especially those who sincerely desire to pursue a career in professional opera. This wonderful organ of the institution has produced people of renown in the profession of music. Such figures include Richard Margison- an internationally known singer, Benjamin Butterfield who is also an internationally known singer not forgetting Ingrid Attrot as well as other upcoming professionals. Carey Newman, Duncan Stewart, and Ken Lavigne all count as some of very strong emerging forces in the profession. Previous productions incorporated Benjamin Britten’s Albert Herring, Mozart’s The Magic Flute and The Marriage of Figaro, Kurt Weill’s Street Scene, Puccini’s Gianni Schicchi, as well as John Gay’s The Beggar’s Opera (Wood, 2006) The same as the stage standard operas, Opera Studio have specially made works mainly for its student productions. In March 2001 it presented the world premiere of Eyes on the Mountain, based on three stories commended by Canadian writer Jack Hodgins, with music and libretto by Conservatory alumnus Christopher Donison. Eyes on the Mountain received national press coverage and very encouraging reviews. Conservatory Faculty associate, May Ling Kwok along with former Head of Strings Sydney Humphreys perform two Beethoven Sonatas for Violin and Piano, the â€Å"Spring† in addition to the â€Å"Kreutzer† on this CD. The Opera Studio has produced an exciting variety of productions which include Street Scene by Kurt Weill of December 1992, Tales of Hoffmann by Jacques Offenbach, November, 1994, and The Magic Flute by Mozart in 1995 among others (Wood, 2006). The conservatory has continued to demonstrate exemplary performance by bringing up many students who have become well known professionals (Slavin, 2004). The institution is headed by the Board of governors and those of departments who foresee the smooth operating of the whole system for common goal and objective of enriching people’s lives with music. Board members include: Benning ric, Clint Nickerson, Sandy Stedman, Dr Catherine Like, Marianne Alto-Bond, Dr Anthony Nadolski, Wes Wraggett, George Easdon, Rick Stolle, Tim Francis, Ruth Currey, Carolann Steinhoff and Shaun Dolman (Gorst, 2005). References List: Braid, R. (2005). Victoria Conservatory of Music. Simon Fraser University, 100-150. Gorst, J. (2005). Victoria Conservatory of Music’s History. Giles Publishers. 120-140. http://victoria. tc. ca/Resources/music. html Slavin, R. (2004). Major Development in Victoria School. 67-80. Wood, R. (2006). Victoria Conservatory of Music’s Opera Studio. University of Victoria, 40-69.

Are Socrates’s Views on Death Consistent Throughout the Apology

â€Å"A man who won’t die for something is not fit to live. † Martin Luther King said these words urging the importance of living with a cause. Socrates was a man who strictly lived his life with a purpose, and according to Plato’s Apology, died for the right to practice philosophy. What perhaps is most interesting about Socrates’s view is his outlook on death. Death, to many, is a frightful end; something to be avoided for as long as one possibly can. Socrates disagrees, as seen most clearly in his very last speech prior to the conviction of his death. But was this acceptance of death with open arms Socrates’s view throughout the Apology?I believe yes, and it can be seen clearly first in Socrates’s defense speech, then the response to the question of what verdict Socrates himself sees fit, otherwise known as the epitimesis, and lastly in the speech immediately following the ruling of death. Since the beginning of the Apology, Socrates has pr oclaimed that he, in fact, knows â€Å"nothing† and because he understand this about himself, it makes Socrates wiser than most. I believe that this fundamental understanding of himself is the foundation for all of Socrates’s views, including his interesting take on death and the end.Throughout the defense speech as well as after, Socrates uses tactics that one convicted of a serious crime would do his best to avoid. Resorting to sarcasm, suggesting the overwhelming ignorance of the jurors, as well as very subtly over-exemplifying his own superior wisdom are all examples of his interesting behavior at court, that, many claim, resulted in Socrates condemning himself to death. During the defense speech, Socrates rhetorically asks himself why he would continue to partake in an activity that puts him in danger of the death penalty.He answers, â€Å"You are mistaken†¦if you think that a man who is worth anything ought to append his time weighing up the prospects of li fe and death. He has only one thing to consider†¦whether he is acting justly or unjustly. (28a-b, p. 54). Socrates clearly believes in the importance of being a good man and an asset to society. His duty, he feels is to lead a just philosophic life, as God ordered him to do, and Socrates feels that to abandon his responsibility for fear of death would not only be humiliating, but shameful and dishonorable as well.In fact, Socrates states that if he did act cowardly and leave his post for fear of death, it would then be just to convict him for disobeying the oracle and failing to adhere to his duties. Socrates believes that whether or not he is acquitted or not, he will never stop philosophizing or change his ways, not even if he has to â€Å"die a hundred deaths† (p. 56). It is not his fear of appearing cowardly, but Socrates’s lack of fear of death that can be directly connected to his core belief that the greatest injustice of all is thinking one knows what he d oes not know.Socrates explains that fearing death is dreading what one does not know, therefore is a form of the greatest injustice. â€Å"I shall never feel more fear or aversion for something which, for all I know, may really be blessing than for those evils which I know to be evils† (p. 55). Socrates goes beyond what many men fail to see, the fact that fearing the unknown is futile, and because of this very understanding he remains so steadfast in his beliefs and welcomes death when it comes calling. Closer to the end of the defense speech, Socrates brings up the idea that if executed, another practicing philosophy just as he did will come to the city.Socrates seems to enjoy subtly tormenting the jurors and almost threatening them with the appearance of another â€Å"Socrates†, as if to suggest the nuisance caused with his actions is immortal. Socrates’s defense speech, hardly served any sort of â€Å"defense† at all. Instead it seems that the preconce ptions and slander that the jurors had about the convicted were actually proved, as Socrates continued to dispel any remorse towards his actions and fear towards forthcoming death. The second part of the Apology is when Socrates is asked to present his epitimesis, or an alternate punishment after the death penalty is issued.The alternate punishment Socrates offers, full of sarcasm and pure ridicule towards the jurors, is a free dinner. Socrates sees his will to philosophize as betterment to the city and its people, so therefore a reward, rather than a punishment, seems appropriate. â€Å"I set myself to do you †¦what I hold to be the greatest possible service: I tried to persuade each one of you not to think more of practical advantages than of his mental and moral being† (p. 65). His actions, Socrates believes, are free of wrongdoing and only benefit the jurors be attempting to convince them of caring for a morally just life.His clear derision of the jurors does anythin g but help Socrates’s case, and as wise man, though he does continue to refute that fact, he understands this. Any other man convicted of a serious crime, and endangered by the possibility of the death penalty would never dream of ridiculing the jurors in the manner in which Socrates continues to do so. As Socrates believes he has done nothing wrong, he also mentions in an almost apathetic way that he has already done as much as he can to convince the jurors of his just innocence.He then goes to mention that as he believes in his innocence, that proposing an alternate penalty proves to be unnecessary. Socrates also states that as he has no knowledge of death, whether it is to be feared or welcomed, he cannot possibly choose another punishment for himself. Furthermore, Socrates continues to say that if he is able to avoid the death penalty, he will never flee from his duties to society and stop philosophizing. â€Å"†¦to let no day pass without discussing goodness andâ⠂¬ ¦examining both myself and others is really the very best thing a man can do†¦life without this sort of examination is not worth living†¦Ã¢â‚¬  (p. 6). It is made clear in the epitimesis, that Socrates is wholly committed to leading a good, just life, and practicing philosophy, whether or not his life is depended on it. Socrates truly believes in his innocence well as his cause, and therefore cannot succumb himself to pleading for another verdict. After the penalty of death has been announced, Socrates seems relatively calm. He mentions that he is so far along in life as it is, death seems timely, and claims that the jurors would have escaped the irksome task of a hearing had they had a little patience and let Socrates die of natural causes.After hearing that one is to be put to death, most would try whatever is left in his or her power to save themselves. Socrates, however, staying true to his beliefs of truth and justice refuses to â€Å"weep and wail† because he feels that doing so would not only dishonor himself, but result him in acting unjustly. â€Å"I would much rather die as the result of this defense†¦ in a court of law, just as in warfare, neither I nor any other ought to use his wits to escape death by any means† (p. 67).Socrates feels that attempting to run from death would result in admitting himself to evil, which he also suggests the jurors are condemning themselves to by prosecuting an innocent man. Socrates believes to die as a just man, rather than live his life any other way, and attempting to escape the finalized verdict would not only be catering to injustice, but would be seen as an insult to everything Socrates has practiced in his life thus. Therefore, Socrates accepts death as a blessing, and also characterizes it as two possible things; a dreamless sleep, or a migration to another place.For the first, Socrates welcomes this possibility, calling it a â€Å"marvelous gain†, considering it calming . If death is a truly a migration to another place, Socrates sees it has a chance to meet and converse with the brilliant minds of the past, and would love to experience such an opportunity. â€Å"I am willing to die ten times over if this account is true†¦at least it would be an wonderful personal experience to join them there†¦heroes of the old days who met their death through an unjust trial†¦Ã¢â‚¬  (p. 70).Not only does Socrates mention how interesting it would be to meet wise men, but he also states that he would want to philosophize with them and try and determine who amongst them is truly wise, exactly the actions for which he is in court for. This shows his avid determination for his cause, and fearless attitude towards death, that even after his end he will continue to practice his duties and adhere by his just beliefs. Socrates’s core belief is understanding that he knows what he does not know, and thinking otherwise is a tremendous injustice.And be cause of this sole belief, he is able to form his fearless views on death and the afterlife. Socrates argues that since we cannot fathom any understanding of the afterlife, there is no use in fearing or running from it, and doing so would be unjust. Socrates does hold this view throughout the entire Apology. The only difference between the speeches may be that Socrates seems more welcoming of death in the final speech, after the verdict is finalized. However, this is not a proof of any sort of altering views.Instead, I believe that Socrates always talked about welcoming death when the time for it arrives, using it as an example of a probable end rather than a confirmed one. After Socrates feels that he has exhausted his own defense and preached the importance of justice and truth, and the verdict to death is the final conclusion, he is able to easily accept the end, and welcome it, since he would much rather see to dying as just man, instead of living in any other manner.In conclusi on, Socrates’s principle beliefs allowed him to keep his views on death and the afterlife consistent throughout his trial as noted in Plato’s Apology. Socrates unswervingly remains true to this values of justice, refusing to succumb to the mercy of the jurors, and continuing to try to convince the court of his innocence through what was morally correct, as well as deity-approved duties. His vow to never give up on his morals and obligations to the city and its people enabled Socrates to die a noble, honorable, and just man, who instead of fleeing from death, embraced it.

Chem Lab Mixtures Essay Example

Chem Lab Mixtures Essay Example Chem Lab Mixtures Essay Chem Lab Mixtures Essay In this lab. a mixture of naphthalene ( C10H8 ) . common table salt ( NaCl ) . and sea sand ( SiO2 ) will be separated utilizing the separation techniques in order to show the belongingss of mixtures and their ability to be separated by physical agencies. Introduction: This lab was based on the separation of the constituents of a mixture. A mixture can be defined as a physical combination of two or more pure substances. Separation techniques are used to divide constituents that are non chemically combined. All of these techniques involve alterations in the physical province of a chemical compound instead than chemical alterations. The three aims in this lab were 1. Learn the different separation techniques which include ; sublimation. extraction. decantation. filtration and vaporization. 2. Separate three constituents in a mixture utilizing the separation techniques learned. 3. Determine the mass per centums of each of the three constituents present in a mixture. The 5 separation techniques are†¦Ã¢â‚¬ ¦ 1 ) Sublimation: involves the warming of a solid that passes straight from the solid stage into the gaseous stage. The contrary procedure where a gas goes into the solid stage is called deposition or condensation. 2 ) Extraction: involves utilizing a dissolver that selectively dissolve one or more constituents from a solid mixture. 3 ) Decantation: involves the separation of a liquid from indissoluble solid deposit by carefully pouring the liquid from the solid without upseting the solid. 4 ) Filtration: involves dividing a solid from a liquid through the usage of a porous stuff such as filter paper. The porous stuff allows the liquid to go through through it but non the solid. 5 ) Vaporization: involves the procedure of heating a mixture in order to divide a volatile liquid in the signifier of a vapour. while the staying constituent prohibitionist. The mixtures that will be separated are naphthalene. common table salt. and sea sand. The separation of this mixture involves three stairss which are heating the mixture to sublimate the naphthalene. so fade outing the tabular array salt with H2O to pull out and vaporizing H2O to retrieve dry NaCl and sand. To find the per centum of each constituent in the mixture. this expression can be used. % component= gms of constituent isolated gms of initial sample Procedure: A. Preliminary Stairss 1. Obtain a clean. dry 150-mL beaker and weigh it to the nearest. 001g. 2. Obtain a sample of the mixture from your teacher and carefully reassign 2g of the mixture into the beaker. 3. Record the weight of the beaker with the mixture inside to nearest. 001g and cipher the exact weight of the mixture by minus. B. Sublimation of Naphthalene 1. Put up and make the sublimation in the goon. 2. Put an vaporizing dish with some ice on top of the beaker incorporating the mixture and topographic point the beaker on a wire gauze with an Fe ring and ring base assembly. 3. Carefully heat the beaker with a Bunsen burner until bluess appear in the beaker. A solid should roll up on the bottom of the vaporizing dish. Continue heating for 10 proceedingss. 4. After 10 proceedingss. take the Bunsen burner from under the beaker and so take the vaporizing disc from the beaker and roll up the solid by trashing it off the dish with a spatula onto a weighing paper. 5. Stir the contents of the beaker with a glass rod. Return the vaporizing disc to the beaker and use the heat once more. Continue heating and grating off solid until no more solid collects. 6. Weigh all the naphthalene collected and record it on the Report sheet to the nearest. 001g. 7. Let the beaker to chill and so weigh the beaker with the contain ed solid. Record the weight of the naphthalene sublimed by deducting the weight of the beaker with staying solid after sublimation from the weight of beaker 1 with original mixture. C. Separation of the Water Insoluble Solid 1. Add 25mL of distilled H2O to the solid in the beaker. Heat gently and splash continuously for 5 min. 2. Weigh a 2nd clean. dry 150-mL beaker with 2 or 3 boiling rocks to nearest. 001g and enter its mass onto the data sheet. 3. Assemble the setup for gravitation filtration as shown in Figure 3. 4 4. Fold a piece of filter paper harmonizing to the technique in Figure 3. 5. 5. Wet the filter paper with H2O and adjust the paper so that it lies level on the glass of the funnel. 6. Position beaker 2 under the funnel and pour the mixture through the filter. first pouring most of the liquid into beaker 2 and so reassigning the moisture solid into the funnel. Roll up all the liquid in beaker 2. 7. Rinse beaker 1 with 5-10-mL of H2O. pour over the residue in the funnel and add the liquid to the filtrate. *Repeat this measure one time more. 8. Topographic point beaker 2 on the wire gauze with an Fe ring and ring base and heat utilizing the Bunsen bu rner. As the volume of liquid is reduced. Na chloride will look. When the liquid is to the full evaporated. let the beaker to chill down. 9. Weigh the beaker. rocks. and the solid residue to the nearest. 001g. Calculate the weight of the recovered NaCl by minus. D. Drying the Sea Sand 1. Weigh a 3rd dry 150-mL beaker and reassign the sand from the filter paper to beaker 3. 2. Topographic point beaker 3 with the sea sand on the wire gauze with an Fe ring and ring base and heat the sand to dryness. When dried. the sand should be freely fluxing. 3. Let the sand to chill to room temperature. 4. Weigh the beaker and the sand to the nearest. 001g. 5. Calculate the weight of the recovered sand by minus. Consequences and Discussions: In this lab certain separation techniques were used and learned. When mensurating the different sums of the three constituents of the mixture. all measurings were based on important figures. Therefore. each certain digit plus one unsure figure was included in all measurings. First. the sublimation of naphthalene was done by heating the mixture. The original weight of the naphthalene collected was. 070g and after sublimation the weight of naphthalene was. 095g. Following. extraction was observed in separation of the H2O indissoluble solid. The NaCl was separated from the SiO2 because of the solubility of NaCl in H2O and the unsolvability of SiO2 in H2O. Solubility is the ability of a substance to fade out when in the presence of a certain dissolver. The NaCl was said to fade out go forthing merely the indissoluble sea sand in the beaker with the H2O. Filtration was besides observed in this experiment when the piece of filter paper was wetted and used for gravitation filtration. The Na Cl dissolved in the H2O. and by decantation. the procedure of dividing a liquid from a solid by gently pouring the liquid from the solid so as non to upset the solid. the NaCl solution was separated from the SiO2. Heating can do substances to vaporize. which represents a alteration in province. so the H2O was evaporated from the NaCl. which left behind the solid NaCl. The sum of NaCl in the experiment was measured to be 0. 822g. but the original sample with the weight of the beaker included really weighed 65. 001g. Then. the staying constituent of the mixture. SiO2. was measured to be. 927g once it had dried out. Originally the weight of the beaker and SiO2 was 67. 078g. The comparing between the mensural multitudes of the three different substances in the mixture and the existent multitudes of the constituents proved that the substances of mixtures are able to separated. yet still retain their chemical and physical belongingss. After the constituents of the original sample were successfully separated. their weights were added together. The mensural entire weight of the three separate constituents of the cured solids was 1. 844g. The per centum output and per centum of all the substances was found. The per centum output was found by spliting the mass of the cured solids by the mass of the mixture. so multiplying the reply by 100. The per centum output for this experiment was 88. 314 % . The make-up of that 88. 314 % is divided between naphthalene at 4. 550 % . NaCl at 39. 368 % . and sea sand at 44. 397 % . Beginnings of Mistake: Ideally. the entire per centum should hold been 100 % . because substances are neither created nor destroyed during these physical separation methods but due to minor mistakes such as wrong measurings. could hold caused this little divergence from the existent sum. One possible lab mistake that may hold affected this result is that some sum of naphthalene may hold been lost to the air. therefore ensuing in a lower deliberate mass. or because there was non adequate ice on top. It can besides be possible that accurate weighting measurings of the mixtures were non taken. Sample Calculations Weight of naphthalene after sublimation = ( weight of beaker 1 and mixture ) – ( weight of beaker 1 and solid after sublimation ) ( 68. 239 ) ( 68. 144 ) = . 095g Percentage yield= ( gms of solid recovered/grams of initial sample ) x 100 Percentage of naphthalene: ( 1. 844/2. 088 ) x100= 88. 314 % Decisions: The chief construct I learned that was being applied and studied in this lab was that mixtures can be separated into their constituents by physical agencies. The intent of the lab is to go familiar with the methods of dividing substances from one another utilizing decantation. extraction. and sublimation techniques. Mixtures occur in mundane life in stuffs that are non unvarying in composing. It is a combination of two or more substances. Mixtures are characterized by the fact that each of the substances in the mixture retains its chemical unity. and that mixtures are dissociable into these constituents by physical agencies. In this lab. the get downing point was a mixture of naphthalene. NaCl ( sodium chloride ) . and SiO2 ( sand ) . In the lab. it was determined that naphthalene can be sublimed from the mixture without holding an consequence on the other substances. It was besides realized that NaCl is H2O soluble. while SiO2 is non H2O soluble. Since the SiO2 is non H2O soluble. is would stay after the H2O with NaCl was decanted.

A Narrative Account Of A Multilingual Informant The WritePass Journal

A Narrative Account Of A Multilingual Informant Introduction A Narrative Account Of A Multilingual Informant ). Despite the differing opinions given by many multilingual individuals, multilingualism should be promoted in order to enhance effective communication in the international community as the participant clearly depicted the various relevancies of her learning several languages. It has been clear that her ability to communicate in different languages has enabled her to overcome various social difficulties she faced during her past and present. This will help in reducing the problem of the language barrier in foreign countries. References Anthias, F., 2001. The concept of Social Division and Theorising Social Stratification: Looking at Ethnicity and Class, Sociology, 35(4), 835-854. Dewaele, J. 2012. Multilingualism, empathy, and multicompetence. International Journal of Multilingualism: 1–15. Housen, A., Kuiken, F., 2009. Complexity, Accuracy, and Fluency in Second Language Acquisition, Applied Linguistics, 30 (4), 461-473. Louise, P. P., 2010. A sociolinguistic study of language use and identity amongst Galician young adults, University of Birmingham, M.Phil. Thesis. Montaruli, E., Bourhis, R. Y. Azurmendi, M. J., 2011. Identity, language, and ethnic relations in the Bilingual Autonomous Communities of Spain. Journal of Sociolinguistics, 15, 94–121. Thorne, S. L., Black, R. W. Sykes, J. M., 2009.   Second Language Use, Socialization, and Learning in Internet Interest Communities and Online Gaming. The Modern Language Journal, 93, 802–821. Wolff, Ekkehard 2000. Language and Society. In: Bernd Heine and Derek Nurse (Eds.) African Languages An Introduction, 317. Cambridge. Cambridge University Press.