discipline Essay -- essays research papers

The Practice of Discipline   Ã‚  Ã‚  Ã‚  Ã‚  Certain challenges in life can be described as being inevitable. Nearly everyone must face such typical events throughout the course of their life where surpassing a particular challenge is a sign of growth and experience, and, having been dealt with, such a trial is not expected to arise again. Most individuals in our society are familiar with such periods in their lives where they were made to begin walking as infants, coached into learning how to ride a bicycle later on, encouraged to start driving a car during the teenage years, earned a high school and/or college degree, etc. Such challenges and ordeals are expected. They are perceived as being completely natural and acceptable. Society encourages the pursuit of them and rewards their conquering. Many of us, however, face challenges of a different sort in our lives. These challenges stem from decisions made by the individual, not by society or its norms. In fact, the very reason why such a decision quite ofte n sets challenges ahead for the individual who makes it is due to the fact that it goes completely against societal expectations. The initial conscious decision to go against the grain and not fall into line often sets the stage for a slue of hardships and tribulations, and, chances are it will result in a life-long battle to maintain devotion. I made such a decision.   Ã‚  Ã‚  Ã‚  Ã‚  Around the age of 17, I began to notice that my belief system was becoming increasingly opposed to that of my peers, my family, and even some good friends. For the first time, I began thinking about what I truly believed in and about the direction in which I was headed. One would be hard pressed to find an individual who has not experienced distress over such thoughts. At one time or another, pressure from these or similar thoughts will plague just about everyone during their lives, especially throughout the teen years. The differences in the individual will be shown and defined through the kind of choices that are made during such a period. At that point, when the questions concerning my identity first came into play, I was not much different from the average adolescent. However, when I began to ponder precisely how and what I felt about many pressing issues in my life, I noticed my opinions were quite contrary to those expressed by most people a... ...e I know where I stand is where others will fall. Unfortunately, standing up for one’s beliefs can, at times, bring about instances of very open physical aggression from those who are in opposition of that individual. I witnessed this first hand on a night when I was approached by a fellow student while exiting my dorm hall at school. He had noticed the X’s on my hands, a prominent symbol and show of expression in the Straightedge community. The interaction began when the young man—who, ironically enough, was intoxicated at the time—proceeded to pin me against a wall and scream in my face which was quickly followed by some hateful words expressing his contempt for the Straightedge lifestyle and an invitation to engage in a fight. During, and directly following, the event, I was in a total state of shock, for I was not used to opposition quite that extreme. Though seemingly ridiculous and unfair at the time, this experience was indeed a wake up call tha t helped to reiterate the fact that my decision to go against the norm is not, and never will be, an easy task.   Ã‚  Ã‚  Ã‚  Ã‚   The main purpose here is to educate. By using examples and sharing I hope to help others.

Chem 1301

Syallubus for CHEM 1301 General Chemistry I Fall 2011 SCIE 2. 106, M,W: 2:35-3:50 Instructor Name: Dr. J. G. Parsons Email: [email  protected] edu Office: Science room number: 3. 348 Phone: Office : 381-7462 Office Hours: M/W: 1:30-2:30 or by appointment CRN: 12626 REQUIRED MATERIALS: Text Book: Chemistry by Julia Burdge (ISBN 978-0-07-302554-4) Scientific calculator (ARIS software package Required) RECOMMENDED MATERIALS: Burdge study guide Blackboard web course and a UTPA email address. CREDIT: Lecture credit: 3 hours. laboratory is a separate one hour course ,1101 series). PREREQUISITES: One year of high school chemistry. College level algebra recommended. Grading: Grading will be based on a 100 point scale 90 – 100 points = A 80 – 89 = B 70 -79 = C 60 – 69 = D Below 60 = F Breakdown of points is as follows: 65% 4 unit exams (lowest is dropped) 10% Homework/Quiz grade 20% final exam. EXPECTIONS and OUTCOMES: 1. To understand and apply methods and appropriate technology to the study of natural sciences. 2.To recognize scientific and quantitative methods and the differences between these approches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing. 3. To identify and recognize the differences among competing scientific theories. 1 4. To demonstrate knowlegdge of the major issues and problems facing modern science, including issuses that touch upon ethics, values, and public policies. 5. To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture.CLASSROOM POLICIES: Only chemistry questions will be addressed in class. All other questions about the course or grading will be addressed individually during office hours. A schedule showing due dates for assignments and exams will be available on Blackboard. Attendence: Attendance may be taken periodically. Professors will have the option of dropping a student a fter three unexplained absences. Students arriving late to class should notify me that they are present. Class roles are periodically taken and attendence from groups work is also noted.Make-up exams will not be given. The lowest exam score will be dropped and in cases where students miss an exam for any reason, that exam will be the one dropped. Missing two exams usually results in a F for the course. Cheating: Students will be dropped from this course for cheating. Cheating consists of submitting someone else’s work under your name, obtaining information from someone other than the instructor during an exam. Cellular Phones: Cellular phones and/or beepers should be turned off or set to vibrate during the class period. ============================================================== Disability: If you have a documented disability which will make it difficult for you to carry out the work as outlined and/or if you need special accommodations or assistance due to the disability, please contact the Office of Services for Persons with Disabilities (OSPD), at Emilia Ramirez-Schunior Hall, Rm. 1. 101 immediately, or the Associate Director at [email  protected] edu,; 956/316-7005. Appropriate arrangements/ accommodations can be made. =============================================================== TENTETATIVE SCHEDULE: Weeks 1-4: Unit I Stoichiometry: Ratios of Combination: Reactions in Aqueous Solutions: First Exam Monday, Sept. 19th, 2010 Weeks 5-8: Unit II Gases: Thermochemistry Second Exam CHAPTER 3 CHAPTER 4 CHAPTER 11 CHAPTER 5 Monday Oct. 17th, 2001 Weeks 9-12 Unit III Quantum Theory and the Electronic Structure of Atom Electronic Configuration and the Perodic Table Third Exam Monday Nov 16th, 2010 Weeks 13-15 Unit IV Chemical Bonding I Basic Concepts Chemical Bonding II, Molecular Geometry and Bonding Theories Organic Chemistry: Fourth Exam Dec. th, 2010 Important Dates: Sept. 5th 2009 Sept 14th 2009 Sept 27th 2009 Nov. 14th, 2009 Nov 24th, 25th, 2009 Nov 27th, 2009 Dec 8th-9th CHAPTER 6 CHAPTER 7 CHAPTER 8 CHAPTER 9 CHAPTER 10 Labor Day (University Closed) Census day Last day to Change Courses Last day to drop Thanksgiving (University Closed) Classes Resume Study Days no classes Final Exam: Dec 10th -16th, 2011 Final Exams Week (Final Exam Monday Dec 12th, 2011, 1:15-3:00) This calendar is tentative and subject to slight Variation. Course Evaluation: Simply log in to UTPA Assist self service using your UTPA username & password.Click on Student Services> then click Student Records> click on Student Evaluations link> then click on Evaluation link next to the course you wish to evaluate> then click Submit. To see a tutorial, follow this link: http://cdl. utpa. edu/tutorials/surveydig/ 3 The chart below shows information that is required and optional topics that will be covered timepermitting in CHEM 1301. Sequence Chap 1-2 Required Parsons – CHEM 1301 Have Powerpoint presentations for Chaps 1&2, hand-out materials, pre-test and pretest answers available on Blackboard. Optional Parsons – CHEM 1301 Homework Set I (with answers) provided through Blackboard.Two optional review sessions (I on Dimensional Analysis and II on Nomenclature) scheduled on the Course Calendar (also available on Blackboard) Requirements for a chemical reaction to be balanced; charge balance and mass balance. Chap 3 The Mole Concept and Mole Mass/Stoichiometry Calculations, Balancing Chemical Equations, % Composition and Determining Simple/Emperical Formulas Oxidation –Reduction Reactions; Precipitation Reactions; Acid-Base Reactions Molarity and Dilutions Problems, Solution Stoichiometry Problems, Balancing Oxidation-Reduction Reactions.Concepts of Pressure, Volume, and Absolute Temperature; The Gas Laws; The Ideal Gas Equation; Molecular Speed; Real Gases and the van de Waals Equation, Gas-Stoichiometry Problems; the Kinetic Molecular Theory; Dalton’s Law of Partial Pressures and Raoult’s Law Introducti on to Thermodynamics, Pressure-Volume Work and Heat, Internal Energy, Enthalpy; Calorimetry, Hess’s Law, Heats of Formation and State Functions Quantum Theory, Quantum Numbers, Electron Configuration, Orbital Diagrams, Sets of Quantum Numbers, The Line Spectrum of Hydrogen; Chap 4 Chapt 11Use of the Solubility Rules to write precipitation reactions and net-ionic reactions. Use of the Activity Series to write reactions showing displacement of hydrogen by active metals. Meaning of terms electrolyte, strong electrolye, weak electrolyte and non-electrolyte. Properties of Gases, Reactions with Gaseous Reactants and Products, Degrees of Freedom for particles in the free state, the liquid state and the solid state; a comparison of gases, liquids and solids as to compressibility, density, and particles freedom of motion Units of Energy, Enthalpy, Standard Enthalpies of Formation, Constant Pressure processes vs.Constant Volume Processes Chap 5 Chap 6 Properties of Waves, The de Brogli e Hypothesis; The Uncertainty Principle, Atomic Orbitals, Electron Configurations and the Periodic Table; the Schrodinger Equation Chap 7 Periodic Trends in Properties of Elements; Ions of Main Group Elements, Ionization energy, electron affinity, Atomic Radius Lewis Dot Symbols, Electronegativity and Polarity; Drawing Lewis Structures; Formal Charge Molecular Geometry-VSEPR, Valence Bond Theory, The Modern Periodic Table; Effective Nuclear Charge, Nuclear Shielding, IonicRadius; Isoelectronic series, metallic character Ionic Bonding; Covalent Bonding, Exceptions to the Octet Rule; Bond Enthalpy, Resonance Molecular Geometry and Polarity, Hybridization of Atomic Orbitals, Molecular Orbital Theory Hybridization in Molecules Containing Multiple Bonds Molecules, Organic Reactions; Organic Polymers, Isomerism Chap 8 Chap 9 Chap 10 Why Carbon is Different, Representing Organic Molecules, Classes of Organic Compounds, Basic Organic Nomenclature 4

Pythagorean Quadratic

Reflection on Crib Bumpers Tracey Crawford ECE 214: Nutrition and Health of Children and Families Kelly Wells November 12, 2012 Kids in Danger website is value because it keeps parents as well as caregivers much needed information on recalls of certain things that are not safe for younger children. Kids in Danger website does have information on other website you can go to get more information about the product as well as numbers you can call.This website gave me a lot of information on crib bumpers pads and why they were recall. Due to an incident that happen in 2009 where 6-month-old Aiden died because of a crib bumper pad he rolled into and couldn’t get out. His grandmother who got kids in danger involved on the importance of crib safety and the danger of bumper pads told this story. We use this information by creating brochures or even books with activities that the parents as well as the caregivers to the safety on using products safe.We can even have seminars that would not cost too much for people to attend to give the importance on why certain toys and products have to be recall because more and more children are dying of things that can be prevented. We could also teach parents about how to use some of the product than just using what is read in the book because some of the products do come with instructions but people still could be putting it together wrong. If we educate more and more people on what is happening in the manufactures and why it happen than there would not be so much death.This information is essential to parents and caregivers on this information than there would not be so much deaths and serious injuries. I feel that parents need to know this information because if it were their own child or a family member they would want to know what they could do to prevent this from happening to them. I know we as people need to wake up and see what is going on in our neighborhoods as well as what is going in our home because the people wh o building this items are not paying close attention to how they are making stuff.Last year I had a cousin who was 9months old who almost choke to death on a piece of toy that felt out the box of a toy her dad was building for her brother. It really scares me to the point that I always make sure toys are very sturdy before I decide to let my kids play with them or kids in my care. I want my brochure to be of some help of the hazardously things that are been build today. I would like for my brochure to be somewhat use in the classroom or out in public. References Improving Children’s Product Safety. Kids in Danger. Retrieved on November 12,2012 from www. kidsindanger. org/product-hazard/crib-bumpers/ Pythagorean Quadratic Even though Ahmed’s half of the map doesn’t indicate which direction the 2x + 6 paces should go, we can assume that his and Vanessa’s paces should end up in the same place. I sketched this out on scratch paper I saw that it forms a right triangle with 2x + 6 being the length of the hypotenuse, and x and 2x + 4 being the legs of the triangle. Now I know how I can use the Pythagorean Theorem to solve for x. The Pythagorean Theorem states that in every right triangle with legs of length a and b and hypotenuse c, these lengths have the formula of a2 + b2 = c2. Let a = x, and b = 2x + 4, so that c = 2x + 6.Then, by putting these measurements into the Theorem equation we have x2 + (2x + 4)2 = (2x + 6)2 The binomials into the Phythagorean Therom x2 + 4Ãâ€"2 + 16x + 16 = 4Ãâ€"2 + 24x + 36 are the binomials squared. This a 4Ãâ€"2 on both sides of the equation which can be (-4Ãâ€"2 -4Ãâ€"2) subtracted out first leaving the equation to be x2 + 16x + 16 = 24x + 36. Next we should Subtract 16x from both sides of equation, which then leaves us with: x2 +16 = 8x + 36. The next step would then be to subtract 36 from both sides to get a result of. x2 -20= 8x. Finally we need to subtract 8x from both sides to get x2 – 8x – 20 =0.Now we have a quadratic equation to solve by factoring and using the zero factor. (x – ) (x + ) = 0 Since the coefficient of x2 is 1 we can start with a pair of parenthesis with an x in each. Since the 20 is negative we know there will be one + and one – in the binomials. I noticed that in order for a number to multiply to -20 and add up to -8 the numbers would then have to be -10 and 2. So when I put that into the pair I ended up with (x – 10)(x + 2) = 0 Use the zero factor property to solve each binomial. Then I set each equation up to zero which made, x– 10 = 0 or x + 2 = 0 creating a compound equation.When I did the math and solved for each problem, I got the answer of x = 10 or x = -2. These are the possible solutions to our equation. However, one of these solutions will not work because it doesn’t work with this scenario at all. You cannot have negative paces in this equation because it would simply not make sense, so the -2 solution does not work, leaving us with the answer of x = 10 as the key number of paces. The treasure lies 10 paces north and 2x + 4 = 2(10) + 4 = 24 paces east of Castle Rock, or 2x + 6= 2(10) + 6 = 26 paces straight from the rock. After solving this problem I went to howstuffworks. om to read the discussion on how GPS works. This article explained things about the GPS that I never knew before. I learned a great deal from this article and found a lot of parallels between the article and this assignment. I noticed in the article it discussed trilateration and I thought it seemed very similar to the Pythagorean Theorem, being that 3 points are identified between you, the satellite, and the location you are trying to get to which alm ost forms the shape of a triangle, although it is far more complex than that and is using circles instead of triangles.However the way I saw it is that my position and where I am trying to go would be the legs and the satellite that is directing me to my location from my current position, would have to be a 450 angle, making it the hypotenuse. If one was able to put that into numbers or do some calculate the distance of the satellite, themselves, one would easily be able to calculate your distance using the Pythagorean Theorem.Using this information a GPS is able to detect where you are, how far you are away from your location and the time it will take to get there, which can be incredibly handy, especially for those who do not have the greatest since of direction. After reading this article it should be that the Pythagorean Theorem is much more useful than I thought. It really simplifies the use of maps and a GPS system. It can be incredibly helpful in many aspects of everyday life .

Democracy in Russia (1900) essays

Democracy in Russia (1900) essays There were no prospects for democracy in Russian in 1914. Tsar Nicholas II believed he had the god-given right to rule over his country absolutely. His power to govern was reinforced by the strongest institutions in Russia, The Orthodox Church, The Army, and the peasant class. Even the Tsars opposition unwittingly aided him in quashing all hope for democracy. While there were some small democratic institutions, they only helped reinforce the Tsars belief that the people could never govern themselves. Embodied in Stolypins reforms, these polices helped sustain the Stars rule until its eventual collapse. That couplep with the Tsars policies of oppression, brutality, censorship, and class separation all helped him further in his goal to hold on to supreme power. The concessions he made to the people only served to further reinforce his right to rule. Nicholas II used repression, propaganda, the Orthodox Church, religion, migration, anti-Semitism, and war to help sustain what he believe d to be his divine rule. Nicholas was educated by private tutors and the reactionary Pobyedonostzev. Alexander III gave his son little training in affairs of state, and Nicholas proved to be a charming but ineffective and easily influenced ruler. Soon after his accession Nicholas stated that he intended to maintain the autocratic system. Nicholas was convinced that he had an absolute, God-given right to rule...as he saw fit...he refused to grant democratic right even to the Russian nobility. (Kronnenwetter, 43) The Tsars belief in his religious right to power was pushed on to the people both by himself and the Orthodox Church, which had been a creature of the Tsar since Peter the Great. (Moynahan, 30) The Russian Orthodox Church dates from the conversion of the Slavs by missionaries from Byzantium, led by Saint Cyril and Saint Methodius, in the ninth century A.D. In the tenth century Ch...

Life and Views of a Western Farmer essays

Life and Views of a Western Farmer essays After the Revolutionary War, the United States was in a state of economic chaos. Depression and inflation were prevalent as a result of the war. Established trading patterns were in disarray. The Congress had no power at this time under the Articles of Confederation. In the thirteen states, where power was centered, the separate currencies were in shambles. The United States was in need of a government with power and control because the Articles of Confederation were lacking many things and had left the government powerless. Life as a Western Farmer in the 1780s Life as a western Massachusetts farmer at this time was difficult to say the least. Farmers produced just enough from their land to support their families. If they were lucky and had a good year, there might be enough extra crops to sell or trade for goods. Farmers lived in the constant fear that they could lose their land and/or freedom to debt collectors. Unable to trade with foreign countries, the New England area merchants had to collect on loans made to farmers to make up for the lack of income from foreign trade. If the farmer could not pay the debt, his land could be taken to cover the debt (Szatmary 19). In many cases, farmers were imprisoned for failure to repay their debtors. To a farmer, owning land was a form of independence and freedom. Losing land meant losing freedom and independence to a farmer. This threat was leading to increased tension between the farming class and the commercial world. As more and more merchants began attempting to collect debts owed to them by farmers, tensions between the two were beginning to boil over. The merchants really had no choice but to try and collect debts for a source of income. The Articles of Confederation left the government without any power. Foreign trade could not be established without government power. Merchants could not trade with other countries on their own and, as a result, were losing ...

What the Many Worlds Theory Means in Physics

What the Many Worlds Theory Means in Physics The many worlds interpretation (MWI) is a theory within quantum physics intended to explain the fact that the universe contains some non-deterministic events, but the theory itself intends to be fully deterministic. In this interpretation, every time a random event takes place, the universe splits between the various options available. Each separate version of the universe contains a different outcome of that event. Instead of one continuous timeline, the universe under the many worlds interpretation looks more like a series of branches splitting off of a tree limb. For example, quantum theory indicates the probability that an individual atom of a radioactive element will decay, but there is no way to tell precisely when (within those ranges of probabilities) that decay will take place. If you had a bunch of atoms of radioactive elements that have a 50% chance of decaying within an hour, then in an hour 50% of those atoms would be decayed. But the theory tells nothing precisely about when a given atom will decay. According to traditional quantum theory (the Copenhagen interpretation), until the measurement is made for a given atom there is no way to tell whether it will have decayed or not. In fact, according to quantum physics, you have to treat the atomas if it is in a superposition of states - both decayed and not decayed. This culminates in the famous Schroedingers cat thought experiment, which shows the logical contradictions in trying to apply the Schroedinger wavefunction literally. The many worlds interpretation takes this result and applies it literally, the form of the Everett Postulate: Everett PostulateAll isolated systems evolve according to the Schroedinger equation If quantum theory indicates that the atom is both decayed and not decayed, then the many worlds interpretation concludes that there must exist two universes: one in which the particle decayed and one in which it did not. The universe therefore branches off each and every time that a quantum event takes place, creating an infinite number of quantum universes. In fact, the Everett postulate implies that the entire universe (being a single isolated system) continuously exists in a superposition of multiple states. There is no point where the wavefunction ever collapses within the universe, because that would imply that some portion of the universe doesnt follow the Schroedinger wavefunction. History of the Many Worlds Interpretation The many worlds interpretation was created by Hugh Everett III in 1956 in his doctoral thesis, The Theory of the Universal Wave Function. It was later popularized by the efforts of physicist Bryce DeWitt. In recent years, some of the most popular work has been by David Deutsch, who has applied the concepts from the many worlds interpretation as part of his theoretical in support of quantum computers. Though not all physicists agree with the many worlds interpretation, there have been informal, unscientific polls which have supported the idea that it is one of the dominant interpretations believed by physicists, likely ranking just behind the Copenhagen interpretation and decoherence. (See the introduction of this Max Tegmark paper for one example. Michael Nielsen wrote a 2004 blog post (at a website which no longer exists) which indicates - guardedly - that the many worlds interpretation is not only accepted by many physicists, but that it was also the most strongly disliked quantum physics interpretation. Opponents dont just disagree with it, they actively object to it on principle.) It is a very controversial approach, and most physicists who work in quantum physics seem to believe that spending time questioning the (essentially untestable) interpretations of quantum physics is a waste of time. Other Names for the Many Worlds Interpretation The many worlds interpretation has several other names, though work in the 1960s 1970s by Bryce DeWitt has made the many worlds name more popular. Some other names for the theory are relative state formulation or the theory of the universal wavefunction. Non-physicists will sometimes use the broader terms of multiverse, megaverse, or parallel universes when speaking of the many worlds interpretation. These theories usually include classes of physical concepts that cover more than just the types of parallel universes predicted by the many worlds interpretation. Many Worlds Interpretation Myths In science fiction, such parallel universes have provided the foundation for a number of great storylines, but the fact is that none of these have a strong basis in scientific fact for one very good reason: The many worlds interpretation does not, in any way, allow for communication between the parallel universes that it proposes. The universes, once split, are entirely distinct from each other. Again, science fiction authors have been very creative in coming up with ways around this, but I know of no solid scientific work that has shown how parallel universes could communicate with each other. Edited by Anne Marie Helmenstine

Pol 300 class discussions Assignment Example | Topics and Well Written Essays - 250 words - 1

Pol 300 class discussions - Assignment Example The next time speculations are such that the games could be held in South Africa and most of the countries that lost will rise up to be future winners. The United States will receive much publicity based on the wide coverage of the players and, marketing of their products to be used in the games. As a result, the per capita will rise. The course has broadened my outlook on international events. The subject introduces various issues that are addressed in world concept and promotes the idea of integration at the international concept. The course raises the perspective of unity, peace, problems, and events where different states come together for a common goal. Events at the international level lead to establishment of networks that promote development and growth (Thomas, 1988). The events also help in the identification of flaws in various states that require attention and amendments as well challenges in the nations that need to be solved. At the same time, international events help in solution of problems since ideas are provided and information is shared. Innovation is also enhanced and new ways of doing things are learnt during these events (Thomas,