Lab Report Example | Topics and Well Written Essays - 500 words

Lab Report Example inch from the bottom of the crucible and it was isolated with the help of a glass fiber to make the cooling process of the sample retard. This gave the experimenter enough time to collect the data required (the change of temperature versus time). Every 5 seconds, the temperature was noted until the sample of melted Tin reached a temperature near 150C (10C above the freezing point of pure Tin) in order to prevent the thermocouple sheath from freezing. After the data was collected, a plot of temperature versus time was developed. The plot took the form of a curve, which is the Tin-cooling curve. The curve shows the cooling process,. Abstract: This experiment was directed at determining the melting point of pure Tin. For this purpose, a ceramic crucible containing pure Tin was heated in a furnace up to the temperature that was expectedly above the melting point of pure Tin. Once that was achieved, the sample of liquid Tin was put into a container that was filled with sand. A thermocoupl e sheath was placed into the melted Tin and was isolated with the help of a glass fiber. This retarded the cooling process of the sample of Tin and provided the experimenter with enough time to collect all of the required data (the change of temperature versus time).

Burberry Essay Example | Topics and Well Written Essays - 250 words

Burberry - Essay Example The presentation then focuses on the ‘soft strategies’. The company has initiated many new technology led measures to interact with their customers. This part of the presentation deals with Customer Relationship Management. Burberry hosts a fully choreographed live webcast. Emails are used. Internal website is used to ensure that internal customers are fully away of runway shows, editorial coverage and new store events. Travelling road shows are organized. Round table conferences are conducted with senior managers around the world. The company is dedicated on building an excellent brand image. She says that they want to be known as a brand that is simply great. For this purpose Burberry recruits likeminded people. Its employees are its customers also who buy their company’s products and love them intensely. The presentation then moves towards CRM again. The company has its own social media website. Burberry is followed by two million people on Facebook. There are live stream shows around the world. The highlight of CRM is organizing 25 events around the world and using a new Ipad based purchasing technology. Headquarter of Burberry is also state –of-the-art. The presentation then finishes by Angela saying that it is only 4 years since she and her team started their work and so ‘it is still early

Arthur Millers A View from the Bridge Essay Example for Free

Arthur Millers A View from the Bridge Essay In Arthur Millers A View from the Bridge, the character of Alfieri can be described as the hidden leading role. He bears several roles, most of them more significant than assumed by the casual reader. His dual-role onstage as a character who interacts both with other characters and the audience provides him with the responsibility of bringing about some understanding to the events of the play, while his background makes him the vital link between two conflicting cultures. Alfieri is the symbolic bridge between American constitutional law and Italian social law. The son of a Sicilian, he was raised in America and pursued an education in American law, providing him with a suitable dose of both backgrounds. Like a bridge, Alfieri connects with both shores. Like a bridge, Alfieri leans on the solid foundations of both cultures. But also like a bridge, Alfieri is elevated above, and therefore watches more often than he interferes. Hence the title A View from the Bridge. The whole play is Alfieris perception of the events that took place. It is almost a secondary source that is, a collection of primary sources with his personal interpretation mixed in at relevant moments but it isnt a complete secondary source, because there are significant times during the play when Alfieri himself is involved. Alfieri provides vital continuity at points in the play when the story cannot be told in any way other than narration. One example is on page 31, once the cousins have arrived and all the characters have been introduced, Eddie visits him for legal advice, for a legal way to prevent a Catherine/Rodolfo marriage. Alfieri provides literal descriptions of a storyline which, up until now, has been conveyed only through physical actions and behaviour. His eyes were like tunnels, describes Eddies single, unchangeable aim, whereas but soon I saw it was only a passion that had moved into his body, like a stranger describes how clear it was to Alfieri that Eddie was possessed by his motive. There is also an element of foreshadowing in my first though was that he had committed a crime this phrase also reiterates that the events of the play have already taken place. There are further examples of continuity to promote understanding, provided by Alfieri, throughout the play. Give some of these. As mentioned earlier, the play is Alfieris story, told by Alfieri. As such, and based on the important bridge position he maintains, he has attempted to present the story from a reasonable, objective point a view, a point of view that would suit his position. However, he is awestruck by the events that played out, and tells much of the story as a legend. On page 4, every few years there is still a case, andthe flat air in my office suddenly washes in with the green scent of the sea, the dust in this air is blown away and the thought comes thatanother lawyersat there as powerless as I, and watched it run its bloody course is reflective of this. Alfieri considers the Eddie Carbone case to be a case of exception, one that triggers the romantic feelings he describes in the quotation. As a result, even though one of Alfieris roles in the play is to bring about some form of understanding to a potentially incomprehensible storyline, this quotation shows that the character of Alfieri is not an emotionless, robot-like narrator, but a real human, with a natural tendency to tell magnificent stories with an element of excitement. This can also be seen in his closing remarks on page 64, where he admits to mourning Eddie. Hes only human, and hes torn between sympathy and pity. He is a bridge between two cultures, and he cannot make a choice to devote himself completely to one side. It is the job of a bridge to link two sides together. Similarly, it is his job to maintain a link between the American and Italian cultures, yet he is torn between the two. Here we truly see Alfieris dual-character, making him both a narrator and a character.

Diversity in the Classroom

Diversity in the Classroom Schools are the places where the children shape their personalities and behavior. Like a child who shapes his or her personal outlook, even the school will be shaped by diverse cultural practices and values of the society. In essence, schools also reflect the existing norms of the society for which they set up. Interrelated and closely bonded beliefs and values are very common the culture of the schooling. In this chapter, an attempt was made to relate the basic ideology that underlines the culture in the US with many core values and beliefs. In addition, a link was made to relate the basic ideology as a means of divulging the deeper meaning of culture. Child rearing is a very meaningful approach that one can use to reveal the deeper meaning of the culture. Rearing children in a classroom has a strong link with the underlying culture of diverse ethnic groups. Several authors in the past have tried to explain what childrearing is, especially in the context of existing cultural practices. Almost all authors believe that childrearing is a mirror of different cultural ideologies along with practices and values of different cultures. Ogbu (Ogbu, 1981) believes that parents prepare their children for the society and the world as they know and experience it. Society can easily influence and shape our schools. The core values and practices of the society are some of the critical factors that shape our schools. Educators, students and parents may never understand the deeper meaning of culture within the ambience of school learning. Traditional definitions of culture given by noted anthropologists may not be sufficient for designing and executing school learning experiences that are so common in culturally different settings. In this section, we will treat objectifying culture as the basic step in the process of designing and constructing a simple and workable definition of culture. This simple working definition will help us streamline planning school learning experiences among different people. What is objectifying culture? A simple depersonalization process that helps us in conducting critical examination of the ideologies that support accepted and acknowledged social behavior and cultural practices. Ideologies and beliefs can reflect different aspects of deep meaning of culture. Schools are the learning centers that also reflect the cultural norms of a larger sized society. Deeper meaning of the culture can also be revealed through inspecting and evaluating ideologies and any interconnected beliefs and values. One can also reveal the deep meaning of culture by including communication among parents, teachers and students, and different social interaction patterns, as well as childrearing methods and practices. The Culture of Practice in a Struggling School Every teacher is different. Each one of them has own ideological stance and understanding of culture. In fact, these two viewpoints shape how they see school curriculum, learning process, pedagogy and social context that allow learning in school. In nutshell, the way and manner in which a teacher understands the culture influences in the school, will ultimately influence his or her ability to provide meaningful and productive learning experiences to the students. This chapter will provide two main benefits: It provides you a solid groundwork to comprehend cultural diversity in a classroom; It also helps you learn how to teach traditionally underserved students, who come from diverse and experiential backgrounds. Hollins (Hollins, 2006) reported about an approach, which was identified as a structured dialogue, playing an important tool to assist convert the culture of practice followed in a low performing school. In such schools, teachers also learned how to teach traditionally underserved urban students. The first part of this chapter presents you the study as reported by Hollins. On the other hand, the second section of this chapter deals with the things that teachers learned in their classroom, in the form of a structure that is planned at divulging the deeper meaning of culture within the ambience of a school. The most critical components of this framework are: Culturally mediated cognition and Culturally mediated instruction The main goal of this dedicated discussion is to bring an awareness of the culture of practice in very low performing urban schools. This expertise will empower you to evaluate your own progress as a dedicated classroom teacher and shun possible scenarios where you will be introduced unconsciously to the prevailing practice of culture. What is a structured dialogue? It is an intricate process of learning, where all teachers come together in a study group styled format, to discuss and learn more about their classroom dialogues. In the process of conducting a series of dialogues, teachers can describe the unique successes and special challenges they encounter in their classrooms along with evidences and testimonies from each of the participating teacher. The most significant benefit of a structured dialogue process is the teachers ability to learn from other on different methods that can help in improving classroom practices and student learning outcomes. Identifying a Developmental Trajectory Hollins (Hollins, 2006) also worked on developing a developmental trajectory for modifications in the culture of practices in many of the underperforming urban schools. This trajectory involved three positions and three markers. The positions were: A Natal or initial culture identified in many of the underperforming schools just at the initiation of the study. A transitional position, when old practices and values were replaced or changed with new ones by the participating teachers A transformed culture, where all participating teachers adapted new and fresh values, practices and perceptions On the other hand, three important markers suggested for changes in the teachers culture of practices are: Teachers perceived perceptions and opinions about students, Teachers perceived perceptions and opinions about instruction and Interrelationship among different teachers Learning more about different positions The natal position is a simple, yet effective approach to structured dialogue. The teachers of a school join as a group, in low performing schools, to hold a deficit viewpoint of their students to focus on a number of issues like: Lack of skills, knowledge and information among students A perceived negative view of a students conditions of living An attitude that parents show disinterest in their childrens education In fact, every classroom is bound to lead to differences in learning outcomes. These differences could be due to a number of reasons like: Students effort and dedication towards studies, Intelligence, skills and perceived smartness Familys social status in the society In a natal position, teachers may or may not visit each others classroom or they may or may not talk to each other regarding their teaching methods. In fact, classroom instruction delivered by teachers was private and confidential. School authorities ensured that new teacher inductees were formally socialized into this new culture. Next, will be the transitional position. During this position, teachers may never talk negative about a student. However, it is quite difficult to realize similar outcomes with all the instructional approaches used by the teachers. This issue resulted in a serious discussion about the existing relationship between the teaching approach and the student-learning outcome. Dialogues about individual teaching practices veered towards personal, although individual teachers were careful about assuming responsibility for learning outcome among students. Senior teachers started giving better attention to the induction of new teachers by setting up informal and personal mentoring sessions. These sessions always included provision of guidance and help about teaching methods and approaches. On the other hand, transformational position is the last position that emerges during the third year of the study. The positive aspect of this position was that teachers always talked positive about their stu dents. In fact, positive outcome was the most significant benefit of this position. With the initiation of this position, teachers talked more about: The information students know and understand What should they know more about What instructional methods appeal them the most Teachers also found time to discuss many other issues like: The existing relationship among teaching methods and approaches Attributes of the student community Learning outcomes and results Teachers become more responsive by taking full responsibilities for their students learning outcomes. Teachers also start talking more about their students strengths, weaknesses and other related issues. In fact, everyone in the pubic knew about what students are doing and how they are performing. Teachers took each others suggestions seriously, visited others classrooms and later assumed full responsibility for their own classroom actions. All senior teachers started taking additional responsibilities about the new inductee teachers. Hollins (Hollins, 2006) presented the concept of developmental trajectory that is closely related to the typology subject discussed in Chapter I. The trajectory and typology discussed here gives you three important positions with relating categories of indicators for conceptualizing teaching methods. When you compare positions and indicators in the typology highlighted erstwhile in the first chapter of the book, with those of Hollins, many similarities may exist between the indicators, across many positions in the typology and the trajectory. For example, You can observe that the Type I teachers mentioned in the typology are almost similar to the teachers that were mentioned in the natal position, especially in the trajectory on indicators for teachers viewpoint on students and instruction. On the other hand, many indicators in the transformational position lying on the developmental trajectory and in the Type III in the domain of typology indicate towards the application of a teachers knowledge and awareness about: The intricate relationship between many student attributes and experiences Instructional and teaching practices adapted by the teacher Learning outcome as a meaningful support for teaching that is productive and result oriented. As mentioned elsewhere in the book, a structured dialogue is an efficient tool for assisting the complete transformation of a community of teaching practice and practices of individual teachers. If you are a beginning teacher, who is just starting to interact with your students, you can use this tool to improve your teaching methods and practices. The typology and the trajectory are very beneficial to teachers, old or new, in many different ways. The term typology is descriptive; it tries to explain the perceptual position, and response of teachers who are hired to teach in K-12 schools. It is a very convenient tool for analysis, evaluation and introspection for planned personal growth. On the other hand, developmental trajectory means the transformation of the practice of culture in an underperforming school with that of a learning community that focuses on enhancing student learning outcomes. Tip: When you recognize different indicators of position in a culture of practice followed in a school, you can easily understand how to interact and converse with colleagues and in what manner you can monitor and evaluate your own individual growth after participating in a community of practice. Both trajectory and typology are very beneficial to teachers in many ways. However, the typology model presented before in the first chapter, only detected the basic characteristics of teachers perception and practices along the lines of three positions, and it did not provide a structure for comprehending the existing relationship between different culture and school practices. Hence, the remainder part of this chapter will provide a platform for understanding the existing association between learners cultural backgrounds, classroom learning mode and learning outcomes. Cultural Diversity in a Classroom This course framework will provide you a theoretical perspective for culling knowledge base from other chapters and elucidate the structure to assist application to practice. The main concepts embedded in the framework will give a broader meaning for locating self-identity within the ambits of a culturally diverse society for Making an inquiry into students cultural and experiential background, Undoing sensitive elements from purposeful learning for students who from diverse communities and study in elementary and secondary schools The other objective of this chapter is to make clear the existing relationship between culture, cognition, pedagogical practices and many learning outcomes. The underlying structure for comprehending cultural diversity in a typical classroom consists of two major parts, namely: Culturally intervened cognition and Culturally intervened instruction The former refers to the manner in which a students brain, memory structures and critical intellectual processes enhance, support and develop within a given cultural context. On the other hand, the latter includes a number of important components like culturally intervened cognition and prized knowledge and skills in school curriculum and culturally correct social scenarios for learning experience (see Table 7.2). Bransford, Brown, and Cocking (1999) pointed out that, all learning involves transfer from previous experiences (p. 56). The monumental work of Piaget and Vygptsky provides a theoretical ground for understanding cultural diversity in a classroom. This theory draws on available information processing to explain different structural components among different cultures, cognition, and pedagogy and learning experience for different cultural backgrounds. Note that you can find structural components among the participating individuals and groups, who are studying under different school settings. On the other hand, culture is unique and dynamic with constant changes and modifications. Journal Activity How do you handle a culturally diverse classroom? Explain how you want to teach and train your children, especially in the context of existing cultural practices. Explain how you will develop an ability to provide meaningful and productive learning experiences to the students, who are studying in a culturally struggling school. Differentiate between culturally mediated cognition and culturally mediated instruction. Explain your plan of action to make structural dialogue a success. Pause and Reflect As a teacher, why do think that a structured dialogue is an efficient tool for assisting the complete transformation of a community of teaching practice and practices of individual teachers. Provide reasons for your argument. What are the possible bottlenecks and potential problems that are likely to crop up, when you are using structured dialogues? Think of some strategies and plans to use different perceptions.

Charlotte Brontes Jane Eyre :: essays research papers

Charlotte Bronte makes use of nature imagery throughout "Jane Eyre," and comments on both the human relationship with the outdoors and human nature. The Oxford Reference Dictionary defines "nature" as "1. the phenomena of the physical world as a whole . . . 2. a thing's essential qualities; a person's or animal's innate character . . . 4. vital force, functions, or needs." We will see how "Jane Eyre" comments on all of these. Several natural themes run through the novel, one of which is the image of a stormy sea. After Jane saves Rochester's life, she gives us the following metaphor of their relationship: "Till morning dawned I was tossed on a buoyant but unquiet sea . . . I thought sometimes I saw beyond its wild waters a shore . . . now and then a freshening gale, wakened by hope, bore my spirit triumphantly towards the bourne: but . . . a counteracting breeze blew off land, and continually drove me back." The gale is all the forces that prevent Jane's union with Rochester. Later, Bront†°, whether it be intentional or not, conjures up the image of a buoyant sea when Rochester says of Jane: "Your habitual expression in those days, Jane, was . . . not buoyant." In fact, it is this buoyancy of Jane's relationship with Rochester that keeps Jane afloat at her time of crisis in the heath: "Why do I struggle to retain a valueless life? Because I know, or believe, Mr. Rochester is living." Another recurrent image is Bront†°'s treatment of Birds. We first witness Jane's fascination when she reads Bewick's History of British Birds as a child. She reads of "death-white realms" and "'the solitary rocks and promontories'" of sea-fowl. We quickly see how Jane identifies with the bird. For her it is a form of escape, the idea of flying above the toils of every day life. Several times the narrator talks of feeding birds crumbs. Perhaps Bront†° is telling us that this idea of escape is no more than a fantasy -- one cannot escape when one must return for basic sustenance. The link between Jane and birds is strengthened by the way Bront†° adumbrates poor nutrition at Lowood through a bird who is described as "a little hungry robin." Bront†° brings the buoyant sea theme and the bird theme together in the passage describing the first painting of Jane's that Rochester examines. This painting depicts a turbulent sea with a sunken ship, and on the mast perches a cormorant with a gold bracelet in its mouth, apparently taken from a drowning body.

Epic of Beowulf Essay - Armor in the Epic Poem, Beowulf -- Epic Beowul

Armor in the poem Beowulf      Ã‚  Ã‚   Armor mentioned in the poem Beowulf include helmets and chain mail. There are an incredible number of references to these battle-apparel in the poem, making this topic of armor a very relevant one to consider.    â€Å"Helmets are the most dramatic and often quoted item of armor found in Beowulf,† says Catherine M. Hills in â€Å"Beowulf and Archaeology.† Indeed, examining the poem, one finds copious references to helmets in just the first 400 lines of the poem:      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Boar-figures gleamed over plated cheek-guards,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   inlaid with gold; shining, fire-hardened,  Ã‚   fierce war-masks guarded their lives (303-6) iron-gray corselets,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   and grim mask-helmets (334) the Geatish leader  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   spoke in his turn, strong in his helmet (341-2) Now you may enter,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   in your battle-armor, wearing war-masks (395-6)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Brave in his helmet [he advanced] till he stood  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   before the king (403-4)    â€Å"Beowulf’s own helmet was ‘inlaid with gold, hooped with lodly bands, and decorated with effigies of boars’† (Arnold 91). In Europe there have been found about 100 helmets dating mostly to the sixth and seventh centuries; of the three types, two are from the Romans. 37 are of the English-Scandinavian type, with a ridge running across the top from nose to rear. Some of these were found buried in cremations in Gotland. In England only three Anglo-Saxon helmets have been found: Benty Grange – 7th century; York – 8th Century; Sutton Hoo – 6th century. section of chain-mail was found attached to the York helmet as a nec... ...tion and design in the making of helmets especially.    BIBLIOGRAPHY       Arnold, Ralph. â€Å"Royal Halls – the Sutton Hoo ShipBurial.† In Beowulf: The Donaldson Translation, edited by Joseph F. Tuso. New York, W.W.Norton and Co.: 1975    Chickering, Howell D.. Beowulf A dual-Language Edition. New York: Anchor Books, 1977.    Clark, George. Beowulf. Boston: Twayne Publishers, 1990.    Cramp, Rosemary. â€Å"Beowulf and Archaeology.† In TheBeowulf Poet, edited by Donald K. Fry. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1968.    Hills, Catherine M. â€Å"Beowulf and Archaeology.† In A Beowulf Handbook, edited by Robert Bjork and John D. Niles. Lincoln, Nebraska: Uiversity of Nebraska Press, 1997.    Stanley, E.G.. â€Å"Beowulf.† In The Beowulf Reader, edited by Peter S. Baker. New York: Garland Publishing, 2000.

Martin Luther King :: essays research papers

How Did Martin Luther Challenge Loyalty To The Roman Catholic Church   Ã‚  Ã‚  Ã‚  Ã‚  In our society today, it is ruled with a firm hand. Similar aspects of our modern society and how our society was. Back then in the early fifteen - hundreds were similar. Such as today the public has the right to free speech and to build and choose a strong democracy, and a responsible loyal leader. The people in our life want to seek independence and live their own life from the ruler. In a unique way, all things have a ruler for instance the church in our case for Catholics, Pope John Paul is the Catholic religion ruler; and as it was back in the fifteen- Hundreds, a man named Martin Luther became an important ruler. In the year of fifteen-seventeen, a German monk named Martin Luther wrote a reformation that changed the life of the Roman Catholic Church.   Ã‚  Ã‚  Ã‚  Ã‚  Martin Luther was born in Eisleben on November 10,1483 (Beers, Burton page 246). Luther’s family was peasants but still being peasants they were wealthy. Luther was survived by his father Hans Luther his occupation was a copper miner(Flowers page 27). When Luther got older, his father sent him out to study law at the University of Wittenburg; not interested in the idea of law school, Luther dropped the class sold his learning books and left school. After Luther left school he later joined a monastery. The reason why Luther decided to join a monastery was one night, while walking home a storm began to brew from up above while not taking shelter, lightning struck Luther and in fear Luther cried â€Å" Saint Anne, help me; For I will become a monk†(Beers page 247). Being true to his words Luther joined a monastery where he taught Bible studies and studied theology in order to become a professor. His friends and family were shocked by his actions. While in training Luther began to believe that a person’s sin cannot be removed by just doing good deeds but to have faith in god. With Luther’s beliefs he then accuses the selling of indulgences or the removal of sin after death in purgatory through money which was made by the church. That is one way Luther is loyal to the church but in this case Luther can do the opposite.   Ã‚  Ã‚  Ã‚  Ã‚  Luther challenges loyalty against the church by composing ninety-five questions for arguments against the