Explore how Shakespeare uses language and characters to create the emotions of love and hate in II.ii and III.i. Essay Example

Explore how Shakespeare uses language and characters to create the emotions of love and hate in II.ii and III.i. Essay Romeo and Juliet is a world famous love story written over 500 years ago by William Shakespeare. Even though it was written centuries ago, it is still relevant to today. These relevancies are things such as teenage gangs, young love (which leads to suicide in some cases) and overbearing parents. The plot of Romeo and Juliet is set in the city of Verona, where a long-term feud is going on between the two most well-known families, the Montagues and the Capulets. At the start, Prince Escales, warns both families if they disturb the peace again, they will be put to death. Romeo (one of the main Montagues) attends the Capulets ball in disguise with his friends to get his mind off the love of his life, Rosaline. When Romeo first lays his eyes on Juliet, he falls straight in love with her and forgets about Rosaline completely. The next scene is the famous balcony scene; where Romeo declares his love for Juliet. Romeo tells Juliet he will arrange a marriage for them. The next day they meet in secret with Friar Lawrence and are married. Romeo goes to tell Mercutio and Benvolio but he bumps into Tybalt and the fight scene commences. We will write a custom essay sample on Explore how Shakespeare uses language and characters to create the emotions of love and hate in II.ii and III.i. specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Explore how Shakespeare uses language and characters to create the emotions of love and hate in II.ii and III.i. specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Explore how Shakespeare uses language and characters to create the emotions of love and hate in II.ii and III.i. specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Tybalt kills Mercutio and Romeo kills Tybalt in revenge. Lord and Lady Capulet and Lord and Lady Montague arrive at the scene to see Tybalts body. Prince Escales arrives too and Benvolio tells him the whole story. Romeo is then banished to Mantua. Lord and Lady Capulet think Juliet is grieving for Tybalt so they arrange a marriage to Count Paris. Juliet doesnt like this idea so asks Friar Lawrence for a potion to make her fall asleep. Friar Lawrence writes a note to Romeo in Mantua telling him the plan of Juliet faking her death, but he doesnt get it. He hears of Juliets death, buys a poison from a stall and goes to her tomb. Taking the poison just as Juliet awakes, Romeo dies instantly. Juliet sees him, takes his knife and stabs herself because she cant bear to be apart from him. The Capulets and the Montagues make peace due to the loss of their children. The Balcony Scene is the most famous and most romantic scene in this play. It is filled with romantic references and gestures. Set at night, it shows romance by being dark and mysterious. By using this, Shakespeare is showing how deeply in love Romeo and Juliet are. Juliet repeats the word O a lot, which shows deep emotion, which is in this case, love. Romeo uses cosmic and religious references such as speak again bright angel. and it is the East, and Juliet is the sun! This shows he believes Juliet is his religion, his angel. In the scene Shakespeare uses this to describe Juliets importance to Romeo by saying she keeps him alive. Without the sun, humans would die, so hes saying that without Juliet, Romeo would die. This shows us how important Juliet is to Romeo. Also referring to body parts and clothing (O, I were a glove upon that hand). Cosmology suggests someones wonder and amazement at someone else and their feelings for them. Whereas religion suggests that the love between two people is blessed, pure, innocent, true and right. Body parts and clothing references suggest that they want to be intimate. Juliet says Deny thy father and refuse thy name; Or, if thou wilt not, be but sworn my love And Ill no longer be a Capulet. At this, the audience should feel a rush of love and sympathy for Juliet, as she is in love with someone she should not love. When you are in love with someone you cant, it breaks your heart. They cannot be without each other but they are not allowed to be together. It kills them both. Juliet says Tis twenty year till then. I have forgot why I did call thee back. She uses hyperbole to express that it will seem like years until the next morning. It makes you see that she feels so strongly about Romeo that she cant even be away from him for one night, because it will seem like 20 years and she will miss him so much. Romeo replies to that with Let me stand here till thou remember it. What he means by this is that he doesnt want to leave her because he is in love with her so much and he will miss her. The language in this scene is really romantic. Juliet refers to Romeo as her God; Swear by thy gracious self, Which is the god of my idolatry, And Ill believe thee. She is saying that if he swears by himself that he loves her then she will believe him because to her, he is her God, whom she will obey. Also Romeo feels as if nothing can hurt him as long as he has Juliets love; Romeo: Therefore thy kinsmen are no stop to me. Juliet: If they do see thee, they will murder thee. Romeo: Alack, there lies more peril in thine eye, Than twenty of their swords! Look thou but sweet, And I am proof against their enmity. This shows he doesnt care if he gets caught, because nothing can ever hurt him again as long as he has Juliet near and as long as she loves him. Romeos speeches are written in blank verse. This is common in love poems such as Shakespeares sonnets, and because Romeos speeches are mainly romantic, it suits him perfectly. This is the same as some poems are written in. Poetry is the language of love which lulls Romeo and Juliet into a more romantic mood. Long sentences and using love as a reference, shows that Shakespeare wanted to make this scene as romantic as he could. Also this scene is a private setting on Juliets balcony and her orchard with just two characters, which makes the scene more romantic because it is their secret. This meeting is just by chance but it creates a spontaneous outlook on this scene. The balcony scene makes you feel as if the feud is all going to be over soon and it will end happily ever after, as the Montagues and the Capulets make peace. But as soon as you read the fight scene, you find out its all gone wrong. Two deaths only fire the feud more. Because Tybalt kills Mercutio and Romeo kills Tybalt, everything changes. The second most famous scene in this play is the Fight Scene in which two main characters are killed out of anger. This scene is full of hate and death with a hint of love from Romeo as he talks about Juliet. Shakespeare creates a tense and aggressive atmosphere in this scene by setting it in the middle of the day, when the sun is at its highest in the sky. The bright sun reflects how hot the anger is. Mercutio and Tybalt use words such as consort, minstrel, fiddlestick, discords and dance as part of an extended musical metaphor. This keeps the tense atmosphere by Tybalt calling Mercutio a minstrel (which is a lowly street musician); this is the greatest insult for someone like Mercutio. All the characters in this scene have names that have strong meanings which reflect how their character really is. Tybalts name means King of Cats but it could also refer to a lightning bolt which is fast, angry and dangerous. Mercutios name is similar because this refers to Mercury which when heated becomes hot, dangerous and aggressive. The merc part of his name means hot-headed, provocative and angry. Whereas Benvolios name means peacekeeper and bene which comes from the word benelevent, is Latin for good. At the start of this scene, Benvolio talks in rhyme, proving his name as peacekeeper; however Mercutio and Tybalt do not. They talk almost as if they are trying to get it all out at once because they are angry at each other. Rhyme is supposed to show peace and love in a character but the way Mercutio and Tybalt talk just proves they are angry. This scene is kept tense and aggressive by Tybalt using insults at Romeo such as boy and man. He replies with Tybalt, the reason that I have to love thee Doth much excuse the appertaining rage To such a greeting. Villain I am none. Therefore farewell I see thou knowest me not. Romeo confuses Tybalt and Mercutio by saying he must love him and he cannot fight any more. Seeing as they are enemies, they find this very strange and out of character. This reflects Romeos name because his name is a pilgrim to Rome and it refers to love. Romeo uses the words Thy beauty has made me effeminate. which means that he has gone soft because he is in love and can not fight. He blames himself for Mercutios death and lets his anger guide him when he goes after Tybalt in vengeance. The language in this scene is angry and aggressive. Aggressive comments and accusations which are structured in short sharp sentences give this scene the angry atmosphere it needs to be complete; they are quick and to the point. These insults hurt the characters they are aimed at and Shakespeare uses short sharp sentences because sharp things hurt people too. Mercutios phrase A plague a both houses! make you think Mercutio does not care much for either family and he blames Romeo for his fatal wound . They have made worms meat of me suggests the fatal nature of his wounds. It also means that because he will be dead, he will be underground and worms live in the soil. When this happens it should make the audience feel sad and upset for both Romeo and Mercutio as Romeo feels it is his fault for Mercutios death. It has the same effect on Romeo. Romeos anger fills him up until he can not take it anymore and just bursts; this is when he goes after Tybalt. This scene is written in prose which doesnt have any rhyme. Also this scene is a public setting in the town square with about seven characters, which makes the scene more open and tense because it is out in the open, for everyone to see. This meeting is planned; Tybalt goes hunting for Romeo, it is a thought of pre-meditated violence. At the end of this scene, as Prince appears, Benvolio tells him all that happened (which proves his name as peacekeeper. He is trustworthy and honest, and Prince believes him. Unfortunately, Lady Capulet doesnt. She feels Romeo should be put to death because he murdered Tybalt. Romeo slew Tybalt; Romeo must not live. shows all of her feelings in this. She shows her emotion by repeating O a lot. It shows her devotion for her dear Tybalt. This scene ends with Romeos banishment and Prince saying Else, when he is found, that hour is his last. which is a great, abrupt end to the scene. In conclusion, I think this play is worth studying because it teaches you a lot and it has a big reference to todays society. This play is relevant to todays society because there is a lot of young love around and in some cases, (as you may see in papers worldwide) if they cant be together, they often commit suicide. In my opinion, it is both families fault for their children committing suicide. If they allowed Romeo and Juliet to be together there would be no deaths. But, on the other hand, if there were no deaths, there wouldnt be a story.

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What Are The Concepts Of Thermochemistry Environmental Sciences Essay The beginnings of modern thermochemistry, though made independently of the doctrine of the conservation of energy, are practically contemporaneous with the recognition of that law, and without it the science could scarcely have reached the degree of development which it rapidly attained. Thomas Andrew and, especially Hess were the first who systematically investigated thermochemical effects in solution, and arrived at conclusions from their experimental data which still possess validity. Andrews, for example, found that when a series of acids were under similar conditions used to neutralize a given amount of a base, the quantity of heat evolved on the neutralization was the same in all cases. Hess, from his work, arrived at the converse conclusion, that when a series of bases were used to neutralize a given amount of an acid, the heat of neutralization was always the same. 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Thus the heat of formation of anhydrous zinc sulphate, ZnSO 4j which cannot be determined directly, may be arrived at by summation (in Hesss units) as follows: Heats of formation are still determined for the most part in a precisely similar manner. Hess also stated another principle on empirical grounds, which, although admitting of many exceptions, is of considerable utility and significance. It had been known long before his time that when solutions of neutral salts were mixed, and no precipitate resulted, the mixed solution was also neutral. Hess now observed that in the process of mixing such neutral solutions no thermal effect was produced that is, neutral salts in aqueous solution could apparently interchange their radicals without evolution or absorption of heat. These experimental results were generalized by him under the title of the Law of Thermoneutrality. After the investigations of Hess and Andrews, a great deal of excellent experimental work was performed by P. A. Favre and J. T. Silbermann, whose chief theoretical achievement was the recognition that the heat of neutralization of acids and bases was additively composed of two constants, one determined by the acid and the other by the base. This dedction harmoniz ed the observations of Andrews and of Hess previously alluded to, and also accounted satisfactorily for the Law of Thermoneutrality. Julius Thomson was the first investigator who deliberately adopted the principle of the conservation of energy as the basis of a thermochemical system. His thermochemical work was begun in 1853, but most of his experiments were performed in the years 1869-82, the whole being published collectively, under the title Thermochemische Untersuchungen, in four volumes. Somewhat later than Thomson, Marcellin P. E. Berthelot began (in 1873) a long series of thermochemical determinations. It is to these two investigators and their pupils that most of our exact thermochemical data are due. Thomsen and Berthelot independently enunciated a generalization (commonly known as Berthelots Third Principle, or Principle of Maximum Work), which may be stated in brief as follows: Every pure chemical reaction is accompanied by evolution of heat. Whilst this principle is undoubtedly applicable to the great majority of chemical actions under ordinary conditions, it is subject to numerous exceptions, and cannot therefore be taken (as its authors originally intended) as a secure basis for theoretical reasoning on the connexion between thermal effect and chemical affinity HEAT IN THERMOCHEMISTRY . The existence of reactions which are reversible on slight alteration of conditions at once invalidates the principle, for if the action proceeding in one direction evolves heat, it must absorb heat when proceeding in the reverse direction. As the principle was abandoned even by its authors, it is now only of historical importance, although for many years it exerted considerable influence on thermochemical research. 2. From the standpoint of the law of conservation of energy, the relation between chemical and thermochemical action bears the following aspect: A given amount of any substance under given conditions possesses a perfectly definite amount of intrinsic energy, and, no matter what chemical and physical transformations the substance may undergo, it will, when it returns to its original state, possess the original amount of intrinsic energy. If we consider now the transformation of one system of chemical substances into another system under specified conditions, we shall find that in general the intrinsic energy of the second system is different from the intrinsic energy of the first. Let us assume, as is commonly the case, that the intrinsic energy of the initial system is greater than that of the final system. When the first system then is transformed into the second, the excess of energy which the former possesses must appear in the shape of heat, light, electrical energy, mechanical energy, c. It is for the most part a simple matter to obtain the excess of energy entirely in the form of heat, the amount of which is easily susceptible of measurement, and thus the existence of thermochemistry as a practical science is rendered possible. Since the intrinsic energies of the two systems under given conditions are invariable, the difference between them is constant, so that the heat evolved when the first system is converted into the second is equal to that absorbed when the second system is re-transformed into the first (cf. Lavoisier and Laplace, ante, 1). The total thermal effect, too, which is associated with the transformation, must be the same, whether the transformation is conducted directly or indirectly (Hesss Law of Constant Heat Sums), since the thermal effect depends only on the intrinsic energies of the initial and final systems. Since the intrinsic energy of a substance varies with the conditions under which the substance exists, it is necessary, before proceeding to the practical application of any of the laws mentioned above, accurately to specify the conditions of the initial and final systems, or at least to secure that they shall not vary in the operations considered. It is also a necessary condition for the application of the preceding laws that no form of energy except heat and the intrinsic energy of the substances should be ultimately involved. For example, when metallic zinc is dissolved in dilute sulphuric acid with production of zinc sulphate (in solution) and hydrogen gas, a definite quantity of heat is produced for a given amount of zinc dissolved, provided that the excess of energy in the initial system appears entirely as heat. This provision may not always be fulfilled, since by placing the zinc in electrical contact with a piece of platinum, likewise immersed in the sulphuric acid, we can g enerate a current of electricity through the solution and the metallic part of the circuit. The reaction as before is completely expressed by the chemical equation Zn+H2S04 =ZnSO 4 H+ 2, the initial and final systems being exactly the same as in the first case; yet the amount of heat generated by the action is much smaller, a quantity of the intrinsic energy having been converted into electrical energy. This electrical energy, however, is equivalent to the heat which has disappeared, for it has been shown experimentally that if it is converted into heat and added to the heat actually evolved, the total quantity of heat obtained is exactly equal to that produced by the direct dissolution of the zinc in the absence of platinum. 3. The following conditions have to be considered as affecting in a greater or less degree the intrinsic energy of the initial and final systems: (1) Dilution of solutions. (2) Physical state. (3) Change of volume. (4) Allotropic modifications. (5) Temperature. (i) Generally speaking, there is a considerable thermal effect when a substance is dissolved in water, and this effect varies in magnitude according to the amount of water employed. It is only, however, when we deal with comparatively concentrated solutions that the heat-effect of diluting the solutions is at all great, the heat-change on diluting an already dilute solution being for most practical purposes negligible. In dealing, therefore, with dilute solutions, it is only necessary to state that the solutions are dilute, the exact degree of dilution being unimportant. It occasionally happens that a change in dilution affects the chemical action that occurs. Thus if concentrated instead of dilute sulphuric acid acts upon zinc, the action takes place to a great extent not according to the equation given above, but according to the equation Zn +2H 2 SO 4 = ZnS04+S02+2 H20, sulphur dioxide and water being produced instead of hydrogen. Here we have a different final system with a diffe rent amount of intrinsic energy, so that the thermal effect of the action is altogether different. (2) The physical state of the reacting substances must be considered, since comparatively large amounts of heat are absorbed on fusion and on vaporization . Thus the heat of fusion of ice(for H 2 O=18 g) is 1440 cal., and the heat of vaporization of water at 100 °, for the same quantity, 9670 cal. (3) The effect of change of volume against external pressure (due to production or consumpion of mechanical energy) may be neglected in the case of solids, liquids or solutions, but must usually be taken into account when gases are dealt with. Each grammemolecule of a gas which appears under constant pressure during a chemical action (e.g. hydrogen during the action of zinc on dilute sulphuric acid) performs work equivalent to 580 cal. at the ordinary temperature, which must be allowed for in the thermochemical calculation. A similar correction, of opposite sign, must be made when a gramme-molecule of gas disappears during the chemical action. (4) When a substance e.g. carbon, phosphorus , sulphur exists in allotropic forms, the particular variety employed should always be stated, as the conversion of one modification into another is frequently attended by a considerable thermal effect. Thus the conversion of yellow into red phosphorus evolves about one-sixth of the heat of combustion of the latter in oxygen, and so the knowledge of which variety of phosphorus has been employed is of essential importance in the thermochemistry of that element. (5) The influence of temperature on the thermal effect of a chemical action is sometimes considerable, but. since the initial and final temperatures, which alone determine the variation in the thermal effect, are in almost all cases within the ordinary laboratory range of a few degrees, this influence may in general be neglected without serious error. 4. Methods. In order to estimate the thermal effect of any chemical process, use is made of the ordinary methods of calorimetry, the particular method being selected according to the nature of the chemical action involved. In almost every case the method of mixture (see Calomitry) is employed, the method of fusion with Bunsens ice-calorimeter being only used in special and rarely occurring circumstances. As a very great number of important chemical actions take place on mixing solutions, the method for such cases has been thoroughly studied. When the solutions employed are dilute, no water is placed in the calorimeter, the temperature-change of the solutions themselves being used to estimate the thermal effect brought about by mixing them. Known quantities of the solutions are taken, and the temperature of each is accurately measured before mixing, the solutions having been allowed as far as possible to adjust themselves to the same temperature. The change of temperature of the solutions after the mixing has taken place is then observed with the usual precautions. It is of course in such a case necessary to know the specific heat of the liquid in the calorimeter. Thomsen by direct experiment found that the heat-capacity of a dilute aqueous solution diverged in general less than i per cent. from the heat-capacity of the water contained in it, the divergence being sometimes in one sens e, sometimes in the other. He therefore abstained from determining for each case the specific heats of the solutions he employed, and contented himself with the above approximation. Berthelot, on the other hand, assumed that the heat-capacity of an aqueous solution is equal to that of an equal volume of water, and calculated his results on this assumption, which involves much the same uncertainty as that of Thomsen. Since thermochemical measurements of this type may be frequently performed with an error due to other causes of much less than i per cent., the error introduced by either of these assumptions is the chief cause of uncertainty in the method. The calorimeter used for solutions is usually cylindrical, and made of glass or a metal which is not, attacked by the reacting substances. The total quantity of liquid employed need not in general exceed half a litre if a sufficiently delicate thermometer is available. The same type of calorimeter is used in determining the heat of solution of a solid or liquid in water. Combustion calorimeters are employed for observing the heat generated by the brisk interaction of substances, one of which at least is gaseous. They are of two kinds. In the older type the combustion chamber (of metal or glass) is sunk in the calorimeter proper, tubes being provided for the entrance and exit of the gaseous substances involved in the action. These tubes are generally in the form of immersed in the water of the calorimeter. In the newer type (which was first proposed by Andrews for the combustion of gases) the chemical action takes place in a completely closed combustion chamber of sufficient strength to resist the pressure generated by the sudden action, which is often of explosive violence. The steel combustion chamber is of about 250 c.c. capacity, and is wholly immersed in the calorimeter. To withstand the chemical action of the gases, the calorimetric bomb is lined either with platinum, as in Berthelots apparatus, or with porcelation, as in Mahlers. For ordinary combustions compressed oxygen is used, so that the combustible substance burns almost instantaneously, the action being induced by means of some electrical device which can be controlled from without the calorimeter. The accuracy of heats of combustion determined in the closed calorimeter is in favourable cases about one-half per cent. of the quantity estimated. 5. Units and Notation in thermochemistry The heat-units employed in thermochemistry have varied from time to time. The following are those which have been in most general use: Small calorie or gramme calorie. cal. Large or kilogramme calorie. Cal. Centuple or rational calorie. K. The centuple calorie is the amount of heat required to raise 1 g. of water from o ° C. to C., and is approximately equal to ioo cal. The large calorie is equal to 1000 cal. In view of the not very great accuracy of thermochemical measurements, the precise definition of the heat-unit employed is not a matter of special importance. It has been proposed to adopt the joule, with the symbol j, as thermochemical unit for small quantities of heat, large amounts being expressed in terms of the kilojoule, Kj =100o j. (For the exact relation between these heat-units, see Calorimetry.) For ordinary thermochemical work we may adopt the relation 1 cal. = 4.18 j, or 1 Cal. = 4.18 Kj. Except for technological purposes, thermochemical data are not referred to unit quantity of matter, but to chemical quantities i.e. to the gramme-equivalents or gramme-molecules of the reacting substances, or to some multiples of them. The notation which Julius Thomsen employed to express his thermochemical measurements is still extensively used, and is as follows: The chemical symbols of the reacting substances are written in juxtaposition and separated by commas; the whole is then enclosed in brackets and connected by the sign of equality to the number expressing the thermal effect of the action. The chemical symbols stand for quantities measured in grammes, and heat-evolution is reckoned as positive, heat-absorption as negative. Thus [S, 20] =71100 cal. indicates that 71100 calories are evolved when 32 grammes of sulphur react with 2 X 16 grammes of free oxygen to form sulphur dioxide. It is of course necessary in accurate work to state the conditions of the reaction. In the above instance the sulphur is supposed to be in the solid rhombic modification, the oxygen and sulphur dioxide being in the gaseous state, and the initial and final systems being at the ordinary temperature. Again, the equation [2N, 0] =-18500 cal. indicates that if 28 grammes of nitrogen could be made to unite directly with 16 grammes of oxygen to form nitrous oxide, the union would cause the absorption of 18500 calories. When substances in solution are dealt with, Thomsen indicates their state by affixing Aq to their symbols. Thus [NaOH Aq, HNO 3 Aq] =13680 cal. represents the heat of neutralization of one gramme-equivalent of caustic soda with nitric acid, each in dilute aqueous solution before being brought into contact. One draw back of Thomsens notation is that the nature of the final system is not indicated, although this defect in general causes no ambiguity. Berthelots notation defines both initial and final systems by giving the chemical equation for the reaction considered, the thermal effect being appended, and the state of the various substances being affixed to their formulae after brackets. W. Ostwald has proposed a modification of Berthelots method which has many advantages, and is now commonly in use. Like Berthelot, he writes the chemical equation of the reaction, but in addition he considers the chemical formula of each substance to express not only its material composition, but also the (unknown) value of its intrinsic energy. To the right-hand member of the equation he then adds the number expressing the thermal effect of the reaction, heat-evolution being as before counted positive, and heat-absorption negative. The mass-equation then becomes an energy-equation. He thus writes S+02=S02+7110o cal., which expresses the fact that the intrinsic energy of the quantities of sulphur and oxygen considered exceeds that of the sulphur dioxide derived from them by 71100 cal. when thermal units are employed. The equation H2+12=2HI-12200 cal. expresses that under certain conditions the intrinsic energy of hydriodic acid is greater than the intrinsic energy of its component elements by 12200 cal., i.e. that hydriodic acid is formed from its elements with absorption of this amount of heat. Energyequations, such as the above, may be operated with precisely as if they were algebraic equations, a property which is of great advantage in calculation. Thus by transposition we may write the last equation as follows 2HI =H2+12+12200 cal., and thus express that hydriodic acid when decomposed into its elements evolves 12200 cal. for the quantity indicated by the equation. Ostwald has made the further proposal that the formulae of solids should be printed in heavy type (or within square brackets), of liquids (solutions, c.) in ordinary type, and of gases in italics (or within curved brackets), so that the physical state the substances might be indicated by the equation itself. Thus the equation Cl 2 -1-2KI, Aq=2KC1, Aq+12+52400 cal., or (C12) +2KI, Aq =2KC1, Aq+[12]-I-52400 cal., would express that when gaseous chlorine acts on a solution of potassium iodide, with separation of solid iodine, 52400 calories are evolved. 6. Heat of Formation. For thermochemical calculations it is of great importance to know the heat of formation of compounds from their elements, even when the combination cannot be brought about directly. As an example of the use of Ostwalds energy-equations for the indirect determination we may take the case of carbon monoxide. The following equations give the result of direct experiment  :- C +20 = CO 2+943 oo cal. CO+ O=CO 2 +68000 cal. If now it is required to find the heat of formation of the compound CO, which cannot be directly ascertained, we have merely to subtract the second equation from the first, each symbol representing constant intrinsic energy, and thus we obtain C+0 00= 26300 cal., or C+0=C0+26300 cal., that is, the heat of formation of a gramme-molecule of carbon monoxide is 26300 cal. As has already been stated, the heat of formation of a compound is the amount (expressed in thermal units) by which its intrinsic energy exceeds or falls short of that of the elements which enter into its composition. Now of the absolute values of intrinsic energy we know nothing; we can only estimate differences of intrinsic energy when one system is compared with another into which it may be directly or indirectly converted. But since the elements cannot be converted one into the other, we are absolutely without knowledge of the relative values of their intrinsic energy. This being the case, we are at liberty to make the assumption that the intrinsic energy of each element (under specified conditions) is zero, without thereby introducing any risk of self-contradiction in thermochemical calculations. This assumption has the great advantage, that the intrinsic energy of a compound relatively to its elements now appears as the heat of formation of the compound with its sign reversed. Thus if we consider the energyequation C +02 = CO 2+943 00 cal., and replace the symbols by the values of the intrinsic energy, viz. zero for carbon and oxygen, and x for carbon dioxide, we obtain the equation o+o=x+94300 cal. or x = 94300 cal. With knowledge then of the heats of formation of the substances involved in any chemical action, we can at once calculate the thermal effect of the action, by placing for each compound in the energy-equation its heat of formation with the sign reversed, i.e. its heat of decomposition into its elements. Thus if we wish to ascertain the thermal effect of the action Mg+CaO =MgO+Ca, we may write, knowing the heats of formation of CaO and Mg0 to be 131000 and 146000 respectively, 0-131000 = 0-146000+x x =15000 cal. Since heats of formation afford such convenient data for calculation on the above method, they have been ascertained for as many compounds as possible. Substances with positive heats of formation are termed exothermic; those with negative heats of formation are termed endothermic. The latter, which are not very numerous, give out heat on decomposition into their elements, and are more or less unstable. Amongst endothermic compounds may be noted hydriodic acid, HI, acetylene, C 2 H 2, nitrous oxide, N 2 O, nitric oxide, NO, azoimide, N 3 H, nitrogen trichloride, NC1 3. Some of these pass into their elements with explosive violence, owing to the heat generated by their decomposition and the gaseous nature of the products. 7. Heat of Combustion The thermochemical magnitude which is universally determined for organic compounds is the heat of combustion, usually by means of the calorimetric bomb. The relation between the heat of combustion of a hydrocarbon and its heat of formation may be readily seen from the following example. The hydrocarbon methane, CH 4, when completely burned to carbon dioxide and water, generates 213800 cal. We may therefore write CH 4 +40 = C02+2H20+213800. Now we know the heats of formation of carbon dioxide (from diamond) and of liquid water to be 94300 cal. and 68300 cal. respectively. The above equation may consequently be written, if x is the heat of formation of methane, -x+0 = -94300-(2 X 68300) +213800 x =17000 cal. This heat of formation, like that of most hydrocarbons, is comparatively small: the heat of formation of saturated hydrocarbons is always positive, but the heat of formation of unsaturated hydrocarbons is frequently negative. or example, ethylene, C2H4 j is formed with absorption of 16200 cal., acetylene, C 2 H 2, with absorption of 59100 cal., and liquid benzene, C 6 H 6, with absorption of 9100 cal. Since the heat of combustion of a hydrocarbon is equal to the heat of combustion of the carbon and hydrogen it contains minus its heat of formation, those hydrocarbons with positive heat of formation generate less heat on burning than the elements from which they were formed, whilst those with a negative heat of formation generate more. Thus the heat generated by the combustion of acetylene, C 2 H 2, is 316000 cal., whereas the heat of combustion of the carbon and hydrogen composing it is only 256900 cal., the difference being equal to the negative heat of formation of the acetylene. For substances consisting of carbon, hydrogen and oxygen, a rule was early devised for the purpose of roughly calculating their heat of combustion (J. J. Welters rule). The oxygen contained in the compound was deducted, together with the equivalent amount of hydrogen, and the heat of combustion of the compound was then taken to be equal to the heats of combustion of the elements in the residue. That the rule is not very accurate may be seen from the following example. Cane-sugar has the formula C12H22011. According to Welters rule, we deduct II 0 with the equivalent amount of hydrogen, namely, 22 H, and are left with the residue 12 C, the heat of combustion of which is 1131600 cal. The observed heat of combustion of sugar is, however, 1354000, so that the error of the rule is here 20 per cent. A much better approximation to the heat of combustion of such substances is obtained by deducting the oxygen together with the amount of carbon necessary to form C02, and then ascertaining the amount of heat produced by the residual carbon and hydrogen. In the above case we should deduct with II 0 the equivalent amount of carbon 5.5 C, thus obtaining the residue 6.5 C and 22 H. These when burnt would yield (6.5 X9430o)+(II X68300) =1364250 cal., an amount which is less than 1 per cent. different from the observed heat of combustion of sugar. Neither of the above rules can be applied to carbon compounds containing nitrogen 8. Heat of Neutralization It has already been stated that the heats of neutralization of acids and bases in aqueous solution are additively composed of two terms, one being constant for a given base, the other constant for a given acid. In addition to this, the further regularity has been observed that when the powerful monobasic acids are neutralized by the powerful monacid bases, the heat of neutralization is in all cases the same. The following table gives the heats of neutralization of the commoner strong monobasic acids with soda: Hydrobromic acid Hydriodic acid Nitric acid Chloric acid Bromic acid Within the error of experiment these numbers are identical. It was at one time thought that the greater the heat of neutralization of an acid with a given base, the greater was the strength of the acid. It is now known, however, that when weak acids or bases are used, the heat of neutralization may be either greater or less than the normal value for powerful acids and bases, so that there is no proportionality, or even parallelism, between the strengths of acids and their heats of neutralization . sodium carbonate- Na 2 CO 3.. . Na 2 CO 3, H 2 O . Heat of Solution. +5640 cal. +2250 à ¢Ã¢â€š ¬Ã… ¾ Heat of Hydration. +339 0 cal. Na 2 CO 3, 2H 2 0 . +20 à ¢Ã¢â€š ¬Ã… ¾ +5620 à ¢Ã¢â€š ¬Ã… ¾ Na 2 CO 3, IoH 2 O . 16160 à ¢Ã¢â€š ¬Ã… ¾ +21800 à ¢Ã¢â€š ¬Ã… ¾ II. Sodium sulphate- Na 2 SO 4 +460 cal. Na 2 SO 4, H 2 O . 1900 à ¢Ã¢â€š ¬Ã… ¾ +2360 cal. Na2S04, IoH 2 O . 18760 à ¢Ã¢â€š ¬Ã… ¾ +19200 à ¢Ã¢â€š ¬Ã… ¾ 9. Heat of Solution When substances readily combine with water to form hydrates, the heat of solution in water is usually positive; when, on the other hand, they do not readily form hydrates, or when they are already hydrated, the heat of solution is usually negative. The following examples show the effect of hydration on heat of solution in a large quantity of water: io. Application of the Second Law thermodynamics to Thermochemistry. What is commonly understood by thermochemistry is based entirely on the first law of thermodynamics, but of recent years great progress has been made in the study of chemical equillibrium by the application of the second law. For an account of work in this direction see Chemical action. BIBLIOGRAPHY. Julius Thomsen, Thermochemische Untersuchungen (Leipzig, 1882-86); M. Berthelot, Essai de Mecanique Chimique fondee sur la Thermochimie (Paris, 1879); Thermochimie, donnees et lois numeriques (Paris, 1897); W. Ostwald, Lehrbuch der allgemeinen Chemie, 2nd ed., vol. ii. part I, pp. 1-517 (Leipzig, 1893); M. M. P. Muir and D. M. Wilson, Elements of Thechemistry (London, 1885); P. Duhem, Traite de Mecanique Chimique (Paris, 18 97-99); J. J. van Laar, Lehrbuch der mathematischen Chemie (Leipzig, 1901). (J. WAL.)

The Things they carried Portfolio :: essays research papers

Am Literature  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‚   Tarriq Hansrajh 06/07/05  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‚   4th Entry #1: In my pockets: Cell phone – 5oz Keys – 2oz Wallet – 3oz In my backpack: Spanish book – 5lbs Trig book – 9lbs 4 1 inch binders – 12lbs USHAP notebook – 1lb Other misc. items – 1.5lbs Total Weight: 29lbs 10oz This estimate does not surprise me at all because when I think about all the work that we have to do I remember all the textbooks that we have to carry around. In addition sometimes I come home with my back aching, but that’s usually only when I carry my USHAP notebook with me as well Am Literature  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‚   Tarriq Hansrajh 06/07/05  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‚  Ã‚  Ã‚  Ã‚  4th Entry #2: â€Å"Rat† Kiley was born Bob Kiley on April 7 1939 in Albany, New York to Marie and Charlie Kiley. At age 11 Bob was given the nickname â€Å"Rat† by one of his friends when they were walking home from school one day when apparently Bob fell into a large open dumpster and when he emerged he had a few strings of spaghetti sticking out of the back of his pants. The nickname stuck with him all the way to his adulthood. Rat graduated from Creekside High School in 1957. He did not want to attend college right away but wanted to work in one of the factories in his home town to earn some money to pay for college. Even then his co-workers called him â€Å"Rat†. Two years later he had managed to save ten thousand dollar to put toward his college tuition but unfortunately he was drafted just like the rest of the men his age who were not attending college. When he was in Vietnam Rat encountered many terrible situations and was faced with severe heart ache when his best fri end Curt Lemon is killed by a landmine. Rat was devastated by this terrible event and felt an extreme sense of loneliness especially when he wrote a letter to Curt’s sister and she never responded. Rat fought through the rest of the war seeing too many tragedies that are too horrible to mention here and when he returned to his family in 1973, two years before the war ended they found his behavior very strange. They found that he was not the same person that he was before and eventually the found that he had gone completely insane. Rat would mumble things to himself and would scream as if he saw his friend Curt being killed right in front of him.

George Balanchine for The Ballet Society

– In 1946 Balanchine and Kirstein collaborated again to form Ballet Society, a company which introduced New York subscription only audiences over the next two years to such new Balanchine works as The Four Temperaments (1946) and Stravinsky’s Renard (1947) and Orpheus (1948). – On October 11, 1948, Morton Baum, chairman of the City Center finance committee, saw Ballet Society in a City Center Theater program that included Orpheus, Serenade, and Symphony in C (a ballet which Balanchine had created for the Paris Opera Ballet under the title Le Palais de Crystal the previous year) George Balanchine for New York City Ballet – Baum was so highly impressed, that he initiated negotiations that led to the company's being invited to join the City Centre municipal complex (of which at the time the New York City Drama Company and the New York City Opera were a part) as the â€Å"New York City Ballet.† – On October 11, 1948, the New York City Ballet was born, dancing a program consisting of Concerto Barocco, Orpheus and Symphony In C (a ballet which Balanchine had created for the Paris Opera Ballet under the title Le Palais de Cristal the previous year). – From that time until his death, Balanchine served as artistic director for the New York City Ballet, choreographing (either wholly or in part) the majority of the productions the company has introduced since its inception – Among them were Firebird (1949; restaged with Jerome Robbins, 1970); Bouree Fantasque (1949); La Valse (1951); The Nutcracker (his first full-length work for the Company), Ivesiana and Western Symphony, (1954) – In June 1972, Balanchine staged the New York City Ballet's first festival, an intensive one-week celebration of the music of his longtime friend and collaborator, Igor Stravinsky. – Of the 20 works that received their world premieres during the Festival, he choreographed eight: Stravinsky Violin Concerto, Duo Concertant, Choral Variations (on Bach's â€Å"Vom Himmel Hoch,† Scherzo A La Russe, Symphony in Three Movements, Divertimento from â€Å"Le Baiser De La Fee,† and new versions of Pulcinella (with Robbins) and Danses Concertantes. – Till today his company, the New York City Ballet, is the leading dance group of the United States and one of the greatest companies in the world

Career Plan Essays

Career Plan Essays Career Plan Essay Career Plan Essay ECPY 2040: Principles of Career and Life Planning Fall 2013 section# 6300 Tues/Thurs 8:45am-10:05am Social Sciences 255 Instructor: Gabrielle Groth Office: Humanities 028 Office Hours: Tues/Thurs 10:15-11:15 or by appt. Email: [emailprotected] edu Office Phone: 518-442-2624 Course Description: Mailbox: outside ED 242 Review of theories of decision-making career development, occupational choice, and job satisfaction. Additional topics include vocational measurement and assessment, evaluation and use of occupational information, and strategies of life-span planning. Course Objectives: Develop a conceptual framework of how careers begin and evolve Develop an understanding of the factors affecting your career development and planning Research, evaluate, and use occupational information from a variety of resources Develop communication skills in order to facilitate self-reflection and enhance the ability to market yourself in a career This course meets the Information Literacy and the Oral Discourse requirement for the University at Albany. Required Books and Materials: 1 . Sukiennik, D. , Raufman, L. , Bendat, W. (2013). The career fitness program: exercising your options (10th ed. ). Boston, MA: Pearson. ISBN: 978-0132762335 2. A $35 materials fee will be due in class for the following assessment materials: Strong Interest Inventory (S) and the Myers-Briggs Type Indicator (MBTI) CASH ONLY! Recommended Texts: 1 . Bolles, R. N. (2012). What color is your parachute? (40th ed. ). Berkeley, CA: Ten Speed Press. 2. American Psychological Association (APA). (2009). Publication manual, 6th edition. washington, DC. ISBN: 978-1433805615 Attendance/Participation: Because this course is intended to benefit your career development, you will be time; thus, regular attendance, punctuality, and participation are essential and will e reflected in your grade. You are responsible for all readings and assignments listed in the syllabus, as well as any extra readings distributed in class, and should come to class prepared for discussions and activities. If you are absent from class: You are responsible for any missed lecture notes or materials. It is not the responsibility of the instructor to inform you of what you missed in class. Some assignments may be made-up at the instructors discretion only if the instructor is made aware of the absence beforehand. Exceptions may be made in extreme cases (e. g. death in the family) at the instructors discretion. Attendance will be taken EVERY class period. A total of 60 points can be earned if you attend class regularly. Each student is allowed three free absences. More than three absences throughout the semester will be reflected in your final grade. For each class missed beyond the three allowed, 10 points will be deducted from your total score. Any exceptions to this policy will be made at the ins tructors discretion and only in extreme situations. Please not that your UAlbany email account is considered an official form of communication. Thus, you will need to check this address regularly to receive class nnouncements and changes in the schedule. Classroom Decorum: Students are expected to arrive to class on time and actively participate in classroom activities. If students arrive late to the class period, it is their responsibility to check in with the instructor at the end of the class period to ensure that they were counted as present. It is expected that students will conduct themselves in a mature and professional manner. This course provides a unique opportunity for growth and self- exploration. Please be respectful of your classmates, remain attentive during class, and keep an open mind to others ideas and views. All electronic devices (e. g. , cell phones) must be turned OFF during class. The use of laptops for anything other than note taking is considered disruptive and not permitted. Disruptive behavior during class time will not be tolerated. If you are having difficulty following expected classroom behavior, you will be asked to leave, an unexcused absence will be recorded, and you will not receive credit for any work completed during class that day. If the disruptive behavior persists, it will be brought to the attention of the Office of Conflict Resolution and Civic Responsibility; and you may be asked to leave the lass permanently. Academic Integrity: A students work for this class should reflect the highest standards of academic integrity. Academic dishonesty will not be tolerated. Examples include, but are not limited to plagiarism, multiple submissions, cheating, and falsification. Submitting work completed by anyone other than yourself or resubmitting your own work from a prior class is unacceptable. Consequences may include failure of the assignment, Responsibility. If you have any questions, consult the instructor or contact the Office of Conflict Resolution and Civic Responsibility, or refer to the Community Rights and Responsibilities Booklet. Writing Requirements: All assignments must be submitted on time via Blackboard. Assignments submitted via disk, email, or paper form will not be accepted unless in an extreme circumstance, which is left to the discretion of the instructor. All assignments are to be typed, proofread, properly formatted in the most current APA style (e. g. 2 point Time New Roman font, double spaced with 1 inch margins). Students are expected to use the writing and referencing guidelines as published in the Publication Manual of the American Psychological Association (6th ed. ), a recommended text. The manual is vailable in the reference section of the University, Science, and Dewey libraries. For additional referencing guides visit: http://owl. english. p urdue. edu/owl/resource/ 560/01/ http://library. albany. edu/usered/cite/apaw-header. pdf Late assignment policy: Assignments are to be submitted online at the beginning of the class period for which they are due. Submissions after the start time of the class are considered late and 5 points will be deducted for each day the assignment is late. Late assignments will not be accepted after 5 days (including non-class days and weekends) and will result in a grade of O for that assignment. Exceptions will only be made at the discretion of the instructor in extreme situations. Accommodations for Students with Disabilities: Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive, learning and psychiatric disabilities. Any student who has a documented disability through the Disability Resource Center (Campus Center 137, 442-5490) and is in need of academic accommodations should notify the instructor of this course. Accommodations are individualized and in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1992. If you believe you have a disability requiring accommodation in this class, please visit the Director of Disabled Student Services. Grading Distribution and Points: Assignment Point Breakdown: Introduction Blackboard Post 15 Inventories 30 (2 x 15 points each) Registration with Career Services Occupational Report Resume and Cover Letter: First Draft and Peer Review Final Draft 5 55 20 Mock Career Interview Informational Interview Career Topic Presentation 50 35 Final Paper Attendance 75 Total Possible Points Grade distribution: A = 465-500 (93-100%) A- = 450-464 (90-92%) + = 434-449 (87-89%) B = 413-433 (83-86%) B- = 400-412 (80-82%) C+ = 385-399 (77-79%) c = 365-384 (73-76%) c- 350-364 (70-72%) = 335-349 (67-69%) D = 315-334 (63-66%) D- = 300-314 (6M2%) E = 0-299 (less than 60%) * Incompletes are only given under extraordinary circumstances, at the discretion of the instructor. Assignments and Exams Introduction Blackboard Post: To facilitate classmates and the instructor in getting to know one another, students will create an introductory post to the Blackboard discussion board started by the instructor. Posts should be 1 3 paragraphs in length nd should address the following things: 1- Tell us a little about yourself (hometown, favorite hobbies, etc. ; 2- What is your status as a student (year in college)? ; 3- What is your intended major? Or, if unsure of major, what is one of your areas of academic interest? ; 4- When you were in elementary school and people asked you what do you want to be when you grow up, what did you tell them? ; 5- What are your career aspirations at this time? In other words, what do you want to be when you grow up? ; 6- What do you hope to get out of this course? If possible, include a photo of yourself ith your discussion board post. Inventories: As part of the course requirements, you must purchase and complete the Strong Interest Inventory (S) and the Myers-Briggs Type Indicator (MBTI). 35 will be collected by the instructor in the beginning of the semester for these exams and will be returned by the specified due date to be sent off for scoring. If the mone y or the inventories are not turned in on their respective due dates, you may lose points or receive a zero for this project. Because the information from the inventories will be used in the final paper, incomplete inventories may also result in additional oss of points on the final paper. Registration with Career Services: You will receive 5 points for registering with IJAlbanys Career Services. The purpose of registering is to become familiar with the resources at the Career Center and have access to future career events, Job fairs, internships, and Job listings. To register go to: albany. edu/career/ index. shtml title page and references) on an occupation. The purpose of this report is to give you the opportunity to explore and write about an occupation that is of interest to you. You will need to use at least TWO outside sources of information other than the equired texts for the course. The paper must be in APA style with proper citations and a reference page. More details will be provided in class. Resume and Cover Letter: You will prepare a professional resume and cover letter. You will receive 20 points for the completion of the first draft and participating in the peer revision during class time. Students that do not bring copies of their first drafts to class on the day of the peer revision will not be able to participate in the peer revision process AND will not receive the 20 points. The final draft of the resume and cover letter you will submit via Blackboard. The final draft is worth a total of 40 points, and will be graded by your instructor. By the completion of this assignment, you should have a resume and cover letter worthy of submitting to potential employers. The content and style should be professional, concise, and comprehensive of your abilities and goals. Midterm: A multiple-choice and/or short answer exam designed to test your knowledge of the course material up to the date of the exam. Materials tested will include readings, lectures, presentation information, and classroom exercises. Makeup exams are based on the discretion of the instructor. Mock Career Interview: Students work in pairs to prepare and present 10-minute mock career interviews in front of the class. Each student will have the opportunity to be both the interviewer and interviewee within the 10-minutes. The mock interview will give you a chance to gain interviewing experience in your field of interest. Students will be expected to dress in interview attire for this presentation. A zero may be given on this assignment if students fail to show up on their assigned presentation day. Interviews will be rescheduled only in extreme circumstances at he discretion of the instructor. Informational Interview: Each student will arrange an interview with someone who is currently working in the field he or she is interested in. Worksheets will be provided to help you formulate questions and evaluate the information you receive. You will then be asked to share some of the information you learned from the interview in class. Additional information will be provided in class. Career Topic Presentation: You will be preparing and conducting a 10-minute presentation on a special topic of your choice related to career development and/or the world of work. For the presentation, you will be informing the class about the contents of an article or book chapter related to your topic that you have read. Students must seek approval of their resources at least 2 weeks prior to their presentation. Additional information will be provided in class. A zero may be given on Presentations will be rescheduled only in extreme circumstances at the discretion of Final Paper: You will submit via Blackboard a 5-7 page (not including title page and references) self-reflective paper that integrates what you have learned in the course with your own ideas about career and life planning. This should include information you learned from your SII and MBTI inventories, as well as what you have learned from the informational and mock interviews. At least 5 sources should be used and referenced in APA style. More details will be provided in class. EXTRA Credit: Two assignments can be completed for a maximum of 20 extra credit points. They are to be completed and turned in before or on the last day of class. Career Services Events Write-up (10 pts each): You can attend one Career Services Event for 10 points or you can attend 2 different events for a total of 20 points that will count as extra credit. For each event attended you must provide a I-page summary of the even and what you have learned from it. In addition, you will need to complete the extra credit even form (attached). The list of events and dates can be found at albany. edu/career. Likewise, once you register with Career Services you will receive email announcements for events. Please ask the instructor for approval if an event is not sponsored by Career Services. Career Article (10 pts): Find an article related to social media and its relevance on career development, networking and write a 1-2 page review of the article. Research Participation (1 Opts): Students will have the opportunity to earn up to 10 points extra credit for participating in research opportunities announced in class. ONLY the opportunities announced in class will count towards your grade. Tentative Class Schedule Date Day Topic Reading Assignment Due Aug. 27 Tuesday Course Overview and Syllabus Aug. 29 Introduction to career theories and development CFP Chapter 1 sept. Values in the Workplace CFP Chapters 2 CFP Chapter 3 sept. 5 Thursday No Class†Rosh Hashanah sept. 10 Career Services Guest Speaker $35 Cash Due (Exact change please! sept. 12 Work Interests and Personality CFP Chapter 4 (Boiles p. 189-229) sept. 17 Aptitudes, Abilities, and Skills CFP Chapter 5 (Boiles p. 230-250) sept. 19 Tour of the University Library: Meet in the Lobby MBTI Due sept. 24 APA Style and Plagiarism sept. 26 CFP Chapter 7 (Boiles p. 252-269) oct. 1 Making Career Decisions CFP Chapter 8 oct. 3 Job Search/Leads CFP Chapter 9 (Bolles Chapter 5) oct. 8 Career Services Resume Workshop oct. 10 Midterm Review oct. 15 Midterm Exam oct. 7 Resume/Cover Letter Peer Feedback Session CFP Chapter 10 1st Draft Cover Letter/Resume Due ct. 22 Presentations oct. 29 Final Draft Resume/Cover Letter Due oct. 31 NOV. 5 NOV. 7 SII MBTI Interpretation NOV. 12 Career Services Guest Speaker (Social Networking) (Bolles Chapter 6) Occupational Research Report Due NOV. 14 Issues in the Working World CFP Chapter 6 NOV. 19 Interviewing for Jobs and Into the World of Work CFP Chapter 11 (Bolles Chapter 8) NOV. 21 Mock Interviews NOV. 26 NOV. 28 No Class†Thanksgiving Dec. 3 Dec. 5 Dec. 10 Last Day of Class/Wrap Up All Extra Credit Assignments Dec. 12 Submit Final Paper via Blackboard Final Paper Due: 5 pm

breaking the color line essays

breaking the color line essays In segregated America, black baseball was forced to show their talents behind a color line. They were all victims of an unwritten law that no black man was allowed into the major leagues. These black athletes were absent from the sports pages and were shunned from American sports history. These extraordinary athletes played in Negro Leagues which consisted of some of the greatest baseball players that ever lived. Integration of the major leagues was one of the most glorious chapters in black history. From 1920, when the first Negro League was created, until 1946, when Jackie Robinson stepped across the color line, the Negro Leagues grew, provided enjoyment, overcame hardships, enriched life into black America, and was a symbol for all black people. Judge Landis, who was one baseballs first commissioners after the Black Sox scandal, said that the only barrier to baseball was a players ability. If a person could play the game, then he would be allowed to play. Yet Clearly, the barriers were not based on skill and kept baseball segregated. Segregation itself was undermined when Negro Leagues victories came from white opponents. Negro Leagues were virtually ignored by white culture. In the black community, Negro Leagues was just a cultural institution, a norm within a norm. Many African-Americans demonstrated their ability to play at a major-league level and many people started clamouring that segregation must end not only in baseball, but in America also. Many felt that if African- Americans fought for our country, then they should have equal opportunities elsewhere. The heart of the Negro Leagues was developing in the northern ghettos. Teams in New Yorks Harlem and Chicagos South Side grew where there was rich enough soil. The most popular Negro teams in these areas were the Pittsburgh Crawfords, Kansas City Monarchs, Chicago American Giants, New York Balck Yankees, Philadelphia Stars,...

Reflection on couseling-interview skills Essay Example | Topics and Well Written Essays - 750 words

Reflection on couseling-interview skills - Essay Example The observer's feedback at the end of the session led me to introspect. This is where I found my true learning during this activity, which would help me improve as a counsellor. Three aspects came to the fore: The counseling session provided me with an immersive experience of a real-life situation. I learnt that genuineness of purpose and reflecting on counselee issues with deep empathy is the key to effective counseling. The training video, "Building on Strengths" (Armstrong, 1994) highlights key concepts of family counseling from a systems approach perspective. The skills discussed in the video are of significant relevance for community based family workers. The core theme of the presentation is the importance of social and cultural context, while dealing with individuals and families. The main sections in the video include: "Building on Strengths" transforms the practitioner's role from diagnosing a family's dysfunction, to assisting families identify their goals and resources, and helping them learn skills of healthy self-reliance (Early & GlenMaye, 2000). The key success factors here are: Systems approach provides a framework for goal-directed partnership model of human services with focus on empowerment of client. ... The main sections in the video include: What is systems approach Externalizing problems Honoring people's stories "Building on Strengths" transforms the practitioner's role from diagnosing a family's dysfunction, to assisting families identify their goals and resources, and helping them learn skills of healthy self-reliance (Early & GlenMaye, 2000). The key success factors here are: Identifying goals Identifying root causes and understanding of current problems Identifying resources Collaborating between worker and client Empowerment of client Sustaining client's ability for self reliance. Systems approach provides a framework for goal-directed partnership model of human services with focus on empowerment of client. The video provides examples of contextualizing family dysfunctional experience and behavior, with the enveloping social, cultural, economic and regulatory systems. The dysfunctional behaviors are studied repeatedly to recognize underlying pattern and identify root causes. The video content specifically emphasized understanding and respecting varying beliefs, values, and family practices of different cultural, racial, and ethnic groups. Culturally relevant services and supports should be family-centered, family-driven, and strengths-based. The recommended responses should adopt least intrusive intervention possible and be need-driven; they should be relevant in the communities and neighborhoods where families live. The video depicts community focus and participatory styles, through activities such as, creating genograms and eco-maps. Genograms helps in identifying the immediate and extended family members, their interdependencies,

Consent theory Essay Example | Topics and Well Written Essays - 1000 words

Consent theory - Essay Example Searching consent implies first of all the ability to communicate about the most advantageous results of their discussion. Deliberate behaviour by consent with coercion is a contradictoriness in its roots, since nobody can make a consent compulsory or obligatory. Each action should by controlled by moral principles (which have naturally come from Rousseau's philosophy of 'kind' human nature). Thus, theory of consent is related to some kind of convergence among people as well as inner consent, which leads to creation of stable moral obligations (Lennartz, 2005). Rawls, who is an outstanding scholar, speaks about the obligations that people identify as "self-imposed," as if each person her or himself really participates in the creation of the principles of righteousness. In addition, Samuel Freeman, who defends Rawl's concepts, writes: "In committing themselves to these principles, free and equal citizens willingly impose upon themselves certain constraints on future decision-making . . . This precommitment is general, because it is made by and applies to everyone" (Freeman, 1993). Consent theory was expected to offer a concept of political autonomy, such that one can state that their obligation to a state was to some extent consequent from their free action as a personality among politically equal personalities. Such self-sufficiency demands that the philosophy one follows be the product of their deliberative development. "It is not enough simply for it to be the deliberative process that someone exactly like me would use, in other words, i ndicative of my unique experiences and faculties, because this would allow the deliberation of someone who knew me incredibly well to count as mine. It must be the deliberation that I actually intentionally undergo" (Cushing, 2001). In order to exemplify the awareness of making choice, let's imagine the following two 'methods' of shopping. The first way is common: a person picks the goods out him/herself and pays the bill at the end of shopping, as this person has gained an obligation by one's deliberate action. The second way is more complicated: one's robot double, programmed with all experiences and tastes of this person, goes shopping, chooses exactly what the human would choose in similar conditions and picks the goods out for this person. In the latter case, it is clear that the person has no obligation to pay for the goods, since he/she does not choose them. The person would have chosen, but in fact the person did not make a choice. Similarly, the consent theory required actual act of consent or choice, which is followed by entire awareness of one's actions.The most important limitation of consent theory (which probably rubs out the most part of its significance) is its conceptual utopicity. The level of public political culture in our society is quite low, and people follow rules and legislative obligations due to the fear of being punished. People could not rely on the way others adopt common consent, as based on the principle of personal freedom, the theory rejects law enforcement of the consent. As Cushing correctly notes, "there would be a similar assurance problem with Rawls's duty-based account because citizens will not believe that others will comply simply because the relevant institutions "apply" to them" (Cushing, 2001). Thus, an essential perception of our society's political culture