Rate of reaction Essay Example for Free

Rate of reaction Essay Apart from these few improvements I think the equipment and the method I used was an appropriate way of investigating how concentration effects the rate of reaction on an enzyme. A variable that I could try for an extra experiment is temperature. I could try increasing the temperature of the catalase to see if increasing the temperature has the same effect on an enzyme as it does with concentration. This would help me to see which variable, temperature or concentration has a greater effect on the volume of oxygen produced from the reaction of an enzyme. I am going to work out the rate of reaction from the average value of each of the concentrations of hydrogen peroxide. I will work out the rate of reaction for every 10 second from the average values by using my graphs. Reaction Rate for the concentration of   Reaction Rate for the concentration of 6%  cm3/s From looking at these calculations I can say that for all the concentrations of hydrogen peroxide the reaction rate was fastest at the start of the reaction. During the reaction the rate decreased and eventually the reaction stopped. I can explain this by using the lock and key model. This occurs because the catalase is breaking the particles of the hydrogen peroxide to form into oxygen. This causes the hydrogen peroxide to get used up as the catalyst can alter the rate of reaction without getting used up. This then leaves the catalase to react with no substance. Data Logging Data logging is another experiment I did to extend my experiment. I looked at the enzyme activity experiment in a different way. This time I used the same quantity of catalase and hydrogen peroxide but instead of measuring the volume of oxygen produced, I found out the temperature increase for each of the different concentrations of hydrogen peroxide. Method 1. Collect all equipment and set the experiment up 2. Wear safety glasses as you are using chemicals 3. Pour 25cm3 of each concentration of hydrogen peroxide into a measuring cylinder 4. Pour each concentration of hydrogen peroxide into three different polystyrene cups 5. Measure 1mm of catalase into three different syringes 6. Make sure that the end of the probe is touching the bottom of the cup and that the hydrogen peroxide is completely covering it 7. Inject all three of the catalase at the same time into each polystyrene cup 8. At the same time start the computer as you inject the catalase, to start of the measurement of the temperature, of the hydrogen peroxide 9. Watch how the computer measures the temperature for 2minutes as it transfers all the information into a graph 10. Stop the graph at 2 minutes and print out the results Conclusion From my results I can see that the 6% concentration of hydrogen peroxide has given of the highest temperature. This is because the concentration of 6% has many particles of hydrogen peroxide which will have a greater chance of colliding with the catalase. The concentration of 1. 5% and 3% has given of less heat causing a lower temperature. This is because they have less particles of hydrogen peroxide to collide with the enzymes. This result can be explained by the kinetic and collision theory. The increase in heat gave an increase in the kinetic energy. This means that there would be more collision between the hydrogen peroxide particles and the catalase, which would lead to a better chance of collision being successful. This experiment is related to my first experiment as the increase in concentration gave off more oxygen which gave us an increase in temperature. I found out that the 6% concentration gave of the most oxygen which causes a rise in temperature and the 1. 5% gave of the least oxygen causing a lower temperature. The 6% also gave off the most oxygen in the shortest time whereas the 1. 5% concentration gave off the least oxygen in the longest time. From looking at my graph I can see that the 6% concentration had the steepest slope which if I relate back to my rates of reaction theory. I can say that the steeper the slope the faster the reaction. The 1. 5% concentration had the smallest gradient which means it had the slowest rate of reaction. Overall this proves my original prediction, that the 6% concentration of hydrogen peroxide has the fastest rate of reaction and the 1. 5% concentration has the slowest. Reaction Rates During a reaction, reactants are being used up and products are forming. The reaction rate tells us how fast the reaction is taking place. You can calculate the reaction rate by measuring how much reactant is used up or how much product forms in a given time. Reaction rate = change in amount of a substance time taken The reaction rate can also be calculated by using a graph. The slope of the graph tells us how quickly the reaction is happening. The steeper the slope, the faster the reaction Results from the Trial Experiment Time (s) Volume of O2 evolved (cm3) 1. 5% Volume of O2 evolved (cm3) 3% Volume of O2 evolved (cm3) 6% Average I did a trial experiment to help me understand the experiment. The trial experiment showed me how quickly each concentration of hydrogen peroxide produced the amount of oxygen gas in one minute. I also learnt that slow pressure is needed with the small gas syringe because too much pressure causes the catalase to spill out. Results from the concentration of 1. 5% Time(s) oxygen evolved (cm3)oxygen evolved (cm3) oxygen evolved (cm3) oxygen evolved (cm3) oxygen evolved (cm3) oxygen evolved (cm3) average. I am going to use columns 5,6 and 7 for my average because these columns have the nearest results to each other and the range of results are realistic. Results from the concentration of 3% Time(s) oxygen evolved (cm3) oxygen evolved (cm3) oxygen evolved (cm3) oxygen evolved (cm3) oxygen evolved (cm3) average 1 I will be using columns 4,5 and 6 for my average because these columns have the nearest results to each other and the range of results are realistic. Results from the concentration of 6% Time(s) oxygen evolved (cm3) oxygen evolved (cm3) oxygen evolved (cm3) oxygen evolved (cm3) average. I will use column 2,3 and 4 for my average because these columns have the nearest results to each other and the range of results are realistic. Time (s) Temperature (oC) 1. 5% Temperature (oC) 3% Temperature Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Patterns of Behaviour section.

High School and Students Essay Example for Free

High School and Students Essay Introduction The continuous deterioration of the quality of education in the Philippines has prompted the DepEd to push for the implementation of the K to 12 programs, which entails the institutionalization of kindergarten and the addition of two more years of high school in the basic education cycle. The proposal has spurred a heated debate on whether it could lead to improvements or just exacerbate thn e present state of education in the country. The Enhanced K+12 Basic Education Program in the Philippines has been officially started. It has been initiated by the Aquino administration where students will have to undergo a new system of education. This program will require all incoming students to enroll into two more years of basic education. Thus, the K+12 System will basically include the Universal kindergarten, 6 years of elementary, 4 years of junior high school with an additional 2 years for senior high school. Moreover, the program aims to uplift the quality of education in the Philippines in order for graduates to be easily employed. The program also aims to meet the standards required for professionals who would want to work abroad. Most importantly, the system aims to fully enhance and develop the students in order for them to be well-prepared especially in emotional and cognitive aspects. Through this, graduates will be able to face the pressures of their future workplace. However, not all are in favor of the K+12 Education. There are students complaining of the additional years and there are parents who are not in favor of the additional expenses. But indeed, it is an undeniable fact that additional years in the education system will really require more budgets not just from the government but from the parents as well. Aside from this, students will need additional classrooms, school supplies and facilities. The program would need more qualified teachers as well. The researchers believe that the K+12 Education in the Philippines would uplift the quality of lifestyle of the Filipino people. But, this could not be done without being prepared. And since the program has already been implemented, what is  more important now is for students to do their best and study despite of the lack of facilities. The Philippine educational system pursues the achievement of excellent undergraduates in the elementary and secondary level. Implementation of UbD is one of the proposals that undertook in the country recently. At present, the Department of Education pronounces the addition of two more years in the basic education of students, which according to them will benefit not only the Filipino youth but all the Filipinos in the Philippines. This proposal is part of P-noys Educational Reform Program. The administration asserts that with the implementation of such program, the problem of unemployment in the country will be resolved. In as much as employment in the Philippines is concerned, the K12 education also responds to the fact that most countries in the world already have the same plan in their educational institutions. With this, the standards of these countries go a notch higher than what the country has, thus, creating an expansion in the global competency. What can be really said about this plan? While the reaction of the public is divided, where some are in favor and some are not, here are several issues that point out to the aggression of opposing groups especially the parents to this program. One of the main problems in the Philippines which the government needs to resolve is the lack of school and classrooms in the different parts of the country. It is important that students stay in a place that is conducive for study while they are away from home. In addition, with teachers go abroad to teach, or do another job, there is already a shortage of educators in schools that mold the minds of learners. And this deficiency has become a problem for the country in the past several years. Finally, there is a need for students to utilize the appropriate instructional materials and school equipment for them to learn and gain the necessary knowledge in school. This lack of accessibility in books and other school supplies clearly manifest the scarcity in the public schools in the country. There is nothing wrong in aiming the other fraction of a horizon, and that is what the government attempts to accomplish. It is in fact an indication that to aspire for something higher, one must carry out certain actions to achieve the goal. However, the administration also ought to realize and clearly understand what the educational system in the Philippines needs to develop primarily. The mentioned issues above are only a few elements that entailed to be resolved. At some point, the Philippines cannot go ahead unless the concerns are faced and the difficulties are completely solved. There are a lot to be done to improve the competency of the youth. The government does not need to gaze from afar. ? Conceptual Framework The framework of this as can be viewed below was anchored on the dependent variable, student’s perception on the K+12 policy as the independent variable. Research Paradigm Fig. 1 Dependent Variable Independent Variable Statement of the Problem Major Problem: 1. What is the perception of the STMA high school students on K12? Minor Problems: 1. What are the advantages and disadvantages of K12? 2. Does the student agree on the K12 policy? ? Hypothesis This study assumed the following: 1. That students have different definition about the K12 policy. 2. That students believe that K12 is a waste of time. 3. Most students will not finish high school. Scope and Delimitations The target respondents of the study are the high school students of the current academic year (2011-2012) randomly selected across all year level. It is limits itself on the perceptions of the students on the said topic and their preconceived notion. Significance of the Study. This study is about the perception on K12 policy among parents and high school students of St. Thomas More Academy academic year 2011-2012. The persons that would benefit from the study are the following: Students A better understanding on K12 policy would benefit the students on increasing their knowledge. Teachers The finding of this study may likewise motivate and challenge them to guide their students on matters regarding K12 policy related issues considering the philosophy of loco parentis or the second parents; teachers will be able to explain things. Parents will be enlightened on how best to explain to their children matters pertaining to K12 policy. ? Definition of terms The following special terms has been sued to suit this study: Deteriorate To make or become worse in character, quality, etc. Exacerbate To increase the severity, bitterness, or violence of; aggravate. PerceptionPoint of view; Opinion Promptto obey ENDNOTES Websites: www. wikipedia. com www. wiki-answers. com http://wiki. answers. com/Q/What_are_the_advantages_in_having_k_plus_12? CHAPTER II REVIEW OF RELATED LITERATURE ? CHAPTER II REVIEW OF RELATED LITERATURE. In preparing this study the researchers seriously looked for different books, newspapers articles and other media as point of reference. There are numerous sources that the researchers found especially on the internet related to these. The researchers carefully examined the following related literature; If the K-12 Education Plan becomes successful, then the Philippine education system can become more competitive among other countries around the world. Though there are still some problems that the government needs to solve before they can successfully implement the plan. The proposed program is good but it still wont work if the needed elements to make it work aren’t present. Such element includes the number of public school classrooms plus the adequate supply of classroom chairs, books, etc. If the government could allot a bigger budget to educational needs, then we could be one-step ahead towards the success of the K-12 program. Furthermore, parents (especially those who belong in the poor sector) should be properly informed and motivated of the advantages of the K-12 Education Plan. This is very important since parents play a major role in providing the childs school allowances, supplies, and fees for other school projects and activities. Add to that the support of parents towards their children in terms of guidance and teaching. The DepEd seems all set to add two more years to the country’s 10 year basic education curriculum. This is a very tough issue to crack. We think it is a clash between reality and the ideal. A question unanswered – is this for the common good? The truth is there are already many problems at the current 10-year curriculum and it has nothing to do with number of years. To enumerate a few – there are not enough qualified teachers to teach all the students; that is made worst with just too many students; there are not enough classrooms and schools to comfortably fit all the students (not to mention not enough bathrooms and water supply); there are not enough books; add the problem of poor quality books, on top of that there are not enough facilities and finally very high dropout rates. The latter, high dropout rates are being caused by something out of the education system but affects large part of the population – poverty. There are just so many poor families and they are so poor that many of them cannot afford to pay for the already meager amount needed for the education of their children. Grade school and high school are free in public schools with parents needing to just spend on uniforms, fare and some expenses. The tuition which normally accounts for a very large share of the total expenses are free and yet most poor families can still not afford of what is left for them to spend. It is not that the expenses are high, it’s just their income is very, very low. It is this inability to afford the other expenses that has caused a very high dropout rate among students. This plan of the DepEd to add two more years will of course not solve any of the above problems. In fact, it will only extend all those problems by two more years. A longer basic education will also mean even higher dropout rates. Then there is the problem of additional expenses for the government. As of now, with the 10 year curriculum, there is already desperate lack of classrooms and schools. The public schools cannot turn the student’s away when they show up to enroll. To cope many public schools have crammed as many students as they can inside the classroom with classrooms crammed with chairs from wall to wall. Not enough, the schools conduct classes in at least shifts, in some instances classes held very early in the morning till late in the evening. With two additional years, the schools will definitely need to construct new buildings and classrooms or God forbid conduct classes 24/7. The above is the reality part. On the government side, in the discussion paper it disseminated during its press conference last Oct. 5, the Department of Education (DepEd) has given at least nine reasons for the K+12 project: 1. â€Å"Enhancing the quality of basic education in the Philippines is urgent and critical. † 2. â€Å"The poor quality of basic education is reflected in the low achievement scores of Filipino students. One reason is that students do not get adequate instructional time or time on task. † 3. International test results consistently show Filipino students lagging way behind practically everybody else in the world. In the 2008 mathematics exam, for example, we came in dead last. 4. â€Å"The congested curriculum partly explains the present state of education. † Twelve years of content are crammed into ten years. 5. â€Å"This quality of education is reflected in the inadequate preparation of high school graduates for the world of work or entrepreneurship or higher education. † If ten years were adequate, how come employers do not hire fresh high school graduates? How come most high school graduates flunk the UPCAT? 6. â€Å"Most graduates are too young to enter the labor force. † Since most children start Grade 1 when they are 6 years old, they do not reach the legal employable age of 18 when they graduate from high school today. 7. â€Å"The current system also reinforces the misperception that basic education is just a preparatory step for higher education. † Why prioritize the minority of high school graduates that go to college? 8. â€Å"The short duration of the basic education program also puts the millions of overseas Filipino workers (OFWs), especially the professionals, and those who intend to study abroad, at a disadvantage. Our graduates are not automatically recognized as professionals abroad. † The best examples are our engineering graduates, who are condemned to international jobs not befitting their professional status due to our not having a 12-year basic education cycle. 9. â€Å"The short basic education program affects the human development of the Filipino children. † If we believe that 17-year-old high school graduates are emotionally, psychologically, and intellectually mature, why do we require them to get parental consent before they get married? On the other hand, those opposing the plan put forward the following arguments: 1. Parents have to shell out more money (for transportation and food) for the education of their children. 2. The government does not have the money to pay for two more years of free education, since it does not even have the money to fully support today’s ten years. DepEd must first solve the lack of classrooms, furniture and equipment, qualified teachers, and error-free textbooks. 3. We can do in ten years what everyone else in the world takes 12 years to do. Why do we have to follow what the rest of the world is doing? We are better than all of them. Filipinos right now are accepted in prestigious graduate schools in the world, even with only ten years of basic education. 4. As far as the curriculum is concerned, DepEd should fix the current subjects instead of adding new ones. The problem is the content, not the length, of basic education. As an editorial put it, we need to have better education, not more education. 5. A high school diploma will not get anybody anywhere, because business firms will not hire fresh high school graduates. 6. Every family dreams of having a child graduate from college. 7. While students are stuck in Grades 11 and 12, colleges and universities will have no freshmen for two years. This will spell financial disaster for many private Higher Education Institutions (HEIs). 8. The drop-out rate will increase because of the two extra years. ? . CHAPTER III METHODOLOGY ? Chapter III Methodology This chapter deals with the methodology of the studies. This is presented on the following sections: (a) Research design (b) Sampling Technique (c) Instrumentation (d) Data-gathering procedure and (e) Statistical treatment of data. Research Method The descriptive survey method was man used in this research. The descriptive method is concerned with the analysis of the relationship between non-manipulated variable employing the use of the development of generalization. This means that variable have already occurred and are just selected and observed Fraenkel and Wallen (1998) also define the descriptive research as involving collection of data in order to test hypothesis and answer questions concerning the current status of the subject of the study. Since the study deals with perceptions of parents and high school students on K12 policy of the Philippine government academic year 2011-2012, the descriptive survey method was deemed appropriate to be used. [[[[ Sampling Technique The population of the study involved a total number if 496 respondents randomly selected representing at least more than half of the school’s population irrespective of the age, year, selection and gender. Research Instrument The researchers devised a self-made questionnaire designed to obtain information related on the objective of the study. It consisted of the following parts: Part I – This part of the questionnaire dealt with personal information regarding the respondents (name and section). Part II – This part of the questionnaire was intended to ask the respondent’s definition about K+12. Part III – This part of the questionnaire was intended to ask the respondent’s idea about the advantages and disadvantages of K12. Part IV- This part of the questionnaire was intended to ask the respondent’s opinion about the benefits of K+12. Data Gathering Procedures. The following data gathering procedures guided the researchers Phase 1 – a copy of the questionnaire was presented to the thesis adviser. The researchers asked for his comments and suggestions; Phase 2 – the researchers presented the edited questionnaire and asked for further assistance from parents. It was then presented for approval to the school principal who gave valuable insight and ideas on how best the data can be gathered. Phase 3 – the researchers conducted data gathering procedures during first week of February. The figure below is the flowchart of the Data Gathering Procedures done by the researchers. Fig. 2 Statistical Treatment of Data For analyzing the data, the researchers will be use of the following statistical tools: Percentage This refers to the number of parts per one hundred. It is a statistical tool used to express how large one quantity is, relative to another quantity. To get the total percentage of specific number and total number respondents in the questionnaire the formula is: % = F/N * 100 Where N=370 Unless otherwise stated the above formula will be used except for multiresponse questions or for gender based questions. ? Presentation and Data Analysis Table 1 1. How do you define K12? This table is a multi-response item which showed that majority of respondents surveyed that they defined K12 as an added two years in high school with 77. 57% followed by it is an academic program with 20. 54% and a government policy with 15. 41%. ? Table 2 2. What are the advantages of it? The preceding multiresponse table2 showed that majority of respondents surveyed said that the advantage of K12 policy is to gain more knowledge with 62. 97% followed by more chances to have work with 29. 19% and free OJT with 18. 65%. ? Table 3 3. What are the disadvantages of it? Multiresponse table 3 showed that more money to spend was the top disadvantage of K12 with 79. 19% followed by waste of time with 16. 22% and lack of leisure with 15. 41% as the final point of view. ? Table 4 4. Do you agree on K12 policy? More than half of the respondents said that they disagreed on the K12 policy with 67. 57% and the remaining 32. 43% of the respondents agreed. ? Table 5 5. Do you think you will be well educated if you graduated under the K12 system? Table 5 showed that the majority of the respondents agreed that they will be well educated if they graduated under the K12 policy with 70. 27% and the other respondents left disagreed with 29. 73%. ? Table 6 6. In K12 system, do you think it will be helpful to all students? The greater part of the respondents believed that K12 policy will be helpful to the students. ? CHAPTER IV SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ? CHAPTER IV Summary, Conclusions and Recommendations This chapter presents the summary of findings, conclusions and recommendations. Summary of Findings. This first table is a multiresponse item which showed that majority of respondents surveyed that they defined K12 as an added two years in high school with 77. 57% followed by it is an academic program with 20. 54% and a government policy with 15. 41%. The second table is also a multiresponse item which showed that majority of respondents surveyed said that the advantage of K12 policy is to gain more knowledge with 62. 97% followed by more chances to have work with 29. 19% and free OJT with 18. 65%. Multiresponse table 3 showed that more money to spend was the top disadvantage of K12 with 79. 19% followed by waste of time with 16. 22% and lack of leisure with 15. 41% as the final point of view. Table 4 illustrates that more than half of the respondents said that they disagreed on the K12 policy with 67. 57% and the remaining 32. 43% of the respondents agreed. With this, it showed that the most of the students doesn’t like to implement the K+12 policy due to their concern for their time and to their parent’s money.. Table 5 proved that the majority of the respondents agreed that they will be well educated if they graduated under the K12 policy with 70. 27% and the other respondents left disagreed with 29. 73%. In table 6, it shows that the greater part of the respondents believed that K12 policy will be helpful to the students. Conclusions It has proved that the respondents showed their different views or perceptions on the K-12 system of education in the Philippine government. The following conclusions have been drawn: 1. That students were all informed and yet educated what the K-12 system is about. 2. That disadvantages were showed by the majority of the students through the data gathered whereas it resulted the students not to agree on the said system. 3. That students will be well educated after finishing the K-12 system in their education. 4. And on the other side it will be a great help to the students to learn more and adequate information that will mold them into a better person. ? Recommendation It is with fervent wish of the researchers that the following recommendations be considered by the concerned; Students 1. Responsible is the key to the effectiveness of this program. 2. Should be responsible enough to fulfill the given task of their teachers. Teachers 1. Teachers should encourage their students to open up if they have their problems on their subjects. 2. Since teachers are willing to help the students be more cooperative and open-minded to develop their skills and studies. Schools 1. Schools should provide clean and green surroundings. 3. Monitor the students in having gangs/fraternities. 4. They should provide and recuperate their facilities. Parents 1. Parents should help their children in their problems. 2. Parents should encourage their children to keep not neglect their studies. ? St. Thomas More Academy Incorporated Molino III, Bacoor, Cavite Survey questionnaire Title: Perception of STMA High School Students on the K12 policy of the Philippine Government Name: Year and Section: 1. How do you define K12? a. added two years in high school b. academic program c. government policy 2. What are the advantages of it? a. free OJT b. more chances to have work c. gain more knowledge 3. What are the disadvantages of it? a. waste of time b. more money to spend c. lack of leisure 4. Do you agree on K12? a. no b. yes 5. Do you think you will be well educated if you graduated under the K12 system? a. yes b. no 6. In K12 system, do you think it will be helpful to all students? a. yes b. no. Title: Perception of STMA High School Students on the K12 policy of the Philippine Government Name: Year and Section: 1. How do you define K12? a. added two years in high school b. academic program c. government policy 2. What are the advantages of it? a. free OJT b. more chances to have work c. gain more knowledge 3. What are the disadvantages of it? a. waste of tim b. more money to spend c. lack of leisure 4. Do you agree on K12? a. no b. yes 5. Do you think you will be well educated if you graduated under the K12 system? a. yes b. no 6. In K12 system, do you think it will be helpful to all students? a. yes b. no.

Frederick Douglass Escape from Slavery

Frederick Douglass Escape from Slavery Option #1: Writing Summaries: Frederick Douglass Escape from Slavery September 3, 1838 Frederick Bailey started risky journey of his life. 20 years old slave made an escape from his master in Baltimore, and with new found freedom came a new name that was Frederick Douglass. During his journey to freedom Douglass was able to avoid slave capturers from Maryland a slave state at the time, Philadelphia, and New York. Among the many obstacles Douglass encounters during his escape, the most unusual one is when he witnessed slave capturers that were of the same skin color as him. One would find it odd that blacks would capture and send other black individuals back to their slave holders. Money would be a major factor that influenced black individuals to partake in capturing slaves. In Frederick Douglass short essay My Escape from Slavery, Douglass discusses the obstacles he had to overcome during his escape from slavery. The major theme of Douglasss essay is his individual experience during his escape to free a state. He creates imagery that allows the reader to experience his dangerous journey without physically going through what he experienced. Slave owners targeted free blacks to hire because at the time many free blacks were living in poverty stricken areas and were among the financially unfit. Free blacks had families and children of their own and needed to provide for their loved ones. A reader looks at the action as unjust, but black capturers saw the job opportunity as a way to provide for their families. Black capturers would view runaway slaves as fugitives and saw it was their job to capture them. They would not let the similar color of skin that the two may share come in between their way of earning money. Frederick Douglas journey began in Baltimore, Maryland. Douglas would then take a train to Philadelphia. In order to board the train without being captured Douglass acted as a sailor carrying around Seamans protection papers that he received from an old acquaintance. The climax of Douglass story comes when the Conductor at the train station analyzes Douglass seaport papers. Douglas knows it is at this time when his life can make a dramatic change. If the conductor toughly looks at Douglass seaports papers and realizes the individuals described on the paper does not fit the physical characteristics of Douglass. He could face criminal charges as well as being sent to his former slave holder. Fortunately, the conductor lets Douglass board the train not focusing on the physical features of the gentlemen in which the seaport papers describe. Douglas will go through many more checkpoints in Delaware, Philadelphia where slave catchers were most vigilant but, no danger was as evident as the Maryland Boarding. When reaching New York he felt a great deal of relief. New York was a free state and after all the obstacles he had overcome to get to New York for the moment his dreams and hopes as a child was filled. He escaped the slave terrorirries and now was excited to start a new life, one of prosperity. Unfortunately Douglass dream was not fully accomplished just yet. Upon his arrival in New York, Douglass met another escaped slave that told him New York was full of southerners returning from the Northern watering places; that the colored people of New York were not to be trusted, that they were hired men of his skin color who would betray him for a few dollars.that they were hired men ever on the lookout for fugitives; that he must trust no man and never think of going either upon wharves or into any colored boarding house, for all such places closely watched. The black individual who Douglass encounters in New York established money as the main influence that drove blacks to capture runaway slaves. Free black individuals in this era lived in the most poverty stricken areas. Many black men had families to take care of, children to nourish and their lack of education made jabs untrainable. Free blacks had resort to any kind of job to earn money and provide for their family. Slave capturing was a prosperous business for blacks individuals at the time and they too full advantage. Frederic k Douglass escape from slavery finally comes to an end when he arrives in New Bedford, Massachusetts. Douglass was assured that no slave holder could take out a slave in New Bedford by Nathan Johnson. Johnson was a major influence in Douglass life after his arrival. Johnson a former laborer his self and citizen of the grand old commonwealth of Massachusetts. with his connections with government officials he was able to acquire citizenship papers for Douglass and assured that he was now a citizen of New Bedford and he wouldnt have to worry about slave capturer trying to take him of the state of Massachusetts because it was against the law. When forming the documentation with Douglasss new identity, Johnson changed Frederick last name from bailey to Douglass. As a slave he was known as Frederick Augustus Washington Bailey. The name Frederick Douglass would follow him for the next forty years. As he worked as a laborer for a few years to support his family. He would then go on new endeavors to help abolish slavery in the near future. Summary of Douglass story, is although he escaped slavery there were thousands of other black slaves who did not make it and suffered major consequences consisting of sometimes death. The diction Douglass uses in his short story appeals to the readers senses, his dramatic scenes that capture his escape allows readers to see what he saw during the dangerous journey. One can feel how scared douglass was when entering new states that were surrounded by slave catchers. Douglass characterization of individuals he encountered through his journey enabled readers to imagine what he viewed. Douglass always looked back on September 3, 1838. The day when his free life began and until he died he celebrated the date in place of his unknown birthday.

PC Vs Mac Essay -- Compare Contrast Personal Computer Macintosh

When purchasing a personal computer, buyers used to grapple with the decision: a Macintosh from Apple Computer or a Microsoft-based PC? Microsoft effectively won that operating system debate years ago and claims more than 90% of the PC operating system market. But in the push to legally sell digital music, Apple and Microsoft, and their incompatible file formats, are at it again. Consumers are in the position of having to choose as hardware makers line up behind either Microsoft or Apple's software format. Hewlett-Packard's recent surprise decision to snub longtime PC partner Microsoft and offer Apple music software on its PCs shows how unpredictable this battle may be. "Microsoft lost the first round of the digital music war," says Phil Leigh, an analyst with research firm Inside Digital Media. Apple's iTunes software "was good enough to persuade (H-P) . . . to switch. That's huge." For now, Dell, which battles H-P for PC market share dominance, promotes music in Microsoft's Windows Media Audio (WMA) format on its computers -- as do most Windows-based PCs. Likewise, most portable music devices sold today -- with the exception of Apple's best-selling and acclaimed iPod -- use Microsoft's format. That means consumers who use portable music players and buy songs from Apple must use the iPod; consumers who purchase from non-Apple online music stores must use portable devices based on Microsoft's format. Adding to the digital disorder: Sony is set this summer to launch yet another music service, Connect, with songs that can be transferred only to Sony devices, such as mini-disc players. "There's a lot of confusion about different formats," says Mike McGuire, analyst with research firm GartnerG2. "But the dig... ...with Pepsi of 100 million songs from iTunes. Will other PC manufacturers follow in H-P's footsteps? Leigh thinks so; Apple wouldn't comment. Only time will tell. Consumers "will decide which format works, and whether that should be Apple's or Microsoft's," McGuire says. TEXT OF INFO BOX BEGINS HERE Dividing up digital music Apple and Microsoft have different formats for digital music. What plays where: Music service Plays on Apple's iTunes Music Apple iPod, Macs and Windows PCs with iTunes or RealPlayer version 10 software. Will soon play on H-P Windows PCs and branded iPods. Musicmatch, Bestbuy.com, Walmart.com, Napster, BuyMusic.com, MusicRebellion.com: PCs with Microsoft's Windows Media Player, Musicmatch, RealPlayer or Winamp software. Digital media players from Dell, Rio Audio, Creative Labs, Gateway, Samsung, iRiver; all Pocket PCs.

Children Affected By Divorce Essay -- essays research papers

CHILDREN AFFECTED BY DIVORCE & PROTECTING THEIR BEST INTERESTS On the 11th of June, 1996, the Family Law Reform Act 1995 came into effect amending certain sections of the Family Law Act 1975, in particular, those relating to the care of children involved in divorce situations. The object of these amendments, according to the new act, was to ensure two things. Firstly, â€Å"that the children may receive adequate and proper parenting to help them achieve their full potential,† and secondly, â€Å"to ensure that parents fulfil their duties, and meet their responsibilities, concerning the care, welfare and development of their children.† These recent amendments are clearly a positive step forward for family law because the law has recognised that the child is the only important factor in a divorce and that it is crucial that the rights of the child are protected. To fairly evaluate the effectiveness of these recent amendments in protecting the interests of the child, the social implications of the act, the principles taken into accoun t when deciding a case, the impact on stakeholders, and criticisms of the act must all be taken into consideration. In order to ensure that the child’s rights are protected, the courts aim is to ensure that parental responsibility survives any changes in the nature of the child’s parent’s relationship. Parental responsibility relates to â€Å"all the duties, powers, responsibilities and authority which, by law, parents have in relation to children.† When deciding a case involving a child in the event of a separation between the child’s parents, the child’s best interests are now the court’s paramount consideration. The concepts access, custody, and guardianship have been replaced in the amendments by contact, residence, and joint parental responsibility. Between 1987 and 1997, the annual number of divorces rose from 39,700 to 51,300. As a result of this increase, one fifth of all Australian children aged one to seventeen now live in single parent households. Of these children living with only one natural parent, 88% live with their mothers with the remaining 12% living with their fathers. This ratio of which parents children resided with remained constant between 1987 and 1997, indicating that the trend of the courts to favour mothers over fathers has continued despite the changes to the act. With the number of divorces consistently risin... ... the number of cases which can be funded has dropped from 6,000 last year to 4,000 this year. It now seems very unlikely that steps will actually be taken to remedy this problem by either of the suggested solutions due to the lack of funding and the budget cuts will most likely result in a worsening of the situation. Overall, it is difficult to judge the effectiveness of the amendments to the Family Law Act 1975 because it is impossible to measure how well a child’s best interests have been served. However, if the Family Court of Australia has adequately implemented the changes then one would expect that the amendments have been effective in improving the system of determining what is in the child’s best interests. Therefore the court’s final ruling with regards to the contact, residence, and maintenance of the child will be the option which is best for the child. In conclusion, when all of the factors have been taken into consideration, it appears that the recent amendments will result in a step forward for the way in which the rights of children are protected by the court’s decisions. Whether or not the courts will make use of this improved system, however, is another question.

Achetypal Works of Dystopian Literature Essay -- Essays Papers

Achetypal Works of Dystopian Literature The endeavor to achieve utopia, the best existence obtainable to humanity, is a response to the problems present in society. It is a way of dealing in the imagination with these problems, suggesting an ideal for society to strive towards. From Plato’s Republic on, however, utopia has had a characteristic shortcoming. Huxley observed that the inhabitants of Utopia are radically unlike human beings. Their creators spend all their ink and energy in discussing, not what actually happens, but what would happen if men and women were quite different from what they are and from what, throughout recorded history, they have always been (Kennedy 44). The search for utopia continues strongly today, except in place of the traditional, constructive, positive utopias, we have what is almost a new literary strain-utopia in reverse, cacotopia, the worst of all possible worlds (Herzog 74). This anti-utopian society is one in which characters lead dehumanized lives because a utopian ideal has fallen apart or gone afoul of its original intent. The main characters in dystopian novels are often trapped in their lives and struggling to escape; these novels usually intend to criticize existing social conditions and political systems. While utopian literature portrays ideal worlds, dystopian literature depicts the flaws and failures of imaginative societies. Often these societies are related to utopias, and the dystopian writers have chosen to reveal shortcomings of those social systems previously considered ideal (Booker 10). Many critics rank Aldous Huxely’s Brave New World and George Orwell’s novel Nineteen Eighty-Four as two model works of dystopian literature (Cushing 521). Both novels ... ...ter with Wendy Cole, â€Å"What Ever Happened To Play?† in Time Magazine, April 28, 2001. Available http://www.time.com/time/education/printout/0,8816,107264,00.html. Kluger, Jeffrey, â€Å"Next Up: Prozac,† in Time Magazine, Vol. 152, No. 22, November 30, 1998. Available http://www.time.com/time/magazine/1998/dom/981130/cover_story.the_age_of_4a.html. McMichael, Charles T., â€Å"Aldous Huxley’s ‘Island’: The Final Vision,† in Studies in the Literary Imagination. Vol. 1, No. 2, April, 1968. Orwell, George. Nineteen Eighty-Four. New York: Penguin Books USA Inc., 1981. Schellenberg, James, â€Å"Review of George Orwell’s 1984,† in George Orwell. New York: Penguin, 1984. Anonymous, â€Å"Are We Living in an Orwellian World?† Available http://www.newspeak.com/Newspeak.htm. von Hoffman, Nicholas, â€Å"Huxley Vindicated,† in The Spectator, Vol. 249, No. 8036, July 17, 1982.

Myths and Facts About Bullying

A topic of great concern among American society, and parents in particular, is that of youth violence. The media often makes the situation appear as though youth violence is on the increase in the United States. However, scientific research shows that youth violence is not truly increasing, but that certain environmental factors make the statistics read as though the violence is increasing. Statistics can be influenced by a number of factors besides actual increases in violence, such as the introduction of ‘zero tolerance’ policies in schools or the reduction of police discretion on police forces.These environmental factors lead to more incidents of youth violence being detected by those who measure youth violence, but dose not actually represent an actual concrete increase in the violence. However, there is one area of youth violence that has increased somewhat over the past three decades. Although the increase is not drastic, bullying is a form of youth violence that i s highly prevalent in all schools in North America, and abroad. Bullying is a lesser form of violence in which one or more students pick on, verbally or physically abuse another student who is viewed as a weaker child.This often takes the form of physical and/or psychological harm (Bastche & Knoff et al. , 1994). Although bullying is a major problem within the school system, the topic is not fully understood and there are many circulated myths related to the subject. This paper attempts to highlight some of these myths and clarify the actual facts that do exist within the documented literature. Myths about the topic of bullying are widespread and are commonly believed by the majority of individuals.One of the most common myths can even be seen in the above definition of bullying, in that the victims of bullying are not always weaker children than are the bullies. One of the myths about bullying relates to the fact that some schools say their do not have bullying. Sometimes schools w ith ‘zero tolerance’ policies in place believe that they have successfully managed to end bullying as a problem for their students, but it is highly unlikely that this is true (Byrne, 1994).There are many different ways bullying can occur beyond the sight of teachers and authority figures, as bullying is often a very subtle form of violence or harassment, and can be as simple as a glance from one student to another. The only difference between schools with the subject of bullying is whether or not they choose to deal with it in an effective manner. Schools that take a proactive approach to the problem of bullying, by educating their students and dealing with it promptly and firmly, are the most likely to have success in combating the issue, but no school will ever fully remove the problem of bullying (Byrne, 1994).Another common myth about bullying relates to how children are encouraged to deal with the issue. Nearly everyone can relate to a parent or teacher telling th e victim of bullying to simply ‘ignore it. ’ Nearly all victims of bullying are told that they should ignore their bully, not give in to them or respond, as all the bully wants is to get a reaction. But bullying should not be ignored. Every student and child has the right to attend school without being harassed or bullied by other students (Hoover et al, 1992).To tell the student to simply ignore the problem is telling them that the problem does not matter, and the other student is within his or her own right to bully. This is not true. Victims of bullies should maintain records of the events and insist that the school deal with the problem effectively by punishing the bully (Hoover et al, 1992). Many adults believe that bullying really has no damaging effects on children. It is often believed that bullying is a part of life, or a part of growing up and that all children are teased over one topic or another. Thus, the lesson to be learned is how to brush it off and cont inue on with life.Some adults will say that â€Å"it builds character,† but this is not true. Bullying does have immediate and long term detrimental effects on victims. It certainly will build character, but not the positive time. Victims of bullies often carry the damage with them for the remainder of their life, and may become weary of social situations or develop a habit of being submissive to any other person who appears to be somewhat dominant (Craig, 1998). Victims of bullying have even been found to suffer from forms of post traumatic stress disorder, in that they often spend the majority of their school years in fear.The fear of bullying victims can also have negative impacts on their school performance. Thus, the effects of bullying are far from being fleeting or unimportant. Victims of bullying have their psychological injuries reinforced by such myths and untrue so called facts, as they never witness anyone telling them that it is not their fault, that they should not have to put up with bullying, or that the bully is the individual in the wrong. Another related myth is that bullying serves to toughen kids up and make them resistant to future problems as adults, but this is not true at all (Craig, 1998).Myths abound concerning who the targets and victims of bullying are. Many believe that the bully-victim dichotomy is one that is analogous to the strong-weak dichotomy. This, however is not true. Victims of bullies are often sensitive, caring individuals. While their kindness, intelligence, honesty or creativity may be taken as a form of weakness, in reality they are strong individuals who endure years of abuse at the hands of bullies (Olweus, 1997). The typical victim of a bully is not inclined towards violence in the least, making them an easy target, but hardly a wimp or weakling.Often this low inclination towards violence is a result of high levels of personal integrity and values, not a result of being a wimp. If society were made up sole ly of these so called ‘wimps’ and ‘weaklings’ society would be a much better and safer place to live. Many have viewed bullying as something at attacks individuals who are in essence, the best individuals society has created (Craig, 1998). They are smart, respectful, honest, creative, have high values, morals and integrity, and often have a very strong internal sense of fairness or justice.Bullies target these individuals because often they will not fight back due to their own values, but this does not make bullying acceptable or explainable. Other myths concern the relationship between bullying and social skills. Many people believe that it is the popular kids with good social skills that become bullies and pick on the children who do not have good social skills or who are psychologically weak. On the contrary, it is bullies who lack the social skills and who are themselves psychologically weak. Many bullies are in fact afraid of social situations or of re jection (Olweus, 1997).They set themselves up into social situations where they cannot be rejected because other children are afraid of them. Bullies often also suffer from low self esteem which is one of the reasons they derive a better sense concerning their own abilities through the harassment of other students. Bullies will often also target individuals whom they envy, either due to their increased social skills or higher intelligence. Unable to articulate the fact that they are envious, or in some cases actually wish to be the victim’s friend, bullies react with negativity towards these individuals (Rigby & Slee, 1991).Thus it is clear that there are quite a few myths concerning the topic of bullying. Bullying is a very serious problem that causes long lasting, and sometimes life long damage to victims (Craig, 1998). Bullying cannot be completely removed from any school system, but effective policies can be put in place for dealing with bullying. Such policies should tak e the side of the victims and assert to students that bullying, in any form, is not acceptable. Both bullies and victims should be taught effective social skills and skills of communication that allow them to sort through difficulties using words that are not harmful and a lack of violence.Bullies should be dealt with harshly in a manner that informs them that their behaviour is unacceptable, yet at the same time it should not be ignored that bullies themselves are often victims of lowered self esteem or may be victims of violence in another part of their life. Above all, the feelings of victims and their experiences should not be discounted by adults as ‘parts of life,’ ‘rites of passage,’ or ‘wimpy and sensitive. ’ The feelings of victims of bullying are very legitimate and should be dealt with immediately to prevent long term psychological effects (Craig, 1998).References Batsche, G. M & Knoff, H. M. (1994). Bullies and their victims: Unders tanding a pervasive problem in the schools. School Psychology Review, 23,165-174. Byrne, B. J. (1994). Bullies and victims in a school setting with reference to some Dublin schools. The Irish Journal of Psychology, 15, 574-586. Craig, W. M. (1998). The relationship among bullying, victimization, depression, anxiety and aggression in elementary school children. Personality and Individual Differences, 24,123-130. Hoover, J. H. , Oliver, R. & Hazler, R. J. (1992). Bullying: Perceptions of adolescent victims in the Midwestern U. S. A. School Psychology International, 13, 5-16. Olweus, D. (1997). Bully/Victim problems at school: Knowledge base and an effective intervention program. The Irish Journal of Psychology, 18, 170-190. Rigby, K. & Slee, p>T. (1991). Dimensions of interpersonal relation among Australian children and implications for psychological well-being. The Journal of Social Psychology, 133, 33-42. Online Sources: Bullying by Mobile Phone and Abusive Text Messaging  œ Child Bullying, http://bullyonline. org/schoolbully/mobile. htm Terrorism Starts in the Playground – http://www. bullyonline. org/schoolbully/terror. htm