Graduation Speech: Its All About the Good Times :: Graduation Speech, Commencement Address

As we leave the comfort and familiarity of our home, school and community, we are vulnerably subjected to a wide array of new experiences. We are happy to be graduating but at the same time sad to leave our friends and nervous for what's ahead. Advice is the key necessity in this time of change, and who better to listen to than the peers who have been by our side for the past 13 years of schooling and are going through the same thing as you are right now? I asked many of you, the students of the class of 2012, this question, "If you could tell the senior class one thing at graduation, what would it be?" Take a moment to listen to their answers and advice as we branch out and go our separate ways. Megan reminds us to "Enjoy your youth." Her advice is well-needed to remind us that although we are now bombarded with a plethora of new responsibilities, we are still young; take advantage of it, have fun, and don't grow up too fast. And to keep us looking young, Tom advises us to "always wear sunscreen." It is also important to set goals, follow your dreams and reach for the stars, which Alma put most eloquently when she said, "Be bold about your dreams, and work hard for them." She is right in that we need to pursue our visions, as well as take risks that may be foreign to us. Ashley puts it simply, "Take every chance or opportunity that comes your way, because they go fast, and regret is the one thing that can never be made up for." Amanda's theory is simple, but its importance cannot be stressed enough. She said, "In everything you do, think about it and how it affects you and everybody around you." Expanding on this idea is Adrianne's quote to "stay safe and realize that the choices you make today will affect the rest of your life." They both really hit on how important your every move is, and how your life can strongly impact those around you. Kelly Gorr also touches on this subject as she reminds us to "wear deodorant or stop smelling." Similarly, Jay advises us to "clip your toenails or leave your socks on." Willow truly inspired me with her quote to "always be true to yourself and never apologize for who you are.

Philistinism In England And America :: essays research papers

Comments on Matthew Arnold’s "Philistinism in England and America" In his essay, "Philistinism in England and America," Matthew Arnold examines the ancient ideas of Plato in the context of a twentieth century, capitalist society. As he agrees with almost all of what Plato had to say, he also admits that he is outdated, and that some of his teachings cannot be applied to us, living in an industrial superpower such as the United States. Still, though, Arnold defends the ancient philosopher. Education as a route to mental and physical righteousness is always a good idea, whether it is in modern America or Ancient Greece. I disagree with this, and it is here that I must contest the writings of Plato, as well as the essay by Arnold, for he is definitely a strong backer of the ancient ideals. In Plato’s mind, the value of an education is to clear one’s mind of impure thought, bring it to a higher lever than at the start, and attain a certain level of righteousness. This may have been a good idea 2300 years ago, but today, I see it as very limiting and impractical. In his time, only the rich aristocrats went to school. It’s purpose was not for the students to learn skills or ideas that would help them later in life, but to expand their minds, thus making them into ‘better people.’ There was no need for them to learn any job skills. Back then, if you came from a rich family, you were rich. Working at simple jobs was for the peasants and slaves. Today, life is different. Our society is completely unlike that of the ancient Greeks. We have no caste system limiting the wealth and prominence of any citizen, we have no slavery to handle all the manual labor, our army is proportionately smaller and much less honored, and religion is a part of one’s private life, not a dominating public force as it was to the Ancient Greeks. Most people today have a regular, day to day job, whether it be in an office, store, factory, or anywhere else. We have to earn our wealth by working, not inheritance. That is why most people go to school today. I am attending NYU so that I can get a job later in life. I study chemistry and engineering, in the hopes that I can become a chemical engineer.

Killings by Andre Dubus Essay

â€Å"Killings† by Andre Dubus is a short story about a father who seeks out vengeance for the murder of his twenty-one year old son only to learn that revenge will only make things worse. The father, Matt Fowler, is haunted by the tragedy that has befallen his youngest son. Retribution is a common human desire because people feel that it offers the truest form of justice; however, this action is against the law of the land and is thought of as reckless to pursue. The author uses foreshadowing, imagery, and dialogue to illustrate a tone of prudence when thinking of taking vengeance into one’s own hand. In the story the literary element of foreshadowing is used. The desire to get even is an emotion that is felt by all people and is not biased as to who feels it. That desire is displayed at the beginning of the story. This is shown when the author writes, â€Å"Matt’s older son, Steve, turned to him as the family left the grave and walked between their friends, and said: ‘I should kill him’† (1203). This ominous statement shows how the feeling of revenge causes the character to not think of the consequences when pursuing vengeance for what is thought of as true justice. The writer further establishes how the feeling of retribution clouds cautious thinking through foreshadowing when he writes, â€Å"‘I’ve got a . 38 I’ve had for years, I take it to the store now†¦She knows I started carrying it after the first time she saw him in town. She knows it’s in case I see him and there’s some kind of situation. ’† (1204). This indicates that not only is revenge to be sought out but also the means by which Matt Fowler plans to exact his vengeance without any thought of consequence. The author’s use of imagery creates a picture of how the father’s vengeance for his son’s murder takes place when Matt waits on the murderer to get off of work so that he can take the killer and his car back to the killer’s house. The author describes the scene with vivid detail when he writes, â€Å"†¦he stopped and aimed over the hood at Strout’s blue shirt ten feet away†¦They drove across the empty front lot and onto the road. Willis’s headlights shining into the car; then back through the town, the sea wall left hiding the beach, though far out Matt could see the ocean; he uncocked the revolver: on the right were the places, most with their neon signs off, that did so much business in summer†¦the street itself empty of traffic†¦Ã¢â‚¬  (1209). The description of the abduction of the killer creates a mental picture to the reader of how the father planned to obtain the murderer and exact his revenge. The use of magery is also evident when the author describes the preparations taken for getting even when the author writes, â€Å"Beyond the marsh they drove through woods, Matt thinking now of the hole he and Willis dug last Sunday afternoon†¦as they dug into the soft earth on the knoll they had chosen because elms and maples sheltered it† (1210). The prose writer not only creates a picture of how the father obtains the murder to exact retaliation but also where the killer would be disposed of. The author uses imagery to show that the character had plenty of opportunities to have second thoughts of seeking vengeance but used no caution and thought only of revenge. The author’s use of dialogue enhances the tone of caution when thinking of taking vengeance outside of the legal system. This is apparent in the father’s reply to the murderer when the author writes, â€Å"‘You’re not going to jail’† (1212). Matt Fowler’s response to the killer not going to jail through dialogue shows that he has no intentions of letting the justice system handle Strout’s punishment. The author further reinforces the tone through dialogue when he show’s the father’s distaste with the legal system. This is illustrated when the scribe writes, â€Å"‘I’ll do twenty years, Mr. Fowler; at least. I’ll be forty-six years old. ’ ‘That’s nine years younger than I am,’ Matt said†¦Ã¢â‚¬  (1214). The father’s response gives the reader insight to Matt’s thoughts of true justice and how no caution was used when pursuing this course of action. In conclusion, the author uses foreshadowing, imagery, and dialogue to set a tone of caution when thinking about taking vengeance outside of the legal system. This desire for reprisal is all too common, especially to those who have been victimized, to feel that if one wrong is committed that another wrong will cancel it out. Revenge is ill advised by most as people who say two wrongs don’t make a right and the memories will never fade. The story, â€Å"Killings† by Andre Dubus, illustrates how a father seeks out revenge for the murder of his twenty-one year old son and takes matters into his own hands only to discover that revenge only makes matters in his life worse.

Analysis of The Movie “Patch Adams” Essay

The film opens. Patch has checked into a mental institution. His condition was depression. The environment looks like a jail cell, dark and depressing. During his stay, he realizes that the doctors did not help him in his recovery. Patch Adams’ psychologist was indifferent to the patients in general. The psychologist did not show any interest in his patient. Pach Adams’ psychologist seems to not have any interest in listening to Patch Adams’ feelings. In many cases, he is more interested in his cup of coffee. Patch Adams realizes that he is not being heard and lose the trust of his psychologist. He makes great friends at the mental institution; regardless of his condition, Patch Adams was able to help some of the patients at the mental institution. He started by showing interest in their problems and helping them to overcome their fears. Without studies, Patch Adams showed more skillfulness in listening and having a humanistic tool than the medical staff. Later, Patch Adams decided to become a doctor, which gave him a purpose in life. Patch Adams was very wise and happy man. Helping others made him cure his depression. As a medical student, he uses humor and happiness as medicine with the patients. Most of the students and professors did not like him at all. It was like when Bernie Sanders tried to convince Republicans and Democrats that they supposed to be working for the working people not only for the one percent. In addition, Patch Adams observed a lot of problems in the hospital. Nurses were not treated the same as doctors. Children who suffered from cancer passed in their rooms without joy and hope. Relatives of patients who had to fill out tedious forms instead of being with relatives in life or death situations. He had a revolutionary idea after seeing these problems. He wanted to have a system where patients were not seen as a business because doctors should act more human when they treat their patients. He wanted to help them to b e healed not only of their illnesses but also of their social problems. After many difficulties, he graduated as a doctor. INTRODUCTION Communication in a Healthcare setting is one of the most important tools. Communication skills are something that many individuals have to work on. Not everyone knows how to communicate effectively, especially when dealing with a variety of cultures. Physicians must master their skill communication to improve the patient’s experience. Communication is both verbal and physical. Communication has been shown to favorably affect clinical outcomes, patient adherence, patient satisfaction, and reduced malpractice risk. The movie is based on Dr. Adams’ real life. Dr. Adams’ fundamental idea is to make us understand that medical attention is not only about focusing on the problem or disease. The medical attention is also listening to the patients. Providers should help their patients in an integrated manner. Patients should be approach physically and emotionally as well. The film has many aspects of health communication. Some of them are therapeutic communication (patien t-center), communication empathy. active listening (empathy), and trust. The communication between Patch Adams and his patients is very deep. Patch Adams does not focus only on their pains or symptoms. Rather, he asks them about their lives, family, work, friends interests, etc. Therapeutic communication (Patient Center communication) is very important. It is not just about touch-feeling and more humanistic. Interrupting a patient prematurely closed-ended questions. When doctors do that they fail to address the patient’s concern’s and fail to really understand the patient’s full agenda for why they are seeking healthcare. Additionally, when doctors ignore personal information, patients get the idea that they are not being heard and that the doctor did not care about them. As a result, patients will not take their medication or follow the procedure that the doctor recommended. For instance, Patch Adams’ relationship with his psychologist was untrusty, resulting in the abandonment of treatment and distrusting the system of the do ctor and provider as well. This causes a lot of problem in our healthcare. On the other hand, when doctors use open-ended questions, it can be utilized to allow patients to freely talk about their own problems or feelings associated with the complication.† Open-ended general inquiries claim a lack of knowledge of patient’s problems, encourage their de-novo presentation, and frame patients (at least initially) as being active authorities over their own health information.† (Robinson, Heritage, 2005). Active Listening is different from just hearing and repeating what was heard. This skill can help us reveal not only what the patient is saying but what the patient is thinking and feeling (Servellen, pg. 91). Patch psychologist showed lack of this skill. When Patch was telling his childhood story about his dad death †Dad told Patch Adams at the Korean world hid dad lost his sold, all the time Patch Adams thought he was the one who lost his sold† The disconnection between psychologist and patient showed lack of empathy, focus, and attention. Patch Adams at the Medical School was able to display active listening to friends, patients, and classmates. Active listening requires providers not only to hear, but to listen; not only to see but to perceive; and not only to touch but to feel (Servellen, pg.92). Trust, I personally think that trust is the most important quality to get from patients. It is probably one of the most difficult quality to achieve and keep in these days. †Patients’ trust in providers usually evolves over time. Patients most of the time will self-disclosure until they observe that providers are acting on their behalf.† (Servellen, pg. 109). Building trust is very crucial for a good relationship and for the outcomes of the patients. For example, a patient who does not trust or like the practitioner will not disclose complete information efficiently. Patients who are anxious will not understand the instructions clearly (Dorr & Lipkin, pg. 4). Conclusion: The main reason for communication in the healthcare setting is not just to ask and collect information. Should be beyond, not only focusing on the problem of the patient, communication help us as well to establish trust and good relationship with patients. If we are able to gain the trust of our patients we can guarantee a good relationship and better outcomes for patients. If we gain trust Healthcare professionals will not feel fear to be transparent as a result our communication with patients will be fructose. Making patient participate in their care, in quality of life and have higher satisfaction.

Mole Ratio of Chemical Reactions Essay

OBJECTIVE In this experiment, you will determine the number of moles of reactants and products present in the reaction of copper and silver nitrate, and calculate their mole-to-mole ratio. The mole-to-mole ratio relating to the disappearance of copper and the formation of silver metal will be used to write the balanced equation for the reaction. The reaction of copper metal with silver nitrate solution is a single replacement reaction, represented by the following unbalanced equation: Cu(s) + AgNO3(aq) → Cu(NO3)2(aq) + Ag(s) The values of the coefficients can be determined experimentally by measuring the mass of copper wire that reacts with the mass of silver that is produced in the above reaction. BACKGROUND MATERIALS NEEDED The reaction of copper and silver nitrate in aqueous solution provides an interesting display of chemistry in action – delicate silver crystals begin to grow on the wire surface and the colour of copper(II) ions gradually appears in the solution. Stoichiometry is the area of chemistry that deals with the numerical relationships and mathematical proportions of reactants and products in a chemical reaction. One of the most important lessons of stoichiometry is that the amounts of reactants and products in a chemical reaction are related to one another on a mole basis. Chemical reactions are normally represented by balanced chemical equations. The coefficients in a balanced chemical equation summarize the relative number of moles of each reactant and product involved in a chemical reaction. The ratios of these coefficients represent the mole-to-mole (or simply mole) ratios that govern the disappearance of reactants and the appearance of products. Knowing the mole ratios in a bala nced chemical equation is essential to solving stoichiometry problems. General Chemistry 1 Lab Acetone Copper wire 3 M HNO3 AgNO3, silver nitrate 50 mL beaker 100 or 150 mL beaker Toothpick Stirring rod Wash bottle 50 mL measuring cylinder SAFETY PRECAUTIONS Nitric acid is a corrosive liquid and strong oxidizer. Silver nitrate is a corrosive solid and is toxic by ingestion; it will stain skin and clothes. Acetone is a flammable liquid – avoid contact with flames and other sources of ignition. Avoid contact of all chemicals with eyes, skin, and clothing. Wash hands thoroughly with soap and water before leaving the laboratory area. Page | 1 PROCEDURE 1. Obtain a clean, dry 50 mL beaker. Carefully add 1.40 – 1.60 g of silver nitrate crystals to the beaker. Caution: use a spatula to transfer the solid. Do not touch the silver nitrate and carefully clean up any spilled material on the balance or the bench top. 2. Measure and record the exact mass of silver nitrate to the nearest 0.01 g. 3. Fill the beaker with 30 mL of distilled water and stir the mixture with a s tirring rod until all the solid has dissolved. Rinse the stirring rod over the beaker with a little distilled water. 4. Take a piece of copper wire and loosely coil it. 5. Find the initial mass of the copper wire to the nearest 0.01 g and record it. 6. Use a toothpick to suspend the copper wire in the silver nitrate solution. The copper wire should not be touching the bottom or sides of the beaker. 7. Carefully add 3 drops of 3 M HNO3 to the beaker. Do NOT stir the solution. 8. Allow the beaker to sit on the lab bench for 15 minutes. Try not to jostle or shake the suspended copper wire in any way. 9. Observe the signs of chemical reaction occurring in the beaker and record all observations. 10. While the reaction is taking place, label a 100 or 150 mL beaker with your name and class session. Measure and record the mass of this beaker. 11. After 15 minutes, gently lift the toothpick to remove the copper wire from the solution. 12. Holding the wire with the wooden toothpick, place the copper wire above the 100 or 150 mL beaker. Rinse the wire with a steady stream of distilled water from a wash bottle. The silver crystals should easily fall off the wire into the beaker. Gently shake the wire and rinse with General Chemistry 1 Lab water until no more silver adheres to the wire. Note: Use a total of about 40 mL of distilled water. 13. When all of the silver has been removed, lift the copper wire out of the beaker and place it in anot her beaker containing acetone. The acetone will clean the wire surface and allow it to dry more quickly. Note: Several groups can share this same rinse beaker of acetone. 14. Remove the copper wire from the acetone beaker and allow it to air dry for 3-4 minutes. 15. Measure and record the final mass of the copper wire. Note the appearance of the leftover wire and record your observations. 16. Examine the beaker containing the silver product. Most of the silver should have settled into a dense mass at the bottom of the beaker. Carefully decant the liquid into a waste flask to remove most of the water. Note: Try not to lose any of the solid in the process. 17. Rinse the solid with 5-10 mL of distilled water from a wash bottle. Decant the rinse water into the waste water flask as well. 18. Repeat the rinsing and decanting cycle with a second portion of distilled water. 19. Discard the waste water in the large beaker in the fume hood. 20. When all of the water has been decanted, place the labelled beaker containing th e silver product on the warming tray in the fume hood. 21. Allow the solid to dry overnight. 22. When the solid is dry, measure and record the final mass of the beaker plus silver solid. Page | 2 PRE-LAB QUESTIONS 1. Define: a. Law of Conservation of Matter b. Molar mass c. Mole d. Stoichiometry e. Limiting reagent 2. Solve: a. Using the balanced equation for the reaction of aluminum with iodine, answer the following questions: 2 Al (s) + 3 I2 (s) → Al2I6 (s) i. How many moles of Al2I6 are produced by the reaction of 4.0 mol of aluminum? ii. How many moles of I2 are required to react exactly with 0.429 mol of aluminium? b. What mass of sodium hydroxide, NaOH, would be required to produce 16 g of the antacid milk of magnesia [magnesium hydroxide, Mg(OH)2] by the reaction of magnesium chloride, MgCl2, with NaOH? MgCl2 (aq) + 2 NaOH (aq) → Mg(OH)2 (s) + 2 NaCl (aq) i. Which reactant is limiting? ii. How much water will the reaction produce? POST-LAB QUESTIONS 1. Calculate the mass and moles of copper wire that reacted in this experiment. Show your calculations. 2. Calculate the mass and moles of the silver produced in this experiment. Show your calculations. 3. Determine the mole ratio – the ratio of the number of moles of silver to the number of moles of copper. Round the result to the nearest whole number. Show your calculations. 4. Use the silver/copper mole ratio to write a balanced chemical equation for this reaction of copper and silver nitrate. 5. What was the limiting reagent in this experiment? Show all calculations and explain your answer. 6. Given what you know about copper, silver nitrate and this kind of single replacement reaction, what would you have predicted the balanced chemical equation to be? 7. Explain the possible differences between Question 4 and Question 6. 8. Do the results of your experiment support the Law of Conservation of Matter? Explain. c. Calculate the mass of oxygen gas, O2, required for the combustion of 702 g of octane, C8H18. 2 C8H18 + 25 O2 (g) → 16 CO2 (g) + 18 H2 O (l) d. A mixture of 5.0 g of H2 (g) and 10.0 g of O2 (g) is ignited. Water forms according to the following addition reaction: 2H2 (g) + O2 (g) → 2 H2O (g) General Chemistry 1 Lab

Positve And Negative Emotions

The Broaden- and- build theory created by Barbara Fredrickson (2001) describes how positive emotions open up our thinking and actions to new possibilities, and how this expansion can help build physical, psychological, and social resources that promote well-being (Baumgardner, 2009). In correlation as suggested by Fredrickson (2001), positive emotions include joy, interest, contentment, pride and love. They all provide the ability to broaden one’s momentary thought-action repertoires and help build their personal resources (Baumgardner, 2009).The benefits of positive emotions are more general and long-term rather than the short-term effects possessed by negative emotions. Men and women have different ways of expressing the same emotion. Hence, when a woman is sad, they tend to show depression for their sadness, whereas men tend to show anger when dealing with sadness. They both feel the same way, but show it differently. When women are angry their feeling gets expressed throug h words and sadness. As opposed to men their sadness is shown with anger and resentfulness. Men and women do not feel differently with a negative emotion, but simply react differently to the emotion.Research shows that men tend to use the left side (reasoning) of their brain more than women. Women use both the left and the right (emotional) sides of their brain. This provides women the ability to understand people and express their emotions more effectively (Brenda, 2013). The research found is mixed regarding the emotional differences between the sexes. Strong evidence has been found that there are differences in the way men and women detect, process, and express emotion. Other studies show that men and women share more emotional similarities than differences (Thompson, 2013).

Advisable Essay Example | Topics and Well Written Essays - 500 words

Advisable - Essay Example The jury is still out on the legality of hiring only professing Evangelical Christians. On the surface, it seems very logical to do so, but the legal implications make it a delicate body of water on which to tread. There are some who say it is thoroughly illegal, still others say it is legal only under certain circumstances (such as the organization not receiving government funds), and others say it is perfectly legal because of the nature of the organization and its methods, means, goals, and outreach. There is also the other side of the legal and ethical issue, which is that an atheist or non-Christian may be ill-advised to work in an environment that may offend them. Says World Vision â€Å"...Our hiring policy is vital to the integrity of our mission to serve the poor as followers of Jesus Christ.† The pertinent words are â€Å"as followers of Jesus Christ.† In the case of a manufacturing facility, which is a private for-profit non-government funded operation, the â€Å"christian-only† policy may be instituted, but it could be outlawed or struck down if legally challenged in court. Instituting that policy is legal, but not advisable. In Title VII of the 1964 Civil Rights Act is a provision that exempts religious organizations from being held liable for charges of discrimination. Title VII, which remains open to interpretation by the courts, states: â€Å"(a) Inapplicability of subchapter to certain aliens and employees of religious entities: This subchapter shall not apply to an employer with respect to the employment of aliens outside any State, or to a religious corporation, association, educational institution, or society with respect to the employment of individuals of a particular religion to perform work connected with the carrying on by such corporation, association, educational institution, or society of its activities.à ¢â‚¬  †¦ 19 Therefore go and make disciples of all nations, baptizing them in the name of