Tuesday, January 28, 2020
Inspirational teacher Essay Example for Free
Inspirational teacher Essay Dear Ms. Cornell, On the last day of my 9th grade English class, I gathered my books, took one last look around, and wondered if you and I would ever cross paths again. As you erased the chalk board, I wondered how many students were actually as inspired by you as I was. I considered interrupting your meticulous erasing, but decided against it, coming to the conclusion that you had had enough of us rowdy 9th graders for one school year. Your English class was my favorite, and I always looked forward to the exciting activities you’d come up with for us to participate in. Going into the 9th grade, I didn’t think that group activities and reading those â€Å"long†short stories would be something that I actually looked forward to, but you changed my outlook completely. I never thought I would have the opportunity to contact you again as I ventured off to high school to pursue the final years of structured schooling. It’s funny, though†¦as I walked out of your class room, you stayed with me through the duration of my schooling. The way that you taught inspired me in ways that no other teacher could. Your exclusive focus on each individual student you encountered helped me to understand that everyone is, indeed, individual. The creativity you incorporated into each lesson plan helped me to see that nothing has to be boring†¦it’s all in the way that a person approaches it. The little methods you utilized to make large exercises seem small and easy encouraged me to break down my large assignments into several small tasks. Something about the way you spoke to us kids made anything impossible seem absolutely attainable. I am in the process of completing my credentials to become a grade school teacher. I have completed student-teaching for Kindergarten, 1st, 3rd and 4th grade classes. I can now say that I honestly understand why this field is so rewarding. The kids are always so eager to see me. As I did with you, they continually await the learning activities I have planned for them. The various students I have had the opportunity to work with remind me of when I was young and dependent on the grown-up standing in the front of the room trying to teach me all the things I would need to know in life. As I approach the end of my formal education, I felt it was important to let you know that you played an important role in what I chose my career to be. Though the grades are different, the purpose is the same. Watching you effortlessly pass on your knowledge to a bunch of somewhat unappreciative 14-year olds gave me aspiration to practice a career in education. You had a major impact in my life and my hope is that one day I will be someone’s â€Å"Ms. Cornell. †For everything that you taught me, and for everything that you do, Thank you. Sincerely, ________________________________________ Check out the new AOL. Most comprehensive set of free safety and security tools, free access to millions of.
Monday, January 20, 2020
Computer systems :: essays research papers
CONTENTS 1     Introduction.     2 2     Specification of new Computers by category.     3 2.1     Designers     3 2.2     Sales Support and Accounts     5 2.3     Sales Manager     5 2.4     Production Technicians     5 2.5     Production Manager     5 2.6     Site Director     5 2.7     Directors PA     5 2.8     ICT Engineer     5 2.9     Salespeople     7 3     Ancillary Equipment     9 3.1     Printers     9 4     Network Requirements     10 4.1     Server Specification     10 4.2     Communications Equipment     11 5     Training Requirements     12 6     Network Resources Plan     12 7     Supplier Evaluation and Selection     12 7.1     Reputation     12 7.2     Quality components     13 7.3     Warranty     13 7.4     After sales service     13 8     APPENDIX A     14 1 Introduction. This report is to identify the various network components that will be implemented and in which configuration. It will also identify the specification of each computer for each section of the company and what peripherals will be used. The various parts of your organisation that require I.T. support and training are also highlighted in this report. It will also focus on which steps should be taken to choose the correct supplier and how the introduction of the new network should be implemented. 2 Specification of new Computers by category. 2.1 Designers Processor Intel Xeonâ„ ¢ processor running at 2GHz Intel 860 Chipset with 400MHz system bus Memory 1GB dual-channel PC800 ECC Rambus ® RDRAM ® memory I/O Ports Two 9-pin serial connectors; 16550-compatible 25-pin parallel connector (bi-directional) 6-pin mini-DIN keyboard connector 6-pin mini-DIN mouse connector RJ45 NIC connector Four USB-compliant 4-pin connectors (two front and two rear) I/O Slots One 4X AGP Pro110 3 32bit 33MHz PCI slots 2 64bit 66MHz PCI slots 2 IEEE 1394 ports Storage 36GB high performance (Ultra160) SCSI (10,000RPM) hard drive 16x/8x40x CDRW Drive Graphics Card Professional Graphics Card: 3DLabs © Wildcat TM II 5110 (128MB SDRAM) Monitor 21†(19.8†viewable) TFT Ultrascan Monitor Communications Integrated Network Interface - 3Com © Fast EtherLink XL 10/100 PCI with Wakeup on LAN Input Devices Enhanced Performance USB keyboard with 7 programmable hotkeys Microsoft ® 2-button USB Intellimouse (wheelmouse) Additional Input CalComp CADPRO © Graphic Tablet The specification of this machine has been chosen with high performance in mind. Because of the intensive 3D modelling that the designers would be producing, a fast Processor and specialist Graphics Card were fitted. The hard drive used has also been chosen for high capacity and spin speed for fast retrieval of large files. A large flat panel monitor was also specified for increased viewing which is essential for this type of work and for space saving. When choosing the memory I decided for a 1GB PC800 ECC Rambus ® RDRAM memory module this leaves two RIMM slots free for later expansion. This type of memory has a high bandwidth and runs at the same speed as the 400MHz system bus. The Graphic Tablet was chosen because of the increased interface it achieves with CAD programs. For details of information sources see Appendix A 2.2 Sales Support and Accounts
Sunday, January 12, 2020
Hamlet Analysis Essay
Ghost appears and then leaves Horatio decides to tell Hamlet about the ghost He tells Hamlet about the ghost Hamlet decides that he wants to see the ghost Hamlet sees the ghost Hamlet follows the ghost Ghost tells Hamlet about his death Hamlet decides to get more information / prove what the ghost was saying before doing anything about it Hamlet swears his friends to secrecy about what the ghost said and about his plans to act crazy in order to get more information Offstage trigger – Hamlet acting crazy with Ophelia) Ophelia tells Polonius that Hamlet has gone crazy Polonius concludes that this is because Hamlet loves Ophelia Polonius decides to tell this reasoning to Claudius (side track 1– Claudius tells Rosencrantz and Guildenstern to figure out what is afflicting Hamlet) Polonius tells Claudius and Gertrude that Hamlet is crazy because of Ophelia Polonius speaks to Hamlet and decides to plan a meeting between Hamlet and Ophelia (side track 1 – Rosencrantz and Guildenstern speak with Hamlet and tell him of the players) side track 1 – Hamlet decides to use the players to weed out the truth from Claudius) (side track 1 – Hamlet asks Polonius to have the Claudius and Gertrude watch the play) Hamlet meets Ophelia while Claudius and Polonius hide and listen Hamlet says he doesn’t love Ophelia Polonius and Claudius decide there must be another reason for Hamlet’s madness and plan to figure out what it is by watching him (side track 1 – Hamlet speaks with the players to make sure everything is going to go exactly the way he has planned it) side track 1 – Hamlet asks Horatio to watch the king during the play) (side track 2 – the players enact the Murder of Gonzago) (side track 2 – Hamlet comments on the play) (side track 2a – Claudius rises and leaves mid-play, very upset, along with Gertrude , who is also upset) (side tracks 1 & 2a converge – Hamlet and Horatio decide that because of Claudius’ reaction to the play, the ghost was telling the truth) (side track 1 – Hamlet decides to take violent action) (side track 2b – Gertrude asks to speak with Hamlet) side track 2b – Hamlet agrees to speak with Gertrude, and sends Polonius to tell her so) (side track 2c – Claudius plans to send Hamlet to England with Rosencrantz and Guildenstern because he is becoming a danger) Polonius decides to hide and listen to Hamlet and Gertrude (side track 2b – Hamlet is on his way to speak to Gertrude and sees Claudius ‘praying’) (side track 2b – Hamlet decides not to kill him then because he would go to heaven) (side track 2b – Hamlet decides to go on and talk to Gertrude) Polonius hides when Hamlet enters side track 2b – Hamlet speaks with Gertrude, then hears a noise) Polonius makes a noise Main thread and side tracks 1 & 2b converge – Hamlet stabs Polonius an d kills him Hamlet takes Polonius’ body Gertrude tells Claudius about Hamlet’s actions Claudius sends Rosencrantz and Guildenstern to find where Hamlet put Polonius’ body Rosencrantz and Guildenstern talk to Hamlet and bring him back to talk with Claudius Main thread and side track 2c converge – Claudius talks with Hamlet and officially sends him to England (to be killed) side track 3 – Fortinbras is passing through Denmark and speaks to Hamlet) (side track 3a – Hamlet decides that he is not giving up – ‘my thoughts be bloody†¦Ã¢â‚¬â„¢) (side track 4 – Ophelia has gone crazy) (side track 5 – Laertes gets back, learns of Polonius’ death, and blames Claudius) (side track 5 – Laertes confronts Claudius) (side track 5 – Claudius tells Laertes that Polonius’ death was not his doing) Offstage trigger – pirates attack Hamlet’s ship Offstage trigger – pirates take Hamlet prisoner and return him to England Main thread and side track 3a converge – Horatio hears news of Hamlet’s return (side track 5 – Claudius convinces Laertes that Hamlet was the cause of Polonius’ death) (side track 5 – Claudius tells Laertes that he has a plan to kill Hamlet) (side track 5 – Laertes asks to be the instrument of Hamlet’s death) (side track 5 – Claudius plans for Laertes and Hamlet to duel, Laertes with a poison- tipped sword, and adding a poisoned drink, just in case, to ensure Hamlet’s death) (side track 4 – Gertrude says that Ophelia has drowned herself) Main thread and side track 4 converge – Horatio and Hamlet meet in the graveyard and learn of Ophelia’s death, and see Laertes jumping into the grave Hamlet also jumps into the grave and accuses Laertes of putting on a show of emotion Hamlet and Laertes scuffle then are pulled apart Hamlet feels bad for accusing Laertes the way he did and scuffling with him Hamlet agrees to do whatever Laertes wishes of him (side track 5 – Osric come to tell Hamlet of the proposed duel between him and Laertes) Main thread and side track 5 converge – Hamlet agrees to duel Laertes Hamlet and Laertes begin to duel Claudius poisons a cup and plans to offer it to Hamlet Hamlet refuses the cup and continues dueling (side track 6 – to cheer on Hamlet, Gertrude drinks from the poisoned cup) Hamlet gets scratched by the poisoned rapier Hamlet and Laertes scuffle and switch rapiers Laertes gets scratched by the poisoned rapier (side track 6 – Gertrude dies) Main thread and side track 6 converge – Laertes says that Claudius poisoned the cup, and that the rapier-tip was poisoned, then he dies Hamlet realizes that he is dying and that he now has the excuse to kill Claudius Hamlet stabs Claudius and makes him drink of the cup Claudius dies Hamlet entreats Horatio to tell the story of their deaths, then dies (side track 3b – Fortinbras is returning through Denmark and happens upon the scene) main thread and side track 3b converge – Horatio plans to tell Fortinbras et. al. the story of what happened, and Fortinbras plans to take his claim over the country Part II: Events Tracked Backward for Hamlet†¦ Hamlet†¦ Stops Horatio from drinking the poisoned cup Tells Horatio to be the messenger – to tell everyone his story Kills Claudius Scratches, and therefore kills Laertes with the poisoned rapier Gets scratched by Laertes with the poisoned rapier Taunts Laertes at the moment when Laertes is considering not killing him And Laertes begin the gentlemen’s duel Agrees to duel Laertes Resolves that whatever will be will be, and feels bad for Laertes Insults Laertes in Ophelia’s grave Jumps into Ophelia’s grave Talks to Horatio about death Sees the grave diggers Returns from the ship bound for England Ship gets attacked by pirates Leaving for England, but is not going to give up Banished by Claudius Hides Polonius’ body Kills Polonius Talks with Gertrude Decides not to kill Claudius while he is praying (appears to be praying) Agrees to talk with Gertrude Accuses Guildenstern of playing him like a recorder Discusses Claudius’ reaction to the play with Horatio Adds commentary to the play Flirts with Ophelia Asks Horatio to mark how Claudius reacts to the play Tells the players to act exactly as he has instructed them Tells Ophelia to ‘get to a nunnery’ and says that he doesn’t love her Decides to use the players to get the truth from Claudius about his father’s murder Hears of the players from Rosencrantz and Guildenstern (offstage? acts crazy toward Ophelia to the point of frightening her Swears his friends to secrecy about the ghost and the way he is going to act Plans to learn whether the ghost was telling the truth, or just a demon playing games Learns from the ghost that he was murdered Speaks to the ghost Follows the ghost Sees the ghost Hears of the ghost Part III: Stasis, Intrusion, New Stasis†¦ Stasis: Claudius has married Gertrude and become king after his brother, the previous king, died. Hamlet, the son of Gertrude and the previous king, is still upset about his father’s death. Intrusion: The appearance of the ghost New Stasis: The majority of the characters are dead, and Horatio is asked to tell their story as Fortinbras becomes the new king Part IV: Dramatic Conflict for Hamlet and Claudius†¦ Hamlet ~ Individual versus self: Hamlet gets down on himself for not being able to take immediate action or to react as strongly / emotionally as characters like the player and Fortinbras. Individual versus others / individuals: Hamlet has obvious conflict with Claudius, who he believes killed his father. He also has some physical ‘conflict’ with Laertes. Individual versus society: Hamlet cannot simply kill Claudius because he has to consider how society would react to that if they did not know what Claudius had done initially. Individual versus the universe / nature / fate It becomes Hamlet’s duty to avenge his father’s death. Claudius ~ Individual versus self: Claudius appears to show guilt about murdering his brother (shown when he wishes to pray but is unable to) Individual versus others / individuals: Claudius’s first conflict with an individual was before the play started, and that was with his brother, the king. Once he ‘won’ that conflict, his new conflict became the one between himself and Hamlet Jr. He was afraid that Hamlet knew too much and / or that he would try to take the throne back from him. Individual versus society: If the people in that society knew what Claudius had done, there would have been much more conflict between them and him, but as it was, their only real conflict was that Claudius couldn’t take Hamlet to them to be punished for Polonius’ death, essentially because they liked him too much. Individual versus the universe / nature / fate
Saturday, January 4, 2020
Dangers Posed By The Fast Food Industry - 899 Words
Dangers Posed by the Fast Food Industry â€Å"A nation s diet can be more revealing than its art or literature†(Schlosser, 3). Historically, few trends have been as popular in the United States as fast food. From Burger King to Taco Bell to McDonald’s, it seems that numerous fast food restaurants dot every corner; in fact, specific restaurants have now even joined forces, so that a Taco Bell and a Pizza Hut might coexist within one building. Statistically, Americans eat a great deal of fast food, and the industry is extremely profitable. People enjoy this food because it is inexpensive, convenient, and designed to satiate desires for strong flavors, especially tastes for salt and fat. However, this food comes at a higher cost than the low prices on menus would indicate; due to its contributions to the obesity epidemic, the dangers posed to teen workers at restaurants, and the targeting of children and poor communities, fast food poses a significant danger to the citizens of the United States. To begin with, the product itself poses numerous risks to consumers. The unhealthy nature of fast food has long been known: these foods contain an abundance of fat, sodium, and sugar. Even as recently as 2006, researchers have discovered additional health risks posed by fast food products. In Fast-Food Fats Prove Health Hazard, Kathleen McGowan explains: â€Å"The dangers of trans-fatty acids --a cornerstone of fast-food cooking--were confirmed in June, when a study at Wake Forest UniversityShow MoreRelatedObesity And Chronic Health Problems With Obesity1660 Words  | 7 Pagesfilm, obesity is the second largest cause of death in the United States (smoking being number one). 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