Social Forces Affecting Education -Pressures on Children Essay

Social forces play a major role in the achievement that takes place in our nation’s schools. Factors that take place outside of the classroom have significant effects that intrude on a child’s learning environment. These social forces hold no prejudice to the youth for whom they afflict and arise in every school setting across the public school system. It is important that one recognizes the impact that social forces have on the future leaders of our country and what conflicts they create for our present day learners. Because we live in a competitive society and want to be able to compete in the global economy, achievement pressure runs rampant in classrooms across the country (Anxiety.org, 2011). When parents and teachers can become aware of the emotional burdens and adverse effects that high achievement pressures carry, they will no doubt second guess their choice to perpetuate them (Weissbourd, 2011). The first step in solving any problem is to first be able to ackno wledge it. Pressures on children in today’s society are a problem that is becoming more evident in academics as parents and teachers put more and more emphasis on these children to outperform their classmates, stress in the child’s life becomes an interfering problem (Anxiety.org, 2011 Weissbourd, 2011,). From preschool children to college adults, pressure to execute academic perfection extends across all areas of curriculum. In our highly competitive, American society, emphasis placed on academic achievement has never been so intense (Anxiety.org, 2011, Beilock, 2011). This need to be the best, fueled by our culture in America, has created a social force affecting education, a force to be reckoned with at that. Too often, parents and teachers sacrifice their chil... ... medical foundation. Retrieved from http://www.pamf.org/teen/byteens/academic-stress.html Kaur, S. (2011). pamf.org. Retrieved from http://www.pamf.org/teen/life/stress/academicpressure.html Anxiety.org. (2011, 5 16). Retrieved from http://www.anxiety.org/anxiety-news/general/childhood-anxiety-from-academic-pressure-are-we-pushin Herrfeldt, B. (n.d.). ehow.com. Retrieved from http://www.ehow.com/how_2314755_cope-academic-pressure-.html Weissbourd, R. (2011, May). The Overpressured Student. Educational Leadership, Vol. 68, No. 8, 23-27. Kadison, R. & DiGeronimo, T.F. (2004). College of the Overwhelmed. San Francisco, CA: Jossey-Bass. American Psychological Association (APA) (2012, March 12). Reducing academic pressure may help children succeed. Retrieved from http://www.sciencedaily.com/releases/2012/03/120312101439.htm

Gatsby Embodies West Egg Essay

In the novel, â€Å"The Great Gatsby†, Scott Fitzgerald uses various literary devices such as theme, irony, and characterization to embody Gatsby with West Egg characteristics. The Great Gatsby is set in New York and on Long Island, in two areas known as West Egg and East Egg. The narrator, Nick, describes West Egg as the home to the â€Å"new rich,† those who, having made their fortunes recently, have neither the social connections nor the refinement to move among the East Egg set. West Egg is characterized by lavish displays of wealth and garish poor taste. Both locations can be seen generally as: established aristocracy for East Egg and the self-made rich in West Egg. Therefore, there’s definitely a discrepancy between the two places. Gatsby, one of the protagonists of the novel, lives in a huge mansion in West Egg and is an urbane man. He hosts parties every night which are full of fun and action, he seems like a man that exhilarates people to have fun. Gatsby embodies the characteristics of West Egg as he, at least until chapter 5, has made himself rich. In chapter 5 Gatsby clarifies that he did inherit his money from his family who bequeathed it to him, however he â€Å"lost most of it in the big panic- the panic of the war† (Fitzgerald 87). Therefore he got involved in the drug business and oil business to make money again, which he is no longer involved in. This is one way Gatsby embodies West Egg as he made himself rich by working in these 2 businesses. It is clear that Gatsby is wealthy as he owns an enormous house with â€Å"a swim pool, beach, vast garden, fancy parties and marble everywhere† (Fitzgerald 11). This portrays one of the themes in the novel, the clash between â€Å"old money† and â€Å"new money†, that manifests itself in the novel’s symbolic geography: East Egg and West Egg. Gatsby would be considered the â€Å"new money†, while people such as Tom, which come from a wealthy family, is the â€Å"old money†. This is a pivotal theme throughout the novel as it affects various aspects of characters and setting. This also relates to how the discrepancy between West Egg and East Egg affects the characterization of certain characters. Gatsby is characterized as a man that is wealthy and loves to share his â€Å"happiness† with others by hosting numerous parties which are full of expensive drinks such as â€Å"Chartreuse† (Fitzgerald 88) held in his luxurious mansion. Irony is also present in the first chapters of the novel, as before Nick Carraway met Gatsby, no one truly knew who he was or where he came from. There where a few rumors, such as him killing someone or being the son of a German king, however no one knew the truth and people wanted to ascertain more about Gatsby. Many scrutinized his background as many wondered where he came from, and who he truly was. Throughout the novel the reader know learns more about Gatsby. One might expect Gatsby, the organizer of the huge parties, to be an active, energetic, and creative person; however its ironic how the reader finds out Gatsby is the complete opposite. He is describes as a man of class, elegant, who doesn’t drink, isn’t an alcoholic, and isn’t a great partier himself, as he isn’t often present during his parties where everyone else is. This is another reason why he embodies the characteristics of West Egg, because in West Egg, those who made themselves rich, don’t, or at least until now, haven’t mentioned the way they earned their wealth. Gatsby doesn’t tell everyone immediately the way he became rich, he rarely talks about it. Also Nick, the narrator, he lives in West Egg, therefore he must have some sort of wealth, however he doesn’t mention it or clarifies exactly where he got it from. Instead East Egg seems to work in a different way, since it’s the place of â€Å"old money† and established aristocracy, that means people are established rich and have most likely inherited wealth from their family, such as Tom. Therefore, Fitzgerald portrays Gatsby in such ways that fulfill the characteristics of a man living in West Egg.

Example Problem of Enthalpy Change of a Reaction

Example Problem of Enthalpy Change of a Reaction This example problem shows how to find the enthalpy for the decomposition of hydrogen peroxide. Enthalpy Review You may wish to review the Laws of Thermochemistry and Endothermic and Exothermic Reactions before you begin. Enthalpy is a thermodynamic property that is the sum of the internal energy that is added to a system and the product of its pressure and volume. Its a measure of the systems capacity to release heat and perform non-mechanical work. In equations, enthalpy is denoted by the capital letter H, while specific enthalpy is lowercase h. Its units are usually joules, calories, or BTUs. The change in enthalpy is directly proportional to the number of reactants and products, so you work this type of problem using the change in enthalpy for the reaction or by calculating it from the heats of formation of the reactants and products and then multiplying this value times the actual quantity (in moles) of material that is present. Enthalpy Problem Hydrogen peroxide decomposes according to the following thermochemical reaction:H2O2(l) → H2O(l) 1/2 O2(g); ΔH -98.2 kJCalculate the change in enthalpy, ΔH, when 1.00 g of hydrogen peroxide decomposes. Solution This sort of problem is solved by using a table to look up the change in enthalpy  unless its given to you (as it is here).  The thermochemical equation tells us that ΔH  Ã¢â‚¬â€¹for the decomposition of 1 mole of H2O2 is -98.2 kJ, so this relationship can be used as a conversion factor. Once you know the change in enthalpy, you need to know the number of moles of the relevant compound to calculate the answer.  Using the Periodic Table  to add up the masses of hydrogen and oxygen atoms in hydrogen peroxide, you find  the molecular mass of H2O2 is 34.0 (2 x 1 for hydrogen 2 x 16 for oxygen), which means that 1 mol H2O2 34.0 g H2O2. Using these values: ΔH 1.00 g H2O2 x 1 mol H2O2 / 34.0 g H2O2 x -98.2 kJ / 1 mol H2O2ΔH -2.89 kJ Answer The change in enthalpy, ΔH, when 1.00 g of hydrogen peroxide decomposes -2.89 kJ Its a good idea to check your work to make sure the conversion factors all cancel out to leave you with an answer in energy units. The most common error made in the calculation is accidentally switching the numerator and denominator of a conversion factor. The other pitfall is significant figures. In this problem, the change in enthalpy and mass of sample both were given using 3 significant figures, so the answer should be reported using the same number of digits.

Tips to Help College Students Sleep

Tips to Help College Students Sleep College students and sleep dont often go together. In fact, when things get stressful, sleep is often the first thing to get trimmed from the to-do list of many college students. So when you finally do find the time to sleep, how can you make sure you can sleep well? Use Earplugs Theyre cheap, theyre easy to find at any drugstore (or even the campus bookstore), and they can block out the noise from your residence hall and your noisy, snoring roommate. Make Things Dark True, your roommate may need to be up all night writing the paper, but ask him or her to use a desk lamp instead of the main light for the room. Or, if youre crashing in the afternoon, close the blinds to help darken the room. Listen to Relaxing Music (Softly) Sometimes, turning out the outside world can be challenging. Try listening to some relaxing music to help you focus on calming down instead of everything going on around you. Appreciate the Sound of Silence While music can help, silence can sometimes be even better. Turn off your phone, turn off the music, turn off the DVD you wanted to watch as you fall asleep. Exercise Being physically healthy can help you sleep better, too. Try to get some exercise during the day not too close to when you want to sleep, of course, but even a brisk walk to your morning classes for 30 minutes in the morning will help you later that night. Avoid Caffeine in the Afternoon That cup of coffee you had at 4:00 p.m. could very well be keeping you up 8 hours later. Try water, juice, or any other caffeine-free option instead. Avoid Energy Drinks Sure, you needed that energy boost to make it through your evening class. But getting some exercise or eating a piece of fruit would have worked better than that energy drink and not kept you from sleeping later. Eat Healthy If your body is in a funk, it can be hard to sleep at night. Remember what your mama taught you and focus more on fruits, vegetables, water, and whole grains than coffee, energy drinks, fried food, and pizza. Lower Your Stress It may seem like Mission: Impossible, but reducing your stress can help you sleep. If you cant lower your overall stress level, try finishing a project or task no matter how small before you crawl into bed. You can feel accomplished instead of stressed about all you have to do. Relax for a Few Minutes Before Going to Bed Reading your cell phone, checking email, texting friends, and doing all kinds of brain-busy tasks can interfere with your ability to truly relax and rewind. Try reading a magazine for a few minutes, meditating, or just resting quietly with no electronics you might be surprised at how quickly you end up catching some zzzzzs.

Pearson's hard soft acid base theory in bioinorganic Term Paper

Pearson's hard soft acid base theory in bioinorganic - Term Paper Example The theory implies that soft acids tend to bind to soft bases and hard acids to hard bases. An increase in the electronegativity of an element or ligand causes an increase in the polarizability; this in turn increases hardness. The theory is useful in predicting the pathways of chemical reactions. The chemical conditions in which a hard or soft base or acid in put in can cause the hardness (or softness) characteristics of the acid or base to change. Therefore, borderline elements and ligands might increase or decrease in hardness or softness depending on the chemical conditions. Because of this reason, the metals in various metalloenzymes may be subjected to chemical conditions that might alter their hardness or softness properties. Enzymes with metals that exhibit Pearson’s hard and soft acids and bases theory include: 1) Urease This is an enzyme with nickel at its active site found in many species of bacteria, algae, plants (such as Jack Bean) and invertebrates. It plays a k ey role in the catalytic hydrolysis of urea to form ammonia and carbon dioxide as pre the equation below: Urease in Jack Bean has a single catalytic unit made up of an ?-subunit that has the active site with a dimeric nickel center. One of the two Ni atoms (Ni-1) coordinates to histidine via the nitrogen atoms and a water molecule. The second Ni atom (Ni-2) is similarly coordinated to histidine via the N atoms, two water molecules and to aspartic acid via the O atom. Mechanism: There are several mechanisms that explain how urease works. These include: a) Zerner mechanism In this, a carbonyl oxygen in urea attacks one of the water ligands attached to Ni-1. A nitrogen atom in the urea molecule donates its lone pair electrons to a carbon atom forming an N=C bond (Dixon, Riddles and Blakeley). This then reacts with a carboxylate ion. A base-catalyzed deprotonation of one –OH ligand on Ni then occurs. The resultant electronegative O attacks the carbonyl carbon. The N=C bond initia lly formed donates two electrons to the nitrogen, cancelling out the charge on it. The intermediate carbon formed with a coordination of 4 is then broken down by a sulfhydryl group. Ammonia is released when the C-N bond is broken after an H atom bonds to the N. This occurs alongside the breaking of the bond between the octahedral nickel and oxygen. A carbamate ion coordinated to the Ni is then formed. Water displaces the carbamate. The resultant carbamate then degenerates to yield carbonic acid and urea. b) Mangani mechanism This mechanism stipulates that both Ni-1 and Ni-2 take part in the reaction. The first atom, Ni-1, binds to urea, causing its activation. The second, Ni-2 binds to a water molecule, causing its activation (Benini, Rypniewski and Wilson). Ni-1 is in a five-coordinate formation, bound to urea via a carbonyl O atom. The distance between the two Ni atoms is reduced by the movement of the urea molecule towards Ni-2. The relatively low Lewis base property of NH2 in ur ea makes it a poor chelating ligand. Its high basicity however, enables the binding to Ni to occur. 2) Carbon monoxide dehydrogenase This is a nickel-based enzyme found in various bacteria. The enzyme plays a role in the catalytic oxidation of carbon monoxide to form carbon dioxide as per the equation below: There are two classes of carbon monoxide hydrogenase enzymes: one has a Mo-[Fe2-S2] active site and the other a Ni-[Fe3-S4]

Economic Opportunities Available for African American Women Essay

Economic Opportunities Available for African American Women - Essay Example Both males and females of African ancestry often face discrimination in different aspects of their lives, ranging from educational opportunities to provision of healthcare services and employment in the labor market. Extensive research has been conducted to shed more light on various impacts of racial and gender discrimination, such as low self-esteem, poor performance of students at schools and employees at the workplace, as well as and low economic growth and development. Blacks also have greater health issues such as prolonged depression, increased suicides, more AIDS and a reduced sense of personal achievement, along with a much higher death rate for many of the leading causes of premature demise (Williams 2001). Many research studies have also been conducted to determine the best possible solutions to solve problems related to these effects of discrimination. However, very little research has ever been conducted to determine how racial and gender discrimination has adversely aff ected the economic capabilities of African-American women. With this in mind, this research study hypothesizes that gender and race are the major sources of discrimination and have the most difficult effects on the economic capabilities of African-American women. ... A new aim of recent research studies by economists studying the labor market has been to determine the implications of racial discrimination for victims and other members of that particular race. For example, racial discrimination against African-Americans is known to reduce possibilities of employment in many multinational organizations. Furthermore, previous studies have found that discrimination mostly results from gender differences, amongst other factors. However, these past research studies have failed to determine the various effects of racial and gender discrimination on economic opportunities available to African-American women. Therefore, there is a great need to study the adverse effects of discrimination on economic opportunities available to African-American women. Sellers and Shelton (2008) argue that African-American women are at greater risk of gender discrimination due to social stereotypes, unequal income distribution, limited rights to productive inputs, such as cr edit facilities or financial loans, property ownership, and management of earned income as well as other race-related biases. By definition, racial discrimination refers to an act of maltreating an individual or a group of individuals based on their race. For example, an African-American woman may not be warmly welcomed in activities of a local church that is dominated by white Americans due to her skin color. Puhl et al.’s (2008) definition of racial discrimination usually includes distinction, restriction, or preference of an individual based on his or her skin color, race, or ethnic origin. This paper aims to examine what the effects of discrimination based on gender and race is like for

Operations management at Starbucks Research Paper

Operations management at Starbucks - Research Paper Example Taiwan has 271 stores, Thailand houses 171 while India has 10 stores. This distribution makes a total of 20,891 stores spread across all over the world (Stacey 2004, 91). Starbucks deals in a range of products. Although its products are basically coffee based, the company has come up with formidable methods to diversify its lean range of products. With the use of a high innovative management and market research, the company has dominated the service of hot and cold beverages. It serves micro-ground instant coffee, whole-bean coffee, full leaf teas, snacks and pastries. In addition, most of its stores stock and sell packed food items such as cold and hot sandwiches. It has increased its merchandise to include stylish mugs and tumblers among other utensils. The company has diversified its range of products to include others that are not coffee oriented. This is in an attempt to remain relevant in the market as well as improve its sources of income. It has evening locations that offer a variety of beer and wines. These locations also serve appetizers and light food stuffs past 4 pm. Starbucks has entertainment division that thrills its revelers with a wide assortment of music. The Starbuck Entertainment Division markets music, publications and films. Since the company operates in several locations with varied tastes and preferences, its products are specific to the communities in their areas of operation. Many of its products are seasonal and specific to the locality of a particular store. Other than selling its products in its stores only, the company also stocks some of its products in general stores across the globe (Paul 2010,94). Such products include Starbucks-branded ice creams and coffee in groceries, supermarkets and other consumer outlets. History of Starbucks The company was founded in 1971 as a local coffee bean retailer and roaster in Seattle. It has since expanded rapidly to be established in over 60 countries worldwide. It currently opens an average of a store a day. Until 1987, the company operated exclusively in the United States and Canada. Its first overseas branch was officially opened in the mid 1990s. Presently, the overseas branches and stores constitute over one third of the total company’s premises. The company had a target of opening 1900 new stores outside the United States and Canada by 2012. This target has been despite closing a total of 300 stores within the boundaries of the United States since 2008 (Rapley 2005, 83). 30th March 1971 saw the opening of the first Starbucks in Seattle, Washington. The local coffee shop was founded by three partners; Jerry Baldwin, Gordon Bowker and Zev Siegel. The three entrepreneurs who met s students in the University of San Francisco were inspired to serve high quality coffee beans. They were equipped with unique coffee roasting techniques of Alfred Peet, a famous coffee roaster. The original name of Starbucks Corporation at its founding was Pequod (Whaling ship from M oby-Dick). Some of the co-founders rejected the name later and renamed the store after the Chief Mate of the ship Pequodo; Starbucks. The three partners bought green coffee beans from their mentor, Peets. Later, they began buying the beans directly from farmers (Rapley 2005, 81). Sale and Expansion of Starbucks Starbucks bought their mentor company, Peets from Alfred Peets in 1984. The total sales of coffee in the United Sta