As Separate Peace Essay Example for Free

As Separate Peace Essay It has connections between Genesis and the fall of man throughout the book underlining the main story. Genesis and the fall of man are used in the novel solely to understand human nature and the good and evil living inside everyone. Throughout the book the protagonist Gene, puts himself in a competition with his best friend and biggest enemy Finny. Finny is the perfect athlete and caries along innocence and pure thoughts of life itself and others around him. Gene and Finny both show representations of Cain and Abel as well as the creation of man with Adam and Eve. Much like Cain’s jealousy towards his brother Abel, Gene is very jealous and envious of Finny. Abel was the pure and honest brother who carried out all of Gods orders and pleased him very much, while Cain was the complete opposite. He was seen as rather corrupted and sinful. Gene, in this way, is portraying Cain because in the novel Gene realizes the strong hold that sin has on him and the strong hold on it has on his soul, and he says â€Å" It was just some ignorance inside me, some crazy thing inside me, something blind, that’s all it was† (183). Unfortunately, Gene becomes overpowered by his jealousy towards Finny just as Cain did towards Abel. Gene’s jealousy takes control of his mind and body when he finally realizes he will never be as perfect as Finny. He will never be as good athletically or he will never be as good morally and mentally either. Gene says â€Å"there never was and never could have been any rivalry between us. I was not of the same quality as he† (59). Which shows he knows that he will never win with Finny there. The pain of Gene knowing this makes him make a very unreasonable and ridiculous action that he regrets the rest of his life. Holding firmly to the trunk, I took a step forward and I jounced the limb. Finny, his balance gone, swung his head around to look at me for an instant with extreme interest, and then he tumbled sideways, broke through the little branches below and hit the bank with a sickening thud† (52). The story in Genesis of Cain and Abel is exceedingly similar to that. â€Å"Now Cain said to his brother Abel, ‘Let’s go out to the field. ’ And while they were in the field, Cain attacked his brother Abel and killed him† (Genesis 4:8). These two incidents directly parallel each other and unveil much about human nature. When Gene finally admits to the realization that he will never beat Finny or get close to his level he subconsciously lets his jealousy kill the better man inside of him so what is left is an empty soul. The fall of Adam and Eve is also coinciding with Gene’s tremendous fall in the novel. In Genesis, the story of Adam and Eve is set in the Garden of Eden. In the garden there was no sin, suffering or pain. Everyone was happy and had everything they wanted. The one thing God told Adam and Eve was to stay away from the tree of knowledge of good and evil and to not eat the fruit from that tree, yet that was too much to ask. â€Å"When the woman saw the fruit of the tree was good for food and pleasing to the eye, and also desirable for gaining wisdom, she took some and ate it. She also gave some to her husband who was with her, and he also ate it† (Genesis 3:6). This sin had grave consequences such as â€Å"the eyes of both of them were opened and they realized they were naked; so they sewed fig-leaves together and made coverings for themselves† (Genesis 3:7). Gene’s sin had similar results from when he shook the tree and Finny fell, his life changed largely. The impact of his actions struck him extremely hard and at once he became ashamed and embarrassed of what he did, just as Adam and Eve were of their nakedness so they hid. Gene’s shame relates to the story of Adam and Eve but not just that, it relates to a large population of people today and this is the point Knowles was making and why he related his book to Genesis. As humans, people are automatically going to hide their transgressions behind something else and that’s just human nature. To be able to fully understand this novel you need to know about creation and the fall of man. In every human there is good and there is evil, it will come out at different times and one might overpower the other, but there is till both. Cain and Abel’s story, along with Adam and Eve’s story equally show how the evil overpowered Gene.

My Classroom Management Plan Essay -- Classroom Management 2014

Many of us tend to equate classroom management with discipline (and for that matter, to equate discipline with punishment, but that's another story). I see classroom management as the processes and procedures that are in place to mitigate the need for punishment, leaving discipline to cleave to its roots of "to follow." Anything else is not classroom management. It’s damage control. Classroom management starts, for me, with very clear expectations, and firmly established procedures.  I begin the year (or semester) with a more formal, regulated tone, and have so far been able to end each year and semester with an atmosphere of relaxed mutual respect. I value students’ self-control over my being in control. Room Arrangement One of the goals of my room set-up is to minimize non-instructional interaction.  This sounds a bit impersonal and harsh, but its intent is to keep students on task, give them consistency in behavioral expectations, and to minimize their attempts to derail my teaching. Everyone benefits. There are clear procedures written on the whiteboard behind my desk for absentees, make up work, and getting extra help. There areFAQ  signs about work being for a grade, the temperature, whatever all around the room.  I try to maintain a predictable schedule so students know what's expected of them during each part of the 98 minutes we spend together each day -- and don't have to ask.  The agenda and objectives are on the board behind my desk. (I balked at this requirement during summer school, but have found that it allows students to know what's expected of them. They do look at it, and are quick to ask questions about the items I post that are intentionally ambiguous.)   I have a peninsula table at the entry where ... ...Toddlers and teens have more in common than not: They're at a transitional stage in which they are testing limits, learning boundaries, and trying on personalities. Once they learn the specific boundaries and consequences of my classroom, most are grateful for the atmosphere of safety and respect in my classroom. It’s still a daily struggle, but the amount of time I’ve spent focusing on damage control has been minimal during the school term. Does all this mean my room is a sweat shop where students feel repressed, dragged down and not able to express themselves?  No. It means that the students who are there to learn have an environment where they feel safe and able to be themselves. We have running inside jokes. And peach cobbler. I do loads of group work, peer teaching, and self-guided activities that can only be effective in a class with seamless management. My Classroom Management Plan Essay -- Classroom Management 2014 Many of us tend to equate classroom management with discipline (and for that matter, to equate discipline with punishment, but that's another story). I see classroom management as the processes and procedures that are in place to mitigate the need for punishment, leaving discipline to cleave to its roots of "to follow." Anything else is not classroom management. It’s damage control. Classroom management starts, for me, with very clear expectations, and firmly established procedures.  I begin the year (or semester) with a more formal, regulated tone, and have so far been able to end each year and semester with an atmosphere of relaxed mutual respect. I value students’ self-control over my being in control. Room Arrangement One of the goals of my room set-up is to minimize non-instructional interaction.  This sounds a bit impersonal and harsh, but its intent is to keep students on task, give them consistency in behavioral expectations, and to minimize their attempts to derail my teaching. Everyone benefits. There are clear procedures written on the whiteboard behind my desk for absentees, make up work, and getting extra help. There areFAQ  signs about work being for a grade, the temperature, whatever all around the room.  I try to maintain a predictable schedule so students know what's expected of them during each part of the 98 minutes we spend together each day -- and don't have to ask.  The agenda and objectives are on the board behind my desk. (I balked at this requirement during summer school, but have found that it allows students to know what's expected of them. They do look at it, and are quick to ask questions about the items I post that are intentionally ambiguous.)   I have a peninsula table at the entry where ... ...Toddlers and teens have more in common than not: They're at a transitional stage in which they are testing limits, learning boundaries, and trying on personalities. Once they learn the specific boundaries and consequences of my classroom, most are grateful for the atmosphere of safety and respect in my classroom. It’s still a daily struggle, but the amount of time I’ve spent focusing on damage control has been minimal during the school term. Does all this mean my room is a sweat shop where students feel repressed, dragged down and not able to express themselves?  No. It means that the students who are there to learn have an environment where they feel safe and able to be themselves. We have running inside jokes. And peach cobbler. I do loads of group work, peer teaching, and self-guided activities that can only be effective in a class with seamless management.

Ib Biology Enzymes Ia

Biology Enzymes IA Design Introduction: Enzymes are globular proteins, they are responsible for most of the chemical activities of a living organism. They act as catalysts, substances that affects the reaction of other substances without being destroyed or altered during the process. They are extremely efficient in the body system of living organisms, one enzyme may catalyse over a thousand chemical reactions every second. But there are certain conditions that need to be fulfilled in order for the enzymes to work.Temperature of the environment must be correct for each enzyme because different enzymes will have different temperature ranges in which they can live. pH levels in the environment must also be correct because if the environment around the enzyme is too basic or acidic, the enzyme will quickly denature. Hydrogen peroxide (H2O2) is naturally formed in living organisms, however it is very harmful and is broken down immediately by several enzymes including catalase. This enzyme catalyses the breakdown of hydrogen peroxide to water and oxygen.Persons with acatalasemia (a hereditary condition) have extremely low catalase activity and, although present worldwide, it is more commonly found in Koreans. Hydrogen Peroxide is usually used as a topical disinfectant in wounds and the bubbling that is seen in the experiment is due to the oxygen gas released from the tested substance. Because of this, any cell that uses oxygen or lives in the presence of oxygen must have a way to get rid of the peroxide. One of these ways is to make catalase. Research Question: â€Å"In what manner will the product of the enzymatic reaction be released from the different substances placed with the test tube? â€Å"Different food items will produce different amount of bubbles when tested with the hydrogen peroxide† Variables: Table of Variables Independent Variable| Dependent Variable| Controlled Variable | Uncontrolled Variables| Different types of vegetables and fruits used for catalase testing| Amount of bubbles produced in the reaction| * Amount of hydrogen peroxide used to test each of the substances * Quantity of each substance * pH of the hydrogen peroxide| Temperature of the room | Table of Controlled Variables Variables | Method of Control |Amount of hydrogen peroxide used to test each of the substances| Measured carefully with a measuring cylinder | Quantity of each substance| Each vegetables and fruit (with the exception of the Chinese cabbage) is cut to a block shape of 5? 1? 1cm dimension| pH of the hydrogen peroxide| Percentage concentration of hydrogen peroxide listed on the bottle | Apparatus List: * Test tube rack * Cutting knife * Cutting board * Stirring rod * 5 test tubes * 300ml glass beaker * Pipette dropper * 250 ml hydrogen peroxide of 3% concentration * Stopwatch * 1 red apple * 1 carrot * 3 branches of Chinese cabbage * 1 potato 1 onion Method Set up the cutting board and place the cutting knife carefully, place the all 5 test t ubes on the test tube rack. Place a designated substance on the cutting board (any of the listed fruit/vegetables above) for the purpose of this method write-up we will use the red apple. Use the cutting knife to cut the piece of apple into halves, after that use the knife to cut 5 pieces of the red apples into 5? 1? 1cm of volume. Do the same for the carrot, potato and onions. For the Chinese cabbage rip out bits of leaves from the plant and roll them up into a cylinder-like shape that’s approximately a volume of ? 1? 1cm. At this point there should be 5 pieces (each) of red apples, carrots, potatoes and onions of a volume of 5? 1? 1cm + 5 rolled up pieces of Chinese cabbage. Place all these materials on the cutting board. Place all 5 of the red apples into the test tubes (1 piece for each test tube). Pour 250 ml hydrogen peroxide of 3% concentration into the 300 ml glass beaker. At this point, all apparatus should have been properly set-up and the experimentations should be able to commence. Using the pipette dropper to suck in 10 ml of the 3% hydrogen peroxide, drop 10ml of hydrogen peroxide into a test tube.Repeat this for all of the test tubes. Use the stopwatch to count 10 minutes and observe the amount of bubbles being released from the bubbles. After 10 minutes have passed, record amount of bubbles released in each test tube. Pour the hydrogen peroxide and dump the waste material unto the sink and throw away leaf discs, rinse all the test tubes. Record all observed data. This is the experiment Repeat the experiment but instead of using red apples again, use the different vegetables that has been previously prepared. Test tube rack Test tube rack 5? 1? 1cm potato with 3% hydrogen peroxide 5? 1? 1cm potato with 3% hydrogen peroxideTest tube Test tube Labeled Diagram: Data Collection and Processing Raw Data Table: Table 1: Amount of bubbles released from each test tube Processed Data Table: Table 2: Mean and standard deviation of amount of bubbles released from each test tube Graph: *Error bars represent the uncertainty of the bubble count of the experiment. Processed Data: Sample calculation of mean amount of bubbles produced: Where: Ex = Sum of all values n = Number of Values Where: Ex = Sum of all values n = Number of Values Formula: Mean= ? xn Calculation (Potato): 24+19+28+17+315 = 1195 = 23. 80 Mean of potato = 23. 80Sample calculation of the standard deviation of amount of bubbles produced: Where: E = Sum of X = Individual measurements in sample Xbar = mean n = number of values Where: E = Sum of X = Individual measurements in sample Xbar = mean n = number of values Formula: Calculation (Potato): 2419. 765-1 = 2419. 764 = 604. 94 = 24. 60 Standard Deviation of potato = 24. 60 Sample calculation of the T-test of amount of bubbles produced: Where: X1 = mean of 1st sample X2 = mean of 2nd sample S1 = standard deviation of 1st sample S2 = standard deviation of 2nd sample N1&N2 = number of values Where: X1 = mean of 1st samp leX2 = mean of 2nd sample S1 = standard deviation of 1st sample S2 = standard deviation of 2nd sample N1&N2 = number of values Formula: Calculation (potato & red apple): (23. 80+8)5. 895+15 = 31. 80/1. 38 = 31. 80/1. 17 = 27. 18 T-test of potato and red apple = 27. 18 Conclusive Study & Evaluation Discussion By this point, it is clear that the bubbling process of each food item is distinct to their own properties. This statistical fact gives a possibility that each food item contained different amount of amylase. We know this because of the different number of bubbles produced by each food item.For example, the average bubble release of the carrot is 56. 60 ( ±1) which is quite a lot of bubbles produced in 10 minutes. The onion, on the other hand produced very little amount of bubble compared to the carrot and producing an average of 2. 60 ( ±1) bubbles from the 5 trials conducted. The potato showed a good amount of bubbles produced, with the average of 23. 80 ( ±1) bubble pro duced from the 5 trials conducted. Thus, the potato contains the most amylase in it after the carrot. A theory to why carrots and potatoes contain more amylase than the other food items, is that both of the plant species belongs to the Asterids clade.Both plants grow their fruits under the soil so it is possible that the food items grown under the soil. This is an exception to the onion however as the onion produced an average of 2. 60 ( ±1) bubbles. Conclusion Based on the knowledgeable findings of this experiment and relating back to the hypothesis of: â€Å"Different food items will produce different amount of bubbles when tested with the hydrogen peroxide† It is discovered that this statement is true. Also, the carrot is discovered to contain the most amount of amylase as it produced more bubbles than the rest of the food items EvaluationEvaluation table: Procedure to be evaluated| Weakness| Improvements suggested| Design | Uncategorised test substances | Incomparable r esults due to the lack of similarity between the experimental substances| Organise and carefully select proper test substances | QUALITITY OF DATA| Only 5 trials were conducted| The amount of data could be greater| More trials could be conducted| PRECISION AND ACCURACY| The rate of bubbles being produced is sometimes too fast | Difficulty in counting specific amount of bubbles produced | Ask for assistance to count the bubbles |

Tardiness High School and Copyright - 1848 Words

A. Background of the Study Tardiness has already become a habit of the high school students of Manresa school. Most of them come to school, attend their classes and scheduled appointments not on time. They all have their own reasons; traffic, working slow, waking up late, etc. Most of the students in Manresa School, are even residents of BF Homes. Some are even residing in the Manresa Village, and still, they are arriving late. They are residents who have been probably living in the village, or subdivision all their lives, who should have already put into consideration the usual problems they would encounter when they go to school. Many teachers get disappointed, but up to now, the students are still unaware of what they are†¦show more content†¦8. Disturbance (n) – the act of disturbing, the state of being disturbed; commotion; something that disturbs. 9. Excessive (adj) – more than is acceptable : beyond what is considered acceptable, proper, usual or unnecessary 10. Excuse (v)  œ to pardon or overlook (a fault, offense, etc.); to offer a reason or apology for (an error, fault, etc.); to serve as a reason for; justify. 11. Habit (n) – a tendency to repeat an act again and again; a behavior pattern that has a degree of automatism. 12. Late (adj) - occurring after usual or expected time. 13. Manner (n) – a method of doing something; behavior; type or kind; habit; social behavior. 14. Misconduct (n) – formal word for improper behavior, especially by a professional person; dishonest management; improper behavior. 15. Offense (n) – the act of offending; a fault, sin or crime; the act of injuring another’s feelings; the state of being offended; assault or attack in sports, the team members. 16. Policy (n) – any system of management based on self-interest as opposed to equity finesse in general; artifice. 17. Prevention (n) – act of intervening in order to prevent something; preventing or being prevented. 18. Procr astinate (v) – a formal word meaning to delay or put off to a later time. 19. Prolong (v) – to make longer in time;Show MoreRelatedSOLUTION MHR Brewster Seaview Case Study Essay2017 Words   |  9 Pageshandled the paperwork (payroll, bills, estimates, and so on), but also worked along with the crew six days a week. The crew consisted of five guys ranging in age from 17 to 20 years. We all lived in towns around Seaview and had gone to the regional high school, which was located in Seaview. Only two of us were attending college, but all had been hired personally by Joe following a short, informal interview. I can’t be completely certain about the others, but I think all of us and several others soughtRead MoreOverview of Hrm93778 Words   |  376 Pageslearning objectives. The most important thing you will get out of this course are the basic skills required to succeed in today’s environment which are, you must be able to communicate, think creatively, plan effectively and deal with people. Copyright  © Virtual University of Pakistan 1 Human Resource Management (MGT501) INTRODUCTION TO HRM After studying this chapter, students should be able to understand the following: Describe HRM? Explain why are we concerned about HRM? Discuss Road-mapRead MoreCause of Lack of Self Confidence6982 Words   |  28 Pagesresponsibility (although the subject of accountability versus responsibility is beyond the scope of this article). Bringing About Organizational Change Progressing up the levels of cultural maturity requires organized change for most organizations. Many schools of thought exist on how to go about changing an organization, ranging from simplistic views to formalized models of change. Some of these models include total quality management (TQM), management by objectives (MBO) and six sigma. Each modelRead MoreMasculinity in the Philippines12625 Words   |  51 Pages†¢ 1108 Philippines Philippine Commonwealth and Cult of Masculinity Alfred W. Mccoy Philippine Studies vol. 48, no. 3 (2000): 315–346 Copyright  © Ateneo de Manila University Philippine Studies is published by the Ateneo de Manila University. Contents may not be copied or sent via email or other means to multiple sites and posted to a listserv without the copyright holder’s written permission. Users may download and print articles for individual, noncommercial use only. However, unless prior permissionRead MoreA Study of the Relationship Between Absenteeism and Job Satisfaction20048 Words   |  81 Pagescontrol system; 4. Time spent by supervisors revising work schedules, counseling and reprimanding workers, and checking on output of substitutes; 5. Reduced productivity and morale among co-workers; 6. Higher level of turnover, grievances and tardiness. This study will investigate the relationship between absenteeism, job satisfaction, certain personal characteristics, and certain situational factors for employees in Beverages Department of Cadbury Nigeria Plc Agbara factory. A review ofRead MoreEntrepreneurial Plan ( Business Plan )11907 Words   |  48 Pageshave been the choice. From the humble potato to whole wheat variants, chips have diversified into more than your basic snack fix. Chips have always been synonymous to junk foods. Junk foods are food that has low nutritional value and often times are high in fat, sodium and cholesterol. Despite that fact, people have always patronized chips. A reason may be because the crunchiness and savory taste is something people have been addicted to. But nowadays, people have been more conscious about what theyRead MoreNucor at a Crossroads11794 Words   |  48 PagesHarvard Business School 9-793-039 Rev. January 20, 1998 DO Nucor at a Crossroads On December 7, 1986, F. Kenneth Iverson, chairman and chief executive officer (CEO) of Nucor Corporation, awaited a delegation from SMS Schloemann-Siemag, a leading West German supplier of steelmaking equipment, at his company’s headquarters in Charlotte, North Carolina. Iverson had to decide whether to commit Nucor to a new steel mill that would commercialize thinslab casting technology developed by SMSRead MoreManagement Course: Mba−10 General Management215330 Words   |  862 PagesMerger/Acquisitions/Buyout Guide, Third Edition Reed−Lajoux and others . . . This book was printed on recycled paper. Management http://www.mhhe.com/primis/online/ Copyright  ©2005 by The McGraw−Hill Companies, Inc. All rights reserved. Printed in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior writtenRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesborrowed from other sources and reproduced, with permission, in this textbook appear on appropriate page within text. Copyright  © 2011, 2007, 2005, 2002, 1998 Pearson Education, Inc., publishing as Prentice Hall, One Lake Street, Upper Saddle River, New Jersey 07458. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval systemRead MoreStudy Guide Essay25129 Words   |  101 Pagestransmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system without written permission from the publisher, except for the inclusion of brief quotation in review. Copyright  © 2014 by California Coast University BAM 411 Human Resource Management Syllabus Course Number BAM 411 Course Title Human Resource Management Course Description This course provides a thorough review of essential human resource management