Back to Life, Back to Reality

Back to Life, Back to Reality Name the song I stole the lyrics from and win a cookie. So this week was pretty intense: 6.021J Quantitative Physiology I Cells and Tissues One 12 page lab report on the superposition of effects of chemoattractants in a microfluidic device 2 problem sets 2.005 Thermal-Fluids Engineering I 1 Problem Set 1 Exam involving problems dealing with greenhouses and solar panel production 2.002 Mechanics and Materials II 1 Problem Set 1 Exam involving problems on design optimization and NDE techniques 21F.703 Spanish III 1 Exam 1 Paper on El Espinazo del Diablo Needless to say with all those tests and psets, Im having a math overload similar to my organic chemistry overload last year. **FLASHBACK** Last spring, I took 5.12 (Organic Chemistry I). The night before the exam, I stayed up until 3 am studying. The next morning, I woke up having had the strangest dream of my life. Many will argue it was a nightmare. All of my friends were present in this dream. Except they werent normal. They were carbocations. Their hairstyles could be described as reaction-coordinate diagrams. Yes, thats what is called an organic chemistry overdose. **FAST FORWARD TO TIME PRESENT** So this week, it wasnt organic chemistry as much as just a lot of math, and not the friendly kind. Interestingly enough, a lot of the problems I worked on this week had real life applications. Last week, I had an interview where my interviewer argued that MIT students are way too theoretical. Heres my proof that were not. A Mathematical Interpretation that even George Foreman would appreciate: Also, in the world of math, while I was deriving the equations for the heat transfer into a greenhouse in my 2.005 exam, there was a lecture in New House by Professor John Bush on the math of sports balls. I actually had Professor Bush as my 18.02A recitation instructor. (Its a small world after all) Professor Bush has also been known to research the biolocomotion of water striders (translation: how insects walk on water). And so this weekend, Im going to have some fun. With Halloween etc, this weekend, Im sure to have a lot to blog about, but until then, I leave you with this question. How much wood would a woodchuck chuck if a woodchuck could chuck wood?

Hildegard Knef Sings Mackie Messer in German

Hamlet Soliloquy Analysis Essay - 626 Words

Hamlet, the main character of William Shakespeare’s play Hamlet, is one of the most complex characters ever created. His intricacy can be seen in the amount of soliloquies he speaks throughout the play. Each one of Hamlet’s soliloquies reveals his innermost thoughts and gives the reader or audience insight as to what he is feeling at that time. Hamlet’s quartet of soliloquies illustrates how Hamlet is initially indecisive, but eventually makes a decision to take revenge against his uncle. In Hamlet’s first soliloquy he shows that he is angry with his mother and upset over his father’s death. Hamlet, however, does not think about taking revenge against his uncle for marrying his mother, instead he is just furious at his mother for being†¦show more content†¦In this soliloquy he is mad at himself for waiting so long to take action to avenge his father’s death. Throughout this speech Hamlet is expressing self-hatred and scorn. In his self rage he says, â€Å"I am pigeon livered and lack gall†. Hamlet also compares himself to the actor who was able to become so emotional about something insignificant and wonders why he does not have that kind of passion about something as important as his father’s death. By the end of the soliloquy Hamlet has developed a plan to begin taking action against his uncle, Claudius. By Hamlet’s third soliloquy he still has not taken action to avenge his father’s death and hates everyone around him, including himself. He begins his soliloquy with the famous line â€Å"To be, or not to be?† With this line Hamlet is asking whether is it better to be alive or to be dead. In this soliloquy Hamlet contemplates suicide and discusses the trials of life. He wishes not to have to deal with the hardships of life, but realizes that he is not brave enough to take his own life. Not only is he, like most humans, afraid of the unknown, but he is also afraid of committing a sin and damning his soul. At the end of his third soliloquy Hamlet has yet to do as his father’s ghost told him and Hamlet is still angry with himself for being such a coward. Hamlet’s final soliloquy is invoked by a conversation he has with the captain of Fortinbras’ army. Hamlet realizes that other people are willing to fightShow MoreRelatedHamlet Soliloquies and Their Analysis1527 Words   |  7 PagesHAMLET’S SOLILOQUIES THEIR ANALYSIS In the course of the play, Hamlet has seven long soliloquies. The first of these occurs before he has seen the Ghost. In this soliloquy, Hamlet reveals the grief that has been gnawing at his mind. He wishes that religion did not forbid suicide so that he could kill himself and be rid of this grief. He feels disillusioned with the world. â€Å"How weary, stale, flat and unprofitable, Seem to me all the uses of this world†. He deplores (condemns) theRead MoreHamlet Soliloquy Analysis1404 Words   |  6 PagesSoliloquies in Hamlet Soliloquies are used by writers because they offer the reader or audience the opportunity to know more about the character, his true self and inner thoughts, as well as pieces of information that cannot be revealed through a normal conversation between characters. Shakespeare uses this method with his characters very often to provide a deeper understanding of his characters, and Hamlet speak seven of this, being each one necessary and important for the plot development. EachRead MoreHamlet Soliloquy Analysis968 Words   |  4 Pagesfamous work undoubtedly goes to Hamlet’s â€Å"To be or not to be.† The soliloquy is a speech of despair, anger, and suffering. Hamlet deals with profound concepts and philosophical ideas. Questioning the righteousness of life over death, making death desirable and powerful. The speech covers an idea we all refuse to acknowledge, humans bear the burden and labor of life only to avoid the unknown mysteries of death. For such a powerful sol iloquy, converting it to films needs a brilliant directing; with outstandingRead MoreHamlet Soliloquy Analysis Essay524 Words   |  3 PagesHamlet Soliloquy Analysis As Act I of Shakespeares Hamlet concludes, a conversation between the protagonist Hamlet and the ghost of his deceased father, King Hamlet occurs. In response to the ghosts request for Hamlet to take revenge, Hamlet shares his thoughts with the audience in a soliloquy. Through vows and promises, Hamlets oral reaction to the Kings request exposes his full will for revenge. In addition, Hamlets word-choice begins to exhibit the blind passionRead MoreHamlet Soliloquy Analysis1089 Words   |  5 Pages In Hamlet, the Prince of Denmark, Shakespeare portraits the transition from a young mindset to a more mature one in Hamlets My thoughts be bloody soliloquy. (iv.iv 34-69) Shakespeare uses Hamlet to show us the role maturity plays in the human decision making process. The soliloquy can be seen as a call to action, Hamlet shifts from inaction to action and stops making excuses. He was always intelligent but didn’t have the ability to make decisions in proper time. He over thought and frustratedRead MoreHamlet Soliloquy Analysis899 Words   |  4 PagesHamlet’s Soliloquy There are various ways in which an author can target their audience, though in the Elizabethan Era one might do so differently than in present day. In William Shakespeare’s Hamlet, Hamlet delivers a speech in which all those who watched could relate to. Before Hamlet was exiled to England he encountered the captain of Norway’s army and learned of their plan to attack a small patch of Poland’s land. The land was worth nothing to neither Norway or Poland yet both took up arms toRead MoreHamlet Soliloquy Analysis769 Words   |  4 PagesIn Act 1 Scene 2 of Hamlet, Prince Hamlet delivers his first soliloquy after formally obeying his mother and uncle’s request to stay in Elsinore. The purpose of this soliloquy is to express Hamlet’s frustration and antipathy towards his mother’s marriage with his uncle, as well as other aspects of torment, ultimately admitting to the distress and upset this marriage has inflicted upon him. The author utilises to ne by word choice to emphasise Hamlet’s anguish, frustration, and anger. In addition,Read MoreHamlet Soliloquy Analysis Essay2074 Words   |  9 PagesThis soliloquy by Hamlet is where he first devises the plan of the â€Å"Mouse Trap† (Act III, scene 2). It begins with Hamlet describing how he has heard that people can be overcome with guilt and remorse of their â€Å"malefactions† that they openly proclaim them, when viewing a scene of a play similar to that of their crime. As a result of this Hamlet resolves to set a trap for Claudius, in which he will watch a play that has a scene closely resembling the murder of Old King Hamlet. Hamlet reasons thatRead MoreHamlet to Be or Not to Be Soliloquy Analysis Essay887 Words   |  4 PagesThe To Be or Not To Be speech in the play, Hamlet, portrays Hamlet as a very confused man. He is very unsure of himself and his thoughts often waver between two extremes due to his relatively strange personality. In the monologu e, he contemplates whether or not he should continue or end his own life. He also considers seeking revenge for his father’s death. Evidence of his uncertainty and over thinking is not only shown in this speech, but it also can be referenced in other important parts ofRead MoreEssay on The Use of Soliloquy in Shakespeares Hamlet1175 Words   |  5 Pages A Soliloquy is a dramatic convention, in which the character stands alone on stage, speaking. Originally it was a plot device, to enable a character to tell the audience what he planned to do next, for example, in the course of revenge. But the device is heightened in Shakespeare as it enables a character to reveal the amp;#8216;inner soulamp;#8217; to the audience without telling the other characters. It is usual that one discovers more of a character from a soliloquy than from the action of

Romeo Juliet Theme Essay Free Essays

Romeo and Juliet is a classic play by William Shakespeare about a pair of star-crossed lovers whose passion eventually drives them to their unfortunate deaths. Since the theme in The Tragedy of Romeo and Juliet is Love as a Cause of Violence, it is easy to see why Shakespeare uses that thematic focus to show how Romeo and Juliet’s love for one another affected the outcome of their relationship. Most of the time, being in love makes people very over dramatic. We will write a custom essay sample on Romeo Juliet Theme Essay or any similar topic only for you Order Now When they lose someone they love, certain people tend to think that their lives are over and they can’t go on. This happens a lot in Romeo and Juliet. For example, when Romeo is exiled from Verona, he overreacts completely and goes to complain to the Friar. He says that being banished is just saying death by another name. He whines and utters that he would rather die than be away from his dear Juliet. Also, after Romeo is rejected by his first love Rosaline, he thinks that there is no one else in the world that can ever compare to her, even though he falls in love with Juliet shortly after. Another example of this over dramatic behavior was when Juliet heard news of Romeo’s banishment. She considered Romeo’s banishment even worse than her own cousin’s death! Over dramatic behavior is just one of the things that makes love turn into violence. This play also demonstrates the effect love can have on decision making. Love can be very blinding especially in Romeo and Juliet’s case. They both made many rash and dangerous choices because their love clouded their ability to think wisely. An example of one of these rash, terrible decisions was when Romeo bought the poison from a pharmacist/apothecary. He should have considered all of his options before immediately jumping to the conclusion that he had to kill himself. This theme also came up when Juliet stated, â€Å"I long to die if what thou speak’st speak not of remedy. † (Shakespeare, Act IIII Scene I) She said this to Friar Lawrence complaining that if he can’t find her a way out of marrying Paris, she will kill herself. This is significant because it shows how her love for Romeo made her think violently, even though she didn’t follow through with what she said she would do. Lastly, Juliet stabbing herself with Romeo’s dagger at the end of the play showed how being without Romeo was unthinkable for her. Finally, the reoccurring theme of Love as a Cause of Violence is mainly in this play because without it, the audience underestimates the true power of Romeo and Juliet’s love for one another. The theme is what caused the dramatic, tragic ending to the play Romeo and Juliet. The double suicide was what ended the conflict between the two feuding families and showed how love is the source of all or most of the violence that occurs in The Tragedy of Romeo and Juliet. Romeo and Juliet aren’t the only ones who died because of love either. Lady Montague died of grieving for her banished son whom she loved exceedingly, and Tybalt died because Romeo killed him out of rage from losing his beloved best friend Mercutio. As you can see, the main theme of Love as a Cause of Violence is prevalent throughout the entire play of Romeo and Juliet. The power that love contains works in many different ways. In The Tragedy of Romeo and Juliet, love causes overly dramatic behavior, lack of quality judgment, and most of all, particularly violent actions and thoughts by the main and minor characters. How to cite Romeo Juliet Theme Essay, Essays

White Blood Cells Essays - Immune System, Cell Biology,

White Blood Cells White Blood Cells Bacteria exist everywhere in the environment and have continuous access to the body through the mouth, nose and pores of skin. Further more, many cells age and die daily and their remains must be removed, this is where the white blood cell plays its role. According to this quotation, without white blood cells, also known as leukocytes, we would not be able to survive. White blood cells are our bodys number one defense against infections. They help keep us clean from foreign bacteria that enter our bodies. Statistics show that there are five to ten thousand white blood cells per micro liter of blood, however this number will increase during an illness. White blood cells can differ in many ways, such as, size, shape and staining traits. There are five different kinds of white blood cells that fall into two separate categories. One category is called, granular leukocytes, and the other is called agranular white cells. There are three different types of granular leukocytes. Neutrophil is a phagocyte, produced in the bone marrow that ingests and destroys bacteria extremely fast. Neutrophil has a diameter, which is, about ten to twelve micrometers long. They make up about 60-70 percent of the total number of white blood cells in our body. Eosinphil is a type of white blood cell that secretes poisonous materials in order to kill parasites, allergies and phagocytosis of bacteria, which is when the cell takes in materials to eliminate them or move them from where they were. They make up about 2-4 percent of the total number of white blood cells in our body. These white blood cells are similar to Neutrophil because they attack bacteria by the immune system. This particular group of white blood cells is extremely important in my body, because they are prominent at sites of allergic reactions, such as anaphylaxis. The nucleus of Eosinphil is made of two lobes, and implanted in the cytoplasm are large, red- orange granules, and the diameter of them is on average about twelve to fifteen ?m. The third type of granular leukocytes is called, basophil. Basophils major function is, secretion. They tend to have a diameter of 12-15 ?m. These cells make up only about one percent of the total population of white blood cells, causing them to be much more difficult to detect. These cells secrete both histamine and heparin. Histamine draws blood into the damaged area, while heparin slows clotting so that more blood can enter the damaged area. There are two different kinds of agranular white cells. One is called monocyte, and the other is called lymphocyte. The major function of monocyte is, phagocytosis. These cells more very quickly and are therefore able to consume bacteria and dead tissue at a fast rate. Monocytes have an average diameter of, 12-17 ?m, and they make up about 3-8 percent of our leukocytes population. Lymphocytes, major function are immunity. There are many different forms of lymphocytes, and all of the different forms have different functions. B-lymphocytes produce, plasma cells, which form antibodies to (humeral immune response), T-lymphocytes produce, suppressor cells, helper cells, and cytotoxic, killer cells. Lymphocytes have a diameter of about 8-18 ?m. In general leukocytes, either clear away dead cells from the body, or destroy specific bacteria, viruses, and other agents of disease. Science Essays

How Should You Spend the Night Before the ACT

How Should You Spend the Night Before the ACT SAT / ACT Prep Online Guides and Tips Planning the night before the test is the last thing you really have to worry about before taking the ACT. But how do you know what to do so that you get the best score possible the next day? This comprehensive guide will lay out everything you should (and shouldn’t) do before you head to bed the night before the ACT. Follow these tips - covering everything from logistical concerns to last-minute exam prep - to wake up confident, refreshed, and ready. Let’s get started! Take Care of the Small (But Important) Details If you square away all of these small logistical concerns the night before the ACT, you’ll cut down on stress and worry the next morning. Logistical Details to Take Care of the Night Before the ACT Print your admission ticket.This ticket has important details printed on it - you also won't be able to take the test without it. Know what time the test is and when you need to be there - standard check-in time is 8 am. If you’re late, you won’t be allowed to take the exam.Plan on getting there 15-20 minutes early so that you won’t be rushed (or late) if anything happens in the morning, like unexpected traffic. Know where the test is, how to get there, and how long it’ll take you to get there.You can double-check the location on your admission ticket or at your ACT Account. Try usingGoogle Mapsto plan out the fastest route. Enter your arrive-by time for the next morning in addition to the testing center address and your starting point - Google Maps will tell you when to leave! Have a wake-up plan, especially if you're prone to oversleeping.Set multiple alarms, giving yourself an extra cushion of time (10-15 minutes) to get ready.Plan on having a family member wake you up as a backup plan. Set out all your outfit for the next morning. Choose something you’d be comfortable sitting around in for several hours. Layers are a good idea, in case the testing room is warmer or colder than ideal. Organize everything you need to bring for the test. There are only a few items you have to bring, but there are several other items that would be smart to have for the test: Mandatory: Your admission ticket Mandatory: Photo ID Mandatory: Several sharpened #2 pencils Good quality erasers An approved calculator + extra batteries A watch (without an audible alarm) A bottle of water and snacks to eat during breaks. Officially, you won’t be able to eat or drink in the testing room, but you should have access to food + water during breaks. Plan on leaving forbidden items at home.If you bring any forbidden items, you could jeopardize your scores. Here’s a list of items you should leave at home: Any electronic device aside from your calculator and watch (no smart watches, obviously) Anything with an alarm Any writing utensils or tools aside from your #2 pencils Any pamphlets or papers Dictionaries or other books You can find more info on prohibited behavior here- basically, just listen to directions and be polite and you'll be fine A note about cell phones: If you don’t have to bring it, then don’t. If you do choose to bring your phone, make sure it’s turned off and out of reach during the test and during breaks. If it goes off at any point - even if it’s an innocent alarm - all of your scores will be canceled. Have a Plan for Self-Care I think that the best thing you can do before the ACT is to make sure you’re relaxed, well-rested, and well-fed. Even if you prepare really well for the exam, you won’t do very well if you’re stressed, tired, or hungry. Here, I’ll go over the things you should and shouldn’t do the night before to make sure you’re in the best possible shape the next morning. Things You Should Do Eat a satisfying and healthy dinner -ideally something with produce, fruits/vegetables, and whole grains. Your brain needs fuel! On that note,plan your breakfast for the next morning.Something quick, easy, and filling should do the trick, like whole-grain cereal or a bowl of oatmeal. Get to bed earlier than usual - maybe 30-60 minutes prior to your normal bedtime. This gives you a bit more time to fall asleep if you're having trouble. Take a shower to save time the next morning.This may also help you relax and get to sleep. If your normal routine is to shower in the morning, though, then skip this step. Still having trouble falling asleep?Here are some things you can try: Gentle stretches (no cardio!) Listening to relaxing music A warm bath Caffeine-free tea (chamomile is always a good choice) You can't go wrong with a cup of tea if you need to wind down and relax. Things To Avoid Disrupting your regular routine. Our normal bedtime rituals help prepare us to fall asleep - try not to deviate too much from what you’d normally do. Playing video games, texting, or surfing the internet.Staring at screens for fewhours before you head to bed can keep you up longer than you’d like. Taking any sleep aids. Unless sleep medications are part of your normal bedtime routine, avoid them. They can make it really difficult to wake up the next morning, and you don’t know if you’ll have other adverse reactions. Prepare for the ACT You might be feeling pressure to cram as much info as you can into your brain the night before the test. You want to make sure you remember as much stuff as possible, right? Well, stressful cramming might do more harm than good. The ACT isn’t a test where memorizing factoids will help you perform better - the best preparation strategy is a long-term one. Ultimately, there are a couple of ways you could â€Å"prep† for the ACT the night before the test without stressing yourself out. Here are your options: Strategy #1: Don't Prepare at All If you feel well-prepared for the ACT - or even if you don’t - there's not much you can do toprocessimportant, helpful information the night before the test. Good ACT prep happens through long-term practice, not short-term cramming. Last-minute prep for any test tends to stress me out, so I avoid it. If you feel the same way, this is probably the strategy for you. Strategy #2:Briefly Review Key Concepts or Problems Some students might get nervous if they’re missing out on time to review tricky concepts or practice problems. It would be silly to actively avoid ACT preparation if this would stress you out more than flipping through your study materials. The best way to approach Strategy #2 is to work through a few practice problems on paper (remember, stay away from screens). You don’t want to pick particularly difficult problems - we’re trying to avoid stress - but reviewing problems that’ll help you start thinking through weaker skill areas may help ease some of your anxiety. Putting Your Best Foot Forward: The Morning of the ACT No matter what you ended up doing the night before, there are a few things you can do the morning of the ACT to make sure you do as well as possible. Here are the most important steps you can take to ensure success: Eat breakfast.Hopefully, you’ve planned one the night before, but if not, make sure to grab something on the way out the door. Avoid caffeine, unless you usually have caffeine in the mornings. It’ll make you more jittery and anxious than awake and alert. Caffeine also acts as a diuretic, which means more bathroom breaks for you during the ACT - this could lead to less time available to work on the test. Take the test one step at a time. Once a section is over, it’s over - your only responsibility is to the section you’re currently working on. Try not to let concerns about earlier sections of the ACT affect your performance. Treat yourself! Taking the ACT is stressful and exhausting. Plan on doing something nice for yourself - like getting lunch with a friend, going for a nice run, or even watching episodes of your favorite TV show - after you’re finished with the test. No matter how you feel about how the test went, remember that you followed through on a really important commitment - that’s a big deal! If this is the first time you take the ACT, and you plan on taking the test a second time, this first test will serve as a really important learning experience. Good luck, and (who knows), maybe even have fun! Think of the ACT as a marathon, not a sprint. What's Next? You know now what to do the night before the ACT, but what aboutbefore that? Don't worry - we've got you covered. You'll want to start off by checking out our last-minute tips and strategies for taking the ACT. If you have more than a night to prepare for the test but you're still on a tight schedule, you'll definitely want to take advantage of our 10-day ACT study guide. If you're just looking for some easy reading to ease your nerves before the test, check out our guide to the ACT rules and regulations you have to know before the test. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

How to Discipline Without Stress, Punishment, or Rewards

How to Discipline Without Stress, Punishment, or Rewards Young people today come to school with a different orientation than past generations. Traditional student disciplining approaches are no longer successful for far too many young people. For example, a parent related the following to us after a discussion of how society and youth have changed in recent generations: The other day, my teenage daughter was eating in a rather slovenly manner, and I lightly tapped her on the wrist saying, Dont eat that way.My daughter replied, Dont abuse me.The mother had grown up in the 1960s and volunteered the point that her generation tested authority but most were really afraid to step out of bounds. She related that her daughter was a good child and added, But the kids today not only disrespect authority, they have no fear of it. And, because of rights for young children- which we should have- its hard to instill that fear without others claiming abuse. So, how can we discipline students, so we as teachers can do our jobs and teach these young children who refuse to learn? In many cases, we resort to punishment as a strategy for motivation. For example, students who are assigned detention and who fail to show are punished with more detention. But in my questioning about the use of detention in hundreds of workshops around the country, teachers rarely suggest detention is actually effective in changing behavior. Why Detention is an Ineffective Form of Punishment When students are not afraid, punishment loses its effectiveness. Go ahead and give the student more detention that he simply wont show up to. This negative, coercive discipline and punishment approach is based on the belief that it is necessary to cause suffering to teach. Its like you need to hurt in order to instruct. The fact of the matter, however, is that people learn better when they feel better, not when they feel worse. Remember, if punishment were effective in reducing inappropriate behavior, then there would be NO discipline problems in schools. The irony of punishment is that the more you use it to control your students behaviors, the less real influence you have over them. This is because coercion breeds resentment. In addition, if students behave because they are forced to behave, the teacher has not really succeeded. Students should behave because they want to- not because they have to in order to avoid punishment. People are not changed by other people. People can be coerced into temporary compliance. But internal motivation- where people want to change- is more lasting and effective. Coercion, as in punishment, is not a lasting change agent. Once the punishment is over, the student feels free and clear. The way to influence people toward internal rather than external motivation is through positive, non-coercive interaction. Heres how... How to Motivate Students to Learn Without Using Punishments or Rewards Great teachers understand that they are in the relationship business. Many students- especially those in low socio-economic areas- put forth little effort if they have negative feelings about their teachers. Superior teachers establish good relationships AND have high expectations. Great teachers communicate and discipline in positive ways. They let their students know what they want them to do, rather than by telling students what NOT to do. Great teachers inspire rather than coerce. They aim at promoting responsibility rather than obedience. They know that OBEDIENCE DOES NOT CREATE DESIRE. Great teachers identify the reason that a lesson is being taught and then share it with their students. These teachers inspire their students through curiosity, challenge, and relevancy. Great teachers improve skills that prompt students to WANT to behave responsibly and WANT to put effort into their learning. Great teachers have an open mindset. They REFLECT so that if a lesson needs improvement they look to themselves to change BEFORE they expect their students to change. Great teachers know education is about motivation. Unfortunately, todays educational establishment still has a 20th-century mindset that focuses on EXTERNAL APPROACHES to increase motivation. An example of the fallacy of this approach is the defunct self-esteem movement that used external approaches such as stickers and praise in attempts to make people happy and feel good. What was overlooked was the simple universal truth that people develop positive self-talk and self-esteem through the successes of THEIR OWN EFFORTS.