Hard Times by Charles Dickens Research Paper Example

Hard Times by Charles Dickens Research Paper Example Hard Times by Charles Dickens Paper Hard Times by Charles Dickens Paper Essay Topic: Hard Times Woman On the Edge Of Time Brocklehurst finally meets his end after an outbreak of typhus fever, when an inquiry is made into its cause, and it is found that the site is unhealthy and that the quality and quantity of food given to the girls are substandard, among other things. After these facts become public knowledge, Mr. Brocklehurst is shunted into the background and becomes mere treasurer of the school, and a committee replaced his previous position. His stereotyped ideas towards poor people have now become outdated and are no longer accepted. The first time we see Thomas Gradgrind in the novel, he states that Facts alone are wanted in life and this gives us a fair idea of his character. He is an undoubting believer in utilitarianism at the beginning of Hard Times. In the opening chapters, he is speaking at a school, founded by him, which teaches Fact and no more. He describes himself as an eminently practical man, and this is so. Thomas Gradgrind not only teaches the ideals of the utilitarian lifestyle, but also believes in and follows them himself. This practicality, and the matter-of-fact way in which he interprets life is one of the most significant aspects of his character, and becomes very important in his relationship with his children. Dickens physical description of him comes in the very first chapter, when he is attending his school, and addressing its pupils. He is described as having a square wall of a forehead, eyes that found commodious cellarage in two dark caves and a wide, thin and hard set mouth. : Dickens is using the appearance of Gradgrind as the quintessence of his character by making everything about him average and not remarkable. Dickens goes on to describe the rest of his body in the same manner, describing his square coat, square legs, square shoulders. The repetition of the word square is Dickens way of stressing the boredom of his appearance. Dickens clearly does not want us to think that Gradgrind is an amiable or cheerful man. The fact that the description of Gradgrind is made through the eyes of children also influences the readers opinion of him. This is similar in ways to Bronti s description of Brocklehurst, as both men are portrayed as having nothing attractive or fanciful about their appearance, and both are described through the eyes of children. Thomas Gradgrind has a wife and five children, all of whom live at Stone Lodge, a suitably unremarkable house. Mrs. Gradgrind is described as a bundle of shawls as she is a quiet and detached character, who never says or does very much. Of Gradgrinds five children, only two become involved in the novel Thomas and Louisa, the two eldest. Both are raised on the utilitarian doctrine from an early age, but understand nothing of life and love. The first time we encounter them they are, to Gradgrinds extreme disappointment, visiting Slearys Circus which is in town to see what it was like, having experienced nothing similar in their lives. The first time we witness compassion in Gradgrind is when he discovers that Cecilia Sissy Jupe, a pupil at his school who lives with the circus, has been abandoned by her father. Gradgrind decides, much to his friend Mr. Bounderbys dismay, to take her in and raise her. This incident illustrates to us that while he is a man of Fact, Gradgrind is compassionate and does care for other people. Dickens also uses the occasion to show us the difference between Gradgrind and Mr. Bounderby, a much less benevolent man. Although Gradgrind does seemingly do a cruel thing in not allowing Sissy to return to the circus, and forcing her to make up her mind immediately, he is doing what he believes is best for the girl. Sissy, while not as successful in studies as Gradgrind hoped for, is liked by him, and described as an affectionate, earnest, good young woman. A small example of how Gradgrind changes as the novel progresses is the fact that at the beginning of the book, he tells Sissy that Sissy is not a name, dont call yourself Sissy. Call yourself Cecilia. However, by the end of the novel, he himself calls her Sissy, showing that his utilitarian belief has been slackened by the events of the novel, not least Louisas marriage to Mr. Bounderby. Another notable occurrence involving Sissy came earlier in the novel, when Sissy was attending Gradgrinds school. Gradgrind refers to her as girl number twenty, and asks for her to describe a horse. Sissy, although she works with horses every day of her life, hesitates to answer and Gradgrind declares that she is unable to define a horse. Bitzer, however, a model pupil of the utilitarian regime, describes a horse as a Quadruped. Graminivorous. Forty teeth and this is ironic because Bitzer, who has probably never seen a horse in his life, is praised for his description while Sissy, who knows much better than him what a horse is, is accused of being unable to describe one. This is Dickens small way of mocking the utilitarian method of teaching, and mocking Gradgrind for his belief in it. Bounderby does not propose to Louisa, but asks Gradgrind to do it for him. Even at this most important of times in Louisas life, he still considers it a question of tangible fact, quoting statistics of mixed age marriages, and reduces the considerable act of marriage to the mere question Shall I marry him? without any consideration of love. Louisa accepts Bounderbys proposal not for her own sake but for her brothers, him being the only person she truly cares for, although he is described by Dickens as The Whelp due to his heartless attitude towards everyone and everything, including his sister. One of the most redeeming arguments for the decency of Gradgrind is his lack of hypocrisy. Although we realise that his system of education is ultimately damaging to its pupils, Gradgrind subjects his children to that same system, saying in his opening speech in the school this is the principle on which I raise my own children. Even though the children who attend his school come from much less wealthy families to his own, he does not educate them any differently to his own children. If he were similar to Bounderby, who lives in the lap of luxury while accusing the Hands (working class people) of wishing to be fed on turtle soup and venison, with a gold spoon, then we could be more condemning of him. However, as it is, we realise that Gradgrind believes in utilitarianism, and does not subject children to his system for crueltys sake, but for their own. Here lies another difference between Gradgrind and Brocklehurst, as Brocklehurst is a hypocrite, who treats his family much better than the orphaned girls at his school. One failure of Gradgrinds System, which is not wholly understood until the third book of the novel, is the fading decency of Tom (Jnr. ). It is clear right from the beginning of the novel that Tom is the only person who Louisa really cares for. Although even from the beginning we realise that although Tom does not quite hold Louisa in the same high regards, he does care for her. However, as the novel progresses we see his character change. He manipulates Louisas relationship with his employer, Mr. Bounderby, for his own gain, and takes advantage of Louisas love for him by getting money off her. These newly developed character flaws are the result of the upbringing he suffered, during which he had no emotional outlet and no fun. Dickens calls him The Whelp and describes him as a hypocrite, incapable of governing himself and a monster. It is clear that Dickens does not wish us to like Tom, through the language used to describe him. He brags to Mr. Harthouse about the fact that he convinced Louisa to marry Bounderby, in order to make it much easier for him to work for Bounderby. He is altogether an unsavoury, greedy, manipulative character, but the worst was yet to come. When he hits cash-flow problems, and Louisa no longer has the money to support his gambling, he resorts to stealing money from the bank. However, worse even than that, he deliberately implicates an innocent man for his crime, a man who consequently dies. Toms fate is another way in which Dickens criticises the utilitarian upbringing of the children, as it is clear that Toms severe character flaws are a result of a lack of emotional outlet in his childhood. Another important point that can be made about Gradgrind is that during the course of the novel, his character changes. We discover that by the end of the novel, he no longer believes in the utilitarian system he held dear for so long. A number of factors influence this change of opinion and character, not the least important being his children, Tom and Louisa. Both were educated under their fathers system and he believed all was well, however, as the story progresses he comes to realise that neither is happy. Louisa, who married Bounderby for her brothers sake, only comes to realise her unhappiness when Mr. James Harthouse arrives. However the first to give her a clue that her education had been inadequate had been her mother on her deathbed, who said that there is something not an Ology at all that your father has missed, or forgotten. At this stage, Louisa does not understand what she means, but her affair with Mr. Harthouse helps her to understand. He gives her a small vision of what life could be like without Bounderby, through his secret courting of her. Gradgrind is finally enlightened of the unhappiness of Louisa when she comes to visit him and accuses him of robbing me [Louisa] of the immaterial part of my life, the spring and summer of my belief. Although she does not wholly blame him (I dont reproach you, what you have never nurtured in me, you have never nurtured in yourself), her outburst has a profound affect on Gradgrind, as in Louisas downfall he saw the pride of his heart and the triumph of his system, lying, an insensible heap, at his feet. This was the first time he had seen his system fail, and it started him thinking that there is more to life than fact. When Gradgrind finally discovers his sons deception and crime, a change comes over him. He spends a day in his room, considering how the two prides of his System had turned out so wrong, and comes out of the room a different man. He is described as a wiser man, and a better man, than in the days when in his life he wanted nothing but Facts. He even saves his son from the law, an act that involved a confrontation with Bitzer, a former pupil and success of the System. This final change is another of the main redeeming features of Gradgrind, as he learns from his mistakes, and we learn that his other children are not raised merely on Fact. I think that although his actions were indisputably cruel, he learns from these mistakes and in the end, turns out to be an amiable man. The change in Gradgrinds character is the main difference between himself and Mr. Brocklehurst. Although at no point in the novel does Dickens appear to agree with the utilitarian education taught by Gradgrind, and appears to agree with Sleary that the people must be entertained, he does seem to respect Gradgrinds belief in his system, and the fact that in the end, he seems remorseful for all the things he has done. In the final chapter we are told that Gradgrind ends up making his facts and figures subservient to Faith, Hope and Charity, and so we end up liking him more than we did earlier in the novel, when facts alone are wanted in life. Mr. Brocklehurst, on the other hand, does not change, and Bronti seems to despise him as much at the end as she did at the beginning. For these reasons, I think that Thomas Gradgrind is by far the more amiable of the two, and that he should be respected for his integrity, while Brocklehurst should be scorned for his hypocrisy.

Using the Spanish Preposition Durante

Using the Spanish Preposition Durante The Spanish preposition durante has roughly the same meaning as the English during and is thus used in indicating what happens in durations of time. However, it is not used in exactly the same way as its English equivalent, and it is often better translated by the preposition for rather than by during. Durante is used most similarly to during when it takes a singular object: Durante febrero, las condiciones de sequà ­a empeoraron. During February, drought conditions got worse.El nivel del mar ha subido entre 10 y 20 cm durante el siglo XX. The sea level rose between 10 and 20 centimeters during the 20th century.Se recomienda la utilizacià ³n de gafas del sol durante el tiempo del tratamiento. The use of sunglasses is recommended during the time of treatment. Unlike the English word, durante is freely used with plural periods of time: Durante aà ±os ha ocupado la atencià ³n de nuestros medios de noticias. For years it has had the attention of our news media.Mantenerse en esta posicià ³n durante cuatro segundos. Stay in this position for four seconds.Durante muchos siglos los antisemitas odiaban la religià ³n de los judà ­os. For many centuries, anti-Semites hated the Jewish religion. When speaking of past events, the preterite progressive verb form (the progressive form using the preterite of estar) is used to indicate that something happened during the entire period of time. Thus Estuve estudiando durante los tres meses would be used to say, I studied for the full three months. But Estudià © durante los tres meses would mean only that I studied at some point during the three months.

CONTRACT LAW Essay Example | Topics and Well Written Essays - 2000 words - 1

CONTRACT LAW - Essay Example Promissory estoppel is important in the sense that it can be used as a defense by a party to prevent another from turning back from the concession he or she has given and enforce his or her rights against the recipient of the concession. In order for promissory estoppel to arise, there must be a clear and unequivocal representation made by the parties that a right will not be enforced against the other. According to the court in the case of Woodhouse Israel Cocoa v Nigerian Produce Marketing Company2, there is a need for the party or the parties making the concession to inform the other party or parties regarding the concession made. The parties must clearly state the rights being waived or the favors which are extended to the other parties to create a clear representation. In other words, the concession made must be clearly communicated and understood by both parties otherwise said concession may not be considered as validly made. As decided by the court in the case of Baird Textiles holdings ltd V Marks & spencer plc3, where the concession made is ambivalent and insufficient to establish a clear representation, the party or parties to whom the concession was made may not use the doctrine of promissory estoppel as a defense. Is there a need to make an express concession to in order for the parties to make use of the doctrine of promissory estoppel? Apparently, the court does not require an express concession from the parties but rather it only requires that the concession must be unequivocal and sufficiently clear to be understood by the parties. According to the decision of the court in the case of Hughes V Metropolitan Railway Co.4, an implied representation can be a ground for promissory estoppel. Thus, if the acts of one party impliedly tell the other party that it is granting a favor to the other and the party who had been impliedly

An evaluation of two primary sources in Nazi Germany Essay

An evaluation of two primary sources in Nazi Germany - Essay Example Goebells can be trusted to paint an accurate and reliable picture of the Ministry’s aims. Goebbels was knowledgeable on the media/manipulating press, in the full speech Goebbels points out that he is ‘from the press’2 and goes on to say that he wants the press to be involved in the ministry. Goebbels is persuasive, he claims alignment to the press, suggesting he’s one of them; then stresses the high importance and value of their role; essentially bolstering the troops and thus he comes across as an informed authority on the subject. The speech is represented slightly differently in different textbooks; presumably due to the translation from German to English. Whereas the Noakes and Pridham version says: ‘work on people until they have capitulated to us’3 – the David Welch version says: ‘work on people until they are addicted to us.’4 There is a subtle difference in meaning between these two translations, the first suggesting surrender, the latter suggesting devoted, and this must be borne in mind when interpreting the source. The final line of the document gobbet states: ‘tell the masses what they want,’5 this applies Antonio Gramsci’s term ‘hegemony,’ whereby the masses of society give their consent to the ‘direction imposed on social life by the dominant fundamental group.’6 It’s highly significant to the way in which propaganda works and influences. Goebbels is keen to make the distinction between enlightenment and propaganda, by defining propaganda in more positive terms as being active, something that persuades people to believe; whereby enlightenment is more of a passive process. The source has a wider significance when the events that occurred afterward are considered in hindsight. In March 1933 the Nazi’s were beginning to gain a political foothold, they’d achieved 288 seats, but had still failed to win a majority vote7. Propaga nda was intended to forge Nationalism, so that people would put aside any other separate defining social groups such as class or religion and instead focus upon the Nation. Goebbels was effective in setting up and directing the Nazi propaganda Ministry. In Goebbels’ speech he talks of wanting to put across propaganda in a current fashionable manner, radio was a key factor in this. Dr. Brian Currid in his chapter called ‘Radio, Mass Publicity and National Fantasy’ explains how German radio had begun 10yrs earlier than Goebells article, in 19238, and at that time mostly consisted of music and songs. Currid charts the change or reform of radio’s usage by the Nazis into something nationalized and states: ‘After the so-called Gleichschaltung, or consolidation, of the radio – the power of the Nazis to manipulate public opinion had reached unimaginable heights seemingly overnight.’9 Nanny Dreschler also suggests that the radio meant that †˜indoctrination and entertainment [could] be extended into the private sphere without difficulty.’10 On the 30th June, following Goebell’s speech, Hitler himself gave a speech which is a very similar source. This served to corroborate the Nazi party’s stance and lend support to Goebells, stating that as Minister, Goebell’s was: ‘responsible for all influences on the intellectual life of the nation, public relations for state culture’11 The second source is a local newspaper report from March 16 1934, a primary source from the time of the events

Watcher Essay -- essays research papers

The Watcher   Ã‚  Ã‚  Ã‚  Ã‚  This incredible short story is about a little boy named Charlie Bradley, who isn't like all the other kids his age. He was a very sick boy. Charlie had a loving mother who cared for him when he was sick. They seemed to have both one terrible thing in common, a bad chest. The Bradleys did not own a television set, so Charlie had to find different means of entertainment on his long sick days at home. He learned that if he kept quiet and still, the adults would have labeled him to be part of the furniture. On his days home, Charlie received glimpses into the adult world of common topics like misery and scandals. These relations and encounters with the adults had drastically matured Charlie before his time. Later on that year, Mabel Bradley, his mother, was sent to the hospital because the condition of her chest had worsened.   Ã‚  Ã‚  Ã‚  Ã‚   When Charlie's mother got sick, his father took charge of the chores in the house. Charlie did not like his father very much, he described him as '…a desolate, lanky, drooping weed of a man who married late in his life but nevertheless had been easily domesticated.';(3) His mother's sickness and departure seriously afflicted his father. In spite of the fact that Charlie portrays of his father, he was a soft and sentimental man who loved his wife. Once he had the chance to dispose of Charlie, he went to visit his wife in the hospital. Although they are father and son, Charlie does not seem to appreciate the time he spends with him. At the end of the school year, Charlie was shipped off to his grandmother's, Grandma Bradley.   Ã‚  Ã‚  Ã‚  Ã‚  Grandma Bradley was a striking woman. She was six feet tall, strong, hefty and in terrific shape for he age. Charlie's grandmother loved to spend her free time in town playing bridge, canasta or whist. She did not care much for her health and smoked sixty, thin individually rolled cigarettes a day. Grandma Bradley lived on a farm in a two-story house, with two mountainous piles of manure in the abandoned barn out back. She took care of all the families problems. Charlie's cousin Criselda was sent there when she became pregnant and his uncles Ernie and Ed stayed at their mother's to hide from people. His grandmother is not very open-minded and says what's on her mind at any time. For example as soon as Char... ...ft and returned with the police and asked Charlie to tell them what he saw, and replied ' I don't know what he's talking about… I didn't see anybody.'; Charlie was finally in the game and was good at it. No longer a watcher he was a player but Robert Thompson could not appreciate that.   Ã‚  Ã‚  Ã‚  Ã‚   This was an exciting and moving story, which shows us the different characteristics of a young boy. I found Charlie to be dramatic and inspiring in many ways. All the characters played a specific role in the development of the surprise ending. It was a great short story that got me thinking about everyday life and the dilemmas that we would face in the future. 33 s…l belt you. Is that understood?'; (6). She acted like a military officer from the Second World War. Charlie did not like staying on the farm there was never anything fun to do. The one thing Charlie enjoyed doing was, hiding in the corn patches spying on people and eating corn on the hottest days. On her farm she did not have any animals except for chickens. Grandma Bradley openly admitted she enjoyed slaughtering them when the time came. Charlie was fascinated by Stanley the rooster.22

Bacteria Transformation in Biotechnology

Abstract Some bacteria are able to go through transformation making new combinations of genes. Transformation is a way of gene variability in bacteria. This experiment is based on the transformation mechanism of bacteria and gene regulation. The bacteria used for the experiment was Escherichia coli and the genes introduces for the transformation were: gfp and bla by a pGLOâ„ ¢ plasmid. After the insertion of the target genes and growing the bacteria on specialized LB media, it could be seen that the transformants were positive for the gene expression.The transformed E. coli on the media appeared fluorescent green under UV light. Introduction The bacteria used in this experiment is Escherichia coli which is not naturally competent. E. coli is a gram negative rod shaped bacteria and a facultative anaerobe. This bacteria forms part of the bacterial flora in the human intestine tract. The competence of a bacteria is based on its ability to take up naked DNA from the environment and in corporated on theirs, transformation. Alteration in the permeability of the membranes allows DNA to cross the cell envelope of E. oli. Since the outer membrane of the E. coli is mostly negatively charged and the DNA molecule also has a negative charge, then the addition of CaCl2 will neutralize the interaction so that the naked DNA molecule can enter the cell. (Microbe Library web) Another important factor on the competence of the bacteria is a procedure of alternating temperature between ice bucket and heat shocks. By the combination of this two procedures E. coli becomes competent. This procedure was first reported by Mandel and Higa. Singh 562) Even though it works it is only believed that CaCl2 helps DNA absorption to cell surface and the heat-shock step facilitates penetration of absorbed DNA into cell. (Panja 411) The main purpose of this experiment is to transform the bacteria to make it resistant to the antibiotic ampicillin. A secondary transformation is being made, and is to make the bacteria seem fluoresce green. The reason why the bacteria will fluoresce is because the gfp gene is being inserted under an ara promoter. The gfp gene encodes for the Green Fluorescent Protein (GFP).The genes under the ara promoter will be expressed when the bacteria is in presence of the sugar Arabinose. When the transformed E. coli is in presence of Arabinose, the gfp will make the GFP and when the bacteria is placed under UV light it will fluoresce green. The gfp gene was found and extracted from a jellyfish, Aequorea victoria, and is being used as a visible reporter for gene expression. (Garcia-Cayuela 172) To introduce the gfp into the bacterial cell it was needed to be by a plasmid, as well as the gene to make the E. oli resistant to ampicillin, bla gene. The bla gene encodes for the protein beta lactamase which breaks down the ? -lactam ring in the structure of the ampicillin, therefore making it resistant to the antibiotic. Like already said to introduce this tw o genes to the E. coli it must be done through a plasmid. Both genes were introduced by the same one. In this case the one that was used was a pGLOâ„ ¢ plasmid. This is an engineered plasmid used as a vector to create genetically modified bacteria. This plasmid contains three specific genes: bla, gfp and araC.The  ¬araC is a promoter region that regulates the expression of the gfp only under the presence of arabinose sugar. Materials and Methods In this experiment a pGLOâ„ ¢ transformation kit was used. First we needed two eppie tubes, one pGLO positive and the other pGLO negative. This two eppies were then moved to an ice bucket. During, one loopful of the pGLO plasmid was transfer to the pGLO+ tube. The other tube will be the pGLO-, the Escherichia coli without the plasmid. The two tubes were moved into an ice bucket and left there for 10 minutes. Then the tubes were put into a 42?C water bath for 50 seconds and after back to the ice bucket for 2 minutes more. After the tw o minutes had passed, a 300 microliters aliquot of LB broth was added to the two test tubes. By adding the LB broth, the CaCl2 solution was also inserted in the tubes with the E. coli. Right after it the tubes were shook for ten minutes in a 37? C shaker. There were gather 4 petri plates, one with LB media, two with LB amp(ampicillin), and the last one with LB amp ara(arabinose sugar). After the 10 minutes each plate was given an aliquot of 100 microliters with one of the E. coli of the eppie tubes.The LB plate and LB amp had the pGLO- and the other two plates, LB amp ara and LB amp, had the pGLO+. After this step it’s done the plates are prepared to be incubated at 37? C for two days and reveal the results of the induced transformation. LAB 9: TRANSFORMATION PROCEDURE Results The results for this experiment were a bit ambiguous but still recognizable and pretty clear. All of these plates were seen under UV light. In the LB plate pGLO- , after the incubation, there was found a lawn of Escherichia coli colonies that looked green because of the light. The LB amp plate with the pGLO- bacteria, the E. oli did not seem like it grow on it, the media just looked green. A count of 172 colonies that looked green, was found in the LB amp pGLO+ plate, this plate had ampicillin. In the LB ara amp media plate there were found 251 colonies of E. coli. In this plate the colonies looked fluorescent green under the UV light, the only plate. In a scale of growth from larger to smaller, the first in line would be the LB, then LB ara amp, proceeds LB amp (pGLO+), and last one LB amp (pGLO-). Table 1. 1 Results oftransformationof E. coli withpGLO plasmid mediapGLO+pGLO-color(under UV light)growthLB -Yesgreenlawn of colonies LB amp-yesmedia look greenno growth LB ampyes-green172 colonies LB amp arayes-fluorescent green251 colonies -= n/a Discussion The results obtained in this experiment were as expected. The gfp should had been expressed under the presence of arabinose suga r and then under the UV light would fluoresce. The bla gene was expected to be expressed in the presence of ampicillin molecules. The LB pGLO- plate was a control plate meaning that this plate set a reference parameter to compare the results after the transformation. In this plate the growth of the E. oli was in a vast amount since this is a general media target for growth. In the LB amp pGLO- plate, the other control, the E. coli was not transformed with the plasmid, so in presence of the ampicillin the natural behavior of the bacteria is that is susceptible to it. In another hand, the plate of LB amp pGLO+ presented growth meaning that the bacteria took up the plasmid and was able to expressed the genes by an induce transformation. The result being that the transformed E. coli is now resistant to the ampicillin. The last plate, LB amp ara pGLO+, appeared with 251 fluorescent green colonies under the UV light.The reason for it is that the bacteria took up the pGLO plasmid and when the E. coli was in the presence of arabinose and ampicillin, the bacteria could fluoresce green and be resistant to ampicillin which naturally the E. coli does not possess this genes. When this last plate is compared with the control plates it can be confirmed that the procedure done in this experiment was effective as hoped. The arabinose sugar is the intriguer that turns on the genes under the ara promoter. So when the gfp under this promoter turns on, all the other genes under the same promoter will expressed in the cell also.No real noticeable source of error was found during the experiment since the results obtained were completely expected based in the information of the procedure. New studies are being made constantly and this transformation technique is widely used in the field of biotechnology. In the study of Plasmid DNA Transformation in Escherichia Coli: Effect of Heat Shock Temperature, Duration, and Cold Incubation of CaCl2 Treated Cells, the experiment was based on ho w much quantitative is the difference between different variables possible to reach for the best optimum environment to exploit to the maximum the use of this technique.These results suggest that a heat shock pulse of 30 sec at 42 °C followed by a 10 min ice incubation step are ideal parameters to obtain maximum transformation efficiency, also suggest that post heat shock cold incubation step is also an important factor and enhances transformation of E. coli significantly (Singh 561) The relevance of this paper on the experiment performed and discussed previously is big. The results of Singh’s experiment helps our experiment in enhancing the correctness of our results and lowering the possible errors that can surge.Also it can be a great reference of how to determine the optimum conditions of a specific bacteria which would contribute in other research fields. Citations Anh-Hue T. Tu. Transformation of Escherichia coli Made Competent by Calcium Chloride Protocol. Microbe Li brary. American Society of Microbiology. October 25, 2012. Web. November 10, 2012 Garcia-Cayuela, Tomas,. Fluorescent protein vectors for promoter analysis in lactic acid bacteria and Escherichia coli. 172. Applied Genetics and Molecular Biotechnology.Pdf Panja, Subrata,. Aich, Pulakesh,. Jana, Bimal,. Basu, Tarakdas. How does plasmid DNA penetrate cell membranes in arti? cial transformation process of Escherichia coli? 25(5): 411 Molecular Membrane Biology, August 2008. Pdf. Singh, Mahipal,. Yadav, Arpita. Ma, Xiaoling. Amoah, Eugene. Plasmid DNA Transformation in Escherichia Coli: Effect of Heat Shock Temperature, Duration, and Cold Incubation of CaCl2 Treated Cells. Volume 6 Number 4, 2010. 561– 562 International Journal of Biotechnology and Biochemistry. Pdf.

Teaching Philosophy - 1032 Words

Teaching Philosophy Cicero said, What noble employment is more valuable to the state than that of the man who instructs the rising generation? He was correct in saying this because the young people of today will become the world leaders of tomorrow. The educators that instruct these children are important to this society because they will help shape the lives of these young people. When deciding upon a philosophy of education, I was torn between two: Progressivism and Essentialism. The idea of educating students with real-world experiences is one reason I can identify with Progressivism. On the other hand, the back-to-basics approach to teaching is a reason I believe in Essentialism. It is my belief that combining the†¦show more content†¦This is so the student who knows the subject material can assist the other student. This idea is based on two reasons. The first being that the student, who does not quite understand, can have a peer’s assistance. The second is so that the student who already knows the material won’t get bored while the other students catch up. By allowing this type of group learning, I will be encouraging the students to help each other. They will also learn to work well together (a skill needed in today’s world). My education time will not be wasted on discipline problems. If I have a student who is being disruptive, I do not plan on calling attention to their misbehavior. I will simply place their name on the board. After their name is on the board, if they continue to be disruptive, he or she will be quietly separated from the other students until they can behave properly. I do not want the children to form the idea that they can receive more attention by misbehaving. I want them to strive to be attentive, well-behaved children. This behavior will be encouraged by praising the children when they are being good, rather than constantly calling attention away from the lesson to instruct a student to behave. In conclusion, I would like to summarize the main ideas of my philosophy. The first idea is my desire to incorporate my two philosophies into one curriculum. The second being the idea of an environment where children will learn, and be able toShow MoreRelatedMy Teaching Philosophy1088 Words   |  5 PagesSince the beginning of my academic career, teaching has always been an important part of my academic duties. The interaction that I have with students is not only enjoyable to me, but it also gives me an invaluable perspective on the subjects I am teaching. Since I started my position at the Mathematical Institute at the University of Oxford, I have tutored in four classes across three semesters and supervised two projects, as detailed in my CV. I am also tutoring two new undergraduate classes inRead MoreEssay on Teaching Philosophy Statement1037 Words   |  5 PagesTeaching Philosophy Statement â€Å"Teaching is not a profession; it’s a passion. 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