Hamlet Act 1 Summary, Scene by Scene

'Hamlet' Act 1 Summary, Scene by Scene This Act 1 summary of Shakespeares Hamlet sets the stage with the characters, setting, plot, and tone of this five-act tragedy. The play opens on the ramparts of Elsinore Castle in Denmark during a changing of the guard. The old king, Hamlets father, has died. The kings brother Claudius has replaced him, stealing Hamlets rightful place on the throne. He has already married Hamlets mother. The previous two nights, the guards had seen a silent ghost resembling Hamlets dead father. They ask Hamlets friend Horatio to watch on the third night, and he sees the ghost. Horatio convinces Hamlet to watch the next night. Hamlet confronts his fathers ghost, who tells him that Claudius murdered him. The dreary tone and harsh setting contrasting with the revelry within the castle foretell of the tragedy that is to come. Act 1, Scene 1 Summary On a bleak, frigid night, the guards Francisco and Bernardo tell Horatio, a friend of Hamlet, about the ghost they had seen that resembles Hamlets father. They convince Horatio to join them and attempt to talk with the ghost if it reappears. Horatio scoffs at the talk of a ghost but agrees to wait. As they begin describing what they saw, the ghost appears. Horatio cant get it to speak but promises to tell Hamlet about the specter. The darkness and cold, coupled with the apparition, set a dire tone of calamity and dread for the remainder of the play. Act 1, Scene 2 The scene opens in contrast to the previous one, as King Claudius celebrates his recent wedding to Gertrude in a bright, joyous castle room surrounded by courtiers. A brooding Hamlet sits outside the action. It is two months since his fathers death, and his widow has already married his brother. The king discusses a possible war and agrees to let Laertes, son of the kings lord chamberlain (Polonius), leave the court and return to school. Recognizing that Hamlet is upset, he tries to make amends, urging Hamlet to abandon mourning and stay in Denmark instead of returning to school. Hamlet agrees to stay. Everyone but Hamlet leaves. He delivers a soliloquy expressing his anger, depression, and disgust for what he considers incest between the new king and his mother. The guards and Horatio enter and tell Hamlet about the ghost. He agrees to join them that night to watch for another appearance. When Claudius scolds Hamlet for his continued mourning, referring to his stubbornness and unmanly grief, Shakespeare sets him up as an antagonist to Hamlet, who is unmoved by the kings words. The kings criticism of Hamlet (A heart unfortified, a mind impatient, An understanding simple and unschooled) implies that he believes Hamlet is unprepared to be king and is attempting to justify his usurpation of the throne. Act 1, Scene 3 Laertes says goodbye to his sister, Ophelia, whom we learn has been seeing Hamlet. He warns her that Hamlet, still in line to be king, will always put the kingdom before her. Polonius enters and lectures his son on how to conduct himself at school, advising him to treat his friends well, listen more than talk, dress well but not too well, avoid lending money and to thine own self be true. Then he, too, warns Ophelia about Hamlet. She promises not to see him. Polonius advice to Laertes seems rote, relying on aphorisms regarding appearances rather than offering honest advice to a son. With Ophelia, he is more concerned that she bring honor and wealth to the family than about her own desires. Ophelia, as an obedient daughter of the time, agrees to spurn Hamlet. Polonius treatment of his children continues a theme of generational conflict. Act 1, Scene 4 That night, Hamlet, Horatio, and Marcellus, one of the guards who had seen the ghost, wait outside on another cold night. The miserable weather is juxtaposed again with revelry from the castle, which Hamlet criticizes as excessive and damaging to Danes reputation for drunkenness. The ghost appears and beckons Hamlet. Marcellus and Horatio try to prevent him from following, agreeing with Hamlet that it might bring airs from heaven or blasts from hell. Hamlet breaks free and follows the ghost. His accomplices follow him. This scene contrasts Hamlets father, the good king, with Claudius as a drunken reveler and adulterer, and plays on the conflict between image and reality. Claudius appears more suspicious and foreboding than a ghost. Act 1, Scene 5 The ghost tells Hamlet that he is Hamlets father and was murdered by Claudius, who put poison in the napping kings ear. The ghost asks Hamlet to revenge his most foul, strange, and unnatural murder, and Hamlet agrees without hesitation. The ghost also tells Hamlet that his mother was adulterous with Claudius before the old king died. He makes Hamlet promise  that he wont seek revenge on his mother but let her be judged by God. As dawn breaks, the ghost leaves. Hamlet swears he will do what the ghost asks and avenge his fathers murder. Horatio and Marcellus find him, and Hamlet asks them to swear not to reveal anything of the ghost. When they hesitate, the ghost calls from below, demanding they swear. They do. Hamlet warns them that he will pretend to be crazy until he can exact vengeance. The old kings murder creates sympathy for the ghost rather than fear or revulsion, and his mothers adultery tips the scales against her. Hamlet has no choice but to kill the new king, establishing a conflict between his sense of honor and his Christian faith. Key Takeaways Act 1 establishes these plot points: The new king, Hamlets uncle, murdered Hamlets father.His fathers ghost appears to him to describe the murder and charge Hamlet with seeking revenge.Hamlets mother committed adultery with Claudius before her husbands death and married Claudius with unseemly haste.The ghost says Hamlet should let God punish his mother.Hamlet will pretend to be crazy while he exacts vengeance. Act 1 establishes these tones and themes: A sense of dread and tragedy is almost palpable.A conflict between honor and morality is established.Another conflict between appearance and reality.The antagonism between Claudius and Hamlet is part of a generational conflict reflected in Polonius and his children. Sources Hamlet. Hudson Shakespeare Company. Stockton, Carla Lynn. Summary and Analysis Act I: Scene 1. Cliffs Notes, August 13, 2019. Summary of the Play. The University of Texas at El Paso, El Paso, TX.

Learn About the Von Thunen Model

Learn About the Von Thunen Model The Von Thunen model of agricultural land use (also called location theory) was created by the farmer, landowner, and amateur economist Johann Heinrich Von Thunen (1783–1850) in 1826 in a book called The Isolated State, but it wasnt translated into English until 1966. Von Thunens model was created before industrialization and is based on the following limiting assumptions: The city is located centrally within an Isolated State that is self-sufficient and has no external influences.The Isolated State is surrounded by an unoccupied wilderness.The land of the State is completely flat and has no rivers or mountains to interrupt the terrain.The soil quality and climate are consistent throughout the State.Farmers in the Isolated State transport their own goods to market via oxcart, across the land, directly to the central city. Therefore, there are no roads.Farmers act to maximize profits. In an Isolated State with the foregoing statements being true, Von Thunen hypothesized that a pattern of rings around the city would develop based on land cost and transportation cost.   The Four Rings Dairying and intensive farming occur in the ring closest to the city. Because vegetables, fruit, milk, and other dairy products must get to market quickly, they would be produced close to the city. (Remember, people didnt have refrigerated oxcarts!) The first ring of land is also more expensive, so the ag products would have to be highly valuable ones and the rate of return maximized. Timber and firewood would be produced for fuel and building materials in the second zone. Before industrialization (and coal power), wood was a very important fuel for heating and cooking. Wood is very heavy and difficult to transport, so it is located as close to the city as possible. The third zone consists of extensive field crops such as grains for bread. Because grains last longer than dairy products and are much lighter than fuel, reducing transport costs, they can be located farther from the city. Ranching is located in the final ring surrounding the central city. Animals can be raised far from the city because they are self-transporting. Animals can walk to the central city for sale or for butchering. Beyond the fourth ring lies the unoccupied wilderness, which is too great a distance from the central city for any type of agricultural product because the amount earned for the product doesnt justify the expenses of producing it after transportation to the city is factored in. What the Model Can Tell Us Even though the Von Thunen model was created in a time before factories, highways, and even railroads, it is still an important model in geography. The Von Thunen model is an excellent illustration of the balance between land cost and transportation costs. As one gets closer to a city, the price of land increases. The farmers of the Isolated State balance the cost of transportation, land, and profit and produce the most cost-effective product for market. Of course, in the real world, things dont happen as they would in a model.

Survey Data analysis Coursework Example | Topics and Well Written Essays - 500 words

Survey Data analysis - Coursework Example A large majority (94%) of the students work and of these, 83% were sponsored by their organizations to study at the college. The level in an organization at which most of these worked at can be defined in the following graph. Of these working students, 9% have worked 0 years in HR, 17% have worked 1-1.5 years, 18% worked 2-2.5 years, 13% worked 3-3.5 years, 6% worked 4-4.5 years while 35% have worked 5 years and more. This shows an equal distribution in the work experience of the students. 8% of the people work in organizations that employ 50 employees or less, 17% in organizations with employees between 50 and 200 while a large majority of 66% works in organizations that employs more than 500 employees. This shows greater orientation of larger organization employees to join HR courses at ARU. Furthermore, 49% of the working students are employed in organizations with HR departments that have 10 or less employees. 34% of the working students are in organizations with HR employees between 11 and 50 and 14% are in organizations with more than 50 HR employees. 3 respondents did not answer the question. 57% of the working students work for the private sector, 35% in the public sector, 7% for non-profits and 1% for university. 35% of the working students study less than 5 hours per week while 57% study 5 hours or more. The students were also questioned about when they study. Majority of the students studied on weekends and the second most popular time was study in the evenings. The following figure displays the common responses and their frequency. Students were also questioned about what library timings they preferred. 22% wanted the timing on the weekends to be extended, 37% wanted the 24 hour model while 31% were satisfied with the original timings. This shows that the majority wanted more flexibility with regard to their study timings in the library. Students

Literature review on patient discharge instructions Research Paper

Literature review on patient discharge instructions - Research Paper Example A convenience sample was used of 287 patients. In this particular ER, full understanding was found in 72% of the parents that had children discharge from the ER. The results showed that overall, there was a fair understanding in this case while 20% still showed very little understanding post discharge. Supporting the results of that study but getting poorer results, Gilroy noted in a study done in 2009 that patients who are discharged from the emergency room have a difficult time remembering the instructions, especially those that are given about such things as wound care and medications. In a study performed in an emergency room, doing call back 1 week after discharge, 68% could not tell the call back nurse what the instructions that were given were. In a study performed by the University of Michigan Health System (2008), it is noted that around the nation there are 115 million patients that visit the emergency room. Of those patients, 3/4 leave with an impression of what happened or what should happen next. Most ER care teams including University of Michigan would like to see much better than 75% remember what to do next. What they found to be even more upsetting was that 80% of those that understood what to do next were "pretty sure what to do". Northwestern Hospital of Chicago (2008), performed a similar study, reviewing making post ER calls over a 6 month period and collecting data from those calls. Researchers at Northwestern, led by Engel, reported more than 75% of ED patients interviewed after discharge had deficient comprehension or less than complete memory. Further 20% of the patients who had difficulty with comprehension felt they were having problems understanding what the doctor was telling them in the first place. Isaacman, Pur4vis, and Gyuro (2001), performed a study in an attempt to determine whether standardized instructions enhance communication of discharge information. They had 197 parents of children with otitis media. They studied three different groups. The first group got verbal instructions, the second got standardized instructions, and the third group received verbal instructions plus a typed copy of what was said. Parents were questioned about prescribed medications prior to leaving ER and again 2 days later on the phone. When data was calculated the parents who received standard instructions, in all cases, showed much better understanding and retention of information given them in the ER. Understanding of the importance of implementing discharge planning, Barnard & Chapman (2009), completed and reported on a study which was conducted to describe emergency department nurses understanding and experience of implementing strong discharge planning and discharge instructions from the ER. For purposes of data collection, nurses were interviewed in a semi-structured process. The study was a phenomenological qualitative approach. ER nurses showed a great deal of interest in updating this process in the ER. However, there are many barriers here. The ER must provide sufficient time per nurse, clear policies and standards of discharge and professional enhancement and commitment. In Ireland Dunnion & Kelly (2005) looked at the discharge of older adults from the emergency room and the effects of discharge planning and instructions on discharge. They found that approximately 65% of patients above the age of 65 went home without a complete picture of what was to happen next and because of this made medication errors and often did not see follow up when necessary. They had two groups in which patients were assigned randomly. Patients in group one were discharged using the nurses usual method and the other had a discharge management team. This tam

Preformulation Testing for Chemical Properties of Drug

Preformulation Testing for Chemical Properties of Drug PREFORMULATION STUDIES Preformulation testing involved investigation of physical and chemical properties of a drug substance alone and when combined with excipients. It was the first step in the rational development of dosage forms. These studies are categorised as under: 1. API characterization 2. Drug-Excipient Compatibility study API Characterization Organoleptic Evaluation These are preliminary characteristics of any substance which is useful in identification of specific material. Following physical properties of API were studied. a) Colour b) Odour Table no. : Characterization of API Test Observation Colour White Odour Odourless Particle size distribution Sieve analysis: The sieve analysis main concept is to know the different drug particles size in the sample. The standard sieves with larger pore size i.e., with less sieve number on the top position are placed one over the other and followed by sieves of decreasing pore size i.e., with larger sieve number towards the bottom. Procedure: Clean and dried sieves #40,#60,#80,#100,#120 and bottom meshes were collected Individual weight of each sieve was noted. These sieves were arranged in ascending order. Weighed quantity of API was placed in #40 meshes. Sieve shaker was set for 5 min at amplitude of 60. Remove the setup from sieve shaker after 5minutes. Each mesh was weighed individually and Calculate % retained in each size of mesh with following formula: % retained = Final weight – initial weight x 100 Total weight taken Table no. : Particle size distribution of API Sieve number Percentage of sample retained (%) Cumulative percentage of sample retained (%) 40 3.0 3.0 60 19.2 22.2 80 26.3 48.5 100 24.2 72.7 140 8.1 80.8 200 19.2 100.0 pH-Solubility Profile: The solubility studies for the drug were carried out using the orbital shaker. Solubility of the drug across different buffers was studied. The pH ranged from 1.2 to 6.8 (1.2 , 4.5, 6.8, and water). All the buffers were prepared according to USP 34 NF 29, 2011. Excess drug was added to 100 ml of water in stoppered conical flasks and were agitated continuously in a orbital shaker for 24 hrs at 200 rpm and room temperature (25Â ° C), till saturation was observed. Then, the samples were filtered using 0.45 Â µ Nylon (47 mm) syringe filters. Now the filtered samples were analyzed using UV spectrophotometer Table No.6.3 below describes the procedure of buffers preparation. Table 6.5 preparation of buffers Buffer Procedure PH 1.2 buffer 8.5 ml of Conc. HCL was added to 1000 mL volumetric flask. Then it was diluted and made up to volume with water PH 4.5 phosphate buffer 13.61 gm of KH2PO4 was added to 1000 mlvolumetric flask. Then it was made up to volumewith water PH 6.8 phosphate buffer 250 mL of 0.2 M monobasic potassium phosphate solution was taken in a 1000 mL volumetric flask. Then 112 mL 0.2M Sodium hydroxide solution was added to it and water was added to make up to the volume Table7.3 Solubility of API in buffers of different pHs PH Solubility(mg/ml) 1.2 42.36 4.5 44.96 6.8 0.80 Water 0.674 Fig 7.1 pH Solubility curve of API Drug excipient compatibility study There is always possibility of Drug excipient interaction in any formulation due to their intimate contact. It is also necessary to determine any possible interaction between excipients used in the formulation. This will also indicate success of stability studies. Preliminary studies: Method: Physical observation Condition: 40 Â ±2 o C and 75 Â ± 5% RH Procedure: Drug was mixed with excipients in 1: 1 ratios as indicated in the Table 6.6 These mixtures were kept in a 5ml glass vials and packed properly. In dry close method glass vials are closed with rubber stoppers These vials are exposed to 25ËÅ ¡C /60 % RH 40ËÅ ¡C /75 % RH. Blend (1gm) was prepared and filled in vials. Observations for physical appearance were made at the end 4 weeks. S.No EXCIPIENTS DRUG: EXCIPIENT RATIO 1 Polyethyleneoxide 1:1 2 HPMCK100M 1:1 3 MCC 1:1 4 Cellulose acetate 1:1 5 Sodiumchloride 1:1 6 Citric acid 1:1 7 Sodium lauryl sulphate 1:1 8 Magnesium stearate 1:1 9 Talc 1:1 Table 7.4 Results of Drug-Excipient compatibility at 25oC/60% RH S.no: Excipent Colour change Lumps Caking O C O C O C 1 Polyethylene oxide X X X X X X 2 HPMC X X X X X X 3 MCC X X X X X X 4 Cellulose acetate X X X X X X 5 Sodium chloride X X Lumps observed X X X 6 Citric acid X X Lumps observed X X X 7 Sodium lauryl sulphate X X Lumps observed X X X 7 Magnesium stearate X X X X X X 8 Talc X X X X X X Note: x – indicates no change, O- open condition ,C- close condition Table 7.5 Results of Drug-Excipient compatibility at 40oC / 75% RH S.no: Excipient Colour change Lumps Caking O C O C O C 1 Poly ethylene oxide X X X X X X 2 HPMC X X X X X X 3 MCC X X X X X X 4 Cellulose acetate X X X X X X 5 Sodium chloride X X X X Caking observed X 6 Citric acid X X X X Caking Observed X 7 Sodium lauryl sulphate X X X X Caking observed X 8 Magnesium stearate X X X X X X 9 Talc X X X X X X FTIR Study FTIR study: FTIR studies were carried out for pure drug alone and blend of drug excepients. The FTIR spectroscopy (BRUKER Optics FTIR spectrophotometer) is employed as analytical tool to check the drug-excepients interaction, using the KBr disc method. The FTIR spectra were scanned and recorded between 400 and 4000 cm-1 Method: Nearly to a fine alkali halide (example KBr) powder of 200 to 250 mg 0.1 to 1.0 % sample is mixed well. Later it is pulverized and in a pellet-forming die it is placed. Around an 8 tons force under a vacuum of several mm Hg is applied to form transparent pellets. FTIR spectroscopy of pure drug of Famotidine S.no Type of vibration Actual frequency (cm-1) Observed frequency (cm-1) Confirmation Table no. : Interpretation of FTIR spectra of pure famotidine FTIR spectroscopy of drug and excipient blends Table 7.6 Peaks of FTIR study Peaks ( cm –1) Functional groups 3506.13 –OH 3377.41-3400.95 –NH2 3238.03 -NH 1445.38- 1639.22 C=N 689.10 -606.6 C-S 1320.81 S(=O) 2 asymmetric stretching 1147.17 S(=O) 2 symmetric stretching Table no. : Interpretation of FTIR spectra of pure famotidine S.no Type of vibration Actual frequency (cm-1) Observed frequency (cm-1) Confirmation ANALYTICAL METHOD ESTIMATION OF FAMOTIDINE: A solution of Famotidine was prepared in 0.1 N HCl and Phosphate buffer pH 4.5and 6.8 UV spectrum was taken using Perkin Elmer UV/Vis double beam spectrophotometer.The UV maxima of Famotidine was found to be 265 nm in both 0.1N HCl pH 4.5. In pH 6.8 it was found to be 268 nm Preparation of standard curve of famotidine in 0.1N HCL pH 4.5 phosphate buffer: 100 mg Famotidine each was dissolved in 0.1 N HCl and pH 4.5 buffer and volume is made up to 100 with respective buffer. 10 mL of stock solution (1mg/ml) was further diluted upto 100 ml with respective buffer to obtained solution of 100 Â µg/mL.Now from stock 2 further dilutions were done with respective buffer to obtain solutions of 2, 5, 10, 15, 20 and 25 Â µg/ml Absorbance of each solution was measured at 265 nm using Perkin Elmer UV/Vis double beam Spectrophotometer. Preparation of standard curve in ph 6.8 phosphate buffer: 10 mg Famotidine each was dissolved in pH 6.8 phosphate buffer and volume is made up to 100 ml to obtain solution of 100 Â µg/ml. Now from this stock solution further dilutions were done with PH 6.8 to obtain solutions of 10 , 20 , 30 and 40 Â µg/ml Absorbance of each solution was measured at 268 nm using Perkin Elmer UV/Vis double beam Spectrophotometer. The experiment was performed in triplicate and based on average absorbance; the equation for the best line was generated. The results of standard curve prepared in pH 1.2, 4.5 6.8 were shown below Table 7.7 Standard curve of API in PH 1.2 , 4.5 6.8 buffers Concentration Absorbance in pH 1.2 Absorbance in pH 4.5 Absorbance in pH 6.8 2 0.085 0.082 4 0.141 0.148 5 0.189 0.186 10 0.333 0.341 0.251 15 0.510 0.497 20 0.701 0.651 0.467 25 0.852 0.806 30 0.746 40 0.989 FIG 7.4 standard curve at PH 1.2 Buffer Fig 7.5 standard curve at PH 4.5 Buffer Fig 7.6 standard curve at PH 6.8 Buffer Calculation of initial dose and maintenance dose for the design of elementary osmotic pump of famotidine for 12 hours: There are no sustained release formulations for famotidine in the market, hence the total dose (DT) consisting of initial (DI) and maintenance doses (DM) for formulating the famotidine sustained release was calculated as per Robinson and Eriksen equation with a zero order release principle36 . In this profile the rate of delivery is independent of the amount of drug remaining in the dosage form and constant over time as shown by the Eq. 6.1 Drug availability rate k0 = Rate in = Rate out Eq. 6.1 Where, k0 is the zero order rate constant for drug release (amount per time). DI is required to give initial rapid release of drug so as to attain the minimum therapeutic level immediately after dosing. Inital dose (DI) = CSSAVG Vd Eq. 6.2 F Where, C ssavg is the average steady state plasma level, V d is the volume of distribution and F is the fraction of dose absorbed. k0 = DIKel Eq. 6.3 Where, Kel is overall first order drug elimination rate constant (per hour). Hence k 0 should be equal to the elimination rate constant so as to maintain the steady state condition. In general the total dose required (D T) is the sum of maintenance dose (DM) and the initial dose (DI) DT = D I + D M Eq. 6.4 In practice, D M (mg) is released over a period of time and is equal to the product of H (the number of hours for which sustained action is desired after initial dose) and the zero order rate constant, k0 (mg/hr). Therefore the Eq. 6.4 can be expressed as DT = D I + k0H Eq. 6.5 Ideally the maintenance dose (DM) is released after DI has produced a minimum therapeutic blood level of the drug. However due to the limits of formulations, drug release even starts from DM also from the beginning i.e. at t=0, thus increasing the initial drug level in the blood. Hence it is necessary to reduce the initial dose of the drug to account for the excess release for drug from DM by using a correction factor, k0tp. This correction factor is the amount of drug provided by DM during the period from t=0 to the time of the peak drug level, tp. The corrected initial dose (DI*) becomes DI-(k0tp). Then the total dose is DT = DI* + k0H = (D I k0tp) + k0H Eq. 6.6 Pharmacokinetic parameters of famotidine: Elimination half life (t1/2) of famotidine is 3 hrs (average of 2.5 to 3.5 hrs), the time to reach peak plasma (t p) is 3 hrs and Vd = 80.5 L and F = 0.4 54,55 . From the literature of the PEPCID (innovator product of famotidine in USA) label and pharmacological review information 49,, it was found that the plasma levels after multiple doses are similar to those after single doses indicating the C max is similar to Cssavg , therefore Cmax of 0.07 mg/L was taken as C ssavg . Calculation of D I and DM: The initial dose (DI), corrected initial dose (DI*), maintenance dose (DM) and total dose (DT) were calculated according to calculations described above. Calculation of elimination rate constant: Elimination rate constant (K el ) = 0.693/t 1/2 = 0.693/3 = 0.231 hr -1 Calculation of initial dose: Inital dose (DI) = CSSAVG Vd Eq. 6.2 F = (0.07 X 80.5)/0.4 = 14.0875 mg Calculation of desired input rate (k 0): Desired input rate from maintenance dose (k 0) = DIKel = 14.0875 X 0.231 = 3.25 mg/hr Calculation of maintenance dose: Maintenance dose (DM) = k0H (Since, H = the number of hours for which sustained action is desired after initial dose = (12-1) = 11 hrs) = 3.25 X 11 = 35.796 mg Calculation of corrected initial dose DI*: DI* = DI – (k0tp) = 14.087 – (3.25 X 3 ) = 4.93 mg Calculation of total dose: Total dose (D T) = D I* + D M = 4.93 + 35.796 = 40.726 mg From the above calculations the total dose obtained for sustained release of famotidine for 12 hrs is 40.726 mg. The total dose was rounded off to 40mg for the convenience. Initially the dosage form should release the total initial dose (i.e. 4.93 mg ~ 5.0 of drug, means 11% of total 50 mg dose) in the first 1 hr followed by maintenance dose (i.e. 40-5=35 mg of drug) for up to 12 hrs there after at a release rate of 3.25 mg/hr (i.e. 8.125% of total 40 mg dose). Based on these assumptions the theoretical release profile was predicted and shown Table 6.7 Predicted theoretical release profile Time (hrs) % CDD 1 11.4 2 19.425 3 27.45 4 35.475 5 43.5 6 51.525 7 59.55 8 67.575 10 83.625 12 99.675 JNTUA-OTRI, Ananthapuramu 1

High School vs. College Essay

I think a good education is an important part of one’s life. To achieve a good education, one should attend both High School and College. The transition from High School to College is a step that a student will either adjust to or struggle with. Although, some people think High School has a lot in common with college, I find they have a few differences. There are also certain similarities as well, by which, one won’t feel as if College is a new world. The more prepared a person is to face the differences and similarities, the more successful they might be. High School and College are both educational grounds for a student to grow with knowledge. A student graduates from High School and again from College with a degree. Both places are full of experiences and filled with numerous memories. The government runs them. They both play an important role in making a person into a collected individual and a member of a society. High School students know that there are differences between High School and College, but sometimes what they think is not how it is. To begin with there are many ways in which the attitudes of the teachers in High School differ from the attitudes of the teachers in College. In High School, my teachers seemed to be stricter and have more rules for the students to follow. There was an everyday time schedule for each student to go by. Students go through drama in High School which some cannot get out of. Attendance is very important in High School as well as in College. Many teachers enforce it while others do not. I have noticed that it is the student’s responsibility to come to class. They believe that the students should be mature enough to make their own decision on whether to attend class or not and leave it to them to make that decision. When a student graduates from High School, a sense of maturity comes in them. They start realizing that everything in High School was materialistic, and College is practical. College is different than High School just by the personal freedoms, the classroom and the social life. In College, no one would be concerned about the basic everyday drama that would surround a student in High School. College prepares a student to face the real world, and how to handle it. It separates the mature people from the immature people. However, a person who wants to attend College has to pay to further her education. If a student doesn’t take College seriously and apply herself, she knows she wasted her hard earned money, or her parents. So, since students must pay to get into College, she works and studies harder than she did in High School. Therefore, she will study those required courses and finish her education with a degree and start a career. I don’t think I would ever want to go back to High School. I love College and all the freedom that comes with it. All there is in College is education. Now I am learning to be a better person and to improve and to learn different study habits. High School is only the first step into growing up and preparing you for College, whereas, College is preparing you for your career.

Saint John Paul II ( Jpii ) Essay - 1760 Words

The human call to strive for holiness is intrinsic as we are ‘sanctified by God’s divine grace’ that makes us sharers in God’s life through the life, death and resurrection of Christ. This amazing grace makes us holy adopted children of God, the temple of the Holy Spirit and gives a right to eternal life. But as humanity is graced with the gift of God’s love, so too through ‘freewill’ human beings fall into sin. God’s ‘actual grace’ which is extrinsic, enlightens us and strengthens us to do good over evil. Saint John Paul II(JPII) lived a life which reflected how his understanding of God’s grace enabled him to live in a time of oppression and hardship in his childhood, to follow God’s call as priest, bishop, pope and saint. In this essay, I will reflect JPII’s understanding of grace and how he lived this out in his Christian practice. JPII’s pontificate was at a time when the people of God were still trying to understand the teachings of the Second Vatican Council. Through his teachings JPII empowers God’s children to understand what the true meaning of their human existence is about, to enter communion and be united to God whose self-giving love has given his own son to share in the suffering of humanity. This is like the triune relationship of self-giving love. Humans are created in God’s image and likeness from the time of creation, ‘although formed from the dust of the earth it is a manifestation of God in the world as a sign of his presence and glory.’ JPIIShow MoreRelatedA Brief Biography of Pope John Paul II1856 Words   |  8 Pages John Paul II On May 18, 1920, in a small Polish town just outside of Wadowice, a child was born to Karol Wojtyla (1879-1941, and Emilia Kaczorosks (1884-1929). His name was Karol Jozef Wojtyla. Little did his parents know that one day their child was destined not only to become a priest and a bishop, but the 264th pope of the Roman Catholic Church, and only the second non-Italian pope. Emilia, a schoolteacher, died in childbirth. Wojtyla was nine years old and the youngest of three children