What Is a Derived Unit in Chemistry

In chemistry, a derived unit is an SI unit of measurement derived as a product of one or more of the seven base units. For example, the SI unit of force is the derived unit newton (N): One newton is equal to 1 m ·kg/s2.

Quotes from Dracula, Bram Stokers Horror Classic

Bram Stokers Dracula is a classic vampire tale. First published in 1897, the novel was influenced by a history of vampire myths and stories, but Stoker shaped all those fragmented tales to create a literary legend (that was just the start of what we know and understand about vampires in current literature). Even though stories like Polidoris The Vampire and Le Fanus Carmilla already existed at the time when Dracula was first published, Stokers novel--and his literary imagination--helped to spawn a new dimension in horror literature. Here are a few quotes from Bram Stokers Dracula. Quotes from Dracula I read that every known superstition in the world is gathered into the horseshoe of the Carpathians, as if it were the centre of some sort of imaginative whirlpool; if so my stay may be very interesting.- Bram Stoker, Chapter 1, Dracula Notes: The novel is written in the style of a journal, written by Jonathan Harker. Already, the author is playing upon preconceptions and superstitions, and leading us to expect something interesting, although what that might mean is not immediately clear. How does superstition figure into our perception (and fear) of vampires? Was this a customary incident in the life of a solicitors clerk sent out to explain the purchase of a London estate to a foreigner?- Bram Stoker, Chapter 2, Dracula Notes: Jonathan Harker is an everyman, a simple clerk who goes out to do a job and finds himself in the midst of a very-unexpected experience--foreign to his understanding. Hes a stranger in a strange land. As the Count leaned over me and his hands touched me... a horrible feeling of nausea came over me, which, do what I would, I could not conceal.- Bram Stoker, Chapter 2, DraculaWhen the Count saw my face, his eyes blazed with a sort of demonaic fury, and he suddenly made a grab at my throat. I drew away, and his hand touched the string of beads which held the crucifix. It made an instant change in him, for the fury passed so quickly that I could hardly believe that it was ever there.- Bram Stoker, Chapter 2, DraculaThe fair girl went on her knees and bent over me, fairly gloating. There was a deliberate voluptuousness which was both thrilling and repulsive, and as she arched her neck she actually licked her lips like an animal... I could feel the soft, shivering touch of the lips on the super-sensitive skin of my throat, and the hard dents of two sharp teeth, just touching and pausing there.- Bram Stoker, Chapter 3, DraculaI bent over him, and tried to find any sign of life, but in va in.- Bram Stoker, Chapter 4, DraculaBut, oh, Mina, I love him; I love him; I love him!- Bram Stoker, Chapter 5, DraculaOh Lucy, I cannot be angry with you, nor can I be angry with my friend whose happiness is yours; but I must only wait on hopeless and work. Work! work!- Bram Stoker, Chapter 6, DraculaThe man was simply fastened by his hands, tied one over the other, to a spoke of the wheel. Between the inner hand and the wood was a crucifix.- Bram Stoker, Chapter 7, Draculaa man, tall and thin, and ghastly pale... I crept behind It, and gave It my knife; but the knife went through It, empty as the air.- Bram Stoker, Chapter 7, Draculathere, on our favourite seat, the silver light of the moon struck a half-reclining figure, snowy white... something dark stood behind the seat where the white figure shone, and bent over it. What it was, whether man or beast, I could not tell.- Bram Stoker, Chapter 8, DraculaBetween me and the moonlight flitted a great bat, coming and going in great, w hirling circles.- Bram Stoker, Chapter 8, DraculaI dont want to talk to you: you dont count now; the Master is at hand.- Bram Stoker, Chapter 8, DraculaI am here to do Your bidding, Master. I am Your slave...- Bram Stoker, Chapter 8, Draculait will be for her sake, and I must not hesitate to ask, or you to act.- Bram Stoker, Chapter 9, DraculaAll over! all over! He has deserted me.- Bram Stoker, Chapter 9, DraculaThe whole bed would have been drenched to a scarlet with the blood the girl must have lost...- Bram Stoker, Chapter 10, DraculaNo man knows till he experiences it, what it is like to feel his own life-blood drawn away into the woman he loves.- Bram Stoker, Chapter 10, DraculaThe blood is the life!- Bram Stoker, Chapter 11, DraculaIf that were all, I would stop here where we are now, and let her fade away into peace...- Bram Stoker, Chapter 12, DraculaNot so! Alas! Not so. It is only the beginning!- Bram Stoker, Chapter 12, DraculaHe was very pale, and his eyes seemed bulgin g out as, half in terror and half in amazement, he gazed at a tall, thin man, with a beaky nose and black moustache and pointed beard...- Bram Stoker, Chapter 13, DraculaMein Gott! Mein Gott! So soon! So soon!- Bram Stoker, Chapter 14, DraculaThey were made by Miss Lucy!- Bram Stoker, Chapter 14, DraculaIn trance she died, and in trance she is Un-Dead, too... There is no malign there, see, and so it make it hard that I must kill her in her sleep.- Bram Stoker, Chapter 15, DraculaI shall cut off her head and fill her mouth with garlic, and I shall drive a stake through her body.- Bram Stoker, Chapter 15, DraculaThe sweetness was turned to adamantine, heartless cruelty, and the purity to voluptuous wantonness.- Bram Stoker, Chapter 16, Dracula Study Guide Dracula ReviewDracula QuotesQuestions for Study and Discussion Here are a few more quotations from Bram Stokers Dracula. You will, I trust, Dr. Seward, do me the justice to bear in mind, later on, that I did what I could to convince you to-night.- Bram Stoker, Chapter 18, DraculaWith his left hand he held both Mrs Harkers hands, keeping them away with her arms at full tension; his right hand gripped her by the back of the neck, forcing her face down on his bosom. Her white nightdress was smeared with blood, and a thin stream trickled down the mans bare breast, which was shown by his torn open dress.- Bram Stoker, Chapter 21, DraculaAs he placed the Wafer on Minas forehead, it had seared it - had burned into the flesh as though it had been a piece of white hot metal.- Bram Stoker, Chapter 22, DraculaMy revenge has just begun! I spread it over centuries and time is on my side.- Bram Stoker, Chapter 23, Draculayou are but mortal woman. Time is now to be dreaded - since once he put that mark upon your throat.- Bram Stoker, Chapter 23, DraculaI on my part give up the uncertainty of eternal rest and go out i nto the dark where may be the blackest things that the world or the nether world holds!- Bram Stoker, Chapter 25, DraculaAs I looked, the eyes saw the sinking sun, and the look of hate in them [the gypsies] turned to triumph. But, on the instant, came the sweep and flash of Jonathans great knife. I shrieked as I saw it shear through the throat; whilst at the same moment Mr Morriss bowie knife plunged in the heart.- Bram Stoker, Chapter 27, DraculaNow God be thanked that all has not been in vain! See! the snow is not more stainless than her forehead! The curse has passed away!- Bram Stoker, Chapter 27, Dracula Study Guide Dracula ReviewDracula QuotesDracula NovelQuestions for Study and Discussion

Dpe Paper Free Essays

DPE and Goal Instruction If teaching were as simple as using the one best way to teach everything, it would be considered a science. However, there isn’t just one correct method to teach everything. That is the reason teaching is an art. We will write a custom essay sample on Dpe Paper or any similar topic only for you Order Now If teaching meant to follow a text book and a â€Å"one size fits all† approach, then anyone would be a master teacher. That is why teachers and especially special educators unique and special. That is why teachers know that individual needs, strengths and weaknesses must be considered to make the instructional process successful and geared to equip the student to achieve his optimum skills and abilities to meet the challenges of daily living. Students come with their own individual packages and no two of them are alike. Even though the curriculum is the same, no two students learn the same way. Teachers are challenged to meet the students’ â€Å"package† and to create an approach at instruction that take into consideration the students’ differing abilities, strengths and needs are satisfied. To compound the challenges of instruction, the intellectually disabled (ID) student presents additional dynamics that impact the art of teaching. This paper presents the diagnostic/prescriptive/evaluation (DPE) strategy of instruction for ID students. The DPE is not a concept. Educators have been using it for decades (Mann and Phillips, 1967). During the past 40 years it has been improved and refined (Ewing Brecht). The paper examines each of the components of DPE: diagnosis, prescription, and evaluation (Thomas, 1996). In conclusion it presents two applications of implementing the DPE with two students diagnosed with ID. The diagnostic process requires great skill and effort from the teacher. Alone the special educator cannot perform all the necessary functions of diagnosis. With the assistance of the other members of the Multidisciplinary Team (MDT) and other service personnel, they are able to determine the needs of individual learners and to specify instructional objectives that will help the student satisfy his educational needs (Eisele, 1967). During this phase the teacher is to determine the most demanding needs of the student. The entire diagnostic process depends upon the ccurate identification of these needs. The specialists on the MDT provide the teacher with the data, or means of acquiring the data, about the student that are necessary for determining the student’s needs. This takes the form of providing formal and informal testing services for testing students, supplying the data that has been acquired from the testing, and providing the testing batteries that could be used for thi s purpose (Eisele, 1967). This becomes the Present Levels of Performance (PLOP) of the Individualized Education Program (IEP). When the MDT has collected all of the significant data and determined the demanding needs of the student, then the teacher and the specialists develop the instructional goals and objectives appropriate for specific needs. These goals are selected from curriculum domains and the objectives can be selected from curriculum guides and resource units. Also the teacher and specialist can generate their own objectives. When talking to the teacher and specialists, I asked what type of instructional activities and materials they use for students with ID? The teacher and specialists stated that they prescribe instructional activities and materials suitable for the student to master his objectives. This constitutes the second step in the DPE process. Prescribed learning is based on short- and long-term goals that are established for the individual student and are based on the skills needed to be mastered. Within these goals are markers to establish where there are gaps in the learning process. Instruction that follows will teach only to what the student still needs to master to be successful. It capitalizes on the strength of the student to fill in the learning gaps. The prescriptive process can be applied to almost any subject area, academic and behavioral (Deschel, Susan, 2012). Three important teaching strategies for students diagnosed with ID: 1) tasks should be broken down into small component steps and learned in sequence, 2) teaching techniques should be experiential, concrete, visual and hands-on rather than cognitive, abstract and verbally delivered in lecture form, and 3) feedback should be immediate for the student to make a connection between his answer, behavior, or question and the teacher’s response. The third phase is the evaluation process. This is a two-pronged process for the teacher. First, evaluation is necessary to assess needs and, second, to evaluate the student’s progress toward achieving his objectives. Through the evaluation process teacher monitors the understanding and performance of students before teaching the lesson, while teaching, and after teaching the lesson. The evaluation process can inform the teacher of the effectiveness of his lessons with individuals, small groups of students, or whole classes, depending on the instruments used (Guskey, 2003). Instruction and evaluation are interactive. The teacher may evaluate student learning on the spot, or collect data at different points in time and compare progress over units of instruction. Moment-by-moment assessments allow the teacher to tap into student’s developing understandings about the objective and to enable the teacher to correct misconceptions immediately. Observations recorded over time allow the teacher to identify patterns of development and document learning gains (Guskey, 2003). This can be accomplished in many ways. Devices appropriate for the evaluating progress are data keeping, checklists, logs, standardized tests, and paper and pencil tests. Now we consider the practical applications of DPE in a classroom. Antoine is a 12 year old, sixth grader, who is diagnosed with ID and is in a special education classroom. His MDT has completed their assessments and has developed his IEP. One of his goals includes math readiness. His objective is to be able to match manipulatives to numbers expressed on cards with verbal prompting. The teacher has developed prescriptive lesson plans to enable Antoine develop the needed skills to match the manipulatives to the numbers. His first lesson is to match manipulatives to the number expressed on a picture communication symbol (PCS). He encounters difficulty in matching the manipulatives to the number on the PCS. His teacher notes the difficulty evaluating Antoine’s learning skill gap. She introduces PCS with a number of manipulatives on it equal to a number on the top of the PCS. Antoine begins to associate the manipulative with the number on the card. As he experiences success in matching the manipulatives to the number, the teacher replaces the PCS with two cards, one with the number and the other with the manipulatives. After collecting data indicating Antoine’s progress, the teacher removes the manipulative card. Antoine now begins to match the manipulatives to the number on the PCS. For the second example we meet John. John is a 15 year old with a diagnosis of ID and behavioral issues. He has recently developed the habit, when he becomes frustrated, of head butting objects and individuals. His MTD has met and analyzed the situation and has developed a plan to extinguish this behavior and have John express his frustration in positive behaviors. They have listed the times when John has become frustrated, the antecedent(s), and indicators that precede his head butting. The prescriptive element is to develop initially plans for John to identify his feeling of frustration and to express his emotion to the teacher. As the staff observes John during class times, they begin to note those antecedents that indicate John is becoming frustrated. They plan interventions with John to alleviate his build up of frustration. There is the constant interplay of the diagnostic, prescriptive and evaluation processes until John is able to identify the cause of his frustration and release it with positive behaviors. There are many specific techniques that can assist in teaching students with ID. They can be summarized into three, more, general strategies. First is to allow more time and practice for the students to successfully master the objective. Second is to embed the activities into daily living or functioning as much as possible. Third is to include the student both in the social and academic activities. Diagnostic/prescriptive/evaluation strategies have been employed in the classroom as an educational strategy to remedy learning deficits (Ewing Brecht, 1977). After speaking with a teacher about the roles and procedures that plays in the daily class, she shared with me that the diagnostic process helps the educational team define the student’s abilities and deficits. The prescriptive process provides a means to plan and teach the skills and concepts a student needs most. The evaluation process measures the learning increments of any magnitude. It enables the team to redefine the diagnostic and prescriptive as needed. The DPE strategy emphasizes and identifies a prioritized life goal curriculum planning approach to identify functional skills and concepts need by a student with ID to become as successful as possible in adult life. The DPE approach assesses each student’s abilities and progress toward those individual life goals (Thomas, 1996). References Dreschel, Susan. (2012). Prescriptive Learning. http://www. ehow. com. Eisele, James E. (1967). Diagnostic Teaching: Can the Curriculum Specialist Help? Educational Leadership, January 1967. Washington, DC. Ewing, Norma Brecht, Richard. (1977). Diagnostic/Prescriptive Instruction: A Reconsideration of Some Issues. Journal of Special Education, vol. 11. Los Angeles CA: Sage Publications. Guskey, T. R. (2003). Using Data to Improve Student Achievement. Educational Leadership. Kauffman, James M. Hung, Li-Yu. (2009). Special Education for Intellectual Disability: Current Trends and Perspectives. Philadelphia, PA: Lippincott Williams and Wilkins, Inc. Thomas, Glen E. (1996) Teaching Students with Mental Retardation: A Life Goal Curriculum Planning Approach. Saddle River, NJ: Prentice Hall. How to cite Dpe Paper, Essay examples

Leonards Tattoos in Memento Essay Example For Students

Leonard?s Tattoos in Memento Essay Leonards Tattoos in MementoMemento is a film written by director Christopher Nolan, where Leonard Shelby, an overly confused man wants revenge after his wifes murder. Leonard suffers brain damage rendering him incapable of making new memories; her death is the last thing branded in his mind. Though his affliction keeps him from being able to form new memories, Leonard seeks revenge; to wreak this revenge he must keep notes on even his own life, tattooing himself with important clues. Told in segments that move backwards in time, the audience follow Leonard back through a series of events, learning in each segment what happened previously, things Leonard has already forgotten. To help him with his search, he has evolved a system. He takes Polaroid pictures, putting names to faces, marking which car is his, which hotel room is his. Moreover, to keep certain notes from being lost or changed, he has an elaborate series of tattoos slowly growing all over his body. The largest of these tat toos is written right across Leonards chest, written in backwards script so that when he stands in front of a mirror, the main fact is there for him to see: John G. Raped and Murdered My Wife. Below this is another tattoo that reads, Find him and kill him. Scattered across his torso and arms are a collection of facts he has gathered about the case, the points that Leonard thinks are most important. In addition, he has only one tattoo that is visible with clothes in which he is able to remember that he has a problem with his memory because he has conditioned himself to look at his Remember Sammy Jankis tattoo. During some scenes that Leonard is talking on the phone to an unknown person, tells the story of Sammy Jankis. Sammy was in a car accident which caused him to get amnesia, the same condition Leonard has. Leonard, an insurance claims investigator, was assigned Sammys case. Leonard, who says he can read people, was suspicious of Sammys condition, because he caught a slight look o f recognition in Sammys eye every time he saw him. Therefore, he ordered Sammy to undergo testing to see if his condition was psychological or physical. Because Sammy did not respond to conditioning, Leonard decided Sammys condition was psychological and refused the claim. Sammys wife interpreted psychological to mean that Sammy was faking his condition. So, she tested him by asking him to give her insulin shot multiple times. He did, and she died. Leonard, after killing his wife, could have gotten the remember Sammy Jankis tattoo in order to condition himself to remember the Sammy Jankis story instead of the truth. It is possible that Leonard projected his own story onto the Sammy Jankis story. If this is the case, Leonard has created that lie to keep himself happy. In one scene in the movie, we see Leonard tattooing himself. With arm space being taken up, he has moved to his own thigh, using a sewing needle stuck into a ball-point pen for a tattoo tool, and the pens ink for tattoo ink. This might be a way of marking the skin, it would not produce as solid and nice a result as Leonard is shown to achieve, and would carry an extremely high chance of infection. In another scene, Leonard suddenly pulls over his car, determined to get one fact noted on his body before it is forgotten. This time he chooses to visit Emma the Tattooist. She adds fact number six to his leg: the license plate number of the man that Leonard is trying to find. This scene of movie tattooing is very realistic, showing the black type she is tattooing with some residual redness to the surrounding skin. The only thing that is out of place is the fact that she is tattooing a very precise and specific typeface on his leg freehand, without any visible stencil. In a way, the perman ence of tattooing is what helps trap Leonard in this endless search for his wifes killer. No matter what happens, he wakes up every day, faces these facts and goes off on his search. In order for Leonard to live a semblance of a bearable life, he must rely on body tattoos, vital notes, imprinted all over him to assist in his investigations. Leonards investigations lead him to believe that the one responsible for the rape and murder of his wife is a man named John G. But who is John G? Leonard does not exactly know him either, for his short-term memory loss prevents him from remembering anything that happened after the blow to his head.