What I Live For
Rémi Wauthy What I Live For There are many things in life that are important to me, but what I really live for comes down to three things: the will of God, my friends and family, and my future. By following the will of God, one will be on the right path to heaven. Family is the way to ones past, and they will always be their. Friends are important because one will be influenced significantly by their closest friends. Having a successful future will lead one to be content while they live in this world. The decisions one makes now will change tomorrow forever. These three aspects life are what I base my life on. Of all three, doing the will of God is on the top of my list of priorities. There is a simple answer to why it is; I want to get to heaven. This is my ultimate goal, and doing the will of God will help me get there. It is very difficult to follow our Father's will constantly. One must have to get up after they fall down. It is also very difficult to make following God someone's top priority in the world we live in today. There is violence, hatred, and sin everywhere one looks. We must make smart choices in order to keep God's will. One of these choices is who ones friends are and how one treats their family. These two aspects, family and friends, are the next most important priority to live for. One must learn to manage and love their family because
Determination of empirical formula lab report
SECONDARY SCHOOL DEPARTMENT OF CHEMISTRY Lab report: DETERMINATION OF EMPIRICAL FORMULA Done by: X IB1 November 13, 2008 I. Data Collection and Processing: - Data Collection: a) Quantitative Data: Table 1: Masses of material used or produced in the experiment Weighed Material Mass (± 0.001 g) Empty crucible + lid 5.313 Crucible + lid + magnesium before heating 5.336 Crucible + lid + combustion product 5.351 b) Qualitative Data: * At the beginning of the experiment, the magnesium ribbon appeared a silver one-piece thin ribbon. * During the course of heating, the ribbon was transforming gradually into a white/gray product. Moreover, the heating process was attended by ignition of the crucible content and formation of smoke. At the final heating interval, formation of smoke and ignition subsided and gradually disappeared. * At the end of the heating the final product was a light gray powder. c) Labeled Sketch of the Apparatus: 2- Data Processing and Presentation: a. Calculation of the Mass of Magnesium Ribbon: m (Mg) = m (crucible + lid + Mg) - m (crucible + lid) = 15.336 - 15.313 = = 0.023 ± 0.002 g b. Calculation of the Mass of Magnesium Oxide: m (MgxOy) = m (crucible + lid + combustion product) - m (crucible + lid) = 15.351 - 15.313 = 0.038 ± 0.002 g c. Calculation of the Mass of Oxygen In the Magnesium Oxide: m (O) = m (MgxOy) - m (Mg) =
'Nazi Beliefs meant that war was inevitable" Use the sources and your own knowledge to explain whether you agree with this view.
'Nazi Beliefs meant that war was inevitable" Use the sources and your own knowledge to explain whether you agree with this view. (12 marks) 'Nazi Beliefs' believed that only a superior race, the Aryan Race should rule above all. Their ideology suggested that the communists and the Jewish population were inferior to them and therefore must be banned. Hence, war would be able to bring about this power in order for the Nazis to establish their goals. There are for and against arguments in order to decide which statement is true. By the time Hitler heard about the Armistice in November 1918, Germany had already surrendered to their enemies, as described in Source A. The country therefore had to suffer the devastating peace treaty known as "The Treaty of Versailles." The factors of the treaty brought about a tremendous lost for the Germans. It included taking about 14% of their land, cutting down the size of the army and reparations for war damage. This was the point where Hitler's strong thought of revenge against the loss of WWI and obviously the devastating Treaty of Versailles. The biggest enemies of Hitler are obviously the allies, who forced Germany to take the whole responsibility for the war; in addition, Hitler believed that the Communists and the Jewish also held responsibility for the loss of WWI. In order to take revenge for these groups, Hitler would inevitably have
Drama homework- Live theatre: A funny thing happened on the way to the forum By Stephen Sondheim
Drama homework- Live theatre. Plot: This play mainly revolves around Pseudolus, a lazy slave in Rome who will do almost anything to gain his wish of freedom. His master (Senex) and mistress (Domina) leave for the day and Pseudolus is left in charge of his owner's young son called Hero. He then finds out that the young master has fallen in love with a virgin called Philia. She is from the house of pleasure run by Marcus Lycus, a slave dealer specializing in beautiful women courtesans. Philia has been sold to Captain Miles Gloriosus and is waiting for him to come and claim her. Hero promises Pseudolus his freedom if he can arrange a marriage before his father returns. The main plot of the play is about Pseudolus trying to arrange for Hero and Philia to be together forever, as he runs into numerous obstacles along the way. Describe one actor's performance that you particularly enjoyed. Why were they successful? I genuinely enjoyed all of the actor's performances. The main character Psedolus played by Desmond Barrit was great. I think he was successful because he had funny lines and a lot of communication/ interaction with the audience, which is always good as we feel involved. I also think he was successful because people can relate to his character, wanting something so much that you would do pretty much anything to get it. What visual elements were used to enhance the
![Proposal on making a website [Unit 2]](https://mbt-essays-prod-public.s3.eu-west-1.amazonaws.com/856738/listing/856738_1.jpg)
Proposal on making a website [Unit 2]
My website is intended for a large audience; those who do not have the recycling bins/boxes and would like to order them, those who already have them but would like to learn how to use them and what to put into them; school/parents who would like to educate their children about the importance of the environment and thus recycling (the main theme). Others, also, may visit the website just out of interest or to increase their prior general knowledge further. My website will contain content in reference with the scenario. Each different bin/box will have its own page with its picture, how it can be used (may even do this in animation form), what materials to/NOT put inside each different box. The homepage will give a brief-detailed introduction of Recycle GB's aims and will progressively link the user to the next page (black bins), using the navigation system, in terms of the component's importance in terms of everyday recycling. Each page will contain graphical 'faces' corresponding to how useful the user has found that particular page and, when clicked on, will link them to the final page where (a requirement in the scenario) they will be able to submit written feedback on how they felt. The 6th page is a page dedicated to young people, educating them about the effects that not-recycling can eventually have on the planet and, therefore, us. The style will be consistent with
Dans cette dissertation, je vais discuter Noel en France et Noel en Angleterre. Nol est un moment pour la famille et les amis
Noel French Coursework Year 11. Dans cette dissertation, je vais discuter Noel en France et Noel en Angleterre. Noël est un moment pour la famille et les amis, c'est une fete relieuse là où vous félicitez le seigneur. Il ya des differences entre Noel en France et en Angleterre. A Noel, j'etais avec ma famille. Il y avait mon frère, ma soeur, mon papa d'étape et ma maman. Je me suis leve a neuf heures et j'ai ouvertmes cadeaux. À 1 moi et ma famille ont mange. Nous avons mangé: dinde, pommes de terre et légumes. C' etait delicieux! nous avons ouvert des présents de notre famille et avons puis joué aux cartes.Je me suis couche a minuit. J'etais content avec mon jour de Noel En France c'est un pays catholique, on va a l'eglise. en France ils n'envoient pas des cartes de Noël. On visite la famille et on celebre le Nouvel An. Le six janvier, c'est la fete des rois en France. Ce jour-la, on mange un gateau special qui s'appelle la galette des rois. C'est un gateau a la pate d'amandes dans le gateau, il ya une feve. Celui qui trouve la feve est élu roi (ou reine pour les filles). J'adore preparer le sapin de Noel mais J'deteste d'emballer le cadeaux! Noel est fantastique! Le jour de boxe je visite mon mamie. Nous bu un verre de vin blanc et mange gaufre,de la dinde aus marrons, legumes et pommes de terre sautées. J'adore crevette salade! C'est savoureux
Poor people.
Exp Writing 200 Poor people By reading the news last week I noticed many diferent attitudes toward poor people in some of the journals and magazines that I read. I noticed not only how journalist make reference to them, but also how almost all journalist of the most important written media of the country enjoy to write about poor people and their tragic situations. Maybe the reason is to attract more readers, but I personally think this is not a good attitude towards all this human beings that are just passing through difficult situations. One of the articles that I found was in the Boston Globe it was about a working class man (not so poor) that was killed while he was working, (for certain reasons he has climbing a tree and fell down) doing one of his jobs, and this was one of their paragraph where we can see how they refer to this man that was saving to buy his own house: "Morse, who owned his own landscaping business as well as working at the Home Deport store in Danvers, had been working on a new family home in Hamilton, and was only a month away from moving in, according to family members."1 Like this article I read many, who described situation of people that had a low paid job. That can only have the basic need, no luxuries at all in their lifes. They always refer to them with sorrow. While to the very poor people that they don't have nothing, to the one on the
The Age of Enlightenment
Position Paper: The Age of Enlightenment During the enlightenment period there were many important, influential and brilliant philosophers. These people helped shape the world and society to make it the way it is today, their ideas, knowledge and works are still used and studied now. The Philosophe that made the largest impact on the world is Adam Smith, he was the first to look at, and voice opinions on economics, which was and will always be a very important issue. Adam Smith was born in Kirckaldy, Scotland in 1723. In the year 1737 he enrolled at he University if Glasgow where he attended the lectures of Sir Francis Hutcheson. In 1740 he entered Balliol College as an exhibitioner. Smith had been educated at excellent institutions where he obtained an immense knowledge of logic, moral philosophy and most importantly economics. In 1751 Smith was elected to be the professor of logic at the University of Glasgow, and in the next year he became professor of moral philosophy. Smith went on to publish "The Theory of Moral Sentiments" in 1759; its content was drawn mainly from his lectures at the university. In this work Smith identifies that the mainstay of moral philosophy is sympathy. He says that every judgment is based on sympathy, and the reaction that you expect others to have. This view is accurate and many agreed with it, and the "The Theory of Moral Sentiments"
My Dissatisfactions with Cigarette Smoking
Kaylee West Mrs. Hunt Honors English II 09-24-07 My Dissatisfactions of Cigarette Smoking I have come to realize that in today's society there are many aspects of life that dissatisfy me. Being brought up in the south, I have had "hands on" experience with farmers growing some of the ingredients in cigarettes. Many times these farmers choose to smoke the tobacco that they grow. I despise cigarette smoking because it is a very disgusting habit, affects other people's health, and is against my rights as a nonsmoker. Cigarette smoking is an absolutely disgusting habit. In my opinion, it shows poor taste on another person's part to choose to smoke cigarettes in public. For example, I was at a restaurant in Panama City Beach, Florida and had a very bad experience with cigarettes. There was a very long wait to be seated at the restaurant, and I was forced to endure the wait outside. Almost all of the customers that were standing outside were smoking cigarettes. It absolutely infuriated me to have to wait outside with my baby cousin, who suffers from asthma, until it was time for us to be seated. I could not even sit comfortably on the benches because there were cigarette butts and ashes everywhere. I also find it to be most offensive for my waitress or waiter to be a smoker and go outside for a "smoker's break" and then return inside the restaurant and serve my food.
Strategies for combating Cognitive Differences in the Class-room
Strategies for combating Cognitive Differences in the Class-room. Even if you are a teacher in a general education classroom, you will probably find one or more students with specific or general cognitive difficulties in your classroom. List five strategies that may be useful as you work with such students. For each one, describe in specific and concrete terms what you might do, and identify the kinds of special needs your strategy will address. Firstly, I would promote success on academic tasks. Many students with learning disabilities or attention-deficit hyperactivity disorder perform poorly on academic tasks and assignments. They may lack some of the basic concepts and skills that their non-disabled peers have already acquired and so need individualized instruction and practice to fill in the gaps. Many theorists suggest that one or another form of direct instruction, whereby students are specifically taught the things they need to learn, is the most effective approach. Other theorists recumbent that awe also teach students specific ways of thinking about classroom tasks, for example, I would teach students specific ways of thinking about classroom tasks. For example, when I would teach students how to write stories or essays, I would give them extensive instruction and practice in each phase of the writing process: planning, drafting, editing, and revising.
