Chemical Engineering My Passion Since High School

Chemical engineering has been my passion since high school. Having dad who is an engineer clearly backs up my interest in the field of engineering although my dad pursued a different field which is mechanical engineering. I always admired to be an engineer having my dad as role model. I did not know what to pursue till I got to high school when I was able to delineate my strengths. From an exemplary performance I could tell chemical engineering is the path I need to pursue. Chemical engineering has been my passion since high school. Chemical engineering focuses more on experimenting the interaction of chemicals using the knowledge of mathematics and chemistry in order to come up with products that can solve problems in a society. If we†¦show more content†¦Besides performance, I am thrilled by the amazing fundamental facts of science especially the interaction of chemical and material, research and experimentation to yield products that can benefit the society. I am confident in pursuing chemical engineering because I will pursue what I have loved and been competent in since I was young till now. Chemical engineering application has a broad range of fields of specialization ranging around thirty. Some of the fields in chemical engineering that one can specialize in are; engineering and polymer science, industrial biotechnology/pharmaceutical process and pollution control (Herbert Wertheim college of engineering, n.d.). My main interest and what I would love to specialize in is pharmaceutical processes and, manufacturing. Pharmaceutical process and manufacture deals with manufacturing if drugs, conducting research and experiment to develop new drugs and also the actual process of manufacturing by determining the quantities of combination. My goal in specializing in pharmaceutical process and manufacture is to contribute to innovation and improvement of drugs. I would love to use the knowledge I have acquired to take part in inventions and research in drugs. This is inspired by the fact that there are illnesses that have no cure, other illnesses have no cure but vaccination could help individual cope with such ailments. From what I would love to specialize in, my day responsibilities will revolve around research development

Reading and Students with Mental Retardation Free Essays

Reading proficiency is considered a top priority in education, and a skill with myriad implications for learning and achievement in other areas. Yet in the past, literacy rarely has been emphasized for students with mental retardation. With interventions that recognize the importance of literacy for all students, students with mental retardation can build reading skills that can lead to new interests, increased competencies, and greater independence. We will write a custom essay sample on Reading and Students with Mental Retardation or any similar topic only for you Order Now Understanding the characteristics of students with mental retardation is an important step toward the development of effective instruction and appropriate assessment. This paper is intended to begin a discussion of the issues surrounding reading and students with mental retardation; it is not intended to be a comprehensive research review. The paper provides: (1) an overview of the characteristics of students with mental retardation, (2) a description of common approaches to reading instruction, and (3) assessment approaches and issues that surround the assessment of reading for students with mental retardation. The paper is one of several brief papers developed to contribute to the process of conducting research and developing accessible reading assessments for students with disabilities. Creating accessible reading assessments based on accepted definitions of reading and proficiencies of reading requires knowledge of the issues specific to each disability and how they affect reading and the assessment of reading. The information in these papers was obtained through a broad review of literature and Web sites of national agencies and organizations, along with input and feedback from professionals in the disability areas. Each paper is intended as a first step to facilitate discussions that include individuals who do not know the disability, in this case mental retardation, and those who may know the disability but have not considered the interaction of the disability with reading or the assessment of reading through statewide testing. Students with Mental Retardation More than 600,000 students 6-21 years of age in the United States received special education services for mental retardation during the 2000-2001 school year, comprising about 11% of all students with disabilities in U. S. schools (U. S. Department of Education, 2002). The causes of mental retardation in children vary widely, including fetal alcohol syndrome, genetic disorders like Down syndrome and fragile X syndrome, environmental factors like lead poisoning, or diseases such as meningitis. The American Association on Mental Retardation (2002) defines mental retardation as a â€Å"disability characterized by significant limitations bo th in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. For many years students with mental retardation were identified solely using intelligence testing. IQ levels among students labeled as mentally retarded can vary from 20-25 (profound mental retardation) to 50-75 (mild mental retardation); according to the DSM-IV-TR (American Psychiatric Association, 2000), 85 percent of individuals with mental retardation have mild mental retardation. It has been estimated that 28,056 K-12 English language learners (ELLs) received special education services for mental retardation in 2001-2002. Thus, approximately 7. % of school-age ELLs with disabilities were identified with mental retardation (Zehler, Fleischman, Hopstock, Pendzick, Stephenson, 2003). The challenge of learning English and having a disability adds another level of complexity to learning to read and demonstrate reading achievement (Mueller Markowitz, 2004). Similar to other special education categories, but perhaps more unexpectedly, the criteria for students to be eligible for the mental retardation label varies from state to state (Beirne-Smith, Ittenbach, Patton, 1998). The Twenty-Fourth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (IDEA) reported that poor students were 1. 5 times more likely to be referred to special education; it noted significantly lower cognitive development and lower achievement among this population than among non-poor students. The report speculated on causes from lead poisoning to parent education level, but some advocates have argued that poor students, and particularly poor minority students, have been over-identified in the mild mental retardation category and misplaced in special education classrooms (Losen, 2002). The term â€Å"mental retardation† is widely used and coded into federal law, but the term remains the subject of considerable controversy. Some advocacy groups and professional associations argue that the negative stigma of the term mental retardation could be avoided by using less loaded language. The ARC of the United States, one of the country’s largest advocacy organizations for people with mental retardation, eschews the term mental retardation in its mission statement (The ARC, 2004) in favor of â€Å"cognitive, intellectual, and developmental disabilities. In 2004, Special Olympics updated its terminology from â€Å"mental retardation† to â€Å"intellectual disabilities† (see the Language Guide under â€Å"About Us,† then â€Å"Information about Intellectual Disabilities† at www. specialolympics. org). In this paper we use the term â€Å"mental retardation† as a legal term defined by IDEA, while cognizant of this significant s hift in terminology. Characteristics of students with mental retardation vary widely. Students with mental retardation may have difficulty with expressive language, poor short-term memory, low level meta-cognition skills, and poor use of logic and organization. Some students who are labeled as mentally retarded also have motor difficulties that can affect their handwriting or their ability to hold reading material steadily (Rizopoulos Wolpert, 2004). Students with mental retardation, like all students, demonstrate wide variation in strengths, weaknesses, interests, and motivation, all of which should be reflected in each student’s Individualized Education Program (IEP). Traditionally, special educators have de-emphasized literacy, particularly for students with moderate to severe mental retardation, in favor of functional, social, or motor skills (Kliewer Biklen, 2001). Many people with mental retardation read below their projected capabilities, and both general and special education teacher education textbooks are marked by a scarcity of information on academic characteristics, assessment procedures, and instruction in literacy for students with mental retardation. Only recently have educators begun to recognize the value of reading and writing skills for all students, including those with severe mental retardation (Katims, 2000). Since school systems have begun to include students with moderate to severe mental retardation in assessments (IDEA, 1997, 2004) and accountability (NCLB, 2001), and thus also included in more academic instruction, these students have been achieving at much higher and more complex levels than researchers, practitioners, and even advocates expected (see Moore-Lamminen Olsen, 2005). This powerful evidence has forced educational professionals to revisit long-held assumptions about the benefits of academic instruction for all children, and is generating provocative reading research on new, rigorous approaches to reading instruction for students with mental retardation (e. g. , Reading, Writing, Math, and Science for Students with Significant Cognitive Disabilities, Diane Browder, PI). Instruction for Students with Mental Retardation The focus in education for students with mental retardation has shifted from an emphasis on providing services related to placement, such as disability specific classrooms or special schools, to providing individualized supports to help every student access the general curriculum in an inclusive classroom setting. American Association on Mental Retardation (AAMR), a lead advocate of the â€Å"supports model,† emphasized in its 2002 definition of mental retardation that the effects of mental retardation can be ameliorated with personalized supports. This shift in thinking correlates with an increased emphasis on inclusionary and mainstream education for students with mental retardation, giving these students access to a challenging and interesting general curriculum and an integrated social environment. IDEA 1997 emphasized that students with disabilities must have access to the same challenging content taught to all students; this was reiterated and strengthened in IDEA 2004. Many special education researchers and advocates argue that holding students with disabilities, including mental retardation, to the same high expectations as all students will improve learning and educational outcomes for these students (McGrew Evans, 2004). Approaches to teaching reading to students with mental retardation fall broadly into two categories. One broad category is the traditional or direct instruction approach, which teaches reading as distinct subsets of skills such as phonics and sight word recognition (Rizopoulos Wolpert, 2004). The traditional approach is based on a behaviorist model, emphasizing drill and practice of a linear set of literacy skills. The second approach is a progressive, holistic approach that teaches comprehension and critical thinking along with phonological awareness, decoding, vocabulary, and reading for enjoyment (Katims, 2000). Each of these approaches has had support with some students with mental retardation and for various purposes (Browder Xin, 1998; Cunningham, 1999; Driscoll Kemp, 1996; Hendricks, Katims, Carr, 1999; Joseph McCachran, 2003; Katims, 2000; Moni Jobling, 2000). Assistive technology and technology increasingly have become important supports for reading-related instruction and reading for students with mental retardation. For example, Erickson and Koppenhaver (1995) found that computer and light technology can give students with severe mental retardation the supports they need to build communication skills. Continued interest in the literacy outcomes of students with mental retardation and supporting research has blossomed in the past few years, and is most likely to be a productive area for the reading futures of students with mental retardation (Beukelman Mirenda, 2005; Erickson, Clendon, Abraham, Roy, Van de Karr, 2005; Sturm, Erickson, Yoder, 2003). In their review of literacy approaches for adolescents with developmental delays, Rizopoulos and Wolpert (2004) suggested that both traditional and progressive approaches to literacy instruction can be appropriate for certain students. Recent research by Diane Browder looks closely at the assumption that students with the most severe mental retardation benefit only from functional approaches to literacy. Browder and Algozzine argue more research is needed to understand how students with severe mental retardation might benefit from explicit instruction in decoding and comprehension skills (Browder Algozzine, draft). Assessment of Students with Mental Retardation Most students with mental retardation participate in the same large-scale reading assessments as all students. While not all students with mental retardation will require supports or accommodations on large-scale assessments, these students have access to the same accommodations that other students with disabilities receive. Whether a student will require extra time on tests, large print, read-aloud directions, alternative setting accommodations, or other supports to demonstrate maximum proficiency depends on the individual strengths and weaknesses of each student. The most common accommodations used for students with mental retardation include breaking tasks into smaller steps, providing read aloud directions or questions, and visual cues (such as arrows, stickers, or stop signs, highlighting of key words or verbs, or supplementing text with pictures). Other accommodations range from encouraging students to stay on task and oral directions accompanied by written directions, to noise buffers and adaptive furniture (Clapper, Morse, Lazarus, Thompson, Thurlow, 2005). Some students with the most significant cognitive disabilities who are unable to participate in large-scale assessments even with accommodations are eligible to take alternate assessments. All alternate assessments are aligned to grade-level academic content standards, but they can be based on either grade level achievement standards or alternate achievement standards. The students who may participate in alternate assessments on grade level achievement standards may need accommodations not available on general assessments or need different formats or contexts to demonstrate grade-level proficiency (National Center on Educational Outcomes Web site, 2005). Students with the most significant cognitive disabilities can demonstrate proficiency on an alternate achievement standard. Alternate assessments should promote access to the general curriculum and reflect professional judgment of the highest achievement standard possible for each individual student. Summary The intent of this brief paper is to highlight issues surrounding reading and students with mental retardation. While not a comprehensive review, it is intended to give enough of a sense of the characteristics of the students, general instructional approaches used with them, and assessment approaches and issues to generate discussion about the possible ways in which more accessible assessments can be designed for those students who are proficient readers given their diagnosis of mental retardation. This paper is part of the background for research on accessible reading assessments conducted by the Partnership for Accessible Reading Assessments, and for discussions among collaborators on the National Accessible Reading Assessment Projects (NARAP). How to cite Reading and Students with Mental Retardation, Essays

MONKEYS ARE ALWAYS FUNNY Essays - Paul McLoone, Bob Dylan, A.M.

MONKEYS ARE ALWAYS FUNNY Bob Dylan sings about monkeys. Bob Dylan sings about monkeys doing a dance in one of his songs on Another Side of Bob Dylan. In the song, he asks his monkey to do the dog, and it winds up doing the cat, to which he replies, Funky Monkey. I think he was on drugs. Here's a story I wrote: On what would turn out to be the swampiest, most disgusting day of summer, the Cary First Presbyterian Church parishioners showed up at 9 a.m. for the Sunday service, only to discover that their beloved Reverend Harris, church leader for 35 years, was nowhere to be found. Where could he be? asked Mrs. Drake, who hadn't missed a Sunday service since 1963 (except for that one time she was in the city for a minor surgery). Mrs. Drake and her husband broke into the Reverend's house, directly behind the hefty brick church after they had knocked loudly several times, even on the windows. Meanwhile, the parishioners swarmed the empty lot, Fellowship Hall and choir loft, in starched white shirts and the leather shoes they reserved for Sundays. Mrs. Drake's daughter, age 14, complained that beggar weeds were stuck to her favorite pair of frilly socks. They were her favorite because a silky pink ribbon was woven through the lace, and her best friend Susie Kemeny had a pair too. It was not until noon of the same day, in 98 degree heat that Mr. Tweedy, the Fire Marshal and Sheriff, decided that something, something, must be done. So he tracked down Mark, the Reverend's delinquent nephew who was living with him at the time. Although Mark had not been to the Reverend's house in three days, everyone knew that he could be found at Munnegin's Bar on 13th Street, where his band often played. When was the last time you saw him, Mark? asked Mr. Tweedy. Well, I haven't really been back there in a few days cause I've been crashing at Darren here's place, you know. Mark gestured toward his unclean, unshaven friend who was dressed in mostly black, except for the red bandana punctuated with fluorescent green skulls, tied around his greasy brown (possibly blonde) hair. Darren affirmed that he had indeed let Mark crash there, by nodding and holding his beer high up in the air. Did he try to contact you at Darren's house, Mark? Umm... ... ... mmm... ... nope. Wait, Darren laughed, didn't he call that one night during Spinal Tap, you know, when it was on VH1 and they had edited out all the funny parts? Oh *censored*! Mark covered his mouth with a fresh pint of Icehouse. Yeah. That VH1 version really sucked. But do you remember the phone call? asked Mr. Tweedy, who was growing impatient with the two boys in their late twenties. Nope. That wasn't the Rev, that was a phone solicitor, remember? The two boys laughed, because they remembered how stoned they had been when the phone call was received, and they were surprised to have remembered any phone call at all. Mr. Tweedy left Mark and Darren at the bar, where they would remain until their performance that night at eight. They were waiting for their bass player, Killer, who was supposed to show up twenty minutes earlier, in order to get butt- wasted before the show. Mr. Tweedy's thoughts wandered, but not too far. Those boys are in need a good whipping, he thought. I don't know how the Reverend could handle that ungrateful slum of a boy. Good, God- fearing man, that's all that could handle an S.O.B. like that boy. It was time for lunch, and Tweedy stopped for a sandwich at Olga's Cuban sandwich shop, just a few blocks away. He ordered a Cuban on rye, hold the pork. Tweedy was lucky that he was so important to the town of Cary. Typically, only the trash in town ate at Olga's ( a Cuban family ran the place), but because he had to keep up with all walks of life in town, he could have his delicious sandwich and maintain his equally satisfying reputation. Cary, most society people thought, was too far north in Florida for any Cubans to raise a family. How could it possibly be hot enough for

A successful and controversial artist, Damien Hirs Essays

A successful and controversial artist, Damien Hirs Essays A successful and controversial artist, Damien Hirst was born in Bristol, England, on June 7, 1965. He emerged as a leading figure in the Young British Artists movement in the late 1980s and 1990s. Raised Catholic, Damien Hirst grew up in Leeds. Early religion education later factors into his artwork. HIs mother would later describe him as a morbid child. Hirst studied art at the Goldsmith's College at the University of London. While there, he put together a ground-breaking exhibit entitled "Freeze" in 1988. Hirst and his fellow students became part of an emerging movement known as the Young British Artists. They were known for their unusual materials and for their challenging art concepts. One of Hirst's early works, "With Dead Head," illustrates his interest in death and shaking up the art establishment. Career Breakthrough In 1991, Hirst had his first solo exhibition at the Woodstock Street Gallery in London. He also participated in the Young British Artists show at the Saatchi Gallery the following year. There he displayed "The Physical Impossibility of Death in the Mind of Someone Living," a 14-foot-long glass tank with a shark preserved in formaldehyde. The shark had been bought from an Australian fisherman. Business of Art In addition to being a creative visionary, Hirst has proved to be a savvy businessman. He has parlayed his fame and notoriety into an art empire, becoming one of the wealthiest living artists today. Later Work s In 2007, he unveiled "For the Love of God," a glittering, diamond-encrusted skull made of platinum. Many critics were less than impressed with this "celebration against death " . "I've got an obsession with death But I think it's like a celebration of life rather than something morbid." More than 9,000 butterflies died as part of an art work in his exhibition.

Rules to Make Your Book Club Run Smoothly

Rules to Make Your Book Club Run Smoothly When youre starting a book club it helps to set some ground rules to help ensure that all of your attendees feel welcome and want to return. Some of the rules may seem like common sense but making sure everyone is on the same page helps avoid unnecessary conflict.Having established rules can be especially important if you are starting a book club thats open to the general public. If you dislike obscene language, for example, a book club made of just your friends would probably already know to avoid swearing, but if you opened the club to strangers they might assume cursing was fine. Having a rule in place would let everyone know the type of discourse to use. When deciding on rules for your club youll want to think about the kind of conversations youd like to have. Are you focused on deep critical analysis or is it just for fun? Its also a good idea to think about the space youll be holding your book club in. If youre meeting an public area like a library community room it might have its rules about things like bringing food or putting chairs away after the meeting. Its best to be aware of these when making your groups rules. Youll probably come up with a few rules of your own but heres a list of some common book club rules to help you get started. If any of these rules dont appeal to you or you feel are unnecessary for your group simply ignore them and remember the most important thing of all is just to have fun! The purpose of this book club is to read and enjoy literature! So, if you love books, and youre ready to discuss them... youre in the right place.You may find that you disagree with something that another member of the group has said.It is okay to disagree as long as its done respectfully.Inappropriate behavior and/or language will not be tolerated.Please respect the authority of the moderator.Keep on topic, but feel free to introduce information that is relevant to the discussion (historical facts, bio details, book background, related authors or topics).No Spoilers!  All meetings will start on time.When you speak, please state your name.Some book clubs include food or beverages. Dont forget to bring your assigned (or volunteered) food or drink. More Info. General Book Club Questions for Study and DiscussionWhich character do you most like?How To Determine a Reading ScheduleWhat is a classic?Quotes

Management Science & System Coursework Example | Topics and Well Written Essays - 3000 words

Management Science & System - Coursework Example This competency is described as the ability to systematically and fairly measure what is commonly thought as hidden costs difficult to quantify (INFORMS2010). Q. In the case study, five scenarios are presented (pages 60-61) but there is no detailed analysis of how the scenarios were identified. Explain how management science could have been used to identify a range of scenarios in this case. In the article â€Å"Accelerating the profitability of HP Supply chain,† the challenge to maintain corporate performance compels that a deeper analysis of simple product movement from end to end be drawn. First off, the industry pace dictates short term product value, whereas older products lose value quickly. Second, the HP operation is described by New York Times as an expansive business offering involving tens of thousands of products in million product configurations. Having the greater chunk of market shares in PCs, printers, and servers in over 170 countries across six continents is held by HP, continuous product entry occurs in the pipeline. To ensure effective service levels, HP has to contend with severe market diverse. Certain regions have less concentrated demands but high product variety. In which case, the inventory driven costs are considerably fixed values that can be controlled, if not brought to minimum, relative to its volume production. More importantly, these values can be measured and forecast (Davenport 2010, INFORMS2010, Ward et al 2010). The science behind the formulation of scenarios was pioneered by L. R. Ford. The idea is a particular scenario makes up network flows or a chain of related activities. In a set of scenarios, network flows could be analysed by comparison. The analysis assumes all variables remain unchanged except for a single factor in the supply chain configuration, which is altered deliberately to identify profit variation. Or, the cost structure determined in a particular scenario specifies the level of

Theory of the experiment Lab Report Example | Topics and Well Written Essays - 1750 words

Theory of the experiment - Lab Report Example This can be said to be a compromise between the Class A amplifiers and the Class B amplifier topologies. These amplifiers combines the sound quality provided by the class A simplifiers and the efficiency provided by the Class B amplifiers. This is achieved by having both transistors biased to have them conduct a signal close to zero. Figure 1.3 shows a class AB amplifier and its associated input and output waveforms. When small signals are applied, both transistors will be active, making the amplifier to function like a Class A amplifier. When a large signal is applied, only one transistor becomes active. This makes the amplifier to operate like a Class B amplifier. Class AB speaker amplifiers gives a high SNR and a low THD+N. they are also about 65% efficient. These amplifiers are used in making portable media players, tablets, cameras, and so on where high fidelity is required.Class D amplifiersThese amplifiers use PWM (pulse width modulation) to produce a rail to rail output signa l. This signal has a variable duty cycle that is used to approximate the input signal which is analog in nature. These amplifiers are highly efficient and have an efficiency of about 90%. This is so because the output transistors used are fully turned on/off in a normal operating. Use of this approach eliminates the need to use the transistor’s linear region that brings in inefficiency in the other types of amplifiers. Figure 1.4 shows a basic class D amplifier and a possible waveform. Since this class of amplifier has a high efficiency.