Persuasive Essay Topics For Education

Persuasive Essay Topics For EducationAre you looking for persuasive essay topics for education? No? You don't want to do any research or write an essay on your own? Then here are a few interesting topics you can use to further your education and gain more knowledge of the subject.One, get into a little debate with yourself. If you had the opportunity to talk about this topic with someone who did not have an education, how would you answer? Would you help them understand? Would you try to convince them that it is not true?Two, write a powerful article or essay on this topic. You do not have to write an academic essay. Make sure your content is clear and easy to read. To make the topic more appealing, you may want to write more than one version.The first persuasive essay topics for education would be about how certain people believe education is important. Try to make sure you relate this to yourself. What does education mean to you? What could you do to help those who do not have a co llege degree? Would you be able to convince them that this is something they should do?For the second effective essay topics for education, you might want to write about which religion does not believe in education. You should be able to write an essay that states a strong opinion on the topic and shows why it is important. You may even be able to show a link to the government of the country and the general education system.Another persuasive essay topics for education is one about just how bad public schools are. You can relate this to your own school experience and what made it so bad. This would make your essay easier to read.The third and most interesting topic is one that makes the reader think. Who wants to learn how to help other people? Do you think you could persuade someone to help you? Of course, you could just say that you would be happy to help anyone.These are the more popular persuasive essay topics for education. Try to find out what topic fits you best. You can look at examples online or try to find other essays by people in your area. After you have a topic that you can write about, make sure it is well researched and is not very boring to read.

Synthesis of chloropentaaminecobalt(lll) chloride Essay Example

Synthesis of chloropentaaminecobalt(lll) chloride Paper Insert the tube into the MSB and take a mental average of the fluctuating reading. 5. Repeat the previous step three times. 6. If the MSB displays a negative number, the coordination complex is diamagnetic and no further steps are necessary. 7. Determine how many unpaired electrons reside on the cobalt. E. Interpreting Infrared Spectrum 1. Assign the bands of the infrared spectrum of the complex. Results A. Synthesizing Carbonatotetraamminecobalt (III) nitrate: [Co(NH3)4CO3]NO3 The first attempt to dissolve the ammonium carbonate in 30. 0 mL of water failed because some chunks still remained. It was important to grind the ammonium carbonate down to a fine powder because the dissolution process took place very slowly and bigger chunks would not have dissolved. After all of the 10. 012 g of ammonium carbonate was dissolved, the liquid remained clear. The addition of 7. 56 g of cobalt nitrate to 15. 0 mL of water was very fluent and took on a color between dark purple and maroon. When the ammonium carbonate and cobalt nitrate solutions were added together, the new mixture was a blood red. After the mixture was stirred, however, it darkened and became nearly black. The 4. We will write a custom essay sample on Synthesis of chloropentaaminecobalt(lll) chloride specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Synthesis of chloropentaaminecobalt(lll) chloride specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Synthesis of chloropentaaminecobalt(lll) chloride specifically for you FOR ONLY $16.38 $13.9/page Hire Writer 0 mL of 30% H2O2 solution which was slowly added caused the mixture to bubble, sizzle and gain heat, while staying black. While the solution, which was poured into a large crucible, was concentrated over a Bunsen burner, evaporation occurred very slowly. During evaporation, the solution bubbled a little, gas was evolved, and the dissolution of 2. 49 g of ammonium carbonate in the hot solution was visible due to tiny bubbles. After the evaporation was complete and the volume had dropped to 48 mL, the solution had the same appearance. However, after suction filtering the solution, the color became a lighter purple. After the cold water bath, it looked somewhat powdery on the bottom. Filtering a second time resulted in only a pink/purple powder which appeared somewhat crystalline. When the solid was mixed with a scupula during the 10 minute drying process, it looked a lot more like crystals. The final mass of the crystals was 3. 039 g. The balanced equation for the synthesis of carbonatotetraamminecobalt (III) nitrate is shown below as well as the calculations for determining percent yield. 2Co(NO3)2 + 6NH3 + 2(NH4)2CO3 + H2O2 2[Co(NH3)4CO3]NO3 + 2NH4NO3 + 2H2O Theoretical Yield: Density of NH3 (liquid) = . 628 g/ml Density of 30% H2O2 = 1. 11 g/ml Moles of NH3 = (30 ml)(. 628 g/ml)/(17. 031 g/mol) = 1. 20 mol Moles of H2O2 = (4. 0 ml)(1. 11 g/ml)/(34. 015 g/mol) = . 131 mol Moles of [Co(H2O)6](NO3)2 = . 025 mol Moles of (NH4)2CO3 = . 105 mol Limiting Reactant = [Co(H2O)6](NO3)2 (. 025 mol of [Co(H2O)6](NO3)2)(2 mol of [Co(NH3)4CO3]NO3 / 2 mol [Co(H2O)6](NO3)2) = .025 mol of [Co(NH3)4CO3]NO3 (. 025 mol of [Co(NH3)4CO3]NO3)(249. 066g) = 6. 22 g Percent Yield (Actual Yield/Theoretical Yield)(100) = (3. 039 g/6. 22 g)(100) = 48. 86 % Yield B. Measuring Absorbance Spectroscopy. Two distinct peaks of intensity were noticeable for the absorbance spectrum of the cobalt solution between 350 to 650 nm. Below are the calculations for determining the mass of crystals required to create a solution of the right concentration to produce a spectrum of absorbance at approximately 0. 6. A = ? lC 0. 6 = (100 M-1cm-1)(1 cm)(C mol/L) 0. 006 M = C mol/L mol = . 0006 .0006 mol = (mass)/(249. 037 g/mol) mass = 0. 149 g [Co(NH3)4CO3]NO3 The mass of [Co(NH3)4CO3]NO3 added to 100 mL of water was 0. 149 g. Initially, the crystals were dissolved in a beaker to ease stirring. After dissolving, the solution turned purple. The solution was poured into an Erlenmeyer flask and filled with more water to the line on the flask. Below are the calculations for determining the extinction coefficient at each lambda max. The graph for the absorption spectrum is attached. .579 = (? max)(1 cm)(. 006 M) ?max = 96. 5 .519 = (? max)(1 cm)(. 006 M) ?max = 86. 5 C. Measuring conductivity Below are the calculations for preparing a . 001 M solution of the cobalt complex in 100 mL of water. (. 001 M/1000 mL) = (. 0001 mol/100 mL) .0001 mol = (mass/249. 037 g/mol) mass = .025 g. Below are the calculations for finding k, the correction factor. k = literary value/actual value Literary value = 1384 i seimens Actual value of KCl = 1420 i seimens k = (1384/1420) = . 975 Below are the calculations for finding the conductance of the cobalt solution. Probe reading of cobalt solution = 90 i seimens [((1000)(90 i seimens))(. 975)/. 002M](1x10e-6) = 43. 88 i seimens D. Measuring Magnetic Susceptibility Average empty tube reading = -004 Mass of empty tube = . 884 g Mass of tube with crystals = 1. 022 g Height of chemical in capillary rod = 3. 25 cm. Average filled tube reading = -004 (diamagnetic) Temperature of the room = 18. 6 ? C No calculations required. E. Interpreting Infrared Spectrum [Co(NH3)4CO3]NO3 IR spectrum: spikes at frequencies(cm-1) of 280, 500, 830, 1290, 1380, 1600, and 3300. [Co(NH3)5Cl]Cl2 IR spectrum: spikes at frequencies(cm-1) of 830, 1290, 1550, 3200. NaNO3 IR spectrum: spikes at frequencies(cm-1) of 830 and 1380. Discussion A problem occurred during the conductivity measurements of the cobalt complex. The expected values for conductance were between 118 and 131, but the actual calculated value was 43. 88 microseimens. Clearly, the problem arose during the probe reading in the cobalt solution. It is possible that the probes reading was skewed because it made contact with the glass wall of the beaker. This problem would have definitely lowered the reading relative to what it should have been. The absorbance spectrum of the cobalt complex on the wavelength interval 350-650 nm displayed two distinct peaks, meaning that both ions of the coordination compound were separated. This suggests strongly that the coordination compound was indeed synthesized correctly. The absorption intensities at both lambda maxes were relatively close, around 0. 6. These absorption values were used in the Beers Law equation to solve for the molar absorbance, also called the extinction coefficient. Both molar absorbance values are fairly close to 100, but deviations of 4 and 14 imply that some impurities still remain in the compound, possibly left over from the evaporation process. The coordination compound characterization via magnetic susceptibility was rather simple data requiring no calculations. The reason for this is that the magnetic susceptibility reading of the crystal-filled glass tube was equal to the reading of the empty tube, and that both were negative values. Negative values signify that the coordination compound is diamagnetic, which means that no unpaired electrons are present. The reason for the pairing of electrons can be explained with crystal field splitting. When electrons are introduced to d-orbitals, a change in energy occurs. Electrons will move to orbitals with the lowest possible energy. The ideal behavior for electrons after occupying the dxy, dx2, and dyz orbitals is to pair with the electrons already in these same orbitals. This is true only if ? E, or the energy difference from these orbitals to the dx2-y2 and dz2 orbitals, is greater than the energy cost for pairing with electrons in the lower orbitals. In the case of the cobalt complex, the spin pairing energy is much less than ? E, causing the electrons to pair in the lower energy orbitals. This pairing makes the complex a low-spin complex, implying that it is in fact diamagnetic. The goal of the infrared spectroscopy analysis was to prove that the cobalt coordination compound which was created during this experiment was actually created instead of a different compound with similar properties and bonds. [Co(NH3)5Cl]Cl2 and NaNO3 were available to compare with the infrared spectrum of [Co(NH3)5CO3]NO3. Clearly, [Co(NH3)5CO3]NO3 cannot be the same compound as NaNO3 because they only share one infrared band. Both coordination compounds have a band at 3300 cm-1 which corresponds to a N-H stretch, one at 1600 cm-1 corresponding to N-H bending, one at 1300 cm-1 corresponding to N-H symmetric bending, and one at 830 cm-1 corresponding to N-H bending. The most important difference between these coordination compounds lies in the common spike of [Co(NH3)5CO3]NO3 and NaNO3 at 1380 cm-1. Because these two compounds share this spike while the Cl coordination compound does not, the 1380 cm-1 peak must represent an N-O bond, which is the most significant spike on the NaNO3 spectrum as would be expected. During the synthesis of carbonatotetraamminecobalt (III) nitrate, several factors could have contributed to the relatively low quantity of crystals formed in terms of the percent yield. After calculations, it was concluded that 6. 22 grams of crystals should have been produced. However, only 3. 039 grams was actually produced. One of these factors that may have contributed to the low percent error of 48. 86% is the short evaporation stage. Since time was a factor during the experiment, the solution may not have been given enough time to evaporate any impurities. While the final volume of the solution was verified to be 48 mL, under the designated 50 mL, more impurities could have evaporated. If the solution had sat above a Bunsen burner for a greater length of time, it would have undoubtedly become more concentrated. Another factor which possibly contributed to a low percent yield is measurement errors. Although a good level of confidence can be felt about whether or not the right amounts were added, there is always room for error. A simple miscalculation or slight deviation in a measurement could have thrown off the remainder of the synthesis. Furthermore, a very obvious source of error can be found regarding the filtering system. The crystal product is quite soluble in water for the fact that its ions can be easily separated. For this reason, ice cold water was used whenever contact had to be made with the crystals; the low temperature of the water prevents the dissolution of the crystals to some extent. In the filter, some of the crystals could have dissolved and fallen through, which would have resulted in a poor percent yield. In general, this experiment ran very smoothly and achieved its purpose of providing detailed information regarding the properties and synthesis processes of a transition metal coordination compound. To improve the results of percent yield and perhaps to improve the results in many areas of characterization, the evaporation stage should be lengthened to facilitate the removal of remaining impurities.

How to Improve Business Writing Skills [A Guide For 2018]

How to Improve Business Writing Skills [A Guide For 2018] How to ImproveBusiness Writing Skills: Start with Substance This post will detail how to improve your business writing skills. Syntax (language) and substance (content) are the two required elements that distinguish strongbusiness writing skills from weak. Although some business writing training treats substance and syntax as the same thing, they are actually two distinct skillsof business writing. Effective business writing begins with a keen analysis of the audience. The information in all documents and email needs to be customized to meet the needs of the reader. Audience needs drive the right content. For example, a sales letter written to customers needs tobe easy to comprehend and reflect information that is relevant and helpfulto the customer. A strategic report written for a senior manager should be accurate, concise, and relevant, and also include content relevant to thatmanager. An operational report or IT-related document can be highly technical, as experts in the field will read it and those experts would understand, need, and expect highly technical information. Your audience will always dictate the substance (the content) of your business documents. Correct sentence structure and even clear language will neveroffset content gaps. If your readers don't get the right information, the document will fail, no matter how perfectly the sentences are constructed. How to improve business writing skills? Remember this: Substance is more important than syntax. The former always precedes the latter. An impressive vocabulary will not save you from trouble if you’re unaware of your target audienceor are unable to reword information to match your reader’s level of understanding. Similarly, a business report that is grammatically correct might notconvey the right informationif it is not planned and written properly. When training to improve business writing, writing experts and trainers often focus too much on syntax (the word choice and grammar and sentence structures) andneglect improving the substance (the content and information) of business writing. This is a mistake. Here is a brief look into substance, its importance, and how can you improve it. How to ImproveBusiness Writing Skills: Start with Substance Remember your Grade 7 English classes where you had to read through a comprehension passage and briefly summarize it within 100 words? Substance in business writing workssimilarly. What information most matters to the reader to help them know or do what you want? Improving the substance in business writing is all about: Analyzing audience to determine what information a reader needs. Extracting relevant and significantinformation from complex ideas. In other words, it means having the ability to summarize large chunks of data or facts into information that is meaningful for the reader. Before you consider investing in workshops and seminars to improve business writing skills, you need to perform a simple test. Give your employees heaps of information and ask them to extract the most relevant information from it and summarize it in a short statement. If the employees or team members cannot do this easily and well, it's a sure diagnosis thatyou need to focus on improving the substance element of your employees'business writing. Practice Improving Business Writing Skills Substance in business writing can be improved through continual on-the-job training. You can either lead a few exercises on your own or call in professional help. Ifyou want to do it on your own, here are a few activities you can conduct to judge and analyze the substanceof your employees'business writing: Ask your employees why a project should it be funded. If the response is a ten-page disorganized report, then you needbusiness writingtrainingthat focuses on organization, extraction of key information and appropriate substance. Ask your employees for solutions to any problem at work. Practical and well-summarized solutions indicate your employees’ strong analytical and writing skills. A potential employee’s response to, â€Å"Why should we hire you?† during an interviewoffers a clear insight about his or her writing and communication skills. If he or she cannot verbally extract the key information points verbally, he or she won't do it well in writing either. Watch how individual employees summarize theminutes of meetings, summarize analysis reports, or verbally summarizerelevant insights discussed at meetings. All of these writing tasks require mastery of good substance/content in business writing. If you see any murky summaries, that is your clear diagnosis that you need to focus on improving the content and substance of your employees business writing. Don't start with syntax. Focus on substance and content in this situation. Fine TuneYour Employees' Business Writing Skills When deciding on whether employees need to improve their business writing, analyze the substance of all employee documents. A well written business document or email or report contains four essential elements: Audience awareness Content that is relevant to that specific audience Logically categorized content Properly sequenced information When you encounter a document that does not present information clearly, figure out if the issue is a problem with audience awareness, or irrelevant content, or disorganization, or poor sequencing. This will help you fine tune both the corrections and training plan. Tip:To underscore that writing matters in your organization, evaluate employee business writing skills, includingimprovement efforts, in all employee performance appraisals. What counts is what's counted. If you tell your employees that "strong business writing skills" are a requirement of a position, measure those skills. To learn more on how to improve the substance of all business documents and how to integrate business writing skills in employee appraisals, download my book â€Å"Four steps to improve your Team’s Business Writing Skills† today!

Gastrointestinal disorders Essay Example | Topics and Well Written Essays - 1000 words

Gastrointestinal disorders - Essay Example Only 30% of the consumers are not the patient. These types of patients have low tolerance of pain and would resort to analgesics for pain relief. These patients have common complain of back ache or hip pain, headache, strains and sprains, osteoarthritis, sinus pain, fever, tendonitis, and tennis elbow. Generally, most of these patients asking for analgesics have no knowledge on the precautions, contraindications, adverse and toxic effects, tolerance, and physical dependence of the medications they requested. All they know about is that analgesics provide acute and chronic pain relief. Patients who came in to the pharmacy requesting for OTC analgesics oftentimes think that it can be used anytime without acquiring the potential side effects of the medications. Other than that, these patients are anticipating that pain relief can be achieved through constant intake of OTC analgesics. These expectations are often not met by the patients. A careful titration of analgesics by the patient is required for an effective management of pain based on valid and reliable pain assessment and pain relief (American Society for Pain Management Nursing, 2009). Over the counter analgesics are much exploited medications. These patients have no knowledge on the potential side effects of the medications they are taking. All they knew is that OTC analgesics provide pain relief. Research study carried on by the researchers in the US presented the potential risks of constant intake of non – prescription analgesics. Pain killers that include aspirin, ibuprofen, and acetaminophen have the capacity to increase high blood pressure and pose a great risk of myocardial disease in men (Reuters, 2007 cited in Harrell, 2007). The pharmacist and pharmacy staff must discuss with the patient the appropriate pain medication that has to be taken, exact dosage of analgesics, and how to avoid exceeding maximum dose and potential drug interaction. To provide

Review of the film The Immortal Beloved Essay Example | Topics and Well Written Essays - 1000 words

Review of the film The Immortal Beloved - Essay Example After this, Ludwig and Casper’s relationship was increasingly strained, and Ludwig continuously referred to Johanna as a whore, even going so far as to attempt to have her arrested. The implication was that the reason why he wanted her arrested was because she was a whore, and he burst into the room when Johanna and Casper were lying naked. The movie also portrayed Ludwig as relentlessly pushing his nephew Karl towards music, even though Karl could not play very well and desired to be a soldier. While there is some truth to these complicated relationships that he had with Casper, Johanna and Karl, there are also many inconsistencies with the historical truth, according to Maynard Solomon (1977). According to Solomon, there was some hostility between Ludwig and Casper, due to Casper’s marriage to Johanna, as he wrote â€Å"my brother’s marriage was as much an indication of his immorality as of his folly† (Solomon, 1977, p. 299). Solomon stated that the reas on why Ludwig was against the marriage was because Casper and Johanna had premarital sex, as Johanna was pregnant with Casper’s child before they got married. ... Solomon stated that Casper did small errands for Ludwig, and that Ludwig actually stated with Casper and Johanna when the French bombarded Vienna in 1809. Solomon also stated that the relationship between the brothers was on and off – â€Å"After 1812, the brothers were in close contact, which, for them, consisted of furious conflicts alternating with passionate reconciliations† (Solomon, 1977, p. 299). Solomon also stated that, in the conflict between the brothers, that Johanna played the part of the peacemaker. This is also in contrast to the film, as Johanna never played the part of the peacemaker, and it appears that her relationship with Ludwig was constantly stormy. In the end, the film stated that Johanna was the immortal beloved in the letter. This is in contrast to Solomon, who stated that, while Beethoven probably did have a secret attraction to Johanna, and theorized that Beethoven took his nephew Karl from Johanna to keep Johanna in his life, there was no in dication that Beethoven and Johanna had an affair. The way that Solomon described Beethoven’s attraction to Johanna was that it was unacknowledged, even to himself - Solomon stated that Beethoven’s hostility and apparent hatred towards Johanna was a form of denial for his actual love and attraction for her – â€Å"Feelings of love that have not yet become manifest express themselves to begin with by hostility and aggressive tendencies† (Solomon, 1977, p. 306). This implies that Beethoven never actually stated, even to himself, that he was in love with Johanna, so she probably was not the immortal beloved. As for Beethoven’s relationship with his nephew, there is no indication in Solomon’s writings that Beethoven tried to push young Karl

Greek Mythology Essay Example for Free

Greek Mythology Essay The Greeks believed that the earth was formed before any of the gods appeared. The gods, as the Greeks knew them, all originated with Father Heaven, and Mother Earth. Father Heaven was known as Uranus, and Mother Earth, as Gaea. Uranus and Gaea raised many children. Among them were the Cyclopes, the Titans, and the Hecatoncheires, or the Hundred- Handed Ones. Uranus let the Titans roam free, but he imprisoned the Cyclopes and the Hundred- handed Ones beneath the earth. Finally, Gaea could not bear  Uranuss unkindness to the Cyclopes and the Hundred-Handed Ones any longer. Gaea joined Cronos, one of the Titans; and together, they overcame Uranus, killed him, and threw his body into the sea. Aphrodite, goddess of love and beauty, later rose from the sea where Uranuss body had been thrown. Now Cronus became king of the universe. Cronos married his sister, Rhea, and they had six children. At the time of Cronoss marriage to Rhea, Gaea prophesied that one of his children would overthrow. Cronos, as he had overthrown Uranus. To protect himself, Cronos swallowed each of his first five children Hestia, Demeter, Hera, Hades, and Poseidon immediately after birth. After the birth of her sixth and last child, Rhea tricked Cronos into swallowing a rock and then hid the child Zeus on earth. Zeus grew up on earth and was brought back to Mount Olympus as a cupbearer to his unsuspecting father. Rhea and Zeus connived against Cronos by mixing a noxious drink for him. Thinking it was wine, Cronos drank the  mixture and promptly regulated his five other children, fully grown. Then Zeus and his brothers waged a mighty battle against Cronos and the other Titans. Cronos and the Titans were defeated when Zeus ambushed them with the help of the Cyclopes and the Hundred-Headed Ones, and they panicked and retreated. Cronos and the Titans were imprisioned in the Earth where their fighting still causes earthquakes from time to time. Zeus and his brothers and sisters went to live on Mount Olympus, where they ruled over the earth.

The Shy Girl Essay -- Personal Narrative Writing

The Shy Girl Ever since I can remember, I was naturally quiet and shy. I constantly repeated myself because people could not hear me the first time. Even then, I seldom made eye contact with others. When I entered high school, nothing changed. Soon afterward, I disliked the way my classmates thought of me. If someone had to make an announcement in class, I was not chosen; my classmates believed I was not vocal enough. If someone threw a party, I was not invited because they thought "Shy girls" would not want to come. Most of my classmates attracted a great deal of attention. No one willingly associated with me. Not only did my classmates see me as quiet and shy, but they made me start believing it, too. Ashamed, I wanted some way out. I wanted my words to stick with people. I wanted them to think, "Louisa said†¦." I tried participating in class more and sharing my opinions, but that did not help. Whenever I made a comment, one of two things happened: I did not get the credit for my comment, or no one took me seriously. I felt helpless. The ninth grade production of The Tempest changed my life. My teacher, Mrs. Massand, gave me a part in the play and I no longer appeared quiet and shy. Although Mrs. Massand assigned the whole class a part in the play, she appointed me as, Stephano, the drunk, a major role. Her choice surprised me and my classmates. Stephano's character seemed so unlike mine; he was loud and silly. My first thought was, "How is a quiet girl like me going to play the part of a boisterous drunk?" Until now my classmates convinced me that I was simply quiet and shy. Now the play required me to show another side of myself. We began the play by reading the text out loud and becoming comfortable with t... ...t scene, I was marching around in a circle shouting, "Ban, ban, Ca-Caliban!" At the end of the performance, the audience was bursting with cheer. Then Mrs. Massand had us individually take a bow. When it was my turn to bow, the audience gave me the standing ovation. I was never more excited. As I exited the stage, almost every classmate stopped me to say, "Wow Louisa, you were the best!" At that moment I realized I could be loud, silly, and talented. My ninth grade performance in The Tempest made my last years in high school a success; acting and reciting the words of Stephano made my growth in confidence possible. What I once thought was an everlasting label of shyness proved removable after all. My classmates saw another side to me, and I was glad that I was not labeled as a quiet and shy girl anymore. That year I came in like a lamb and went out like a lion.