A Good Friend Being Essay Example for Free

A Good Friend Being Essay Everyone not only wants a good friend in their life, but they need one too. Friendships often face a great number of conflicts that may weaken you, or it may do the opposite, make your relationship stronger. A good friend may also be known as a true friend or a best friend that will always be there for you. Having a good friend will keep you going in life, and make you have a brighter smile on days when you are gloomy. They also help you out when you need them the most, and this will help you accomplish certain goals in your life. I have many good friends that I am extremely fortunate to have in my life and I wouldnt trade them for anything else. Most people say that friends do not stay good friends for a long period of time, but that is not true and if you have a good friend you know that is incorrect. First and foremost, a good friend has great number of beneficial qualities and one of them is when everyone walks out on you, they stay with you through everything. You can tell them anything and they wont tell a single soul just to make you feel happy. For instance, I thought I would never be able to explain my secrets to anyone besides my mother, but when I became good friends with a couple of my class mates, I could tell them anything and everything. They do the same back, sometimes we just talk on the phone for ours telling about our days even if we spend these days together. A good friend will always want to talk to you about anything, even if theyre busy, its just one of the great numbers of things a good friend does for you. They are a marvelous thing to have, and if you do have a good friend you should be very fortunate to have them. Furthermore, if you need help on anything and no one is around to help you, you can always count on your good friends. Having a good friend by your side will help you accomplish extraordinary life goals that you could never imagine achieving. I know for a fact that this is true mainly because I have had this happen to me. One afternoon I was at the local park and I had just realized that I had a enormous test that I had to take the next day. I knew exactly who to call, my good friend Candy. She came and picked me up and we went to her house. She had all the notes out and ready to study. I knew I could count on her to help me with this test. So we studied for a couple of hours, and then I went home. The next day I was ready for the test and I knew I got every answer correct. I was very thankful to have my good friend to always help me when I need it and no one else is around. I decided I would always study with her.

Much Ado About Nothing Essay -- essays research papers

William Shakespeare's Much Ado About Nothing is a play involving by deception, disloyalty, trickery, eavesdropping, and hearsay. The play contains numerous examples of schemes that are used to manipulate the thoughts of other characters; it is the major theme that resonates throughout the play. Ironically, it is one of these themes that bring serenity to the chaos that encompasses most of the play. The first example of deception we see is with the characters of Beatrice and Benedick. These two characters provide the humor throughout Shakespeare's comedy; their repartees and soliloquies tend to leave the reader smiling and anxious for more dialogue between them. Beatrice and Benedick have had a relationship prior to their battles of wit to which she alludes to in Act 2: "Marry, once before he won it for me with false dice; / Therefore your grace may well say I have lost it’ (2.1.265-7). We see that at one time in the past they had a relationship that somewhere went wrong. The deception of Beatrice and Benedick comes courtesy of Don Pedro in Act 2. In this scene, Don Pedro, out of pure amusement, asks Leonato, the governor of Messina, and Claudio, a lord attending on Don Pedro, for help to bring these two together: "If we can do this, Cupid is no / longer an archer; his glory shall be ours†¦" (2.1.363-4). In Act 2.3, Claudio, Pedro, and Leonato, see Benedick in the garden and decide that that is the right moment for them to try and trick Be...

Human DNA and Sexual Differentiation Essay

There has with respect to understanding human evolution, thus far, hardly been any greater an academic marriage than that which has occurred between physical anthropology and genetics. For anthropologists the union has been particularly beneficial as DNA has been incorporated into the quest to understand human evolution. Some scholars have referred to this as the culmination of the evolution of the once distinct fields represented symbolically by Darwin’s theories on evolution and Mendel’s speculation regarding genes; one scholar has opined that Darwin and Mendel are the core, the essentials of understanding. These basics work together.  The gene pool — the hereditary property of a population of animals — maintains the variation of the population or species, and mutation tends to increase that variation. Darwin’s selection cuts back the less favorable variation, in that way sculpting the inheritance of the species. (Howells 8) Fossils and genes, taken together, illuminate in ways that one without the other simply cannot. This refers to the discovery of positive knowledge as well as the discovery of long-established fallacies in the field of physical anthropology (Marks 131). This essay will focus on a few types of positive knowledge regarding the evolution of human DNA. More specifically, this essay will discuss how DNA variation can be used to explain some of the evolutionary physical features for sexual differences in humans as they pertain to language, sexuality, and visual spatial skills. As a preliminary matter, it is important to acknowledge that human sex differences were not always as pronounced as they are today. There were genetic variations that occurred over a long period of time and these genetic differences are evident in the fossils used by physical anthropologists to piece together how and why DNA has evolved as it has over the course of time. Scholars seem to agree that the evolution of human DNA is unique in certain respects; for purposes of this essay, it is significant to note that, regarding sexual differences in species, â€Å"It is apparent that these same cross-species sex differences have become more pronounced in humans† (Joseph 35). The evolution of human DNA with respect to sexual differences is greater than has been found in studies of other species. It has been demonstrated that DNA evolution led to Homo erectus females experiencing a vaginal reorientation at the same time that males experienced a change in pelvic structure (Joseph 35). The consequences were tremendous as this likely resulted in the development of long-term relationships between males and females; this is because, rather than being dependent on estrus in order to get pregnant, females were now physically and genetically configured to be sexually receptive continuously rather than sporadically. These long-term relationships also seem to have coincided with males and females establishing more permanent or semi-permanent homes. It can be argued, to some degree at least, that this genetic variation led to an embryonic notion of marriage and home. These human sex differences were further accelerated with the genetic evolution of the brain; indeed, as the brain became larger, â€Å"this required a larger birth canal and an increase in the sexual physical differentiation in the size and width of the H. erectus† (Joseph 35). DNA varied to accommodate these changes and they are manifest even today in the way that women walk as well as in the more fragile nature of their pelvic bones when compared to their male counterparts. As the female was evolving there were practical consequences; for instance, â€Å"The transformation of the human female hips and pelvis, however, also limited her ability to run and maneuver in space, at least, compared to most males† (Joseph 35). These DNA variations thus functioned to separate males and females and to lay the physical groundwork for other changes. This evolution in human DNA, in turn, led to a division of labor predicated on these newly exaggerated differences between the sexes. Generally speaking, women became gatherers and men became hunters. Each of these roles demanded different types of skills and the human animal adapted through the mechanism of its DNA. The female role demanded careful language skills rather than violence whereas the male role demanded aggression and physical strength. In explaining how the male DNA evolved to adapt to the male’s developing function, one scholar has noted that â€Å"successful hunting requires prolonged silence, excellent visual-spatial and gross motor skills, and the capacity to endure long treks in the pursuit of prey. These are abilities at which males excel, including modern H. apiens† (Joseph 35). In short, many of the human sexual differences noted today can be traced to the ways in which human DNA has evolved over time in order to adapt to changed environments and to changed sex roles. In the final analysis, even a cursory examination of the history of the evolution of human DNA suggests rather persuasively that there are watershed events which can aid in underst anding the uniqueness of sexual differentiation in humans and how sex roles evolved in response to that sexual differentiation.

Integrating Wireless Laptop Into the Classroom Essay

The theoretical framework for integrating wireless laptops involves the theory of social constructivism (SC). Dewey (1916/1997), Papert (1993/2000), Piaget (1932/1997), and Vygotsky (1978/1981) are the noted developers of the SC theory. The theory of SC underlies building collaborative relationships between teachers and their students. Dewey (1916/1997), SC suggests that teachers facilitate and observe their students. The focus must convey on understanding the vast amenities that technology presents and how it impacts the world (Kelley Kellam, 2009). Teachers can use wireless technology resources that support rich and multimedia models (Couros, 2010). Teachers can also use wireless computing to activate students thinking skills†¦show more content†¦This social connection promotes input for the process of internalisation that Vygotsky (1978/1981) suggests as personal acquisition of the societal demands in a wireless computing economy. Wireless computing can have a strong impact on teachers’ uses by enlarging the likelihood of technology integration in teaching-learning (Moses, Khambari, Luan, 2008). Thus, teachers must first develop understandings of effective use of technology in socio-technical structures, accept the technological demands, and develop strategies to use available technologies in their instructional routines (Vaatrapu, 2008). In others words, teacher must understand the core of teaching traditional cross-curriculum concepts with technological resources. Teachers need training to utilize wireless laptops technology, promote social interaction and reinforce students’ cognition skills effe ctively (GaDOE, 2008). The use of an instructional training method with established validity and noted premises will apply SC to assist teachers with classroom technology integration. Teachers need to be trained to teach with existing technologies, acquire skills through social meaning, cross-curricular instructional and SC approach. Applying the underpinning of cross-curricular instructional and SC approach will help develop a guide to pedagogical trainingShow MoreRelatedEducation and Technology Essay1457 Words   |  6 Pagesskills that will provide additional teaching opportunities. It is assumed that teachers are curious and eager to learn how to infuse advanced technology and also develop an understanding of instructing with available technological tools such as wireless laptop technology (Marino, Sameshima, Beecher, 2009). The limitations are as follows: first, the amount of time available for the researcher to conduct this study, which may also limit the study’s scope to a smaller group of respondents. The otherRead MoreIntegrating Instructional Technology Essay1226 Words   |  5 PagesRunning head: INTEGRATING INSTRUCTIONAL TECHNOLOGY Integrating Instructional Technology Jimmy L. Burnett, Jr. Grand Canyon University: EDU 225 Instructional Technology July 22, 2012 Technology of the past 20 years has become a focal point of teaching and learning. As a teacher, it is my job to facilitate the learning for an individual by creating an environment that not only conducive for learning, but also places the child in a position to discoverRead More Social Constructivism Essay1103 Words   |  5 Pagesinstructional method by engaging students with a set of approaches and strategies. Vygotsky’s SC approach reflects on creating a learning setting which, allows students to negotiate meaning through learning by doing to facilitate wireless computing within the classroom (Woo and Lim, 2009). 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