January 31, 2021

What makes a hero

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What Makes a Hero


What makes a hero?It's not necessary someone with super powers or someone who save lives every day.To me a hero can be described as a person who thinks of others before themselves.Someone who would risk it all just to help a person out, and it doesn't have to be something important, it could be just driving them to a designated place or helping them out with school.


My personal hero is my brother Tim.He always, always thinks of others before himself, he isn't selfish and he isn't bitter, he just does what he can to help you out.As I said it's nothing too big it's just the thought of him helping me out when I am in a predicament with something or someone.He always has the right answers and he is always there to listen.He's like Super Man without all the powers.For example, I was in a shitty mood one night and he asked me what was wrong… I simply said that I was "just pissed off at the world for some reason."He replied, "why be pissed off at the world when the world has done nothing to you?You generate your own problems and you fix your own problems."I look at him as if he is one of God's "special people."But the more of think of it today he was right!I made my own problems and I simply fixed them.It's not a difficult task and from this I learn to correct myself before I make more problems to have to come back later and fix them.It's easy I just catch myself when I am in a bad situation.Another example of this was when one of my dumb ass friends came over and I was in the kitchen making hot pockets and he was in the other room looking at our pellet gun.(Obviously this is going to be a bad situation)So, I'm in the kitchen cooking me up a nice old fashion Meatball Mozzarella hot pocket when I hear the pressure of the pellet release from the gun.(It's a very distinctive sound that would make me look like a jackass if I explained it on here so bear with me.So ask me sometime) and then I hear something come out of his mouth that's illegal in 4 states…I run into the room and he is all bloody.It turns out the dumb shit was pointed the gun at something and pulled the trigger, hits off something metal, comes back and hits him the head.So I'm trying to refrain from using bad language and urging to kick his ass… Because what does it make it look like?It makes it look like I shot him.So blood is oozing out of his head and I am thinking of what to do…So instead of making more problems for myself I thought to myself what would Tim do in this situation?I rush to the phone and call his mother, phones busy.Then I call my next door neighbor the Menkes, the phone is busy.Well now I am in a shit for a problem, so I have to run up into our barn and get our truck and drive him over to the Menke's. I figured that would be the next best thing to do.Snow is still on the ground and I am driving a truck that is rear wheel drive and I get stuck at the top of the hill…Guess who drives by?My brother Tim, it turns out that he was coming out to get me to help me with devil stuff "geometry."So he picks us up and drives me and the bloody kid over to the hospital and of course he has to keep bloody kid calm so he doesn't go into shock and pass out.So he is driving an automobile at 80 mph in a 55 and talking to bloody kid and keeping me from kicking bloody kids ass…"Jon settle down its just an accident, nothing is going to happen to you, you'll be fine."See that's kind of thing that separate my brother and I, he always thinks about someone else before he thinks of himself.We're two different people, it's amazing.So we are rushing to the hospital and we arrive, Sean the bloody kid is passed out.So my brother has to carry him.My brother isn't a very big guy maybe "5'10" 165.Whereas Sean is "6'1" 185, so my brother tosses Sean over his shoulders and runs him into the hospital, so he is slipping and sliding on the packed down snow with a beast on his shoulders, managing to keep his balance.He is as graceful a deer, without the four legs…He runs into the hospital and they immediately they give him a room for Sean. So they pull out the ammonia and put under his nose and he wakes up from his temporary coma.It turns out Sean is fine and he gets a few stitches.My brother and I leave and Sean waits in the emergency room waiting for his parents to arrive.We head back into Darrtown, my brother covered in blood and me in the fetal position in the back seat of the car.He was fine after all and it was my brother that saved the day again.He truly is amazing and I will always admire his fast thinking and courage to do the right thing in even the most difficult situations.


With Tim you never know what he will do next to help you out.This is a situation that will be forever engraved in my mind.What he did was the best thing; I can't even describe how I felt about this.It was my 16th birthday and I just got back from hockey game and it was late, abouto'clock and I was pissed because I got thrown out of a game for fighting (I won by the way) but I was just mad.I see these signs all over the house and they say "no drinking unless you're 1 or older, and in like 6 point font it says unless it's Jon.So I go into my brothers room and he has this smirk on his face and I say, a hell no!It turns out that my brother and his roommates are throwing a party for me.I walk out of my brothers room and like 50 people are there and they start singing "Happy Birthday"and I start to tear up because this was the sweetest thing my brother had ever done for me.It was the best night of my life.He always does things that amaze me.I don't know how he does it or how he thinks.He is just the most amazing person.I could go on for hours talking about my brother, but since we have requirements with this essay, I will just explain the most memorable moments like I have above.I love my brother and I wish I knew how he does the things he does, he is the most important role model in my life.I wish he knew how much I love him and how much he means to me.I would do anything for him.


In conclusion I think that a hero is a special role model in someone's life, it doesn't have to be a super hero and it doesn't have to be someone who is big and buff.A hero to me can simply be described above about my brother and if he can't be classified as a hero than I don't know what a hero can be defined as.My hero is my brother and I know it sounds cheesy but its true, my brother and I have the most important bond in the world.He's not only my hero but my best friend.


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January 22, 2021

Education Perspectives

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Summary


Description of the three perspectives


Y Lectures- We were spoken to by different lecturers about different aspects that directly relate to the teaching that we undertake in our practicum and the teaching we will be doing in our professional lives.


We have covered topics such as child protection, teaching strategies, classroom programming and effective classroom management. The lectures included individual tasks combined with group work tasks that required us to work together to accumulate several ideas on how a specific problem could be solved. The advantage of these lectures is that you can ask questions to someone who is experienced in the area you are learning about something you can¡¦t quite grasp or is not covered in the textbook.


Cheap University Papers on Education Perspectives


Y Textbook- Our textbook is Beginning Teaching and Beyond rd Edition by Kevin Barry and Len King. This book reinforces a lot of what we learn in lectures and what we notice when observing teachers in our practicum. It covers topics very similar to those mentioned above. The advantage of the book is that it contains visual aids that help us to understand just a little bit better.


Y Observations in class- I have been attending Caringbah High School, Caringbah for my teaching practicum. I have been going every Tuesday to observe the teachers in the science department teach their classes, while I observe the different techniques mentioned in the text and at lectures put to practical use. The huge advantage that this practicum offers is the amount of experience that we receive by observing the ideas, styles and techniques of teachers who have been teaching for their entire career.


Similarities of the three perspectives


Y Lesson Planning- The three perspectives have some similar aspects in relation to lesson planning. They all suggest that the lesson plan needs to be set out prior to the lesson and needs to accommodate the material that is required to be covered. Also the factors present inside the classroom, such as time restrictions, individual student needs, the particular subject being taught, strategies of teaching (chalk and talk, group work etc).


Y Classroom Management- During practicum, I have observed many of the classroom management techniques mentioned in the textbook and in lectures. However, the lecture about Eddy¡¦s Annexe and the textbook to an extent, focussed more on techniques that prevent inappropriate behaviour. These include creating an environment free from judgement and teasing, creating an environment where every student can be who they are and express feelings freely, treating every student equally, simply listening to students and responding well to the students¡¦ positive attributes. From what I observed during the practical, techniques that put a cease to inappropriate behaviour were much widely used and much more visible, whereas some techniques that prevented inappropriate behaviour were used more subtly. Such as keeping students occupied, having extra activities just in case the lesson runs under time, individual interaction with the student and practical (hands on) group work.


Y Teaching Activities- The three perspectives coincide a lot in relation to teaching activities. The teaching strategies in the text are very similar to those that were presented in the third lecture on teaching strategies. These are use of chalkboard/whiteboard, discussions, use of AV equipment and films/software, lecture, groupwork, demonstrations and oral reports. Many of these strategies I have observed during the practicum.


Differences of the three perspectives


Y Lesson Planning- One difference that I have noticed is that the lesson plan that is set out in the text, and to some extent set out in the lectures, has a section where the teachers give themselves a self-evaluation. In the practicum, I noticed that the teachers didn¡¦t have that section in their plan. This was probably due to the fact that they have been teaching for so long (0 years in most cases) that they are confident in the way that they present the lesson. Also the format of the lesson plan for an experienced teacher is different from that in the text. The teacher¡¦s plan is sometimes a few lines of notes of what they plan to do, as opposed to the A4 sized sheets that were given in the lecture. Although we were told in the lectures that more experienced teachers did this.


Y Classroom Management- During practicum, the teachers I observed concentrated on techniques that ceased misbehaving students. The ceasing techniques included calling attention to misbehaving students by name, raising voice above noise level of class, walking behind students, stop teaching until every student starts listening, asking student (who is obviously not listening) to respond to a question you have just asked or sending them outside. Whereas the lecture from Raylene Holz focussed more on the preventative techniques mentioned earlier.


Y Teaching Activities- Every strategy mentioned in the text and lectures, I observed whilst on practicum. However, I noticed that the teachers I observed tended to use more of a combination of the techniques mentioned. When watching a video, the teacher occasionally stopped the tape and talked and wrote on the whiteboard, then resumed the tape. Another example is when a teacher is talking about a specific topic, they clarify what they are explaining with a demonstration.


Analyses


Y What are the implications of these reflections?


I believe that these different perspectives have given me a broader view of different ways a particular situation can be dealt with. This in turn, I believe will give me an opportunity to take several different ideas and weigh the pros and cons and find the best one for the situation.


Y What issues were missing from the perspectives?


One issue which I thought needed some information on was the catering for specific students needs and how that is done. When we go to teach, we need to be able to determine how particular students will respond to certain types of strategies, types of management and lesson structures.


Y How did your reflection relate to learning in other subjects?


The same strategies and techniques can be carried out in other subjects. The main point to consider is taking into account that the lesson plan needs to be accommodating to the particular subject that is being taught.


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January 20, 2021

Prison Dillema

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Prisoners Dilemma Term Paper We live in a world where people do not always do the right, moral thing and sometimes have a tendency to look after themselves and their own first. In most cases, it is more important for a person to benefit from a situation regardless of the outcome for the other(s) involved. Self-interest motivates people's actions whether these actions appear moral or not. With this in mind, it seems almost impossible for cooperation to exist and to help improve a potential problem if one arises. However, we do know that cooperation does occur and that our civilization is greatly based upon it. It is the sovereign that controls people's actions and limits their personal self interests. The sovereign enforces cooperation to benefit society. But according to certain arguments placed by the Prisoner's Dilemma, the sovereign cannot succeed in limiting people's self-interest. People may ask themselves just how much assistance they would offer to someone who never helps them in return. For instance, a journalist who has received "gossip" news may give ample story coverage to the source in hopes that the source will continue "leaking" information. People want the best possible outcome from any situation, and usually will cooperate with others if it means gaining something in the future. But how much do people cooperate if they know nothing will be gained? Or how much do people not cooperate if they figure it can outsmart an opponent? These questions are brought up in one particular situation -- the Prisoner's Dilemma. Suppose the police accuse Jennifer and Bill of collaborating on a treasonous activity. The police proceed to lock Jennifer and Bill in two separate cells. They do this in order to prevent Jennifer and John from communicating with one another. Keep in mind that the police want to get an admission of guilt from either Jennifer or John. Accordingly, the police offer Jennifer the following deal If both you and John confess you will each get five years in prison. If you confess and John does not confess, you will go free and John will get 10 years in prison. If you do not confess and John does, he will go free and you will get 10 years in prison. If you both do not confess you will each get one year in prison. In turn, the police offer John the same options. This is the basic setup of the Prisoners Dilemma. According to these choices and reasoning through self interest what is the most logical option that John and Jennifer will choose? Jennifer reasons all she knows is that John will either confess or not. She sets up two scenarios. In the first, John chooses to confess. She reasons from this scenario that if she confesses, she'll get five years. If she doesn't confess she will get 10 years. Therefore, she should confess. In her second scenario, John chooses not to confess. She reasons from the second scenario that if she confesses she will go free. If she chooses not to confess she will get only one year in prison. Therefore, she again chooses to confess. No matter what John chooses Jennifer is better off if she confesses. John logically chooses to confess from the same reasoning. Jennifer and John each conclude that they should confess. Then here is the dilemma. It seems clear that they should each confess by the above reasoning. But by both of them confessing, they each get 5 years. Had they each not confessed, they would have gotten onlyyears. What went wrong? Really, nothing. That is why this is a dilemma. No error can be found in their reasoning. What is paradoxical is that by Jennifer and John doing what is in each of their best interests, they act contrary to their best interests. It is a remarkable result that Jennifer will be better off if she does what is not in her best interests and John will be better off if he does what is not in his best interests. A prime example of this basic problem of cooperation and self-interest is portrayed in the case where industrial nations have trade barriers on the other's exports. Since free trade offers many advantages, it would be better for both countries to drop any barriers. However, if only one party did this, it would encounter trade that hurt its own economy. So, whatever one country does, the other is better off retaining its own trade barriers. The problem is that each party has an incentive to keep barriers which leads to a worse outcome if both had just been willing to cooperate with the other. The philosopher, Hobbes offers a solution to this Prisoners Dilemma. Hobbes, a naturalist believes that each man desires whatever may preserve or enrich his own life. Every man works toward gaining what is in his best interest. Thus, the natural state of man is a state of war, in which every man is enemy to every man. Naturally, man will choose the option that fulfills his own immediate best interests, even if in the long run this choice will fail and will harm himself and others. As long as this state of nature endures, life remains insecure and wretched. There is only one way for man to escape this state of nature. Man should lay down his rights when other men are also willing to do so. These rights should be surrendered to one main sovereign or authority. Hobbes holds that this authority is not absolute. It is strictly conditional on other men being willing to obey them, and this requires an agreement of wills -- a contract. Everyone involved acknowledges that this authority acts on their own behalf. One man, or assembly, will thus bear the "person" of the whole multitude. The duty of this authority is to control the destructive actions of the people. This authority hinders man's best interests for the greater good of all the people involved. The development of authority, becomes necessary to bring order out of chaos. You can apply this authority figure to the Prisoner's Dilemma as well. An authority, a third party, working on the benefit of all parties, would tell both Jennifer and John not to confess. This third party would force them from a choice of ultimate best interest to one of greater good for all. The author, Hillel Steiner, of Mind, disagrees with the solution offered by Hobbes. Steiner believes that the intervention of a third party in the Prisoners Dilemma is an incorrect solution. Steiner explains, "that [the authority's] enforcement of such a policy...is alternatively inconsistent with...the truth of which The Dilemma and its putative resolution depend." (85) There are three main things on which uphold the assumed resolution of the Prisoners Dilemma. First, all persons involved pursue rational, self-interested strategies. Second, the enforcement of these strategies is needed to bring about a joint non-confession -- the optimal situation. Or, third, joint non-confession is the best situation for all persons involved. In the case of the Prisoner's Dilemma it is in the ultimate best interests of the prisoners to enforce the non-confession choice upon each other but not themselves. Thus, they must appoint an authority and somehow ensure that this authority will act in their best interest -- perhaps with a bribe. Though what if it follows that the authority is not interested in the bribe? The authority has nothing to gain and nothing to lose by enforcing the choices of the prisoners. This rationality is inconsistent with the first premise that upholds the resolution of the Prisoner's Dilemma that all people involved pursue rational, self-interested strategies. Alternatively, what if it is the best interest of the authority to enforce joint non-confession? If the authority acts in a rational, self-interested, manner then he will not enforce single non-confessions and will make this intention known to the prisoners. Then joint non-confession will occur spontaneously, despite the lack of enforcement. This is inconsistent with the second premise that upholds the resolution of the Prisoner's Dilemma that enforcement of these strategies is needed to bring about a joint non-confession -- the optimal situation. On the other hand, what if it is not in the best interest of the third party authority to enforce joint non-confession? The authority may fear punishment by the police who originally established the penalties. Furthermore, even if it is in the best interest of the authority to enforce joint non-confession, this option is not in the absolute best interest of the prisoners. For the prisoners, the ultimate choice in best interest is to confess and have the other not confess. This ensures that the prisoner goes free. Moreover, the police who set up the penalties assumed that the prisoners would confess. For them, joint confession, not joint non-confession would be the optimal choice. These situations, if correct, contradict the third premise that upholds the resolution of the Prisoner's Dilemma that joint non-confession is the best situation for all persons involved. If the Prisoner's Dilemma merely involves two parties then "it is a piece of unwarranted ad hoc-ery to introduce the considerations about a third party's interests." (86) Hobbes proposed that to end the Prisoner's Dilemma and ensure morality a third party, namely an authority must be introduced. Though he failed to consider that the authority is free from strategic, self-interested thinking as well. Work Cited Steiner, Hillel. Mind. "Prisoners Dilemma as an Insoluble Problem." XCI (18) 85-86. AFTERTHOUGHT In our last class we brought up the thought that philosophy is unique because it can be applied to all situations. Every major and field involves philosophy. I experienced this in my psychology class. While learning the concept of Social Trapping, (The idea that when placed in a group, people act out of their usual character) our professor subjected us to an experiment which raised issues of the Prisoner's Dilemma. First, he distributed pieces of paper to the class. Then he showed us a tin of cookies and a handful of quarters. He told every person to write down on the paper what you would prefer, a cookie or quarter. He explained to us that there is a catch. If over six people choose to have quarter then the entire class will not get anything, cookie or quarter. For the optimal situation to arise, the class would need to exercise cooperative arrangement. If majority chooses to have a cookie, then everyone will get something. One student even suggested to the class that everyone, for the greater good of the class, should choose cookie. When the papers were counted up the results showed that 16 people chose quarter, while 0 chose cookie. Thus, everyone lost and no one received anything. Most off the class assumed that everyone would hold in the joint cooperative arrangement. Especially since one student enforced this agreement by bringing it up to the class. But many people did not want to take the sucker's payoff in receiving a cookie when they would rather have the quarter. Therefore, almost half the class (including myself) took the free rider approach. This broke the collective arrangement and ultimately backfired against everyones best interests. Our professor told us that in the five years he has been conducting this experiment no one has ever gotten a cookie or quarter. It is people's nature to choose in their own self-interest. This nature applies to many situations in life, and I found it fascinating to see this philosophical situation introduced in my psychology class.


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January 17, 2021

Huck's "Awakening"

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Huck's "Awakening"


In many ways, to understand the novel The Adventures of Huckleberry Finn, by Mark Twain, the reader must also know a little about the author. Mark Twain was one of the many pen names of Samuel Langhorne Clemens. He was born on November 0, 185, and grew up in the Mississippi River town of Hannibal, Missouri (de Koster, 15).Mark Twain has deeply etched the image of Huck Finn and the runaway slave Jim on the raft into the American consciousness as the raft symbolizes freedom from the constraints of civilizations. While floating down the Mississippi River, he meets Jim, the runaway slave who is owned by Mrs. Watson. The reader sees for the last time in Chapter 15 that Huck becomes aware of the consequences that his childlike shenanigans actually end up hurting the one true friend, Jim. Huck's life begins to change when he is faced with many moral struggles along the way. He has to fight against society's views, which conflict with his views.Mark Twain is able to show the reader through style and theme that Huck has become aware of his moral values even though he begins to understand the evil in slavery and he realizes that he must follow his own conscience in his actions towards Jim during the time when slavery was an important issue in the American Society.


Twain is able to effectively show the reader that Huck has finally established a mature relationship with Jim.According to Lionel Trilling, "This incident is the beginning of the moral testing and development which a character so morally sensitive as Huck's must inevitable undergo," (Trilling, 14). The event that teaches Huck a moral lesson is when Jim and Huck's raft gets separated on the Mississippi River. This event is the opportune time for Huck to play another trick on Jim. When they find each other, Huck tells Jim that he was dreaming and that they were never separated. Huck later tells Jim that they actually were separated, and expects Jim to laugh. The laughter does not come.Instead, Jim tells him, "dat truck dah is trash; en trash is what people is dat puts dirt on de head er dey fren's en makes 'em ashamed (Twain, 7)". Huck then realizes that he has made a mistake, and that Jim also has feelings. Ralph Cohen believes that, "Huck learns, too, through his relationship with Jim that there is a difference between considerate and inconsiderate pranks" (Cohen, 71). This is shown when Huck says, "It was 15 minutes before I could work myself up to go and humble myself to a nigger; but I done it, and I wasn't ever sorry for it afterward, neither (Twain, 7)." This event teaches Huck that when he makes a mistake, it is necessary to apologize to no matter who it is.


Ironically, often Huck's own instincts hold him to a higher moral standard than those of society.However, it is important to realize that although Huckleberry Finn's decisions create the conflict between society and himself and that this conflict forms the theme of the novel. Mark Twain's theme in Chapter 15 of the Adventures of Huckleberry Finn, is that the ideas of society can greatly influence the individual, and sometimes the individual must break off from the accepted values of society to determine the ultimate truth for himself. Throughout Huck's life, society has taught him that slavery is a part of life. The accepted way of thinking during that era was that slaves were inhumane and pieces of property. Huck is told that slaves are just lesser people than people of the white race. Because it is what everyone believes, this prejudice is hard to erase and stays with Huck for a long time. Gradually, Huck begins to realize that this is not true. According to Eric Solomon, the reader is able to see that Huck "brings himself to understand that his own cruel tricks have hurt Jim, for Jim is a person, not a thing," (Soloman, 5).Jim shows Huck that even though he is a slave, he is a real person, not a piece of property, and that Jim has feelings, just like Huck himself, who is white. Huck continually learns through each individual incident how Jim is a genuine, caring and good person. Slowly, Huck begins to rethink some of the prejudices that he has been taught his whole life. He becomes his own person by choosing what he thinks is right to do, instead of what society say is right. This is a difficult task that shows how Huck's maturity and his ability to think for himself have grown throughout this section of the novel.


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Twain's morals are clearly shown through this short, but hugely important passage. Through theme Twain wants the reader to see how slavery ideology changed people, even those who didn't understand it fully.The author also wanted the audience to see how unfair slavery was in how it could even change Huck's thinking.Due to the fact, that in Huckleberry Finn's world, society has corrupted justice and morality to fit the needs of the people of the nation at that time.Basically, Americans were justifying slavery, through whatever social or religious ways that they deemed necessary during this time.Twain's morals were bold for his time and therefore the reader must respect him in the highest revere for his braveness at expressing them in a period when blacks in the south were still very much hated.This fact in itself should spur other Americans to do something against the grain of society and voice their true opinions.It is a lesson that can be appreciated by all time periods.


Works Cited


Cohen, Ralph. "Games A Key to Understanding Huckleberry Finn." Literary Companion to


American LiteratureThe Adventures of Huckleberry Finn.Ed.David Bender, Bruno Leone, Brenda Stalcup, Bonnie Szumski, and Katie de Koster.San DiegoGreenhaven, 18. 71.


De Koster, Katie. "Mark Twain A Biography." Literary Companion to American Literature


The Adventures of Huckleberry Finn.Ed.David Bender, Bruno Leone, Brenda Stalcup, Bonnie Szumski, and Katie de Koster.San DiegoGreenhaven, 18. 15.


Soloman, Eric. "My Huckleberry Finn Thirty Years in the Classroom with Huck and Jim." One


Hundred Years of Huckleberry Finn, The Boy, His Book, and American Culture.Ed. Robert Sattelmeryer and J.Donald Crowley. Columbia University of Missouri Press, 185. 5.


Trilling, Lionel. Huck Finn. Ed. Harold Bloom. New York Viking Press, 150. 14.


Twain, Mark. "Adventures of Huckleberry Finn." The Norton Anthology of American Literature


1865-114.Ed. Ronald Gottesman and Arnold Krupat. Sixth Edition. New York, London Norton & Company. 68-7.


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January 11, 2021

Science

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When considering the fathers of modern chemistry, we must never forget to include Jons Jakob Berzelius. A disciple of John Dalton, he developed the concepts of the ion and ionic compounds, and helped bring about the rejection of Avogadro's hypothesis. Thus, after Lavoisier, Berzelius must be considered the father of chemistry. However, things weren't always so good for the man with an extraordinary mind. Berzelius was born in Sorgard, Sweden in 177 as the son of two well-educated parents. Despite this background, his childhood was very difficult and unhappy. His father, who was a teacher, died when he was just four years old, prompting his mother to remarry. In just two years, she fell victim to pneumonia and died as well. Traveling from family to family, he eventually was sent away to school in Linkoping, where he supported himself by tutoring the other children. He had the extraordinary ability to learn languages and soon he became proficient in both German and French. Perhaps it was this command of languages which led him to try to simplify chemical formulas and symbols. He began his medical studies at the age of seventeen at the University of Uppsala, but was forced to withdraw when his scholarship was revoked. However, in this brief time period he learned a great deal of chemistry from A.G. Eckberg, the discoverer of titanium. His uncle found him an apprenticeship to a pharmacist at Medivi springs and it was here where he learned the quantitative techniques that would be the foundation for his later work. He resumed his medical studies and earned his PhD.His thesis for his degree focused on galvano therapy, which is the effect of electric shock on patients with various diseases. He was made professor at the Medical College of Stockholm and a year later he began his long association with the Swedish Academy of Sciences. He was now ready to explore chemistry for all it was worth.


In preparing a textbook for his medical students, Berzelius began a series of experiments for which he became most famousthose definitively establishing that the elements in inorganic substances are bound together in definite proportions of weight. This became the law of constant proportions. His interest in compounds led to his discovery of a number of new elements, including cerium, selenium, silicon, and thorium. Students working in his laboratories also discovered lithium, vanadium, and several rare earth elements. Berzelius developed a yearly review of chemical progress from 181-1848. To give his students the information that he felt was most correct, he published a textbook that went through several revisions, as new materials and theories developed. As contemporary Humphry Davy said, "He was driven by minute investigations of chemical properties and with that, the development of the atomic doctrine he looked upon as his life task. Sometimes driven men are unhappy men. Not so Jons. The joy that he found in his work can be seen in the quality of his experimentation and most definitely in his teaching. His personal interactions with his students was extraordinary." Berzelius even succeeded in introducing chemistry, physics, and natural history into the high school curriculum, a thought unheard of in his day. His meticulous analysis led him to publish several tables of atomic weights. His work place was so simple, it is absolutely astonishing his values for atomic weights were incredible accurate even to this day. He established himself as the master of chemistry through his simplification of the science. Dealing with so many elements in so many compounds motivated his creation of a simple and logical system of symbols that is basically the same as the system we use today. He took this a step further into mineralogy, where he classified minerals by their chemical composition rather than by their crystalline type, as had previously been done. Berzelius also coined a few terms in the field of chemistry including allotropy, isomerism, and protein catalyst. He worked with Humphy Davy on the "dualism" electrochemical theory. Because compounds were decomposed by an electrical current and released elements were formed at the poles in an electrolytic cell, he assumed that atoms were charges and chemical combination resulted from the mutual neutralization of opposite charges. He did indeed reshape the field of chemistry in so many ways.


Of Berzelius' accomplishments, I find his discovery of new elements to be the most intriguing. Selenium and silicon are particularly important in today's world. Berzelius discovered selenium in 1817 in connection with his studies of sulfuric acid. For years selenium's toxicity has been known, but only recently have we become aware that it may have a positive effect on human health. Studies have shown that trace amounts of selenium in the diet may protect people from heart disease and cancer. One study based on data from twenty-seven countries showed an inverse relationship between the cancer death rate and the selenium content of soil in a particular region. Another study shows an inverse relationship between the selenium content of the blood and the incidence of breast cancer in women. Selenium is also found in the heart muscle and may play an important role in proper heart function. Because of these and other studies, selenium's reputation has improved, and studies are booming in correlation to its function in the human body. Furthermore, silicon is the second most abundant element in the earth's crust, exceeded only by oxygen. A compound of the two bonded make up most of the earth's sand, rock, and soil. Berzelius prepared silicon in its pure form in 184 by heating silicon tetrafluoride with potassium metal. Today, silicon forms the basis for the modern microelectronics industry centered near San Francisco in a place that has come to be known as "Silicon Valley." The technology of the silicon chip with its printed circuits has transformed computers from roon sized monsters with thousands of unreliable vacuum tubes to desktop and notebook sized units with trouble-free "solid state" circuitry. Thus, Jons Jakob Berzelius was one of the dominant figures in chemistry during the first half of the 1th century. He was probably one of the greatest, if not the greatest, experimental chemist of his generation. His textbook, his system of chemical symbols, his dualistic electrochemical theory, his yearly review of chemical progress, and his compilation of the first reasonably accurate atomic weight table made him the ultimate chemical authority of his times.


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