Human Knowledge Essay Example for Free

Human Knowledge Essay Anyone writes at one point or another in his lifetime to share his or her experiences, ideas, perceptions, situations, and points of view. Some write everyday in their private diaries to capture their memories. Others write to give way to the expression of their emotions, sometimes, pent up, a fond memory, thoughts, or aspirations, even frustrations. If knowledge is knowing and learning gained through experience then personal essays become one of the rich sources, if not the fountainhead, of knowledge which brings us to the stance of this discourse. The personal and highly subjective approach of the personal essay is not merely entertaining but definitely, it adds much to the stock of human knowledge. There are two bases for the present argument. Firstly, important terms, as they have bearing on the issue, are explained or defined where this discourse attempts to build this position and view on the subjective approach of personal essays as a big contributor to the stock of knowledge. Secondly, Hs’s discussion on the sources of knowledge (Hs n. d. ) not only supplements the understanding of the terms but builds a strong working framework for this argument. On the overall, an understanding of the working definitions of knowledge and personal essays serves as the springboard for the discussion at hand. Subordinated to knowledge and personal essays are the words subjective and entertaining. Knowledge may be understood as defined in several ways but not limited to the following: ‘the fact or condition of knowing something with familiarity gained through experience or association; acquaintance with or understanding of a science, art, or technique; the fact or condition of being aware of something; the range of ones information or understanding; the fact or condition of having information or of being learned; the sum of what is known; and the body of truth, information, and principles acquired by humankind’ and ‘applies to facts or ideas acquired by study, investigation, observation, or experience’ (Merriam Webster n. d. ). Moreover, knowledge refers to the ‘state or fact of knowing; familiarity, awareness, or understanding gained through experience or study; the sum or range of what has been perceived, discovered, or learned; learning; and specific information about something (Houghton Mifflin 2000). The accumulation of all possible information in every discipline altogether makes up the â€Å"stock of human knowledge. † On the other hand, the personal essay is one where the writer speaks from his or her own personal perspective about just any thinkable or unthinkable, imaginable or unimaginable (such as fictions) topic – emotions, experiences, places, events, things, animals, etc. A personal essay is very personal to the writer in that it relates to one’s private life rather than anyone else. In this sense, it is to a high extent particular, intimate and maybe found peculiar, but highly subjective. To be subjective is to be biased and one-sided. In the case of a personal essay, the writer has some biases with reference to any particular topic because he or she writes from how he or she views things in the environment. That is what makes personal essays highly subjective and all along carrying that personal touch. These writings become amusing or enjoyable, or contextually, entertaining to the readers on account of an experience where they become vicariously involved. Knowledge (and the accumulation of it) as understood from its given definitions are functions well fulfilled by personal essays. Hs listed and explained the five sources and the ways by which knowledge is gained (Hs n. d. ) – people, books, experience, experimentation and observation, and thinking and pondering. All of these sources heavily point to or at least allude to the voluminous personal essays. First, â€Å"people,† Hs declares â€Å"are the biggest source of knowledge for anybody† because for one reason, many people’s varied experiences can make enough experience in that area from which others may derive lessons from as a consequence of reading them. Since personal essays are highly subjective dwelling on personal anecdotes, it is not surprising that they are saturated with the first person pronoun â€Å"I† in the process of the narration (Cavallari n. d. ). These experiences as expressed through personal essays may affect the lives of others either â€Å"giving inspiration or altering some of your core values and outlook of life† (Oz Essays n. d. ). The things to learn from these numerous people experiences include also their achievements, frustrations, failures, miseries, mistakes, and skills. Furthermore, personal essays make their writer ask themselves â€Å"what experience has taught them about themselves† (Editors for Students n. d. ). And that from the personal stories grows out the points of the experience (Composition Patterns n. d. ). The lessons in life are paramount to the increase of one’s knowledge. Second, reading as much as many books about any topic is another source of knowledge. Take for instance a particular example cited by the author, Hs. The same problem that one may be confronted with must have similarly confronted others. By reading how others dealt with the same problem might just instantly give the solution as used by others. Though not so related but contextually relevant is the old saying that â€Å"there is no frigate like a book† where the reader is able to â€Å"travel† and see the wonders of the world through the eyes of those who undertook the travels and wrote about them. Third, it is true that â€Å"experience is a great teacher† according to Hs because mistakes are corrected and achievements are gained through lessons derived from past experiences not just your own but others’ as well. No matter how rhetoric but it is undeniably true that the best lessons in past experiences tells us that the present must learn from the past to make the present better and plan out for the best future. Fourth, experimentation and observation add to the stock of human knowledge by attempting at finding out, through one’s efforts and those of others through their writings, which attempts succeed that readers might carry on and which attempts fail that they might avoid in their own ventures. Watchfulness and keen observation of others’ approaches to particular situations is a sure way to gain knowledge that can be applied when the situation arises that calls for appropriate actions. What best observations can be had than reading from the personal essays of many people that one cannot possibly physically do all? Fifth, by thinking and pondering on what have been read such as personal essays can lead to a deep understanding of any topic. Take the case of personal essays of uncountable number on â€Å"How To†¦Ã¢â‚¬  like â€Å"How to Become a Millionaire,† How to Study Effectively,† â€Å"How to Win an Election,† How to Deal with Stress,† and many more. They are generally taken from individuals’ own experiences and insights that are shared to the readers. From these personal essays are skills or strategies learned that might as well work for the readers’ own successes. They are not necessarily products of empirical studies worked out from sample populations. Are they not significantly contributing to the stock of human knowledge? The process and later the formation of the habit of writing makes the individual primarily knowledgeable in many ways and secondarily acquiring the appropriate skills in communicative writing. Writing from personal experiences and incidents is actually mirroring one’s self as the lesson emerges from life experiences. Then, they develop the skill to reflect on the intrapersonal and develop the skill to write which is in itself a knowledge earned usable at any point in time especially in the academe. The readers, on the other hand, learn to write and improve, in some cases, hone their skills on the styles of writing based on the personal essays of others. The teaching experience of Andrea Sarvady is an interesting case in point. In an interview with an educator (Sarvady 2007) in a school in Atlanta, Georgia, Sarvady emphasized that requiring and training her 7th and 8th grade students in writing personal essays makes them ‘become better writers †¦ and become better people’. Writing just about anything from fiction to non-fiction, Andrea believes that the two-year personal essay writing program she does with her students is to a certain extent therapeutic but more importantly, she claims ‘it helps a lot of kids look at their own life a little more closely at an age where impulse controls issues are so huge. † The process and the progress to becoming â€Å"better people† is no doubt a consequence of knowledge earned. It is easy to contradict the opinion that personal essays are simply entertaining but does not do much to add to the stock of human knowledge. On the contrary, personal essays have much to offer to the formation of the stock of human knowledge while certainly entertaining at the same time. The argument with focus on science as a discipline, (Crichton n. d. ) carries some truth when he said that the â€Å"personal and subjective approach to essay writing entertains the reader, which adds little in comparison to the attainment of human knowledge. † However, at the same time he was quite negating his position when he said that people’s understanding of the world when â€Å"it grows, expands and then adds to the collective work†¦ once accredited and accepted as plausible, it advances the stockpile of human knowledge through the dispersal of academic essays. † In effect personal essays, although a subjective view of an objective knowledge, cannot be denied that however little, they throw in to the stock of human knowledge. Going further to the argument, human knowledge as based on the five sources of knowledge being the framework for this treatise are largely derived nowhere else but from ‘people’ where many of their ‘experiences’ are captured through their written texts as in ‘books’ narrating their own ‘experiences and observations’ of others that they ‘ponder’ on bringing about a deeper understanding of any subject matter. As a consequence, experiences of people first handedly accumulate to significantly contribute to the stock of human knowledge. Personal essays are written experiences of individuals to share their thoughts, insights, points of view, emotions, skills and abilities, ideas, usually bringing home to a point usually a lesson as a consequence of the experience (Editors for Students n. d. ). People trying out new ways of cooking, through experimentations and observations, are collected into cookery books. Similarly, innovative ways of doing interior home designs are collected into magazines and books on home designing shared by countless others. Landscaping and gardening are available in many books from the ideas of many creative individuals. Skills honing activities in any field of interest are available in books and magazines. Many researches utilize the interview instruments which are generally derived from interviews of real people eliciting from their own experiences. From this wide array of information, generalizations are made into principles, theories, and concepts. The amalgam of experiences and observations found and shared in personal essays accruing make up the colossal stock of human knowledge more than just entertain readers. List of References Cavallari, D. What is a Personal Essay [online] Available from http://www. wisegeek. com/what-is-a-personal-essay. htm [June 4, 2009] Crichton, A. A Subjective Look on Objective Knowledge[online] Available from http://philosopherzone. com/philosophy/a-subjective-look-on-objective-knowledge/ [June 2, 2009] Editors for Students â€Å"The Personal Essay – Essay Writing Tip #6† [online] available from http://www. editorsfor students. com/personalessay. html [June 3, 2009] Houghton Mifflin Company(2003). The American Heritage Dictionary of the English Languag, 4th ed [online] Available from http://www. thefreedictionary. com/knowledge [June 3, 2009] Hs, S. Sources Of Knowledge How To Gain Knowledge In Any Field [online] Available from http://ezinearticles. com/? Sources-Of-KnowledgeHow-To-Gain-Knowledge-In-Any-Fieldid=500120 [June 4 2009] Merriam-Webster’s Online Dictionary [online] Available from http://www. merriam-webster. com/dictionary/knowledge [June 3, 2009] Personal Essays in the Classroom (March 28, 2007) [online] Available from http://www. visualthesaurus. com/cm/teachersatwork/735/ [June 4, 2009] Interview Oz Essay Personal Experience Essay[online] Available from http://www. ozessay. com. au/personal_experience_essay. html [June 2, 2009] Composition Patterns The Personal Essay [online] Available from http://grammar. ccc. commnet. edu/GRAMMAR/composition/personal. htm [June 2, 2009]

Free Essays - Role Playing in A Farewell to Arms :: Farewell Arms Essays

Role Playing in A Farewell to Arms In Hemingway's novel, A Farewell to Arms, the principle characters, Henry and Catherine, are forced by the war to face the fact of human mortality. As a defense mechanism, the two main characters, and several others, turn to "role-playing" as a way to escape reality. Hemingway utilized role-playing as a way to explore the strengths and weaknesses of the characters. By placing Henry's ordered life in opposition to Catherine's topsy-turvy one, and then letting each one assume a role which will bring them closer together, Hemingway shows the pair's inability to accept their own mortality. John Stubbs' has written an essay that examines the "role-playing" that Henry and Catherine use to protect themselves from the discovery of their insignificance and "powerlessness...in a world indifferent to their well being..." Stubbs begins by showing other examples, notably in In Our Time and The Sun Also Rises, in which Hemingway's characters revert to role-playing in order to escape or retreat from their lives. The ability to create characters who play roles, he says, either to "maintain self-esteem" or to escape, is one Hemingway exploits extraordinarily well in A Farewell to Arms and therefore it "is his richest and most successful handling of human beings trying to come to terms with their vulnerability." As far as Stubbs is concerned, Hemingway is quite blatant in letting us know that role-playing is what is occurring. He tells that the role-playing begins during Henry and Catherine's third encounter, when Catherine directly dictates what is spoken by Henry. After this meeting the two become increasingly comfortable with their roles and easily adopt them whenever the other is nearby. This is apparent also in that they can only successfully play their roles when they are in private and any disturbance causes the "game" to be disrupted. The intrusion of the outside world in any form makes their role-playing impossible, as evidenced at the race track in Milan, where they must be alone. The people surrounding them make Catherine feel uncomfortable and Henry has to take her away from the crowd. He goes on to describe how it is impossible for them to play the roles when they are apart and how they therefore become more dependent upon each other's company. Stubbs goes on to explain how, "neither mistakes role-playing for a truly intimate relationship, but both recognize that it can be a useful device for satisfying certain emotional needs.

Isolation of Crude Acetaminophen Essay

After first isolation of crude acetaminophen, 1.22g of light, brown shiny, fine Crestline solid emulated, which demonstrated slight less than 0.030g of product was lost from original 0.150g of p-aminophenol. The melting point range of crude acetaminophen ranged from 166.8-167.6 °C, when compare to the known melting point of pure acetaminophen which ranged from 169.5-171 °C, is slightly depressed. After decolonization of crude acetaminophen 0.060g of a very light tan/pink almost white, fine, shiny crystalline purified acetaminophen was recovered. Significant amount was lost; slightly over half was lost from 0.122g crude acetaminophen. Purified acetaminophen resulted in a much lighter coloration than the crude acetaminophen. Purified acetaminophen was slightly light tan/pink nearly white, whereas crude acetaminophen was light brown. After crystallization of acetaminophen, 0.028g of whiter, shiny, fine crystals resulted with no apparent odor. Slightly less than half of product was l ost from 0.060g purified acetaminophen that was crystallized and about 0.122g was lost from the original 0.150g of p-aminophenol started with. The melting point range of the crystallized acetaminophen (166.1-169.8  °C when compared to the known melting point range of pure acetaminophen at 169.5-171 °C is clearly depressed and elongated. 169.5-171 °C Calculations: % yield of crude product: x = 0.207g crude acetaminophen x 100 = 58.7% % yield of crystallized (final) product x = 0.207g crude acetaminophen x 100 = 13.5% Observations: Weigh out about 0.150g p-aminophenol and place this in a %ml conical vial. Note: some amount of product was lost do to spillage. .150g weighted out; p-aminophenol is a dark purple powder containing few small grains. Using pipette, add 0.450ml of water and 0.165ml of acetic anhydride. About 450ml and 0.165ml of water and acetic anhydride weighted out. Addition of water formed dark purple viscous mixture; most p-aminophenol dissolved. Addition of acetic anhydride to the mixture produced a dark brown mixture brown precipitate seemed to have formed at the bottom of the vial. Heat the reaction with an alumina block at about 120 °C while stirring gently. After solid precipitate has completely dissolved heat for an addition 20 minutes. Remove vial from heat and allow cooling. Once cool remove the spin vane and air condenser from the conical vial and let cool to room temperature. Once safe to touch put the mixture in an ice bath for 15-20 minutes allowing for crystallization. Collect crystals through vacuuming through Hirsch funnel for 5-10 minutes allowing for air to go through. Once dry add weight the crude product and do melting point range test 166.8-167.6 °C compared to the know melting point range of 169.5-171 °C. Dissolve 0.2g of sodium Dithionite in 1.5ml of water in a 5ml conical vial. Weight out about 0.204g of sodium dithionite, a grey- white solid powder, add the crude product to the vial and heat up the mixture at about 100 °C for 15 minutes. After heating the crude product completely dissolved producing a light tan translucent solution. Note: spillage occurred when transferring crude product into conical vial. Cool mixture in an ice bath for about 10 minutes. Collection of crystals are done by vacuuming with the Hirsch funnel, once dry weight the purified acetaminophen 0.060g resulted. The purified acetaminophen resulted in a much lighter coloration than the crude. Place purified acetaminophen in a craig tube. Crystallize the material from a solvent mixture composed of 50% water 50% methanol by volume. Set up the Craig tube apparatus described in technique 11, section11.4. Add drops of hot solvent until solid is dissolved. When product has dissolved, place the Craig tube  into a 10ml Erlenmeyer flask, insert the inner plug of the Craig tube and allow solution to cool. Place in ice bath for several minutes to allow acetaminophen to crystallize. After crystallization has occurred collect crystals using apparatus shown in technique 8 figure 8.11, place assembly in centrifuge for several minutes collect crystals on watch glass weight it at 0.028g and find the melting point range of 166.1-169.8 °C. Questions: 1. Most compounds have lower solubility’s at lower temperatures. You can obtain more product y crystallization at lower temperature. 3. Product can be lost through Hirsch funnel if over washed. 4. x = 0..180g crude acetaminophen x = 0.00119g mol acetaminophen 6. Discussion: Through the main reaction between 0.150g of p-aminophenol with acetic anhydride, 0.122g of crude acetaminophen was produced along with some acetic acid. This indicates a 58.7 percent yield of crude acetaminophen. This is a fair percent yield considering a slight amount of p-aminophenol was lost due to spillage in the transferring process into conical vail and slight amount of crude acetaminophen was lost when trying to remove crystallized crude acetaminophen from conical vial. Percent yield is 58.7% indicating loss of reactants or spillage of products. There is possible error when performing suction filtration; too much washing of product can cause product to fall through filter ultimately decreasing overall percent yield. also overheating may have caused a loss of product; some of the product may have been splattered out of the reaction vessel when heating. 1005 yield would mean that one has carried out the lab activities perfectly producing the predicted amount of product. Given the 58.7% yield actually obtained, it is evident that experimental procedures be accurately followed for further improvement. It is in the transferring process of  p-aminophenol to a 5mL conical vial. Where error is most critical and product can be readily lost. After decolorization process, 0.060g of decolorized/purified acetaminophen was obtained indicating a significant loss of product. Prior to decolorization process, 0.122g of crude acetaminophen solid was present, meaning half of product was lost in the decolorization process. It is important to note that a significant amount of product was lost due to spillage when transferring crude acetaminophen into conical vial to decolorization. Error may also be present if mixture is overheated and product is evaporated off. After crystallization process of purified acetaminophen, 0.028g of white final acetaminophen resulted indicating a 13.5% yield. this is a poor percent yield. this indicates slightly less than half of 0.060g of purified acetaminophen was lost. Such a low percent yield can be attributed to the loss of product throughout the crystallization process. It is important o note that a significant amount of product was lost within supernatant after centrifugation, also, product was lost when trying to remove product from Craig tube and plug. Purity of final product of acetaminophen was tested through qualitative observation of coloration and by comparing obtained melting point ranges of crude and final acetaminophen to the literature melting point range of pure acetaminophen. Because crude solid acetaminophen contains dark impurities carried along with p-aminophenol we can qualitatively compare the level of impurity before and after decolorization. As for the second test for impurity, the melting point range of the crude acetaminophen, 166.8-167.6 °C is slightly depressed when compared to the known melting point range of pure acetaminophen 169.5-171 °C. Crude acetaminophen melting point range is depressed by 2.7 °C. A difference of less than 5 °C indicates a good melting point range was obtained for crude acetaminophen this indicating a minimal amount of impurity present. The melting point range of final crystallized acetaminophen, 166.1-169.8 °C is slightly depressed and elongated when compared to the known me lting point range of pure acetaminophen 169.5-171 °C. It is depressed by 3.4 °C and elongated by 2.2 °C. A difference of less than 5 °C indicates a good melting point range was obtained, though impurities may still be present. When crystals are isolated by filtration from a solvent, it is important to allow complete drying/evaporation of the solvent in order to minimize impurities and get a good melting range. Residual solvent may also function as an impurity and will depress/broaden the melting range for acetaminophen. When two chemicals are mixed, side reactions may take place and produce by-products which can serve as impurities ultimately lowering and elongating the melting point range. For further reference, one must meticulously carry out experimental procedures to ensure that neither reactants nor product is lost and higher percent yield is obtained.

Social Structure And Anomie Merton - 995 Words

During reading 11, Social Structure and Anomie, Merton explains that deviance is a part of our culture and is a result of the collision of culturally defined goals and the social structure that limits the ways of achieving those goals. The American society values economic success but our structure makes it so not everyone can be successful. Elements that contribute to this consist of culturally defined goals, purposes, and interest. It makes an aspirational idea, or a â€Å"design for group living.† Based on Lintons’s ideas some of these aspirations are related to the drive a man has. Another phase of the social structure is defining, regulating, and controlling the acceptable ways to achieve the goals we make. Every social group has its ideas of what they desire with moral or institutional regulation of permissible and required procedures for attaining these goals. The vast majority of society works to get an education and then works to achieve material, even though mo st will not become millionaires, but they will achieve the middle-class American dreams. This majority is conforming to society and the ways they achieve their goals. Although most Americans follow Merton’s conformity adaption for a successful life, many do not. Norms are not always followed and people will do whatever it takes to be successful. Therefore Merton’s conformity adaption isn’t the only way people achieve the American dream, Merton created four more adaptions that explain the ways in which peopleShow MoreRelatedAnomie Theory1630 Words   |  7 PagesAnomie theory is important for explaining whether crime is a normal or abnormal (pathological) social phenomenon (Cartwright, 2011). It describes a lack of social norms, lawlessness and normlessness (Cartwright, 2013). In detail, it is a breakdown of social bonds between an individual and the community. 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