Chemistry Student Quotes

I've had more students die than I ever thought possible. My husband urges me to quit Fairfield and teach at some school without gang members who live their lives only to die or end up as drug dealers.

Befuddlement is a healthy part of the learning process. When students approach a problem and don’t know how to do it, they’ll often decide they’re no good at the subject. Brighter students, in particular, can have difficulty in this way—their breezing through high school leaves them no reason to think that being confused is normal and necessary. But the learning process is all about working your way out of confusion. Articulating your question is 80 percent of the battle. By the time you’ve figured out what’s confusing, you’re likely to have answered the question yourself!” —Kenneth R. Leopold, Distinguished Teaching Professor, Department of Chemistry, University of Minnesota

If you’re a teacher, enjoy your gregarious and participatory students. But don’t forget to cultivate the shy, the gentle, the autonomous, the ones with single-minded enthusiasms for chemistry sets or parrot taxonomy or nineteenth-century art. They are the artists, engineers, and thinkers of tomorrow.

That’s right. A chauffeured car, for a twenty-year-old college student. If I hadn’t felt so pensive I might’ve looked for the Grey Poupon Dijon mustard.

But the problem was, Sacks wasn’t comparing herself to all the students in the world taking Organic Chemistry. She was comparing herself to her fellow students at Brown. She was a Little Fish in one of the deepest and most competitive ponds in the country—and the experience of comparing herself to all the other brilliant fish shattered her confidence. It made her feel stupid, even

think, for example, has a higher suicide rate: countries whose citizens declare themselves to be very happy, such as Switzerland, Denmark, Iceland, the Netherlands, and Canada? or countries like Greece, Italy, Portugal, and Spain, whose citizens describe themselves as not very happy at all? Answer: the so-called happy countries. It’s the same phenomenon as in the Military Police and the Air Corps. If you are depressed in a place where most people are pretty unhappy, you compare yourself to those around you and you don’t feel all that bad. But can you imagine how difficult it must be to be depressed in a country where everyone else has a big smile on their face?2 Caroline Sacks’s decision to evaluate herself, then, by looking around her organic chemistry classroom was not some strange and irrational behavior. It is what human beings do. We compare ourselves to those in the same situation as ourselves, which means that students in an elite school—except, perhaps,

philosophical inquiries (the reflections of specially trained observers on the nature of their own patterns of thought) or the insights of great novelists, such as Jane Austen, Charles Dickens, Fyodor Dostoevsky, and Leo Tolstoy. Those are the readings that inspired my first years at Harvard. But, as I learned from Ernst Kris, neither trained introspection nor creative insights would lead to the systematic accretion of knowledge needed for the foundation of a science of mind. That sort of foundation requires more than insight, it requires experimentation. Thus, it was the remarkable successes of experimental science in astronomy, physics, and chemistry that spurred students of mind to devise experimental

The next day, I get a call from this student's mother. My daughter has said nothing about the GRE. All she ever talks about is color. Is color on the GRE? No, It's not. But it should be. What are you really teaching her? How to make sense of sunsets.

The goal of a science PhD is to have an original idea. Those who cannot are often called technicians. A technician is able to follow a protocol but not able to think beyond it. The best PhD students make the jump from technician to scientist in less than a few years. The worst never make that jump. Some advisors realize this early on and advise these students to leave science soon. Other advisors allow them to reach that point themselves.

In the past she was either the offspring of an arsonist, the daughter of a serial wife, the sister of a hanged homosexual, or the graduate student of a renowned lecher.

She’d felt this way her entire life. She’d been defined not by what she did, but by what others had done. In the past she was either the offspring of an arsonist, the daughter of a serial wife, the sister of a hanged homosexual, or the graduate student of a renowned lecher. Now she was the girlfriend of a famous chemist. But she was never just Elizabeth Zott.

What’s that around your neck?” asked Emily. “It’s a golden star.” Said Reed. “What did you get it for?” “Chemistry class.” “What’s the star for?” the shadow asked, Usually stars represent a straight A student. “You get it for having greatness. But Emily doesn’t know what that is.” He said, answering the shadows question and looking at Emily. “Greatness, what’s greatness?” Emily asked, all wide eyed, and clueless looking “It’s when you do really awesome stuff, and people recognize you for it.” “Oh, no” Emily laughed .”No, I don’t know what that is.

Such titles differ from the titles of all other textbooks students read in high school or college. Chemistry books, for example, are called Chemistry or Principles of Chemistry, not Triumph of the Molecule.

School was out for the day, it was just barely starting to feel like spring, and everybody streamed through the hallways drunk on 3:15-p.m. freedom, leaving the rush of students headed for the main doors only long enough to pause at their lockers before rejoining it, like all of it was choreographed, every moment rehearsed, every sound and sight a special effect--the slam and rattle of the metal locker doors, the "call me laters" and "fuckin' chemistry tests" loud and throaty, the thick smell of just-lit cigarettes as soon as you hit the outside steps, the sound of mix tapes blaring from cars as they tore away from the student parking lot, windows down on both sides. I usually liked to soak in all of that for a minute or two, just linger at my locker before heading off to change for practice. But that day there was Coley.

At 4:00 a.m. on the first day of my senior year, my chemistry teacher overdosed in the parking lot behind United Methodist. He was known by his students as Mr. Tampari, but that summer, to me, he had become something different: Sammy, my first love.

papers—his graduate students did. But he always took full credit for every word, sometimes only changing the title and a few phrases here and there before passing it off as an entirely different paper, which he could do because who reads a scientific paper all the way through?

But the problem was, Sacks wasn’t comparing herself to all the students in the world taking Organic Chemistry. She was comparing herself to her fellow students at Brown. She was a Little Fish in one of the deepest and most competitive ponds in the country—and the experience of comparing herself to all the other brilliant fish shattered her confidence. It made her feel stupid, even though she isn’t stupid at all. “Wow, other people are mastering this, even people who were as clueless as I was in the beginning, and I just can’t seem to learn to think in this manner.

From his own lessons, he knew repetition was important. The key was not to overdo the repetition—not to make it so tiresome that it actually had an inverse result and caused the student to forget. That was called boredom. According to Elizabeth, boredom was what was wrong with education today.

Dr. Mary Atwater's story was so inspiring. Growing up, Dr. Atwater had a dream to one day be a teacher. But as a black person in the American South during the 1950s, she didn't have many great educational opportunities. It didn't help that she was also a girl, and a girl who loved science, since many believed that science was a subject only for men. Well, like me, she didn't listen to what others said. And also like me, Dr. Atwater had a father, Mr. John C. Monroe, who believed in her dreams and saved money to send her and her siblings to college. She eventually got a PhD in science education with a concentration in chemistry. She was an associate director at New Mexico State University and then taught physical science and chemistry at Fayetteville State University. She later joined the University of Georgia, where she still works as a science education researcher. Along the way, she began writing science books, never knowing that, many years down the road, one of those books would end up in Wimbe, Malawi, and change my life forever. I'd informed Dr. Atwater that the copy of Using Energy I'd borrowed so many times had been stolen (probably by another student hoping to get the same magic), so that day in Washington, she presented me with my own copy, along with the teacher's edition and a special notebook to record my experiments. "Your story confirms my belief in human beings and their abilities to make the world a better place by using science," she told me. "I'm happy that I lived long enough to see that something I wrote could change someone's life. I'm glad I found you." And for sure, I'm also happy to have found Dr. Atwater.

The author's effort in his mission to edify the esoteric & abstruse topics with regard to universe and matter is utterly commendable.All the clarifications and illustrations have been furnished in simple manners. I trust this book would be enormously advantageous for class XI-XII students who invariably struggle to comprehend the knack of Physical Chemistry.

{Recalling Professor Ira Remsen's remarks (1895) to a group of his graduate students about to go out with their degrees into the world beyond the university:} He talked to us for an hour on what was ahead of us; cautioned us against giving up the desire to push ahead by continued study and work. He warned us against allowing our present accomplishments to be the high spot in our lives. He urged us not to wait for a brilliant idea before beginning independent research, and emphasized the fact the Lavoisier's first contribution to chemistry was the analysis of a sample of gypsum. He told us that the fields in which the great masters had worked were still fruitful; the ground had only been scratched and the gleaner could be sure of ample reward.

a basic unit of measure in chemistry, which was named for Avogadro long after his death. It is the number of molecules found in 2.016 grams of hydrogen gas (or an equal volume of any other gas). Its value is placed at 6.0221367 × 1023, which is an enormously large number. Chemistry students have long amused themselves by computing just how large a number it is, so I can report that it is equivalent to the number of popcorn kernels needed to cover the United States to a depth of nine miles, or cupfuls of water in the Pacific Ocean, or soft drink cans that would, evenly stacked, cover the Earth to a depth of 200 miles. An equivalent number of American pennies would be enough to make every person on Earth a dollar trillionaire. It is a big number.

Liebig taught the world two great lessons. The first was that in order to teach chemistry it was necessary that students should be taken into a laboratory. The second lesson was that he who is to apply scientific thought and method to industrial problems must have a thorough knowledge of the sciences. The world learned the first lesson more readily than it learned the second.

What was going on here was that like so many people in contemporary society, along the way to gaining their superb educations, and their shiny opportunities, they had absorbed the wrong lessons. They had mastered formulas in calculus and chemistry. They had read great books and learned world history and become fluent in foreign languages. But they had had never formally been taught how to maximize their brains' potential or how to find meaning and happiness. Armed with iPhones and personal digital assistants, they had multitasked their way through a storm of resume-building experiences, often at the expense of actual ones. In their pursuit of high achievement, they had isolated themselves from their peers and loved ones and thus compromised the very support systems they so ardently needed. Repeatedly, I noticed these patterns in my own students, who often broke down under the tyranny of expectations we place on ourselves and those around us.

But if a man finds himself in possession of great mental faculties, such as alone should venture on the solution of the hardest of all problems—those which concern nature as a whole and humanity in its widest range, he will do well to extend his view equally in all directions, without ever straying too far amid the intricacies of various by-paths, or invading regions little known; in other words, without occupying himself with special branches of knowledge, to say nothing of their petty details. There is no necessity for him to seek out subjects difficult of access, in order to escape a crowd of rivals; the common objects of life will give him material for new theories at once serious and true; and the service he renders will be appreciated by all those—and they form a great part of mankind—who know the facts of which he treats. What a vast distinction there is between students of physics, chemistry, anatomy, mineralogy, zoology, philology, history, and the men who deal with the great facts of human life, the poet and the philosopher!

As long as museums and universities send out expeditions to bring to light new forms of living and extinct animals and new data illustrating the interrelations of organisms and their environments, as long as anatomists desire a broad comparative basis human for anatomy, as long as even a few students feel a strong curiosity to learn about the course of evolution and relationships of animals, the old problems of taxonomy, phylogeny and evolution will gradually reassert themselves even in competition with brilliant and highly fruitful laboratory studies in cytology, genetics and physiological chemistry.

This special moment takes the two pianists—master and student—someplace that no one else can go. The French call this sort of sharing, this meeting of minds, complicité, and the word captures perfectly the special bond that instantly develops as two pianists explore together the edge of music. If chamber music can be likened to a conversation, with a constant give-and-take, a joining and separating of the voices, this is all simultaneity, more like a duo of dancers who perform exactly the same figurations. By some remarkable chemistry a momentum builds that puts the two pianists in perfect concurrence.

Now atop these gleaming countertops sat one microscope and two used Bunsen burners, one courtesy of Cambridge—the university had given it to Calvin as a memento of his time there—and the other from a high school chem lab that was shedding equipment due to a lack of student interest. Just above the new double sinks were two carefully hand-lettered signs. waste only read one. h2o source read the other. Last but not least was the fume hood. “This will be your responsibility,” she told Six-Thirty. “I’ll need you to pull on the chain when my hands are full. You’ll also need to learn how to press this big button.

Paco Fuentes," Mrs. Peterson says, pointing to the table behind Mary. The handsome young man with pale blue eyes like his mother's and smoky black hair like his father's takes his assigned seat. Mrs. Peterson regards her new student over the glasses perched on her nose. "Mr. Fuentes, don't think this class will be a piece of cake because your parents got lucky and developed a medication to halt the progression of Alzheimer's. Your father never did finish my class and he flunked one of my tests, although I have a feeling your mother was the one who should have failed. But that just means I'll expect extra from you.

Finance is concerned with the relations between the values of securities and their risk, and with the behavior of those values. It aspires to be a practical, like physics or chemistry or electrical engineering. As John Maynard Keynes once remarked about economics, “If economists could manage to get themselves thought of as humble, competent people on a level with dentists, that would be splendid.” Dentists rely on science, engineering, empirical knowledge, and heuristics, and there are no theorems in dentistry. Similarly, one would hope that nance would be concerned with laws rather than theorems, with behavior rather than assumptions. One doesn’t seriously describe the behavior of a market with theorems.

For instance, in the eighteenth century, a brilliant young student from the University of Ingolstadt caught the eye of members of the Broederschap. His work with galvanism and chemistry was deemed to have tremendous potential, and they recruited him. He was given a thorough grounding in the core principles of the brotherhood’s techniques, but he chafed at their restrictions and eventually went rogue, disappearing to pursue his own research. Agents scoured the known world for him, but it was years before five Chimerae were dispatched to the Arctic, where he had constructed and animated a monstrous being using cadavers and lightning. Four of the five troops were killed, but the rogue doctor and his creation also died out there on the ice.

If you’re a teacher, enjoy your gregarious and participatory students. But don’t forget to cultivate the shy, the gentle, the autonomous, the ones with single-minded enthusiasms for chemistry sets or parrot taxonomy or nineteenth-century art. They are the artists, engineers, and thinkers of tomorrow. If you’re a manager, remember that one third to one half of your workforce is probably introverted, whether they appear that way or not. Think twice about how you design your organization’s office space. Don’t expect introverts to get jazzed up about open office plans or, for that matter, lunchtime birthday parties or team-building retreats. Make the most of introverts’ strengths—these are the people who can help you think deeply, strategize, solve complex problems, and spot canaries in your coal mine.

You only needed one yes to be happy—medical school was like love in that regard. Some days her chances seemed promising, and other days she hated herself for clinging to this ridiculous dream. Hadn't she muddled her way through chemistry? Struggled in biology? You needed more than a good GPA to get into medical school. You had to compete against students who'd grown up in rich families, attended private schools, hired personal tutors. People who had been dreaming since kindergarten of becoming doctors. Who had family photos of themselves in tiny white coats, holding plastic stethoscopes to teddy bear bellies. Not people who grew up in nowhere towns, where there was one doctor you only saw when you were puking sick. Not people who'd stumbled into the whole idea of medical school after dissecting a sheep's heart in an anatomy class.

Stanley Woodworth, my high school French teacher, once described the peculiar passion for his own vocation in the following terms: “The joy of teaching lies not in one’s own enthusiasm for the students, or even for the subject matter, but rather for the privilege of introducing the one to the other.” If this is true of French, chemistry, or history, how much more is it true of the pastor’s passion, which is not simply love of God or love of people, but rather the love of introducing the one (people) to the other (God)? The pastor’s special charge is to care for the people of God by speaking and showing and by being and doing God’s truth and love. Success in ministry is determined not by numbers (e.g., people, programs, dollars) but by the increase of people’s knowledge and love of God. This is the only way “to present everyone mature in Christ” (Col. 1:28).

For it is true historically that those who have shown the greatest subtlety with language have shown the greatest power to understand (this does not exclude Sophists, for Plato made the point that one must be able to see the truth accurately in order to judge one’s distance from it if he is practicing deception). To take a contemporary example which has statistical support: American universities have found that with few exceptions students who display the greatest mastery of words, as evidenced by vocabulary tests and exercises in writing, make the best scholastic records regardless of the department of study they enter. For physics, for chemistry, for engineering—it matters not how superficially unrelated to language the branch of study may be—command of language will prognosticate aptitude. Facility with words bespeaks a capacity to learn relations and grasp concepts; it is a means of access to the complex reality. Evidently

Every elementary chemistry text must discuss the concept of a chemical element. Almost always, when that notion is introduced, its origin is attributed to the seventeenth-century chemist, Robert Boyle, in whose Sceptical Chymist the attentive reader will find a definition of ‘element’ quite close to that in use today. Reference to Boyle’s contribution helps to make the neophyte aware that chemistry did not begin with the sulfa drugs; in addition, it tells him that one of the scientist’s traditional tasks is to invent concepts of this sort. As a part of the pedagogic arsenal that makes a man a scientist, the attribution is immensely successful. Nevertheless, it illustrates once more the pattern of historical mistakes that misleads both students and laymen about the nature of the scientific enterprise. According to Boyle, who was quite right, his “definition” of an element was no more than a paraphrase of a traditional chemical concept; Boyle offered it only in order to argue that no such thing as a chemical element exists; as history, the textbook version of Boyle’s contribution is quite mistaken.3

Fifteen of his clubs, dedicated to politics, music, and the performing arts, had all been developing strategic plans for the past two years. And the local branches of various societies--whose goals were to advance aviation, knowledge of chemistry, automotive transportation, equestrian sports, highway construction, as well as the prompt eradication of ethnic chauvinism--existed only in the sick imagination of the local union committee. As for the school of continuing education, of which Sardinevich was especially proud, it was constantly reorganizing itself, which, as anybody knows, means it wasn't undertaking any useful activity whatsoever. If Sardinevich were an honest man, he would probably have admitted that all these activities were essentially a mirage. But the local union committee used this mirage to concoct its reports, so at the next level up nobody doubted the existence of all those musico-political clubs. At that level, the school of continuing education was imagined as a large stone building filled with desks, where perky teachers draw graphs that show the rise of unemployment in the United States on their chalkboards, while mustachioed students develop political consciousness right in front of your eyes.

In 1950, a thirty-year-old scientist named Rosalind Franklin arrived at King’s College London to study the shape of DNA. She and a graduate student named Raymond Gosling created crystals of DNA, which they bombarded with X-rays. The beams bounced off the crystals and struck photographic film, creating telltale lines, spots, and curves. Other scientists had tried to take pictures of DNA, but no one had created pictures as good as Franklin had. Looking at the pictures, she suspected that DNA was a spiral-shaped molecule—a helix. But Franklin was relentlessly methodical, refusing to indulge in flights of fancy before the hard work of collecting data was done. She kept taking pictures. Two other scientists, Francis Crick and James Watson, did not want to wait. Up in Cambridge, they were toying with metal rods and clamps, searching for plausible arrangements of DNA. Based on hasty notes Watson had written during a talk by Franklin, he and Crick put together a new model. Franklin and her colleagues from King’s paid a visit to Cambridge to inspect it, and she bluntly told Crick and Watson they had gotten the chemistry all wrong. Franklin went on working on her X-ray photographs and growing increasingly unhappy with King’s. The assistant lab chief, Maurice Wilkins, was under the impression that Franklin was hired to work directly for him. She would have none of it, bruising Wilkins’s ego and leaving him to grumble to Crick about “our dark lady.” Eventually a truce was struck, with Wilkins and Franklin working separately on DNA. But Wilkins was still Franklin’s boss, which meant that he got copies of her photographs. In January 1953, he showed one particularly telling image to Watson. Now Watson could immediately see in those images how DNA was shaped. He and Crick also got hold of a summary of Franklin’s unpublished research she wrote up for the Medical Research Council, which guided them further to their solution. Neither bothered to consult Franklin about using her hard-earned pictures. The Cambridge and King’s teams then negotiated a plan to publish a set of papers in Nature on April 25, 1953. Crick and Watson unveiled their model in a paper that grabbed most of the attention. Franklin and Gosling published their X-ray data in another paper, which seemed to readers to be a “me-too” effort. Franklin died of cancer five years later, while Crick, Watson, and Wilkins went on to share the Nobel prize in 1962. In his 1968 book, The Double Helix, Watson would cruelly caricature Franklin as a belligerent, badly dressed woman who couldn’t appreciate what was in her pictures. That bitter fallout is a shame, because these scientists had together discovered something of exceptional beauty. They had found a molecular structure that could make heredity possible.

Japanese universities have a chair system that is a fixed hierarchy. This has its merits when trying to work as a laboratory on one theme. But if you want to do original work you must start young, and young people are limited by the chair system. Even if students cannot become assistant professors at an early age they should be encouraged to do original work. ...Industry is more likely to put its research effort into its daily business. It is very difficult for it to become involved in pure chemistry. There is a need to encourage long-range research, even if we don't know its goal and if its application is unknown.

neighborhood. So the school, being unable to utilize this everyday experience, sets painfully to work, on another tack and by a variety of means, to arouse in the child an interest in school studies. (Dewey, 1959, pp. 76–77) During Dewey’s tenure at the University of Chicago, he and his colleagues created a model of an educational process that sought to immerse children in those fundamental community activities from which the contemporary academic disciplines have emerged. Using such perennial vocations as gardening, cooking, carpentry, and clothing manufacture, students at the Laboratory School were drawn into the forms of problem-solving and investigation that led to the invention of biology, mathematics, chemistry,

This book is written primarily for students who have had trouble with science in the past and are now about to take a chemistry or physical science class. It is written as a non-threatening introduction to the subject, ideally read over the summer so that you will already understand some of the concepts before you start the class.

The book aims at imparting intensive and extensive knowledge of the subject so that students can understand the role of chemistry in the field of engineering.

The information on the page is scant, with most of the content restricted to the user’s friends. The only information visible confirms this Cameron Gail is studying chemistry at Oxford University.  Perplexed, I stare at the screen. On closer inspection I'm sure it's the same young man, but how does anyone go from being a student at one of the world's greatest universities to the life of a drug addict,

A chemistry is performed so that a chemical reaction occurs and generates a signal from the chemical interaction with the sample, which is translated into a result, which is then reviewed by certified laboratory personnel.” Those sounded like the words of a high school chemistry student, not a sophisticated laboratory scientist. The New Yorker writer had called the description “comically vague.” When I stopped to think about it, I found it hard to believe that a college dropout with just two semesters of chemical engineering courses under her belt had pioneered cutting-edge new science. Sure, Mark Zuckerberg had learned to code on his father’s computer when he was ten, but medicine was different: it wasn’t something you could teach yourself in the basement of your house.

He thought the chemical symbol for potassium was P (it’s K; P is the symbol for phosphorus)—a mistake most high school chemistry students wouldn’t make.

So how did an entire generation of billions of people today come to universally accept planet Earth as being 4.6 billion years old? The answer is simple: It is because most people just believe what they are told, and errant scientists have crammed their guesswork down their throats. Today, we are inundated daily with newspapers, magazines, newscasters, and schoolteachers regurgitating scientist’s theories. But, friend, let us call a spade a spade; a theory is a guess! Therefore, the theory of macroevolution and the big bang theory are nothing more than speculation. And these two theories demand a very old Earth and universe to be true, so scientist — without definitive evidence — falsely assume they are! And, unfortunately, their guesses are being taught as truth to our children in schools. Thus, we have the perfect storm for festering evil: A generation of Biblically illiterate kids are growing up believing whatever their teachers teach them in school, which contradicts the Bible trueness! Friend, the great “end time” deception is in full force! Paul wrote about it: “evil men and seducers shall wax worse and worse, deceiving, and being deceived. But continue thou in the things which thou hast learned and hast been assured of … And that from a child thou hast known the Holy Scriptures” (II Timothy 3:13-15). As a 3 year Chemistry/Biochemistry majored collegiate student with a 3.84 GPA, let me assure you there is not a single test a scientist can perform to absolutely, positively verify the age of something! The tests all involve assumptions — including radiometric dating — and therein lay the error. Are you really going to throw away hard, cold, ancient, Biblical “end times” prophetic evidence, including the 7 day Creation story’s amazing prophetic verbiage, all of which support the truth of a 6,000 year old Earth, to believe in mankind’s scientific guesses? Allow me to tell you first HOW the world was created, for the answer is in Scripture! Then we will investigate how the great “end-time” deceptive theories like macroevolution & the big bang arrived, claiming a very old universe. Friend, the method God used to create the world is blatantly flaunted in a miracle Jesus performed twice. I want you to seriously consider the miracle, for it appears God wanted the miracle to be remembered above ALL other miracles, because it is the ONLY one contained in ALL 4 Gospels. And rightly so, for it should be contemplated by all: The

In the last third of his life, there came over Laszlo Jamf [...] a hostility, a strangely personal hatred, for the covalent bond. A conviction that, for synthetics to have a future at all, the bond must be improved on–some students even read "transcended." That something so mutable, so soft, as a sharing of electrons by atoms of carbon should lie at the core of life, his life, struck Jamf as a cosmic humiliation. Sharing? How much stronger, how everlasting was the ionic bond–where electrons are not shared, but captured. Seized! and held! polarized plus and minus, these atoms, no ambiguities . . . how he came to love that clarity: how stable it was, such mineral stubbornness!

Most students started out pretty interested in chemistry. Yet over the semester, something happened. Students with the fixed mindset stayed interested only when they did well right away. Those who found it difficult showed a big drop in their interest and enjoyment. If it wasn’t a testimony to their intelligence, they couldn’t enjoy it. “The harder it gets,” reported one student, “the more I have to force myself to read the book and study for the tests. I was excited about chemistry before, but now every time I think about it, I get a bad feeling in my stomach.” In contrast, students with the growth mindset continued to show the same high level of interest even when they found the work very challenging. “It’s a lot more difficult for me than I thought it would be, but it’s what I want to do, so that only makes me more determined. When they tell me I can’t, it really gets me going.” Challenge and interest went hand in hand.

In the Harry Potter Universe, alchemy is a branch of magic. It’s an ancient science, which deals with the study of the four classical elements: earth, air, fire, and water. Magical alchemy also concerns itself with the transmutation of substances. So, it’s linked to chemistry, potion-making, and the magic of transformation. Dating back to antiquity, alchemy is fused with philosophy, and mixed up with metaphysical and mystical conjecture. Even in the 20th century, there were still some members of wizard kind who actively studied magical alchemy. And, should there have been sufficient demand, alchemy was taught at Hogwarts, to those sixth and seventh year students who chose it.

The things that we describe so carefully are called phenomena — the second element in the definition. The word phenomenon has a special meaning to phenomenologists: it denotes any ordinary thing or object or event as it presents itself to my experience, rather than as it may or may not be in reality. As an example, take a cup of coffee. (Husserl liked coffee: long before Aron talked about the phenomenology of apricot cocktails, Husserl told students in his seminars, ‘Give me my coffee so that I can make phenomenology out of it.’) What, then, is a cup of coffee? I might define it in terms of its chemistry and the botany of the coffee plant, and add a summary of how its beans are grown and exported, how they are ground, how hot water is pressed through the powder and then poured into a shaped receptacle to be presented to a member of the human species who orally ingests it. I could analyse the effect of caffeine on the body, or discuss the international coffee trade. I could fill an encyclopaedia with these facts, and I would still get no closer to saying what this particular cup of coffee in front of me is. On the other hand, if I went the other way and conjured up a set of purely personal, sentimental associations — as Marcel Proust does when he dunks his madeleine in his tea and goes on to write seven volumes about it — that would not allow me to understand this cup of coffee as an immediately given phenomenon either. Instead, this cup of coffee is a rich aroma, at once earthy and perfumed; it is the lazy movement of a curlicue of steam rising from its surface. As I lift it to my lips, it is a placidly shifting liquid and a weight in my hand inside its thick-rimmed cup. It is an approaching warmth, then an intense dark flavour on my tongue, starting with a slightly austere jolt and then relaxing into a comforting warmth, which spreads from the cup into my body, bringing the promise of lasting alertness and refreshment. The promise, the anticipated sensations, the smell, the colour and the flavour are all part of the coffee as phenomenon. They all emerge by being experienced. If I treated all these as purely ‘subjective’ elements to be stripped away in order to be ‘objective’ about my coffee, I would find there was nothing left of my cup of coffee as a phenomenon — that is, as it appears in the experience of me, the coffee-drinker. This experiential cup of coffee is the one I can speak about with certainty, while everything else to do with the bean-growing and the chemistry is hearsay. It may all be interesting hearsay, but it’s irrelevant to a phenomenologist.

Are you going to dance with me tonight?" I ask. "Hell, yeah." "Colin never wanted to dance with me." "I'm not Colin, querida, and never will be." "Good. I've got you, Alex. I realize it's all I need and I'm ready to share it with the world." Inside the club, Alex immediately heads for the dance floor with me. I ignore the gawking stares from Fairfield students from my side of town as I pull Alex close to me and we move as one to the beat. We move together as if we've been a couple forever, every movement in sync with each other. For the first time I'm not afraid of what people think of me and Alex together. Next year, in college, it won't matter who came from what side of town.

Humor Humor is a great social lubricator—it can make interacting go more smoothly. If you are good at telling jokes, try a few. Telling jokes is risky, however; do not tell ethnic, racist, or off-color jokes. And as always, pay careful attention to interactive chemistry. One high school student who attended my program reported that, although he tried to become part of a popular social group at his new school, playing on the football team and joining several clubs, he was not invited to socialize with the other kids off the field. He had become known for telling joke after joke, in vain hopes of being accepted. When we examined things more carefully, it became clear that his style of telling jokes—sometimes irrelevant, sometimes just plain corny—was not appealing to the peer group he was associating with. Quite simply, the chemistry was off. If you wish to inject humor and levity into an interaction, it’s better to tell funny stories. If the funny stories are about yourself, great: People enjoy mildly self-deprecating humor. You can also find amusing true stories in the newspaper.

Inside the club, Alex immediately heads for the dance floor with me. I ignore the gawking stares from Fairfield students from my side of town as I pull Alex close to me and we move as one to the beat. We move together as if we’ve been a couple forever, every movement in sync with each other. For the first time I’m not afraid of what people think of me and Alex together. Next year, in college, it won’t matter who came from what side of town. Troy, a boy I danced with the last time I came to Club Mystique, taps me on the shoulder as the music makes the dance floor vibrate. “Who’s the new stud?” he asks. “Troy, this is my boyfriend, Alex. Alex, this is Troy.” “Hey, man,” Alex says as he holds out his hand and quickly shakes Troy’s. “I have a feeling this guy won’t make the same mistake the other one did,” Troy says to me. I don’t answer, because I feel Alex’s hands around my waist and back and it feels so right to have him here with me. I think he liked me calling him my boyfriend, and it felt so good to say it out loud. I lean my back against his chest and close my eyes, letting the rhythm of the music and the movement of our bodies mold together.

Face the facts. Your life is too perfect. You probably lie awake at night, fantasizing about spicin’ up all that lily whiteness you live in.” But damn it, I get a whiff of vanilla from her perfume or lotion. It reminds me of cookies. I love cookies, so this is not good at all. “Gettin’ near the fire, chica, doesn’t necessarily mean you’ll get burned.” “You touch her and you’ll regret it, Fuentes,” Colin’s voice rings out. He resembles a burro, with his big white teeth and ears sticking out from his buzz cut. “Get the hell away from her.” “Colin,” Brittany says. “It’s okay. I can handle this.” Burro Face brought reinforcements: three other pasty white dudes, standing behind him for backup. I size up Burro Face and his friends to see if I can take them all on, and decide I could give all four a run for their money. “When you’re strong enough to play in the big leagues, jock boy, then I’ll listen to the mierda flyin’ out of your mouth,” I say. Other students are gathering around us, leaving room for a fight that is sure to be fast, furious, and bloody. Little do they know Burro Face is a runner. This time he’s got backup, though, so maybe he’ll stay to duke it out. I’m always prepared for a fight, been in more of ‘em than I can count on my fingers and toes. I’ve got the scars to prove it. “Colin, he’s not worth it,” Brittany says. Thanks, mamacita. Right back at ya. “You threatening me, Fuentes?” Colin barks, ignoring his girlfriend. “No, asshole,” I say, staring him down. “Little dicks like you make threats.” Brittany parks her body in front of Colin and puts her hand on his chest. “Don’t listen to him,” she says. “I’m not afraid of you. My dad’s a lawyer,” Colin brags, then puts his arm around Brittany. “She’s mine. Don’t ever forget that.” “Then keep a leash on her,” I advise. “Or she might be tempted to find a new owner.” My friend Paco comes up beside me. “Andas bien, Alex?” “Yeah, Paco,” I tell him, then watch as two teachers walk down the hall escorted by a guy in a police uniform. This is what Adams wants, perfectly planned to get my ass kicked out of school. I’m not falling into his trap only to end up on Aguirre’s hit list. “Si, everything’s bien.” I turn to Brittany. “Catch ya later, mamacita. I’m looking forward to researching our chemistry.” Before I leave and save myself from suspension on top of my detention, Brittany sticks that perky nose of hers in the air as if I’m the scum of the earth.

Alex whispers, “There’s a thin line between love and hate. Maybe you’re confusing your emotions.” I scoot away from him. “I wouldn’t bet on it.” “I would.” Alex’s gaze turns toward the door to the classroom. Through the window, his friend is waving to him. They’re probably going to ditch class. Alex grabs his books and stands. Mrs. Peterson turns around. “Alex, sit down.” “I got to piss.” The teacher’s eyebrows furrow and her hand goes to her hip. “Watch your language. And the last time I checked, you don’t need your books in order to go to the restroom. Put them back on the lab table.” Alex’s lips are tight, but he places the books back on the table. “I told you no gang-related items in my class,” Mrs. Peterson says, staring at the bandanna he’s holding in front of him. She holds out her hand. “Hand it over.” He glances at the door, then faces Mrs. Peterson. “What if I refuse?” “Alex, don’t test me. Zero tolerance. You want a suspension?” She wiggles her fingers, signaling to hand the bandana over immediately or else. Scowling, he slowly places the bandana in her hand. Mrs. Peterson sucks in her breath when she snatches the bandanna from his fingers. I screech, “Ohmygod!” at the sight of the big stain on his crotch. The students, one by one, start laughing. Colin laughs the loudest. “Don’t sweat it, Fuentes. My great-grandma has the same problem. Nothing a diaper won’t fix.” Now that hits home because at the mention of adult diapers, I immediately think of my sister. Making fun of adults who can’t help themselves isn’t funny because Shelley is one of those people. Alex sports a big, cocky grin and says to Colin, “Your girlfriend couldn’t keep her hands out of my pants. She was showin’ me a whole new definition of hand warmers, compa.” This time he’s gone too far. I stand up, my stool scraping the floor. “You wish,” I say. Alex is about to say something to me when Mrs. Peterson yells, “Alex!” She clears her throat. “Go to the nurse and…fix yourself. Take your books, because afterward you’ll be seeing Dr. Aguirre. I’ll meet you in his office with your friends Colin and Brittany.” Alex swipes his books off the table and exits the classroom while I ease back onto my stool. While Mrs. Peterson is trying to calm the rest of the class, I think about my short-lived success in avoiding Carmen Sanchez. If she thinks I’m a threat to her relationship with Alex, the rumors that are sure to spread today could prove deadly.

AS A KID GROWING UP IN A RURAL PENNSYLVANIA COAL COUNTRY in the 1930s and 1940s, Bill McGowan never dreamed of a career as a businessman, unaware that such a profession even existed. The son of a railroad engineer and a schoolteacher, McGowan got his first glimpse of the wider world during a three-year stint in the U.S. Army in postwar Europe, after which he returned home to complete an undergraduate degree in chemistry at King’s College in Wilkes-Barre, Pennsylvania. McGowan excelled at chemistry, thanks to his talent for comprehending the rules of complex systems, but found little joy in the subject. His plans for a career in medicine left him similarly lukewarm. One King’s College professor surmised the gregarious, hyper-analytical student’s true calling and suggested he apply for a seat in Harvard Business School’s class of 1954.

A college student who wants to file a complaint of sexual assault within the campus disciplinary system informs a university employee such as an assistant dean for student life, or perhaps the Title IX coordinator. That person eventually forwards the complaint to a university disciplinary panel that may be composed of, for example, an associate dean with a master's degree in English literature, a professor of chemistry, and a senior majoring in anthropology. Unlike criminal prosecutors, members of the disciplinary panels do not have access to subpoena powers or to crime labs. They often have no experience in fact-finding, arbitration, conflict resolution, or any other relevant skill set. There is, to put it mildly, little reason to expect such panels to have the experience, expertise, and resources necessary to adjudicate a contested claim of sexual assault. Making matters worse, most campus tribunals ban attorneys for the parties (even in an advisory capacity), rules of procedure and evidence are typically ad hoc, and no one can consult precedents because records of previous disputes are sealed due to privacy considerations. Campus "courts" therefore have an inherently kangoorish nature. Even trained police officers and prosecutors too often mishandle sexual assault cases, so it's not surprising that the amateurs running the show at universities tend to have a poor record. And indeed, some victims' advocacy groups, such as the Rape, Abuse and Incest National Network (RAINN), oppose having the government further encourage the campus judicial system to primarily handle campus sexual assault claims, because that means not treating rape as a serious crime. A logical solution, if federal intervention is indeed necessary, would be for OCR [US Department of Education's Office of Civil Rights] to mandate that universities encourage students who complain of sexual assault to report the assault immediately to the police, and that universities develop procedures to cooperate with police investigations. Concerns about victims' well-being when prosecutors decline to pursue a case could also be adjudicated in a real court, as a student could seek a civil protective order against her alleged assailant. OCR could have mandated or encouraged universities to cooperate with those civil proceedings, which in some cases might warrant excluding an alleged assailant from campus.

It appears that the probabilistic sciences of psychology and medicine teach their students to apply statistical and methodological rules to both scientific and everyday-life problems, whereas the nonprobabilistic science of chemistry and the nonscientific discipline of the law do not affect their students in these respects (p. 438)…. the luxury of not being confronted with messy problems that contain substantial uncertainty and a tangled web of causes means that chemistry does not teach some rules that are relevant to everyday life

New York Times article from March 8, 1953, titled “Looking Back Two Billion Years.” “Obviously,” Edmond said, “this experiment raised some eyebrows. The implications could have been earth-shattering, especially for the religious world. If life magically appeared inside this test tube, we would know conclusively that the laws of chemistry alone are indeed enough to create life. We would no longer require a supernatural being to reach down from heaven and bestow upon us the spark of Creation. We would understand that life simply happens…as an inevitable by-product of the laws of nature. More importantly, we would have to conclude that because life spontaneously appeared here on earth, it almost certainly did the same thing elsewhere in the cosmos, meaning: man is not unique; man is not at the center of God’s universe; and man is not alone in the universe.” Edmond exhaled. “However, as many of you may know, the Miller-Urey experiment failed. It produced a few amino acids, but nothing even closely resembling life. The chemists tried repeatedly, using different combinations of ingredients, different heat patterns, but nothing worked. It seemed that life—as the faithful had long believed—required divine intervention. Miller and Urey eventually abandoned their experiments. The religious community breathed a sigh of relief, and the scientific community went back to the drawing board.” He paused, an amused glimmer in his eyes. “That is, until 2007…when there was an unexpected development.” Edmond now told the tale of how the forgotten Miller-Urey testing vials had been rediscovered in a closet at the University of California in San Diego after Miller’s death. Miller’s students had reanalyzed the samples using far more sensitive contemporary techniques—including liquid chromatography and mass spectrometry—and the results had been startling. Apparently, the original Miller-Urey experiment had produced many more amino acids and complex compounds than Miller had been able to measure at the time. The new analysis of the vials even identified several important nucleobases—the building blocks of RNA, and perhaps eventually…DNA. “It was an astounding science story,” Edmond concluded, “relegitimizing the notion that perhaps life does simply happen…without divine intervention. It seemed the Miller-Urey experiment had indeed been working, but just needed more time to gestate. Let’s remember one key point: life evolved over billions of years, and these test tubes had been sitting in a closet for just over fifty. If the timeline of this experiment were measured in miles, it was as if our perspective were limited to only the very first inch…” He let that thought hang in the air. “Needless to say,” Edmond went on, “there was a sudden resurgence in interest surrounding the idea of creating life in a lab.” I remember that, Langdon thought. The Harvard biology faculty had thrown

We expect that life will be better once we are done with premed, medical school, and residency. But it doesn’t get better. It will stay the same … unless you change your mentality. Enjoy the now. Enjoy studying for the organic chemistry test if you are a premedical student. Enjoy rotating through general surgery as a medical student. Enjoy working 80-hour weeks as a resident. If you do not enjoy your current situation, you will not enjoy your future one.

After you’ve decided on a place to study MBBS abroad, the following step is to choose the best medical university. MBBS abroad offers its students a plethora of alternatives and chances. Here are some pointers to help you choose the top medical university in the world to study MBBS. Learn about the university’s rating. The university’s experience in teaching MBBS The university’s recognition Fees for tuition and living expenses Whether or if the university provides FMGE coaching Indian cuisine is available at the hostel canteen. Examine the number of Indian students enrolled at the university. Admission Procedures for MBBS Programs Abroad MBBS overseas is increasingly a popular option for thousands of students. It does not necessitate any difficult procedures or fees. Admission to medical schools in other countries is a pretty straightforward procedure. MBBS abroad offers a plethora of chances to its students. The student must send the necessary paperwork to us, and we will begin the admissions process right away. The admission letter is issued once the following papers are submitted: Results of the 12th grade with eligibility matching according to the university. Passport photocopy Following the submission of the required papers, the student will get an invitation from the Ministry of Education of the particular nation. A representative is on hand at the airport to meet the students, and another is on hand at the destination airport to greet them, The University provides lodging for its students. The Cost of a Medical Degree in Abroad MBBS overseas offers a viable option for medical education studies. The cost of MBBS in Russia, Ukraine, Kyrgyzstan, China, Bangladesh, Guyana, and other such nations is substantially lower than that of private medical institutions in India. Furthermore, the cost of living in these nations is quite low for international students. These colleges also provide scholarships to deserving students. Criteria for Eligibility to Study medical Abroad: The following admission requirements are reserved for Indian candidates seeking admission to MBBS programs at any of the Best Medical Universities in the World: Firtly, A non-reserved Indian medical candidate must have obtained a minimum of 50% in their 12th grade in Physics, Chemistry, and Biology. Secondly, Medical aspirants from the restricted categories (SC/ST/OBC) can apply with a minimum of 40% marks in Physics, Chemistry, and Biology, according to NMC/MCI criteria (Medical Council of India). Medical students must take the NEET (National Eligibility and Entrance Test) starting in 2019.

In 1799, the British chemist Humphry Davy was experimenting with different gases, or ‘airs’, at the Pneumatic Institution for Inhalation Gas Therapy in Bristol, searching for treatments for tuberculosis and other respiratory ailments. In what seems to have been a time-honoured tradition, Davy experimented on himself, by inhaling his new discoveries to judge their effects. Having synthesized some nitrous oxide, he inhaled a few breaths and found it produced a sensation of euphoria. He later found that nitrous oxide had analgesic properties which temporarily relieved dental pain and headache. Davy recorded in his notebook that nitrous oxide might prove useful in surgery, but thereafter became more interested in its recreational effects, and gave it its common name, ‘laughing gas’. No-one seems to have paid any attention to the idea that nitrous oxide might permit painless surgery. Davy and his co-workers at the Pneumatic Institution invited distinguished visitors to inhale nitrous oxide to experience its pleasurable effects. These demonstrations were soon repeated by students of medicine and chemistry, and then eventually by carnival showmen in both Britain and America. It was to be almost half a century before nitrous oxide was to take its place as a general anaesthetic.

Helene's interest in economics had waned considerably over the years. More and more, the theories that tried to explain economic phenomena, to predict their developments, appeared almost equally inconsistent and random. She was more and more tempted to liken them to pure and simple charlatanism; it was even surprising, she occasionally thought, that they gave a Nobel Prize for economics, as if this discipline could boast the same methodological seriousness, the same intellectual rigor, as chemistry, or physics. And her interest in teaching had also waned considerably. On the whole, young people no longer interested her much. Her students were at such a terrifyingly low intellectual level that, sometimes, you had to wonder what had pushed them into studying in the first place. The only reply, she knew in her heart of hearts, was that they wanted to make money, as much money as possible; aside from a few short-term humanitarian fads, that was the only thing that really got them going. Her professional life could thus be summarized as teaching contradictory absurdities to social-climbing cretins, even if she avoided formulating it to herself in terms that stark.

When chemists learn about and create organic compounds, we consider that an act of high intelligence, as any student who has taken organic chemistry will attest. What should we think, then, when a pasque flower fashions complex kinds and mixtures of compounds?

With the web uncovered, the intricacies of the belowground alliance still remained a mystery to me, until I started my doctoral research in 1992. Paper birches, with their lush leaves and gossamer bark, seemed to be feeding the soil and helping their coniferous neighbors. But how? In pulling back the forest floor using microscopic and genetic tools, I discovered that the vast belowground mycelial network was a bustling community of mycorrhizal fungal species. These fungi are mutualistic. They connect the trees with the soil in a market exchange of carbon and nutrients and link the roots of paper birches and Douglas firs in a busy, cooperative Internet. When the interwoven birches and firs were spiked with stable and radioactive isotopes, I could see, using mass spectrometers and scintillation counters, carbon being transmitted back and forth between the trees, like neurotransmitters firing in our own neural networks. The trees were communicating through the web! I was staggered to discover that Douglas firs were receiving more photosynthetic carbon from paper birches than they were transmitting, especially when the firs were in the shade of their leafy neighbors. This helped explain the synergy of the pair’s relationship. The birches, it turns out, were spurring the growth of the firs, like carers in human social networks. Looking further, we discovered that the exchange between the two tree species was dynamic: each took different turns as “mother,” depending on the season. And so, they forged their duality into a oneness, making a forest. This discovery was published by Nature in 1997 and called the “wood wide web.” The research has continued unabated ever since, undertaken by students, postdoctoral researchers, and other scientists, with a myriad of discoveries about belowground communication among trees. We have used new scientific tools, as they are invented, along with our curiosity and dreams, to peer into the dark world of the soil and illuminate the social network of trees. The wood wide web has been mapped, traced, monitored, and coaxed to reveal the beautiful structures and finely adapted languages of the forest network. We have learned that mother trees recognize and talk with their kin, shaping future generations. In addition, injured trees pass their legacies on to their neighbors, affecting gene regulation, defense chemistry, and resilience in the forest community. These discoveries have transformed our understanding of trees from competitive crusaders of the self to members of a connected, relating, communicating system. Ours is not the only lab making these discoveries—there is a burst of careful scientific research occurring worldwide that is uncovering all manner of ways that trees communicate with each other above and below ground.

This book is addressed to those who for whatever reason believe that students of political science must have some understanding of the philosophic treatment of the abiding questions; to those who do not believe that political science is scientific as chemistry and physics are — subjects from which their own history is excluded.

Every few years, a teacher from Monroe Colored High loaded a band of students onto the flat bed of a pickup truck and rattled across the Missouri Pacific Railway tracks. They passed the rich people’s porticos and pulled up to the back entrance of the white high school in town. The boys jumped out and began stacking the truck bed with the books the white school was throwing away. That is how Monroe Colored High School got its books. The boys loaded the truck with old geography and English texts, some without covers and with pages torn out and love notes scrawled in the margins, and headed back to their side of town. By the time he was old enough to understand where the books came from, Pershing was fast putting together the pieces of the world he lived in. He knew there was a dividing line, but it was hitting him in the face now. He was showing a talent for science and was getting to the point that he needed reference books to do his lesson. But it was against the law for colored people to go to the public library. “And the library at the Colored High School did not live up to its name,” he said years later. He was in the eighth grade when word filtered to his side of the tracks that Monroe was getting a new high school. It wouldn’t replace the old building that Monroe Colored High was in. It was for the white students, who already had a big school. It would be called Neville High. The colored people could see it going up when they ventured to the other side of the tracks. It rose up like a castle, four stories of brick and concrete with separate wings and a central tower, looking as if it belonged at Princeton or Yale. It opened in 1931 on twenty-two acres of land. The city fathers made a fuss over the state-of-the-art laboratories for physics and chemistry, the 2,200-seat balconied auditorium, the expanded library, and the fact it was costing $664,000 to build. As the new high school took shape across town, Pershing watched his father rise in the black of morning to milk the cows and walk the mile and a half to open his building the size of a grade school. His father, his mother, and the other teachers at Monroe Colored High School were working long hours with hand-me-down supplies for a fraction of the pay their white counterparts were getting. In Louisiana in the 1930s, white teachers and principals were making an average salary of $1,165 a year. Colored teachers and principals were making $499 a year, forty-three percent of what the white ones were.

It is more important to me that my students come out of my class believing 'This story is interesting and I might want to know more about it', than to fill them up with information. If I can remind them or convince them that history is interesting then I feel I have succeeded, because unlike chemistry or physics, history is a subject that anyone can teach themselves, if they are interested."[

Brittany has been wary this whole week. She’s waiting for me to play a joke on her, to get her back for tossing my keys into the woods. After school, as I’m at my locker picking books to take home, she storms up to me wearing her sexy pom uniform. “Meet me in the wrestling gym,” she orders. Now I can do two things: meet her like she told me to or leave the school. I take my books and enter the small gym. Brittany is standing, holding out her keychain without keys dangling from it. “Where have my keys magically disappeared to?” she asks. “I’m going to be late for the game if you don’t tell me. Ms. Small will kick me off the squad if I’m not at the game.” “I tossed them somewhere. You know, you should really get a purse that has a zipper. You never know when someone will reach in and grab somethin’.” “Glad to know you’re a klepto. Wanna give me a hint as to where you’ve hidden them?” I lean against the wall of the wrestling gym, thinking about what people would think if they caught us in here together. “It’s in a place that’s wet. Really, really wet,” I say, giving her a clue. “The pool?” I nod. “Creative, huh?” She tries to push me into the wall. “Oh, I’m going to kill you. You better go get them.” If I didn’t know her better, I’d think she was flirting with me. I think she likes this game we have going on. “Mamacita, you should know me better than that. You’re all on your own, like I was when you left me in the library parking lot.” She cocks her head, gives me sad eyes, and pouts. I shouldn’t concentrate on her pouty lips, it’s dangerous. But I can’t help it. “Show me where they are, Alex. Please.” I let her sweat it out a minute before I give in. By now most of the school is deserted. Half of the students are on their way to the football game. The other half is glad they’re not on their way to the football game. We walk to the pool. The lights are off, but sunlight is still shining through the windows. Brittany’s keys are where I threw ‘em--in the middle of the deep end. I point to the shiny pieces of silver under the water. “There they are. Have at it.” Brittany stands with her hands on her short skirt, contemplating how she’s going to get them. She struts over to the long stick hanging on the wall that’s used to pull drowning people from the water. “Piece of cake,” she tells me. But as she sticks the pole into the water, she finds out it’s not a piece of cake. I suppress a laugh as I stand at the edge of the pool and watch her attempt the impossible. “You can always strip and go in naked. I’ll watch to make sure nobody comes in.” She walks up to me, the pole gripped firmly in her fingers. “You’d like that, wouldn’t you?” “Uh, yeah,” I say, stating the obvious. “I have to warn you, though. If you have granny undies on, you’ll blow my fantasy.” “For your information, they’re pink satin. As long as we’re sharing personal info, are you a boxers or briefs guy?” “Neither. My boys go free, if you know what I mean.” Okay, I don’t let my boys go free. She’ll just have to figure that out herself. “Gross, Alex.” “Don’t knock it till you try it,” I tell her, then walk toward the door. “You’re leaving?” “Uh…yeah.” “Aren’t you going to help me get the keys?” “Uh…nope.” If I stay, I’ll be tempted to ask her to ditch the football game to be with me. I’m definitely not ready to hear the answer to that question. Toying with her I can handle. Showing my true colors like I did the other day made me take my guard down. I’m not about to do that again. I push the door open after taking one last glance at Brittany, wondering if leaving her right now makes me an idiot, a jerk, a coward, or all of the above.

was Yeshayahu Leibowitz—whom Danny adored. Leibowitz had come to Palestine from Germany via Switzerland in the 1930s, with advanced degrees in medicine, chemistry, the philosophy of science and—it was rumored—a few other fields as well. Yet he’d tried and failed to get his driver’s license seven times. “You’d see him walking the streets,” recalled one former Leibowitz student, Maya Bar-Hillel. “His pants pulled up to his neck, he had these hunched shoulders and a Jay Leno chin. He’d be talking to himself and making these rhetorical gestures. But his mind attracted youth from all over the country.” Whatever Leibowitz happened to be teaching—and there seemed no subject he could not teach—he never failed to put on a show. “The course I took from him was called biochemistry, but it was basically about life,” recalled another student.

Swami Devi Dyal College Of Nursing Swami Devi Dyal College of Nursing was established in year 2006. The college is approved & recognized by Haryana Nursing Registration Council (HNRC), Indian Nursing Council (INC), New Delhi and is affiliated to Pt. B.D. Sharma University of Health Sciences, Rohtak. SWATCH BHARAT B.Sc Nursing Students of Swami Devi Dyal college of nursing organized awareness programme on SWATCH BHARAT along with Nursing Staff of General Hospital Sector -6 Panchkula Haryana. They delivered health education to patients and their relatives about the importance of cleanliness and proper disposal of refuse .Posters were displayed. Courses Offered Bachelor of Science Nursing (Co-education) Program Mode Regular Duration 4 Years No. of Seats 60 Eligibility 1) The applicant must have passed 10+2 exam of board of school education Haryana or any examination recognized as equivalent there to with Science (Physics, Chemistry, & Biology) and English (PCBE) with minimum 45% in aggregate marks (40% marks for the reserved category SC/ST). 2) Minimum Age limit: 17 years before 31st December of the admission session 2012. 3) Candidate must be medically fit and medical fitness certificate shall have to be produced at the time of admission. Fee Structure 60000/- Admission Procedure The admission to B. Sc Nursing Program will be made on the basis of the CET test conducted by Pt. B.D. Sharma University of Health Sciences, Rohtak. The management Quota seats (25% of the sanctioned intake including 15% seats for children/ward of NRI’s) for Nursing will be filled as per 1. CET-2012 merit ranking Conducted by Pt. B.D. Sharma University of Health Sciences, Rohtak. 2. Merit based on percentage of marks in 10+2 in Physics, Chemistry, Biology & English.

Swami Devi Dyal Institute of Pharmacy The Institute is approved by AICTE & Pharmacy Council of India and is affiliated to Pt. B.D. Sharma University of Health Sciences, Rohtak. Courses Offered: Bachelor in Pharmacy A Bachelor of Pharmacy (Abbreviated B Pharma) is a graduate education degree in the field of pharmacy. The degree is the basic condition for practicing in many countries as a pharmacist and it is about developing necessary skills for counseling patients about understanding and using the properties of medicines. Bachelor of Pharmacy (B.Pharm) is an undergraduate degree course in the field of Pharmacy education. The students those are interested in the medical field (except to become a doctor) can choose this course after the completion of class 12th. After the completion of this degree, the students can practice as a Pharmacist. Pharmacists can work in a range of industries related to the prescription, manufacture & provision of medicines. The duration of this course is 4 years. The B.Pharm is one of the popular job oriented course among the science students after class 12th. In this course the students study about the drugs and medicines, Pharmaceutical Engineering, Medicinal Chemistry etc. This course provides a large no. of job opportunities in both the public and private sector. There are various career options available for the science students after the completion of B.Pharm degree. The students can go for higher studies in the Pharmacy i.e. Master of Pharmacy (M.Pharm). This field is one of the evergreen fields in the medical sector, with the increasing demand of Pharma professional every year. B.Pharm programme covers the syllabus including biochemical science & health care. The Pharmacy Courses are approved by the All India Council of Technical Education (AICTE) & Pharmacy Council of India (PCI). B.Pharma – Bachelor in Pharmacy Program Mode Regular Duration 4 Years No. of Seats 60 Eligibility Passed 10+2 examination with Physics and Chemistry as compulsory subjects along with any one of the Mathematics/ Biotechnology/ Biology. Obtained at least 47% marks in the above subjects taken together. Lateral Entry to Second Year: Candidate must have passed Diploma in Pharmacy course of a minimum duration of 2 years or more from Haryana Board of Technical Education or its equivalent with at least 50% marks in aggregate of all semesters/ years.

At the Lab School children planted gardens and grew crops not to become farmers but to learn about food, chemistry, and geography. These students, who came from fairly affluent families in Hyde Park, acquired considerable knowledge, but they were creatively and actively involved in their education and less dependent on textbooks and traditional instruction. Children could read a textbook to learn how to boil an egg, but experimenting on their own drew upon their interests and strengthened their powers of observation. Efficiency was sacrificed, but active engagement in learning, as in democracy, required time and patience.

After World War II, physicist Richard Feynman was asked to serve on the State Curriculum Commission, to choose high school science textbooks for California. To his consternation, the texts appeared to leave students more confused than enlightened. Each book he examined was worse than the one prior. Finally, he came upon a promising beginning: a series of pictures, of a windup toy, an automobile, and a boy on a bicycle. Under each was a question: “What makes it go?” At last, he thought, something that was going to explain the basic science, starting with the fundamentals of mechanics (the toy), chemistry (the car), and biology (the boy). Alas, his elation was short lived. Where he thought to finally see explanation, real understanding, he found instead four words: “Energy makes it go.” But what was that? Why did it make it go? How did it make it go? These questions weren’t ever acknowledged, never mind answered. As Feynman put it, “That doesn’t mean anything. . . . It’s just a word!” Instead, he argued, “What they should have done is to look at the windup toy, see that there are springs inside, learn about springs, learn about wheels, and never mind ‘energy.’ Later on, when the children know something about how the toy actually works, they can discuss the more general principles of energy.

It was there, during the 1960s, that his evolution into a firebrand revolutionary began. He became a vocal leader in the emerging Chicano movement. He joined black student activist Larry Gossett, Native American leader Bernie Whitebear, and Asian American leader Bob Santos to create multiracial coalitions for justice in education, policing, immigration, and other issues. Together they became masters of organizing and direct action. The so-called Four Amigos were bonded by personal chemistry. But they also recognized that in predominantly white Seattle, they were stronger together.

For the first half of 7th grade, I was so distracted by a new middle school and a huge batch of new classmates and friends that I barely noticed that I hadn’t worked much. I was grateful not to be working, in fact, because I didn’t want to miss a minute of my new life. I moved from class to class, mixing with different kids every period. I had eight teachers instead of one, a whole range of new subjects to dig into, like chemistry and Spanish. And then there was a brand-new selection of boys. The student body was almost 10 times the size of my old school.

A chemistry professor puts it this way: “In my class I want students to daydream. They can go back to the text if they missed a key fact. But if they went off in thought . . . they might be making the private connection that pulls the course together for them.

That's when the game began Maybe not right away His arm around my shoulders His finders at the edge of my bra, it pulled all my atoms apart then dropped me into stasis. Weeks passed and months, everything that made me who I am rearranged, like Dr. Manhattan in the test chamber put back together as something not quite human. I saw on Tumblr that people with trauma will sometimes reexpose themselves to trauma over and over until they think they understand what happened. I don't know why I play the Game. I understand what happened. My biology teacher hurt me and if I was smarter I could find a clever metaphor about chemistry that tells why and how but the simplest way to say it is that I was a student but he saw a rabbit and no one will believe me because he's the most beloved wolf in school.