What Is Ground State in Chemistry

In chemistry and physics, the ground state  is defined as the lowest allowed energy state of an atom, molecule, or ion. In other words, the ground state represents the most stable configuration. If there is more than one possible ground state, degenerate states are said to exist. Even though the species may possess some level of energy, the ground state is considered to have zero-point energy in comparison to other states. If a species has energy greater than the ground state, it is said to be in an excited state. Electrons provide a good example of ground and excited states. If an electron absorbs energy, it may jump to an excited state. At some point, the electron will return to the ground state, typically giving off a photon in the process.

The Themes of Love in Shakespeares Sonnets and Other...

The Themes of Love in Shakespeares Sonnets and Other Poetry Love poetry has been written for many centuries. The ideas expressed by Shakespeare and Browning are still relevant today. Love is not a tangible thing; it is an emotion so it can be perceived in many different ways. Shakespeare has infamously used sonnets to express his ideas on love. Shall I compare theeà ¢Ã¢â€š ¬Ã‚ ¦? is a sonnet in which Shakespeare focuses on immortalisation through words. Let me not is another sonnet written by Shakespeare in which he expresses his views and the theme of the strength of love. I choose Robert Brownings, Porpyrias lover to compare to the above poems. As it is a dramatic monologue, which provides†¦show more content†¦This is a similar theme to one in shall I compare theeà ¢Ã¢â€š ¬Ã‚ ¦? which is everlasting. A sub theme of everlasting is also expressed in this sonnet love alters not with breefe houres and weekes. All three of the poems attempt to defy time through love, although they do this in very different ways. Shakespeare is almost trying to teach a lesson to the society of that time, a lesson that is still relevant today. Due to the lesson being on love and marriage it adds to the religious element within this poem. Also due to the large volume of hyperbolic language, it seems as though Shakespeare is religiously preaching to us. For example loveà ¢Ã¢â€š ¬Ã‚ ¦. Beares it out even to the edge of doom. The religious aspect of avoiding divorce is shown here. The religious tone in this poem differentiates it very much from the other two poems. As the tone in Shall I compare theeà ¢Ã¢â€š ¬Ã‚ ¦? Is light and airy and the tone in Porphyrias lover is conspiring. The rhyming couplets of Shakespeares sonnets are the most power literary tool. His confidence in his belief of this sonnet adds greatly to the creditability of it. This rhyming couplet exemplifies this If this be error and upon me proved, I never writ nor no man ever loved ShakespeareShow MoreRelatedWilliam Shakespeare s Poetry Of Love1612 Words   |  7 Pagessession will focus on the poetry of William Shakespeare. Shakespeare was a world-renowned poet and playwright. Shakespeare had a romantic heart and his poetry is shaped by love. His poems usually depict the passion and sacredness of relationships. By comparing two poems from William Shakespeare it is shown how he has been able to articulate the poetic theme of love. This seminar will analyze and explore two of Shakespeare’s poems focusing on the particular theme of love. Shakespeare deals with deepRead MoreWilliam Shakespeare s Sonnet 601250 Words   |  5 PagesShakespeare’s sonnet 60 expresses the inevitable end that comes with time and uses this dark truth to express his hopefulness that his poetry will carry his beloved’s beauty and worth into the future in some way so that it may never die. This love poem is, as all sonnets are, fourteen lines. Three quatrains form these fourteen lines, and each quatrain consists of two lines. Furthermore, the last two lines that follow these quatrains are known as the couplet. This sonnet has the rhyme scheme of ABABRead MoreSpenser and Shakespeare: Contrasting Approaches to Sonnets1100 Words   |  5 PagesApproaches to Sonnets For over many centuries, countless poets have chosen to interpret their thoughts, sentiments and concepts through sonnets as opposed to other varying forms of poetry. Invented in Europe and perfected by Petrarch around the XIV century, the sonnet is considered to be the longest lived form of poetry and has since influenced the works and minds of succeeding artists such as Edmund Spenser and William Shakespeare. Thus, by observing Spenser’s Sonnet LXXV and Shakespeare’s Sonnet 55, itRead MoreShakespeares Sonnet 181392 Words   |  6 PagesIn Sonnet 18, Shakespeare shows his audience that his love will be preserved through his eternal lines of poetry by comparing his love and poetry with a summers day. Shakespeare then uses personification to emphasize these comparisons and make his theme clearer to his audience. Shakespeare also uses repetition of single words and ideas throughout the sonnet in order to stress the theme that his love and poetry are eternal, unlike othe r aspects of the natural world. Using the devices of metaphorRead MoreAnalysis of Two of the Best Williams Shakespeares Work1273 Words   |  6 PagesKnown as the leader in classical poetry and drama, English writer William Shakespeare, captures the passion and emotions that the romance and depths of the human heart experiences in life. This is especially shown in his vast collection of sonnets which exemplified the â€Å"carpe diem† ideology of the period, and the love that one can have for another. Two of the most famous of Shakespeare’s works, Sonnet 55 [Not Marble, nor the gilded monuments] and sonnet 116 [Let me not to the marriage of true minds]Read MoreAnalysis Of The Poem Gold Hair And Black Wires 1583 Words   |  7 PagesWires: Uses of Poetic Convention in Petrarca and Shakespeare While specifics within the sonnet genre have changed across time and traditions, the sonnet remains the most popular poetic form used in love poetry. The conventions of sonnets vary widely within the two most predominant traditions, the Italian and the Elizabethan, but are utilized by the love poem genre to play with similar themes of perfected love and beauty. Both styles are fourteen line poems which follow a strict rhyme scheme and meterRead More Sonnets: The Power of Love Essay1581 Words   |  7 PagesSonnets:   The Power of Love  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The majority of Elizabethan sonnets reflect two major themes: time and love. William Shakespeare, too, followed this convention, producing 154 sonnets, many of which deal with the usual theme of love. Because the concept of love is in itself so immense, Shakespeare found several ways to capture the essence of his passion. Therefore, in his poetry he explored various methods and used them to describe the emotions associated with his love for a mysteriousRead MoreThe Movement Of The 18th And 17th Century Essay1526 Words   |  7 Pagesinside a poetic movement or community. Major poetic movements include Greek Poetry Schools (6th century BC), Provencal literature (11th-12th century), Silican court poets (mid 13th to early 14th centuries), Elizabeth and Romantican poets (late 16th- 17th century), American Transcendentalists, Paris expatriate (Surrealist) and Beat poets (20th Century). These movements have been fundamental to change the course of poetry in and out of their eras. This essay will be a critical literature review ofRead MoreDicussion of the Purpose of Shakespeares Sonnet 181129 Words   |  5 Pages Shakespeares collection of sonnets is heralded as one of the greatest, most ambitious sonnet collections in English literature. Of these154 sonnets, the first 126 of them are addressed to a fair youth, a beatiful young man, with whom Shakespeare has developed an intimate friendship. The overarching theme of devotion in antimony to mortality denotes that â€Å"Sonnet 18† is predominantly a love poem. Accordingly the purpose of the poem seems initially to be to compare his beloved friends handsomnessRead MoreShakespeare 130th Sonnet Analysis1464 Words   |  6 PagesSonnets are rhymed poems consisting of fourteen lines, it is divided into two different lines, the first eight lines making up the octet and the other last six lines being the sestet. The Shakespearean sonnet however differs from the Petrarchian sonnets and the Spenserian sonnet, it ends with a rhymed couplet and follows the rhyme scheme. Therefore, the octet and sestet structure can be unconventionally divided in to three quatrains with alternating rhymes concluding in a rhymed couplet. Till present

White Settlement Free Essays

â€Å"What was the impact on White Settlement on Indigenous life between 1788- 1861? Describe the meeting of two cultures that we see in Bennelong and William Buckley. † 1. Early years in Sydney- Arthur Phillip and Bennelong In 1788, led by Captain Arthur Phillip (Australia’s first governor), the Europeans had arrived in Australia with the first fleet. We will write a custom essay sample on White Settlement or any similar topic only for you Order Now They saw no sign of life and had no idea that the Indigenous people had been living in Australia for thousands even tens of thousands of years. But the Indigenous people were very aware that they had come and were deeply fascinated by them. At first they thought they were ghosts or evil spirits but they soon realized that these white-skinned and strangely-dressed people were planning to stay, and that they were. These â€Å"white-skinned’ people were in fact convicts who was shipped to do hard laborious work for their committed crime. Life before Europeans had settled in Australia was a very different place. There was either clear land and/or lots of bush. There were no boats, building or roads, in fact the Indigenous people probably had no idea there was such thing. This was probably why Arthur Phillip presumed the land could be theirs because no-one held sovereign right. But the Indigenous people were living there. The Indigenous people lived happily and peacefully with guidance from their elders who knew local dream time stories and customs. They comfortable living together, helping and sharing with one another and stayed alive by eating animals and berries from the bush. They didn’t need fancy clothes, building or roads unlike the Europeans to live a good life. On the 25 November 1789, Captain Arthur Phillip, captured elder Bennelong and used him as a way to learn about the language and customs of the indigenous people. Bennelong willingly liaised between the cultures, and adopted European dress and other ways. 2. Victoria- Buckley and batman After convict William Buckley’s escape from the Victorian settlement he was discovered by the Wathaurang people who thought this pale, 198cm giant carrying a spear was the ghost of one of their leaders. Buckley had arrived at Port Phillip Bay from England in 1803 with about 300 soldiers, settlers and convicts after being sentenced to transportation for life. Before the European settlement was abandoned, Buckley escaped. He wandered alone for weeks before he was befriended by the Wathaurang people. Over the next 32 years Buckley lived with the Wathaurang, learnt their language and customs, married and had a daughter. In 1835 he finally emerged to meet Batman’s colonising party and tried to work as an intermediary between settlers and aborigines, but felt he wasn’t trusted by either. 3. Overview of their decline and dispossession of land Victoria was originally the home to many Indigenous tribes that had been living there for a long period of time. Although when the Europeans settled in Australia Batman planned to negotiate his way into ‘buying’ the land of the Indigenous people. Once Batman arrived in Victoria he approached the local Indigenous leaders with a contract, to ‘buy’ their land. His negotiations were successful, and he walked away with 240,000 hectares of prime farming terrain – almost all of the Kulin nation’s ancestral land even though they were technically not eligible to sell the land as it wasn’t really their land. However the transaction went ahead, and it was agreed that batman was to on a annual basis, give them 40 blankets, 30 axes, 100 knives, 50 scissors, 30 mirrors, 200 handkerchiefs, 100 pounds of flour and 6 shirts in exchange for the land. Because of this transaction between the Indigenous People and Batman the majority of Victoria’s population is, as the Indigenous people originally called us, â€Å"white-skinned†. How to cite White Settlement, Essay examples

Education and Equality free essay sample

This article discusses various lawsuits filed as advocates try to advance the cause of equal funding for education in the U. S. Demetrio Rodriguez began his fight for reform in 1969 as the chief plaintiff in a suit against the Edgewood Independent School District in San Antonio, Texas. In that year, he and a group of parents filed suit to protest the lack of funding for the schools their children attended. Appealing the decision in favor of the district, they took their case to the U. S. Supreme Court in 1973. The case became a rallying point for school reform across the country. In the ears following the filing of the suit, their battle cry is a simple one: the inequalities in funding between public school systems must be eliminated if quality education for all is to be guaranteed. Lawsuits filed throughout the U. S. are meeting with a margin of success as they try to advance the cause of equal funding for education. Charging that states fail to provide a school system that offers proper instruction, the suits are forcing state governments to reconsider public school funding. While Ohio faces a complete overhaul of the school funding system, other states face the challenge of apital funding for the construction of new schools. The most visible element of the issue, have become the focus of many court battles, most notably that of Arizona. Demetrio Rodriguez sits in his San Antonio, Texas, nome surrounded by memories. Certificates and photos chart the 25 years Rodriguez has spent fighting the cause of school finance reform. From state capitols to popular talk shows, he has become a strong voice behind the movement to improve the nations schools. Rodriguez began his fght for reform in 1969 as the chief plaintiff in a suit against the Edgewood Independent School District in San Antonio. In that year, he and a group of parents filed suit to protest the lack of funding for the schools their children attended. Appealing the decision in favor of the district, they took their case to the U. S. Supreme Court in 1973. In San Antonio Independent School District v. Rodriguez, 411 U. S. 1 (1973), the court ruled in a 5-4 decision that education was not a fundamental right under the federal constitution and that students did not have the right to attend schools funded on the same level as a nearby wealthier district. The case became a rallying point for school reform across the country. In the years following Rodriguez, parents and advocates have filed suit in over 30 states. Their battle cry is a simple one: The inequalities in funding between public school systems must be eliminated if quality education for all is to be guaranteed. Gains have been made. Litigation in Rodriguezs home state of Texas prompted the creation of Robin Hood laws that reallocate funding from higher to lower income school districts. But change is hard to notice at the Edgewood school located across the street from Rodriguezs home. The kids who attend school in my district still have classrooms in portable uildings, he said. Many times teachers are forced to buy crayons and other supplies out of their own pockets. Rodriguez added that while conditions have changed, great disparities still exist. These kids have an improved opportunity to get a proper education, but we have a long way to go. Currently in the state of Texas a $20,000 gap exists in the amount of funding per classroom between the richest and poorest school districts. The Robin Hood laws, which have helped create some gains, are now threatened with elimination by a tax bill being considered in the state legislature. Indeed, Rodriguez, now a grandfather, still has a long way to go in his fght for change. l have great hopes for my grandchildren, he said. But we are still going to have to come up with solutions for these issues if we want to ensure their future. The fght to ensure such a future is gaining support from distinct sectors of American society. From Arizona to New Jersey, groups including attorneys, business representatives and teachers are Joining forces. Like Rodriguez, many are turning to the state courts in an effort create change in their communities. Decisions for Change Lawsuits filed throughout the United States are meeting with a margin of success as they try to advance the cause of equal funding for education. Charging that states fail to provide a school system that offers proper instruction, the suits are forcing state governments to reconsider public school funding. In Abbott v. Burke, M-622-96, the New Jersey Supreme Court decided in May that the legislature must close existing gaps between the poorest and richest school districts in the state by September of this year. The 5 to 1 decision is a final win for a court battle that began in 1985. David Sciarra, attorney for the plaintiffs, said the suit challenged existing legislation that leaves a 000 per pupil gap in tunding. Not only do the current laws not eliminate the gap, but they actually allow it to grow in future budgets, he said. Under the present regulation, the urban districts will only be given funding to maintain a foundation level while suburban districts will be allowed to grow. The disparities will actually remain and widen, he continued. The decision ordered New Jersey to provide funding for future growth over foundation levels. In addition, it andated that poor districts be provided funding for supplemental programs. Supplemental programs, according to Sciarra, will help bring students up to the levels of their counterparts in wealthier districts. We are not satisfied with a 10 percent gap, he commented. We want to get funding to a point where schools are comparable in terms of programs and facilities available. While New Jersey attempts to close the final gap, other states continue to follow their lead. In a similar decision, the Supreme Court of Ohio ruled in March of this year that the current system of state funding was unconstitutional. The 4-3 decision in DeRolph v. State of Ohio, 78 Ohio State 3d 193, stated that the system violated the state constitution by not providing a thorough and efficient system of common schools. It overruled a previous 1979 decision that ruled that the funding system was constitutional. According to the majority opinion, the allocation formula and other school funding factors have caused or permitted vast wealth disparities among schools, depriving students in 500 public school districts of high quality educational opportunities. Nicholas Pittner, chief counsel for the plaintiff, noted the circumstances surrounding he case had a great impact on the decision. Some of these schools are extremely dark and dangerous, he said. The inadequacies reached such an extent that they were impressive enough to sway the decision of the court. The court ruled that the state has a year to come up with a new system to fund the education of Ohios 1. 8 million students. The remedy for the now unconstitutional system rests with a committee consisting of the governor, members of the state legislature, the state superintendent of public instruction and the budget director. Experts in the case say they expect some form of action on the issue this fall. Rick Dickinson, general counsel for the Ohio School Boards Association, said over reliance on property taxes was cited by the court as a contributing factor to the failure of the system. Local property taxes could be part of the new funding system, but not the total source of revenue, he explained. While Ohio faces a complete overhaul of the school funding system, other states face the challenge of capital funding for the construction of new schools. The most visible element of the issue, old and poorly maintained buildings, have become the focus of many court battles, most notably that of Arizona. After three years of litigation, the state faces its fourth suit in a search to fund the replacement of aging school buildings. Still lacking basic facilities, many schools in Arizonas poor districts require major renovations to bring them up to code. A 1994 decision from the Arizona Supreme Court ruled the states funding formula unconstitutional. In Roosevelt v Bishop, 877 P. d 806 (1994), the court ruled the state funding formula unconstitutional and mandated that the state government come up with a new formula. Later decisions gave the state a deadline of the summer of 1998 to resolve the issue. Plaintiffs say $1 billion will be needed. The legislature has offered $370 million over the next 10 years and $32 million in perpetuity to poor school districts. Fite Symington nas as ed k the courts to rule the otter sufficient to resolve t he issue. Opponents contend the amount will not begin to keep up with growth in the states schools. Tim Hogan, attorney representing 72 school districts named as plaintiffs, said the offer does not come close to complying with the decision. Thirty million dollars builds about 4 schools a year in Arizona, he explained. The offer is being contested because it still has a heavy reliance on roperty tax and only adds funding to bottom end schools. Hogan said if the state government fails to distribute money to the schools by the deadline of next summer, kids will be the big losers. What is disappointing to me is that our willingness to cooperate in this effort has not led to complete reform, he added. While Hogan hopes the court turns down the request for approval, representatives from the governors office say the current offer satisfies the courts decision. C. Diane Bishop, former Arizona superintendent of public instruction and now an adviser to Symington, said the current offer combined with a cap on spending for high wealth districts will bring disparities down toa satisfactory level. Equality was not an issue in the decision, she added. A solution where some disparities still exists is acceptable according to the ruling. As the State of Arizona hammers out the resolution to its school finance problem, the rest of the nation looks on with both fear and excitement. The uncharted territory of school finance reform causes activists and bureaucrats alike to shudder as they attempt to redesign systems that have been in lace for decades. And as many find out, victory in the courts is followed by the lengthy and sometimes defeating process of policy-making. Solutions for Today At the center of such policy-making lies the inescapable definition of standards. At what level do states have to fund education to make it efficient? How are such levels determined? John Augenblick, a Denver consultant who has worked in school finance system reform for the past 20 years, said the standards that work the best focus on the needs of students instead of the amount of money available to fund education. Foundation levels are typically politically determined based on funding available, he continued. States need to develop target levels with more information than available revenue. Augenblick said more states are setting objectives for education rather than setting goals based on resources available. We see states setting objectives and creating measurement systems to see if goals are being met, he said. Then funding is sought based on meeting those goals. Sighting recent school reform legislation in Mississippi, Augenblick said that states success lies in the trategy pursued in defining standards. Mississippis goal was to have all school districts accredited at the highest levels based on a series of outcomes, Augenbli ck continued. The funding spent on students in districts that were achieving these levels were then used in developing the standards for the rest of the state. He said while there is much work left to be done, the future of school financing does hold promise. There has been improvement and states are now building systems that are standing up in the courts, Augenblick added. One of the states he said provides the ost secure example of school finance reform is Kentucky. In Council for Better Education v. collins, NO. 85-Cl-1759, slip op. at 11 (Franklin cty. Ct. , KY. May 31, 1988), the Kentucky Supreme Court not only ruled the school funding system unconstitutional, but went on to declare the entire state school system unconstitutional. Chiet Justice Robert Stevens, who wrote the majority opinion in the case, said the evidence compelled the court to go beyond the funding issue. Although the original lawsuit dealt only with financial inequity, it became obvious that the whole system needed reform, he said. Indeed, the evidence was compelling. At the time of the case, Kentucky ranked 50th in the nation in adult literacy and high school completion, 49th in the number of four-year college graduates and 48th in spending on elementary education. In 1990 the state passed the Kentucky Education Reform Act (KERA). Since then the state has completely revamped its methods of instruction. The results hold promise. Teachers salaries have increased 28 percent statewide. According to state records, student performance in reading, writing, mathematics, science and social studies increased 9 percent between 1992 and 1994. It is going to take more than eight or nine years to undo what it took 100 years to build, Justice Stevens added. But the system is a great deal better than it was. Kentucky legislators said the 22 percent increase in taxes necessary to pay for KERA was accepted by Kentuckians because of the seriousness of the disparities. Michael Maloney, a former Kentucky legislator involved in KERA, said while there was some objection to the bill when it was being considered, the majority of the state viewed it as necessary. No legislator who voted or the tax increase was defeated on that issue in the next election, he said. As lon g as the voters knew that the money was going to public education, they were for it. Jack Moreland, former superintendent of the Dayton Kentucky Independent School District, said the state now has a clear sense of where the education system will be heading. We have a defined twenty-year road map which sets precise goals and lays out how the goals will be reached, he explained. Those familiar with KERA caution that the full impact will not be felt until an entire group of students start and finish nder the program. But if the initial information is any indication, the states reform package is achieving change other states may grow to envy. While the Kentucky solution shows the possibilities of education finance reform, the current situation in states like Colorado shows Just how far finance reform has yet to go. Rapid growth in the state has brought over 100,000 new students into Colorado, while a lack of increased funding has caused per-pupil expenditures to drop. Colorado Bill H. C. R. 1004 makes it difficult to increase funding in the states school districts. A cap rohibits the legislature from raising spending more than six percent annually. This makes it impossible for schools to keep up with the growth in enrollment and inflation. Phil Fox, associate director of the Colorado Association of School Executives, said the current situation will drive the quality of education down in a time when the economy is flourishing. We are choking on our own success, he continued. The growth is going to make schools increasingly dependent on the state for funding at a time when the legislature is limiting what they can do for students. As the state egislature struggles to find a solution, few see one on the horizon. A proposal to end school reliance on property taxes failed to win approval from the legislature in the first session of 1997. Activists point out that certain language in the state constitution make successful litigation in Colorado difficult. Fox said Colorado might take years to resolve the finance problem in their state. School reform has never been for the short winded, he added. If Foxs analogy is correct, many states are coming up for air The Illinois Legislature killed Senate Bill 645, which would nave decreased a eliance on property taxes for public school funding and set up a system to equalize school funding through other tax sources. Indeed, the road to reaching school funding solutions is a long process. For Rodriguez, the process brings frustration. l get angry when I think that our country can spend billions in aid on other nations while our kids receive low quality education, he said. The next generation will suffer if we fail to take action today,