Love/Hate Othello Essay

In love comes an exponentially vast array of emotions that can all show themselves at one time or another. One of those emotions that comes with love is hatred. Walter Raleigh once said, â€Å"Hatreds are the cinders of affection.† If you can find feelings of hate towards someone you love, it is because you truly love them. This is why Othello has so much hate towards Desdemona in act III. In act III, Iago plants the thought in Othello’s head that his wife, Desdemona, is having an affair with Cassio. Iago acts reluctant to answer Othello when he asks him if he feels Cassio is trustworthy, but it is all a performance put on to get in Othello’s head. Thoughts race through Othello’s head on why Desdemona would ever cheat on him, bringing out his deepest insecurities. Haply for I am black, And have not those soft parts of conversation That chamberers have; or for I am declined Into the vale of years—yet that’s not much— She’s gone. I am abused, and my relief Must be to loathe her. O curse of marriage, That we can call these delicate creatures ours And not their appetites! I had rather be a toad And live upon the vapor of a dungeon Than keep a corner in the thing I love For others’ uses. Yet ’tis the plague of great ones; Prerogatived are they less than the base. ’Tis destiny unshunnable, like death. (III.iii.267–279) The thought of these self proclaimed â€Å"flaws† makes him bring up feelings of anger and hatred, making him question if Desdemona ever truly loved him or lied to him all along. However, deep down, he still has nothing but love for her. Othello only wants to kill Desdemona and not Cassio because he feels as if she betrayed him. There was never any real relationship between Cassio and Othello aside from the military, so he doesn’t feel the same hatred towards him as with Desdemona. Othello feels that if he is not worthy to be with Desdemona, then nobody is. He loves her so much that he wants her all to himself. Selfish? Yes. Does it mean Othello doesn’t love Desdemona? No, the exact opposite. It is his great love for Desdemona which drives him to do such crazy things and have such insane thoughts. In the end, regardless of his actions, Othello loves Desdemona with all of his heart. Never before this was there any trouble in their marriage, only romantic, gleeful times. This shows that hatred and love can, in fact, coexist. Hatred and love may be polar opposites, but as they say, opposites attract.

Planning for Hypertexts in the Writing Center…Or No Essay

Michael Pemberton asserts in his article â€Å"Planning for Hypertexts in the Writing Center†¦Or Not†, that this new age of technology brings with it a dilemma facing writing centers that stems from the perceived need for writing centers to assimilate hypertexts into their topics mentored, the willingness of the writing centers to accommodate hypertexts and if there is a need, how would writing centers meet such needs. There is no dilemma here because writing centers need not treat hypertexts any differently than any other text (Pemberton). They already have tutors working in specific areas of expertise. Tutors with expertise in hypertext can be found. Pemberton also brings up the rationale that a relatively small number of clients will be writing hypertexts anyway so centers don’t need to worry about it. Pemberton doesn’t discount the challenges faced by writing centers in assimilating into the technological age. As writing centers had always been primarily interpersonal interaction, many feel that the advancing technology is a threat to this interaction (Pemberton). The advent of chat rooms and email tutoring has lessened this perceived threat. He notes that finding articulate tutors may be very difficult, especially for small schools without many resources (Pemberton). Another challenge lies in providing training for tutors. But the challenges do not appear to outweigh the advantages. Times change; language changes; writing changes. That is a constant we can rely on. Writing centers have adapted and will continue to adapt to the changes coming their way. Critique/Comments Michael Pemberton in his article â€Å"Planning for Hypertexts in the Writing Center†¦Or Not† provides a comprehensive history of the goals and functions of writing centers from the 1930s-1990s. He presents a possible problem facing writing centers and possible solutions to the problem, without bias or emphasis on one or the other. His straightforward writing allows the reader to come to a conclusion about the future of writing centers and the necessity of assimilating hypertext into tutoring topics. Pemberton provides much commentary from experts in the field of writing centers and tutoring so his own take does not sway the reader. As change occurred throughout the history involving writing centers, the writing centers and their tutors adapted to the needs of their clients. Pemberton assures that no matter what those needs become, writing centers will naturally meet those needs. While some worry that the computer age will depersonalize the interaction between tutor and tutee, it is clear that the communication tools available via the Internet have not hindered interpersonal relationships in or out of writing centers. Pemberton, a director of the Georgia Southern University Writing Center does not appear to have any motive in his article save to inform readers that â€Å"writing centers will hold† ( ) as the title of one of his books says. Perhaps he merely wants to put to rest any fear felt by the technologically hesitant. Technological advancement is here to stay but rest assured by Michael Pemberton that the writing centers will advance right along with it. Pemberton, Michael A. â€Å"Planning for Hypertexts in the Writing Center†¦ Or Not† In The St. Martin’s Sourcebook for Writing Tutors. 3rd Ed. Christina Murphy and Steve Sherwood. Boston. New York: Bedford/ St. Martin’s, 2008:294-308.

Research Paper on William Butler Yeats

The Irish Rebellion of 1641, his mother reading Irish folktales to him as a child, and William Blake’s use of fiction influenced William Butler Yeats to write â€Å"The Curse of the Fire and the Shadows†. Yeats is a huge part of 20th century English and Irish literature and one of the most important writers that started the â€Å"Irish Literary Revival† and was responsible for starting a his own literary club called â€Å"The Rhymers Club†. In addition to being a great poet Yeats was always prominent in writing short stories and plays. One of Yeats’ individual characteristics is his split sense of certain situations. He was very spiritual and yet managed to cling to a skeptical sense of artistic detachment. His beliefs were deeply torn between his interest in mysticism and the inner workings of the universe to his faith in god and his spiritual being. Yeats was a man deeply seeded in the people around him. This being a lot of the subjects in all of his writing, Yeats also wrote about love, the mind, spirituality, mysticism, fiction, reality, war, and even sometimes flirted with idea of fascism. Being born and raised in Ireland Yeats identified with the people and their struggles against England but he didn’t agree with their passiveness and throughout life he had attempted to improve the situation by political means. Although a lot of the conflict had been settled through war, like the Irish Rebellion of 1641. The Irish Rebellion was fought between the catholic Irish rebels and the English and Scottish Protestants that controlled the area. The conflict arose when some Irish Catholics attempted a coup to overthrow the English administration. Their goal was to force them to allow the Catholics their basic religious rights. Although their coup failed it was the spark that started the Irish Rebellion of 1641 also known as the Irish confederate wars. A war that lasted from 1641 to 1649 and was fought in Ireland itself. The Irish fought with only about 5,000 soldiers against England’s army of 19,000. Despite the obvious advantage the English held, the Irish had managed to kill some 3,000 English and Scottish soldiers in the first battle of the war. Although the mainly Puritan English parliament had used yellow journalism to deceive the people of England and said that hundreds of thousands were murdered by the Irish catholic scum. Though this was just a political tactic employed by parliament to steal power away from King Charles I and sully his reputation as the king of England. Parliament distrusted him so much that they feared he would use the Irish against the Puritans in the English Civil war that begun in 1642. In the midst of all the political scandal parliament had begun to recruit more soldiers for the war from both England and Scotland. Although it had already been too late because the Irish had already gained control of the area and formed their own provisional government in Kilkenny. At first Charles I had ordered James Butler who was the duke of Oromonde and lord lieutenant of Ireland to negotiate a treaty to end the war. Except that the parliament in London and the new parliament in Dublin had both refused the terms of this agreement. By 1645 Charles I had been captured by Cromwell. Also Ormonde was named the head of the confederacy that was the agreed upon union between the Royalists and the Puritans in Ireland. Although not everyone had agreed to be led by Ormonde. Murrough O'Brien of Inchiquin an Irish Protestant that had been posted in the town of Munster. Rather than just rejecting the new estabblishment he had burned Munster to the ground on orders from Parliament, earning him the nickname Murrough of the burnings. Murrough wasn't alone in the opposition of Ormonde, a lot of the people who refused the new leaders were Irish catholic rebels that did not like the idea of working together with their old enemies. The war had reached its climax when Colonel Michael Jones had attacked and removed Ormonde from his position at the battle of Rathmines on August 2, 1649. On August 13, 1649 Oliver Cromwell had set sail to decimate the remaining rebel stronghold. Scotland native Sir Fredrick Hamilton who was somewhat of a celebrity in Ireland and England was given land in Leitrim, northwest of Ireland in 1622. Over the next 20 years he had built his castle to 18,000 acres. Manorhamilton had constantly come under attack during the Irish rebellion of 1641 and the castles defenses had managed to survive the onslaught. In 1642 in retaliation for the O'Rourke clans cattle raids Hamilton had attacked the nearby buildings; even Sligo Abbey didn't survive the attack. After which Hamilton and his men had returned to manorhamilton although on the way it as said that Hamilton's men had become lost and were offered help from from a guide on a white horse and instead he led them off a cliff. This legend ended up being the subject for the short story â€Å"The Curse of the Fire and the Shadows† by William B. Yeats. The work of William Butler Yeats is a direct reflection of his life, his inspiration, and his families influence. Yeats was born in Dublin on June 13, 1865. His father, John Butler Yeats, was a barrister who came from a long lineage of land owners tracing all the way back to the 18th century. His mother, Susan Pollexfen had come from a fairly wealthy merchant family. His father was a supporter of nationalism and the nationalist movement in the country. Initially wanting to be lawyer, John Butler was studying law at the time of his marriage but abandoned the study and moved to England in 1876 when Yeats was only 2 so he could become a painter. Yeats was brought up in an extremely aristocratic family and this had a big impact on his life and his writing. Yeats’ childhood was marked by events like the momentum of nationalism and a lot of societies shift from Catholicism to Puritanism. His father also decided to renounce their family’s Christian faith and instead of reading and following rationalists like John Stuart; he read the works of William Blake and Walt Whitman. This was one of the first times Yeats had been exposed to English poetry as a child. On January 26 1876, William Yeats was sent to the Godolphin primary school where he studied for the next four years and unexpectedly performed poorly in both math and english. In 1880 due to financial problems, the family returned to Dublin and Yeats enrolled into Erasmus Smith High School. Then in 1883 he attended the Metropolitan School of Art. While attending college Yeats published his first two works that later appeared in the Dublin University Review. It was later in his college career that Yeats had made the decision to move on from his artistic career and further his abilities as an author. Since then he started writing poems on various themes and plays. His initial works were deeply influenced with the creations of great poet Percy B. Shelley, and later shifted towards pre-Raphaelite verse and Irish myth and traditions. In his maturing years, Yeats came to appreciate the writing of William Blake. A year later his family decided to make the move back to London. Yeats openly opposed the age of science and often concentrated more on the view astronomy. Yeats' interest in mysticism, spiritualism, astrology and occultism drew criticism from his colleagues who dismissed it as a lack of intellectuality. His first serious work, â€Å"The Isle of Statutes†, was a fantasy poem and was published in Dublin University Review. In 1886, he published a pamphlet Mosada: A Dramatic Poem followed by â€Å"The Wanderings of Orisin† and Other Poems, published in 1889. By 1890 Yeats was already an important part of the literary and artistic scenes in London. He even founded his own club called â€Å"The Rhymers Club†. Its members nicknamed â€Å"the tragic generation† included writers Lionel Johnson, Ernest Dawson, John Davidson, and Arthur Simmons. It was ar. Like every other English poet of the time Yeats had experienced unrequited love. Her name was Maud Gonne, she was a poet and strong feminist who like Yeats, was very involved with the ideal of nationalism. Yeats had proposed to her and was rejected because of his lack participation in nationalist activism. Yeats' obsession with Maud Gonne had almost been unnatural, Ross quotes from Yeats' memoirs â€Å"I had never thought to see in a living woman so great beauty. It belonged to famous pictures, to poetry, to some legendary past. A complexion like the blossom of apples, and yet face and body had the beauty of lineaments which Blake calls the highest beauty because it changes least from youth to age, and a stature so great that she seemed of a divine race† (3). Yeats was madly in love and extremely obsessed. He had believed in Blakes standards so strongly that they become his own and in his eyes Maud Gonne had met them all. For this reason she was the subject of his affection and his art and she knew this well. This being yet another reason she had denied Yeats' marriage proposals over and over again. She knew herself to be his muse and nothing more, she was his living inspiration. From 1902 to 1908 Yeats had become involved with the theater, as a result he had written less poetry during this time. During this period he also began to remake himself. This process would last for the next 37 years after which Yeats wrote â€Å"Myself I Must Remake†. A poem about his 37 year long experience of his own revival what it meant to him. In 1917 Yeats married Georgie Hyde-Lees and released The Swans at Coole, a collection of his poetry. Yeats and his wife had two children, Ann Butler Yeats and William Michael Yeats. As successful a poet and writer Yeats had become at this time he had yet to achieve any political success. Politics being an interest of his and combining his fame and artistic abilities as a writer together would have made him very popular with the public. Yet it wasn't until 1922 when the Irish Free State was established that he had been elected as a senator, and re-elected for a second term in 1925. Soon after he had been elected a debate arose on divorce that Yeats had viewed as a confrontation between Catholics and Puritans. When the catholics had flat out refused divorce all together and decided to outlaw divorce Yeats had released a series of speeches attacking the goverment and the clergy. Yeats stated that for Puritans marriage isn't a religious sacrement but the proof of the love a man and a woman have for eachother and that it would seem sacrilegious if the church were to force two people who hate eachother to live together. The debate has described as one of Yeats' greatest public moments and marked his movement from pluralism to direct religious confrontation. One of the most important writers to Yeats was a man named William Blake. Encouraged by his father Yeats had begun to read the works of Blake around age 15. In 1889, Yeats had studied and learned so much about Blake that he got together with his fathers friend and poet, Edwin Ellis in editing the 3 works of Blake, Poetic, Symbolic, and Critical. In the revised edition they had also included a 172 page memoir of Blake's life, an explanation of his symbolic system, and their interpretations of the poems. Ross also writes â€Å"Yeats recollects that early in their acquaintance Ellis handed him ‘a scrap of notepaper' on which he had written an interpretation of ‘To the Jews,' the preface to the second chapter of Jerusalem. The four quarters of London represented Blake's four great mythological personages, the Zoas, and also the four elements'†(3). Yeats believed that these lines were the key to understanding and interpreting Blake's philosophy and makes the connection between his system and that of Swedenborg or of Boehme. So it was with this proof that Yeats bad determined Ellis' interpretation was real and that was all they needed to begin their work on the prophetic works of Blake. Ross writes on the relationship between Yeats and William Blake â€Å"No writer meant more to Yeats, early, middle, and late. Blake provided Yeats with nothing less that a sacred literature in which he could renew himself and in relationship to which he could orient himself as a poet and thinker† (2). Yeats considered Blake to be the only protect he knew and in his opinion his writing grew more interesting and also more obscure with each passing year. Also there was no writer that Yeats quoted more, not even Percy Shelley. In addition, while criticizing a lecture by Yeats, Ross states â€Å"Yeats' devotion to Blake never waned, even as he shed other habiliments of the 1890's, including, to some extent, Shelley† (2). As this crucial an influence as Shelley is known to be this quote further cements the idea of how important Blake was to Yeats through his entire career, from beginning to end. Toward the end of Yeats life mainly after the Wall Street crash and the great depression had begun. Critics began to arise and ask questions about whether or not a democratic society could survive a great economic depression. It was during this time that Yeats had begun to associate with fascist ideals and even expressed admiration for Benito Mussolini. Yeats had begun to think that in the aftermath of the depression Europe would be reconstructed through totalitarian rule. Then in 1933 at the age of 68 Yeats had grown very sick and had to receive a Steinbach rejuvenation surgery a year later. Even after this he had continued writing and released four verse plays, a poetry book called A Full Moon in March, and the final revision of A Vision. His last poems were published after his death in 1939 but arrangements couldn't be made for his funeral until after World War II, at which point his body was taken to Sligo, where he was buried.

The problem of evil Essay Example | Topics and Well Written Essays - 750 words - 1

The problem of evil - Essay Example This is not however the case and the controversy induces dilemma on both believers and non-believers. This paper explores the concept of the problem of evil. Concepts of the problem of evil The problem of evil arises from the scope of nature that identifies conflicts in theories in existence of evil and God’s characteristics. This is because a consideration of the nature of God and His power should not allow evil to prevail, or should at least be able to eliminate evil. A number of intellectual opinions have explained impossibility of existence of both God and His powers, and evil and its associated powers and suffering. Two sets of elements, three about God’s power and one about evil illustrates mutual exclusivity between the power of God over evil and the persistent existence of evil to develop the controversy. It is for example believed that God has super natural powers, is present at all places and at all times and knows everything that happens on earth and in heave n. God is similarly defined as loving. This means that He is protective of his creations and ensures their safety from all forms of harm or threats to their well being. The relationship between evil and suffering among human beings and a consideration of God’s loving nature would therefore induce God’s actions to either protect human beings from evil or acts on the pain that comes from evil. Existence of evil and a consideration of God’s omnipresent and omniscient properties also mean that evil occurs in God’s presence, against his powers, and with His knowledge. Consequently, existence of evil casts doubts on the properties of God and induces the dilemma of whether to believe in existence of God’s and His characteristics or not (Beebe 1). Similarly, if God has knowledge about existence of evil and the suffering that evil causes, He knows how to control evil power and has the capacity to control it, then existence of evil would mean that God is not as good as He is expected to be. In addition, if God wanted to control evil but does not, then it would mean that His power is not as sovereign as it is thought to be. Alternatively, if God has the power to control evil and wishes to, but has not, then it would mean that He is not aware of the existence of evil. These therefore mean that the presence of evil implies absence of at least one of the properties of God. Admitting to such a theory that what has been believed to be the properties of God are not actually true also contribute to the dilemma and is a basis to reconsidering possibility of non existence of all the proclaimed properties of God, or worse, the belief in existence of God (Beebe 1). McCallum also explores the problem of evil through existence of evil in the presence of God’s power. The author explains that if God loves and has supreme power, according to a believer’s faith, then He should be able to terminate evil and its consequences. Existence of ev il therefore puts a believer in a dilemma over the properties of God. From a biblical perspective, the author argues that if God is the creator of all that exist then He created evil because evil also exist. Similarly, belief that God is good and powerful would result in Him destroying evil. As a

Technology in the ESL elementary classroom Term Paper

Technology in the ESL elementary classroom - Term Paper Example One of the primary ways that the whiteboard can be used to help ESL teaching is in student motivation: â€Å"[O]nce a chapter section or story has been assigned and read for homework, the teacher can use an electronic â€Å"flip chart† presentation, displayed on a screen in front of the class, that visually emphasizes academic vocabulary and important content from the lesson. The flip chart allows a teacher to hide, reveal, and highlight text and images as necessary to motivate students† (Wappel, 2010). The flipchart allows vocabulary to be presented in interesting ways and can be used to encourage immediate participation. â€Å"To enhance and complement the teacher’s chart, each student is given an interactive tool. Using these hand held devices, the classmates can record their responses to quiz or test questions, either in an objective (true-false or multiple choice) format or using complete sentences† (Wappel, 2010). Teachers can pair immediate reinforc ement with students' answers, and students can feel that their participation is being immediately noted and rewarded. Whiteboard programs also allow collaborative on-line text editing and participation. â€Å"The on-line texts are particularly helpful in trying to get a large group of language learners to focus on one element of a lesson together. The format allows a teacher to have better control of a class and maintain continuous eye contact while directing attention to a particular sentence, paragraph, or picture in the text. The online texts also offer practice quizzes and tests, a writing lab and interactive questions, all of which may be sent electronically to the teacher† (Wappel, 2010). Eye contact during ESL teaching is one of the ways to build schemata and encourage interactive learning, making the process seem more human and less difficult (Stott, 2001). Students can be put into online groups, able to discuss and work together, figuring out each others' weak points and letting them build confidence collectively on assignments. â€Å"A bank of computers in Solebury’s ESL Center enables students to become part of an online community through e-mail, chat rooms, and posting and reading announcements and homework on the school’s web site† (Wappel, 2010). Any instructor knows that one of the most important elements is staving off boredom and prompting interest (Wappel, 2010). Whiteboard software allows teachers a wide variety of approaches. Stress, rhythm and structure exercises can be specially created which are not only different from the regular classroom process but also interactive, giving immediate feedback. In particular, the ability to encourage participation in other areas besides direct, verbal participation is useful. Shore argues that one of the ways to encourage participation and reduce stress for ESL students is to â€Å"Encourage participation in less language-demanding subject areas: music, art, physical educat ion† and provide opportunities for success. Whiteboard projects can allow students to sing along, make presentations with their own prompts, and otherwise demonstrate their skills in a non-threatening manner and setting. Whiteboards also allow participation to be immediately rewarded (Jeffrey, 2003). Jeffrey proposes a â€Å"

The Principles Of The Marketing And Promotion Of Events Essay

The Principles Of The Marketing And Promotion Of Events - Essay Example Before deciding on the marketing approach, it is necessary to ensure that it is aligned with the company’s mission and vision statements (Bowdin et al., 2011). The next principle of strategic marketing planning process for events is referred to research and analysis of both external and internal environments as well as marketing mix analysis. Crowther et al. (2015) recommend embracing a plurality of research methods and adopting multiple research methods. The marketers need to understand various external factors (including political, economic, social, technological, environmental, and legal) that might have an impact on the company’s strategy. Furthermore, it is important to understand key event attendees, their motivation, demands, and expectations of the event, their lifestyle, interests, leisure needs, etc. (Bladen 2012; Bowdin et al. 2011). Understanding of internal event environment also is important, as well as analysis of current competition (Bowdin et al., 2011) . One of the great tools that can be used is the analysis of strengths, weaknesses, opportunities, and threats (SWOT). Thus, for example, while analyzing internal environment for managing mega sports events, it is possible to consider good infrastructure in place, good political standing, volunteers as major strengths, while lack of infrastructure, limited budget, lack of human resources can be viewed as a weakness (Karadakis et al. 2010). Opportunities may include the growth of the tourism industry and increase the quality of life, while threats may vary from pollution to political instability (Karadakis et al. 2010). This information is the valuable tool in hands of marketers as it provides them with further insights on how better to develop strategies and tactics related to event product, its place, processes, partnerships, people, and communication (Getz 2012).

Reading Response Speech of Pope Urban II at the Council of Clermont Essay

Reading Response Speech of Pope Urban II at the Council of Clermont - Essay Example and devoted themselves mainly to convincing the leaders and their subjects of the land where this cruel anger had affected to open the churches that were located on the east side. They solemnly ordered them at the Auvergne council on their achievement to such activities, as a groundwork for the reduction of all their evils (Krey, 2012). The Bishop of Puy known as Adhemar, who was the leader of this mission was constituted, and also told to embark on their stead. This was done so that those individuals who perhaps might be willing to undertake this voyage, must act in accordance with his rules, as if they were their own, and succumb completely to his bindings or loosing’s, to the extent that he will continue to be holding such a position. Additionally, he asserted that if there are any of the crusaders who feel God has motivated them to this undertaking, they should know that Adhemar will set forth with the assistance of God in the time of the supposition of the blessed Mary, and that this crusaders or followers of God should accord themselves to his teachings and follow his rules (Halsall, 1997). There can be no uncertainty on whether the response to Urban’s evangelization significantly surpassed his expectations. The Chronicles version might to some degree been swayed by the character of this response so that they twist what Urban said to prompt it. However, the historians are not in agreement with such a principle in defining the original themes of urban as well-maintained by the chronicles. The importance of this speech is that it will help the believers of Christ to follow the teachings of their church leaders as they will be aware that he or she is directed by God to lead them. This will assist the Holy City of Jerusalem to be delivered from the pagan

Science research project Paper Example | Topics and Well Written Essays - 1250 words

Science project - Research Paper Example The completely randomised design was used to remove biasness among the different income groups surveyed. From the study it was clear that the 75,000 – 100,000 income groups had the highest level of information on peak oil while least information about the same was found in income groups below 75,000. However, income group over 100,000 had little information about the same but not as little as the income group below 75,000. Generally it was concluded from the results that no relationship existed between the willingness to purchase oil and the level of awareness of peak oil, hence the null hypothesis was adopted. This study recommends a new line of research open to others interested in the same to find out the relatedness of oil prices to income at household level and its effect on the same. (Mark, 1999) There has been a considerable increase in the price of fuel all over the globe and the United States is no exception. There is therefore, a likeliness of close observation of oil and gasoline prices by the US consumers; this is because they had paid more than what they had anticipated. This research tried to shed light into the factors which were responsible for the price change, its effect on the economy and the alternatives that the consumers preferred most. This work will also provide an insight into the consumption of gasoline between the years 2006 and 2011. The uses focused majorly on industries, commercial and residential sectors. This will be helpful in describing the pattern of gas consumption in the US. Information was provided by statistical method on the past few decades’ oil production and a comparison was made to the demand over the same period. Survey monkey was used to collect data and analysis was done by Excel program to come up with the comparison between the different parameters of study (amount people are willing to pay, awareness of peak price and best alternatives

Physics in The Atmospheric Chemistry Experiment Research Paper

Physics in The Atmospheric Chemistry Experiment - Research Paper Example This paper discusses the physics involved in the experiment and how it is used to understand the effect of changes in the atmospheric layers on the ozone layer over the Arctic pole. Various parameters like temperature, pressure, etc. have been measured by custom made apparatus like the interferometers, spectrometers, spectrophotometers, etc. Launch- ACE used two major instruments in the mission. While the first instrument was a Fourier Transform Spectrometer (FTS), the other instrument was a dual optical spectrometer (Bernath, na). It was launched by NASA on August 12, 2003 using a Pegasus XL rocket at 650km above the Earth. The satellite was launched at an angle of 740 and orbited the Earth to cover tropical, mid-latitude and the Polar regions. The satellite operated in the UV-Visible-NIR region of the spectrum with the ACE-FTS being used in the NIR region while the MAESTRO Spectrophotometer was being used over the UV-VIS-NIR region (ACE, 2009). FTS operated in the range of 2-13 microns with a high resolution of 0.02cm-1 and a vertical resolution of 4km to up to 150km. the MAESTRO spectrophotometer operated in the UV-VIS-NIR spectral region of 285-1030nm with a vertical resolution of 1-2 km. ... Apart from this information, the satellite was also used to provide vertical profile information for temperature, pressure and the various molecules and their mixing ratios present in the atmospheric layers (ACE, 2009). Constituents- The primary instruments in the satellite are the FTS and the MAESTRO. The ACE-FTS is a Michelson interferometer with two corner cubes for producing the path difference with an end mirror which increases the path difference. The interference fringes are produced with a diode laser operating at 1500nm which are further Fourier Transformed to give the spectra. It has two detectors operating below 100K. Two imagers, one a Visible imager and other a near-IR imager at 0.525 and 1.02 microns are used to study the atmospheric absorption of aerosols and the clouds in the region. These two wavelengths are used for study as they are free of any absorption by the molecules present in the two layers, particularly the stratosphere (Bernath, 2005, pp25-26). The altitude profile information is sun tracked by detectors with 256x256 pixel sensors and a field view of 30mrad and a signal-to-noise ratio of more than 1000. The MAESTRO uses two spectrographs in the two overlapping windows which are 280-550nm and 500-1030nm with a resolution of 2nm. It is noted that the use of two spectrographs enhances the stray-light performance and enables the simultaneous measurement of two spectral bands at a narrow resolution. It also consists of photodiode detectors and a concave grating with an entrance slit always held horizontal to the sunset and sunrise. It also has a vertical resolution of 1-2km and a signal-to-noise

Mooting PowerPoint Presentation Example | Topics and Well Written Essays - 250 words

Mooting - PowerPoint Presentation Example On both accounts the client, Tony Shameless, was not in the house. This would provide an opportunity to ask: In your testimony you admit that your fellow officers only found Mrs. Shameless in the house after a domestic incident call. Is that correct? Moreover, the first witness testimony admits that Mrs. Shameless did not link her husband with the injuries sustained on both accounts; actually, she said that she had fallen from the stairs. The defense counsel would then ask: In your testimony, Mrs. Shameless reported that she sustained her injuries from a fall. Is that correct? 3. The prosecution does not have a witness statement from Mrs. Shameless, the â€Å"assaulted person in this case† nor a medical report from the hospital. This would provide an opportunity to ask: After the alleged assault, what was the doctor’s verdict? What was Mrs. Shameless version of events? In an attempted murder case, the prosecution should record a statement from the assaulted. A medical doctor should also provide an independent report on the cause of injuries sustained (Keane, 2008, p.

Thinking in Education Essay Example for Free

Thinking in Education Essay No one doubts, theoretically, the importance of fostering in school good habits of thinking. But apart from the fact that the acknowledgment is not so great in practice as in theory, there is not adequate theoretical recognition that all which the school can or need do for pupils, so far as their minds are concerned (that is, leaving out certain specialized muscular abilities), is to develop their ability to think. The parceling out of instruction among various ends such as acquisition of skill (in reading, spelling, writing, drawing, reciting); acquiring information (in history and geography), and training of thinking is a measure of the ineffective way in which we accomplish all three. Thinking which is not connected with increase of efficiency in action, and with learning more about ourselves and the world in which we live, has something the matter with it just as thought (See ante, p. 147). And skill obtained apart from thinking is not connected with any sense of the purposes for which it is to be used. It consequently leaves a man at the mercy of his routine habits and of the authoritative control of others, who know what they are about and who are not especially scrupulous as to their means of achievement. And information severed from thoughtful action is dead, a mind-crushing load. Since it simulates knowledge and thereby develops the poison of conceit, it is a most powerful obstacle to further growth in the grace of intelligence. The sole direct path to enduring improvement in the methods of instruction and learning consists in centering upon the conditions which exact, promote, and test thinking. Thinking is the method of intelligent learning, of learning that employs and rewards mind. We speak, legitimately enough, about the method of thinking, but the important thing to bear in mind about method is that thinking is method, the method of intelligent experience in the course which it takes. I. The initial stage of that developing experience which is called thinking is experience. This remark may sound like a silly truism. It ought to be one; but unfortunately it is not. On the contrary, thinking is often regarded both in philosophic theory and in educational practice as something cut off from experience, and capable of being cultivated in isolation. In fact, the inherent limitations of experience are often urged as the sufficient ground for attention to thinking. Experience is then thought to be confined to the senses and appetites; to a mere material world, while thinking proceeds from a higher faculty (of reason), and is occupied with spiritual or at least literary things. So, oftentimes, a sharp distinction is made between pure mathematics as a peculiarly fit subject matter of thought (since it has nothing to do with physical existences) and applied mathematics, which has utilitarian but not mental value. Speaking generally, the fundamental fallacy in methods of instruction lies in supposing that experience on the part of pupils may be assumed. What is here insisted upon is the necessity of an actual empirical situation as the initiating phase of thought. Experience is here taken as previously defined: trying to do something and having the thing perceptibly do something to one in return. The fallacy consists in supposing that we can begin with ready-made subject matter of arithmetic, or geography, or whatever, irrespective of some direct personal experience of a situation. Even the kindergarten and Montessori techniques are so anxious to get at intellectual distinctions, without waste of time, that they tend to ignore or reduce the immediate crude handling of the familiar material of experience, and to introduce pupils at once to material which expresses the intellectual distinctions which adults have made. But the first stage of contact with any new material, at whatever age of maturity, must inevitably be of the trial and error sort. An individual must actually try, in play or work, to do something with material in carrying out his own impulsive activity, and then note the interaction of his energy and that of the material employed. This is what happens when a child at first begins to build with blocks, and it is equally what happens when a scientific man in his laboratory begins to experiment with unfamiliar objects. Hence the first approach to any subject in school, if thought is to be aroused and not words acquired, should be as unscholastic as possible. To realize what an experience, or empirical situation, means, we have to call to mind the sort of situation that presents itself outside of school; the sort of occupations that interest and engage activity in ordinary life. And careful inspection of methods which are permanently successful in formal education, whether in arithmetic or learning to read, or studying geography, or learning physics or a foreign language, will reveal that they depend for their efficiency upon the fact that they go back to the type of the situation which causes reflection out of school in ordinary life. They give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking, or the intentional noting of connections; learning naturally results. That the situation should be of such a nature as to arouse thinking means of course that it should suggest something to do which is not either routine or capricioussomething, in other words, presenting what is new (and hence uncertain or problematic) and yet sufficiently connected with existing habits to call out an effective response. An effective response means one which accomplishes a perceptible result, in distinction from a purely haphazard activity, where the consequences cannot be mentally connected with what is done. The most significant question which can be asked, accordingly, about any situation or experience proposed to induce learning is what quality of problem it involves. At first thought, it might seem as if usual school methods measured well up to the standard here set. The giving of problems, the putting of questions, the assigning of tasks, the magnifying of difficulties, is a large part of school work. But it is indispensable to discriminate between genuine and simulated or mock problems. The following questions may aid in making such discrimination. (a) Is there anything but a problem? Does the question naturally suggest itself within some situation or personal experience? Or is it an aloof thing, a problem only for the purposes of conveying instruction in some school topic? Is it the sort of trying that would arouse observation and engage experimentation outside of school? (b) Is it the pupils own problem, or is it the teachers or textbooks problem, made a problem for the pupil only because he cannot get the required mark or be promoted or win the teachers approval, unless he deals with it? Obviously, these two questions overlap. They are two ways of getting at the same point: Is the experience a personal thing of such a nature as inherently to stimulate and direct observation of the connections involved, and to lead to inference and its testing? Or is it imposed from without, and is the pupils problem simply to meet the external requirement? Such questions may give us pause in deciding upon the extent to which current practices are adapted to develop reflective habits. The physical equipment and arrangements of the average schoolroom are hostile to the existence of real situations of experience. What is there similar to the conditions of everyday life which will generate difficulties? Almost everything testifies to the great premium put upon listening, reading, and the reproduction of what is told and read. It is hardly possible to overstate the contrast between such conditions and the situations of active contact with things and persons in the home, on the playground, in fulfilling of ordinary responsibilities of life. Much of it is not even comparable with the questions which may arise in the mind of a boy or girl in conversing with others or in reading books outside of the school. No one has ever explained why children are so full of questions outside of the school (so that they pester grown-up persons if they get any encouragement), and the conspicuous absence of display of curiosity about the subject matter of school lessons. Reflection on this striking contrast will throw light upon the question of how far customary school conditions supply a context of experience in which problems naturally suggest themselves. No amount of improvement in the personal technique of the instructor will wholly remedy this state of things. There must be more actual material, more stuff, more appliances, and more opportunities for doing things, before the gap can be overcome. And where children are engaged in doing things and in discussing what arises in the course of their doing, it is found, even with comparatively indifferent modes of instruction, that childrens inquiries are spontaneous and numerous, and the proposals of solution advanced, varied, and ingenious. As a consequence of the absence of the materials and occupations which generate real problems, the pupils problems are not his; or, rather, they are his only as a pupil, not as a human being. Hence the lamentable waste in carrying over such expertness as is achieved in dealing with them to the affairs of life beyond the schoolroom. A pupil has a problem, but it is the problem of meeting the peculiar requirements set by the teacher. His problem becomes that of finding out what the teacher wants, what will satisfy the teacher in recitation and examination and outward deportment. Relationship to subject matter is no longer direct. The occasions and material of thought are not found in the arithmetic or the history or geography itself, but in skillfully adapting that material to the teachers requirements. The pupil studies, but unconsciously to himself the objects of his study are the conventions and standards of the school system and school authority, not the nominal studies. The thinking thus evoked is artificially one-sided at the best. At its worst, the problem of the pupil is not how to meet the requirements of school life, but how to seem to meet them or, how to come near enough to meeting them to slide along without an undue amount of friction. The type of judgment formed by these devices is not a desirable addition to character. If these statements give too highly colored a picture of usual school methods, the exaggeration may at least serve to illustrate the point: the need of active pursuits, involving the use of material to accomplish purposes, if there are to be situations which normally generate problems occasioning thoughtful inquiry. II. There must be data at command to supply the considerations required in dealing with the specific difficulty which has presented itself. Teachers following a developing method sometimes tell children to think things out for themselves as if they could spin them out of their own heads. The material of thinking is not thoughts, but actions, facts, events, and the relations of things. In other words, to think effectively one must have had, or now have, experiences which will furnish him resources for coping with the difficulty at hand. A difficulty is an indispensable stimulus to thinking, but not all difficulties call out thinking. Sometimes they overwhelm and submerge and discourage. The perplexing situation must be sufficiently like situations which have already been dealt with so that pupils will have some control of the meanings of handling it. A large part of the art of instruction lies in making the difficulty of new problems large enough to challenge thought, and small enough so that, in addition to the confusion naturally attending the novel elements, there shall be luminous familiar spots from which helpful suggestions may spring. In one sense, it is a matter of indifference by what psychological means the subject matter for reflection is provided. Memory, observation, reading, communication, are all avenues for supplying data. The relative proportion to be obtained from each is a matter of the specific features of the particular problem in hand. It is foolish to insist upon observation of objects presented to the senses if the student is so familiar with the objects that he could just as well recall the facts independently. It is possible to induce undue and crippling dependence upon sense-presentations. No one can carry around with him a museum of all the things whose properties will assist the conduct of thought. A well-trained mind is one that has a maximum of resources behind it, so to speak, and that is accustomed to go over its past experiences to see what they yield. On the other hand, a quality or relation of even a familiar object may previously have been passed over, and be just the fact that is helpful in dealing with the question. In this case direct observation is called for. The same principle applies to the use to be made of observation on one hand and of reading and telling on the other. Direct observation is naturally more vivid and vital. But it has its limitations; and in any case it is a necessary part of education that one should acquire the ability to supplement the narrowness of his immediately personal experiences by utilizing the experiences of others. Excessive reliance upon others for data (whether got from reading or listening) is to be depreciated. Most objectionable of all is the probability that others, the book or the teacher, will supply solutions ready-made, instead of giving material that the student has to adapt and apply to the question in hand for himself. There is no inconsistency in saying that in schools there is usually both too much and too little information supplied by others. The accumulation and acquisition of information for purposes of reproduction in recitation and examination is made too much of. Knowledge, in the sense of information, means the working capital, the indispensable resources, of further inquiry; of finding out, or learning, more things. Frequently it is treated as an end itself, and then the goal becomes to heap it up and display it when called for. This static, cold-storage ideal of knowledge is inimical to educative development. It not only lets occasions for thinking go unused, but it swamps thinking. No one could construct a house on ground cluttered with miscellaneous junk. Pupils who have stored their minds with all kinds of material which they have never put to intellectual uses are sure to be hampered when they try to think. They have no practice in selecting what is appropriate, and no criterion to go by; everything is on the same dead static level. On the other hand, it is quite open to question whether, if information actually functioned in experience through use in application to the students own purposes, there would not be need of more varied resources in books, pictures, and talks than are usually at command. III. The correlate in thinking of facts, data, knowledge already acquired, is suggestions, inferences, conjectured meanings, suppositions, tentative explanations:ideas, in short. Careful observation and recollection determine what is given, what is already there, and hence assured. They cannot furnish what is lacking. They define, clarify, and locate the question; they cannot supply its answer. Projection, invention, ingenuity, devising come in for that purpose. The data arouse suggestions, and only by reference to the specific data can we pass upon the appropriateness of the suggestions. But the suggestions run beyond what is, as yet, actually given in experience. They forecast possible results, things to do, not facts (things already done). Inference is always an invasion of the unknown, a leap from the known. In this sense, a thought (what a thing suggests but is not as it is presented) is creative, an incursion into the novel. It involves some inventiveness. What is suggested must, indeed, be familiar in some context; the novelty, the inventive devising, clings to the new light in which it is seen, the different use to which it is put. When Newton thought of his theory of gravitation, the creative aspect of his thought was not found in its materials. They were familiar; many of them commonplaces sun, moon, planets, weight, distance, mass, square of numbers. These were not original ideas; they were established facts. His originality lay in the use to which these familiar acquaintances were put by introduction into an unfamiliar context. The same is true of every striking scientific discovery, every great invention, every admirable artistic production. Only silly folk identify creative originality with the extraordinary and fanciful; others recognize that its measure lies in putting everyday things to uses which had not occurred to others. The operation is novel, not the materials out of which it is constructed. The educational conclusion which follows is that all thinking is original in a projection of considerations which have not been previously apprehended. The child of three who discovers what can be done with blocks, or of six who finds out what he can make by putting five cents and five cents together, is really a discoverer, even though everybody else in the world knows it. There is a genuine increment of experience; not another item mechanically added on, but enrichment by a new quality. The charm which the spontaneity of little children has for sympathetic observers is due to perception of this intellectual originality. The joy which children themselves experience is the joy of intellectual constructiveness of creativeness, if the word may be used without misunderstanding. The educational moral I am chiefly concerned to draw is not, however, that teachers would find their own work less of a grind and strain if school conditions favored learning in the sense of discovery and not in that of storing away what others pour into them; nor that it would be possible to give even children and youth the delights of personal intellectual productiveness true and important as are these things. It is that no thought, no idea, can possibly be conveyed as an idea from one person to another. When it is told, it is, to the one to whom it is told, another given fact, not an idea. The communication may stimulate the other person to realize the question for himself and to think out a like idea, or it may smother his intellectual interest and suppress his dawning effort at thought. But what he directly gets cannot be an idea. Only by wrestling with the conditions of the problem at first hand, seeking and finding his own way out, does he think. When the parent or teacher has provided the conditions which stimulate thinking and has taken a sympathetic attitude toward the activities of the learner by entering into a common or conjoint experience, all has been done which a second party can do to instigate learning. The rest lies with the one directly concerned. If he cannot devise his own solution (not of course in isolation, but in correspondence with the teacher and other pupils) and find his own way out he will not learn, not even if he can recite some correct answer with one hundred per cent accuracy. We can and do supply ready-made ideas by the thousand; we do not usually take much pains to see that the one learning engages in significant situations where his own activities generate, support, and clinch ideas that is, perceived meanings or connections. This does not mean that the teacher is to stand off and look on; the alternative to furnishing ready-made subject matter and listening to the accuracy with which it is reproduced is not quiescence, but participation, sharing, in an activity. In such shared activity, the teacher is a learner, and the learner is, without knowing it, a teacher and upon the whole, the less consciousness there is, on either side, of either giving or receiving instruction, the better. IV. Ideas, as we have seen, whether they be humble guesses or dignified theories, are anticipations of possible solutions. They are anticipations of some continuity or connection of an activity and a consequence which has not as yet shown itself. They are therefore tested by the operation of acting upon them. They are to guide and organize further observations, recollections, and experiments. They are intermediate in learning, not final. All educational reformers, as we have had occasion to remark, are given to attacking the passivity of traditional education. They have opposed pouring in from without, and absorbing like a sponge; they have attacked drilling in material as into hard and resisting rock. But it is not easy to secure conditions which will make the getting of an idea identical with having an experience which widens and makes more precise our contact with the environment. Activity, even self-activity, is too easily thought of as something merely mental, cooped up within the head, or finding expression only through the vocal organs. While the need of application of ideas gained in study is acknowledged by all the more successful methods of instruction, the exercises in application are sometimes treated as devices for fixing what has already been learned and for getting greater practical skill in its manipulation. These results are genuine and not to be despised. But practice in applying what has been gained in study ought primarily to have an intellectual quality. As we have already seen, thoughts just as thoughts are incomplete. At best they are tentative; they are suggestions, indications. They are standpoints and methods for dealing with situations of experience. Till they are applied in these situations they lack full point and reality. Only application tests them, and only testing confers full meaning and a sense of their reality. Short of use made of them, they tend to segregate into a peculiar world of their own. It may be seriously questioned whether the philosophies (to which reference has been made in section 2 of chapter X) which isolate mind and set it over against the world did not have their origin in the fact that the reflective or theoretical class of men elaborated a large stock of ideas which social conditions did not allow them to act upon and test. Consequently men were thrown back into their own thoughts as ends in themselves. However this may be, there can be no doubt that a peculiar artificiality attaches to much of what is learned in schools. It can hardly be said that many students consciously think of the subject matter as unreal; but it assuredly does not possess for them the kind of reality which the subject matter of their vital experiences possesses. They learn not to expect that sort of reality of it; they become habituated to treating it as having reality for the purposes of recitations, lessons, and examinations. That it should remain inert for the experiences of daily life is more or less a matter of course. The bad effects are twofold. Ordinary experience does not receive the enrichment which it should; it is not fertilized by school learning. And the attitudes which spring from getting used to and accepting half-understood and ill-digested material weaken vigor and efficiency of thought. If we have dwelt especially on the negative side, it is for the sake of suggesting positive measures adapted to the effectual development of thought. Where schools are equipped with laboratories, shops, and gardens, where dramatizations, plays, and games are freely used, opportunities exist for reproducing situations of life, and for acquiring and applying information and ideas in the carrying forward of progressive experiences. Ideas are not segregated, they do not form an isolated island. They animate and enrich the ordinary course of life. Information is vitalized by its function; by the place it occupies in direction of action. The phrase opportunities exist is used purposely. They may not be taken advantage of; it is possible to employ manual and constructive activities in a physical way, as means of getting just bodily skill; or they may be used almost exclusively for utilitarian, i.e., pecuniary, ends. But the disposition on the part of upholders of cultural education to assume that such activities are merely physical or professional in quality, is itself a product of the philosophies which isolate mind from direction of the course of experience and hence from action upon and with things. When the mental is regarded as a self-contained separate realm, a counterpart fate befalls bodily activity and movements. They are regarded as at the best mere external annexes to mind. They may be necessary for the satisfaction of bodily needs and the attainment of external decency and comfort, but they do not occupy a necessary place in mind nor enact an indispensable role in the completion of thought. Hence they have no place in a liberal educationi.e., one which is concerned with the interests of intelligence. If they come in at all, it is as a concession to the material needs of the masses. That they should be allowed to invade the education of the elite is unspeakable. This conclusion follows irresistibly from the isolated conception of mind, but by the same logic it disappears when we perceive what mind really is namely, the purposive and directive factor in the development of experience. While it is desirable that all educational institutions should be equipped so as to give students an opportunity for acquiring and testing ideas and information in active pursuits typifying important social situations, it will, doubtless, be a long time before all of them are thus furnished. But this state of affairs does not afford instructors an excuse for folding their hands and persisting in methods which segregate school knowledge. Every recitation in every subject gives an opportunity for establishing cross connections between the subject matter of the lesson and the wider and more direct experiences of everyday life. Classroom instruction falls into three kinds. The least desirable treats each lesson as an independent whole. It does not put upon the student the responsibility of finding points of contact between it and other lessons in the same subject, or other subjects of study. Wiser teachers see to it that the student is systematically led to utilize his earlier lessons to help understand the present one, and also to use the present to throw additional light upon what has already been acquired. Results are better, but school subject matter is still isolated. Save by accident, out-of-school experience is left in its crude and comparatively irreflective state. It is not subject to the refining and expanding influences of the more accurate and comprehensive material of direct instruction. The latter is not motivated and impregnated with a sense of reality by being intermingled with the realities of everyday life. The best type of teaching bears in mind the desirability of affecting this interconnection. It puts the student in the habitual attitude of finding points of contact and mutual bearings. Â  Summary Processes of instruction are unified in the degree in which they center in the production of good habits of thinking. While we may speak, without error, of the method of thought, the important thing is that thinking is the method of an educative experience. The essentials of method are therefore identical with the essentials of reflection. They are first that the pupil have a genuine situation of experience that there be a continuous activity in which he is interested for its own sake; secondly, that a genuine problem develop within this situation as a stimulus to thought; third, that he possess the information and make the observations needed to deal with it; fourth, that suggested solutions occur to him which he shall be responsible for developing in an orderly way; fifth, that he have opportunity and occasion to test his ideas by application, to make their meaning clear and to discover for himself their validity.

Facebook and Student Essay Example for Free

Facebook and Student Essay People use Facebook for many reasons; some of them consider it the vehicle to communicate with their friends, including old friends or current friends; some agree that it also helps them relax when they are stressful; others, on the other hand, might argue that Facebook brings distractions to them (Facebook 101). For instance, my friend, a quite person, did not socialize with people in both real life and in the Internet community. However, after knowing Facebook in a short period of time, he became addicted to it. He used most of his time to chat with friends, to play games, and to stare at his Facebook profile. Now, his friends list comes up to 300 and he daily logs on Facebook from 3 to 4 hours a day. Hopefully, this research of our group will help college students get better understanding of the role of Facebook in students’ lives. Moreover, not only students in general but also people of all ages will gain their cognitive of the advantages and disadvantages of Facebook. The research will benefit reader to determine whether Facebook is good or bad for human being. Furthermore, if people use it as a habit or want to check of how frequently they use it, they could apply this research as an important source to figure out whether they are addicted to Facebook or not, or where they are in the rank. Hypotheses: Our research paper is mainly focused on the impacts of Facebook on BHCC students. The effects will be discussed on both negative and positive sides of Facebook. First of all, we predict that Facebook will mostly bring negative effects on students and employees. If they use it so repeatedly, they might be addicted and cause distractions in working or studying. This is already proved in the story of my friend. Secondly, because of the separation of geographies or busy life, people tend to talk less and type more in this modern life. So, we also want to check it out of how many percentages that Facebook occupies our private lives. The last assumption will mention about privacy threat on Facebook. On the other hand, besides of its negative, our group wants to observe how people use Facebook effectively since it is the most useful communication tool to most people. Research Method: Our research was done with the survey format of 22 questions. We developed questions with many concerns about Facebook. All the questions were related directly to our purposes, which are substitution of social life, distractions to school/work, privacy theft, and communication tool. Approximately each category will cover from 4 to 5 questions to get into deep understanding of the aspects. Each of the questions shows the list of answers for participants to demonstrate their thoughts. When we provide the survey to participants, we are not stay close to them to make sure that they could feel comfortable when filling the questions. We are not going to record any participants’ names and to remain them anonymous. To do that, we could get the answers honestly and that would serve the expectation of our group. Participants and Procedure: Our group met several times for the research very carefully to discuss what we would do for the plan. First, we decided to work on Facebook but it was such the general issue for us whether to go on its good or bad sides. Properly, many college students just see advantage sides but they do not perspective of its side effects. Hence, we combined both sides, and decided that we would concentrate more on the negative effects of Facebook. After gathering all the questions of each member, we filtered and arranged them in order in the survey. To collect and choose which questions are suitable for out hypotheses, it took us almost two weeks to come up with all agreements. Understanding that people are hesitating to help our research, the reasons are vary as they are in rush, they are lazy, or even they do not want to listen to what we talking about. Furthermore, we targeted on BHCC’s college student, so we finally chose to go to the BHCC’s library or started with our other classmates to get the results. Moreover, we provided our team members spent a week conducting the survey to ensure that they could do the project thoroughly. Especially, we already created Facebook group account for our members to share, to debate, and to discuss and make sure we were on the right track. Surprisingly, the results came out our pleasure: BHCC’s students were eager and happy to help us when asked to fill out with Facebook questions. However, very few numbers of participants answer our  survey quickly and unready, so we already ignore those minorities. Data Results and Analysis: Our group had a total of 162 surveys, which were added by all of our group members. In our last question we asking people about â€Å"What would you rather describe Facebook as?†, and the result did not surprise us, we already knew that as an assumption. More than half of our participants –118 out of 162 or 73 percent of total result consented that Facebook as a useful communication too. Some of them added that they used Facebook to communicate with friends and families, to share pictures, videos, status and information, or to kill time if bored; therefore, most of them choose to pick its good side as an answer. The last 27 percent, 44 of 162, chose â€Å"a powerful distraction† as the result (Figure 1). As you can see on the chart (Figure 2), it can explain why three-fourth of our participants prefers Facebook as useful tool (Figure 1). There are so many ways to use Facebook that suite with people interests. The majority of participants use Facebook to check mail, to chat, to communicate, and to update friends’ information as 97 of 497 (19%), 80 of 497 (16%), 75 of 497 (15%), and 62 of 497 (13%) respectively. Besides that, 4% users also log in Facebook for playing games/quizzes, and 9% use it for relaxing when bored. It is interesting that there are a small number of participants – 11 students, approximately 2% in total choose Facebook as a studying tool. As we mention above, Facebook is also distractive at work and school, and the statistic already proved this. 56 percentages – slightly above half of the percentages access to Facebook at home, 21 percentages and 4 percentages do that at work and school. The rest 19 percentages access by cell phones; even though we do not know exactly where they use them, we indicate they are not properly use them at home. (Figure 3) According to the results from survey, we divided this bar chart into two categories: addicted group and non-addicted group. The first group includes many times/day, more than 2 hours/day, 1-2 hours/day, and 3-5 hours/week. The other is 1-2 hours/week and less than an hour/week. Both groups have  nearly equal balance about 50 percent each; therefore, we could have more trustful information and it is not bias. (Figure 4) After all, we conclude BHCC’s students are not really addicted on Facebook. They contribute equally in both studying/working and relaxing on Facebook. We agree that Facebook right now is the most popular use in the world and it is on the way growing up, yet it still cannot replace other multimedia communications like phones in general, instant messengers, and in direct with person. In the figure 5, Facebook occupies the smallest percentage in the pie chart with 17%. The next two common ways of communicating with friends are using instant messengers like Yahoo, AIM, MSN, or Skype (19%), and socializing with friend face to face (18%). Absolutely, instant messengers and in person have theirs advantages in communication because we can listen and talk simultaneously, or even we can see our partner faces by webcams. The largest percentage is using phones which are 46%. They are still the most familiar way to exchange all the time by talking and texting. We assume that because of its lack of â€Å"live† features like those above, Facebook still cannot be a substitution in personal life. Figure 6 and figure 7 show us â€Å"How many friends are there in participant friend’s list?†, and â€Å"With how many out of your Facebook friends do you frequently communicate?† People tent to protect their privacies by having fewer friends than ever on Facebook, 53 percentages and 35 percentages are chosen to have less than 100 friends and from 100 to 200 friends in friends’ list (Figure 6). In there, 25% and 50% is the most common rank to contact with friends on friends’ list, approximately 52 percentages. The next best option is less than 25% with 31 percentages (Figure 7). Our results in the survey proved that people do not really want to socialize usually on Facebook; they just need Facebook to relax, not the place for them to put their personal information. In the next graph will show how Facebook users think of privacy when using it. (Figure 8) More than half of our respondents do not want to add unknown people as friends, about 70% (Figure 8). This could be explained, if they add them as friends, they do not contact with them on Facebook, according to figure 7. Generally speaking, people do not want to express themselves on social network. Conclusion: The result of doing this survey gives us better interpretation of how a social network could affect on people life. Especially BHCC’s students, they adopt and love Facebook’s features, but they could still control their time spending on it. Therefore, most of the students consider Facebook a helpful tool to socialize with others. Even though Facebook is good for students to communicate with other people and make their social life happier, sometimes, Facebook appears to be a distraction to their study and private life. Using Facebook too much can make student exhausted and also affect their health badly. In addition, it is important to realize that Facebook is only an online tool, and it cannot replace human being’s activities. Students should allocate their time spending on studying, socializing, and using Facebook effectively, so that they can balance their real life and their online life to avoid being distracted by any network. Limitation: Even our team has done with the research, but it still has limitations when doing this. Due to the lack of processing time and missing experience in each member of us, we extend more time on choosing questions, or picking for secondary research, and then filtering the result as well. The amount of seven weeks seems not enough for us to accomplish a professional research as others. In addition, funding is also significant too. Because we did have any fund for the research, so we mainly focus on BHCC college’s students and limit on the number of respondents. In our questionnaires, we would want to ask more questions about how distractive in performance of workers and students at Bunker Hill Community College, and we desire to collect more information from school staffs and professors. However, our results from the participants are appropriated because of respondent’s excitements and their honest answers. We are glad that they did cooperate very well with us. Works Cited N.p., n.d. â€Å"Facebook- The Complete Biography† Web. 13 May 2010. . â€Å"Facebook 101: Ten Things You Need to Know About Facebook.† EBSCOhost. Ed. Thomas Krivak. Information Today Inc. 2010. Web. 01 May 2010 .

The Decision-Making Process at Toyota

The Decision-Making Process at Toyota â€Å"The minor assessment is centred around Toyota’s annual report. Each student is expected to submit a case report, based also on the analysis of relevant background readings in addition to the case study itself, addressing the following issues:  · Explain what is meant by the term â€Å"decision-making† and analyse it in connection with the concepts of risk and uncertainty.  · Discuss the decision-making process at Toyota.  · Briefly analyse the automotive industry and explain how its dynamics influence Toyota’s managers in making decisions.  · Apply forecasting models to Toyota case study (e.g. provide a 2-year moving average graph using sales data).† Table of contents Introduction: The decision-making process 1 Risks and uncertainties in decision-making process 2 Case study: Decision-making process at Toyota 3 Automotive industry analysis 4 Influence of automotive industry in Toyota’s decision making process 5 Financial analysis 6 Forecasting model: 2-year moving average graph 7 Forecasting model: weighted moving average and exponential smoothing 8 Conclusion: Toyota heading towards Sustainable Growth 9 References and Sources 10 Introduction: The decision-making process We can define decision-making, as a conscious and human process, involving both individual and social phenomena, an ongoing process of evaluating alternatives for meeting an objective. A particular course of action to select that course of action most likely to result in attaining the objective. The decision-making process allow us to raise our vision beyond our immediate concerns and, in turn, allow us to evaluate our existing beliefs an actions in a new light in order to make an important and useful decision. Achieving an objective requires action leading to a desired outcome. In theory, how one proceeds should inevitably affect what one achieves, and in turn this should affect future actions. Risks and uncertainties in decision-making process The ability of a firm to absorb, transfer, and manage risk is critical in managements decision-making process when risky outcomes are involved. This will often define managements risk appetite and help to determine, once risks are identified and quantified, whether risky outcomes may be tolerated. For example, many financial risks can be absorbed or transferred through the use of a hedge, while legal risks might be mitigated through unique contract language. If managers believe that the firm is suited to absorb potential losses in the event the negative outcome occurs, they will have a larger appetite for risk given their capabilities to manage it. Managing uncertainty in decision-making relies on identifying, quantifying, and analyzing the factors that can affect outcomes. This enables managers to identify likely risks and their potential impact. Decision makers are used to assessing risk because decision-making is usually associated with some degree of risk taking, but not all outcomes are easily assessed. Some unknown outcomes may not previously have been seen or experienced and so they are uncertain. In theory the outcome may have a low probability to occur but if so would happen it could be troublesome. So it is important for every company, especially in ever changing and competitive markets to deal with risks using a ever-better decision-making process. All of the decisions anyhow are taken by individuals so the strategy for risk avoidance is tied in with a personal reference point. Of course it’s fundamental nowadays, for big corporations, to have extremely good employees in this department. The skills and needs of the decision-maker and the role of the decision within an organization, the importance of the risk analysis will depend on the objectives of the decision. A wise approach to decision-making might seek contributions from different angles. The importance placed on data analysis, management skills, organizational awareness, and custom and practice in the assessment of risk would be vital. In this field of course with any doubt Toyota is one of the finest players in the market, with a top notch decision-making process. Case study: Decision-making process at Toyota Automotive industry analysis The worldwide automotive market is highly competitive. Toyota faces intense competition from automotive manufacturers in the markets in which it operates. Although the global economy continues to recover gradually, competition in the automotive industry has further intensified among difficult overall market conditions. In addition, competition is likely to further intensify due to continuing globalization in the worldwide automotive industry, possibly resulting in further industry reorganization. Factors affecting competition include product quality and features, safety, reliability, fuel economy, the amount of time required for innovation and development, pricing, customer service and financing. Increased competition may lead to lower vehicle unit sales, which may result in a further downward price pressure and adversely affect Toyota’s financial condition and results of operations. Toyota’s ability to adequately respond to the recent rapid changes in the automotive ma rket and to maintain its competitiveness will be fundamental to its future success in existing and new markets and to maintain its market share. There can be no assurances that Toyota will be able to compete successfully in the future. That’s the risk connected with every business activity. Through this uncertainties Toyota has to deal with a top-notch management. Each of the markets in which Toyota competes has been subject to considerable volatility in demand, so the risk is becoming even higher year after year affecting all business decisions. Demand for vehicles depends on social, political and economic conditions in a given market and the introduction of new vehicles and technologies. As Toyota’s revenues are derived from sales in markets worldwide, economic conditions in such markets are particularly important to Toyota. In Japan, the economy gradually recovered due to increasing personal consumption and last-minute demand encouraged by the increase of the consumption tax. In the United States, the economy has seen constant gradual retrieval mainly due to increasing personal consumption and the European economy has shown signs of recovery too. In the meantime, growth in emerging markets slowed down due to weakening currencies of emerging markets, increases in interest rates of emerging markets to protect the local currencies, and political instability in some nations. The shifts in demand for automobiles is continuing, and it is unclear how this situation will transition in the future. Influence of automotive industry in Toyota’s decision making process Toyota’s future success depends on its ability to offer new innovative competitively products that meet customer demand on a timely basis. Their corporate DNA is headed to continuous innovation and ensure that tomorrow’s Toyota is even better than today’s. Toyota’s current management structure is based on the structure introduced in April 2011. In order to fulfill the Toyota Global Vision, Toyota reduced the Board of Directors and decision-making layers, changing the management process from the ground-up, facilitating rapid management decision-making. In April 2013, Toyota made organizational changes with the goal of additional increasing the speed of decision making by clarifying responsibilities for operations and earnings. In detail Toyota’s group divided the automotive business into the following four units —Lexus International (Lexus business); Toyota No. 1 (North America, Europe and Japan); Toyota No. 2 (China, Asia the Middle East, East Asia Oceania; Africa, Latin America the Caribbean); and Unit Center (engine, transmission, and other â€Å"unit†-related operations) Meeting customer demand by introducing attractive new vehicles and reducing the amount of time required for product development are critical to automotive producers. In particular, it is critical to meet customer demand with respect to quality, safety and reliability. The timely introduction of new vehicle models, at competitive prices, meeting rapidly changing customer preferences and demand is more fundamental to Toyota’s success than ever, as the automotive market is rapidly transforming in light of the changing global economy. Toyota has to be ready for every occasion to occur in this ever changing global economy. Toyota’s managers every year are taking under consideration every occasion to happen. Within a managerial decision-making context, a risk might be viewed as the chance of negative outcome for a decision which has a possible uncertainty element, usually on the downside. Financial Analysis In terms of finances, the carmaker boosted its profit forecast for the current fiscal year ending March, expecting net income to rise to 2.0 trillion yen ($16.97 billion, 14.7 billion euros). It also said revenue would come in at 26.5 trillion yen. Toyota Motor Corporation had revenues for the full year 2014 of 25.692tn. This was 16.44% above the prior years results. Regarding the competition between Toyota, Volkswagen and ford, top players in the market, Toyota is average a positive trend. Moreover Toyota has the highest income since the year 2009. Forecasting model: 2-year moving average graph Forecasting model: weighted moving average and exponential smoothing We could use instead different methods. The moving average is a simple method that doesn’t take in in consideration the weight or real value that a number has. In fact to overcome this issue we can adopt the â€Å"weighted moving average method† and the â€Å"exponential smoothing method†. Using the â€Å"weighted moving average method† I take under considerations 3 years, which I consider the most important. The value of weights it is based on the percentage growth every year. Using weighted moving average, we can have a better forecast. However, it is more important for a better forecast to use the exponential smoothing method. Here I take in consideration all of the years moving from 2008. Found out that the smoothing factor is pretty high, 0.99. I took under consideration 0.9 as my alpha because in this particular case higher alpha means that the recent history will have more weightage in the forecast calculation. As we can see from page 26/68 I took under consideration Toyota’s Consolidated Performance (U.S. GAAP). I think that the last one is the most appropriate method to see a realest forecast for the next year. Of course the calculation has been made â€Å"ceteris paribus† so everything it is supposed to be the same next year, but as showed before this particular market is subject to constant changes. For this reason and other random errors the forecast could be higher or lower, but however we can obviously see a positive trend in Toyota’s business. Thanks to the tireless efforts of all concerned, today Toyota’s group can take pride in the strengths of its management practices and culture. Even its president is convinced that they are now in a position to take a definitive step forward toward sustainable growth. Conclusion: Toyota heading towards Sustainable Growth So is Toyota heading towards a sustainable growth? What is the engine for sustainable growth? Toyota has learned from experience that they can achieve sustainable growth only if they manage to create great cars that bring smiles and if they foster the human resources needed to make this a reality. At the same time, ever-better cars can be produced only through efforts made by employees on the front line. Individuals must take ownership of their work and place the utmost emphasis on local manufacturing, swift decision making, and immediate action. As it continues to grow however, tasks that were once routine may become increasingly difficult to perform. As I see it, Toyota’s current situation is particularly critical as we are now entering another expansion phase. This is a really important moment for Toyota. For this, because of the risks associated with the future Toyota should continue to seek perfection in his work of manufacturing, but especially in its management process where the decision-making process takes a fundamental part. References and sources For further readings†¦ Ken Segall, Insanely Simple, the obsession that drives Apple’s success, Published by Portfolio Trade, 2013 Robbins, De cenzo Coulter, Fundamentals of management, Global edition, 8th Edition, Pearson Higher Education, (2014 version) Burns and Stalker, The management of innovation, Tovistock Publications, London, 1961 Some internet sites†¦ ADAPT OR DIE, by John S. McCallum – Ivey Business Journal about management [accessed November 18, 2014] http://iveybusinessjournal.com/topics/strategy/adapt-or-die#.VGvDZDSG_ng 1

Eyes of a Blue Dog by Gabriel Garcia Marquez :: essays research papers

Then she looked at me. I thought that she was looking at me for the first time. But then, when she turned around behind the lamp and I kept feeling her slippery and oily look in back of me, over my shoulder, I understood that it was I who was looking at her for the first time. I lit a cigarette. I took a drag on the harsh, strong smoke, before spinning in the chair, balancing on one of the rear legs. After that I saw her there, as if she'd been standing beside the lamp looking at me every night. For a few brief minutes that's all we did: look at each other. I looked from the chair, balancing on one of the rear legs. She stood, with a long and quiet hand on the lamp, looking at me. I saw her eyelids lighted up as on every night. It was then that I remembered the usual thing, when I said to her: "Eyes of a blue dog." Without taking her hand off the lamp she said to me: "That. We'll never forget that." She left the orbit, sighing: "Eyes of a blue dog. I've writ ten it everywhere." I saw her walk over to the dressing table. I watched her appear in the circular glass of the mirror looking at me now at the end of a back and forth of mathematical light. I watched her keep on looking at me with her great hot-coal eyes: looking at me while she opened the little box covered with pink mother of pearl. I saw her powder her nose. When she finished, she closed the box, stood up again, and walked over to the lamp once more, saying: "I'm afraid that someone is dreaming about this room and revealing my secrets." And over the flame she held the same long and tremulous hand that she had been warming before sitting down at the mirror. And she said: "You don't feel the cold." And I said to her: "Sometimes." And she said to me: "You must feel it now." And then I understood why I couldn't have been alone in the seat. It was the cold that had been giving me the certainty of my solitude. "Now I feel it," I said. "And it's stran ge because the night is quiet. Maybe the sheet fell off." She didn't answer. Again she began to move toward the mirror and I turned again in the chair, keeping my back to her.

Jeff Bezos: The Founder of Amazon.com Essay -- essays research papers

Jeff Bezos, the founder of Amazon.com, was born in Albuquerque, New Mexico in 1964. His mother, Jackie, was in her teens when he was born and she was only married to his biological father for about a year. She married Mike Bezos when Jeff was four years old. Mike was a Cuban who escaped to the United States when he was fifteen. He put himself through college in New Mexico and eventually became an engineer at Exxon. Jeff went to Princeton and studied electrical engineering and computer science. He graduated summa cum laude in 1986 with a GPA of 4.3 on a 4.0 scale. After he graduated from Princeton, Jeff joined a high-tech startup in New York called FITEL. After two years at FITEL, he joined Bankers Trust Company. At Bankers Trust, he setup computer systems that managed $250 billion in asse...

Military Police Corps :: U.S. Army

The Military Police Corps has a long and glorious history to be proud of. Listed on U.S. Army Info (2011), Military Police Corps was officially recognized as a military occupation on the 26th of September 1941, but their work can traced back even further. According to U.S. Army Info (2011), the first use of the Military Police was during the American Revolution in 1776. Military Police have been deployed and used in conflicts such as: "World War 11, Korean War, Vietnam conflict, Desert Storm, and Iraqi Freedom" (Wright, 2001). Today, Military Police have a variety of different tasks they are expected to perform, much more than just arresting criminals. "Military Police Corps officers lead units in performing five major functions associated with the branch-area security, maneuver and mobility support, police intelligence operations, internment and resettlement, and law and order," according to U.S. Army Info (2011). They are also charged with protecting troops and watching equipment overseas and at home stations across the United States (About, 2011). MP's are sent to Fort Leonard Wood to receive the training they are required to have, there they learn certain skills that are crucial to their occupation (U.S. Army Info, 2011). Several of the skills they learn while at Fort Leonard Wood are: "basic warrior skills, military and civil jurisdiction, use of firearms and arrest and restraint of suspects," as stated in GoArmy (2011). Each individual has to already have certain skills to be successful as a MP, such as: "being physically fit, ability to interact well with people and ability to remain calm in stressful situations," according to GoArmy (2011). Educational requirements are slim to none, the Army looks to enlist anyone who has a high school diploma or GED. If you have a bachelor's degree in any major, you can apply for an officer spot. Salary ranges are varied because it depends if your an enlisted soldier or an officer, how many years of service you have under your belt and if you receive hazard pay or separation pay or any other kind of pay benefits (GoArmy, 2011). Selection process for a MP is long and rigorous procedure. First, an individual has to qualify through MEPS to get into the military and pass all basic medical test, background checks and drug tests. Second, the individual has to complete basic training to even make it to their Advance Individual Training. After basic training is completed they are sent off to Advance Individual Training, where they are pushed through one last test, if they complete AIT, then you will be a certified Military Police soldier.

Characterization of Mr. Jack Stapleton in Doyle’s Hound of the Baskervilles

Authors use the four methods of Characterization to develop and describe characters in their story by using the narration and the thoughts of other participants to show how the character looks, behaves, and sounds. In The Hound of the Baskervilles, author, Sir Arthur Conan Doyle utilizes Characterization to bring to life the antagonist of the story, Mr. Jack Stapleton. Normally, an author uses physical appearance to intimate the personality of the character. In Doyle's book, the narrator describes Mr. Jack Stapleton’s physical appearance: â€Å"He was a small, slim, clean-shaven, prim-faced man, flaxen-haired, and lean-jawed, between thirty and forty years of age, dressed in a gray suit, and wearing a straw hat. A tin box for botanical specimens hung over his shoulder and he carried a green butterfly-net in one of his hands. † (Doyle 89) While reading this it is impossible to detect the evil in Mr. Stapleton. Doyle uses the calm facade of Mr. Stapleton to trick the read er into thinking that there is nothing odd or malevolent about him yet he is a scheming manipulative villain.One cannot judge simply by outward appearance, for his looks deceive the reader which is why other methods are used to determine a character. A character's speech, thoughts and actions can reveal more about who they are and their personality. For example in Doyle’s book, Mr. Stapleton’s actions and words show his personality more explicitly, ‘† But, dear me what’s this? Somebody hurt? Not—don’t tell me that it is our friend Sir Henry! ’ He hurried past me and stooped over the dead man.I heard intake of his breath and the cigar fell from his fingers. ‘Who—who is this? ’ he stammered ‘It is Seldon, the man who escaped from Princetown. ’ Stapleton turned a ghastly face upon us, but by a supreme effort he had overcome his amazement and his disappointment. † (187) This makes Stapleton†™s character more understandable by giving an inking of his greatest desire, the want for Sir Henry Baskerville dead. It is possible to note this because Doyle shows that Stapleton is obviously disappointed to find out that the dead man is not Sir Henry.Actions demonstrate a lot about the characters identity. But more tools are needed to ascertain full knowledge of a persona. The third method of Characterization is using the thoughts or comments of other figures in the book to tell more about the character. In The Hound of the Baskervilles, Mrs. Stapleton describes him, ‘â€Å"†¦ Oh this villain! See how he has treated me! ‘ She shot out her arms out from her sleeves, and we saw with horror that they were all mottled with bruises. â€Å" (216-217) The statement of Mrs. Stapleton describing Mr. Stapleton as being a villain for hurting her is an obvious sign of malevolence and clearly shows his disposition This is not the last method of Characterization for all fo ur are needed to completely identify a character.The last method of Characterization is given by the narrator through a firsthand comment on the person To finalize the identification of Mr. Stapleton Sir Arthur Conan Doyle provides this statement from the narrator's point of view, â€Å"But there was no sign within it of that desperate and defiant villain whom we expected to see† (215) this final example dictates that Mr. Stapleton was indeed a desperate and defiant villain and verifies the way that Mr. Stapleton perceived as a foul and wicked man. Many methods are used by authors to give life to their extraordinary characters. Showing great skill in the area of Characterization, Sir Arthur Conan Doyle brings forth intriguing and thought provoking personas that make his tale, The Hound of the Baskervilles so unique to readers everywhere.

Reflection on “The Children’s March”

As I watched the video entitled, â€Å"The Children's March†, I just sat with mouth open as I watched the absolute dedication and passion for a cause. The kids decided to pick up the cause when the adults sat and did nothing in an effort to put an end to segregation in Birmingham, Alabama. As a teacher who strives to make multicultural education a daily routine within the classroom, I really think about how a unit in civil rights would be of huge benefit to kids in the 2nd and 3rd grades. This age to me is an age where they still have some of their usual belief that there is inherent good in everyone.It, unfortunately, is also an age where many students witness or experience racism on different level, whether it is towards a relative, or towards themselves. I think about the absolute power and solidarity that kids can find in watching a video like this as part of a civil rights unit and how it can often bring solidarity and belief in whats right to a classroom. I have personal ly seen this in a 3rd grade classroom that my son was in 2 years ago and it served to jump-start a belief within the classroom that â€Å"we are all in this together†.It really made for a cohesive and caring classroom atmosphere and the 3rd graders really seemed to understand the true dynamics of the civil rights movement. Some very endearing conversations were had between my son and his parents and to this day, his understanding of racism and the civil rights movement is an understanding of equality and concern that it could happen again. As a Jew, he is even more in tune with this so has mad a connection between this movement and the Statement, â€Å"Never Again† as was uttered by millions of Jews before they were killed in the German gas chambers.One of the things that strikes me as an educator is a similarity in what the kids did in Birmingham, and the approach that I believe will have to happen in order to create truly multicultural classrooms. First and foremost, too many of our educators that have been teaching for a long time are not prepared for change in the classroom. In our staff developments, more attention needs to be paid to having a truly inclusive multiculturally diverse classroom. Secondly, we are going to have to learn from our students. They come to us each year with a wealth of experiences and beliefs.It is our job as educators to figure out how to best make that unique characteristic a part of our diverse learning community within the classroom. If our kids are so accepting of each other and the similarities and differences that we all bring into the school, then we as educators need to realize that creates an initial bond within our classroom that is hard to break. Just as our parents disliked having people of color, or people with different sexual preferences around, our children today are growing up with that reality and they really don't think anything of it!Being in a class with kids of different ethnic backgrounds is p art of the unique tapestry of that class. Ultimately, having a classroom where multicultural diversity is our responsibility as educators. There will always be stumbling blocks that try to derail that effort, but as our kids overcome those barriers, so shall we as teachers. Let the kids help us understand that we're really no so different and that all any kid wants to do is learn and be accepted for who they are†¦.. a kid!