Problems of students Essay

Top 10 Problems of Students While time spent at college is a fond memory and a happy experience for most, college life is not without its rough patches and problems. While each person problems are unique to their current circumstances, I know that there are a few problems that almost all college students deal with at least once during their time at school. College is not high school so please do not think its a walk in the park. Depending on what type of school you are going to, depends on what kind of problems you are going to face. Certain problems, you going to face regardless of what type of school you are going too. Most common problems of college student are the following. 1. First Day of School ? >> University students also face problems with making new friends. University is a new chapter in life, and with every new chapter, we have to try to meet new people and make new friends. It is normal for people to feel shy in the beginning, especially when they don’t know anyone around them. Students should learn to step out of their comfort zones and put themselves out there when trying to make new friends. It always seems that people are always just waiting for someone to approach them because they are too shy to make the first move. So, why not try taking the first step, and maybe you’ll find yourself heading towards a really wonderful friendship. 2. Relationship Thingy! >> Another problem we often hear students talk about are relationship problems. University students are usually at the age where they are looking for someone to share their lives with. We hear many stories about students getting into a relationship too quickly, and things going sour because both parties didn’t know each other well enough as friends. Maybe we should accept some advice from the older generation when they always say that we should always strive to get to know a person of the  opposite sex as a friend, before deciding if there is anything more to pursue with the person. There seems to be very little success rate when rushing into a relationship with someone we do not know well enough. 3. I’m so stress. >. < >> When a person faces any type of problems in their daily life, we will definitely find that the person is under high amounts of stress. This applies very aptly to the life a university student. Students are very susceptible to stress when they have any of the above mentioned problems. One good way to deal with stress is to exercise. Exercising helps release endorphins which is a hormone that helps our body relax and feel good. Students who exercise seem to be able to handle stress a lot better than those who do not exercise. 4. Problem everywhere -. – >> The unavoidable problem that students will have to face is problems with their studies. Whether it is a topic that is very hard to grasp, a misunderstanding with a group mate, or just not knowing how to do the work given to them, students will definitely face these sort of problems. It appears that when a student faces these sort of problems, they like to just keep it to themselves, or complain about it to their peer. The solution to these sort of problems is to address it and bring it up to the lecturer, or ask a friend if they can help you with it. Rather than just complaining that they do not understand what is going on, they should seek assistance to help solve their problem. 5. Still Sleepy ^o^/ >> Many students also suffer from irregular sleeping patterns. Students have assignments, projects and deadlines that appear almost daily after each class. A lot of them spend their time doing all those assigned work during the hours that they are supposed to be asleep. Some of them claim that they work better at night, but it is a  very unhealthy habit. It would be good if students could learn to finish up their work in the day time and leave the night-time to sleeping as that is the time where your body is regenerating, mending, and creating new cells. There is a discipline that should be built into a student when it comes to assignments. They should try their very hardest not to leave their work to the last possible minute. 6. My Hectic Schedule -. – >> Another problem that university students face is poor time management. Due to their busy lifestyles, students often find it hard to find a good balance between their  studies, social lives and working lives. Students should strive to have a planned schedule for their day so that they can try to maximize their productivity and not fall behind in any aspects of their lives. Students often have to learn to be independent and responsible with managing their time, when in university, away from the direct guidance of their parents. 7. Why you’re so Slow Internet? >_< >> With most universities and colleges making use of technology, it’s always an instant heart attack for you when it’s time to enroll in classes and check grades. To  make matters worse, everyone else is trying to access the website of your school hence the slower loading of the page and also in doing assignments and projects. You end up holding your breath while your heart attempts to break free from your body. The struggle is real! 8. Suspension Abangers *. * >> You stay up late at night and refresh your Twitter account every minute to see if there are suspension announcements. You wake up early in the morning with high hopes of class suspensions because the rain is too strong. You wait, and wait, and wait. You struggle with the thoughts of facing the storm or continue hoping for a class  suspension. You end up going to school anyway; but just as you’re finally at the end of your storm challenge, the suspension you’ve longed for comes and then you just stare at an empty space and mentally flip all the tables in your school. 9. Lack of Confidence >> There are students who do not believe in their ability to do well in college. Rather than focusing on their abilities and what they are capable of achieving, they place more emphasis on what they feel they can’t achieve. If you tell yourself, â€Å"I’ve always been lousy at math, I am going to fail this course,† then chances are, you probably will. 10. Commute line >> Don’t you hate it when you wake up early and leave early, but still end up being late for class because of those horrible commute lines? It’s definitely extremely frustrating when you arrive at the terminal or station only to find out that the end of the line is nowhere in sight These are just ten of the many problems that college students face. In the end, is college worth facing these problems and struggles? While students get stressed to the max, the good times outweigh the problem times and the college experience becomes one which shapes the minds and futures of many young people worldwide.

We should embrace nihilism for growth

NIHILISTIC PERSPECTIVEâ€Å"Nihilism is the belief that all values are baseless and that nothing can be known or communicated. It is often associated with extreme pessimism and a radical skepticism that condemns existence. A true nihilist would believe in nothing, have no loyalties and no purpose other than, perhaps, an impulse to destroy† (http://www.iep.utm.edu/n/nihilism.htm). In a nihilist perspective, there are no beliefs in dogma, religion and other socially constructed norms and standards. Nihilists question the set of universally made way of thinking and that there is nothing real in this world.SOCIAL CONSTRUCTIONâ€Å"Social constructs are institutionalized entity or artifacts in a social system, invented or constructed by participants in a particular culture or society that exist because people agree to behave as if it exist, or agree to follow certain conventional rules, or behave as if such agreement or rules existed† (wikipedia.org). Social constructs are c reated entities in which people or groups of people perceived them to be true. Social constructs are perceived realities that are put into a convention to be turned into social beliefs. Some examples of social constructs are religion, morality, sexuality, class and many more.These social constructs play a major role in people’s daily lives. Social constructs became an integral part of people’s daily lives. These became inevitable realities of their existence. Basically, how people act are based on social constructions. Social constructions dictate the everyday lives of people. Social constructs determine how people will act and what their pattern of actions is. These social constructs are the perceived rightness of actions in a particular given situation. Therefore, people’s lives are controlled and move by social constructs.Social constructs evolve and changes as time pass by. It depends on the richness of thought of human beings. The minds of human beings are very rich and full of possibilities. People have the capability of evolving one system of thought into another. A particular social construct is not permanent and will not last forever because it only depends on the people who were the ones who constructed them. Social constructs are dynamic because the minds of people are also dynamic. What most people are experiencing now may just become a history of tomorrow.THE WORLD AS A REALM OF MEANING AND CAN BE DISCLOSED BY NIHILISMFor Heidegger, he viewed the world as a realm of meanings and possibilities. These possibilities are for Da-sein to discover and the meanings are for Da-sein to assimilate. This world for Heidegger is where the Da-sein is situated and part of the facticities given to the Da-sein. This world is for the Da-sein to discover and understand. The world gives meaning to the existence of man and man is to exhaust these meanings or possibilities. Hence, the world is where the Da-sein interacts and for him to assimilate.Th is word â€Å"aletheia† describes the world for Heidegger. â€Å"Aletheia† means revelation and concealment which constitutes the world’s disclosedness to man. The world is the realm of meanings for man that man is always in constant assimilation. Even if it reveals itself to man, it also conceals something to man and that the task of man to assimilate and understand is a never-ending task and that Heidegger called man as â€Å"always already understanding the world†.The word â€Å"always† signifies the infinity of understanding that man is task to reveal the world, the never-ending task of correlation and understanding. Man as Da-sein is the very nature and function of man as a being who is thrown into this world. â€Å"Da† means there and â€Å"sein† means being. Da-sein is openness to the world and the readiness of man to exhaust and assimilate. Da-sein is the there of being of man, the very thrown ness of man into a particular con text. To understand more of man as Da-sein, we will tackle on the succeeding parts the functions of being a Da-sein.According to the great Heidegger, attunement is man’s mood or state of mind in which affects his perception of reality. He viewed man as always in the mood and is always ready to understand reality. Man as being thrown into this world, attunement is already embedded in his being. This attunement as already embedded in the being of man girds man to understand. Given the facticity of Da-sein as being-in-a-world, he is always in the mood to seize reality or to be conscious of reality and thus constituting man’s openness to the world. Da-sein as the there of being is always situated in the world thus, a temporal being.This situated ness of man gives him ample opportunity to correlate with the world and to fulfill his very nature as an understanding being who is already attuned to do so. Man becomes conscious by virtue of interaction, which is the very process of understanding for Heidegger. To correlate with the world is to exhaust its possibilities, to assimilate its meaning. Through interaction, man becomes conscious of reality, becomes conscious of meaning. Reality is already in the realm of meanings, which constitutes the world, and it is only for man that he can be conscious of and that is by virtue of correlating with the world.To question dogma and religion and other social constructs can be a tool for better understanding of reality. As discussed, Heidegger emphasized that man can slowly reveal the reality of beings by correlating with the world which is the world of meaning and possibilities. The world has its own meaning. The nihilistic view in its proper use, such as not totally for destruction but of finding the truth behind the world, it can open man’s eye to the real meaning of this world. Man as Da-sein in being a nihilist can be able to arrive at a better truth regarding the world. The world still has a lot to giv e in man’s understanding of it that is why dogmas and principles of today must be questioned because it is still not in its absolute state.NIHILISM AS A TOOL TO A BETTER UNDERSTANING OF REALITYMan’s life is full of socially constructed norms and beliefs that are the ones dictating what he ought to do and act. There is religion that dictates morality and there is government that dictates who are enemies and not such as who are terrorists and not terrorists. A society is comprised of many ideas and perspectives that battles to gain monopoly. Man is put in the center of contrasting views.With the birth of nihilism, there came an opportunity to arrive in a truth wherein wrong dogma and beliefs can be erased and replaced with better ones. Nihilism can give good effects if not put in its extreme nature of destruction. Questioning beliefs and dogma is a healthy process to undertake. Through questioning, man can slowly reveal to himself the true essence of his existence. Quest ioning must also not be intertwined with destruction because it can be a truly great means for development and better understanding.â€Å"I hope to bring some balance and clarity to a number of realities that seem to attract a great deal of misunderstanding: [1] the very serious issues of violence in Islam [including recent Muslim violence]; [2] the abhorrence that many Muslims have of violence; [stereotypes of Islam and Muslims as inherently violent]; and [4] the larger context of violence in our world [not just the Muslim world], much of which is woven into the fabric of our society in such a way that we may not even regard it as our own violence† (Hussain, 2006). The misunderstandings such as looking as a Muslim to be violent can be corrected by the nihilist perspective. People can arrive to a certain truth that not all Muslims are violent and stereotyping can be erased.NIHILISM AS A TOOL TO END CHAOS AND VIOLENCE IN THIS WORLDThe chaotic world is brought about by the diff erences in beliefs and norms and even in the practices of different religions. These are products of social constructions. With different beliefs and principles and with the devotion to such beliefs and principles, it brings chaos and even to violence. People seem to impose their own beliefs to other people which also have their own set of beliefs. By imposing one’s beliefs, it creates an atmosphere of competition that gives tensions and chaos to this world.Nihilism can be a tool to end all chaos and find peace in this world. People, in there different perspectives, can look at the common ground of their different beliefs. To question their own beliefs is a healthy process and even comparing their own beliefs to others is also a healthy process. This is an act of nihilism. People will not destroy their principles and beliefs but rather, developing it to be better set of beliefs and principles.One example can be seen in the realm of religion where we can see differences but lo oking at the greater reality of it, there are much more similarities that can be used in arriving to a better belief, a belief that can be bannered by all people from different contexts. Even the difference of science and religion, if nihilistic perspective can be used in a proper way of dialectics and questioning, people may arrive at a certain truth that science and religion has its common ground and that one will not be an opposition of the other.CONCLUSIONThe world is a realm of meaning and possibilities and is plague with socially constructed beliefs and principles. With the birth of nihilism, which is a perspective that most of a time attributed to destruction, the world may find better understanding in its hand. By the method of questioning which is a healthy process, people can arrive to better understanding of reality and the very principles and beliefs that they believe. Therefore, we should embrace nihilism.BIBLIOGRAPHYBogossian, Paul. What is Social Construction. 03 Mar. 2007Heidegger, Martin. The Question of Being. New Haven (Conn): College and University  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Press 1958.Hussain, Amir. Oil and Water: Two Faiths: One God. Pilgrim Pr, 2006.Nishitani, Keiji. Religion and Nothingness. University of California press, 1983.http://www.iep.utm.edu/n/nihilism.htm#H5

Final Exam Ec315

PART I. HYPOTHESIS TESTING PROBLEM 1 A certain brand of fluorescent light tube was advertised as having an effective life span before burning out of 4000 hours. A random sample of 84 bulbs was burned out with a mean illumination life span of 1870 hours and with a sample standard deviation of 90 hours. Construct a 95 confidence interval based on this sample and be sure to interpret this interval. Answer Since population standard deviation is unknown, t distribution can be used construct the confidence interval. ? The 95% confidence interval is given by ? X ? t? / 2,n ? 1 ? S S? , X ? ? /2,n ? 1 ? n n? Details Confidence Interval Estimate for the Mean Data Sample Standard Deviation Sample Mean Sample Size Confidence Level 90 1870 84 95% Intermediate Calculations Standard Error of the Mean 9. 819805061 Degrees of Freedom 83 t Value 1. 988959743 Interval Half Width 19. 53119695 Confidence Interval Interval Lower Limit 1850. 47 Interval Upper Limit 1889. 53 2 PROBLEM 2 Given the following data from two independent data sets, conduct a one -tail hypothesis test to determine if the means are statistically equal using alpha=0. 05. Do NOT do a confidence interval. 1 = 35 n2 = 30 xbar1= 32 xbar2 = 25 s1=7 s2 = 6 Answer H0:Â µ1=Â µ2 H1: Â µ1>Â µ2 Test statistics used is t ? X1 ? X 2 S 2 (n1 ? 1) S12 ? (n2 ? 1) S2 n1n2 ~ tn1 ? n1 ? 2 where S ? n1 ? n2 ? 2 n1 ? n2 Decision rule : Reject the null hypothesis, if the calculated value of test statistic is greater than the critical value. Details t Test for Differences in Two Means Data Hypothesized Difference Level of Significance Population 1 Sample Sample Size Sample Mean Sample Standard Deviation Population 2 Sample Sample Size Sample Mean Sample Standard Deviation 0 0. 05 35 32 7 30 25 6Intermediate Calculations Population 1 Sample Degrees of Freedom 34 Population 2 Sample Degrees of Freedom 29 Total Degrees of Freedom 63 Pooled Variance 43. 01587 Difference in Sample Means 7 t Test Statistic 4. 289648 Upper-Tail Test U pper Critical Value p-Value Reject the null hypothesis 1. 669402 3. 14E-05 Conclusion: Reject the null hypothesis. The sample provides enough evidence to support the claim that means are different. 3 PROBLEM 3. A test was conducted to determine whether gender of a display model af fected the likelihood that consumers would prefer a new product.A survey of consumers at a trade show which used a female spokesperson determined that 120 of 300 customers preferred the product while 92 of 280 customers preferred the product when it was shown by a female spokesperson. Do the samples provide sufficient evidence to indicate that the gender of the salesperson affect the likelihood of the product being favorably regarded by consumers? Evaluate with a two-tail, alpha =. 01 test. Do NOT do a confidence interval. Answer H0: There no significant gender wise difference in the proportion customers who preferred the product.H1: There significant gender wise difference in the proportion customers who preferred the product. P ? P2 n p ? n p 1 The test Statistic used is Z test Z ? where p= 1 1 2 2 n1 ? n2 ?1 1? P(1 ? P) ? ? ? ? n1 n2 ? Decision rule : Reject the null hypothesis, if the calculated value of test statistic is greater than the critical value. Details Z Test for Differences in Two Proportions Data Hypothesized Difference Level of Significance Group 1 Number of Successes Sample Size Group 2 Number of Successes Sample Size 0 0. 01 Male 120 300 Female 92 80 Intermediate Calculations Group 1 Proportion 0. 4 Group 2 Proportion 0. 328571429 Difference in Two Proportions 0. 071428571 Average Proportion 0. 365517241 Z Test Statistic 1. 784981685 Two-Tail Test Lower Critical Value -2. 575829304 Upper Critical Value 2. 575829304 p-Value 0. 074264288 Do not reject the null hypothesis Conclusion: Fails to reject the null hypothesis. The sample does not provide enough evidence to support the claim that there significant gender wise difference in the proportion customers who preferr ed the product. 4PROBLEM 4 Assuming that the population variances are equal for Male and Female GPA’s, test the following sample data to see if Male and Female PhD candidate GPA’s (Means) are equal. Conduct a two-tail hypothesis test at ? =. 01 to determine whether the sample means are different. Do NOT do a confidence interval. Male GPA’s Female GPA’s Sample Size 12 13 Sample Mean 2. 8 4. 95 Sample Standard Dev .25 .8 Answer H0: There is no significant difference in the mean GPA of males and Females H1: There is significant difference in the mean GPA of males and Females. Test Statistic used is independent sample t test. ? X1 ? X 2 S 2 (n1 ? 1) S12 ? (n2 ? 1) S2 n1n2 ~ tn1 ? n1 ? 2 where S ? n1 ? n2 ? 2 n1 ? n2 Decision rule: Reject the null hypotheses, if the calculated value of test statistic is greater than the critical value. Details t Test for Differences in Two Means Data Hypothesized Difference Level of Significance Population 1 Sample Sample Size Sample Mean Sample Standard Deviation Population 2 Sample Sample Size Sample Mean Sample Standard Deviation Intermediate Calculations Population 1 Sample Degrees of Freedom Population 2 Sample Degrees of Freedom Total Degrees of Freedom Pooled Variance 0. 05 12 2. 8 0. 25 13 4. 95 0. 8 11 12 23 0. 363804 5 Difference in Sample Means t Test Statistic -2. 15 -8. 90424 Two-Tail Test Lower Critical Value Upper Critical Value p-Value Reject the null hypothesis -2. 80734 2. 807336 0. 0000 Conclusion: Reject the null hypotheses. The sample provides enough evidence to support the claim that there is significant difference in the mean GP A score among the males and females. 6 PART II REGRESSION ANALYSIS Problem 5 You wish to run the regression model (less Intercept and coefficients) shown below: VOTE = URBAN + INCOME + EDUCATEGiven the Excel spreadsheet below for annual data from1970 to 2006 (with the data for row 5 thru row 35 not shown), complete all necessary entries in the Excel Regress ion Window shown below the data. 1 2 3 4 A YEAR 1970 1971 1972 B VOTE C URBAN D INCOME E EDUCATE 49. 0 58. 3 45. 2 62. 0 65. 2 75. 0 7488 7635 7879 4. 3 8. 3 4. 5 36 37 38 2004 2005 2006 50. 1 92. 1 94. 0 95. 6 15321 15643 16001 4. 9 4. 7 5. 1 67. 7 54. 2 Regression Input OK Input Y Range: A1:A38 Input X Range: B1:E38 Cancel Help ? Labels Confidence Level: x X X Output options X Constant is Zero 95 % Output Range: New Worksheet Ply:New W orkbook Residuals Residuals Residual Plots Standardized Residuals Line Fit Plots Normal Probabilit y Normal Probability Plots 7 PROBLEM 6. Use the following regression output to determine the following: A real estate investor has devised a model to estimate home prices in a new suburban development. Data for a random sample of 100 homes were gathered on the selling price of the home ($ thousands), the home size (square feet), the lot size (thousands of square feet), and the number of bedrooms. The following multiple regression output was generated: Regression Statistics Multiple R 0. 8647 R Square . 7222 Adjusted R Square 0. 6888 Standard Error 16. 0389 Observations 100 Intercept X1 (Square Feet) X2 (Lot Size) X3 (Bedrooms) Coefficients -24. 888 0. 2323 11. 2589 15. 2356 Standard Error 38. 3735 0. 0184 1. 7120 6. 8905 t Stat -0. 7021 9. 3122 4. 3256 3. 2158 P-value 0. 2154 0. 0000 0. 0001 0. 1589 a. Why is the coefficient for BEDROOMS a positive number? The selling price increase when the number of rooms increases. Thus the relationship is positive. b. Which is the most statistically significant variable? What evidence shows this? Most statistically significant variable is one with least p value.Here most statistically significant variable is Square feet. c. Which is the least statistically significant variable? What evidence shows this? Least statistically significant variable is one with high p value. Here least statistically significant variable is bedrooms d. For a 0. 05 level of significance, should any variable be droppe d from this model? Why or why not? The variable bed rooms can be dropped from the model as the p value is greater than 0. 05. e. Interpret the value of R squared? How does this value from the adjusted R squared? The R2 gives the model adequacy. Here R2 suggest that 72. 22% variability can e explained by the model. Adjusted R2 is a modification of R2 that adjusts for the number of explanatory terms in a model. Unlike R2, the adjusted R2 increases only if the new term improves the model more than would be expected by chance. f. Predict the sales price of a 1134-square-foot home with a lot size of 15,400 square feet and 2 bedrooms. Selling Price =-24. 888+0. 02323*1134+11. 2589*15400+15. 2356*2=173419 8 PART III SPECIFIC KNOWLEDGE SHORT-ANSWER QUESTIONS. Problem 7 Define Autocorrelation in the following terms: a. In what type of regression is it likely to occur? Regressions involving time series data . What is bad about autocorrelation in a regression? The standard error of the estimat es will high. c. What method is used to determine if it exists? (Think of statistical test to be used) Durbin Watson Statistic is used determine auto correlation in a regression. d. If found in a regression how is it eliminated? Appropriate transformations can be adopted to eliminate auto correlation. Problem 8 Define Multicollinearity in the following terms: a) In what type of regression is it likely to occur? Multicollinearity occurs in multiple regressions when two or more independent variables are highly correlated. ) Why is multicollinearity in a regression a difficulty to be resolved? Multicollinearity in Regression Models is an unacceptably high level of intercorrelation among the independents, such that the effects of the independents cannot be separated. Under multicollinearity, estimates are unbiased but assessments of the relative strength of the explanatory variables and their joint effect are unreliable. c) How can multicollinearity be determined in a regression? Multic ollinearity refers to excessive correlation of the predictor variables. When correlation is excessive (some use the rule of thumb of r > 0. 90), tandard errors of the b and beta coefficients become large, making it difficult or impossible to assess the relative importance of the predictor variables. The measures Tolerance and VIF are commonly used to measure multicollinearity. Tolerance is 1 – R2 for the regression of that independent variable on all the other independents, ignoring the dependent. There will be as many tolerance coefficients as there are independents. The higher the inter-correlation of the independents, the more the tolerance will approach zero. As a rule of thumb, if tolerance is less than . 20, a problem with multicollinearity is indicated.When tolerance is close to 0 there is high multicollinearity of that variable with other independents and the b and beta coefficients will be unstable. The more the multicollinearity, the lower the tolerance, the more th e standard error of the regression coefficients. d) If multicollinearity is found in a regression, how is it eliminated? Multicollinearity occurs because two (or more) variables are related – they measure essentially the same thing. If one of the variables doesn’t seem logically essential to your model, removing it may reduce or eliminate multicollinearity.

Working with and Leading People Essay Example | Topics and Well Written Essays - 1500 words - 1

Working with and Leading People - Essay Example Leigh & Maynard (1996) highlights that Jamie selectors’ prior step of this recruitment process involved requesting applicants to talk about food while they were filmed. This established each applicant’s passion about food and whether they were willing to talk about food publicly. Having shortlisted sixty applicants, they were now expected to adequately describe the tastes of various foods. The applicants were given butternut squash ravioli and tempura fried oyster and had to describe the texture and flavor of what they had eaten. The ability of the applicant to effectively describe the taste of the food meant that he or she would be able to express the self-sensory encounter effectively. The 30 selected applicants were required to observe the procedure of preparing a simple meal then repeat the same procedure in preparing the same meal. At this stage, Jamie tested the level of observation an individual would attain. Jamie selectors interrogated the applicants as they prepared the fried salmon and vegetable meal and hence scrutinizing the manner and methodology in which they prepared it. Fifteen applicants were finally selected in accordance to their strategy to the task and standards of the prepared meal. Jamie Oliver decided to get involved in the training process of the recruited trainees. The trainees were sent to college to learn basic skills, and then as they continued with the training, Oliver began to train and shape the candidates to meet the needs, style and standards of the restaurant. The training involved class attendance, demonstration and practical activities. The training was faced with major challenges as some of the trainees found the work and mental effort involved in this work overwhelming and became demotivated and hence stopped attending the college (Leigh, Maynard, 1996). Jamie Oliver remunerated the trainees by paying their travel charges and even physically went to see them at their apartments to know their whereabouts

Knowledge and skills expected to acquire from M.Sc in Project Essay

Knowledge and skills expected to acquire from M.Sc in Project Management - Essay Example "Like any other manager, the project manager has to have team building skills, leadership skills, planning skills, administrative skills and organizational skills. But there are more skills such as entrepreneurial skills, resource allocation skills and management of technical expertise"(Russell, 55). These skills can be acquired only through the exposure to professional project management techniques.Knowledge about various project management tools are very essential for the planning of resources and execution of the project. "Project management has become a necessity in many corporations because of the increasing pressure due to increase in technology, more money invested in R & D, more information available and shortening of project life cycles"(Kerzner, 31). A person without special knowledge about the risks involved and the techniques to handle the risks cannot make the project a success. Hence, I aspire to acquire knowledge about special tools and techniques, skills related to te am development, resources utilization and entrepreneurship which are essential to avoid duplication of work, wastage of resources and conflicts among team members. These skills and knowledge is very essential because, "when a person is appointed as a project manager, as he assumes accountability for the resources used and the result achieved"(Kerzner and Thamhain, 195- 197) 2. Development of my career in future with M. Sc in Project Management "When a person is exposed to information from different sources, the person develops strategies for processing information, these strategies may be habitual or ingrained". (David Whetton, 68). To explain further, to be successful, a person has to learn continuously and it is clear from Whetton's argument that knowledge base is essential for competitive advantage which is very essential for my career. "The other characters essential for senior level executives are problem solving ability, capacity to generate alternatives and to encourage innovation" (Riley, 67). The management skills and project management skills acquired can make me more fluent with the ideas from different sources and can increase my flexibility in making decisions. "Fluency of ideas and flexibility of thought are the ways to generate alternatives to solve problems" (Sternberg, 23). The creative problem solving techniques which I acquire in this course will be very helpful in fostering innovation and critical thinking of my team members and set priorities with my superiors. Another major way in which this course can be useful in my career development is by helping me to influence others. "Influencing others is a major factor to build effective teams and to lead the team to success"(Cuming, 19). A manager can influence others to achieve a common goal only when he is able to set priorities, clear about the goal and aware of the errors that are commonly done. The manager has to be able to communicate the ideas, encourage participation and lead the team. To effectively overcome interpersonal conflicts on the job, the project manager should be able to positively influence others. All these characteristics mentioned above are essential hence, this course will be very vital for my growth as I like challenges. 3. Academic strengths and weaknesses The major strength academically is that I was able to apply my knowledge I acquired in my B.Sc (Honors) degree in my job. "Conceptual knowledge should be met with opportunities to practice and apply observable behavior"(Bandura, 43). My current job is very useful to apply the knowledge I gathered from

Outline President Kennedys foreign policy problems as they related to Essay

Outline President Kennedys foreign policy problems as they related to Cuba - Essay Example This was intended to spur a rebellion to overthrow the then communist leader Fidel Castro. However, the mission was a failure and led to great embarrassment to the president (Haney & Vanderbush 45). Kennedy’s foreign policy was heavily influenced by the cold war, the continuing conflict of the Soviet Union as well as conflicts in Cuba. From 1960 until after the 1962 Missile crisis, the American objective was to get rid of Cubans leader, President Castro. Subsequently, during the years of the cold war the U.S foreign policy objectives were to get Cuba to halt its aid to revolutionaries, reduce its military ties to the Soviet Union and to show greater respect for human rights (Haney & Vanderbush 185). The United States trade embargo and other sanctions against Cuba have been in place for some 36 years, and the U.S policy towards the island has changed a little in that time. In the absence of full access to the diplomatic records in this country and abroad, it is not possible to resolve this debate on Kennedy fully, but certain studies by analysts on the Cuban missile crisis, lend support to the more friendly view of Kennedy. The president certainly made mistakes in foreign policy, and he raised more hopes than he fulfilled. However, he demonstrated a relatively cosmopolitan and sophisticated view of the world, grew in office, and had a feel for diplomacy, which for some time had been lacking in American

Key Strategies Essay Example | Topics and Well Written Essays - 1000 words

Key Strategies - Essay Example The simple logic supporting the need for ethical guidelines is that actions in business are the result of decisions by human beings, and human beings tend to seek justification for their actions beyond the rule of value for money. As Hill writes, "top management determines quality priorities, establishes the systems of quality, management and the procedures to be followed, provides resources and leads by example" (Hill 1991, 23). The quality guidelines are crucial to ensure that the service is provided using a consistent process which is described in the quality documents. ISO standards followed by Canbide provide a standard of quality assurance for firms only involved in final inspection and testing of products. Firms using this standard are basically performing the inspection function of the product that would normally be done by the customer when the product is received. For Canbide, Total Quality Management is a strategic approach to quality which permeates the entire organizatio n (Slack 2003). Basic behavioral science principles and practices are the foundation of excellence through quality programs. The rational for these programs is to motivate workers and increase service quality, e.g. providing clear objectives, participation in decision-making and positive feedback on performance, are established principles which have widespread use in different applications. Thus, the development of these programs demonstrates a sensible application of established theories in a relatively new field. Within CERG, quality control during the process should involve the use of control charts, which will be discussed in some detail shortly. The number and location of inspections should reflect both the probability of faults or defectives occurring and the consequences of such occurrences, as well as the cost of conducting inspection. Frequently, technical considerations determine the position and number of inspection operations, but nevertheless, within certain limitations, operations management is usually able to design the inspection procedure (Eboch, 1998). Having looked at the way in which customer relationship management and employee relationship management (ERM) has evolved, it is clear that there is a role assumed by people responsible for projects at various stages of development, connected with business units, as part of defining and producing a project plan. ERM involved in the business to the point at which the project manager and the team take over responsibility for the implementation phases leading to the hand-over of the finished project. Taking into account the nature of CERG, output and process quality control will be integral part of TQM. Inspection of items between operations should be undertaken, not only to ensure that faulty or defective items do not proceed to the subsequent operations, but also in order to predict when the process is likely to produce defective items so that necessary preventive adjustments can be made. Well-defined procedures should be established for the selection

Tourism in the United Arab Emirates Essay Example | Topics and Well Written Essays - 6250 words

Tourism in the United Arab Emirates - Essay Example Symptomatic of this trend is the proliferation of new and increasingly specialized tourism journals. Growth in the amount of research on tourism has not necessarily been matched by a parallel increase in the quality of research being done in this field. Not only is there a growing need to study tourism further as new issues and problems appear and the increasing magnitude of the sector enlarges its significance-socially, economically, environmentally and politically-but there is also a need to understand the phenomenon better as to why is tourism growing, and why is its development being encouraged? This issue can essentially be addressed from either a demand or a supply-side perspective. Demand or origin studies stress changes in market conditions which affect peoples motivation to travel and the factors which influence their ability to do so, for example, increased leisure time and disposable income, improved technology and travel organization (Pearce 1995). Supply-side or destination research tends to address the benefits that the development of tourism brings or is perceived to bring, to consider what leads both the public and private sectors to foster its growth and how this might best be achieved. The benefits of tourism development have largely been seen in economic terms, as in tourism ability to generate income, jobs and corporate profits, bring in foreign exchange, boost tax revenues, diversify the economy and aid regional development. Social and environmental benefits have also been recognized. As more traditional sectors of the economy, first agriculture and then man ufacturing, have come under pressure regarding their ability to deliver in these terms, so tourism has been increasingly targeted as a potential alternative or complement in an increasingly wide range of settings from the urban to the rural, from developed to developing countries. This paper will essentially discuss all the above-mentioned points in a general perspective, getting particular of UAE.

Summary on cpc (cyclic pipeline computer) an architecture suited for Essay

Summary on cpc (cyclic pipeline computer) an architecture suited for josephson and pipelined memory machines - Essay Example This ensures that the two devices are naturally pipelined using a similar pitch time. At the same time, advanced control technique could be used to speed up computation in each instruction stream. This technique is used in high performance computers that see to it that each stage of instruction processing and data references is made from different memories. Thus, overlapped memory access and processor instructions are performed at a much faster rate through multiple instruction streams that take place in a cyclic manner. Research carried out on the new CPC that is based on the silicon technology has found that there is an improvement in the cost/performance ratio as it operates at a much higher speed using the three-phase clock (Shimizu et al 831). At the same time, the CPC device makes use of a three input majority through DCFP which makes it easy to realize a negation. Similarly, the power consumption is much lower which allows for a high-density

Engineering and environmental materials Essay Example | Topics and Well Written Essays - 1500 words

Engineering and environmental materials - Essay Example These two lanes of traffic were to be constructed on the lower deck level of the bridge. The same conclusion had already been given by Bristol city council. The second recommendation by the group was the removal of the upper part of the bridge that comprises of the stiffening plates. The third conclusion was that the weight of the proposed cantilever beam of the footway could be adequately and safely supported by the bridge. The method of analysis employed by Halcrow Group Ltd was SAM. In this analysis method, the individual members of the bridge were modeled in collaboration with section properties. The section properties were obtained from site measurements as well as original drawing scripts. In determination of the section properties of the individual members, assumption was made on their ultimate tensile strengths (UTS). These sections were accredited with low ultimate tensile strength of the main members. 2D Diagrams of the bridge A. Bridge in current use B. Cross section of th e Bridge The assumption in the model for the bridge in use is that the movable part is able to move freely along x-x axis since the diagram is in 2D. The movable part has 4 degrees of freedom. The second degree of freedom is in y-y axis during lifting up and down with the help of a crane. The rationale of the movable structure of the bridge is to allow space for recreational activities within the stream .The stationary parts are fixed to a rigid base. The assumption of the cross section model is that the reaction and action are equal and opposite. The reaction of the principal structure in the footway is capable to accommodate the weight of the pedestrians. The same applies to the principal structure in the traffic lane. Since the lane is two-way traffic, the principal structures are assumed to possess double tensile strength so as to withstand the weights of the vehicles. The rationale of the second model is to provide maximum utilization of the bridge. Most of bridges are construc ted with one rationale that is to provide footway for the pedestrian. However, that is not the case in Ashton Bridge. This bridge is designed so as to provide maximum utilization. The moment of inertia is great so as to withstand the action force (Domone & ILLston, 2010). Evaluation of the actions of the proposed bridge A. Pedestrian and cycle traffic The pedestrians would be inconvenient with the proposed repairs and maintenance. The cantilevering of the footway with steel beam supports and decking will mean indefinite closure of the existing footway. This information is obtained from Halcrow Group Ltd rapid transit report. The cycle traffic will also be affected. This is because of the removal of the corroded deck plates together with the concrete decking. B. Bus loading Bus loading will also be affected. This is because of the proposed cutting of top corner stiffening plates. The ultimate action will be increased headroom for loading buses. C. Self weight A lot of interference wi ll not be caused to the bridge self weight. This is because during all the proposed operations the rigid base of the bridge will not be interfered with. As indicated in the report the proposed new carriageway will be constructed on the existing steel deck plate before the deck plates are replaced. The overall weight of the bridge will increase due to the addition of the drainage modifications and

Giving Advice on How Actors Should Play Their Role in Act 3 Scene 1 of Romeo and Juliet Essay Example for Free

Giving Advice on How Actors Should Play Their Role in Act 3 Scene 1 of Romeo and Juliet Essay You are going to write in role as Gregory Doran, the new artistic director of the Royal Shakespeare Company. You are going to give a lecture to the actors you have chosen to plsy Romeo, Benvolio and Mercutio. What advice would you give them about how and why they should act in Act 3 Scene 1? In Act 3 Scene 1 of Romeo Juliet, Shakespeare raises the excitement and the tension throughout the scene by using dramatic tension between the characters, provocative and threatening dialogue, strong language effects, and sharp vital violence. The sudden, fatal violence in the first scene of Act 3, as well as the buildup to the fighting, serves as a reminder that, for all its emphasis on love, beauty, and romance, Romeo and Juliet still takes place in a masculine world in which notions of honor, pride, and status are prone to erupt in a fury of conflict. The viciousness and dangers of the play’s social environment are dramatic tools that Shakespeare employs to make the lovers’ romance seem even more precious and fragile—their relationship is the audience’s only respite from the brutal world pressing against their love. The scene begins with Mercutio continuously brushing off Benvolios advice as a peacekeeper to keep calm and he instead accuses Benvolio of being a hypocrite. This implies that Mercutio is very obstinate and is quick to cast suspicions and false accusations on others without much thinking. Mercutio accuses that Benvolio is just as violent and hot headed as him, Come, come, thou art as hot a Jack in thy mood as any in Italy, without any proof. This implies that Mercutio is the type of character to jump in head first and rarely listens to others advice. Later on in the scene, Benvolio exclaims By my head here come the Capulets upon Tybalts arrival, and to this Mercutio replies By my heel I care not. The phrase I care not notions that Mercutio does not see any problem in Tybalts arrival, which in turn means that he is intending on provoking a fight which accentuates that Clearly Mercutio is in an aggressive mood. Tybalt addresses Mercutio and Benvolio. â€Å" ‘Gentlemen, good den, a word with one of you’ † Up to this point, Tybalt is courteous – his quarrel is with Romeo, not with Benvolio or Mercutio. However Mercutio is extremely provocatice and he responds to Tybalt, asking a word with one of them with, â€Å"Make it a word and a blow.† The audience feels there is a fight in prospect. Which achieves Shakespeares purpose and intended effect. Mercutio is clearly being very confrontational in this scene, therefore, the actor should deliver his lines imposingly, loud and clear in a tone of anger. When Tybalt appears, he should spit his words and when provoking Tybalt, the actor should increase their volume and have a very irritated and aggressive facial expression by grinding his teeth. However, when imitating Tybalt and making a mockery out of him, his actions should be over the top. His movements at the beginning of the scene should reflect his provocative behaviour and therefore he should walk with big strides and a fast pace. As he is ignoring Benvolios advice, eye contact should be avoided up until the point that Mercutio accuses him. When this happens, the actor playing Mercution should suddenly stop to build up tension then turn around and point at Benvolio. Mercutios costume should be a red sleeveless shirt as r ed reflects aggression , with tattered and ripped pants if possible to emphasis his wild nature. Another option for the top is a leather jacket and piercings and metal studs as accessories to clearly showcase his obstinate and hot-headed personality. Romeo, by contrast, is as passionate about love as Tybalt and Mercutio are about hostility. Romeo appears, cheerful and contented with having wed Juliet only hours before, and unaware that hes even been challenged to a duel. Until Mercutio dies, Romeo remains emotionally distinct from the other characters in the scene. Romeo walks atop his euphoric cloud buoyed by blissful thoughts of marriage to Juliet, peace, unity, and harmony. In response to Tybalts attempts to initiate a fight, Romeo tells Tybalt that he loves thee better than thou canst devise. Ironically, Romeos refusal to duel with Tybalt brings about the very acceleration of violence he sought to prevent. When Romeo enters the scene, Tybalt and Mercutio are in the middle of a scuffle, he immediately tries to not be drawn into the fiery atmosphere and tries to keep calm. Doth much excuses the appertaining rage to such a greeting. The word excuse; was deliberately used by Shakespeare to convince the audience that Romeo is not interested in violence but rather peace and wellbeing of all are his best interests. While talking, Romeo should be very soft-spoken and not provocative in anyway. Eye contact should be avoided and eyes should be averted to the feet to show timidness and reluctance to fight. When Mercutio and Tybalt are about to fight, he even tries to persuade Mercutio to put thy rapier up. The fact that he asks his best friend to stop fighting instead of the opposing side shows that he is completely passive in violence and displays his desperation for peace. During the conflict, the actor playing Romeo should never retaliate but instead tolerate all hits or simply avoid them to depict his passive and peaceful nature. However, after Mercutio is injured and dies, his attitude should change completely and resemble that of Mercutios. Romeos behaviour should then be similar to Mercutios. While challenging Tybalt and fighting with him, the actor playing Romeo should show no hint compassion, a stern face and and clenched fists with a to reflect his change demeanor as stated in the book, A nd fire-eyed fury be my conduct now. After Tybalts death by his hands, Romeo should then retreat into confusion, reflecting on what he has done. Oh I am fortunes fool! The word fool suggests that Romeo admits that he was overwhelmed by anger and blind fury at that point in time and regrets being unable to control himself. Romeos costume should be very sophisticated after returning from his wedding with Juliet and therefore he should be well-groomed. During his battle with Tybalt, his clothes should then be torned and messy to symbolise his transition from a peaceful person into a murderer full of vengeance. Benvolio still maintains his status as a peacekeeper throughout the entire play, however, unlike romeo he totally does not involves himself in any conflict and always prefers to just watch form the side, and this can be interpreted in theatrical set-up to advice the actor playing Benvolio to never be the centre of attention on stage and to position himself either downstage, or centre stage right, but never centre sta ge. At the beginning of the scene he advices Mercutio to stop wandering around as to avoid a conflict, The day is hot and the Capels are abroad, And if we meet, we shall not scape a brawl. The phrase not scape conveys the impression that Benvolio does not like to attract much attention and be drawn into violent combat. This characteristic can be interpreted as cowardice, but also wisdom. Benvolio knows that if another brawl occurs between the two families, someone will be killed and therefore tries to plan in advance, trying to omit all possibilities of a fight happening. Benvolio is also not offended when Mercutio makes advances on him and accuses him of being a hypocrite which portrays him as a matured character. Benvolio replies with And what to? to Mercutios statement and this presupposes that he pays no heed to Mercutio because he thinks of him as a child but is only worried that he will start a fight which explains his concern on Mercutios hot-headed behaviour. While trying to convince Mercutio to stop with his combative and warlike behaviour, the Benvolios actor should be very insistent that Mercutio calm down but indifferent towards his insults to reflect his maturity. When Tybalt enters the stage, Benvolio plays a smaller part and should move away from the center-stage in the moments that lead up to the fight to indicate his cowardice and reluctance to participate in combat. Once he starts explaining to the Prince what had happened, Benvolio should still maintain his composure and calmly explain the situation because in Shakespeares original version of Romeo and Juliet, his explanation is long, but still contains the key details of the event, Tybalt, here slain, whose Romeos hand did slay†¦Ã¢â‚¬ ¦ Benvolio should wear a green shirt, as green resembles peace and is the colour of nature, hence life which is an accurate symbol of Benvolios tendency to avoid brawls and conflicts. I have picked out and analysed single words from Act 3 Scene 1, I have commented on how Shakespeare gets his message across and have started to develop an appreciation for the techniques that he uses. I have also given out advice on how the actors should deliver their lines, their facial expressions as well as physical gestures and their costumes.

Effectiveness of bollinger band in signaling ‘Buy or Sell’ Essay Example for Free

Effectiveness of bollinger band in signaling ‘Buy or Sell’ Essay

How did John Dewey influence on childrens learning

How did John Dewey influence on childrens learning Cambodia was known as Khmer Kingdom, which was one of the most powerful states in South East Asia. (Ayres, 2000, p.1). However, Cambodia has shrunk and deteriorated since the collapse of Khmer Empire. (Duggan, 1996, p.363) The civil war has jeopardized the social and economic development of Cambodia. Most of the social structures and rural infrastructures were completely destroyed during Khmer Rouge, especially in the educational sector, which is one of the most important for developing the country. The education system has changed dramatically since the French colony from 1968 to 1953, in which education started in the pagodas combined modern and traditional pattern a small group of children entered the French school system. ( Duggan, 1996, p.363). Cambodia was granted full independence in 1953 (Ibid). Therefore, Prince Sihanouk was very interested in educational sector, and he decided to adopt 20 percent of the national budget in order to expand the educational system in Cambodia, however, his decision was bitterly criticized by other people for not providing the educational equity, because the rural children did not receive any educational system from the Prince. He just mainly focused on the urban children. (Duggan, 1996, p.364) Lon Nol came to power in 1970, he started cambodianizing by encouraging students to participate in fighting against the national enemy [Vietnamese]. Most of the students were involved in the army, so they were not able to attend schools, and there were not enough teaching materials for the teachers in the classrooms.(Ayres, 2000, pp.76-80) April 17, 1975 Khmer Rouge took control of Phnom Penh and abolished all social structures and some schools were eradicated and others were changed into prisons, workshops, etc., Children were not allowed to study. A Ministry of Education really existed, but did not work actively and there were several textbooks were produced to guide teachers (Ayres, 2000, pp. 109-110). Moreover, Ayres (2000) wrote that the educational crisis in Cambodia between March 1970 and April 1975 was a function of the material and human destruction generated by a nation at war. (p.68) This research will focus on the following questions: 1. What are some of the current problems in education in Cambodia? 2. What is the role of the teacher and methods of instruction in Cambodia? 3. What is John Deweys perspective on the role of the teacher and methods of instruction? 4. What contributions Deweys would be useful in developing the role of the teacher and methods of instruction in Cambodia? 1. The current issues in education in Cambodia. The new government was elected under the supervision and support of the United Nations (UN) which assisted in running a free and fair election in Cambodia in 1993. The democracy and free market have been exercised in Cambodia since then. The foreign investors and international organizations, namely the United Nations Children Fund (UNICEF), the World Bank (WB) and other Non-governmental Organizations (NGOs) began to operate their projects in educational sector in Cambodia. (Duggan 1996, p.362). Although there have been considerable changes recently, the educational system has not reached an international goals by 2015 yet, because the number of drop-out and repetition in primary school is still high. The repetition rates in primary dropped from 26.3 percent to 10.2 percent between 1998 and 2005. In addition, drop-out rates in primary school is less than in secondary school. (MoEYS, 2008, p.8) Noticeably, the quality of education service provided for both in primary and lower secondary levels is still in a bad condition caused by the lack of resources, poorly-trained teachers and principalspoor controlling system, teaching and learning materials and irresponsibility from the district and provincial principals.(World Bank, 2008, p.11) Furthermore, the survey which was conducted by the CSES in 2004, based on the question What are the major problems with schooling in this village? reported that there were three main problems: The living standard of teachers which means that teachers salary is still low that cannot afford to buy anything. Poor infrastructure because the schools are in a bad condition. For example, there are not enough chairs and tables for the students to sit and learn. The location of the schools is not close enough for the students to walk from their home. The collected data provided by EMIS in 2004 detailed that 69 percent of primary school teachers had received a degree from lower secondary school (grade 9), and there was only 7 percent of the teachers who finished the primary school. Besides, there was 24 percent of primary teachers had completed the upper secondary school. (MoEYS, 2008, p. 20) Therefore, the quality of education in Cambodia needs improving. Thus the Royal Government of Cambodia has expanded national budget from 0.9 percent in 1997 to 1.5 percent in 2006. (MoEYS World Bank. June 2008, p.59) .Also, the government has promised to increase salary for all teachers from 15 percent to 20 percent every year. (MoEYS World Bank: June 2008, pp.59-62) 2.1. The role of the teacher in Cambodia The students learning progress is mainly based on the teachers performance in the classroom. Thus the teacher act as the model or sample for the students to acquire knowledge, and teachers must be committed to time and efforts in order to instruct and motivate students to achieve their learning objectives. Teachers have to spend more time beside the office working hour to prepare lesson plans, correct homework and give a social and friendly atmosphere to the students in the classroom in order to develop their learning ability. (World Bank, 2008, p.71) 2.2. The methods of instruction in Cambodia The traditional teaching style, was totally based on the teacher frontal and rote learning, has applied in the Cambodian classroom for many years. But in 2005, the Ministry of Education, Youth and Sports (MoEYS) accepted the new educational theory, which has applied in European and American classrooms, The Principles of Child Friendly Schooling and exercised it Cambodia. These principles are very useful for Cambodian students because it focuses on the childs freedom, which creates a social and friendly environment for the pupils to do a variety of activities in the classrooms. Moreover, it really helps students learn things through their own experiences. (MoEYS World Bank. June, 2008, pp. 71-72) On the other hand, in 2002 the Government of Cambodia passed a new law related Early Childhood Education and Care (ECCE). This law focuses on the child who aged 3 to 8. There are three categories of the programs: First, the Royal Government of Cambodia is responsible for controlling pre-school program. Second, the responsibility comes from the community and the last one is the parents responsibility. The main purpose of the program is to develop not only the childrens mind but also the physical body and the program is under the Department of Early Childhood Education, Ministry of Education, Youth and Sports. (UNESCO, 2006. pp.5-6) 3. What is John Deweys perspective on the role of the teacher and methods of instruction? The man who has changed the educational system from traditional style (authoritarian classroom) to modern style (democratic classroom) is John Dewey. He was known as American psychologist, philosopher, practical teacher and educational reformer, was born in Burlington, New England, Vermont in 1859 and died in 1952. He finished Bachelor degree in 1879 at Vermont University, continued his study in philosophy for a year and received PhD from Hopkins University. (Taneja. V.R. 2010, p.136). Moreover, he worked as a high school teacher at a remote areas in Pennsylvania. He was so curious in philosophy, so he started writing his philosophical essay called Medical physical Assumption of Materialism. (Allen. C. 2005, Track: 139) Beside teaching, Dewey opened his own school University Elementary School. The most important idea of opening this school was to continue to research and experience in new ideas and methods. The children who were under 15 years are permitted to register, and teachers must have many years experience in teaching and the classes are not big, and there are around 10 pupils provided for each teacher. This school was to engage the pupils in social experience. For example, pupils learned how to cook, sew, and weave.(Taneja, 2010, p.p.136-137) Role of the teacher of Dewey For Dewey, the role of the teacher play vitally important role. A Deweyan teacher should be (encourage?) involved in the childs driving force and interests rather than the inculcation of knowledge (fixing ideas in mind by repetition). Moreover, the role of the teacher is to pave the way for the students to experience the consequences in the real world. The other role is to assist the pupils in dealing with contemporary conditions and experiences and activities they have to confront daily. Childs freedom is the most significant of all. However, teachers role is to regulate and organize it well. The teacher should be aware of his own responsibilities and power to instruct the children to acquire the skill and knowledge. In order to save time by not exercising chalk and talk, teacher have to observe, plan and encourage students to learn. Deweyan teachers take a huge responsibility and big chance to provide the pupils with both in democratic co-operation and the higher intellectual pursuits and the fullest aesthetic experience. (Taneja, 2010, pp.150-152) Methods instruction of Dewey According to Dewey, curriculum is not based upon fixed human knowledge, subdivided logically into subjects, and parts of subjects. The curriculum should set up round the childs activities and not subjects. Dewey refused to offer religious and moral education through lessons, but he chose to offer the practical experience. ((Taneja, 2010. p.p.150-152) His contribution and influence Deweys curriculum and methods of teaching have applied not only in the American classrooms but also in the worlds classroom including Cambodia. Dewey had changed the traditional education system into democratic education system by accepting child-centered, which focused attentively on the freedom of the child in the classroom. Conclusion After Khmer Rouge collapsed in January 7, 1979, the new government was installed by the Vietnamese government. Educational system was being restored. However, the Phnom Penh government has estimated that 75 percent of teachers, 96 percent of University students and 67 percent of all primary and secondary school students were murdered. (Beveniste, World Bank, 2008.p.8) Ayres, (200) wrote that in 1979, education was in a severe crisis because there were no settled administrative offices no curricular, teaching materials were not enough and teaching staff is not qualified. Mr. Chan Ven was appointed as the Minister of Education, Youth and Sports with a team of Vietnamese advisers to plan the rehabilitation of Cambodian educational system. Vietnamese government started supporting both the provincial and national levels. Therefore, the Vietnamese was able to hire teachers which were virtually picked up from the streets and village pathway. ( p p.128-130) According to Duggan (1996) in Phnom Penh itself, there were three Vietnamese advisers for every Cambodian official, ten Vietnamese soldiers for every Cambodian one. (p.366) The number of schools has increased rapidly since the 1980s, however, the government of Phnom Penh still faces the big problems running proper educational system because most of teachers are not well-trained and school curricular is not standardized. For instance, farmers, artisans and menial workers were chosen to teachers. Therefore, the Ministry of Education, Youth, and Sports and other international organizations (UNESCO, UNICEF and World Bank) have worked co-operatively to develop the educational sector in order to achieve the Cambodian Millennium Development Goals (CMDG). Moreover, in 2005 Ministry of Education developed national plan of action to reach the goals of educational for all (EFA) by 2015 to ensure that Cambodian children and youths have an equal opportunity to access education. (pp.6-8) In 2004, Ministry of Education, Youth and Sports accepted a new program which is called Child Friendly Schools program focused on primary level.(Ibid) This educational theory might have been affected by the American educational reformer Dewey because his teaching methods and the role of the teacher is to facilitate and motivate the pupils to learn new things through their own freedom and experience. Statement Name: YIM SOPHEAK Date: January 31, 2011 I prepared the following assignment by myself and only with the help of the literature mentioned in the references. I did not use other literature to write my assignment. I know that plagiarism is a serious offence and I am totally aware of the negative consequences. Signature: YIM SOPHEAK

Where The Red Fern Grows :: essays research papers

Billy was walking home one day when there was a dog fight in the ally and he went to investigate to see what was going on and there was a bunch of dog’s beating up on one dog so he decided to get involved and break it up. They all scattered away when they saw him coming. The dog that was getting beat up on was lying on the ground in what looked like a lot of pain. He rushed over and noticed he was a beautiful hound dog. He also noticed that he wasn’t hurt that bad, just scared. This hound dog reminded him of his hounds that he had had when he was just a boy. Billy was very happy the dog had come through town, because he had stirred up a lot good memories for Billy.   Ã‚  Ã‚  Ã‚  Ã‚  When Billy was a boy he had a major addiction to wanting a pair of hound dogs. However, as much as he wanted a pair of hounds he did not receive them. Every now and then he would hear the neighboring dogs calling treed to their masters, and their masters whooping back to them to tell the hound that they were on the way. This encouraged Billy to wanting a hound more. His dad told him one day that his grandpa wanted to see him as soon as possible. Once he got to his grandfather, his grandfather told him that he had seen an ad in the newspaper for some hound dog pups. That’s when Billy finally had decided to do something about this â€Å"not having a pair of hound dogs† problem. So he went and got an old tin can and started putting money in it that he made from working in the fields. Over the next year he had saved up enough money to buy his hound dog pups. He hiked over the mountains to the nearest town post office because that’s where his dogs where going to be until he picked them up. He got to the post office and put them in a potato sack bag and headed for home. His grandpa had given him a coon trap so he could train his dogs. He named his dogs Old Dan and Little Anne. They made a great set. By the time hunting season had come he had his dogs trained and ready to go. The first night they treed their first ringtail coon.

The Racism in Othello Essays -- Othello essays Shakespeare

The Racism in Othello  Ã‚        Ã‚  Ã‚   Throughout the duration of Shakespeare’s tragedy, Othello, there is a steady stream of racism. It is originating from not one, but rather several characters in the play. In the opening scene, while Iago is expressing his dislike, rather hatred, for the general Othello for his having chosen Michael Cassio for the lieutenancy, he contrives a plan to partially avenge himself (â€Å"I follow him to serve my turn upon him†), with Roderigo’s assistance, by alerting Desdemona’s father, Brabantio, to the fact of his daughter’s elopement with Othello. Roderigo shares Iago’s prejudiced attitude toward Othello: â€Å"What a full fortune does the thicklips owe / If he can carry't thus!† The word thicklips is a disparaging reference to a facial characteristic of many members of the black race. When, by loud shouting, Brabantio is awakened, Iago commences with a series of racial epithets:    Zounds, sir, you're robb'd; for shame, put on   Ã‚  Ã‚  Ã‚   your gown;   Ã‚  Ã‚  Ã‚   Your heart is burst, you have lost half your soul;   Ã‚  Ã‚  Ã‚   Even now, now, very now, an old black ram   Ã‚  Ã‚  Ã‚   Is topping your white ewe. Arise, arise;   Ã‚  Ã‚  Ã‚   Awake the snorting citizens with the bell,   Ã‚  Ã‚  Ã‚   Or else the devil will make a grandsire of you:   Ã‚  Ã‚  Ã‚   Arise, I say. (1.1)    The phrase old black ram and the word devil both make reference in an offensive manner to dark skin color. The allusion to white ewe has the effect of putting Othello’s darkness into sharp contrast. A few lines later Iago once again turns his invective fully on Othello with three stinging racial epithets:      Ã‚  Ã‚  Ã‚   'Zounds, sir, you are one of those that will not   Ã‚  Ã‚  Ã‚   serve God, if the devil bid you. Because we come to   Ã‚  Ã‚  Ã‚   do you service ... ... the blacker devil!      OTHELLO. She turn'd to folly, and she was a whore.      EMILIA. Thou dost belie her, and thou art a devil! (5.2)    Following Iago’s murder of Emilia, he is captured; Lodovico addresses Othello, who is so dejected at having been deceived by his ancient:      Ã‚  Ã‚  Ã‚   O thou Othello, thou wert once so good,   Ã‚  Ã‚  Ã‚   Fall'n in the practise of a damned slave,   Ã‚  Ã‚  Ã‚   What shall be said to thee? (5.2)    Needless to say, damned slave has racial overtones. Shortly thereafter, the hero, in remorse for the tragic mistake he has made, stabs himself and dies on the bed next to his wife, his sorrow being as deep as his love.    WORKS CITED    Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.   

The Advancement of Technology Essay -- Military Technology

War has been a reoccurring part of America’s history for the past 230 years. From the 1700s to the present, America has gotten into many different situations and turmoil, which eventually lead to the wars we currently study and know about today. Technological advancements in warfare were necessary and a great obligation during times of war. This was pursued with drastic improvement. From the transformation of the use of smoothbore muskets during the Civil War to the industrial revolution leading to weaponry innovations post civil war, the nature of warfare dramatically changed. These developments proved to be proficient in battle. In the midst of these hundreds of years, while many technological advances demonstrated to be efficient in battle, the machine gun was one of the most significant advancements in technology that changed the face of warfare through its transformation of operations and strategy. During the civil war before the introduction of the machine guns, union soldiers primarily used smoothbore muskets. â€Å"The rifle’s low muzzle velocity and consequent high parabolic trajectory made for difficult long-range shooting, especially since soldiers engaged in little target practice and received virtually no training in estimating distances or in using the adjustable sights to compensate for the bullet’s curved flight. The tangled terrain of most battlefields—and the black powder smoke that engulfed every battle—often rendered enemy soldiers invisible until they were within smoothbore range† (Hess 288). This was assumed to be the reason of why the war was prolonged, and the combat losses were higher during the smoothbore era. Also with an ability of only firing a â€Å"maximum of three rounds per minute† (Howey), this rat... ...Goldsmith, Dolf L., and R. Blake. Stevens. The Devil's Paintbrush: Sir Hiram Maxim’s Gun. Toronto: Collector Grade Publications, 1989. Print. 2. Hess, Earl J. The Rifle Musket in Civil War Combat: Reality and Myth. Lawrence, Kan: University Press of Kansas, 2008. Print. 3. Howey, Allan W. "Weaponry: The Rifle-Musket and the Minià © Ball  » History Net." History Net. Weider History Group, Oct. 1999. Web. 12 May 2012. . 4. Lee, Loyd E. World War II. Westport, CT: Greenwood, 1999. Print. 5. Popenker, Max R. "Modern Firearms - MachineGuns." Max R. Popenker, 1999-2010. Web. 10 May 2012. . 6. Simkin, John. "Machine-Gun." Spartacus Educational - Home Page. John Simkin. Web. 10 May 2012. .

Oppression and Dehumanization in George Orwell’s 1984 Essay

George Orwell uses his novel 1984 to convey that human beings, as a species, are extremely susceptible to dehumanization and oppression in society. Orwell demonstrates how a government’s manipulation of technology, language, media, and history can oppress and degrade its citizens. In 1984 the political manipulation of technology oppresses the people of Oceania and leads to the downfall of individuality and of the qualities that define humanity. Telescreens and the Internet are used not for entertainment purposes but to monitor people’s lives. In Orwell’s case, Pynchon cites media technologies such as interactive flat-screen TVs and the Internet as instruments of surveillance’† (Deery). The impact of spying via the telescreens reduces people’s opportunities to behave freely. Therefore invasion of privacy happens daily and widespread paranoia sets in. â€Å"There was of course no way of knowing whether you were being watched at any given moment. How often, or on what system, the Thought Police plugged in on any individual wire was guesswork. It was even conceivable that they watched everybody all the time. But at any rate they could plug in your wire whenever they wanted to† (Orwell 2). The never-ending surveillance by law enforcement invades personal privacy. Without privacy, the freedoms and rights of individuals are demolished. By distorting technology the Party subjugates the people of Oceania. To maintain their totalitarian hold, the Party directly limits free speech and free thought by manipulating language itself. In a democratic society equality allows citizens to be different yet enjoy equal rights. Repression of equality destroys people’s ability to act independently from one another. â€Å"In ‘Politics and the English Language’ (1946) Orwell lists ‘equality’ as one of those ‘words used in variable meanings, in most cases more or less dishonestly. ’ (5) In 1984 he reveals even sharper anxieties about the term: Here not only has the ideal of equality as understood by the best political thinkers been totally abandoned, but the actual word itself has been reduced by ‘Newspeak’ to mean no more than ‘identical’† (Kearney). In 1984 politicians consciously manipulate concepts and ideas. This paralyzes the human ability to express feelings and emotions, which is exactly what the totalitarian government desires. â€Å"We shall crush you down to the point from which there is no coming back. Things will happen to you from which you could not recover, if you lived a thousand years. Never again will you be capable of ordinary human feeling. Everything will be dead inside you. Never again will you be capable of love, or friendship, or joy of living, or laughter, or curiosity, or courage, or integrity. You will be hollow. We shall squeeze you empty, and then we shall fill you with ourselves† (Orwell 148). By manipulating language the Party replaces individual feeling with Party propaganda. To broadcast their dehumanizing propaganda, the government in 1984 manipulates the media and exposure to it. People are unable to form their own opinions and therefore must rely on the media to do so for them. The people of Oceania are unable to think critically, for example, about public figures. But what was strange was that although Goldstein was hated and despised by everybody, although every day and a thousand times a day, on platforms, on the telescreen, in newspapers, in books, his theories were refuted, smashed, ridiculed, held up to the general gaze for the pitiful rubbish that they were, in spite of all this, his influence never seemed to grow less† (Orwell 7). Through only allowing exposure to their propaganda the Party is able to control the minds of its citizens. Citizens are only exposed to propaganda glorifying the Party. News propaganda is omitted of negative statistics and through this omission nothing is left to report but positive statistics. The people are robbed of an opportunity to criticize the Party, adding to their overall dehumanization. â€Å"The fabulous statistics continued to pour out of the telescreen. As compared with last year there was more food, more clothes, more houses, more furniture, more cooking-pots, more fuel, more ships, more helicopters, more books, more babies — more of everything except disease, crime, and insanity. Year by year and minute by minute, everybody and everything was whizzing rapidly upwards† (Orwell 33). Through omitting the negative, the people are only informed of the positive. Society is left with nothing to question, and nothing to analyze. By deceiving the people, the Party is able to maintain support, and therefore power. This manipulation of media allows oppression to go unnoticed because the citizens are unable to think critically. By manipulating history and giving no opportunity for inquiry the government dehumanizes the people even more by destroying free thought. The Party knows that memories will lead to questions, and then to critical thought. So it implements Doublethink and Newspeak as tools to negate the urge to question the legitimacy of the Party’s history. â€Å"The Party tacitly acknowledges the limitation of its control of the material and by implication the circulation of stories and memories by the implementation of both Doublethink and Newspeak. Doublethink can only be thought of as an imperfect system of thought control most at risk by the conjunction of materially anchored memory. The very need for the existence of the concept acknowledges that failure, since from the trajectories traced through the material city there emerge spatial codes that challenges both forms of discursive control as well as a reformulated history† (Phillips). The government reformulates history, takes out the inconsistencies. The people are exposed to more propaganda. Due to their lack of critical thinking ability they are unable to question its accuracy. The Party maintains its totalitarian society by lying, cheating, and deceiving its citizens. Accumulation of knowledge is one way that an individual can stand out from the rest. The Party makes it impossible for any knowledge to be accumulated, since history is always being rewritten. â€Å"If, for example, Eurasia or Eastasia (whichever it may be) is the enemy today, then that country must always have been the enemy. And if the facts say otherwise then the facts must be altered. Thus history is continuously rewritten† (Orwell 124). Through these alterations the government destroys the desire to question, and therefore the desire to criticize. By manipulating history the Party is able to eradicate free thought. The Totalitarian society in 1984 is under the absolute control of the Party. â€Å"The past is whatever the records and the memories agree upon. And since the Party is in full control of all records and in equally full control of the minds of its members, it follows that the past is whatever the Party chooses to make it† (Orwell 124). The Party robs its citizens of another opportunity to be individuals, and to think differently than each other. The extent of its control of the people doesn’t stop there. In Oceania the government forces its own citizens to participate in rewriting history. The Party oppresses the people by not allowing individual decisions. It demands that people must lie and therefore destroys an opportunity to speak freely. â€Å"The reporting of Big Brother’s Order for the Day in The Times of December 3rd 1983 is extremely unsatisfactory and makes references to non-existent persons. Rewrite it in full and submit your draft to higher authority before filing† (Orwell 24). By making citizens participate in the rewriting of their own history, the government is able to destroy individuality. Through this forced involvement in the manipulation of history the Party corrupts the mind and wipes out any trace of individuality inside. While the people’s minds are vulnerable, they are filled up with propaganda in support of the totalitarian government of Oceania. Government facilities of Oceania clearly display the Party’s commitment to oppression and dehumanization. They are prepared to lie to, and deceive the people for years to come. â€Å"There were the vast repositories where the corrected documents were stored, and the hidden furnaces where the original copies were destroyed. And somewhere or other, quite anonymous, there were the directing brains who co-ordinated the whole effort and laid down the lines of policy which made it necessary that this fragment of the past should be preserved, that one falsified, and the other rubbed out of existence† (Orwell 24). It’s shown that the Party does not care about humanity, individuality, or personal freedoms, therefore carries out its own agenda to achieve a society in which the people are totally controlled by the government. In conclusion George Orwell’s 1984 clearly depicts that human beings are susceptible to oppression and dehumanization in society. Orwell’s predictions about the political use of these technologies appear to have been accurate. Hence today, ‘News is whatever the government says it is, surveillance of ordinary citizens has entered the mainstream of police activity, reasonable search and seizure is a joke† (Deery). Through 1984 Orwell shows how the citizens of Oceania are oppressed and dehumanized through the Party’s manipulation of technology, language, media, and history. Orwell warns that oppression and dehumanization may be carried out by governments around the world, secretly manipulating us.

Benjamin Quarles Histographic Essay Essay

â€Å"The role of blacks in America—what they have done and what has been done to them—illuminates the past and informs the present. Unless we fully comprehend the role of racism in this society, we can never truly know America†. These poignant words are from one of Dr. Benjamin Quarles’ last essays for the journal Daedalus. Dr. Quarles was definitely a man who settled for nothing less than excellence. He dedicated his life to works that would educate the world for years to come. His thorough research coupled with his impressive way with words blazed trails for modern day historians to follow. On January 23, 1904, Benjamin Arthur Quarles was born in Boston, Massachusetts. His father was a subway porter. Quarles, himself worked as a bellhop on Boston-based steamboats and in Florida hotels. This man, however, was destined to achieve greater goals as young Quarles proved his superior intellect upon graduation from Shaw University in Raleigh, North Carolina. In addition to receiving his B. A. , he was awarded the Social Science Research Council Fellowship. This is a fellowship that is only offered to those that are expected to make a long-term impact on society through their work. Quarles went on to receive his M. A. from the University of Wisconsin in Madison in the year of 1933. His dissertation topic was the life of abolitionist Frederick Douglass. His knowledge and dedication were impressive enough to win the Rosenwald Fellowship in 1938. During the year of 1939, he was appointed Professor of History at Dillard University in New Orleans, Louisiana and then received his Ph. D. from the University of Wisconsin. In 1942, Dr. Quarles received his second Social Science Research Council fellowship then following that he was granted the Carnegie Corporation Advancement Teaching Fellowship in 1944 before winning the Rosenwald Fellowship once again in the year of 1945. Quarles became the Secretary of the New Orleans Urban League in 1947 and held that position until 1951. Finally, in 1948 Dr. Quarles published his first work entitled Frederick Douglass which he undoubtedly used the dissertation from his graduate work as the basis. This was a book than was an in depth account of the life of Frederick Douglass. In addition, he also joined the Association for the Study of Afro-American Life and History. Also in the same year, Dr. Quarles was appointed the dean of the Dillard faculty. In 1949, he became the Honorary Consultant in American History at the Library of Congress and he held this prestigious position until the year of 1951. He also served on the New Orleans Council of Social Agencies. Dr. Quarles left Dillard University as he was appointed to be the Professor of History and Chairman of the History Department at Morgan State College in Baltimore, Maryland in 1953. He also penned his second book entitled, The Negro in the Civil War. In this work he was determined to disprove the common myth that the African Americans took a passive role in the fight against slavery. Quarles was able to effectively reveal that approximately 3. 5 million African Americans were major participants for the cause of freedom. There were approximately 180,000 soldiers and the rest worked as orderlies, spies and laborers. â€Å"Milliken’s Bend was one of the hardest fought encounters in the annals of American military history†, Quarles explained. The battle at Milliken’s Bend, according to Assistant Secretary of War Charles A. Dana, â€Å"completely revolutionized the sentiment of the army with regard to the employment of Negro troops†. Once again, Quarles received the Social Science Research Council Fellowship, as well as serving the Urban League in the office of Vice President during the year of 1957. Dr. Quarles won the Guggenheim Fellowship in 1959 before editing the Narrative of the Life of Frederick Douglass in 1960. In 1961, Quarles published The Negro in the American Revolution where he explored the major role of African Americans and their vast efforts in their own search for freedom. His findings that would display the positive contributions African Americans made to this country that definitely could not be found in mainstream literary or educational works. He followed this poignant book with another entitled Lincoln and the Negro. In this book Dr. Quarles ventured into unexplored territory. Even though Lincoln is considered as the President who was in office when slavery was abolished his thoughts on the African American people were never actually explored. Quarles intent was to show Lincoln as a true friend of the enslaved because of the philosophy expressed in the Declaration of Independence. Yet, he noted that Lincoln also believed that whites were mentally superior to blacks and he was vehemently opposed to marriages between the two races. In addition, he did not support the issue of granting blacks the right to vote. Once again, in the year of 1964 Dr. Quarles published another book entitled The Negro in the Making of America. This book explored the vast contribution African Americans have made in the development of this country. In addition to publishing a book he also served on the Advisory Committee of Library Services at the U. S. Office of Education from 1964 to 1966. Lift Every Voice: The Lives of Booker T. Washington was a book that he co-authored with Dorothy Sterling and was published in 1965. The year of 1967 proved to be a busy one as Dr. Quarles became grantee of the American Council of Learned Societies. In addition, he became the Vice President of the Association for the Study of Negro Life and History. During this year, he also was inducted into Phi Alpha Theta while publishing yet another book entitled, The Negro American: A Documentary Story. He co-authored this book with Leslie H. Fishel, Jr. In 1968, Dr. Quarles was able to publish Frederick Douglass as part of the Great Lives Observed Series, while in the year of 1969 he published Black Abolitionists and became Chairman of the State of Maryland Commission on Negro History and Culture. The year of 1970 proved to be another busy year for Dr. Quarles as he was appointed for a second term as Honorary Consultant in United States History, the Library of Congress. He was also granted the position of Honorary Chairman of the Maryland State Commission on Afro-American History and Culture. Dr. Quarles published another book entitled Blacks on John Brown and became Vice President Emeritus of the Association for the Study of Afro-American Life and History. In addition, he was appointed to the editorial board of the Journal of Negro History and Maryland Historical Magazine as well as accepting the appointment to the National Council of the Frederick Douglass Museum of African Art at the Smithsonian. In 1974, Dr. Quarles published Allies for Freedom: Blacks and John Brown as well as Blacks on John Brown. He also retired from Morgan State College and he was the Commencement speaker at Morgan while receiving the honorary Doctor of Humane Letters degree. During the year of 1976 Dr. Quarles became a member of the Building Committee of the Amistad Research Center, as well as the Project Advisory Committee on Black Congress members of the Joint Center for Political Studies. In addition, he became a member of the Advisory Board on American History and the Life of the American Bibliographical Center. Also during the year of 1976 he became a Member of the Committee of Advisors of the National Humanities Center Fellowship Committee. He served on this committee until 1978. During 1977, he served on the Department of Army Historical Advisory Committee until 1980, while in 1981 Dr. Quarles was named Professor Emeritus at Morgan State University. In 1988, Quarles published Black Mosaic: Essays in Afro-American History and Historiography, as well as receiving the American Historical Association’s Senior Historian Scholarly Distinction Award. The last year of his life he received the Smithsonian Institution’s National Museum of American History Lifetime Achievement Award before passing away November 16, 1996. Dr. Benjamin Quarles was a man who achieved much in a time when African Americans were still in the struggle to obtain the rights of a true American. There were few sympathizers at Wisconsin for Quarles’ desires to write black history. They feared a black person studying history would turn it into propaganda, however, Quarles diligently continued his studies and eventually found a professor who consented to guide his thesis research. Much of Quarles’ writing style was learned from Professor William Hesseltine of the University of Wisconsin. He worked with this professor while completing his doctorate. Dr. Quarles has left a legacy of works that has been such a impact on the world because it illuminates the African American culture in ways that often times cannot be found in history books. He was not only a man who received so many prestigious awards and filled impressive positions, but he was truly a great historian. Dr. Quarles was able to pen over a dozen books that all in one way or another displayed several viewpoints. He didn’t just stop at the obvious but had the tendency to dig deeper and find the facts from different points of view. His work began with Frederick Douglass before spanning the years when African Americans fought for the freedom that many take for granted today. Quarles married Vera Bullock Quarles who died in 1951, and then Ruth Brett in 1952 who outlived her husband. They had two daughters. Dr. Benjamin Quarles truly lived a full and productive life that definitely made a difference to the rest of us that he lived. Bibliography AA Registry, http://www. aaregistry. com/african_american_history/703/Dedicated_historian_Benjamin_Quarles, Received December 8, 2006. http://sfsu. edu/~multsowk/title/15. htm Received on December 8, 2006 http://frontlist. com/detail/0306807904 Received on December 8, 2006 https://www. listserv. umd. edu/cgi-bin/wa? A2=ind9611&L=sedit-1&F=P&P=2462 Received on December 8, 2006 Journal of African American History, http://www. historycooperative. org/cgi-bin/justtop. cgi? act= justtop&url=http://history8operative. org/journals/jan/87. 2/br_50. htm Penn State, www. upenn. edu/almanac/v43/n13/news. html Terborg-Penn, Roselyn, Negro History Bulletin, 1997 Turner, Nathaniel, http://www. nathanielturner. com/christian reportstobenjaminquarles. htm Received on December 8, 2006 Turner, Nathaniel, http://www. nathanielturner. com/benjaminquarles. htm, Received on December 8, 2006 Turner, Nathaniel, http:/www. nathanielturner. com/benjaminquarles. htm, Received on December 8, 2006

Vacant Chapter 11 Time

I drive and can't help that my emotions are all over the place. I'm angry because I've been living in exile from the one†¦ The one person who gives a shit whether I live or die†¦ I left her alone to fend for herself. I take my rage out on the steering wheel before pulling over; I need a minute to collect myself. Two minutes. Five†¦ It takes me half an hour before I'm calm enough to continue driving, but I rush because I want to get back to her. I want to touch her, be with her. I realize how fundamentally wrong I've been about my feelings for her. While I thought I was doing what was best for Emily, I never considered that I was really just protecting myself. I hadn't taken her feelings into account. I hadn't thought about what I was doing to her by leaving†¦and in the same accord, making her declaration of love, trivial. The anger fades and misery takes its place. I'm sad because I miss her. I need her more than air. I need air, and I need Emily. Air is so much easier. Before long, fear sets in. What if she isn't there when I get back? Why would she be? I left her by herself for six days after I swore I'd take care of her. I think about what I did as I continue down the lonely stretch of highway. I worked so hard to separate myself from the drama and emotions of everyday life realizing I haven't been living at all. I think of all the time I've wasted; all the time I could have been with her – been with her†¦ Her legs are bare and slender. I imagine what's just beyond the small rectangle of terry cloth. Her hair tickles the tops of her breasts, teasing me with what's just beyond the knot of the towel. One small flick and she'd be naked before me, her body as fantastic as I've always imagined. My foot pushes a little harder on the accelerator as my frustration builds. I'm tired and feeling the effects of driving ten hours straight. As I consider pulling over, the guilt seeps in again. I've already been away from her for too long. I can't stand to be apart from Emily any longer, but the seconds continue to tick by and I can't seem to get there fast enough. I push on, despite being a danger to others on the road due to my exhaustion. I see a gas station ahead, and force myself off the road and into the brightly lit convenience store. After hours of lonesome interstate travel, the intense glow of the fluorescent lights hurts my eyes, and only serves to remind me of the dim nature of my existence without Emily. I make quick work of refueling the car and myself and then rejoin the blacktop. Finally, finally, I see the mile marker indicating my journey is almost over, an hour to go before I'm back with Emily. Anxiety weighs heavily on me because I think I could have gotten here faster; what if she just left? What if she's been waiting for the last week and that was her limit? I shouldn't have left in the first place. I should have told her how I felt so we could be living a happily ever after. Regret won't change things, though. It doesn't serve any purpose now. I pass the city limits sign, and a smile spreads across my face. I'm happy and hopeful. A hundred and one scenarios play out in my head as to how Emily will react when she sees me. She throws open the screen door and rushes towards me. I catch her in my arms and spin her around. I tell her I love her and want to spend eternity with her. She smiles and says she wants the same thing†¦ We barely make it to the bedroom before I fully make her mine†¦ I open the door and call her name but no one answers. All her things are gone, and she's nowhere to be found†¦ As I make my way up the walk, she stops me and tells me she doesn't ever want to see me again. That I broke her heart and I'm a fuck-up she wants nothing to do with†¦ I'm brought out of my thoughts as a car horn blares behind me. Dawn has broken and there is slight traffic moving about. I'm not sure how long I've been sitting at the stop sign on the corner before the car behind me demands attention. It's now or never, and never isn't an option. I stand at the door, my door – her door – ready to knock. It occurs to me how odd this is; I'm about to knock on my own door. Suddenly, I'm embarrassed. I look down and my clothes are dirty and unkempt. I smell – it's been two days since I've cleaned up at all. How can I look her in the eye, kiss her lips, hug her body, when I look and smell like a homeless man? I am homeless, though. Without her, without her love and care and warm eyes, I'm a man with a heart that has no home. So I knock.