Learning and Memory Worksheet Essay - 1337 Words

Learning and Memory Worksheet Write a 450- to 700-word essay to describe the relationship between classical and operant conditioning. Explain their elements and how they differ from one another. Additionally, provide an example for how learning can occur through each mode of conditioning. Explain how Ivan Pavlov and B.F. Skinner contributed to the study of learning and conditioning. Classical conditioning is the process of learning a new behavior through stimuli in the environment. In this process, a new behavior that was previous autonomic or unconscious can become tied to a stimulus. Classical is more of a reflex and operant is more of a response. Classical conditioning is a process that involves creating an association between a†¦show more content†¦macontentTypeScope maversionID1ac82e273d84fe2d0f3c1ea658eee7cf xmlnscthttp//schemas.microsoft.com/office/2006/metadata/contentType xmlnsmahttp//schemas.microsoft.com/office/2006/metadata/properties/metaAttributes xsdschema tar getNamespacehttp//schemas.microsoft.com/office/2006/metadata/properties maroottrue mafieldsID224a01aefe6b648d5a63c0ab691545be ns1_ ns2_ xmlnsxsdhttp//www.w3.org/2001/XMLSchema xmlnsphttp//schemas.microsoft.com/office/2006/metadata/properties xmlnsns1http//schemas.microsoft.com/sharepoint/v3 xmlnsns2d7efad7a-d5d4-4312-94f5-49ad19bc17f5 xsdimport namespacehttp//schemas.microsoft.com/sharepoint/v3/ xsdimport namespaced7efad7a-d5d4-4312-94f5-49ad19bc17f5/ xsdelement nameproperties xsdcomplexType xsdsequence xsdelement namedocumentManagement xsdcomplexType xsdall xsdelement refns2Stakeholder_x0020_Page minOccurs0/ xsdelement refns2Page_x0020_Section minOccurs0/ xsdelementShow MoreRelatedThe Effect Of Ink Color ( Cool, Warm And Black ) On The Memory Of Students1747 Words   |  7 Pages What is the effect of ink color (cool, warm and black) on the memory of students? Humans, especially students, are always look for new ways to improve their memory. Memorization is an important strategy used by students in schools all around the world. When people with Alzheimer s start to lose their memory they often go to extreme measures to preserve it. If there is a way that something as simple as color can make important information more retainable then we should use it to ourRead MoreDiscovering Psychology1356 Words   |  6 Pagesfoundations of psychology as the field applies to everyday life. The physical and mental aspects of psychology are traced through lifespan development with emphasis on psychological health and wellness. Further study focuses on personality; thinking, learning and memory; motivation and emotions; and gender and sexuality. Based in various historical traditions, the course is set in the context of contemporary psychological principles. Policies Faculty and students/learners will be held responsible forRead MoreThe Adolescent Social Emotional Management Program1644 Words   |  7 Pagesensure that group totals range between 10-15 members and contain individuals with similar diagnoses. During each of the program’s eight weeks, adolescents will attend a total of three 50 minute groups that encompass psychoeducation, activities, and worksheets to learn about the different skills needed for improved emotional intelligence and social relationships, both within residential treatment and outside. Further, participants will discuss adolescent development and relate topics to situations thatRead MoreTaking a Look at ThinkersBox1370 Words   |  5 Pagessince the program at ThinkersBox does not directly cover school modules, but the learning skills that will help the children to develop and improve the way they absorb and apply information when studying. According to the director of ThinkersBox, parents usually come to them w ith limited knowledge and they want proof that the trainings will really develop their children’s cognitive skills that are critical in learning. Different researches have found that parent involvement leads to improved educationalRead MoreTheory : Cognitive Learning Theory Essay1631 Words   |  7 PagesTheory: Cognitive Learning Theory is a way of explaining how people process information and experiences in order to learn. This theory has at its foundation the Dual-Store Model of Memory, which was proposed by Atkinson and Shiffrin in 1968, and is the most prevalent model of human memory used today. This model states that people take in information to their Sensory Register where it is held for a very short time, maybe a few seconds. The input is either processed and moved to our Short-Term/WorkingRead MorePsychology: Jean Piaget Essay1598 Words   |  7 Pagesfind enough evidence to fully support his stages either. My overall thoughts on Piaget’s stage are inconclusive because of the lack of evidence I found to support or refute his theory. According to Bergin Bergin (2012), Piaget also believed that learning involved assimilation and its counterpart, accommodation. Assimilation â€Å"is the process in which children incorporate experiences into mental structures†(Bergin Bergin, 2012, p. 96) and accommodation is merely modifying those mental structures.Read MoreObservation Of The Westminster College Class Edu 562 Field Experience1225 Words   |  5 Pagesto begin. Each student had their own colored reading bin which included: three reading level books, a word list of the week, and a worksheet using the given word list. The colored bins symbolized what the student was to complete during reading time. For example; students with yellow bins read with the teacher at a table, students with green bins worked on the worksheet, students with blue bins read the three books quietly, and students with pink bins worked on writing on a small whiteboard the wordRead MoreA Constructivist Approach in the Classroom Essay1171 W ords   |  5 PagesI am a dreamer. I think outside the box. Creativity, warmth, and learning are values I hold dear. After examining the text, â€Å"Educational Psychology,† by Anita Woolfolk, Phillip Winne, and Nancy Perry, my beliefs and values hold most closely to the two central ideas of constructivism; the idea that the learner is active in constructing their knowledge, as well as the idea that social interactions are important to the learning process (2011). A philosophy is so much more than just ideas on paper. ItRead MoreA Classroom Observation At An Elementary School For Curriculum894 Words   |  4 Pagesbuild a professional knowledge base that leads to effective teaching (Developmentally appropriate curriculum, p.40). The first preparation of the curriculum practice, a safe, spacious, and comfortable classroom is need to provide student a better learning environment that make students be more focus. When I walk into the classroom, I could see everything was in w ell-organized. The middle of classroom is couple groups of desks, it is as same as what we learned in the class that young children do notRead MoreThe Effects Of Traumatic Brain Injuries On The Brain And Lesions1553 Words   |  7 Pagesin two forms: primary damage which occurs upon the impact of the cause and secondary brain damage which is progressive over the time of the trauma. Research has indicated that TBI greatly affects both cognitive and executive functions resulting in memory loss and reasoning problems. They encounter difficulties in solving problems, making proper judgments and decision-making. Underlying causes from TBI are what result in several writing deficits. Expressive writing is one of the major writing disorders

What is Open Source Licensing Essay - 782 Words

As illustrated above, open source licensing is becoming more and more dominant, especially as long as software is provided in a digital form. The purpose of this paper was to observe if and how the open source software licensing regime has challenged the protection granted to software under the intellectual property rights. In general, the outcome is that the distinct production and distribution model of open source licenses, while different, can be compatible with the legal framework of intellectual property rights protection and serve different purposes. However, a number of remaining uncertainties around the open source licenses leave room for improvements such as the possibility to make some adaptations to the license terms. The†¦show more content†¦The dual licensing model was suggested to be an effective solution for combining both licensing regimes and for overcoming legal ambiguities. Finally, the implications of software patenting were considered to be harmful for open source development and respectively open source licenses seem to be insufficient in dealing with this issue. All the conclusions and points made throughout the paper can be summarized as follows. In essence, the most important legal difference between proprietary software and Open Source is the scope of rights given to the users. Free and open source software and licenses have given an alternative to proprietary distribution but a number of these licenses in some ways can be described as more ambitious than the typical proprietary end user license agreements. This is due to the fact that the legal situation of open source is by no means as clear and definite as the drafters of the licenses intend it to be. A second resulting remark is that while copyleft and open source in general, were originally adopted as alternative and even â€Å"in controversy† with the theory of intellectual property rights, it seems that they are influenced by it and, to a certain extent, they rely upon copyright law for their enforcement. Nevertheless, the open source movement has used some features of intellectual property rights to quite different ends. It can be described as an irony that such a contrary system requires the rationale of copyright to survive andShow MoreRelatedOpen and Closed Source and What It Means1119 Words   |  5 PagesOpen and Closed Source Systems June 24, 2013 Open and Closed Source System What Open Source Means Open-Source means it is free. No one owns it, so there is no source code, no key code, and no licensing to purchase. When Linus Torvalds created Linux, he determined that the more people or, the more minds delving into the software can make the system more creative, more improved, and the possibilities are endless. Thus, he gave Linux to the world as a free open-source operating system (Damicon;Read MoreMicrosoft vs. Foss1186 Words   |  5 PagesMicrosoft’s Foss Patent Infringement Holly Stark ITT Technical IT 302 Abstract This paper takes an in depth look at the claims from Microsoft that FOSS (Free and Open Source Software) committed patent infringement in 2006. It also discusses how the events have impacted FOSS, whether negatively or positively and how the actions have changed both since 2006. Microsoft’s Foss Patent Infringement Free software is wonderful and corporate America seems to love it. It s often high-qualityRead MoreThe Pros and Cons of Open Source Essay1491 Words   |  6 Pages Open Source: Good and Bad Introduction: In the following paper I will be discussing the use of open source software as part of a larger project. Example uses of this include incorporating existing publicly available source code within another piece of software. Because the term open source has such broad implications, I will attempt to explain it within the context of this paper. Open source code comes with many different licenses such as GPL, BSD, and MIT. I will describe the most popular licensingRead MoreHow Can Mtv Maintain Their Global Success Through Their Global Strategy and Corporate Governance?1513 Words   |  7 Pagesresponsiveness. These companies are selling a product that serves universal needs, but they do not face significant competitors, so they don t have pressure to lower their cost structure. Sources: Jones, G. R. amp; Hill, C. W. L. (2010) Theory of Strategic Management. Hampshire: Cengage Learning 2. What is corporate governance? Corporate governance is the system by which companies are directed and controlled. Sometimes people use the term to determine how good, efficient and responsibleRead MoreMicrosoft Corporation Microsoft was founded by Bill Gates and Paul Allen on April 4, 1975 to1500 Words   |  6 Pagesworlds most valuable companies. Property 1. IP Licensing Policy To promote broader availability and use of our technologies, Microsoft may periodically publish new licensing programs on Microsoft.com. Microsoft currently maintains programs for licensing Windows and other source code, hundreds of communication protocols, popular Microsoft Office XML schemas, and other technologies. 2. Technology Licensing Programs Microsoft has a variety of licensing programs including component technologies and fileRead MoreLicenses in The Networked Information Economy Essay examples1531 Words   |  7 PagesFree and open source software has become an integral part of the modern internet age. As a result of the threat posed by copyright laws sponsored by proprietary software companies, the free software community has developed many software licenses to combat copyright and protect the developer. Many open source licenses have ben used by developers to release their programs to the community. Some of the most popular licenses are the Apache License, the GNU General Public License (GPL), and the GNURead MoreDigital Intellectual Property Is The Creative, Intelligence, And Artistic Work1236 Words   |  5 PagesJAVA which was developed by Sun Microsystems and currently own by Oracle. JAVA is an open source language and open to the public to use for free. However, open source code does not allow modifying the code without licensing or publishing back the modified code in the open community. In 2007, when Google first released Android SDK beta, they have used some of the JAVA higher level interfaces that require licensing. Google knew that from the very beginning, modification of JAVA code and including themRead MoreThe Procter Gamble Business Strategy1587 Words   |  7 PagesIntroduction The Procter Gamble business strategy is to focus on creating new brands and categories so the company can focus on being the best in branding, innovation and scale. This is what sets this company apart from many of its competitors. The Proctor and Gamble are the global leader in all of their core businesses within the company which consists of laundry, baby care, hair care and feminine protection. This report is designed to understand the company’s business model and strategies, andRead MoreMicrosoft Sql Server 2016 Is Now Live1304 Words   |  6 PagesMicrosoft SQL Server 2016 is now live. The new database software became available as of June 1, and it boasts incredible functionality at breakneck speed. Here is a summary of what service providers need to know about SQL Server 2016, as well as what it means for SQL Server 2016 licensing requirements. Joseph Sirosh, Microsoft’s Corporate Vice President, Data Group, said SQL Server 2016 is the fastest and most price-performant database for hybrid transactional and analytical processing (HTAP). â€Å"TheRead MoreMysql Case Study607 Words   |  3 PagesMySQL 1. What was the business model of MySQL? Orignal Business model †¢ Originally, MySQL collected one time licensing revenues from original equipment manufacturers (OEM) businesses. These were businesses that redistributed MySQL embedded into their own products as in a standalone application. This was based on the dual license model for open source database. In the dual license model, software is available both under a General public license (GPL) , usually for non commercial end users, and

Expirable Reservations For Managing Morning-Myassignmenthelp.Com

Question: What Are The Solutions Which Can Address The Parking Problems In Saudi Arabia? Answer: Introducation The parking and the parking related issue have become a huge concern for the government, business organizations and the individual users. It is one of the most familiar and common problem for the Saudi Arabian government. It is important that the Saudi Arabian government provide organized parking services including on street and off street parking to the customers, to make use of the established spaces and complement the street and land use so that the citizens can park their vehicles efficiently. The real estate developers should provide efficient parking facilities to the tenants to make their businesses profitable and to gain competitiveness against other consumers (Shoup, 2014). In Saudi Arabia, the automobile industry rapidly developed since the 1980s and the mass utilization of cars and other four vehicles have impacted on the peoples life style. Using cars for transportation has increased the efficiency of travel and flexibility for the people. However, high usage of cars has resulted in various widespread problems such as limited land availability in urban areas, space requirement for road traffic which are efficient for efficient transportation system of a city. The parking problem is magnificent in Central Business District (CBD), wherein in city traffic and parking demand has increased drastically and more vehicles and time has been spent for finding the parking for the vehicles. Similar to other parts of the world, Saudi Arabia is also facing problems related to parking in its major business as well as residential areas. The parking problem is especially prominent in Saudi Arabia as the vehicle ownership is increasing exponentially in accordance to the economy of the country. The vehicle ownership variation is different from other parts of the world as it enjoys an oil dependent economy. The Saudi Arabian economy has enjoyed the benefit of oil and the oil is sold there at a very cheaper rate. The low oil prices have also contributed to the large number of vehicles in the industry. With time, the problem of traffic congestion and parking issues will increase. As a result, the traffic problems are putting pressure on transportation system a nd the managers of town planning (Riggd, 2014). There are several aspects in parking related to demand and supply in the country. It is important that parking and traffic should be managed in residential areas and business areas. It can be achieved by striking a balance between parking demands and supply and establishing a policy to relax the parking demands in the country. Three major factors have been identified which influences on the growth of parking demands in the country. These factors are vehicle ownership in the surrounding areas, level and form of public transportation and the efficiency in the land use. These factors have a role in increasing the demand for the parking areas and space. On the supply side, the provision of the parking and the efficient use of land have a critical role. The supply of the land for the parking is difficult due to the population growth and increased car ownership. Population is a significant factor which has impacted on the demand of car parking in the country. It is important to consider population while estimating the parking demands in the country. In order to implement a successful parking management scheme, the government should conduct investigation regarding the locations and the type of the parking demands. It can be achieved with the help of parking generators for obtaining intelligence regarding the parking demands (Aljoufie, 2016). Another factor is the vehicle ownership in the populated areas of the country. The vehicle ownership is associated with the need of travel and can be used to examine the parking demands in the country. Due to the nature of the mixed land use, working trips and commercial trips, the parking demand in the country has increased drastically. In business areas, working trips along with commercial trips increases the parking demand during daytime and the return trips along with commercial trips increases the parking demands in the later evening. Research Aims The present report will analyze the issues related to parking areas in the Saudi Arabia. The country is suffering from the issues of parking area and space due to large number of vehicles. With the population growth, the ownership of vehicle has increased drastically. As a result, several business and residential districts in the country are facing issues related to parking in the country. The aim of the research is to identify the underlying issues in related to vehicle parking issue in the country. Other than that, the research will also propose solutions to address the problem of vehicle parking. The aims of the research can be defined as: To examine the reasons of parking issues in the country To identify the underlying reasons related to the parking issues in the country To explore the solutions and strategies which can be used to address the parking issue in the countr Literature Review Parking space and land is a significant factor in the city planning. The parking policies also play a vital role in efficient transportation system of a country. The parking policies ensure that the transportation system of the country is managed appropriately and the traffic demand in the area is addressed. However, the literature has highlighted the issue of illegal parking behavior which can create issue in the transportation system of a country. In the Jeddah City, a significant amount of illegal parking behavior can be observed. The government has also not managed the public parking supply and the parking system. The illegal parking problem in the country has increased the traffic congestion, air pollution, noise pollution and transportation in and around the city. In the recent years, there has been rapid growth in the vehicle ownership across different cities in Saudi Arabia which has created parking shortage and proliferate the issue of vehicle parking. The parking location a nd system plays a crucial role in the transportation system of a country. A large number of systems have been implemented to manage and control the parking in different city areas; however, it research into the problem has highlighted that parking issue is serious in central parts of the country rather than the outer parts of the country. According to Liu, Yang Yin (2014), in the recent year, the parking issues has become gigantic and an average citizen spend significant amount of time in finding a parking lot at the peak period of the day. As a result, illegal or irregular parking has created issues for the pedestrians in the city. Irregular or illegal parking has created issues and discomfort for the pedestrians as they felt discomfort while walking as the paths become discontinued. Due to the difference in time and space, the availability and the demand of parking space also vary. In the perspective of Riggs (2014), corporates and business enterprises often face the challenge of providing parking supply while meeting the transportation demand for their communities. The parking availability can increase the fiscal and the environmental cost. All the major public institutions need to balance the parking supply, sustainability goals and the budget issues. The literature presents a potential model for parking price, incentives and information acquisition for parking in dense public areas. The government should also make trade-offs for the land use. It can be either for parking or more intensive land use. According to the literature, providing less space for the parking can increase the accessibility for the vehicle drivers. The users will commonly use transit and avoid solo transportation as they will not have to take daily decision about their trips. According to Anderson, Obayi Oksfor (2017), today, in most of the metropolitan cities, finding a parking space is a common problem. More importantly, this problem occurs quite significantly in shopping malls, stadiums and popular social places. During peak time or peak hours, this situation becomes more serious as the people are challenged to find a free spot at the parking space. The overcrowding in the parking area occurs due to inefficiency of the public transportation. In the view of Ruan, Liu, Wei, Qu, Zhu, Zhou (2016), the public transportation was developed during the town planning and is currently insufficient to meet the demands of the commuters or has become obsolete. It is also associated with unfavorable consequences like discomfort, overcrowding, time delay and lack of maintenance. As a result, vehicle ownership has increased with the flourishing of the economy. However, there are several issues with the current parking system. Firstly, most of the people depend on tra ditional means of parking which is dependent upon human interaction with the environment. As a result, the government can develop a smart car parking system for heterogeneous and clustered environment in urban space. In the perception of Liao, Arentze Timmermans (2013), there are several benefits of smart parking provision such as optimum use of available space, proper parking management scheme, less time for searching vacant space, reduced emission ad traffic congestion in parking lot. According to the literature, the smart parking service can be divided into five categories, namely, parking guidance and information system, transit based information system, smart payment system, e-parking and automated parking. As per the views of Shoup (2014), establishing the parking space in a city is quite difficult as the city planners must rely on guesswork to set the minimum requirements for parking zones. The city planners cannot evaluate the parking demand at every space, the cost of parking space and the cost of urban development in the country. The parking requirements have several diversified effects such as it can increase traffic congestion, pollute air and water, degrade urban design, reduce walkability and increase the housing cost in the country. According to the literature, minimum parking requirements limit the urban development in the country. The developers are forced to develop parking more than the requirement or to construct smaller buildings which are less than the parking zone. According to Mackowski, Bai Ouyang (2015), it is proposed that the city planners should consider minimal parking requirements for the location. The minimal parking requirements refers to the process wherein adequate number of parking space have been developed after taking all the costs into account. The present research will shed light on what are the issues in the parking area of the organization. Moreover, the research will also explore what are the potential reasons which are creating issues in the parking facilities provided by the business unit. The research will also explore the possible actions for the disease. The research has obtained the information from the secondary resources. Therefore, the outcomes of research will be dependent on the reliability of the secondary reseources. References Aljoufie, M. (2016). Analysis of Illegal Parking Behavior in Jeddah. Current Urban Studies 4(4). Riggd, W. (2014). Dealing with parking issues on an urban campus: The case of UC Berkeley. Case Studies on Transport Policy, 2, pp. 168-176. Shoup, D. (2014). The high cost of minimum parking requirements. InParking Issues and Policies(pp. 87-113). Emerald Group Publishing Limited. Liu, W., Yang, H., Yin, Y. (2014). Expirable parking reservations for managing morning commute with parking space constraints.Transportation Research Part C: Emerging Technologies,44, 185-201. Tasseron, G., Martens, K. (2017). Urban parking space reservation through bottom-up information provision: An agent-based analysis.Computers, Environment and Urban Systems,64, 30-41. Liu, W., Yang, H., Yin, Y. (2014). Expirable parking reservations for managing morning commute with parking space constraints.Transportation Research Part C: Emerging Technologies,44, 185-201. Ruan, J. M., Liu, B., Wei, H., Qu, Y., Zhu, N., Zhou, X. (2016). How many and where to locate parking lots? A spacetime accessibility-maximization modeling framework for special event traffic management.Urban Rail Transit,2(2), 59-70. Liao, F., Arentze, T., Timmermans, H. (2013). Incorporating spacetime constraints and activity-travel time profiles in a multi-state supernetwork approach to individual activity-travel scheduling.Transportation Research Part B: Methodological,55, 41-58. Mackowski, D., Bai, Y., Ouyang, Y. (2015). Parking space management via dynamic performance-based pricing.Transportation Research Procedia,7, 170-191.

Supreme Court Judge, Oliver Wendell Holmes, Once Said, In My Thirty Ye Essay Example For Students

Supreme Court Judge, Oliver Wendell Holmes, Once Said, In My Thirty Ye Essay ars of legal experience, I have never witnessed money helping a victim, although I have seen it pretending to help them. In F. Scott Fitzgeralds American masterpiece, The Great Gatsby, the main character, Jay Gatsby attempts to rekindle his long-lost romantic relationship with Daisy Buchanan, by flaunting his newfound wealth and success. During the time Gatsby and Daisy were apart, Gatsby works for and attains the American Dream-wealth and success. Despite this, Gatsby feels like he lacks love. Thus, he moves to Long Island and takes up residence across the bay from Daisy in the hopes that Daisy will become attracted to him and love him because of his wealth. By describing vivid settings and relationships and by displaying ever-changing tones throughout The Great Gatsby, Fitzgerald educates the reader about the myth that money fixes problems of the heart, social problems and past problems. We will write a custom essay on Supreme Court Judge, Oliver Wendell Holmes, Once Said, In My Thirty Ye specifically for you for only $16.38 $13.9/page Order now Fitzgerald paints a portrait of 1920s social status by pointing differences between the residences of Gatsby and the Buchanans. Gatsby represents new money and lives on the less exclusive West Egg, Long Island. Tom and Daisy Buchanan represent old money and live on the more exclusive East Egg, Long Island. In addition to separating the Eggs by social status, the homes of Gatsby and the Buchanans differ as well. The Buchanans live in an older, more traditional estate. Their house was even more elaborate than I expected, a cheerful red and white Georgian colonial mansion overlooking the bay (11). On the other hand, Gatsbys mansion is a newer home that, was a factual imitation Hotel de Ville in Normandy, with a tower on one side, sparkling new under a thin beard of raw ivy (9). Case in point, the old money like the Buchanans, frown upon Gatsbys new money. Love and the problems it causes presents itself as the major theme in Fitzgeralds The Great Gatsby. The love of Gatsby and Daisy, as superficial as it seems, has a definite possibility of working out. When Gatsby does not return from the Great War, Daisy decides to marry Tom, a man of money and social status. Daisy gets caught up in society and thinks that Tom enables her to live a dream, For Daisy was young and her artificial world was redolent of orchids and pleasant, cheerful snobbery and orchestras which set the rhythm of the year (158). Consequently, Daisy marries Tom and they climb the summit of the social mountain. However her relationship with Tom proves void of love. Tom fills this void with his mistress, Myrtle, who also finds discontent in her marriage. In fact one character relates the mismatched pairs, why go on living with them if they cant stand them? If I was them Id get a divorce and get married to each other right away (37). Fitzgerald portrays wealth and social sta tus as false guarantees of success in love. The tone of The Great Gatsby reveals itself through an endless parade of parties and social occasions, which make the reader feel intrigued by the mystery, that is Gatsby. Partying, a definite theme in this book, pops up repeatedly. A refuge to the everyday loneliness that Gatsby feels, his parties are grand in scale and extravagant in taste. Every Friday five crates of oranges and lemons arrived from a fruitier in New York-every Monday these same oranges and lemons left his back door in a pyramid of pulpless halves (43) On the other hand, the first formal encounter between Gatsby, Daisy and Tom proves confrontational. Fitzgerald reminds the reader that serious feeling hang in the balance and the party has concluded. Gatsby has waited a long time to tell Daisy of his feelings and his anxiety permeates as an underlying tone. Anxiety yields to desperation, as Gatsby grapples with the seriousness of his feeling for Daisy, She only married you because I was poor and she was tired of wait ing for me. It was a terrible mistake, but in her heart she never loved anyone except me! (137). It does not matter how much money Gatsby amasses because it will never erase the past between Daisy and Gatsby. .ua81520a36b3864c3159f1ccb2706ba6d , .ua81520a36b3864c3159f1ccb2706ba6d .postImageUrl , .ua81520a36b3864c3159f1ccb2706ba6d .centered-text-area { min-height: 80px; position: relative; } .ua81520a36b3864c3159f1ccb2706ba6d , .ua81520a36b3864c3159f1ccb2706ba6d:hover , .ua81520a36b3864c3159f1ccb2706ba6d:visited , .ua81520a36b3864c3159f1ccb2706ba6d:active { border:0!important; } .ua81520a36b3864c3159f1ccb2706ba6d .clearfix:after { content: ""; display: table; clear: both; } .ua81520a36b3864c3159f1ccb2706ba6d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua81520a36b3864c3159f1ccb2706ba6d:active , .ua81520a36b3864c3159f1ccb2706ba6d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua81520a36b3864c3159f1ccb2706ba6d .centered-text-area { width: 100%; position: relative ; } .ua81520a36b3864c3159f1ccb2706ba6d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua81520a36b3864c3159f1ccb2706ba6d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua81520a36b3864c3159f1ccb2706ba6d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua81520a36b3864c3159f1ccb2706ba6d:hover .ctaButton { background-color: #34495E!important; } .ua81520a36b3864c3159f1ccb2706ba6d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua81520a36b3864c3159f1ccb2706ba6d .ua81520a36b3864c3159f1ccb2706ba6d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua81520a36b3864c3159f1ccb2706ba6d:after { content: ""; display: block; clear: both; } READ: Death of a Planet EssayGatsby defines the victim in question as Holmes referred it. Wealth did not help Gatsby gain a foothold on the social status ladder. Wealth did not help Gatsby win back Daisy, or erase their past together. By using setting, relationships and tone, Fitzgerald wrote an incomparable novel that teaches the reader some of lifes lessons. Fitzgerald breathed life in Gatsby, he absolutely embodied a green light, in his hopes and his dreams. Fitzgerald made it clear that no matter how much a man acquires he always yearns for more and wants something he cannot have. Gatsby, as hopeful as the green light he symbolized, never reached that vision of a future with Daisy. Instead he pretended that money would solve all his problems. Perhaps this is the most important lesson of all. The Great Gatsby brings new meaning to the saying money doesnt buy

How To Say Let in Spanish

How To Say Let in Spanish Let is one of those English words that can be translated numerous ways in Spanish, because let itself has numerous meanings. Take the example of translating Let me write that down to Spanish. One possibility say, Quiero apuntar eso, which has a literal meaning of I want to write that down. If you wish a more precise translation and indeed are seeking permission to take notes, use Dà ©jame apuntar eso or Dà ©jeme apuntar eso, depending on whether you are speaking in the familiar or formal second person, respectively. Dejar is the most common verb meaning to allow, so what youre saying is allow me to write that down. What is important when translating from one language to another is to look for the meaning of what you want to say and translate that rather than attempting to translate words. You simply cannot translate let the same way all the time. And if what you mean by let is I want to, then just say the equivalent of that - its much simpler! Choices for Translating ‘Let’ A few of the verbs you can use to translate let or phrases that use let include liberar (to let go), alquilar (to rent out), avisar (to let someone know), soltar (to let go), fallar (to let down or disappoint), perdonar (to let somebody off, to excuse) and cesar (to let up). It all depends on the meaning of what youre trying to say. And, of course, in English we use let to form first-person plural commands, as in lets leave or lets sing. In Spanish, that meaning is expressed in a special verb form (the same as the first-person plural subjunctive), as in salgamos and cantemos, respectively. Finally, Spanish sometimes uses que followed by a verb in the subjunctive to form an indirect command that can be translated using let, depending on the context. Example: Que vaya à ©l a la oficina. (Have him go to the office, or let him go to the office.) Sample Sentences Here are sentences illustrating possible translations for let: El gobierno cubano liberà ³ al empresario. (The Cuban government let the entrepreneur go.)Dà ©jele hablar sin interrupcià ³n. (Let him speak without interruption.)Te comunicaremos si algo ha cambiado. (Well let you know if anything has changed.)Los captores soltaron a los rehenes a las cuatro de la madrugada. (The captors let the hostages free at 4 a.m.)Me fallaba muchà ­simo. (He let me down a lot.)Vive y dejar vive. (Live and let live.)A mi no me decepciona nadie porque no espero nada de nadie. Nobody lets me down because I dont expect anything from anybody.Mis padres alquilaron un piso en 2013 por 400 euros por semana. (My parents let out a floor in 2013 for 400 euros weekly.) ¡Me deja en paz! (Let me be alone!)Avà ­same si no puedes hacerlo. (Let me know if you cant do it.)Por fin aflojà ³ la ira de la tormenta. (The fury of the storm finally let up.)Hay ciertos amigos a los que no quiero dejar entrar en mi casa. (There are some friends I dont want to let into my house.)D esde entonces, se desmejorà ³ y crecià ³ su abatimiento fà ­sico y moral. (Since then, he let himself go and sank deeper physically and morally.)

Overrides in VB.NET - Using VB.NET Series

Overrides in VB.NET - Using VB.NET Series This is one of a mini-series that covers the differences in Overloads, Shadows, and Overrides in VB.NET. This article covers Overrides. The articles that cover the others are here: - Overloads- Shadows These techniques can be hugely confusing; there are a lot of combinations of these keywords and the underlying inheritance options. Microsofts own documentation doesnt begin to do the topic justice and there is a lot of bad, or out of date information on the web. The best advice to be sure that your program is coded correctly is, Test, test, and test again. In this series, well look at them one at a time with emphasis on the differences. Overrides The thing that Shadows, Overloads, and Overrides all have in common is that they reuse the name of elements while changing what happens. Shadows and Overloads can operate both within the same class or when a class inherits another class. Overrides, however, can only be used in a derived class (sometimes called a child class) that inherits from a base class (sometimes called a parent class). And Overrides is the hammer; it lets you entirely replace a method (or a property) from a base class. In the article about classes and the Shadows keyword (See: Shadows in VB.NET), a function was added to show that an inherited procedure could be referenced. Public Class ProfessionalContact ... code not shown ... Public Function HashTheName( ByVal nm As String) As String Return nm.GetHashCode End Function End Class The code that instantiates a class derived from this one (CodedProfessionalContact in the example) can call this method because its inherited. In the example, I used the VB.NET GetHashCode method to keep the code simple and this returned a fairly useless result, the value -520086483. Suppose I wanted a different result returned instead but, - I cant change the base class. (Maybe all I have is compiled code from a vendor.) ... and ... - I cant change the calling code (Maybe there are a thousand copies and I cant update them.) If I can update the derived class, then I can change the result returned. (For example, the code could be part of an updatable DLL.) There is one problem. Because its so comprehensive and powerful, you have to have permission from the base class to use Overrides. But well-designed code libraries provide it. (Your code libraries are all well designed, right?) For example, the Microsoft provided function we just used is overridable. Heres an example of the syntax. Public Overridable Function GetHashCode As Integer So that keyword has to be present in our example base class as well. Public Overridable Function HashTheName( ByVal nm As String) As String Overriding the method is now as simple as providing a new one with the Overrides keyword. Visual Studio again gives you a running start by filling in the code for you with AutoComplete. When you enter ... Public Overrides Function HashTheName( Visual Studio adds the rest of the code automatically as soon as you type the opening parenthesis, including the return statement which only calls the original function from the base class. (If youre just adding something, this is usually a good thing to do after your new code executes anyway.) Public Overrides Function HashTheName( nm As String) As String Return MyBase.HashTheName(nm) End Function In this case, however, Im going to replace the method with something else equally useless just to illustrate how its done: The VB.NET function that will reverse the string. Public Overrides Function HashTheName( nm As String) As String Return Microsoft.VisualBasic.StrReverse(nm) End Function Now the calling code gets an entirely different result. (Compare with the result in the article about Shadows.) ContactID: 246 BusinessName: Villain Defeaters, GmbH Hash of the BusinessName: HbmG ,sretaefeD nialliV You can override properties too. Suppose you decided that ContactID values greater than 123 would not be allowed and should default to 111. You can just override the property and change it when the property is saved: Private _ContactID As Integer Public Overrides Property ContactID As Integer Get Return _ContactID End Get Set(ByVal value As Integer) If value 123 Then _ContactID 111 Else _ContactID value End If End Set End Property Then you get this result when a larger value is passed: ContactID: 111 BusinessName: Damsel Rescuers, LTD By the way, in the example code so far, integer values are doubled in the New subroutine (See the article on Shadows), so an integer of 123 is changed to 246 and then changed again to 111. VB.NET gives you, even more, control by allowing a base class to specifically require or deny a derived class to override using the MustOverride and NotOverridable keywords in the base class. But both of these are used in fairly specific cases. First, NotOverridable. Since the default for a public class is NotOverridable, why should you ever need to specify it? If you try it on the HashTheName function in the base class, you get a syntax error, but the text of the error message gives you a clue: NotOverridable cannot be specified for methods that do not override another method. The default for an overridden method is just the opposite: Overrideable. So if you want overriding to definitely stop there, you have to specify NotOverridable on that method. In our example code: Public NotOverridable Overrides Function HashTheName( ... Then if the class CodedProfessionalContact is, in turn, inherited ... Public Class NotOverridableEx Inherits CodedProfessionalContact ... the function HashTheName cannot be overriden in that class. An element that cannot be overridden is sometimes called a sealed element. A fundamental part of the .NET Foundation is to require that the purpose of every class is explicitly defined to remove all uncertainty. A problem in previous OOP languages has been called â€Å"the fragile base class.† This happens when a base class adds a new method with the same name as a method name in a subclass that inherits from a base class. The programmer writing the subclass didnt plan on overriding the base class, but this is exactly what happens anyway. This has been known to result in the cry of the wounded programmer, I didnt change anything, but my program crashed anyway. If there is a possibility that a class will be updated in the future and create this problem, declare it as NotOverridable. MustOverride is most often used in what is called an Abstract Class. (In C#, the same thing uses the keyword Abstract!) This is a class that just provides a template and youre expected to fill it with your own code. Microsoft provides this example of one: Public MustInherit Class WashingMachine Sub New() Code to instantiate the class goes here. End sub Public MustOverride Sub Wash Public MustOverride Sub Rinse (loadSize as Integer) Public MustOverride Function Spin (speed as Integer) as Long End Class To continue Microsofts example, washing machines will do these things (Wash, Rinse and Spin) quite differently, so theres no advantage of defining the function in the base class. But there is an advantage in making sure that any class that inherits this one does define them. The solution: an abstract class. If you need even more explanation about the differences between Overloads and Overrides, a completely different example is developed in a Quick Tip: Overloads Versus Overrides VB.NET gives you even more control by allowing a base class to specifically require or deny a derived class to override using the MustOverride and NotOverridable keywords in the base class. But both of these are used in fairly specific cases. First, NotOverridable. Since the default for a public class is NotOverridable, why should you ever need to specify it? If you try it on the HashTheName function in the base class, you get a syntax error, but the text of the error message gives you a clue: NotOverridable cannot be specified for methods that do not override another method. The default for an overridden method is just the opposite: Overrideable. So if you want overriding to definitely stop there, you have to specify NotOverridable on that method. In our example code: Public NotOverridable Overrides Function HashTheName( ... Then if the class CodedProfessionalContact is, in turn, inherited ... Public Class NotOverridableEx Inherits CodedProfessionalContact ... the function HashTheName cannot be overriden in that class. An element that cannot be overridden is sometimes called a sealed element. A fundamental part of the .NET Foundation is to require that the purpose of every class is explicitly defined to remove all uncertainty. A problem in previous OOP languages has been called â€Å"the fragile base class.† This happens when a base class adds a new method with the same name as a method name in a subclass that inherits from a base class. The programmer writing the subclass didnt plan on overriding the base class, but this is exactly what happens anyway. This has been known to result in the cry of the wounded programmer, I didnt change anything, but my program crashed anyway. If there is a possibility that a class will be updated in the future and create this problem, declare it as NotOverridable. MustOverride is most often used in what is called an Abstract Class. (In C#, the same thing uses the keyword Abstract!) This is a class that just provides a template and youre expected to fill it with your own code. Microsoft provides this example of one: Public MustInherit Class WashingMachine Sub New() Code to instantiate the class goes here. End sub Public MustOverride Sub Wash Public MustOverride Sub Rinse (loadSize as Integer) Public MustOverride Function Spin (speed as Integer) as Long End Class To continue Microsofts example, washing machines will do these things (Wash, Rinse and Spin) quite differently, so theres no advantage of defining the function in the base class. But there is an advantage in making sure that any class that inherits this one does define them. The solution: an abstract class. If you need even more explanation about the differences between Overloads and Overrides, a completely different example is developed in a Quick Tip: Overloads Versus Overrides

Models of Instructional Design Essay Example | Topics and Well Written Essays - 1000 words

Models of Instructional Design - Essay Example The main models of instructional design are conceptualizing instructional design, a stimulus-response-reinforcement model and cognitive learning theory. Conceptualizing instructional design was developed by Gagne and Briggs during the 1970s. Thos theory incorporates cognitive theory popular during this period of time. Gagne and Briggs defined a set of requirements for instructional design systems, including that the system (a) must be designed for the individual, (b) should include immediate and long-range phases, (c) should substantially affect individual development, and (d) must be based on knowledge of how people learn (Gagn & Briggs, 1974). Their theory was based on a set of capabilities, or learning outcomes, that students would acquire through instruction. These outcomes were classified into five categories: verbal information, intellectual skills, cognitive strategies, motor skills, and attitude. The second theory of instructional design is based on behavior characteristics and behavior patterns. A stimulus-response-reinforcement model was developed during the 1960s and was based on behaviorist learning theories. Studies sought to determine the most effective means of implementing a stimulus-response-reinforcement model to ensure that the prescribed learning outcomes would be achieved. A major goal of research centered around a behaviorist task analysis and the development of behavioral objectives for learning (Tennyson, 1972 cited Jonassen et al 1989). The third theory selected for analysis was developed during 1980s and influenced by new concepts and investigations in the field of cognitive psychology. Tennyson and Rasch (1988) offered a theory of instructional design that directly attaches specific allocations of instructional time to desired educational objectives and goals. They prescribed an instructional design theory that links cognitive learning theory with appropriate instructional strategies. By allocating time across a range of objectives they blended the structured and discovery approaches. In the acquisition of knowledge both structured and discovery strategies are employed. Although their goal was improving employment of knowledge, they specified both group and individual situations to help learners elaborate and extend their individual knowledge bases and cognitive processes (Scandura & Scandura 1980). In contrast to two previous theories, cognitive learning theory explains mental processes and takes into account thinking and perception processes. In contrast to this theory the goals of the behavioral analysis were on identifying small, incremental tasks or subskills that the learner needed to acquire for successful completion of the instruction, designing specific objectives that would lead to the acquisition of those subskills, and sequencing subskill acquisition in the order that would most efficiently lead to successful learner outcomes (Scandura & Scandura 1980). Also important to researchers' investigations was the search for variables of individual differences. The goal from this perspective is the development of instructional programs that would enable the majority of students to achieve levels of performance that were predetermined in terms of behaviorally defined objectives (Jonassen et al 198

Strategy Implementation Essay Example | Topics and Well Written Essays - 1500 words - 1

Strategy Implementation - Essay Example We need to shift with it and we implement every strategy with result-oriented mindset" (Ambrosini, pp. 123-126). McConnon (pp. 46-51) mentions that Intel recognizes the need for continually analyzing and reviewing its strategies in order to meet the changes and challenges that come from the external environments so as to meet the stakeholders' expectations. Intel strives for business renewal and revitalization as a way of dealing effectively with the impact of the information society on today's dynamic industry. This paper discusses Strategy Implementation in the context of the case study of Intel in a concise and comprehensive way. Intel is an innovation-driven organization that strongly believes that competitive advantage can be achieved by choosing the right option at the right time so as to create value to Intel's key stakeholders: its customers. To achieve this Intel uses the following key drivers: According to Edwards (pp. 46-47) due to Intel's successful early days into the semiconductor industry, Intel established itself as one of the leading brands in the hi-tech sector. Intel managed to create and develop such an established and well recognized brand by being able to launch new products as well as being able to reinvent itself (e.g. moving from semiconductor memories to microprocessors). In other words, management created a dynamic internal environment where people were encouraged to accept 'change' as part of Intel's corporate culture. This was achieved through designing a matrix structure that favored and facilitated the flow of information and knowledge across the organization. Intel managed to create an internal environment that requires employees to deal with challenging corporate goals (i.e. result orientated) and beliefs (i.e. attention to details/quality, professionalism, etc) in a team-based and open-minded workplace. Given the dynamic industry Intel is operating in, innovation can be obtained through investing heavily in Research and Development (R&D). All the above-mentioned strengths may only feature in an organization that has great managerial vision; in other words, Intel's management was able to analyze the changing patterns of the industry, make choices (see the "buying options") and implement them quickly (i.e. strategic flexibility) in order to achieve competitiveness. Finally, another major strength may be identified: Intel believes that listening to its customers and working close with its business partners is a pivotal factor in the search for competitive advantage and, indeed, corporate success (Einhorn, pp. 52-53). Culture was of great importance to Intel. The 2-in-a-box management philosophy enabled top management to form a complementary and well-balanced team by combining philosophical and pragmatic skills. The 2-in-a-box philosophy reflects Intel's culture: it requires both strong personalities (egos) and teamwork (a philosophical dichotomy). Intel's culture is focused on being aggressive and direct, as suggested by Bob Noyce (1988) "people get respected or get ahead because of their abilities, not their position. You can always tell the boss he's wrong". Being a knowledge-based

Interpersonal communication Essay Example for Free

Interpersonal communication Essay The book basically talks about the different ways on how to win friends and become popular. Dale Carnegie gives different tips on how to make different people like you, and how to make others accept and believe in what you are thinking. Carnegie basically makes it easier for readers to understand more effective relationship styles. Carnegie used to teach general public speaking. However, he realized that such wasn’t enough for effective business and felt that his students lacked the skill of simply making friends with new people, which is why he made a book on how to make new friends and other relational issues. Dale Carnegie also felt that he lacked such skills himself. So this is a two way experience for him, both teaching and learning at the same time. Digging in to the deeper purpose of creating such book, the Carnegie Institute of Technology made a study which showed that a financial successful person owes 15 percent to their technical knowledge and the rest to â€Å"skill in human engineering-to personality and the ability to lead people† (Carnegie, 1964). Another reason was that, it is easy to find applicants who had the perfect skills for their jobs- engineering, medicine, accounting, you name it, there are plenty of skilled professionals out there. However, there are not a lot who possess such skills and at the same time have the ability to have effective interpersonal communication and relational skills, which is why Dale Carnegie developed a book which serves as a manual for those who lack such skills. Lastly, there is a need for a book which basically serves as a guide for dummies on how to get other people to like them and how to find more friends. Becoming an effective leader is also a part of what the book teaches, and is what readers will get out of reading it. During the first part of Dale Carnegie’s â€Å"How to Win Friends and Influence People†, he talks about the basic styles and techniques that you can handle people. He basically had three principles in this topic. The first principle is to work with people without criticizing, condemning or complaining. It is important for aspiring leaders to omit such acts because people will not follow a leader who does not listen to what they are saying. The second principle says to â€Å"give honest and sincere appreciation† (Carnegie, 1964). According to Carnegie, flattery is always effective. Of course, everybody wants to feel good. It is so effective in fact that â€Å"Even Queen Victoria was susceptible to flattery† (Carnegie, 1964). However, the negative thing with flattery is that, it is fake and insincere. What Carnegie suggests is for us to give out something positive and honest- which is called appreciation. There is always something positive in everybody, and that is what every effective leader needs to look for. The last principle is to get from other people the â€Å"eager want†. Carnegie mentioned that, we should not talk about what we want, because nobody else will listen to us. Instead, we should talk about something we know others would like to talk about. This will definitely get them interested, especially in doing something for you. Part two of the book discusses the different ways to get people to like you. The first principle tells us to become genuinely interested in other people. Carnegie used his dog as an example or even just dogs generally. They did not study psychology to know how people could like them. They simply liked people genuinely, which is why people liked them back. If you like someone, it becomes almost impossible to resist liking you back. If you genuinely like other people, then you will be welcome anywhere you go (Carnegie, 1964). The next principle is fairly easy and sounds quite simple. However, it is forgotten most of the time, and people forget the magic that it does. One word: Smile. Carnegie mentioned that the smile that people wear on their faces is far more important than what clothes they wear. And the saying â€Å"actions speak louder than words† is very true. Smiles are very important because they say â€Å"I like you, you make me happy. I am glad to see you. † (Carnegie, 1964). This can be proven when babies smile and everybody around them melts. It is the same thing with adults, as long as smiles are genuine. Third principle for people to like you is the simple gesture of remembering the names of the people you meet. It always isn’t a good impression to ask for people’s names the second time around, much more the third. Remembering names are so important in fact that when you â€Å"Remember that name and call it easily, and you have paid a subtle and very effective compliment† (Carnegie, 1964). However, when you forget one name, it will give you a bad impression and will work to your disadvantage. The last three principles of the second part of Carnegie’s work are all connected to each other. First is to â€Å"be a good listener and encourage other to talk about themselves†, next is to talk about the other person’s likes and interests and not talk about you. And the last, is to â€Å"make the other person feel important, sincerely†. These three are very important because if you only care about yourself and talk only about what you feel is interesting, and act like you are the only important person in the world, then no one will want to neither talk nor work with you. In fact, no one will even want to see you. Being egotistic and self centered will not do a person any good in this world. (Carnegie, 1964) Part three of dale Carnegie’s book is How to Win People to Your Way of Thinking. Principle one talks about arguments. The only way to get the best of an argument is to avoid it†, this is what Carnegie (1964) thinks about arguments. This is very true as, while you think you are good in winning arguments, you will never know when you might find someone who is better than you. And people always admire those who walk away from trouble. To sum the third part up, it simply says that you are to respect the way others think, a nd acknowledge their opinions. Even though you do not believe in what they are saying, you must let them speak out, because your opinion is not the only important one. Others should feel like they have a say in things, before they will believe in what you are saying. It is just a matter of reciprocity. â€Å"If we know we are going to be rebuked anyhow, isn’t it far better to beat the other person to it and do it ourselves? † (Carnegie, 1964) It is always good to admit your mistakes. Owning up to your mistakes makes people admire you more, and believe that you are actually human. In the same way that you are never to tell someone that they are wrong just because they do not agree to what you think and they have their own opinions. The first thing that you will need to get from others is respect, and the only way to get that is by showing respect to them first. For the last principles, it just says that in order to get people to believe in the way you think, you must believe in theirs as well. So in conclusion for the third part of the book, it simply means that you have to respect other people’s views, opinions and ideas in order to get them to believe yours as well. Be a Leader: How to Change People Without Giving Offense or Arousing Resentment. This is the last part of Dale Carnegie’s book. Being a leader is never easy. It may look like the easiest part of a job because you get to tell others to do the job for you. However, more responsibilities come with being a leader, such as all the different decisions that should be made. Carnegie mentions that a leader should develop an attitude that praises and appreciates the people that work for him. Another major thing that leaders should develop is before telling others what they have done wrong, tell something that they have done right first because â€Å"It is always easier to listen to unpleasant things after we have heard some praise of our good points. † (Carnegie, 1964). One more important thing for leaders to do is to â€Å"talk about your mistakes before criticizing the other person† (Carnegie, 1964). This is important, as it will not make the others feel so inferior to you as a leader. Leaders should be more humble than the rest because once superiority complex works its way in, the system will stop working. Becoming an example is another one of the most important things that a leader should follow. Encouragements are also one of the best things to do, most especially after some criticisms. I used to believe that I could communicate to others fairly well. I had a lot of friends and people liked to be around me. But after reading Dale Carnegie’s book, I have realized that I was not that effective and that there are still a lot of areas that I need to improve in. First of all, I criticize, condemn and complain a lot. I lack giving out appreciations as well. Most of the time I am self centered and whenever there are conversations I engage in, I mostly talk about topics that I prefer without even considering whether or not the one I’m conversing with is interested with what we are talking about. I also lack the heart of admitting my mistakes quickly. I sometimes tell people that they’re wrong directly, even just for not sharing the same opinion as I do. I even have the tendency to always get into arguments, even when I have the chance to avoid or get out of it. I am not comfortable in talking about my mistakes as I feel embarrassed and want to bury them in the past. One of the things that I know I am strong at is remembering a person’s name. Carnegie has mentioned that this will make people feel very important, which means I have made a lot of people important already, just by this gesture. Although I talk a lot, I make it a point to let others talk as well. I believe I am a good listener, which makes people look for me when they need someone to talk to. I am very free in giving out encouragements, as long as I feel the people are down in whatever they are doing. Even in the littlest improvement a person makes or adjusts, I notice it and give them praise. I give out constructive criticism as well, and is open to taking some for myself from others. So all in all, I have a lot more to work on, even though I have some positive traits that I already carry with me. Reading on will definitely help me improve in different aspects. I have asked my father, brother and mother to give me a peer analysis in my communication skills and my different ways of dealing with other people. They have more or less the same answers and I will only generalize and summarize the answers that they have given. They have mentioned that I criticize and condemn other people a lot may it be directly or even behind their backs. My brother told me that I judge immediately anything I see that does not pass my so called standards. Carnegie believes that this should be avoided in order to find more people to like you, to have more friends. One thing that they appreciate about me is that I give a lot of encouragements to people. They feel that this is when I am most effective when dealing with people. Even my father told me that he appreciates it when he sees me encourage different people. He also mentioned that he has seen how this affects the different people I am dealing with, and can see the changes that such encouragements have brought about. My mother mentioned that I do not easily admit my mistakes. She said that I even reason out to my actions, even if I already know that what I did was wrong. As much as I hate to admit this, it is nothing but the truth. I find it hard for me to say that I was wrong, mostly because of pride. They all agreed to one thing however, and that is I only like to talk about things that I like, and that I do not even ask them what they want to talk about or what they are interested in. This is one of the things Carnegie has mentioned that should not be around when we want to have more friends or when we want people to like us. Again, I can see that there is a lot of room for improvement when it comes to relationships and communication. The first thing that I want to remove from my negative attitude is the inability to admit when I am wrong or I have made a mistake. I think this is the first thing that would turn other people off from wanting to talk or become friends. I believe for me to be able to do this, I must lower down my pride. This will not be easy, and will take a lot of time. But if I want to improve my lifestyle, then this will definitely have to be the first thing off my negative list. The next thing I must make a move on is towards removing the act of always criticizing other people. It has almost become automatic for me to do this, as I easily judge people even at the first look or impression. This has cost me a lot of friends and friendships that might have started. I think the way to start taking this negative act from me is by always thinking positively and giving other people a chance- a chance to show their true selves. Being judgmental has always been a problem and will be a bigger problem if I do not act up on it immediately. Being less self centered and egotistic will be very important if I want to start new and stronger relationships with other people. These are only some of the things that I think I need to change. Dale Carnegie has helped me realize a lot of things. His work has definitely taught me a lot of things; things that are essential in day to day living. After all, no one can live alone. Friends and relationships with people will help us live more harmoniously and Dale Carnegie’s â€Å"How to Win Friends and Influence People† has taught me how I can have more friends and develop friends a lot easier.

Another JD Salinger :: essays research papers

J.D. Salinger's youth and war experiences influenced his writings. J.D. went through four different schools for education. He then went to World War II. After the war, he had a lot to say, so he wrote down his thoughts. And, he sure had some things to say. Jerome David Salinger came into this world on January 1, 1919. J.D. was short for Jerome David. Jerome David went by J.D. when he was young and he never let go of the name as he got older. J.D. was born in New York City, New York (Ryan 2581). J.D. Salinger's parents were Sol and Miriam Salinger (Ryan 2581). His father, Sol Salinger, was born in Cleveland, Ohio, and is said to have been the son of a rabbi. However, Sol drifted far from orthodox Judaism to become an importer of hams. Sol married a Scotch-Irish lady (French 21). The lady's name was Marie Jillich. She changed her name to Miriam to fit into her husband's family (French 21). Jerome David had a roller coaster marriage record. He was allegedly married to a French physician in 1945 and divorced her in 1947 (Ryan 2581). But other sources say that Salinger has never admitted this marriage and the records of the Florida Bureau of Vital Statistics fail to indicate that a divorce was granted in that state in 1947 to Jerome David Salinger (French 26). He then married Claire Douglas on February 17, 1955. Claire Douglas was a Radcliff graduate born in England. In 1955, the two of them settled down in Cornish, New Hampshire, where they raised two children (Unger 552). J.D. divorced Claire Douglas in October 1967 in Newport, New Hampshire (Ryan 2581). In 1932, the time J.D. should have begun high school, he was transferred to a private institution, Manhattan's McBurney School. There, J.D. told the interviewer that he was interested in dramatics; but J.D. reportedly flunked out within a year (French 22). In September 1934, his father enrolled him at Valley Forge Military Academy in Pennsylvania (French 22). In 1935, while attending Valley Forge, J.D. was the literary editor of Crossed Sabers, the Academy Yearbook. Salinger's grades at Valley Forge were satisfactory. His marks in English varied from 75 to 92. His final grades were: English 88, French 88, German 76, History 79, and Dramatics 88. As recorded in J.D.'s Valley Forge file, his I.Q. was 115. While such scores as J.D.'s must be treated with caution, this one and another one of 111 that he made when tested in New York are strong evidence that he was slightly above the average in intelligence, but far from the "genius" category. At Valley Forge, Salinger belonged to the Glee Club, the Another JD Salinger :: essays research papers J.D. Salinger's youth and war experiences influenced his writings. J.D. went through four different schools for education. He then went to World War II. After the war, he had a lot to say, so he wrote down his thoughts. And, he sure had some things to say. Jerome David Salinger came into this world on January 1, 1919. J.D. was short for Jerome David. Jerome David went by J.D. when he was young and he never let go of the name as he got older. J.D. was born in New York City, New York (Ryan 2581). J.D. Salinger's parents were Sol and Miriam Salinger (Ryan 2581). His father, Sol Salinger, was born in Cleveland, Ohio, and is said to have been the son of a rabbi. However, Sol drifted far from orthodox Judaism to become an importer of hams. Sol married a Scotch-Irish lady (French 21). The lady's name was Marie Jillich. She changed her name to Miriam to fit into her husband's family (French 21). Jerome David had a roller coaster marriage record. He was allegedly married to a French physician in 1945 and divorced her in 1947 (Ryan 2581). But other sources say that Salinger has never admitted this marriage and the records of the Florida Bureau of Vital Statistics fail to indicate that a divorce was granted in that state in 1947 to Jerome David Salinger (French 26). He then married Claire Douglas on February 17, 1955. Claire Douglas was a Radcliff graduate born in England. In 1955, the two of them settled down in Cornish, New Hampshire, where they raised two children (Unger 552). J.D. divorced Claire Douglas in October 1967 in Newport, New Hampshire (Ryan 2581). In 1932, the time J.D. should have begun high school, he was transferred to a private institution, Manhattan's McBurney School. There, J.D. told the interviewer that he was interested in dramatics; but J.D. reportedly flunked out within a year (French 22). In September 1934, his father enrolled him at Valley Forge Military Academy in Pennsylvania (French 22). In 1935, while attending Valley Forge, J.D. was the literary editor of Crossed Sabers, the Academy Yearbook. Salinger's grades at Valley Forge were satisfactory. His marks in English varied from 75 to 92. His final grades were: English 88, French 88, German 76, History 79, and Dramatics 88. As recorded in J.D.'s Valley Forge file, his I.Q. was 115. While such scores as J.D.'s must be treated with caution, this one and another one of 111 that he made when tested in New York are strong evidence that he was slightly above the average in intelligence, but far from the "genius" category. At Valley Forge, Salinger belonged to the Glee Club, the

Why an indigenous African psychology not develop? Essay

My recent learning experience was from one of my psychology modules. The prescribed book is Personology from individual to ecosystem, chapter 17 i.e. African perspective. The driving point of this chapter is â€Å"Why an indigenous African psychology not develop?† The chapter cited the importation of the mainstream psychology a predominately â€Å"Euro-American† science into Africa resulting in a lack of development of a purely African personology theory. Several recommendations are made in terms of how this can be changed or improved. Also covered in this chapter is the topic on â€Å"Views on psychopathology† Some of the sub-topics covered included: How do traditional Africans view illness and pathological behaviour? The role of ancestors in the lives of traditional Africans The difference between the African and western conceptions of stress Dreams, spirits and sorcerers The link between psychotherapy and traditional healing As an African it was not difficult to relate some of my experiences to what was explained in the terms of the African believes and practices. Recommendations were made to psychologist practicing in Africa on how to treat African patients in line with their beliefs. The aha-moment for me was when I acknowledged the African way of living which I myself and my immediate family do not practice. This brought me back to Freire’s â€Å"Culture of silence† from SCK 201-3 module guide. Freire defines the culture of silence as cultural invasion where invaders penetrate the cultural context of another group. Colonisation and militarisation dominance are said to be conducive to the development of the culture of silence. I found the insight into colonisation very interesting. Being a black African who stays in Africa I am personally not complaining that I refuse to believe in ancestors or traditional healers. I personally feel that colonisation did bring a lot of change to Africa; the question I asked myself is at what cost? Africa has natural resources, we have been â€Å"civilised† and educated but majority of  African countries are still dependant on European aid. Why? I enjoyed sharing and debating the â€Å"Views on psychopathology† and Freire’s theory with my work colleagues. We all conceded that even though we are liberated and gained â€Å"independence† we are still indirectly colonised. We also reached a consensus that corruption and lack of accountability are some of the reasons that are delaying progress in Africa. There are so many different perspectives to psychology that explain the different types of behaviour. No one perspective has explanatory powers over the rest. Some contradict one another, overlap with each other or build upon one another. Behaviourist perspective is different from most other approaches because people (and animals) are viewed as controlled by their environment and specifically that people are the result of what they have learned from their environment. Behaviourism is concerned with how environmental factors affect observable behaviour. The psychosexual perspective by Freud believes that events in people’s childhood can have a significant impact on behaviour as adults. Feud also believed that people have little free will to make choices in life and that human behaviour is determined by the unconscious mind and childhood experiences. Humanistic psychology emphasizes the study of the person as a whole (holistic approach). This perspective suggests that each perso n is responsible for their own happiness and well-being. It suggests that humans have innate capacity for self-actualization which is a unique desire to achieve one’s highest potential as a person. Because of this focus on the person and his or her personal experiences and subjective perception of the world, the humanists regarded scientific methods as inappropriate for studying behaviour. Cognitive psychology perspective focuses on the study of cognition which is ‘the mental act or process by which knowledge is acquired. It is an extremely scientific approach where lab experiments are used to study human behaviour. Biological psychologists explain behaviours in neurological terms, i.e. the physiology and structure of the brain and how this influences behaviour. Many biological psychologists have concentrated on abnormal behaviour and have tried to explain it. Critical psychology challenges mainstream psychology by looking towards social change as a means of preventing and treating psychopathology. One of critical  psychology’s main criticisms of conventional psychology is that it ignores the way power differences between social classes and groups can impact the mental and physical well-being of individuals or groups of people. It does this, in part, because it tends to explain behaviour at the level of the individual. I agree with the notion that conventional psychology’s choice of ignoring the impact the difference in social classes and groups has on mental health does not give a holistic view of human behaviour. It is known that poverty, illiteracy, alienation have some form of impact on one’s mental state. The different ways or choices that people make to better their lives and the fact that some people make it out of the deprivation cycle and some fail is a clear indication that these factors affect people differently. Doing more research in this regard should provide a clearer picture. Question 3 Personhood and becoming in African thought As stated in the prescribed text, in African thought and belief a person is not complete until certain rituals are performed to qualify them as complete. Starting from birth those that practice the African culture do the imbeleko to introduce the child to the ancestors. Those that choose to follow the Christian practice baptise the child and give thanks to God. As children grow into teenagers, boys are sent to the mountain as practiced as a transition to manhood by many cultural groups. For example, the Ndebele community that still practice this tradition do not have respect for a man that has not been circumcised. It is said that Ndebele man also prefer to marry their fellow Ndebele females who still practice female circumcision which is also used as a transition to womanhood. A woman from another culture who knows nothing about the Ndebele culture who marries a Ndebele man is often expected to undergo this process in order to be respected and be qualified to be a woman. These two A frican traditions are still widely practiced but there is a shift where some people decide to go the western route. In light of health concerns and young man dying because of botched circumcisions parents prefer to have their children circumcised in hospital. Vigilance regarding oppressive practices Male circumcision is encouraged especially in a country like South Africa where there are challenges with HIV and AIDS. It is public knowledge that the practice minimises the chance of contracting the disease. Questions are raised in relation to the process and procedures followed to see this through. It has been said that the boys undergo various tests and are given guidance and advice by elders to help prepare them for manhood. In light of this some parents send their kids to hospital for circumcision to avoid any medical complications and loss of life. They are then sent to the mountain to undergo the transition that will prepare them for manhood. In a community like the Ndebele’s, young men decide to undergo initiation as it is a root of their identity and to avoid the shame of being labelled a boy. Coming to the female circumcision, in South Africa especially in the Ndebele culture it is still clouded in secrecy. No one knows exactly what other rituals are performed durin g the initiation. I personally do not know the benefits of the practice. What I have read and seen on TV from other countries for example Kenya, the main reason behind this practice is purely for the enjoyment of the girls’ future husband. Young woman and girls are ruthlessly mutilated only because they are expected to sexually satisfy their husbands once they get married. Many African countries have criminalised the practice but it is still practiced because man shun woman that have not undergone the procedure or transition to â€Å"womanhood†. One practice that is close to home that I personally feel is discriminatory against woman just like female circumcision is the virginity testing (reed dance). It can be argued that it helps discourage girls from participating in sexual activities and that it helps reduce HIV infection. The fact that woman alone are expected to undergo such an invasive practice when it takes two people to engage in sex is tantamount to discrimination against woman. Initiation as a passage from exteriority to interiority I agree with the text that â€Å"initiation is a process by which people discover themselves through others and their community†. From having lived with the Ndebele community I support the notion that for many of the young man and woman that choose to undergo initiation they do it because it is the root of their identity. For example, anyone who has decided not to undergo  initiation is often not seen as a true Ndebele. The person is not only labelled and shunned by the community; it is also believed that his ancestors will not know him. Ubuntu as a process My understanding of Ubuntu is simply human kindness. â€Å"A person is a person through other people†. It is about recognising a fellow human being, treating them with respect and dignity for the person they are whether rich or poor. This saying is mostly associated with black communities because a human being is not seen as an individual but as a collective of family and the community. Ubuntu as a process serve as testimony when community members come together to assist a family when they have lost a love one. It is also evident when there is no shame in borrowing sugar from a neighbour. For example, to prove the concept that â€Å"a person is a person through other people†, families that choose not to attend funerals or assist other families when they are bereaved; no villager will bother to offer support or even attend a funeral should that family loose a love one. The human being as a community of selves I believe a human being is what they are because of where they come from. I’m referring to culture, beliefs of one’s parents and one’s community in general. When growing up all these beliefs are instilled in oneself. It is only when one is independent and out of the family unit when they can either decide to continue with what they were taught at home or decide on a new way to live their lives. For example: one’s parents may believe in ancestral worship and have their children who grew up experiencing the practice but decide on Christianity and deny of the existence of ancestors. Question 4 My community of is located in Ninapark suburb in Pretoria North. It is a middle class white dominant community. It is a clean, serene and quite community to live in. There is not much activity during week days especially during the day. There is mostly activity in the mornings when people go to work or take their children to school. The same activities occur in the evenings. Domestic workers and gardeners are also part of the community. The most enjoyable citing in the evenings is people taking walks or jogging. Domestic workers are also seen in the evenings in groups gambling. The  street where my family and I live is a small street and all our neighbours are retired. Many are family members who have been residing in the area for more than twenty years. There is a public park about a kilometre from the house which is where many use especially those with children. There is an orphanage, a church, a rehabilitation centre, a golf course, and a small shopping centre. All these are a w alking distance from home. The shopping centre is always busy in the evenings. There is a woollies food grocery shop which we all love, a spar grocery shop, a KFC, a pharmacy, a beauty shop, a travel centre, a pet shop and a handful of restaurants. I am mentioning all these shops because I feel that just as I love staying in Ninapark because the community has access to all these facilities or resources just a walking distance from our homes many community members share the same sentiment. We (the community) have found ourselves the target of crime just like many communities in South Africa. Because there is not much activity during the day thieves break in without being seen. Many in my small street are victims of crime including me. I have found that this invasion of our homes has brought the community together in trying to find ways to combat crime. This is one thing that we all have in common. Apart from that there isn’t much socialising. Every one minds their own business. One rarely sees kids playing in the street. The only time when one gets a chance to talk to neighbours is when by chance we meet outside our homes for a walk. Many of my neighbours do not even know my name. If anything happens for example a break i n all we do is to sympathise with the victim and it ends there. We are all locked behind our high walls and security gates. There is definitely no socialisation. Being a black African from a rural village, life in the city is completely different from where I was born. There is caring and compassion, for example when a family losses a love one. It is a norm for community members to go a share their grief and offer support. This is not only psychological but also in assisting the family to prepare for the funeral. Each household within the community contributes an amount agreed by the community and the money is given to the family. On the day of the funeral everyone from the community attends as a show of support. There is no culture of individuality but communalism. Life in the city is a stark contrast of communalism. I find it is more individually orientated. No one meddles in anyone’s business. Yes there is access to everything, basic  services, health facilities but no community based support. In terms of community justice, since it i s in our constitution by law we are all expected to acknowledge human rights. It is not only the responsibility of government but also of citizens and the government. Yes, there are cases where this is not the case. What I have observed in the city is that many people know their rights and if contravened they have options for recourse including using the law. This is not always the case with rural communities as many do not know what their human rights are. What I have also observed in the city are the rich exploiting the poor. As the saying goes the poor have no voice i.e. cheap labour. This is of course debatable. In –groups My nuclear family Extended family members My former university friends My husband’s friends and their wives Orphans Single parents People living with HIV and AIDS People with terminal illness People I go to church with The poor Elderly people Colleagues IT professionals People in the medical field Social volunteers beggars Out-group Gang members Paedophiles People that commit violent crimes People that commit any crime Traditional healers Invisible Paedophiles Gays Lesbians Transsexuals Bisexuals Atheists Gang members Having been born in a rural area with not much hope, where there was a lack of access to basic services, a lack of information and poverty; I personality feel content with my current situation and community. One only got to see and experience city life once or twice a year when coming to the city to buy Christmas clothes. It was the citing of such communities and life that gave one insight of how much more life had to offer outside one’s environment and circumstances. This was one motivating factor that led one to break the cycle of poverty. The community, the neighbourhood and the way of life led me to internalise self-determination and motivation. Having access to basic services, access to knowledge, access to primary health, education and sanitation left one with not much to worry about except to focus on improving one’s life, that of one’s children and those who are still trapped in the cycle of poverty back at home. Having come from a poor background and being in this community has also given me an insight on what it means to be poor, hence I relate and sympathise with those less fortunate. I give back and assist where possible. Even though the way of life in my neighbourhood has empowered me it has also taken away my African way of life. It is not community orientated but focuses more on individuality. That is why my family and I always look forward to a trip to the village and not feeling ashamed to borrow sugar or onion from a neighbour. Question 5 I would define racial identity as a background that one identifies with. Because of globalisation and movement to new communities people build lives in different communities and choose the identity they can relate to. Steve Biko was addressing the liberation of the oppressed mind of a black man.  His black consciousness movement was dealing with two forces. He first addressed the external oppression experienced by blacks through segregation laws. The second was self-alienation. In opposition to this he called for the blacks to identify with themselves hence reversing years of self-negativity. Post-colonial is the study of the effects of colonialism on culture and societies of the previously oppressed or colonised. It is concerned with how Europeans controlled third world cultures and how these groups responded and resisted their way to independence. It is about the relationship between the colonisers and the previously colonised. It is about the awareness of social, psychological and cultural inferiority enforced by being in a colonised state. It is the struggle for ethnic, cultural and political autonomy. Racial alienation can be defined as a loss of one’s root culture in the process of adopting the culture of the oppressor. Cultural dispossession is the adoption of the oppressor’s language with the aim of being accepted by the oppressor. Speaking one’s language is assuming a culture thereby giving up of one’s language. Racism has created the idea of inferiority of the black people resulting in black escaping to â€Å"whiteness â€Å"or â€Å"blackness†. Question 6 1. The most significant learning or insight you had while doing this module. The topic on African perspective on psychology versus the European perspective was the most significant insight. The link between the topic and colonisation left me thinking and with many unanswered questions. 2. The most significant experiences you had while doing this module I enjoyed the walk about in my community, the high walls, the security and generally how different races relate to each other. 3. What you most appreciate about this module I appreciated the interactive approach of the module. We are so busy with our lives and work that one doesn’t stop to look at personal relations, how we socialise with each other and the groups one does not relate to and the reasons why. 4. What you least appreciate about this module There nothing I least appreciated as everything I read I got a chance to disagree or agree as we are taught not to accept everything one is told. The fact that everything is debatable and that one is allowed to apply one’s mind is good enough for me.

Public Education in the Old South: 1790-1860 Essay

One of the most characteristic elements of the Enlightenment was the pervading missionary zeal for reform. Whereas Reformation zeal had gone into religious fervor, the enthusiasm of the Enlightenment was directed at reform of all kinds of institutions and was organized into campaigns for the aid of the weak, the poor, the persecuted, and the unfortunate. Fed by the liberalism that came from England in the late seventeenth and early eighteenth centuries, the propaganda for popular enlightenment found its climax in France in the middle and late eighteenth century and became the ideological forerunner of the French Revolution. Appealing not only to the growing intellectual and middle classes, the reformers also worked hard for the alleviation of the conditions of the masses of the people. A great increase in the agencies of public information took the form of new books, pamphlets, newspapers, journals, encyclopedias, debates, scientific academies, libraries, and museums. The fight for civil liberties, for religious and political freedom, and for popular education, the appeal to the natural rights of man as against privilege and tradition laid the basis for our western heritage of humanitarian democracy. Look more:  satire in the importance of being earnest essay In this struggle public education as we know it had its birth. Education in South Superficially at least, higher education flourished in the antebellum South. There were some half-dozen state universities and numerous private colleges. In 1850, the South had 120 colleges and universities, as compared with 111 in the North. Taking into account the considerable number of southern youths who went to such northern institutions of higher learning as Yale and Princeton, the South could point with pride to the number of its collegetrained youth. But southern colleges were smaller and more meagerly supported than those of the North, and the educational standards were of a lower order. The University of Virginia, founded in 1825, was a center of classical learning and was free of sectarian controls, but most of the colleges and universities were controlled by one or another of the religious denominations. The South had a considerable number of private academies for the sons of the well-to-do, and public high schools were increasing in number prior to 1860. There were state-supported common schools in some states, though only North Carolina and Kentucky had good public school systems. But reluctance to face taxation and a general feeling that it was the duty of the individual to see to the education of his own children were barriers to the development of public education. There were rural areas where the poorer classes had practically no educational opportunity. A large part of the white population of the South was illiterate, and a considerable number of the planters never learned to read and write. The system of Public Education was considered capable, and only capable, of regenerating this nation, and of establishing practical virtue and republican equality, it is one which provides for all children at all times; receiving them at the earliest age their parents choose to entrust them to the national care, feeding, clothing, and educating them, until the age of majority. Propositions of John Howland John Howland proposed to the General Assembly of the State of Rhode Island on the last Monday in February, A. D. 1799. In his Petition he proposed that all the children so adopted should receive the same food; should be dressed in the same simple clothing; should experience the same kind treatment; should be taught (until their professional education commences) the same branches; in a word, that nothing savoring of inequality, nothing reminding them of the pride of riches or the contempt of poverty, should be suffered to enter these republican safeguards of a young nation of equals. Howland further proposed that the destitute widow’s child or the orphan boy should share the public care equally with the heir to a princely estate; so that all may become, not in word but in deed and in feeling, free and equal. Thus may the spirit of democracy, that spirit which Jefferson labored for half a century to plant in our soil, become universal among us; thus may luxury, may pride, may ignorance, be banished. Howland also proposed that the food should be of the simplest kind, both for the sake of economy and of temperance. A Spartan simplicity of regimen is becoming a republic, and is best suited to preserve the health and strength unimpaired, even to old age. The propriety of excluding all distilled or fermented liquors of every description; perhaps, also, foreign luxuries, such as tea and coffee, might be beneficially dispensed with. These, including wine and spirits, cost the nation at present about fourteen millions of dollars annually. Are they worth so much? Thus might the pest of our land, intemperance, be destroyed-not discouraged, not lessened, not partially cured–but destroyed: this modern Circe that degrades the human race below the beast of the field, that offers her poison cup at every corner of our streets and at every turn of our highways, that sacrifices her tens of thousands of victims yearly in these states, that loads our country with a tax more than sufficient to pay twice over for the virtuous training of all her children-might thus be deposed from the foul sway she exercises over freemen, too proud to yield to a foreign enemy, but not too proud to bow beneath the iron rod of a domestic curse. Is there any other method of tearing up this monstrous evil, the scandal of our republic, root and branch? About other details he said that the dress should be some plain, convenient, economical uniform. The silliest of all vanities (and one of the most expensive) is the vanity of dress. Children trained to the age of twenty-one without being exposed to it, could not, in after life, be taught such a folly. The food and clothing might be chiefly raised and manufactured by the pupils themselves, in the exercise of their several occupations. They would thus acquire a taste for articles produced in their own country, in preference to foreign superfluities. Under such a system, the poorest parents could afford to pay a moderate tax for each child. They could better afford it than they can now to support their children in ignorance and misery, provided the tax were less than the lowest rate at which a child can now be maintained at home. For a day school, thousands of parents can afford to pay nothing. In his historical presentation he further proposed that under such a system, the pupils of the state schools would obtain the various offices of public trust, those of representatives, &c. in preference of any others. If so, public opinion would soon induce the most rich and the most prejudiced, to send their children thither; however little they might at first relish the idea of giving them equal advantages only with those of the poorest class. Greater real advantages they could not give them, if the public schools are conducted as they ought to be. Public Education in Pennsylvania In the two decades before the Civil War public awareness was shaped by the zeal of devoted crusaders: Horace Mann and Henry Barnard in the East, Calvin H. Wiley in the South, and Caleb Mills in the west. Through their educational journals, reports as educators, or appeals to legislatures, they drew attention to needed reforms. The Lyceum movement, founded by Josiah Holbrook in 1831 made the advancement of education, especially the common schools, its principal business. To its lecture platforms came Edward Everett, Henry Ward Beecher, Wendell Phillips, and Abraham Lincoln. Teachers’ institutes, like that of Onondaga County. A Delaware journalist and school teacher, Robert Coram felt that society, through the establishment of public schools, should teach everyone how to make a living. Each was to be taught the rudiments of the English language, writing, bookkeeping, mathematics, natural history, mechanics, and husbandry. He favored apprenticeship regulations binding youth out to the trades or professions. Literary discussions were a regular feature at his schoolhouse. The necessity of a reformation in the country schools, is too obvious to be insisted on; and the first step to such reformation, will be, by turning private schools into public ones. The schools should be public, for several reasons-1st. Because, as has been before said, every citizen has an equal right to subsistence, and ought to have an equal opportunity of acquiring knowledge. Because public schools are easiest maintained, as the burthen falls upon all the citizens. The man who is too squeamish or lazy to get married, contributes to the support of public schools, as well as the man who is burthened with a large family. But private schools are supported only by heads of families, & by those only while they are interested; for as soon as the children are grown up, their support is withdrawn; which makes the employment so precarious, that men of ability and merit will not submit to the trifling salaries allowed in most country schools, and which, by their partial support, cannot afford a better. Public schools then established in every county of the United States, at least as many as were necessary for the present population; and let those schools be supported by a general tax. Let the objects of those schools be to teach the rudiments of the English language, writing, bookkeeping, mathematics, natural history, mechanics and husbandry-and let every scholar be admitted gratis, and kept in a state of subordination, without respect to persons. Public Schools in Virginia The first step toward the establishment of a public school system in Virginia was made in 1810, when a bill was passed by the legislature providing for the creation of the Literary Fund. The act ordered that â€Å"all escheats, confiscations, fines, penalties and forfeitures, and all rights accruing to the State as derelict, shall be set aside for the encouragement of learning. † Tyler’s father was governor of the commonwealth at this time, and it was probably in response to his recommendation that this law had been enacted. An act was passed the next year by which the Literary Fund was set apart for the purpose of â€Å"providing schools for the poor in any county of the State. † The fund had grown continually from the beginning, and on Tyler’s accession had reached an amount little less than $1,400,000. The annual income from this fund was about $70,000, more than two-thirds of which ($45,000) was used for the education of indigent children. In this way 9,779 children were given a little schooling as a public charity. The governor indicated great dissatisfaction with this plan of public instruction. He maintained that only a small number of the youth were reached by it and that it was of little benefit to them because of the irregularity and uncertainty of the system. In some instances a school would be open for a few months, and in others a year. But it often happened that after the children had made a good start in the primary branches, the school would be discontinued and the pupils would be returned to their parents to forget what they had already learned. He might also have added that the aid given indigent children caused them to be looked down upon as paupers by their fellow pupils. It is quite likely that in many instances the intellectual gain under such a system was offset by a spiritual loss resulting from the development of a sense of inferiority in the beneficiaries of these charity schools . Moreover, this method of instruction was more expensive than it should have been. By drawing a comparison between the educational system of New York and that of Virginia he showed that the people of the former commonwealth were getting a great deal more for their money than were those of the latter. Virginia needed a public school system (the message went on to state) not for poor children alone, as was then the case, but for all classes. And it was particularly desirable that the children of the great middle class should be given the means of education . As a remedy for these unsatisfactory conditions he proposed that the counties be divided into school districts and in each a permanent school be established, under the management of trustees elected by the people. This school should be directed by a competent instructor. Attendance should be absolutely free or else the tuition charge should be low enough to afford all the children an opportunity for an education. This was a well-meant gesture in favor of a public school system, but it proved to be an empty one. There was one fatal defect in the plan it did not carry an adequate system for financing the scheme. The governor recommended that expenditures from the Literary Fund be suspended until the accumulations had increased to the point at which the interest would be sufficient to finance the schools. Just what should be done during this period of waiting he did not suggest. Schooling for the poor during the interim would either have to be suspended or provided for out of county levies. A public school system worthy the name could not have been established in Virginia at that time without supplementing the income derived from the Literary Fund by a substantial revenue raised by taxation. Tyler did not have the boldness to recommend such a plan. At one time it looked as if the governor’s scheme of public education, with certain modifications, would be put into effect promptly. Resolutions favorable to the idea were adopted and a bill embodying the principles laid down in them was reported to the House of Delegates. This bill, however, was laid on the table, and no further action on it was taken during this session of the legislature (or at least no mention of it can be found in the Journal). Apparently, nothing was later done to carry out the governor’s suggestions. A good deal of space in the governor’s message was devoted to internal improvements. He made specific recommendations as to improvements in the means of communication by the construction of roads, and locks and dams on the James River and other streams, with a view to connecting the east more closely with the west. He pointed out that a considerable portion of the State lying west of the Alleghany Mountains, though rich in soil, was in certain regions almost in a state of nature. The citizens there could not reach the capital without going out of the State and using transportation facilities furnished by other States. It was not a matter of surprise, therefore, that the tide of emigration had passed around this area and gone farther west. Two roads should be opened up from the western borders of the State to the Valley region. There was also considerable ill feeling between the eastern and western sections of the commonwealth, and this sectionalism could be destroyed by the proper means of communication. Another reason given for the State’s speeding up its improvements in land and water transportation was that in so doing it would take away the excuse of the Federal government for expending money on internal improvements in the States. In this way a great political menace would be averted. For, as he considered, â€Å"more danger is to be apprehended to the State authorities by the exertion of the assumed power over roads and canals by the general government than from almost any other source. It holds out the tender of the strongest bribe which can be offered to a people inhabiting a country yet in its infancy, and which invites the exertions of man to its improvement in almost every direction. † Let the State meet these demands and accustom the people to look to the State instead of the United States government for these improvements. Tyler’s administration must have been generally regarded as successful, as no one appeared against him when he came up for re-election December 10, 1827. He received all the votes cast but two, which were scattered. One of the last of Tyler’s recommendations (made on February 1, 1827) was in regard to the journals of the legislature. These records had been carelessly looked after, and the proceedings of three important sessions had been lost. Some of the journals were in manuscript and others were out of print. He suggested the reprinting of those that were out of print and of placing complete sets in the public offices and among the chief literary institutions. So far as the social and ceremonial functions of the office were concerned, Tyler performed them admirably. He was especially well fitted by education, training, and culture to play the rble of social leader. George Wythe Munford, who, by virtue of his position as clerk of the House of Delegates, was in close touch with official life in Richmond, considered Governor Tyler exceptionally happy in the performance of his duties at the executive mansion. Rise of Public Education Legislative provision for a state-wide system of public education made its appearance in Pennsylvania, in 1834. This act, largely permissive in nature, did not come about without a long and arduous struggle against considerable opposition. Indeed, its future was in doubt until the Assembly passed the law of 1836, which afforded a permanent basis for a system of universal education in Pennsylvania. It was not until 1849, however, that legislation was enacted requiring each of the State’s school districts to establish public schools. Upon the foundation of common schools, the public high school arose. For the greater part of the nineteenth century it was the academy rather than the public high school from which the colleges recruited the bulk of their students. In fact, the proponents of the academy after 1850 argued that preparation for college was the legitimate function of the academy alone. As the high schools increased in number, and the academies suffered a corresponding decline, the colleges sought a closer rapprochement with the public school system. According to an editorial in the Pennsylvania School Journal, one of the objects in establishing the College Association of Pennsylvania, in 1887, was in substance, to promote the common interests of the Colleges by securing harmonious action and cooperation in all matters pertaining to the general welfare of these institutions, and also to labor for closer identification with the public school system of the State. This latter question was brought to the front, at the second session of the meeting by a rather aggressive paper read by President Magill, of Swarthmore. Before the meeting finally adjourned, ample evidence had been given of a sincere desire to co-operate with the public school agencies of the State in effecting a proper and, if possible, an organic bond of union between the Common Schools and Colleges. Indifference and Opposition to Public Schools Before the Civil War, the development of public schools languished throughout the South. Here, the experiences of Virginia and Tennessee are probably representative. While Thomas Jefferson had unsuccessfully sought the establishment in Virginia of a tax-supported system of universal common-school education as early as 1779, both state and local support for schools was meager during the ante-bellum years. Public schools were considered primarily as schools for paupers, for the support of which men of property were not disposed to tax themselves. Nonetheless, the smaller farms, less sharp social distinctions, and dearth of good private schools in the western counties of Virginia (including modern west Virginia) made public education a vital sectional issue, culminating in the provision for increased financial support for Virginia’s common schools in the constitution of 1851. Even so, during the 1850’s public education in Virginia continued to suffer from mismanagement of the state’s school funds and their diversion to other uses. The state of Tennessee entered the Union too early for its schools to benefit significantly from public land policy. By 1806, when provision was at last made by interstate compact for reserving onesixteenth of all future land grants in Tennessee for the use of schools, little unclaimed land of much agricultural value remained. Subsequent sales of the residual public lands to provide a fund significantly labelled â€Å"for the education of the poor† yielded very little revenue. By acts of 1830 and 1838 the legislature sought to supplement the state school fund from non-tax sources, but the fund showed little growth. It was not until 1854 that Governor Andrew Johnson of East Tennessee pushed through the act in which Tennessee imposed her first state taxes and authorized the first county taxes for the support of education. This legislation represented a narrow victory of the yeomanry of East Tennessee over the wealthier planters of the rest of the state. The resulting public schools were still not able to hold their own with the private and denominational schools favored by persons of means. During the Reconstruction years immediately following the Civil War, both Virginia and Tennessee enacted some much-needed educational reforms which partially survived the later return of the ex-Confederates to political power. In 1869, a carpet-bag constitutional convention in Virginia adopted a new state constitution which provided for the establishment of free schools throughout the state. Under this constitution, the Virginia assembly created in 1870 the first plan of general public education in the state’s history and provided for state property taxation and authorized local taxation for school purposes. During the next decade, despite formidable political and financial obstacles, Virginia’s public schools made considerable progress but no more than held their own from 1882 until the constitution of 1902 awakened a renewed interest in improving the state’s public-school systems. Meanwhile, educational policy in Tennessee had taken a similar course. In 1867 the radical legislature of Tennessee (which was dominated by East Tennesseans of Union loyalties) enacted the most progressive educational measure in state history, providing a sound financial basis of property and poll taxes for public-school support. With the return of the ex-Confederate Democrats to power in 1869 this act was repealed, and a new act abolishing all supervisory school offices and abandoning all property taxes for schools made all responsibilities for common schools both local and voluntary. The new constitution of 1870 repaired part of this damage and, with the tide for tax-supported, free schools running too strongly to be curbed, the Democratic legislature of 1873 substantially re-enacted the school law of 1867, which still remains the parent act for the state’s modern public-school system. The cause of public education after the Civil War was not without prominent supporters. That Virginia aristocrat and great American, Robert E. Lee, declared that â€Å"the thorough education of all classes of people is the most efficacious means for promoting the prosperity of the South. † Walter Hines Page wrote in 1896 that â€Å"a public-school system generously supported by public sentiment, and generally maintained by both state and local taxation, is the only effective means to develop the forgotten man and the forgotten woman. † Nor was the Negro excluded by some, such as Clarence H. Poe, who declared in 1910 that â€Å"we must . . . frame a scheme of education and training that will keep [the Negro] from dragging down the whole level of life, that will make him more efficient, a prosperity-maker. . . . we must either have the Negro trained, or we must not have him at all. Untrained he is a burden on us all. . . . Our economic law knows no colour line. † Yet a great Southern educator, Edwin Mims, had to note sadly in 1926 that â€Å"the Southern States still have a great mass of uneducated people, sensitive, passionate, prejudiced, and another mass of the half-educated who have very little intellectual curiosity or independence of judgment. † If some of the South’s intellectual leaders agreed with such indictments of the products of regional education, in doing so they turned their fury on the public schools. Woodward, for example, has shown how the Redeemers-who took over the leadership in state and local government with the restoration of self-rule to the South-took â€Å"retrenchment† as their watchword and frankly constituted themselves as the champions of the property owner. In the process, public education, which bore the stigma of carpet-bag sponsorship and raised the unpleasant image of the ubiquitous â€Å"horse-faced Yankee schoolma’ams† of the bitter Reconstruction years, was first to suffer. Governor Holliday of Virginia considered public schools â€Å"a luxury . . . to be paid for like any other luxury, by the people who wish their benefits. † Successful Launch of Public School System in South In the Deep South the illiteracy of the people and the neglect of education were perhaps more distressing than in the Upper South. A Committee on Education of the Louisiana legislature reported, March 22, 1831, that there were approximately nine thousand white children in the state between the ages of ten and fifteen years but that â€Å"not one third of that number received any instruction whatever. † Georgia was the one of the earliest states to found a state university and had academies for the well-to-do, but it woefully neglected the education of the masses. Not until 1877 did the state finally establish free public schools. Liberal laws permitting counties to tax property for school purposes, which had been enacted in the late 1830’s, were repealed in 1840. Governor George W. Crawford declared in 1845 that not half of the counties applied for their proportion of the state funds for free schooling. 8 As late as 1859 Gabriel DuVal, Superintendent of Education of the State of Alabama, reported to the governor that nearly one half of the children of the state were not attending any school and were growing up in ignorance . The census of 1850 seemed to indicate that the Southern States were even retrograding in literacy. The returns from Virginia, for example, showed the presence of seventy-seven thousand and five adult white illiterates as compared with fifty-eight thousand, seven hundred and eighty-seven in the previous census. This increase could probably be explained in part by the more careful and accurate enumeration of the census takers of 1850. According to their report the Southern States had an illiteracy ratio among the native white population over twenty years of age of 20. 30 per cent, the Middle States 3 per cent, and New England . 42 per cent. Superintendent De Bow pointed out that so excellent was the New England school system that only one person over twenty years of age in four hundred of the native white population could not read and write, as compared with one in twelve for the slaveholding states, and one in forty for the free states as a whole. Many reasons have been advanced to explain this widespread illiteracy of the South. The aristocratic attitude, inherited from England, that it was not necessary to educate the masses, changed slowly in sections of the older South like Virginia and South Carolina. Certainly the isolation characteristic of Southern life with its scattered homes and indescribably bad roads did much to hinder the diffusion of education. Fully as important as these factors was the reluctance of the people to tax themselves. Governor Swain in his message to the legislature of North Carolina in 1835 said that the legislature was in the habit of imposing taxes on the people amounting to less than one hundred thousand dollars annually. Of this sum, half was spent in rewarding the legislators for their services, while the remainder was employed in paying the administrative officers of the state government. The individualism of the Southern people was also a hindrance to the establishment of a comprehensive system of public education. It was regarded as the duty of the individual and not of the state to see that his children were educated. When Governor Gilmer of Georgia wrote letters to the most distinguished men of his state for their opinions on public education, he stated his own position in the words: â€Å"The policy of making appropriations by the Government to effect objects which are within the means of individuals has always appeared to me to be extremely questionable. † Joseph Henry Lumpkin, later to become Chief Justice of the Supreme Court of Georgia, replied that he opposed scattering the state educational funds of twenty thousand dollars for common schools, but that they should be used in developing the university. The most promising youths from each county should be sent to the university; and â€Å"soon every foreigner will be dislodged from our academies. â€Å" The mental attitude of the various classes of Southern society toward education was admirably analyzed by Joseph Caldwell, President of the University of North Carolina, in a series of Letters on Popular Education published in 1832. He pointed out that so invincible was the aversion of North Carolinians to taxation, even to provide for the education of poor children, that any proposal to establish a public school system supported solely by taxation would be doomed to failure. He also described the position of many of the illiterate or semi-illiterate as proud of their ignorance of â€Å"book learning. † From another angle, he portrayed the attitude of the rural communities toward â€Å"book learning† by showing their contemptuous disparagement of the profession of teaching school. With bitter satire he described the unfit type of men who had been recruited by the profession in North Carolina: â€Å"Is a man constitutionally and habitually indolent, a burden upon all from whom he can extract a support? Then there is a way of shaking him off, let us make him a schoolmaster. To teach a school is in the opinion of many little else than sitting still and doing nothing. Has any man wasted all his property, or ended in debt by indiscretion and misconduct? The business of school keeping stands wide-open for his reception and here he sinks to the bottom, for want of capacity to support himself. † Apathy toward education on the part of the lower classes was undoubtedly due to physical illness and to a false sense of pride. Travelers in the ante-bellum South often referred to the sallow, unhealthy appearance of the â€Å"poor whites† and to their addiction to eating clay. These â€Å"clayeaters,† â€Å"sand-hillers,† and â€Å"crackers† were in many cases the victims of hookworm, which sapped their energy and deprived them of ambition. In the lowland regions and in river valleys malaria and the ague wrought great havoc in the health of the poorer classes, who remained in their habitations throughout the year. Furthermore, many destitute farmers were deterred from sending their children to such public schools as were provided because of their repugnance to make the required declaration of poverty. The mountain whites who looked upon all outsiders as â€Å"furriners,† preferred to remain in ignorance and to cling to their more primitive ways of life The educational needs of the upper classes were fairly well met by the private academies and old field schools. A group of neighbors would form a board of trustees for the proposed school and apply to the legislature for an act of incorporation. They would then build a log or frame schoolhouse and hire a teacher, frequently a Northerner who had recently graduated from college. Some of these academies attained a wide and well-deserved reputation for training eminent men From a selfish point of view, the upper classes, who could send their sons to exclusive Northern schools, or at least to private academies and old field schools in the South, had little incentive to support a movement to educate the common people by voting taxes for that end. From 1840 to 1860, however, the Southern States were slowly awakening to the need of free public schools. One of the most eloquent and influential voices for popular education during these years was that of Henry A. Wise, Congressman from the Accomac district of Virginia. In 1844, shortly after his retirement from Congress to become Minister to Brazil, he delivered an earnest speech to his constituents advising them to tax themselves to educate every child at public cost. He showed that more than one fourth of the adult whites in Accomac district (consisting of twelve counties) could not read and write, and that the number o