Do Not Learn as a Machine Essay Example for Free

Do Not Learn as a Machine Essay It’s twelve at night. Tons of papers and a cup of coffee on the desk prepared for pulling an all-nighter. Studying for the exam tomorrow, cramming tons of class-notes and materials. Students are fighting for an A. However, what do we expect them to learn from it? Is it even beneficial to them? After all, most students forget almost everything as soon as they finish the exam. Apparently, there are some fundamental problems in our current educational system. In the three essays, â€Å"The ‘Banking’ Concept of Education† by Paulo Freire, â€Å"Against School† by John Taylor Gatto and â€Å"The Achievement of Desire† by Richard Rodriguez, the authors realize different problems of the educational system and have different opinions about it. In my point of view, the main problem in the current educational system is that it encourages students to receive information meekly, without doubting, questioning or even understanding the material. As a result, these students resemble machines which acquire many facts but can barely develop their own critical thinking. The three aforementioned authors have differing opinions on the current educational system, but they all describe it as a system where students merely receive information but do not undergo critical thinking. In â€Å"Against School,† Gatto states that the educational system is a scheme the government uses to make people more â€Å"manageable† by reducing their critical judgment. To achieve this, school provide answers of every question to the students. It works because â€Å"Easy answers have removed the need to ask questions† (Gatto 155). It is true. Since students were taught in their early life that teachers are absolutely right, and that they should obey the authorities, as a result, most of them do not judge the teachers’ explanations. As they grow up, students tend to find the answers from books or teachers instead of figuring the answer out by themselves. Thus, their critical and original thinking have been obliterated completely under this educational system. Moreover, the boredom of schooling successfully removes the students’ curiosity which drive them to ask questions. A similar idea appears in â€Å"The ‘Banking’ Concept of Education. Freire uses the term â€Å"banking system† to describe the educational system where the teachers deposit a large amount of knowledge on the students. Students soon become receptacles which â€Å"extend only as far as receiving, filling, and storing the deposits† (Freire 1). These students do not understand how the information related to the real world, and can neither apply the knowledge to the real world problem nor develop their own critical thinking. In â€Å"The Achievement of Desire†, Rodriguez mainly describes his early life as a successful student. It gives a concrete example to support Gatto and Freire’s opinion. As he describes himself as a â€Å"great mimic; a collector of thoughts, not a thinker† (203), it fits Gatto and Freire’s description about the educational system, that even a considerably â€Å"successful† student could not perform critical and original thinking. Under this type of educational system, students try to find their way to achieve high scores. However, it turns out that the best way to be successful in this system isn’t the best way to learn. In the essays, the authors describe how the â€Å"successful† student is like. According to Freire, â€Å"The more meekly the receptacles permit themselves to be filled, the better students they are† (1). In order to be considered â€Å"good† under this system, students need to receive a large amount of facts on a superficial level. The best strategy is not to think, not to question, just believe and memorize it. Freire observes a phenomena in which teachers talk about contents â€Å"which are detached from reality, disconnected from the totality that engendered them† (1). In this way, students acquire tons of facts and maybe enhance their memorization ability, but fail to understand how these facts are connected to the daily life. In â€Å"The Achievement of Desire,† Rodriguez realizes that he was the â€Å"worst student,† even though he was considered â€Å"successful† in the system. â€Å"He becomes in every obvious way the worst student, a dummy mouthing the opinions of others. But he would not be so bad—nor would he become so successful, a scholarship boy—if he did not accurately perceive that the best synonym for primary ‘education’ is ‘imitation’† (203). The scholarship boy noticed that the best way to succeed in this system is to borrow and copy the ideas of others. Clearly we know that this is not the way to learn, as learning requires original processes. Therefore, it can be concluded that being successful in the educational system is not the same as being successful in learning. My experience supports this. Some teachers in my high school ask students to memorize all the model answers to every possible question that might be asked on the standardized test, but do not give explanations or have activities which could actually help students understand. The aim of teaching would then become merely the test scores. My physics teacher kept reminding us how many students got an A in a standardized test under his training, which emphasized becoming â€Å"machines for solving problems. † Being these machines could improve our performance on a test; however, we did not retain any substantial knowledge throughout the class, some even losing the motivation to learn afterwards. Solutions to a problem can be simple once we understand the cause of it. In the essays, the authors suggest their individual solutions. Freire suggests to oppose the â€Å"banking system,† by implementing a â€Å"problem-posing system. † In a problem-posing system, teachers pose some problems related to the world and ask the students to attempt to solve them without a straight forward answer (Freire 7). Students would then have the chance to explore the respective topic by themselves, think about every possible solution creatively. It takes time for all students to figure out the answer, and some of them may even fail to do it, but at least each student has tried to think about the problem. In this way, students are learning the material cognitively, and hence they will understand it more deeply and be able to apply the knowledge to the real world. Moreover, this system can motivate students to learn. According to Freire, â€Å"Students, as they are increasingly posed with problems relating to themselves in the world and with the world, will feel increasingly challenged and obliged to respond to that challenge† (8). When students try solving the problem, they are not being narrated by the boring materials and instead use their creative brainpower. They will find it fun to learn in this way and grow an enthusiasm to continue learning. In â€Å"Against School,† Gatto suggests to do the retrograde of the school’s mediocre influence on children. â€Å"School trains children to be employees and consumers; teach your own to be leaders and adventurers. School trains children to obey reflexively teach your own to think critically and independently† (155). To do this, we can educate children not only by books, but also encourage them to join different kinds of extra-curriculum activities such that they can grow interest in all areas. As an international student, I always compare the educational systems in America and Macau. I found that the educational system in America is relatively more â€Å"problem-posing† than my early education in Macau. Professors always give us chance to discuss and have more in-class activities. I fit in this problem-posing system and thus I can learn better and understand concepts more clearer. In conclusion, in order to learn cognitively and acquire the true knowledge, students should try to understand the materials before they decide to believe and cram it. Doxa means common beliefs and facts, while logos means the principle of knowledge. When students deeply understand it, they will attain the level of logos, not only doxa. It gives the students knowledge as well as the skill to derive other truths. To avoid being a machine, we should have our own thought and creativity. In the ideal problem-posing system, students can explore it in their way but not copying others’ ideas because they do not need to worry about their grades. They would then have their original opinion and thought, instead of meekly receiving information, being a mindless machine.

Belbins Team Roles theory in classroom activity

Belbins Team Roles theory in classroom activity The main axiom of this assignment is to study the group theories and leadership theories and explore different styles of leadership and group behaviour in different situations. I am supposed to identify my own behaviour with that of the leadership behaviour so that this study will give me an proposal in the direction of the encouragement of real life experience and the absorption of leadership theories it tells that working in group will fetches us to have a have a significant memorandum of our character and behaviour on a team and individual point of view as a follower ,as a leader or as a management executive .This task will also tells the appropriate issues of the following group and leadership theories and its characteristics in diverse aspects. 1. Introduction:- Instead of going openly into the topic i.e., reflecting my own behaviour in the group Situations and quoting examples of my experiences in team working in an organization or classroom activities ,what I felt is to tell something about organization ,organizational behaviour, Group and Group characteristics. Why I felt like this means in order to know about leadership, management, group processes, team working first I should know about organization after that I should know about organizational behaviour .After this only I will get a familiar opening to see the aspects like group, group characteristics, leadership and management because in my Opinion, Organization is a nucleus which generates all the above issues. An Organization is a coordinated unit consisting of at least two people who function to achieve a common goal or set of goals. (GIBSON,1994).In my estimation, by looking into the organization at the people we can find out many new things like working styles, behaviours, management approach towards the their workers. Now I would like to talk on the importance of organizational behaviour. 2. Importance of Organizational Behaviour:- Edward E.Lawler says that Organizational Behaviour is a field of study that draws on theory, methods and principles from various disciplines to learn about individual perceptions, values, learning capacities while working in a group. In my view, Human performance influences efficiency of an organization. Psychology tells that each individual is poles apart. Each people have different cultural origins, matchless awareness, qualities, life experiences, mind-set, and life styles and objectives. Management should assume about that each and every employee as unique embodiment of all these behavioural and cultural factors to be effective. In an organization, each and every individual has to play a specific role. Some plays the role of a leader and some acts the role of a follower while some plays the role as a manager and this all depends upon their individual behaviour in an organization. Some individuals join together and form as a group and this group also have a powerful impact on individual behaviour and organizational performance. So, now I wish to talk about group, group characteristics, and individual behaviour in a group. After conducting a proper investigation on the group processes and group behaviour, what I understood is that there is no specific universally accepted meaning for the word group. Different authors had different views on the definition of group. A group is defined in psychological terms as any number of people who interact with each other, psychologically aware of each other, perceive themselves to be a group and purposefully interact towards the achievement particular goals or aims (SCHEIN, 1980, p.317). After this, I planned to tell about how a group forms in an organization and the types of groups .In an organization groups are created as a consequence of model of organization structure and schedule for the partition of work. We cannot say that groups are formed only on the above basis .In my opinion, groups can also be formed in order to fulfil their need, to achieve certain goals, and to represent individual closeness. After the group has formed it will develop and this group development will occur in five stages, according to Tuckman Integrative Model and they are namely Forming, Storming, Forming, Performing and Adjourning. Forming:- This is the initial stage in the group development. In this stage, individuals, who formed as a group were interested in knowing others mannerism and conditions. All individuals will try to have own feeling on others. All members rely on some head to present them arrangement in forming of ground rules. Storming:- This is a inconsistency stage in group development. Individuals may refuse to agree to the have power over of other group members and may show unfriendliness. The important individual relations topic in this stage is the management of unfriendliness. Norming:- This is the consistency stage in the group development. In this stage, the individuals of the group tend to widen behaviour of functioning to develop nearer relationships with others in the group. Issues like how to do and what to do and who will do are arise and group working rules are developed. Performing:- In this stage the group is full efficiently structured and individuals in the group are anxious with getting on with the job and achieving objectives. In this stage, the group is fully established group. Adjourning:- This is the final stage in the group. After this the group may discontinue or continue and discontinuity may be because the task given to them was achieved or individuals leaving the group may also be the reason for discontinuity of the group. After this, now I would like to discuss about types of groups in an organization. There are two types of groups namely formal groups and informal groups. Formal groups are created by managerial decision to accomplish stated goals of organization and informal groups arise from individual efforts and develop around common interests and friendships rather than deliberate design. (MARVIN E. SHAW, 1981). Again formal groups are sub-divided into two types namely command group and task group and Informal groups are again sub-divided into two types namely Interest groups and Friendship groups. 3. My Class-Room Activity:- In this circumstance I would like to quote an example of my experience in working in a group in a classroom activity that was conducted in my university. On that day, my tutor had made all of us to form as a group. Each student was given a alphabet to him and the alphabets are from A to G so that all students with alphabet A together formed as group A and those with alphabet B clubbed together to form as group B and those students who are possessing alphabet C are joined to form as group C and those students who are having alphabet D are gathered to form as group D and those with alphabet E are joined together and formed as group E and those with alphabet F are clubbed together to form as group F and those who are having alphabet G are gathered to form as group G. So, on that day the class was formed into seven groups and the groups are named as group A, group B, group C, group D, group E, group F and group G.I was placed in group C on that day. All the groups received instructions f rom our tutor to do certain tasks as a team. We were given a package and in that package we had resources to do our task. There was a time limit for us to complete the task .Now I will tell u how we did that task on that day. Actually each student is new to each other student in the group. Before my tutor told us to start the task, we had ten to fifteen minutes to discuss about the task .So, initially what we did is, in order to get a friendly environment in working as a group, each student was asked to introduce themselves to the group quickly .Later we studied the instructions and got a clear cut idea what to do. We openly discussed how to do and came to an idea to assign roles to each student in the group. So, every issue was discussed openly in the group. One student who is elder than all of us in our group innovatively told that he is interested in leading a team and undisputedly, he became the leader of the group. One student then told that he was interested in marketing and he will take the role of doing marketing i.e., to bargain resources from other teams if we are in scarce of any resources. Then one student had taken the role of tester and the other student had taken the role of task assigner a nd another student had taken the role of monitor and I am assigned a role as Evaluator. We are six students in a team. Our tutor was assigned a task to cut papers into certain measurements and different shapes and a layered shape .Our tutor provided all groups with some resources so that we should not use our own resources and utilize the provided resources only. We worked as a group and worked dedicatedly to achieve the task. As a result we managed to be the First group to finish the given task in a given time. Now I would like to relate this experience with that of Belbins Team- Roles theory. 4. Analysis of Belbins Team- Roles Theory on My Experience in Classroom activity:- Actually I didnt know what Belbins Team-Roles Theory is about while we worked as a group to do that task assigned by my tutor. After reading several theories on group processes and behaviour, I had an opportunity to relate my class room activity with that of Belbins Team-Roles Theory. Belbins Team-Roles Theory was developed by Meredith Belbin and his colleagues in the late 1970s. It was widely accepted theory for understanding the roles with in a group or a team. This theory states that in an organization, individuals are appointed normally on the source of their capability or experience. This theory tells that we see organizations rarely selecting individuals to perform additional task in a group. David Buchanan (1991) cites the work of Meredith Belbin (1981) as Personal characteristics of an individual fit them for some roles within a team while limiting the likelihood that they will be successful in other roles. The members in a team tend to acquire one or more roles comparatively and without fail. Individuality evaluation, team role survey identifies an individual preference. The evaluation, assortment, appointment and supervision of individual employees by organization are key tools for improving team effectiveness. Meredith Belbin had listed nine roles in his self-perception theory as Plant, Resource Investigator, Co-ordinator, Shaper, Monitor-evaluator, Team worker, Implementer, Completer, Specialist. This is not mean that each team had to consist of nine people .A single member can double-up and play several roles, thereby enabling the overall size of the team. (DAVID BUCHANAN, 1991) In my point of view, I compared my class room activity ,with that of Belbin Team Role Theory because we, In order to achieve the task on time, we assigned ourselves some specific roles so that leader in our team will do his role in observing and guiding us and tester can test the output whether it is appropriate or not and marketing executive will provide us resources by bargaining from other groups when we are in scarcity and monitor and task assigner will do the task of monitoring and assigning the tasks effectively so that every student in the group contributes his own preference role working and contributes for the achievement of the task on time .So my team did exactly the same and managed to be the first team to finish the task on time. While working in that group what I experienced is , since our group is an informal and task oriented group which have to complete the task on time, I felt some seriousness in doing my role correctly because it will be awkward if the team fail to achieve the task due to my negligence. So, I managed to work in that group by paying attention. What I experienced with other fellow members of the group is everyone managed to do their work by showing some interest and happiness towards it because the roles assigned was by ourselves on our interest only. So, we got fruitful success by finishing on time. 5. My Work Experience in 4c Solutions:- After finishing my graduate course in the department of Information Technology, I am recruited by 4c solutions. I joined that company in the year 2009. I got training for 3 weeks and I had placed in a team of 7 members, among which I am the fresher with no experience and the remaining all are with more than 3 years of experience as technical Analysts .The first project we got after I joined that group was pervasive computing project and I am totally new to that concept. My project leader first he had taken tutorial for us and then he assigned our individual tasks .My project leader was 45 years old, with 20 years of experience and sound knowledge of the subject. His way of teaching was very difficult for me and two others members of my team to grasp the concept. At that moment, my age was only 23 years old and entirely new to the work environment. I cannot understand how to connect two computers by pervasive computing technology .For my project leader, this kind of issues are easy be cause he had a vast knowledge of subject and always he feels difficulty with me and the other three members in my group because we are unable to catch his fastness and we many times had late submission of our assigned tasks. Project Leader expects us to think us very uniquely like him and tells us to write some thousands of lines of code on our own. Since my project leader was very experienced, he is handling another couple of teams who are working on cloud computing and cluster computing so, he controls totally 3 teams and he maintained very less supervision with our team because he was the only one who monitors all the three teams which works on computing concepts. Moreover I had some inferiority complex to ask any questions regarding my task because he says that why I am asking such a small doubts. But I dont understand why he cannot feel that doubt is very small to him not for me. Although we achieved how to connect two computers by using pervasive computing concepts, my group f ailed to submit the task of connecting more than 2 computers in a room by using pervasive concepts .So, as a result the client was upset and after our prior request, he had extended another week to submit the project and then we submitted our project to the client .So we failed as a tem to submit the project on time. Now I would like to relate this experience in relation to that of Trait theory. 6. Analysis based on Trait Theory on my experience in 4c solutions:- Trait theory attempts to identify specific characteristics like physical, mental, personality associated with leadership success. It relies on research that relates various traits to certain success criteria. (GIBSON, IVANCEVICH, DONNELLY, 1994). Intelligence:- Gibson (1994) cites the work of Ralph Stogdill as Leaders were more intelligent than followers. One momentous judgment was that intense intelligence variation among leaders and followers might be unfunctional. A leader with an fairly high Intelligence trying to manipulate a group whose members have usual intelligence may be incapable to understand that why followers are not realizing the problem. Personality:- Some traits like attentiveness, innovation, confidence are connected with successful leadership. Gibson (1994) cited the work of Edwin Ghiselli as person who exhibit individuality were the most effective leaders. Physical Characteristics:- There are some organizations that deem that a physically big person is needed as a leader to safe compliance from his members of a team. But studies of the relationship between physical characteristics and leadership gave contradictory result. There are examples of leaders like Napoleon, Stalin, and Gandhi with small posture but also proved effective leadership. Supervisory Ability:- There is a optimistic association between supervisory ability and level in organizational ladder. Ghiselli stated that Effective utilization of whatever supervisory practices are indicated by the particular requirements of the situation. In my point of view, I related my work experience in 4c solutions, with that of trait theory because actually my group had failed to submit the project to the client on time and that situation made us to request our client to prolong the submission for another week .why I choosed to relate this experience with that of Trait theory means I can tell that our group had failed to submit the project to the client on time duet o ineffectiveness of the project leader .Ineffectiveness means not that he had no concept my project leader had vast knowledge and is very intelligent and it made me and some of our group members to follow him and moreover he didnt maintained a strict supervision our team because he handled three teams which are working on computing concepts. So I found my experience, similar to that of the rait theory and thus related my experience with that of traits of leadership. So, after working in that group seeing that failure what i experienced is Leader of the group should be effective and should be friendly with the group to answer doubts of group members and he should govern the group on regular basis. In my point of view, my project leader, instead of doing like that if had done like that of Action Centred Leadership then we had finished the task on time. 7. Action- Centred Leadership model:- Action Centred Leadership is a highly successful method of leadership , developed by John Adair in the year 1984.This theory tells that effective leadership must contain three sets of interconnected needs, which give rise to three functions and they are as follows:- Task-related function:- Leader should meet the needs of the group and by helping its group members, the leader should relay on task completion so that the group overcomes barriers of task completion. Team -related function:- The leader should meet up the needs of the group to hold together as a unified unit. Individual Oriented functions:- The leader should ensure whether individual needs are met or not. Leader should not only focus on the task highly but he should consider individual needs like if a group member needs assistance in one concept, the leader should be in a position to clarify his doubts. DDEREK ROLLINSON.2008 Organizational Behaviour and Analysis,4th edition. London: Prentice hall gives us the diagrammatical representation of Action -Centred Leadership is represented as follows:- So, in my group, If my Project leader if had done the above three tasks i.e.,task-related function, team-related function and individual oriented function, then we may achieved the task on time. My project leader ignored individually oriented function because he ignored fresher group members who are new to the work environment .If he had solved my doubts patiently instead of saying me that why I am asking some small doubts and governed the team by encouraging us to finish the task on time, we may achieved result on time .So, I related this Action centred leadership if had followed, my group and my project leader may achieved success. After this I would like to tell about the qualities of an effective leader. 8. Who is a Efficient Leader:- In general, a leader is a person who is in a higher position than others in a group .The main important management skill to be developed in each and every individual is Leadership quality. BELLA BANATHY, 2010.A manager who is leading a team should have qualities like giving information to his subordinates on their doubts, understanding their group needs, controlling the group, representing the group, planning and also motivating the group. 9. Distinction between Leaders and managers:- The word Leader and manager although has same meaning I dont know why some authors makes difference of the roles that were performed by leaders and managers respectively. The difference between leaders and managers was stated by Abraham Zaleznik, a professor at Harvard business school as those leaders put up with confusion and lack of arrangement and is thus equipped to keep answers in suspense. Managers look for order and control and are in a position to solve the problems even before they recognize their consequence.(Gibson,1994). 10. Conclusion:- This assignment helped me to know about many group behaviour theories, leadership theories and Process theories and made me to realize the faults that I had done in past. So, I got a framework of the theories in my mind now and I came to know how to behave while working in a group .After studying leadership concepts, we taught that the most important skill that each and every individual should possess is Leadership quality and I got an idea of qualities to possess to become a effective leader .Finally I conclude that a leaderless group or an organization is like pie-in-the sky propaganda. References:- 1. DEREK ROLLINSON.2008.Organizational behaviour and Analysis an Integrated approach .4th edition.England:Pearson.pp.317-326. 2. GIBSON,IVANCEVICH,DONNELLY.1994.Organizations:Behaviour,Structure,Processes.8th edition.America:Irwin.p.5. 3. MARVIN E.SHAW .1984.Group Dynamics.Newyork:McGeawhill.pg.310. 4. ANDRZEJ HUCKZYNSKI and DAVID BUCHANAN.2001.Organizational Behaviour.4th edition. England: Prentice Hall.p.297 . 5. BELLA BANATHY, 2010.Leadership skills. The Eleven skills of Leadership. [online Journal] http://www.whitestag.org/skills/index.html 6. J GEOFFREY RAWLINSON .1981.Creative Thinking and Brainstorming. England: Gower

birth order and its efects on personality Essay -- essays research pap

Birth order Have you ever wondered why you and your siblings never get along, or why you are so different? I wondered the same thing until I read an article about birth orders effects on personality. This had to be why she had never spent an hour away from my parents and I haven’t willingly been within thirty feet of them since I was six, Why I love to read well above my grade level and my sister, a sixth grader, reads mainly Captain Underpants books when not glued to the T.V. and why we are a similar as oil and water. Before I start explaining what birth order does I want clarify exactly what it is. When I said birth order I know at least one person, probably more thought of something similar to astrology. In some ways they are similar. They both group personalities and have a basis in science, but that’s where the similarity stops. Birth order does not predict the future. Also, while birth orders facts are almost identical anywhere you look, I have found horoscopes where the methods used are so different that one source can say today’s you lucky day while another source for that same day may say that you will be brutally murdered by a dark stranger. For those of you who are only children you often have to deal with the presumption that you are spoiled and self centered, this is shown to be true in many cases, but remember every birth order group has its share of annoying traits. On the good side only children tend to be very confident, have a good eye for detail, and are v... birth order and its efects on personality Essay -- essays research pap Birth order Have you ever wondered why you and your siblings never get along, or why you are so different? I wondered the same thing until I read an article about birth orders effects on personality. This had to be why she had never spent an hour away from my parents and I haven’t willingly been within thirty feet of them since I was six, Why I love to read well above my grade level and my sister, a sixth grader, reads mainly Captain Underpants books when not glued to the T.V. and why we are a similar as oil and water. Before I start explaining what birth order does I want clarify exactly what it is. When I said birth order I know at least one person, probably more thought of something similar to astrology. In some ways they are similar. They both group personalities and have a basis in science, but that’s where the similarity stops. Birth order does not predict the future. Also, while birth orders facts are almost identical anywhere you look, I have found horoscopes where the methods used are so different that one source can say today’s you lucky day while another source for that same day may say that you will be brutally murdered by a dark stranger. For those of you who are only children you often have to deal with the presumption that you are spoiled and self centered, this is shown to be true in many cases, but remember every birth order group has its share of annoying traits. On the good side only children tend to be very confident, have a good eye for detail, and are v...

Frankenstein And Schizoprenia (My Teacher LOVED This Paper) :: essays research papers fc

Schizophrenia and Frankenstein In a psychoanalytic view of Mary Shelley’s Frankenstein, Robert Walton develops, during a â€Å"dreadfully severe† trip through the Arctic, a type of schizophrenia; this mental condition enables him to create a seemingly physical being representing each his superego and his id (9). In his mind, Walton creates Victor as his very own superego and the monster as his id. The superego and the id battle throughout the story to produce the final result: Walton, the ego. Many of the qualities Walton develops during his trip are symptoms of schizophrenia. His letters exude an aura of depression, loneliness, In his second letter, Walton emphasizes an obsession with his aspiration to lose his loneliness. He â€Å"desires the company of a man who could sympathize with [him]† (Shelley 7). According to Merrell Dow, Preoccupations†¦are fixed ideas, not necessarily false (like delusions) but overvalued. They take on extraordinary importance and take up an ordinate amount of thought time. One idea often returns and returns†¦Characteristically, the worry grows and becomes unrealistic (par 16). Walton reiterates his loneliness; even though he is surrounded by people on his ship, he â€Å"[has] no friend† (Shelley 7-8). Contributing to this feeling of isolation, Walton uses a tone of depression in his letters, a recurring feeling he experiences. He hints in nearly every letter clues indicating his fear of death. He wants his sister to â€Å"remember [him] with affection; should [she] never hear from [him] again† (Shelley 10). By constantly mentioning the possibility of his own death in his letters, Shelley stresses Walton’s overvalued worry of dying. Walton longs to see his sister; his mental condition leads him to even consider himself abandoned. Walton admits that success during this mission will lead to â€Å"many, many months, perhaps years† before they would meet again; however, failure results in either quick departure for home, or death (Shelley 6). Whether he succeeds or fails, he will have negative results. These constant recurrences emph asize the validity of his mental illness. As he develops the mental disease, Walton creates a world that makes sense in his mind, and his mind alone; he â€Å"[lives] in a Paradise of [his] own creation† with characters whom spawn from his own psyche (Shelley 5). Once schizophrenia becomes severe, Walton develops two seemingly real characters in his imagination. Walton’s mental condition and obsessive longing for someone to connect with leads him to separate himself mentally from his superego and id.

personal experience :: essays research papers

Personal experience Speech   Ã‚  Ã‚  Ã‚  Ã‚  We had just gotten back from a very disappointing game. I don’t remember what the score was but we got buts kicked pretty good. So there are a number of us hanging around talking afterwards and we all decided that we needed to get some beer and go hangout somewhere and try and forget about the beating we had just gotten in the game earlier that night. We all chipped in and one of the guys made a beer run. When he got back we decided that it wasn’t a good idea to stick around the stadium and drink so we were trying to figure out someplace to go and chill. Then Dave chimes in that his family had just moved from their home a couple weeks earlier and the place was still empty and he still had his key. It sounded like a pretty good place to go to the rest of us so we jumped in our cars and headed on over to Dave’s old house. We pull up to the place and Dave jumps out goes and unlocks the door for us. We all get inside and start playen some music an d drinking and haven a good ‘ol time. So we’re all having a pretty good time until after a while Dave, the guy whose place it was, starts throwing bottles around and trashing the place. My friends and I saw this and knew something was up so we all decided to split. After we left it wasn’t to late yet so some of us take a little joyride around town before we head home. Well, when we got back to school the following Monday we thought it was going to be just another day at school but later in the morning the cops show up. One by one all of us who had been at the party end up getting called down to the front office and are questioned by the cops. 5 guys ended up getting arrested that day (I wasn’t one of them). It turns out that the house we went to that night wasn’t actually Dave’s. His Family had just been renting the house and had been evicted from it a couple weeks earlier.

Physics of a Light Bulb

Physics of a Light Bulb Catherine Bellet Lab Partners: Natalie Russell Alex Harris TA: Chad Lunceford PHY 114 TH @ 2:25pm Abstract: Ohm’s law states, via the equation V=I*R, that the voltage found across a piece of material is proportional to the current. If the temperature remains constant therefore the resistance is found to remain constant. Stefan-Boltzmann law states that when the temperature if above an average of 1000K, then the relationship of voltage and current should be found to be consistent with the formula AT4.The experimental data found in this, Physics of a Light Bulb, experiment both correlates and verifies the Stefan-Boltzmann law. The voltage and current were found to be proportional to one another, verifying Ohm’s law. In addition, the fact that radiation away from the light bulb is indeed proportional to the fourth power of temperature was observed and again verified through a linear fit graph. The percent error found between the two experimental B v alues was found to be an average 6%. This showing proving that the experiment was decently accurate.Objective: To measure the relation between voltage and current in a small flashlight bulb; to determine the temperature of the filament; to verify the Stefan-Boltzmann law of radiation. Procedure: Begin the experiment by correctly setting up the circuit. Using the DMM set, find the resistance of the cold filament of the bulb at room temperature. Open a pre-set experiment file, than connect the circuit to the bulb. Slowly increase the output signal from the power supply, as the voltage reaches 10V, immediately bring the power supply back down to zero.There should be an observed recorded data and graph in the experimental file. From the recording, highlight the resistance of the cold filament from the data which corresponds to the current ? 0. 08A. Apply a linear fit which in return will give the slope, which represents the bulb resistance. Copy and paste the recorded data into Graphica l Analysis, insert various calculated columns, in order to find the temperature of the hot filament and to test the relationship versus power and temperature. Repeat for a second set of data.Use the graphs to conclude if the Stefan-Boltzmann law is obeyed. Experimental Data: See attached graphs. Results: Resistance of Cold Filament| Experimental Bulb Resistance| % Difference| B1 from Graph1(W/K)| B2 from Graph2(W/K)| % Difference| Theoretical B (W/K)| % Error of B1| % Error of B2| 2. 5? | 2. 46? | 1. 61%| 4. 26| 3. 76| 12. 5%| 4| 6. 19%| 6. 33%| Data Analysis: Discussion: The objective of the lab, Physics of a Light Bulb, was to measure the relationship between voltage and current in a small light bulb, be able to determine the temperature of the filament. nd to verify the Stefan-Boltzmann law of radiation. After completing the lab, the relationship between both the voltage and current was found to be linear, as long as the current is below or at 0. 08 A. This correlation proves Ohm ’s law therefore current through a metal conductor is proportional to the applied voltage. Through measurement and observations of the printed graphs, the temperature of the filament of the light bulb was found to be around the value of 1300K.Using the data supplied from the new calculated columns, the verification of the Stefan-Boltzmann law of radiation was proved to hold true. The law states that when the temperature is above an average value of 1000K, then the relationship between voltage and current is consistent with the formula AT4. When analyzing the curve fit of the power versus temperature graph, it is indeed observed that the experimental value given corresponds with the theoretical function that the power radiated away from the light bulb is surely proportional to the fourth power of temperature.The percent error observed for both experimental B values, when compared to the theoretical value of 4, shows to be an average of 6%, not a large value of error present. T herefore, the overall system present in the experiment proved to be both precise and accurate. Considering the percent difference between the two experimental resistors was found to be a mere 1. 61%. The percent difference between the two experimental B values was that of a higher value, 12. 5%.This may indeed have been caused by the fact that the sectioning of data for the second B value was less accurate than that of the first B value. Conclusion: At the conclusion of the experiment, Physics of a Light Bulb, the objective was surely met. The goal was to distinguish the relationship between voltage and current, as well as finding the temperature of the filament, and also to verify the Stefan-Boltzmann law of radiation. Through experimental values, it was observed that the relationship of voltage and current is found to be linear when the current is at or below 0. 8A. The temperature of the filament was also observed to be an average of about 1300K and greater. By taking the values of the Power versus Temperature graph, and creating a new Power versus Temperature raised to the fourth graph and thus applying a linear fit, the relationship of voltage and current was found to be consistent with AT4 and verifying Stefan-Boltzmann law of radiation. Current is indeed proportional to the applied voltage.

Forward the Foundation Chapter 20

22 Yugo Amaryl said, â€Å"Here you are again, Dors.† â€Å"Sorry, Yugo. I'm bothering you twice this week. Actually you don't see anyone very often, do you?† Amaryl said, â€Å"I don't encourage people to visit me, no. They tend to interrupt me and break my line of thought. Not you, Dors. You're altogether special, you and Hari. There's never a day I don't remember what you two have done for me.† Dors waved her hand. â€Å"Forget it, Yugo. You've worked hard for Hari and any trifling kindness we did for you has long been overpaid. How is the Project going? Hari never talks about it-not to me, anyway.† Amaryl's face lightened and his whole body seemed to take on an infusion of life. â€Å"Very well. Very well. It's difficult to talk about it without mathematics, but the progress we've made in the last two years is amazing-more than in all the time before that. It's as though, after we've been hammering away and hammering away, things have finally begun to break loose.† â€Å"I've been hearing that the new equations worked out by Dr. Elar have helped the situation.† â€Å"The achaotic equations? Yes. Enormously.† â€Å"And the Electro-Clarifier has been helpful, too. I spoke to the woman who designed it.† â€Å"Cinda Monay?† â€Å"Yes. That's the one.† â€Å"A very clever woman. We're fortunate to have her.† â€Å"Tell me, Yugo-You work at the Prime Radiant virtually all the time, don't you?† â€Å"I'm more or less constantly studying it. Yes.† â€Å"And you study it with the Electro-Clarifier.† â€Å"Certainly.† â€Å"Don't you ever think of taking a vacation, Yugo?† Amaryl looked at her owlishly, blinking slowly. â€Å"A vacation?† â€Å"Yes. Surely you've heard the word. You know what a vacation is.† â€Å"Why should I take a vacation?† â€Å"Because you seem dreadfully tired to me.† â€Å"A little, now and then. But I don't want to leave the work.† â€Å"Do you feel more tired now than you used to?† â€Å"A little. I'm getting older, Dors.† â€Å"You're only forty-nine.† â€Å"That's still older than I've ever been before.† â€Å"Well, let it go. Tell me, Yugo-just to change the subject. How is Hari doing at his work? You've been with him so long that no one could possibly know him better than you do. Not even I. At least, as far as his work is concerned.† â€Å"He's doing very well, Dors. I see no change in him. He still has the quickest and brightest brain in the place. Age is having no effect on him-at least, not so far.† â€Å"That's good to hear. I'm afraid that his own opinion of himself is not as high as yours is. He's not taking his age well. We had a difficult time getting him to celebrate his recent birthday. Were you at the festivities, by the way? I didn't see you.† â€Å"I attended part of the time. But, you know, parties of that kind are not the sort of thing I feel at home with.† â€Å"Do you think Hari is wearing out? I'm not referring to his mental brilliance. I'm referring to his physical capacities. In your opinion, is he growing tired-too tired to bear up under his responsibilities?† Amaryl looked astonished. â€Å"I never gave it any thought. I can't imagine him growing tired.† â€Å"He may be, just the same. I think he has the impulse, now and then, to give up his post and hand the task over to some younger man.† Amaryl sat back in his chair and put down the graphic stylus he had been fiddling with ever since Dors had entered. â€Å"What! That's ridiculous! Impossible!† â€Å"Are you sure?† â€Å"Absolutely. He certainly wouldn't consider such a thing without discussing it with me. And he hasn't.† â€Å"Be reasonable, Yugo. Hari is exhausted. He tries not to show it, but he is. What if he does decide to retire? What would become of the Project? What would become of psychohistory?† Amaryl's eyes narrowed. â€Å"Are you joking, Dors?† â€Å"No. I'm just trying to look into the future.† â€Å"Surely, if Hari retires, I succeed to the post. He and I ran the Project for years before anyone else joined us. He and I. No one else. Except for him, no one knows the Project as I do. I'm amazed you don't take my succession for granted, Dors.† Dors said, â€Å"There's no question in my mind or in anyone else's that you are the logical successor, but do you want to be? You may know everything about psychohistory, but do you want to throw yourself into the politics and complexities of a large Project and abandon much of your work in order to do so? Actually it's trying to keep everything moving smoothly that's been wearing Hari down. Can you take on that part of the job?† â€Å"Yes, I can and it's not something I intend to discuss. Look here, Dors. Did you come here to break the news that Hari intends to ease me out?† Dors said, â€Å"Certainly not! How could you think that of Hari! Have you ever known him to turn on a friend?† â€Å"Very well, then. Let's drop the subject. Really, Dors, if you don't mind, there are things I must do.† Abruptly he turned away from her and bent over his work once more. â€Å"Of course. I didn't mean to take up this much of your time.† Dors left, frowning. 23 Raych said, â€Å"Come in, Mom. The coast is clear. I've sent Manella and Wanda off somewhere.† Dors entered, looked right and left out of sheer habit, and sat down in the nearest chair. â€Å"Thanks,† said Dors. For a while she simply sat there, looking as if the weight of the Empire were on her shoulders. Raych waited, then said, â€Å"I never got a chance to ask you about your wild trip into the Palace grounds. It isn't every guy who has a mom who can do that.† â€Å"We're not talking about that, Raych.† â€Å"Well then, tell me. **You're not one for giving anything away by facial expressions, but you look sorta down. Why is that?† â€Å"Because I feel, as you say, sorta down. In fact, I'm in a bad mood because I have terribly important things on my mind and there's no use talking to your father about it. He's the most wonderful man in the world, but he's very hard to handle. There's no chance that he'd take an interest in the dramatic. He dismisses it all as my irrational fears for his life-and my subsequent attempts to protect him.† â€Å"Come on, Mom, you do seem to have irrational fears where Dad's concerned. If you've got something dramatic in mind, it's probably all wrong.† â€Å"Thank you. You sound just like he does and you leave me frustrated. Absolutely frustrated.† â€Å"Well then, unburden yourself, Mom. Tell me what's on your mind. From the beginning.† â€Å"It starts with Wanda's dream.† â€Å"Wanda's dream! Mom! Maybe you'd better stop right now. I know that Dad won't want to listen if you start that way. I mean, come on. A little kid has a dream and you make a big deal of it. That's ridiculous.† â€Å"I don't think it was a dream, Raych. I think what she thought was a dream were two real people, talking about what she thought concerned the death of her grandfather.† â€Å"That's a wild guess on your part. What possible chance does this have of being true?† â€Å"Just suppose it is true. The one phrase that remained with her was ‘lemonade death.' Why should she dream that? It's much more likely that she heard that and distorted the words she heard-in which case, what were the undistorted words?† â€Å"I can't tell you,† said Raych, his voice incredulous. Dors did not fail to catch that. â€Å"You think this is just my sick invention. Still, if I happen to be right, I might be at the start of unraveling a conspiracy against Hari right here in the Project.† â€Å"Are there conspiracies in the Project? That sounds as impossible to me as finding significance in a dream.† â€Å"Every large project is riddled with angers, frictions, jealousies of all sorts.† â€Å"Sure. Sure. We're talking nasty words and faces and nose thumbing and tale bearing. That's nothing at all like talking conspiracy. It's not like talking about killing Dad.† â€Å"It's just a difference in degree. A small difference-maybe.† â€Å"You'll never make Dad believe that. For that matter, you'll never make me believe that.† Raych walked hastily across the room and back again, â€Å"And you've been trying to nose out this so-called conspiracy, have you?† Dors nodded. â€Å"And you've failed.† Dors nodded. â€Å"Doesn't it occur to you that you've failed because there is no conspiracy, Mom?† Dors shook her head. â€Å"I've failed so far, but that doesn't shake my belief that one exists. I have that feeling.† Raych laughed. â€Å"You sound very ordinary, Mom. I would expect more from you than ‘I have that feeling.†Ã¢â‚¬Ëœ â€Å"There is one phrase that I think can be distorted into ‘lemonade.' That's ‘layman-aided.' â€Å" â€Å"Laymanayded? What's that?† â€Å"Layman-aided. Two words. A layman is what the mathematicians at the Project call nonmathematicians.† â€Å"Well?† â€Å"Suppose,† interjected Dors firmly, â€Å"someone spoke of ‘layman-aided death,' meaning that some way could be found to kill Hari in which one or more nonmathematicians would play an essential role. Might that not have sounded to Wanda like ‘lemonade death,' considering that she had never heard the phrase ‘layman-aided' any more than you did, but that she was extraordinarily fond of lemonade?† â€Å"Are you trying to tell me that there were people in Dad's private office, of all places. How many people, by the way?† â€Å"Wanda, in describing her dream, says two. My own feeling is that one of the two was none other than Colonel Hender Linn of the junta and that he was being shown the Prime Radiant and that there must have been a discussion involving the elimination of Hari.† â€Å"You're getting wilder and wilder, Mom. Colonel Linn and another man in Dad's office talking murder and not knowing that there was a little girl hidden in a chair, overhearing them? Is that it?† â€Å"More or less.† â€Å"In that case, if there is mention of laymen, then one of the people, presumably the one that isn't Linn, must be a mathematician.† â€Å"It would seem to be so.† â€Å"That seems utterly impossible. But even if it were true, which mathematician do you suppose might be in question? There are at least fifty in the Project.† â€Å"I haven't questioned them all. I've questioned a few and some laymen, too, for that matter, but I have uncovered no leads. Of course, I can't be too open in my questions.† â€Å"In short, no one you have interviewed has given you any lead on any dangerous conspiracy.† â€Å"No.† â€Å"I'm not surprised. They haven't done so, because-â€Å" â€Å"I know your ‘because,' Raych. Do you suppose people are going to break down and give away conspiracies under mild questioning? I am in no position to try to beat the information out of anyone. Can you imagine what your father would say if I upset one of his precious mathematicians?† Then, with a sudden change in the intonation of her voice, she said, â€Å"Raych, have you talked to Yugo Amaryl lately?† â€Å"No, not recently. He's not one of your sociable creatures, you know. If you pulled the psychohistory out of him, he'd collapse into a little pile of dry skin.† Dors made a face at the picture and said, â€Å"I've talked to him twice recently and he seems to me to be a little withdrawn. I don't mean just tired. It is almost as though he's not aware of the world.† â€Å"Yes. That's Yugo.† â€Å"Is he getting worse lately?† Raych thought awhile. â€Å"He might be. He's getting older, you know. We all are. Except you, Mom.† â€Å"Would you say that Yugo had crossed the line and become a little unstable, Raych?† â€Å"Who? Yugo? He has nothing to be unstable about. Or with. Just leave him at his psychohistory and he'll mumble quietly to himself for the rest of his life.† â€Å"I don't think so. There is something that interests him-and very strongly, too. That's the succession.† â€Å"What succession?† â€Å"I mentioned that someday your father might want to retire and it turns out that Yugo is determined-absolutely determined-to be his successor.† â€Å"I'm not surprised. I imagine that everyone agrees that Yugo is the natural successor. I'm sure Dad thinks so, too.† â€Å"But he seemed to me to be not quite normal about it. He thought I was coming to him to break the news that Hari had shoved him aside in favor of someone else. Can you imagine anyone thinking that of Hari?† â€Å"It is surprising-† Raych interrupted himself and favored his mother with a long look. He said, â€Å"Mom, are you getting ready to tell me that it might be Yugo who's at the heart of this conspiracy you're speaking of? That he wants to get rid of Dad and take over?† â€Å"Is that entirely impossible?† â€Å"Yes, it is, Mom. Entirely. If there's anything wrong with Yugo, it's overwork and nothing else. Staring at all those equations or whatever they are, all day and half the night, would drive anyone crazy.† Dors rose to her feet with a jerk. â€Å"You're right.† Raych, startled, said, â€Å"What's the matter?† â€Å"What you've said. It's given me an entirely new idea. A crucial one, I think.† Turning, without another word, she left. 24 Dors Venabili disapproved, as she said to Hari Seldon â€Å"You've spent four days at the Galactic Library. Completely out of touch and again you managed to go without me.† Husband and wife stared at each other's image on their holoscreens. Hari had just returned from a research trip to the Galactic Library in Imperial Sector. He was calling Dors from his Project office to let her know he'd returned to Streeling. Even in anger, thought Hari, Dors is beautiful. He wished he could reach out and touch her cheek. â€Å"Dors,† he began, a placating note in his voice, â€Å"I did not go alone. I had a number of people with me and the Galactic Library, of all places, is safe for scholars, even in these turbulent times. I am going to have to be at the Library more and more often, I think, as time goes on.† â€Å"And you're going to continue to do it without telling me?† â€Å"Dors, I can't live according to these death-filled views of yours. Nor do I want you running after me and upsetting the librarians. They're not the junta. I need them and I don't want to make them angry. But I do think that I-we-should take an apartment nearby.† Dors looked grim, shook her head, and changed the subject. â€Å"Do you know that I had two talks with Yugo recently?† â€Å"Good. I'm glad you did. He needs contact with the outside world.† â€Å"Yes, he does, because something's wrong with him. He's not the Hugo we've had with us all these years. He's become vague, distant, and-oddly enough-passionate on only one point, as nearly as I can tell-his determination to succeed you on your retirement.† â€Å"That would be natural-if he survives me.† â€Å"Don't you expect him to survive you?† â€Å"Well, he's eleven years younger than I am, but the vicissitudes of circumstance-â€Å" â€Å"What you really mean is that you recognize that Yugo is in a bad way. He looks and acts older than you do, for all his younger age, and that seems to be a rather recent development. Is he ill?† â€Å"Physically? I don't think so. He has his periodic examinations. I'll admit, though, that he seems drained. I've tried to persuade him to take a vacation for a few months-a whole year's sabbatical, if he wishes. I've suggested that he leave Trantor altogether, just so that he is as far away from the Project as possible for a while. There would be no problem in financing his stay on Getorin-which is a pleasant resort world not too many light-years away.† Dors shook her head impatiently. â€Å"And, of course, he won't. I suggested a vacation to him and he acted as though he didn't know the meaning of the word. He absolutely refused.† â€Å"So what can we do?† said Seldon. Dors said, â€Å"We can think a little. Yugo worked for a quarter of a century on the Project and seemed to maintain his strength without any trouble at all and now suddenly he has weakened. It can't be age. He's not yet fifty.† â€Å"Are you suggesting something?† â€Å"Yes. How long have you and Yugo been using this Electro-Clarifier thing on your Prime Radiants?† â€Å"About two years-maybe a little more.† â€Å"I presume that the Electro-Clarifier is used by anyone who uses the Prime Radiant.† â€Å"That's right.† â€Å"Which means Yugo and you, mostly?† â€Å"Yes.† â€Å"And Yugo more than you?† â€Å"Yes. Yugo concentrates fiercely on the Prime Radiant and its equations. I, unfortunately, have to spend much of my time on administrative duties.† â€Å"And what effect does the Electro-Clarifier have on the human body?† Seldon looked surprised. â€Å"Nothing of any significance that I am aware of.† â€Å"In that case, explain something to me, Hari. The Electro-Clarifier has been in operation for over two years and in that time you've grown measurably more tired, crotchety, and a little out of touch. Why is that?†** â€Å"I'm getting older, Dors.† â€Å"Nonsense. Whoever told you that sixty is crystallized senility? You're using your age as a crutch and a defense and I want you to stop it. Yugo, though he's younger, has been exposed to the Electro-Clarifier more than you have and, as a result, he is more tired, more crotchety, and, in my opinion, a great deal less in touch than you are. And he is rather childishly intense about the succession. Don't you see anything significant in this?† â€Å"Age and overwork. That's significant.† â€Å"No, it's the Electro-Clarifier. It's having a long-term effect on the two of you.† After a pause, Seldon said, â€Å"I can't disprove that, Dors, but I don't see how it's possible. The Electro-Clarifier is a device that produces an unusual electronic field, but it is still only a field of the type to which human beings are constantly exposed. It can't do any unusual harm. In any case, we can't give up its use. There's no way of continuing the progress of the Project without it.† â€Å"Now, Hari, I must ask something of you and you must cooperate with me on this. Go nowhere outside the Project without telling me and do nothing out of the ordinary without telling me. Do you understand?† â€Å"Dors, how can I agree to this? You're trying to put me into a straitjacket.† â€Å"It's just for a while. A few days. A week.† â€Å"What's going to happen in a few days or a week?† Dors said, â€Å"Trust me. I will clear up everything.†