Samsung South Korean Multinational Aggregate Company

Samsung is a South Korean multinational aggregate company headquartered in Samsung Town, Seoul. It contains various subsidiaries and partnered organizations, the majority of them united under the Samsung mark, and is the biggest South Korean chaebol (business combination). Samsung was established by Lee Byung-chul in 1938 as an exchanging organization. Throughout the following three decades, the gathering differentiated into zones including sustenance preparing, materials, protection, securities and retail. Samsung entered the gadgets business in the late 1960s and the development and shipbuilding commercial enterprises in the mid-1970s; these zones would drive its ensuing development. Taking after Lee s passing in 1987, Samsung was isolated into four business bunches – Samsung Group, Shinsegae Group, CJ Group and Hansol Group. Since 1990s, Samsung has progressively globalized its exercises and hardware, especially cell telephones and semiconductors, have turned into its most vital wellspring of wage. In the late 1960s, Samsung Group went into the electronic business. It shaped a few electronic related divisions, for example, Samsung Electronics Devices, Samsung Electro-Mechanics, Samsung Corning and Samsung Semiconductor and Telecommunications, and made the office in Suwon. Its first product was a highly contrasting black and white TV set. In 1980s, Samsung Electronics started to put vigorously in innovative work, speculations that were significant in pushing theShow MoreRelatedSamsung Electronics : The World s Largest Information Technology Company Essay1380 Words   |  6 Pagesbeen surrounded by the company wanted to build a happier, better life. 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Environmental Scan Paper - 1148 Words

Environmental Scan Paper Shalunda Lester MGT 498 May 2, 2015 Jerome Dausman Environmental Scan Paper Introduction The monitoring, evaluating, and disseminating of information from the external and internal environments is known as environmental scanning. This information goes to key people within the corporation to identify strategic factors and help determine the future of the corporation (Wheelen Hunger). SWOT analysis is the simplest way to conduct environmental scanning. The acronym SWOT stands for Strengths, Weaknesses, Opportunities, and Threats. These factors are important because before an organization can begin strategy formulation, it must scan the internal environment for strengths and weaknesses and their†¦show more content†¦Threats A big threat for Best buy is strong competitors and the digital media rely on physical products and is hurting best buys profits. Some of the smaller products that Best buy sell are becoming more desirable. But, they are brought over the internet easily. Electronics are cheaper online and they have intense competition for stores like Best buy. Lastly the substitute for lower margin products could hurt best buy. Apple’s Competitive Advantages and Strategies One of Apple’s competitive advantages is that multiple products that integrate as one and the constant, never-ending change in Apple’s business climate. It’s hard for Apple customers to tell the difference between their product apart from for the size and shape. There is no other company that has efficiently corralled customers to other seemingly different products by getting them to purchase just one. Another one of Apple’s competitive advantages that really stands out is in marketing. Apple recognizes what will get customers enthusiastic about its products, and then they fulfils that vision. Apple shows how the computer will make your life better, rather than talking the about features and technology. 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Heathcliff has been described as both an archetypal romantic hero and an intrinsically evil villain Free Essays

â€Å"She abandoned them under a delusion† he said, â€Å"picturing in me a hero of romance and expecting unlimited indulgences from my chivalrous devotion. † Heathcliff is portrayed as a villain but at the same time, a romantic hero. It seems that he is double edged. We will write a custom essay sample on Heathcliff has been described as both an archetypal romantic hero and an intrinsically evil villain or any similar topic only for you Order Now He schemes to get Thrushcross Grange and Wuthering Heights, but he is not always so vengeful and rancorous. For example, when the ghost of Catherine Earnshaw came to the window, he wept for her and begged for her to come back. â€Å"Come in! Come in! Cathy do come. Oh do once more! Oh! My heart’s darling! Hear me this time, Catherine at last! † in this he shows his hypersensitive side and emotional side. He begs Catherine to go to him and be with him forever. However, his vengeful side does get the better of him quite often and demonstrates him to be gothic, dark, evil and morose. â€Å"Though it’s as dark, almost as if it came from the devil. † This explains his gothic and dark approach. The evil and morose trait is unveiled with Hindley, where he swears revenge on him for all the grief and pain Hindley inflicted on Heathcliff. Hindley was so callous and malicious towards Heathcliff and always belittled him as well as treating him like a dog, that this made Heathcliff become so vengeful, he became bitter, twisted and calculating. This vengeance has built up inside Heathcliff stemmed from the mistreatment that he received as a young boy. The fact that he ran away from Wuthering Heights was because of an Earnshaw, just not Hindley, but Catherine. An archetypal romantic hero is one that was typical and habitual. They can be dark and moody and vampiric, like Heathcliff, or hypersensitive, passionate and emotional, also like Heathcliff. In the Victorian era, there would’ve been lots of heroes like Heathcliff, called Byronic heroes. Bronti challenges the morals of the Victorian era, by creating a dark, bitter, twisted mind that is Heathcliff. Also she challenges the morals of the Victorian era by giving Catherine the more dominant role. Her husband, Edgar Linton, is made out to be more feminine than Catherine is. In the Victorian period, the male would’ve played the dominant role traditionally. Bronti defies convention by portraying Catherine as the more dominant of the two. Bronti depicts Edgar as somewhat womanly up against Heathcliff. She describes Heathcliff as a tall grown man and up against him; Edgar looks and acts more pale and feminine than normal. Bronti also makes Edgar out to be the weaker sex. He is always being pushed around by Catherine and is a complete walkover. He never sticks up for himself around Heathcliff and cannot fight Heathcliff on his own. Edgar is constantly hiding behind his men or Catherine because he is so weak and anxious. Even his sister, Isabella, completely makes him out to be superfluous and unneeded. Bronti also defies convention by giving the females the authoritive role. She gives Nelly the role of the person who stirs things up and blows things right out of proportion. Nelly always interferes with other people’s business and meddles in other people’s affairs. She stirs up a rumour about Catherine and Heathcliff ‘arguing’ and tells Edgar. This sparks off a massive argument between Catherine and Edgar because he won’t fight Heathcliff on his own. Catherine is thought to be attention seeking by Nelly, who doesn’t believe her at all. By being an attention seeker, Catherine gets what she wants, and if she doesn’t, then she will do her damnedest to make sure she gets it. Because she cannot have both Edgar and Heathcliff, she makes herself terribly ill because they have both broken her heart by arguing. By doing all of this, Catherine makes herself so ill, that she eventually dies. But before she dies, Heathcliff wills to see her. He is portrayed as the romantic hero then towards Catherine. He cries when she is drastically ill and dying in his arms. â€Å"Oh Cathy! Oh my life! How can I bear it? This shows how hypersensitive he can be. He truly loves Catherine and doesn’t want to lose her. He blames her for inflicting pain on him by making herself ill. He hates her for it but he still madly and deeply loves her and cannot find it in himself to hate her forever. He has an absolute determination to be with her for as long as they both shall live and even when she dies, he cries. He detests being away from her and wills her to haunt him. He cannot bear the thought of someone else having her, which is why he was so cut up about Catherine and Edgar getting married. He believes in transcendent love and wants to carry on loving her but wants to be with her. He wants Catherine to come back to him so they can carry on together. Whilst he is with Catherine, he turns quite violent on her and shouts at her, demanding to know why she has been making him suffer so badly. She is very apologetic towards him and begs for his forgiveness, as well as wishing she wasn’t dying so she could be with him for even longer. Heathcliff is intent of pushing the boundaries so as he and Catherine can be together forever. Towards Hindley’s son Hareton, he deviously takes away his rights, but at the same time, makes Hareton love his oppressor. Because Hindley has neglected Hareton due to his drink problem, Heathcliff has taken the liberty of acting like Hareton’s parent, but at the same time, taken all of Hareton’s rights away from him and downtrodden him to the level Hindley walked over and belittled Heathcliff to. This is one form of many ways of revenge Heathcliff has on the Earnshaw family. We wouldn’t have expected this of Heathcliff, because Nelly described him as a sweet little boy who never stirred whilst ill. Heathcliff has shown and intrinsically evil villainous side to him. He is a born evil character and is always seeking revenge on everyone who mistreated him or anyone who did something to him or did something he didn’t like, such as Edgar and Catherine getting married. An intrinsically evil villain is one who is pure evil, 100% evil even. He or she will stomp and trample over anyone to get what he or she wants and will not stop until they get it. His actions and evil motives are essential to the plot because he is the most unpredictable person in the novel. What he does is so unpredictable, yet so obvious. This reading of Heathcliff is backed by his mistreatment of Isabella and Hareton, his scheming to get what he wants (namely Wuthering Heights, Thrushcross Grange and Catherine) and his violence towards Hindley. â€Å"If you don’t let me in, I’ll kill you! † this evil quote was spoken by Heathcliff and aimed towards Isabella. This was when she locked him out in the cold, just like when Hindley made him sleep in the stables. We cannot however, deny the fact that we are secretly impressed with his cleverness, shown through his scheming and wickedness. We are impressed because we are all a tiny bit envious of him because of his cleverness and amazed at how he gets away with the scheming. Not only does he act a role of the villain but he also challenges the generic description of a romantic hero. He has no morals, his behaviour is devilish and demonic, his gothic and vampiric connotations and his sheer enjoyment of being with the dead. He is, to some extent an anti-hero, yet has the charm and with to win over anyone he chooses. He is cunning, conniving, scheming and hell-bent on revenge. This type of behaviour makes him out to be an anti-hero. He is so outrageous and demonic, he lacks all heroic, admirable morals and qualities and is so evil, and it is hard to describe him as a hero. Throughout the book, Heathcliff only ever shows his ‘romantic’ qualities he has to Catherine. He doesn’t show them to Isabella, who really he should because she is his wife. He is totally iniquitous towards Isabella. However, she does antagonise him by taunting him about the death of Catherine and derides him about how he is going to live without her. It doesn’t help that she locks him out of his own house. We sympathise with Heathcliff over the way he treats Isabella because she is silly and has a terrible attitude. His vengeance also stemmed from abuse he suffered as a young child from Hindley. Although he was a calm and peaceful child, his revenge grew and grew. So we fell his actions towards these two individuals is justifiable. For some strange reason he always has our feeling that, however unscrupulous his behaviour is, he is always right and justified. We see him as a villain but sympathise with him on the night of the funeral for the reason that he is distraught at the thought and reality of losing Catherine. Bronti is making a stand against convention. She feels that by giving males the dominance in novels and life is unfair, so she makes a stand against it. She wants people to be shocked by reading this novel and feels the only way she can do it is by doing the normal, then flipping it upside down. For example, Catherine is a rich female living with her husband. However, she is the more dominant of the two, which would have been strange to individuals in the Victorian era. The novel at the time was received with great criticism. One review of the novel quotes â€Å"too disgusting for the eye or the ear to tolerate, and unredeemed, so far as we could see, by one single particle either of wit or humour, or even psychological truth, for the characters are as false as they are loathsome. † This was one of the reviews that many people would have agreed with. They would have agreed with this because the characters were indeed eccentric and officious, but they were what they were. They were characters in a kind of love triangle. They were ordinary people who had very tumultuous relationships but deeply loved each other. Edgar loves Catherine, Heathcliff loves Catherine and Catherine loves both Heathcliff and Edgar. The novel was considered to be evil and immoral. Bronti wrote about females dominating some men in the novel. She defied convention to try and shock the reader into reality. She truly believed that women should have had the same rights as the men had. She criticised the way that women had to give up themselves and remain silent. This means they had no say in what happened. They could not work. They had to sit at home all day and sew or serve. Bronti didn’t like that, so she wrote a novel that would make the reader see reality and hopefully change the way women lived. To publish the novel however, she used a pseudonym. She used the pseudonym ‘Ellis Bell’. If women wrote anything for example, it would not be published. The world then was considered to be male. The only way for women to heard was if they somehow managed to present themselves as male. This is why she used the pseudonym Ellis Bell. Her sister, Charlotte Bronti, also a writer, used the pseudonym Currer Bell, so as her novels, including Jane Eyre, could be published. Emily Bronti challenges stereotypes and the archetypal heroes that the readers are familiar with. She criticises the people who do not stand up for what they believe in. in Heathcliff, there is a character that everybody has to love because he poses a threat to conventional order and morality. Without Heathcliff, the novel would lack all passion and be boring and tentative. Bronti’s suggestion in this novel is that people should follow their heart and not convention. Heathcliff and Catherine’s idea of heaven is returning to the Heights. This is highly unconventional and totally unchristian. The raison d’itre of all the tragedy and evil in the novel was a result of Catherine doing what every other women in the Victorian era, not standing up for what she believed in and not standing up for what she really wanted. Heathcliff is full of contradictions. He has been described by many as a villain and also described as a romantic hero. He is intrinsically evil and contradictory. He is also an archetypal romantic hero. He flouts the typical description of him as a romantic hero and swears he is not a romantic hero. He seems to be double edged and has an absolute determination to be with his one true love forever. He is a great believer in transcendent love and assumes he can push the boundaries and be with Catherine for as long as time. His connotations with the devil and death are clearly stated and he refuses to be classed as a hero. He fascinates yet repulses us. We seem to take his side no matter how awful and immoral his actions are. I think that Bronti challenged the Victorian critics because she wanted to change the way life was. Women were not allowed a say in anything that happened, and she felt that that wasn’t fair. Personally, I don’t think Heathcliff is a very approachable character. He is moody, self-centred, annoying, vile, hypocritical and malevolently malicious. He only cares about himself, even after 150 years he is problematically difficult to understand. â€Å"His black eyes withdraw so suspiciously under his brows† is a perfect description of the demonic, evil mortal he is; he denotes the demonic qualities of a flea. He is annoying, you wish he wasn’t there; you purposefully avoid anything like him and certainly do not want to be another victim of his cruel, malicious, blood sucking nature. How to cite Heathcliff has been described as both an archetypal romantic hero and an intrinsically evil villain, Papers

Selection of an Information Technology Platform IMT Custom Machine Co

Question: Discuss about theSelection of an Information Technology Platform for IMT Custom Machine Company. Answer: Introduction The paper presents a report on the case study of IMT Custom Machine Company, Inc regarding choosing an appropriate IT process among four recommended information technology platforms. The advantage and disadvantage of four processes are analysed. Custom Machine Company is a subsidiary of IMT, which manufactures custom machine to be used for making parts such as automobiles. The company faces problem regarding lack of proper strategy for the information system. Current support for information system in this organisation is divided into two groups such as management information system (MIS) and engineering system (ES). Staffs and users of these systems suffer from lack of mainframe software support system (Brown et al., 2012). In order to mitigate technical problems and bringing efficiency in the information technology system, the company identifies four processes. The four processes that are highlighted in the case study are centralised computing environment, workstation computing, shi fting to a Linux environment and wait and watch. Centralised Computing Environment Advantage of Centralised Computing Environment As stated by Dhage Meshram (2012), computing in the organisation is done at a central location. The terminals are attached with a central computer. According to the staff engineer Charles Browing, the company would use mainframe computer in the computing environment. This environment facilitates the use of Linux operating system. The advantages of this system are follows: Information system management staffs would be more prepared to use centralised computing environment Discontinuation of the use of workstation would free up mainframe This system is energy efficient and cost effective. Centralised computer environment can be implemented at a lower cost. As the new system can run multiple operating systems such as AS/400, OS/400, AIX and Linux, this system is feasible in long run. However, this IS system requires a large central mainframe and new applications. The centralised system requires full access of mainframe by all the users effectively in order to better management of information system (Brown et al., 2012). Management tries to install existing AS/400 applications for the convenience of the employees, who are accustomed with the previous system. The company needs to verify the limitations of the system for implement. The goal of the company is to get market leadership in terms of quality, reliability and proper delivery of service. In the view of Li et al. (2012), centralised information system is more secure compared to decentralised system, which is consistent with the objective of IMT. Disadvantages Although the system has some good features, the company face some troubles during installation, which are discussed below. IMT custom machine company needs to invest in new software in order to create centralised computing environment. Although the system is cost effective, installation cost is higher. Moreover, the company may incur other costs while moving from one platform to other platform. Developed mainframe packages may not be matched with current capacity and requirements existing in the company. IMT may incur training cost for the employees who are not familiar with the centralised computing system. This cost is added up with the existing operational cost. Therefore, current cost of operation of the company may increase (Dhage Meshram, 2012). Workstation Computing As mentioned by Brown et al. (2012), workstation is connected to a local area network. Multiuser operating system is required for this system. The advantages of Workstation computing are discussed as follows: Advantages All the information required to run the system are spread out and can be connected to a common network. As one person can use this computing system at a time, movement to individual workstation is consistent with the business strategy of IMT group. Performance of workstation computing is higher than mainstream personal computer in terms of memory capacity, graphics, and multitasking capability. Manipulation of complex data, 3D mechanical design, and computational fluid dynamics can be done through workstation computing. As pointed out by Gronenschild et al. (2012), the components are reliable, which are consistent with the business objective. Workstation vendors design the hardware and maintain the Unix operating system. The company would invest in Sun Microsystem and IBM for the workstation computing system. Disadvantages As one person can use one system at a time, the company may need to hire additional staff, which may incur additional cost The system needs additional technical support in order to aid in the distributive environment. As discussed by Brown et al. (2012), repairing cost of the workstation computing system is not available easily. Moreover, this system is expensive for installation. Higher cost is inconsistent with the vision of the company. Shifting to a Linux environment Advantages One important advantage of this system is Linux is portable and flexible. The system can be run in different machines. As opined by Love (2013), this system is compatible with slower and old hardware. Hardware and drivers are easily available. Suppliers such as IBM, speciality Linux companies, in-house programming staffs can provide Linux solution. A Linux solution is effective in quality management, machine management and monitoring production. Linux is useful for automobile simulations. The information system manager of the company thinks this operating system is more aligned with the objective of the company. The characteristic of the Linux system are low-level system components. Linux Kernel provides higher-level functionality. This system is consistent with the strategy of the business group. Disadvantages Change of operating system may incur some costs while converting existing platform to the Linux system. Linux system is different from the currently employed technology in IMT. Decision of Wait and Watch Advantages This is the last option to the company to implement the efficient information management system. Software and technology is developing rapidly. Therefore, IMT may takes time to watch the effectiveness of the above three options deployed by other companies. This may help to take better decision about the computing cloud. It may happen that a specific information technology may not be applicable (Brown et al., 2012). Therefore, the company needs to give time itself the see the usefulness of the system. Disadvantages As effectiveness of the operating system may require longer time, waiting for usefulness may hurt the business. In longer term waiting may have an opportunity cost, if company fails to implement. Recommendation Linux computing environment is feasible for IMT and it minimises operational risk. Linux also brings efficiency. The objective of the company is supporting business process, supporting decision making process and getting competitive advantage through information technology system. Linux operating system is flexible and affordable by the company. Therefore, IMT is recommended to install Linux computing environment as an efficient information system platform that the company required. Building capacity is prerequisite for installing Linux environment. Employees require training to be accustomed with the new system. It is suggested for Linux on IBM power platform to use nmon and nmon analyser. This system allows the company to track historical data. This function also enables to present data into excel spreadsheet for easy understanding. Capacity management according to organisation budget is needed for IMT. The company needs to collect data at business level and service level, individual components required for the new system. The capacity management department needs to consult with financial management team to determine the cost as per the structure of the organisation. At the initial stage of development, close monitoring at each stage is required. Development of Linux based system is feasible and cost effective as software collaboration is open source and free. The underlying security code can be used or modified by anyone under the terms of respective license. One example of this type of license is GNU General Public License. Conclusion The above report describes the requirement for new information system in the IMT Company. The existing information system is inefficient and not effective to manage changing business scenario. Quality improvement of the manufacturing product is the vision of the company. The company fails to deliver on time performance due to inefficient process, where there is lack of collaboration between two departments. In order to improve the information system platform, four techniques have been proposed to the company. Among the four discussed method, the most appropriate method is seemed to be Linux computing environment. The centralised computing environment is effective, however dependent on the performance of the mainframe computer. The system fails when mainframe computer fails. On the other hand, workstation-computing system requires additional cost of changing computing platform. Therefore, the third option that is installing Linux operating system is seemed to be most appropriate among the four techniques. Linux is cost effective, flexible and easily portable. The application of Linux is consistent with the business goal of IMT. References Brown, C. V., DeHayes, D. W., Hoffer, J. A., Martin, W. W., Perkins, W. C. (2012). Managing information technology (7th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. Dhage, S.N. Meshram, B.B., (2012). Intrusion detection system in cloud computing environment.International Journal of Cloud Computing,1(2-3), pp.261-282. Gronenschild, E. H., Habets, P., Jacobs, H. I., Mengelers, R., Rozendaal, N., Van Os, J., Marcelis, M. (2012). The effects of FreeSurfer version, workstation type, and Macintosh operating system version on anatomical volume and cortical thickness measurements.PloS one,7(6), e38234. Li, J., Li, B., Wo, T., Hu, C., Huai, J., Liu, L. Lam, K.P., (2012). CyberGuarder: A virtualization security assurance architecture for green cloud computing.Future Generation Computer Systems,28(2), pp.379-390. Love, R. (2013).Linux system programming: talking directly to the kernel and C library. " O'Reilly Media, Inc.".

The Republic Book I Essay Example For Students

The Republic Book I Essay Most normal individuals in the modern world would assume that all books written, not published, by man are based on either a portion of the authors imagination, an event (biased or non-biased) in either history or during the life of the author, a straight-out autobiography, or a generalized biography of another person they once knew. However, this philosophical novel fits none of the descriptions above. The book is actually an in-depth recording of a philosophy contest between Platos teacher Socrates and several other great philosophers. What is significant about this contest is that, in it, Socrates describes his personal view of a perfect world, and why justice is so important in the process of creating a civilized world. We will write a custom essay on The Republic Book I specifically for you for only $16.38 $13.9/page Order now The novel was completed in 370 B.C., and it describes a strong debate between Socrates and five other speakers. The two main arguments that he illustrates in this novel are that a ruler cannot obtain more power than the state, and that a philosopher is best suited to rule a nation since he has the ability to maintain this balance. Also, Socrates claims that only the philosopher has traveled beyond the cave of worldly desires and temptations to discover what justice really is. Socrates first major argument is with Thrasymachus in Book I. The current debate lies on the pure definition of justice. Thrasymachus claims that there is only one principle of justice: the interest of the more dominant force. Socrates counters this argument by using the phrase the stronger. He claims that the ruler of a nation will not be aided, but harmed, by an unintentional command, in the long run. Socrates then builds his argument gradually by stating that the good and just man looks out for the interest o f the weaker, and not for himself. Thrasymachus tries to counter Socratess argument by vaguely proclaiming that injustice is more gainful than justice. However, Socrates bravely explains that the just man will live happily because he has a just soul, and the man with the unjust soul lives in poverty; therefore, injustice can never be greater than justice. At this point in the novel I saw Thrasymachuss flaw and also the reason why Socrates has silenced Thrasymachus. Injustice, in my opinion, may be better as a short-term plan for pleasure, but in the long run the unjust man will be condemned by just men of his evil deeds, thus leading to his downfall. This is a point Thrasymachus failed to see, and thus his argument was too unilateral. This is the reason I believe he lost, and his failure led me to believe that Thrasymachus is a knowledgeable man without wisdom(whereas Socrates had both). After Thrasymachuss defeat, Glaucon steps up to challenge Socrates. Glaucons first argument is that doing injustice and not being punished for it is much more pleasurable than suffering injustice at the hands of unjust rulers and practicing justice. Glaucons brother, Adeimantus, backs up his brothers speech by stating that an unjust man with a deceivably just reputation(which is almost always the trait of the perfectly unjust man) is also better than the just man. But Socrates counters these two strong speeches by proclaiming that, in an average city, justice is needed for the Senate to build the city, for citizens to trade and barter with foreigners, and for training and educating soldiers for battle. Socrates also states that justice comes from God and those who follow his example become just. Although these two arguments are striking contrasted content-wise, there is a connection between them. If a man is unjust, he will not only be condemned by men, but by God as well. And even t hough there may be no Supreme Being that controls the Earth and its neighboring planets, injustice will still cause harm, leading to more injustice and finally the destruction of the world. I am quite positive that Glaucon and Adeimantus are thinking in the same manner as Thrasymachus; they are thinking short-termed and are explaining their arguments in terms of the present. Of course, three unjust men in a world where just people rule could get away with almost any unjust act. But injustice leads to more injustice, as well as justice leads to more justice. Therefore, if the following is considered true, then unjust men leads to more unjust men, and then what would happen if unjust men ruled the world. There would be many intense conflicts, which would lead to violence and hatred, and finally, the destruction of mankind. So therefore in the end, unjust men would lose. .u2a5eb72d6d90b9dec85be83c86c9288b , .u2a5eb72d6d90b9dec85be83c86c9288b .postImageUrl , .u2a5eb72d6d90b9dec85be83c86c9288b .centered-text-area { min-height: 80px; position: relative; } .u2a5eb72d6d90b9dec85be83c86c9288b , .u2a5eb72d6d90b9dec85be83c86c9288b:hover , .u2a5eb72d6d90b9dec85be83c86c9288b:visited , .u2a5eb72d6d90b9dec85be83c86c9288b:active { border:0!important; } .u2a5eb72d6d90b9dec85be83c86c9288b .clearfix:after { content: ""; display: table; clear: both; } .u2a5eb72d6d90b9dec85be83c86c9288b { 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; } .u2a5eb72d6d90b9dec85be83c86c9288b:active , .u2a5eb72d6d90b9dec85be83c86c9288b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2a5eb72d6d90b9dec85be83c86c9288b .centered-text-area { width: 100%; position: relative ; } .u2a5eb72d6d90b9dec85be83c86c9288b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2a5eb72d6d90b9dec85be83c86c9288b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2a5eb72d6d90b9dec85be83c86c9288b .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; } .u2a5eb72d6d90b9dec85be83c86c9288b:hover .ctaButton { background-color: #34495E!important; } .u2a5eb72d6d90b9dec85be83c86c9288b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2a5eb72d6d90b9dec85be83c86c9288b .u2a5eb72d6d90b9dec85be83c86c9288b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2a5eb72d6d90b9dec85be83c86c9288b:after { content: ""; display: block; clear: both; } READ: Individual Development Plan EssaySocrates continues with his argument by saying that persons of worth should be given the greatest respect and authority, which includes the Greek gods as well. Socrates also claims, using the arts of medicine, music, and gymnastics; that one who practices these arts constantly and repeatedly with disregard to his surroundings will soon become one with the art, and forget about what is really important in a mans life. This act will most definitely lead to injustice. Socrates polishes off the remainder of his argument by stating that the way of life of a man should be a guardian of the State; for they have courage and are never too lazy to pr otect the city from an enemy. The men who have plenty of possessions, however, become greedy and turn against their fellow citizens. During Socratess argument, in my opinion, Adeimantus looks to be stupefied by Socratess great wisdom and knowledge, and how Socrates takes simple points and develops them to defend his argument. However, Adeimantus(unlike the cowardly Thrasymachus) continued to participate in the debate, although saying little much than phrases agreeing with Socratess arguments. In Book IV, Adeimantus proposes a question to Socrates, asking what Socrates would do if someone blamed him for the economic condition of the man. Socrates responds, first of all, that if a man lives by education, courage, and self-mastery, he should have no trouble making a decent living in the modern world. Justice finds its place in these three principles because they are the common traits of the State, which all mankinds should respect and follow. Socrates continues his argument by generally stating throughout a long river of metaphors, symbols, and great understanding, that just men appreciate other just men, but not men opposite of what he is. Unjust men, on the other hand, appreciate neither just men nor other unjust men. The only interest they care about is that of himself. At this point Thrasymachus, Adeimantus, and Glaucon believe that Socrates has gone overboard with his arguments. Socrates replies by saying that it takes great depth inside wisdom and understanding and man y comparisons relating to everyday life to understand what truth really is; the three speakers then resume their positions. Socrates goes on by saying that men who make the best rulers possess not only political understanding and military leadership, but also great wisdom and understanding; therefore these people are the ones who have a complete understanding of what justice is. These rulers could also be philosophers with military experience, or military leaders with a great sense of philosophy. It seemed to me in this point in the novel that Glaucon and the other two were tired of Socratess arguments because they were too long and besides the point. However, as Socrates had said earlier, justice is not merely explained in minutes. It is a subject that must be looked into very closely and with the greatest respect and gravity. Socrates then explains that not all who claim to be philosophers are actually philosophers. At this point in the novel, Socrates explains the difference between those that claim to be philosophers, and those that actually are philosophers. Men who only claim to be philosophers are only thinking of building a reputation. At first they seem to be wiser and more knowledgeable than others, but after they have gained the respect of the citizens, they become corrupt and rule the city unjustly. Real philosophers, however, find that it is in their best interest to govern wisely and make laws fair enough for the good of the people, not for the benefit of the ruler. Real philosophers also have wisdom and understanding, which gives them a better understanding of justice than corrupted rulers. In any case, I am beginning to agree with Glaucon and the others about how Socrates builds his arguments; now its a good thing for a philosopher to start with a simple idea, and then use it to form the bas is of the philosophers opinion. However, in my opinion, Socrates is overdoing the formations of his opinions. For example, in Book VI, Socrates goes on and on about good and evil philosophers; much of what he says is pretty much beside the point, in my opinion. .u27fb9d7cb786518e491b0029bfaf19bc , .u27fb9d7cb786518e491b0029bfaf19bc .postImageUrl , .u27fb9d7cb786518e491b0029bfaf19bc .centered-text-area { min-height: 80px; position: relative; } .u27fb9d7cb786518e491b0029bfaf19bc , .u27fb9d7cb786518e491b0029bfaf19bc:hover , .u27fb9d7cb786518e491b0029bfaf19bc:visited , .u27fb9d7cb786518e491b0029bfaf19bc:active { border:0!important; } .u27fb9d7cb786518e491b0029bfaf19bc .clearfix:after { content: ""; display: table; clear: both; } .u27fb9d7cb786518e491b0029bfaf19bc { 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; } .u27fb9d7cb786518e491b0029bfaf19bc:active , .u27fb9d7cb786518e491b0029bfaf19bc:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u27fb9d7cb786518e491b0029bfaf19bc .centered-text-area { width: 100%; position: relative ; } .u27fb9d7cb786518e491b0029bfaf19bc .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u27fb9d7cb786518e491b0029bfaf19bc .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u27fb9d7cb786518e491b0029bfaf19bc .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; } .u27fb9d7cb786518e491b0029bfaf19bc:hover .ctaButton { background-color: #34495E!important; } .u27fb9d7cb786518e491b0029bfaf19bc .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u27fb9d7cb786518e491b0029bfaf19bc .u27fb9d7cb786518e491b0029bfaf19bc-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u27fb9d7cb786518e491b0029bfaf19bc:after { content: ""; display: block; clear: both; } READ: Effects Of Media Essay ThesisSocrates, after the previous argument, goes on to say that there is a difference between what the eyes see and what the mind sees. According to Socrates, the eyes see both small and great, but in a confused manner.(Book VII, section 524) What this means is that the eyes alone cannot distinguish what is right from what is wrong since they contribute to many sins, such as lust, coveting, and several others. After this statement, Socrates claims that the mind was compelled to reverse the process, and look at small and great as separate and not confused. (Book VII, section 524). What this means is that the mind, with the aid of wisdom and knowledge , can sense right from wrong easily. After all of Socratess arguments about justice, Socrates concludes his entire debate by describing what he calls a perfect State. This perfect land was The type of government in this State is democracy(where people rule the land) because then the people can obtain plenty of freedom to achieve their own pleasures without being pushed around by a superior force. In democracy also is equality, since people rule the government, and there is no reason for a man to be treated as an inferior by a fellow citizen. What the State does not have is a tyrant, which Socrates goes into great detail about in Book IX. The tyrant, as Socrates describes, is unable to satisfy anyone but himself. Therefore he has few, if any, friends. The tyrant is also a ruthless ruler; he is hard-hearted and will not forgive anyone of doing wrong to him. Finally, Socrates points out that, in his perfect State, philosophers will always have the advantage over other types of rulers b ecause they have wisdom and knowledge, which gives them the ability to govern justly and wisely. In my opinion, Socratess perfect State sounded plenty like the scenario progressing in the debate. Socrates, since he is a great philosopher, had the advantage over everyone because he was wise and intelligent in his arguments; therefore he obviously knew more about justice than anyone else. So, in conclusion, Socrates won the debate on the definition of justice. The reason for this is because Socrates, as stated before, had the wisdom and knowledge to analyze, in the most descriptive way, what justice really is. Glaucon and the others lacked what Socrates had, and so they could not support their arguments as well as Socrates could. I really liked this novel a lot because I am a lover of philosophy and understanding. However, I must admit that some of Socratess arguments were redundant and besides the point. But other than this crucial flaw, the book showed great insight, and Socrates cr eated a vivid description about what justice means to the modern world. Bibliography:

Free Essays on Philosophy In Teaching

Personal Philosophy of Teaching My personal philosophy of teaching focuses around my beliefs about education and what I hope to accomplish in my future years as a Special Education teacher. My main goal as a future teacher is to create a safe and welcoming classroom for my students. A place where they feel comfortable to be themselves, are motivated to learn and have fun while doing it. The school's of today offer children so much more than simple reading, writing and arithmetic. Yes, academics are the most important components of a school, but schools also give children the opportunity to explore new ideas, learn from and interact with their peers, and to help them become active members of society. I believe that all students, including students with special needs have the right to learn and to reach his/her highest potential, no matter what his/her learning style or pace may be. Each child should be given the opportunity to live, participate, and interact with one another in the same settings which include school, home and the workplace. Education is an ongoing process that begins at birth and continues throughout our entire lives, both in and out of the classroom. I believe it is important to be aware that education involves not only the instruction that takes place in the classroom but the community and the enviornment in which it exists. Therefore, I believe it necessary to incorporate the aspects of everyday life into the curriculum and for parents to be involved in their child's schooling as well. Effective teachers also bring lessons and activities to the classroom that promote interactive group activities where the children learn from each other. Learning is active rather than passive. In order for a child to fully learn something, they need to learn by doing rather than watching. Through group work, the students are able to share their differing ideas with each other, and gain an even bigger picture of the... Free Essays on Philosophy In Teaching Free Essays on Philosophy In Teaching Personal Philosophy of Teaching My personal philosophy of teaching focuses around my beliefs about education and what I hope to accomplish in my future years as a Special Education teacher. My main goal as a future teacher is to create a safe and welcoming classroom for my students. A place where they feel comfortable to be themselves, are motivated to learn and have fun while doing it. The school's of today offer children so much more than simple reading, writing and arithmetic. Yes, academics are the most important components of a school, but schools also give children the opportunity to explore new ideas, learn from and interact with their peers, and to help them become active members of society. I believe that all students, including students with special needs have the right to learn and to reach his/her highest potential, no matter what his/her learning style or pace may be. Each child should be given the opportunity to live, participate, and interact with one another in the same settings which include school, home and the workplace. Education is an ongoing process that begins at birth and continues throughout our entire lives, both in and out of the classroom. I believe it is important to be aware that education involves not only the instruction that takes place in the classroom but the community and the enviornment in which it exists. Therefore, I believe it necessary to incorporate the aspects of everyday life into the curriculum and for parents to be involved in their child's schooling as well. Effective teachers also bring lessons and activities to the classroom that promote interactive group activities where the children learn from each other. Learning is active rather than passive. In order for a child to fully learn something, they need to learn by doing rather than watching. Through group work, the students are able to share their differing ideas with each other, and gain an even bigger picture of the...

Tutoring in high school Essay Example | Topics and Well Written Essays - 500 words

Tutoring in high school - Essay Example I assisted Rose times by helping her organize her backpack because her bag had so many worksheets and she could not find her homework easily. Also, I stayed after homework hours and assisted students with many recreational activities. I worked with students in baking cookies, brownies, puppy chow, and cupcakes for their parents’ meeting. I also played Scrabble with them and a variety card games such as Uno, Egyptian Rat Screw, and Speed. One afternoon we had a girls’ time and Rose painted my fingernails blue. I thought about Rose every moment I saw my fingernails. I interacted with students from diverse backgrounds. Most students get bus tokens to take the city bus home, some live in unstable homes with family problems, and some live in unsafe environments. I gained a sense of their hard lives by tutoring and playing sports with them. I truly felt that I was making a difference in their lives and I enjoyed every minute of it. I hope I can expand my desire to help young children in the

Decision Making, Decision Levels and Types of Problems Term Paper

Decision Making, Decision Levels and Types of Problems - Term Paper Example There are different levels of decision making and types of problems, different types of problems include semi-structured problem, structured problem, and unstructured problem. For every type of problem, there is a different level of decision to be taken and there is a different solution for each type of problem. Normally structured problem as easily solved as compared to the semi-structured and unstructured problems, the reason for that the problem identification is easy because the problem is well structured. The process through which humans resolve and perceive the distance between a current situation and a decided goal is called the problem-solving process. A person has to first identify the obstacles which he or she will face to reach the desired goal and after analytical thinking, a person can overcome these hurdles. (Hicks, 2004) When humans find a solution to a specific problem, they store this information in their memories to use them for future situations. When we closely analyze then we come to know that the steps involved in both decision making and problem-solving are identical and sometimes we use these terms interchangeably. (Skyttner, 2005) The purpose of the input phase is to have a clear understanding of a particular situation; we first recognize the problem or set of problems so that we have a clear picture in our mind. By identifying a problem means that we know to the distance between a present situation and our desired goal. The identification process of any problem is very important to talk to our selves and others. Normally we face four common types of situations. (Adair, 2007) 1. A situation in which we know that something is wrong and we need to correct it. 2. A situation in which we perceive something to be a real threat and we have to prevent it from happening. 3. A situation in which we simply accept the needs and invitations. 4. A situation in which we see something is really missing and it should be provided.     

Aerodynamics and Propulsion principles Coursework

Aerodynamics and Propulsion principles - Coursework Example To understand the operation of a turbofan, first we need to look into its construction and the function of individual components. Figure 1 describes the arrangement of the components of a turbofan and indicates the direction of normal air flow in the engine. All the 5 components: intake, compressor, combustion chamber, turbine and the exhaust nozzle have their unique role to play in the working of a turbofan and contribute in providing the necessary thermodynamic and aerodynamic requirements of the overall system. By understanding the individual function of these components, we can determine the performance measures and the complexities that have to be considered in the design of a turbo fan. Before we proceed to the operation of a gas turbine, we will describe the aerodynamic role of individual parts.In this section, we will describe the aerodynamic behavior of the engine components that were mentioned in section 1 in the same order as the air encounters them in a turbofan. Intake g uides the air from the atmosphere to the fan of the engine and assists the engine by increasing the pressure before the air is sucked in by the engine (Gordon). It has an aerodynamic design to minimize the drag and is basically a nozzle with increasing cross section (Jet Propulsion) that results in a higher pressure at the fan. Moreover, its front should not generate any turbulence in the flow of air as it can cause severe conditions inside the engine and lift may dangerously drop. Intake has to accommodate both the bypass and engine streams of air so that no considerable pressure gradients result at the face of the fan. For faulty conditions, intake may have to provide a larger mass of air than normal requirement of an engine and so has to have a reasonable choke limit. 3.2 Fan and Compressor Compressor is the first component of considerable aerodynamic complexity that the air meets in its way to the exhaust. A compressor is made up of several fan-like moving blades called airfoils alternately arranged with the stators are the stationary blades (Figure 2). Figure 2: Axial compressor. (Turbine Engines) The airfoils blow the air ahead and stators decelerate it, thus increasing the pressure with successive sections. There are usually two separate parts of a compressor: the low pressure and the high pressure compressor. This division is necessary because as the pressure increases, the speed of rotating airfoils has to increase. To maintain the air mass flow rate which depends both on the speed of flow and pressure, compressor

Physical fitness Cardio-vascular endurance

Physical fitness Cardio-vascular endurance Fitness components in sport Health related components Cardio-vascular endurance Cardio-vascular endurance is how the body supplies oxygen to fuel the muscles when participating in sport or high endurance events and situations. It does this through the heart, blood vessels, blood and respiratory system. Footballers need cardio-vascular endurance when the play because they need to be able to run throughout the whole 90 mins. Oxygen to the muscles is what allows them to do this. Swimmers need cardio-vascular endurance when they do long distance races e.g. 1500m swimming race where their body need a descent supply of oxygen to the muscles from start to finish. Boxers need to have excellent c-v endurance to be able to compete at a strong pace throughout a fight. Their muscles need oxygen in order to work throughout a fight so that they can throw punch after punch and block after block. Both these motions need the muscles to contract, flex and tense. Muscular endurance Muscular endurance is the ability to perform repetitive or sustained muscular contractions against some resistance for an extended period of time. Muscular endurance allows athletes to do more strenuous work. Footballers need muscular endurance to be able to repeatedly use muscles throughout a match e.g. in sprinting a player uses the quads and caths over and over throughout the game. In swimming they use their muscles continually over the race e.g. in butterfly they use most if not all the bodies muscles to drag themselves through the water. Boxers need muscular endurance to be able to continuously throw punches from round one to round twelve because they need to be swinging away for the whole fight but if they cant then they wont be able to fight the whole twelve rounds. Muscular strength Muscular strength is the ability of an athlete to perform a sport at a sustained high tempo for a short amount of time. Footballers need muscular strength to be able to exert strength when they shoot the ball from a long distance so that it travels fast and with power towards their target. Swimmers use strength when they push of the back board after a length in order to start the next lap. This requires the use and strength from the quads, calfs and foot muscles for the push off. In boxing when a fight needs to dodge a shot they may use the tactic of leaning back to avoid the punch. This requires the use the abdominal muscles. These need strength to be able to support his upper body as he leans back. Flexibility There are two types of flexibility. They are static flexibility and dynamic flexibility. Static is when an athlete slowly stretch and hold the position for a period of time. Dynamic is when an athlete makes a quick movement in which they stretch. In football a goal keeper needs flexibility when he stretches for the ball e.g. when the ball is heading for the top corner. Swimmers need good flexibility to be able to stretch their arms out properly and have a good stroke length e.g. Michael Phellps showed good flexibility when he was waiting on the starting board by showing his arm span and stretching it to its relaxed max before the start of the race. Boxers dont really need too much flexibility but the one time they do need is when they lean back. They stretch the back throughout this movement. Body composition Body composition is the amount of fat, bone and muscle in the human body. Athletes need different body compositions to perform different sports. Footballers need to have a slim body composition because they need to be able to carry their weight around the pitch. If a footballer is fat then it makes it harder to run for long periods and also makes it harder to carry their own body weight. Swimmers need to be slim so that they can travel through the water faster and smoother. Depending on a boxers weight class a boxer needs to big and heavy or thin and light. This is so they can perform fairly at their weight class. Skill-related fitness Balance Balance is a skill that is naturally learnt after birth but can be developed further by an athlete so they can perform their sport properly. Balance is important because we must stay in a state of complete balance when performing are sports So that we dont fall over when performing. Some athletes need more balance than others. Footballers need balance when they shot. They put their arms into a supportive stance for when they hit the ball so that they dont lose their balance. Swimmers need balance when they are getting ready to dive in at the start of a race. A good balance can give them a good start allows them to get a head start. Boxer need balance so they can throw strong punches and put their whole body weight behind the shot also when they dodge shots they need to have good balance to enable them to recover into the stance quicker. Speed Speed is the quickness of a limb over a distance in time but it does not just affect the legs it involves all limbs and body parts from legs, torso to arms. Some footballers need to be fast this needs speed e.g. a winger needs speed because he is expected to run the lines to create the opposition with a problem. Swimmers need speed when they lash through the water to keep a good stroke per minute time. Boxers need speed when they throw a jab so that they can catch the opponent off guard and also so they can get out the way of any counter punches. Power Power is the ability to apply force quickly. A simple equation for power is: muscular strength X speed = Power. http://somatotype.net/nzfitness/pages/CompOFfit.htm . Power contains speed because in order to apply force you need speed. Footballers need power when shooting at goal. They need the quads and the calfs to gather up power on their way to the ball so that the shot can be harder and faster. Swimmers need power to be able to pull them through the water at pace e.g. when they do the freestyle they need to have fast, strong and powerful stokes. Boxer throw punch after punch, these punches need to be fast and power full so that they are unseen and effective e.g. a hook needs to be fast and power full so that the opponent does not see it and even if he does block the shot it will still hurt. Reaction time Reaction time is the time it takes for an athlete to react to a situation that is happening very quickly (The time taken to react to any stimuli). A goal keeper in football needs to have fast reacting times to be able to react to shots coming from 50yds to 2yds. Swimmers need to be able to react to the starting alarm as quickly impossible so that they are not left behind and can establish a lead. For boxers to be able to dodge in coming punches they need to react to the earliest stimuli and duck and swerve out the way. Agility Agility is the ability to stop and change direction or movement quickly. Footballers need agility because the game can change so quickly e.g. the goalkeeper blocks a shoot but the ball lands right in front of the goal, the player with best agility should react quickest and move fastest in order to defend it or strike it into the goal. Swimmers dont really need to be to agile but one place they do need it is when they are turning around for the next length because they need this switch of direction to be as quick as possible also being in water makes it harder because of the extra resistance. Boxers need to be agile unless they want to take hit after hit without getting out the way. When a boxer is be attacked by his opponent he will need the agility in his muscles to be able to move lightening quick to get out the way. Co-ordination Co-ordination is the ability to do something in a combination continuously. Footballers need co-ordination so that they can move the ball fluently between their legs because in football its not just putting on foot in front of the other it also about judging the speed of the ball and your own speed. Then when you shot you need to have placed your feet in the right places this takes co-ordination. Swimmers need co-ordination throughout a race. It quite easy but they need to co-ordinate when they should come up for oxygen so that they dont lose their speedy pace for example in the freestyle the swimmers have a number of strokes that they prefer to do before they come up for oxygen. This is all quite simple but if you lose your count and co-ordination then you can do too many stroke or too few and lose your oxygen pattern.

The QWERTY Phenomenon and the Game of Cricket :: Typing Technology Key Board Essays

The QWERTY Phenomenon and the Game of Cricket In "Darwin's Dangerous Idea", Dennett describes the QWERTY phenomena in biological and cultural evolution as an example of how "mere historical happenstance... restrict[s] our options" (6:131). Economists add a value judgment to this description, some using QWERTY as an example of market failure and inefficiency. However, the evolution of QWERTY, like cricket, follows rules that are enigmatic at first glance. Economists do not pursue the analogy with evolution and, as a result, do not detect the fundamental change in the system of production that rewrote the rules of efficiency. A historical retracing disentangles the reasons for QWERTY's continued dominance of keyboard systems. The integration of parts in the system of production demanded compatibility: the efficiency of the whole above the efficiency of the individual. QWERTY: Rise to fame In the first row of letters on your keyboard, the first six keys spell out a nonsensical string, QWERTY, that gives this layout its name. In the nineteenth century, it was found that if two adjacent keys on a typewriter were struck too quickly in succession, the type bars would jam. The alphabetical arrangement of keys proved to be problematic as it placed many commonly-used letters close together. Spacing these letters apart resulted in the somewhat arbitrary re-arrangement we see today. Given that computers have gotten rid of this mechanical problem, why does QWERTY continue to dominate keyboards around the world? First, a quick history. In the second half of the nineteenth century, typewriters with a variety of key layouts competed for commercial success, and the first to achieve it used QWERTY. Diamond argues, however, that the role the keyboard played in the typewriter's success was incidental rather than instrumental, crediting instead other advantageous components that the machine boasted, such as type bars, an inked ribbon, and a cylindrical paper carriage (2). But as this typewriter became more widely used in offices, more new users chose to train to touch-type using the QWERTY layout. As people climbed on the bandwagon, QWERTY experienced decreasing costs of selection: it became more likely to be picked over other key layouts (1). The "wrong" answer? Early dominance meant not only that QWERTY became the standard, but that it stayed that way too. The layout became locked in by the quasi-irreversibility of investments in training touch-typists and in equipment, and by the high costs of conversion (1). In fact, numerous attempts to implement improvements to the layout have met with failure.

Critique of Stuff Is Not Salvation

Valued Possessions vs. Insignificant Desires Anna Quindlen, a novelist, social critic, and journalist wrote an intriguing essay â€Å"Stuff is Not Salvation† about the addiction of Americans, who splurge on materialistic items that have no real meaning. The ability to obtain credit is one of the main reasons to blame for society’s consumption epidemic. However, Quindlen feels the economic decline due to credit card debt is insignificant compared to the underlying issues of American’s binging problems. Quindlen’s essay gives excellent points regarding the differences in America’s typical shopping habits. Additionally, she mentions how people acquire all this â€Å"stuff† but seem to never realize, â€Å"why did I get this? †(501). Quindlen makes her audience visualize a world where we acquire our needs versus our meaningless desires. Yet, she fails to mention people who could live a life of happiness through the possessions they acquire. In summary, Quindlen supports her point of view with examples of American spending habits in the past decades of depression compared to now. She mentions Black Friday and how people become enthralled by cheap bargains (Quindlen 500-501). In Quindlen’s essay, she refers to an accident in which a worker at Walmart was trampled to death by a mob of shoppers and despite the horrific incident people kept shopping (500). With the U. S. depression, Black Friday brings hopes of more money spent, therefore a rise in the markets. The dream of an uplifted economy became unrealistic as people began to realize they could not afford their desirables, not even at a low cost. Today, Americans have an exorbitant amount of credit debt so they can acquire items that they want, without actually paying for them outright, for example, the Chatty Cathy doll Quindlen wanted in her childhood compared to the orange her dad received that had to be paid for (500-501). According to Quindlen, a family having less means they can appreciate possessions more and what they possess therefore has real meaning (502). Quindlen’s essay gives strong points about America’s addiction to consumption, the economic decline, and the necessities of life. There are plenty of examples that Quindlen gives to make her point across, that American’s spend money unwisely. For instance, in one of the examples, she mentions how every 16 months a person replaces a cell phone because it’s not as new anymore, and how toys are forgotten that eventually end up being junk (501). Quindlen then states the obvious â€Å"stuff does not bring salvation† (501). However, she lacks examples of cases where people’s wants actually provide the happiness they usually expect. Rich people, for example, have an extra sense of security because the worry and stress that belong to the poor is something the rich don’t have and don’t want. Plus, who wouldn’t want to afford desires such as not living pay check to pay check or putting their kid(s) through college? Sometimes not being able to afford these items can bring on depression or verbal abuse into a home. The reader’s would have a better understanding of the essay if she included some of these situations. Overall, Quindlen portrays her idea of happiness not being the materialistic things in life, but by the things that have true meaning. By true meaning, I believe she means items such as photographs that have a significant memory attached to it. She jokingly states, â€Å"Ask people what they would grab if their house were on fire, the way our national house is on fire right now. No one ever says it’s the tricked-up microwave they got at Wal-Mart† (502). She brings her essay together nicely by asserting examples from her childhood, the U. S. depression, and a family that is happy with what little they have. The essay brings belief to the reader that in today’s society many people spend money on things that end up being junk and take for granted the needs they should possess. People make investments that they later come to realize have lost their value because they did not really need it. Even though she made some valuable points in her essay, more than likely America will still make unnecessary expenditures. Therefore, with Quindlen’s idea that â€Å"stuff is not salvation,† there needs to be more examples shown of people who can afford their wants and with that they are still able to obtain happiness (501). She does however prove her point that the items we possess should have more of a priceless value rather than items we could live without. If stuff is not salvation why do so many of us seek more income to possess more items? This question is simple to answer with more research on people that don’t have the worries of the less-fortunate. Again, while we shouldn’t be materialistic, we shouldn’t just settle for less, nor should we be greedy and keep wanting more. Quindlen’s views made me reevaluate my spending habits and hopefully the next time I purchase something I can answer the question â€Å"Why did I get this? †(501). Ultimately, Quindlen’s essay is interesting and worth the read. WORD COUNT: 865 Work Cited Quindlen, Anna. â€Å"Stuff is Not Salvation. † Perspectives on Contemporary Issues: Readings Across the Disciplines. 6th ed. Ed. Katherine Anne Ackley. Boston: Wadsworth/Cengage Learning, 2012. 500-02. Print.

A Journal on Observing a Reading Teacher Essay

I was deployed at the Elementary Department of the New Era University under the mentorship of my cooperating teacher, Prof. Samuel Bayang, Reading coordinator of the division and the adviser of Grade 6 Simon, the department’s upper hetero section which is composed of 33 scholarly pupils. Given the chance by our supervisor, Dr. Corazon Liwayway, Principal of the Elementary Department, to observe the teachers teaching on student teachers’ designated classroom assignments in preparation on our apprenticeship which commenced on the fourth week of July, I conducted my observation on Prof. Bayang’s strategies and methodologies in teaching Reading with his permission. Before I start my observation, I made a list of potential strategies and methodologies that a Reading teacher may use by reading Prof. Bayang’s RAP journals and his books that are concerned on improving and improvising teaching strategies in Reading to facilitate better learning in the class. One of which is Dr. Rizalina R. Santos’s â€Å"Strategies and Methodologies in Teaching Reading†. After buying some time to read his books and RAP journals, which has been a great help not only by finishing this journal observation but also for introducing me on a different level of teaching Reading, I completed a list of probable techniques which I cultured on my readings that might help me on noting and distinguishing informative matters on my observation. Upon accomplishing the list of techniques I made, I turned my attention on familiarizing myself on the conducts of teaching Reading to grade school pupils by painstakingly researching on-line clippings, journals and researches that I compiled and read later on. Some of those on-line materials I had are Asia E-University’s module regarding â€Å"Motivation in the Classroom† which mainly discusses upraising motivation in the classroom through various techniques such as presenting spring boards that serves as an introduction to a particular Reading materials most likely epics, novels, short stories and the like. Also, it discourses the art of questioning that is incorporated with real life situation that happens in the everyday set up of a conventional public schools mostly located on rural parts of Asia-Pacific countries. It also offered a study regarding on demeanors in teaching Reading in both private and public schools which caught my attention. I list down the conducts and citations in the research presented and included it on the list which I made beforehand. An article entitled, â€Å"Using stories – Teaching training† which was copyrighted by The BBC | British Council also helped me on advancing further on completing my observational checklist and for formulating questions that I may ask to Prof. Bayang after I conclude my observation. The article taught me how stories can be used in class with primary or lower secondary aged pupils. The ideas can be easily used without access to storybooks or computers; the focus is on the teacher reading aloud a printed story or telling a story orally and designing motivating tasks around this. As of my prime concern in looking for conducts in teaching Reading, it provided a detailed approach on presenting practical ideas on exploiting stories in the classroom while considering the benefits of using stories in both Reading and Language classrooms. It also offers a broad knowledge on conducting active learning through interactive discussions and group works, subject matter generalizations and reflections regarding the stories read by the pupils. July 23, 2012 OBSERVATION After spending enormous time on researching and collecting data that may help me, I printed an approved and improved format of a detailed lesson plan which I made during my demonstration teaching in MSC 5-05 under Dr. Lucila Bondoc then I proceeded on my observation. On the preliminary phase on July 23, 2012 of my observation, I sat at the back of the classroom while Prof. Bayang is teaching his advisory class about Facts and Opinions†. During the discussion, I noticed the systematic flow of events. The class was started by an opening prayer led by Maverick del Mundo at 7:00 a. m. The prayer was followed by the checking of orderliness and cleanliness of the classroom. Because the classroom was used by Prof. Bayang’s college students prior that day, he asked his pupils to check their surroundings for litters and throw those that will be seen on their trash bags. Then checking of attendance was conducted by the class’ President, Patricia Nagales, who is in-charge of monitoring the punctuality of her classmates. She wrote the names of those pupils who are absent and tardy that day. After the prayer was conducted, the checking of the orderliness and cleanliness of the classroom was administered and the checking of the attendance was done, Prof. Bayang reviewed the class about their previous lesson which is all about contextual clues. He made the class defines contextual clues by using their own words. Then, he presented a visual aid containing exercises which he made as an interactive activity by calling pupils randomly to answer each item. He asked those pupils to read the question and choices for the number they are called and then to determine if the pupil’s answer is correct, he asked the class whether if it is correct or not. He also asked the pupils to reason out why their classmates’ answers are correct or wrong enabling to activate their critical thinking skills. As reinforcement, Prof. Bayang gave positive feedbacks like, ‘that’s great,’ ‘well done,’ and ‘nice job’ to those pupils who tried their best to participate in the activity. Before he proceeds to the next activity I browsed the lesson plan I printed beforehand and noticed the synchronization of activities as to Prof. Bayang’s performance. The review of the previous lesson was trailed by a reading drill about words that sound as /ch/ written on a manila paper of 5 columns and 3 rows. Words that are included in the drill are as follow: children, chili, chimney, chin, chip, chuckle, chum, chunk, church, bunch, bleach, each, peach, reach and speech. First, he read the drill by himself emphasizing the /ch/ sound on each word. Afterwards, he asked the class to read the words after him. When the class finished reading the drill, he let the class to read the drill again by them. To accentuate the significance of the drill, he called two readers to stand in front of the class and deliver the drill once more. As follow up, Prof. Bayang gave verbal appraisal to the two readers he called on. Subsequently, he divided the class into two to present the motivation. He gave each group with a puzzle picture and asked them to assemble it for a minute. After a minute, Prof. Bayang collected the pictures and requested for a representative of each group to interpret what was shown in the puzzle. First, he let the first group to discuss their puzzle in the class. The picture they formed is a picture of a counselor and a counselee. The pupil described the picture as a an illustration of an old woman wearing white hospital clothes seating on a chair adjacent on a wooden table with her name on top engraved on a marble tablet indicating that she’s a counselor. In front of her is a guy probably on his mid-twenty’s seeking for advice. After the first group described the picture, Prof. Bayang called the second group’s representative. They formed the same picture just like the first group but it illustrates a different scenario. The pupil described the picture as a photo of two women on a living room. An old woman probably on her sixty’s sitting crossed legged on a mahogany oak wood furnished sofa. Beside her is a sobbing woman who is probably married because of the impression of her clothes and accessories worn. Prof. Bayang acknowledged their interpretations as true and correct. He followed the activity with questions like, what does a counselor do? What is a counselee? Who did you often seek an advice and how frequent it is? What kind of problem do you usually encounter? How do you deal with it? Pupils became very enthusiastic and eager to answer his question because everybody was able to relate. Most especially when cited several examples that implies the needs of having guidance and counsel from someone close or dear to us. After he motivated the class, he presented the vocabulary words which later on will be seen on the selection they’ll be reading. He delivered it through contextual clues activity. He posted a visual aid with questions and choices that corresponds each number. By means of using contextual clues, the pupils we’re able to define the meaning of patch, summarize, extract, summon, fines, testify, assurance, complainant, clues, and interrogation. When they already unlocked the meaning of the difficult words in the selection, Prof. Bayang ensued to the reading activity. First, he asked a spring board that is stated on the beginning of the selection they’re about to read then he let the pupils answered his question orally. He followed the spring board by introducing the story to the pupils. He requested the pupils to get their book in Reading, â€Å"Reading Realm 6† by Rizalina R. Santos, Ph. D. and by writing the page numbers on the board, he asked his pupils to turn their books on the pages where the story â€Å"The Farmer and the Wise Judge† is located. When everybody is ensured to have turned their book on the prescribed pages, he asked his pupils to conclude what’s in the picture. The pupils are able to described the picture which illustrate an old Chinese judge wearing a traditional Chinese wardrobe and a peasant farmer seeking for help, After the pupils discussed their interpretation of the picture, Prof. Bayang asked them to give the standards in silent reading. One by one, the pupils gave the standards and then Prof. baying called on readers to read each paragraph. He asked the pupils to silently read what the reader is reading so that everybody will be able to read the selection. After four to five paragraphs read, I noticed that Prof. Bayang interrupt the reading process to explain and ask the pupils what has been read. He incorporated the oral comprehension check-up in the reading activity and extended it until the entire reading activity was done. Supplementary follow-up question was supplied to test the pupils’ comprehension skills. After the pupils were able to answer the additional questions, Prof. baying gave them ten minutes to answer the written comprehension check-up on their books which is consisted of 3 parts. The first part is recalling details, second part is story plotting, and the third part is inferring characters’ moods and feelings. While the pupils are answering their activity, I took the chance to check out the list which I made. Prof. Bayang followed the same format of lesson plan that I did before. The execution of each activities as well as the systematic synchronization flow of discussion is well performed without mannerisms that tend to disturb the pupils’ attention. I also noticed his stance and composure, the way he carried himself is very respectable and well-mannered which is enough for him to be treated with authority and respect by his pupils and co-teachers that enables him to command reverence responsiveness. When it comes to speaking, he has a well-modulated and articulated voice that is audible throughout the whole class. I also observed that his questioning skills stimulate discussion in different ways. He was able to probe learner’s understanding, help pupils articulate their ideas and thinking process, promote risk taking and problem solving, facilitate recall, encourage convergent and divergent thinking, stimulate curiosity and helps pupils to ask questions. After the span of ten minutes roaming around the classroom to see if his pupils are responding in the activities given and if they have queries, he asked the class if they’re done. Some pupils are not yet finish so he gave them an additional 2 minutes to work. For those that are able to finish the activity on time, he gave them verbal appraisal and asked them to review their answer. When the additional allotted time was finished, he asked his pupils to pass their books sideways going to the center aisle at the count of five. Each count, the pupil from the innermost row passes his book on his seatmate. When the final count was given by Prof. Bayang, all books are in the center aisle. â€Å"At the count of six, all books should be at the opposite row. † he said firmly. As he counted, the same process was done by the pupils. After the books are delivered to each respected pupils, Prof. Bayang asked his pupils to put â€Å"corrected by† on the lower right corner of the book they received and affix their name and signature on it. While the pupils are busy following his instruction; he bought some time to post the keywords on the board. After posting the keywords, he asked the pupils to check the book their holding by looking at the keyword posted in front for two minutes. He also instructed them to tally the scores and write the sum on the upper left corner of the book they have. When the pupils are done checking their classmates’ book, he asked them to return the books to its owner by repeating the routine they’ve done before. When the books are already returned to the owners, Prof. Bayang recorded their scores by calling their class numbers. After he recorded the scores, he asked if all names are called. Then, he let the class relaxed their selves and seat up straight and properly. He also let others go out for a water break and to comfort their selves. Once he made sure that everybody is ready and present inside the room, he started presenting to the class their lesson for that day which is â€Å"Facts and Opinions. † He asked the same question as he did before they read the selection, â€Å"How judges’ now-a-days decides on their cases? † Then he called random pupils to answer. This time, pupils aren’t just enthusiastic to answer but they became more dignified and willing to answer Prof. Bayang’s question. He stated that one of the ways on how judges decide on their cases is by inspecting closely what are facts and what are opinions. He posted a visual aid which contains the definition of facts and opinions then he asked someone to read the definition and example of facts. Afterwards, he explained it and gave the determinants to identify what’re facts and otherwise. He supplied the class with different examples and cited situations to stimulate their higher order thinking skills. Later on, he did the same procedure in explaining the idea of opinion in the class. After explaining the concept of the lesson, he asked the class if it’s clear to them and if they can move to the next activity. Everyone agreed that they have no question regarding the lesson so Prof. baying move on the application part. He divided the class into 4 groups. The first group is in charge of â€Å"Gossip Hunter†, it is a game wherein they’re going to spot the facts and opinion in the selection read. The second group is going to perform the â€Å"One Click Act! † activity in which they’re going to choose a scene from the selection and then they’ll present it on the class highlighting the facts and opinions in their dialogues. The third group was tasked to do the â€Å"F and O Talk Show†. They made a talked show about the selection read exposing what are the facts and opinions stated by the characters in the story. The last group did a â€Å"Journal Entry† which is made of facts and opinions in about the story. Each group was given fifteen minutes to do their assigned task and prepare their materials and scoops. After the given allotted time, they are asked to go back to their proper seats and avoid making unnecessary noises so that the group that shall present their work will be able to present it without disturbance. Each group was given three to five minutes to present their work in front of the class. The group that made the best presentation was given verbal appraisal and plus points in their recitation. After the differentiated group work, Prof. Bayang asked his pupils to turn their books to pages 113 and made them answered activities one to two which is all about identifying and locating facts and opinions in a given paragraph and statements. This serves as his evaluation in the discussion made. He gave them five minutes to answer the activities. After five minutes, they checked the activities the way they did in checking the written comprehension activities it was followed by the same recording of scores routine. Knowing the scores of the pupils are outstandingly promising, he didn’t give homework anymore, instead, he congratulated the class for showing an exemplary performance. July 25, 2012 INTERVIEW After observing Prof. Samuel Bayang, I analyzed and evaluated my findings. I was amazed by the amount of the data I was able to collect upon observing him. There are a lot of notable comments I listed down regarding him but the one that really amazed me was the congruence of his discussion between his objectives and subject matter that even without looking for his lesson plan, it was clearly manifested throughout the class. There are also notable congruence between his lesson’s objectives, teaching procedures and formative test. When it comes to his teaching procedures, his used methods and strategies that was suited to the needs and capabilities of his pupils, he was creative enough to adapt his method to the pupils’ capabilities, visual aids and other examples were used to illustrate the lesson, and he also made effective use to the formative test after teaching. I also observed his keen systematic practice in routinizing the class when it comes to the checking of attendance, agreements, practice exercises, and correcting, distributing, and collecting pupil’s outputs. I also noticed the strict, yet pupil-friendly, order and discipline present in classroom while it’s on session. Also, the visual aids that were used by Prof. Bayang were within reach during his teaching which made him easy to assemble his materials during the session. Before I observed him, I thought that it will be just a meager observation but I was mistaken. It left me with several inquiries that challenged me to come up with an interview. So I enumerated my findings and made a narrative report about it which helps me to formulate questions regarding my curiosity towards the way he taught his pupils. Upon completing my questions for my interview, I instigated my plans. I came up to school early on Wednesday of July 25, 2012 where I was schedule to meet Prof. Bayang in preparation of my first on the job training which was due in July 26, 2012. First, he instructed me to make my instructional materials while he was editing my lesson plan. I took the chance to ask him about himself. I learned that he graduated in Philippine Normal University twith Bachelor Degree in Elementary Education major in Reading. He has been in the department for 15 years with her wife, Ma’am Bessie Bayang, Elementary Registrar, and that he has three son who is currently enrolled in the elementary and high school department of the university. I was uncomfortable to ask him about his life because talking about something which doesn’t concern me is not my interest so I went directly to my concern. I asked him if his using a lesson plan in teaching. He said that it’s not necessary anymore to use a lesson plan in his case because his already a professional licensed teacher already. In fact, according to him, the department does not require them to do so because of their heavy loads in teaching though sometimes they most especially when the subject matter is tough or new to him, he make a guide to help him manage his time during his discussion. Using my research made list, I asked him if his familiar with the basal reading approach or the basal type lesson plan. He said that he is fully aware of it. He says that good basal reading programs cover all aspects of reading learning (phonemic awareness, phonics, fluency, vocabulary and comprehension) in a systemic, explicit and comprehensive way. They are intended to teach children to read at or above grade-level expectations and give those all the skills they need to make reading progress. Regarding to its effectiveness, he stated that, it’s very helpful and child friendly approach because basal reading program is a core reading program that is used to teach children to read thoroughly. He also discussed that the term â€Å"basal† comes from the word â€Å"base,† as the program acts as the basis for the lessons that teach children reading skills. Basal reading programs are mainly used by school districts, as they are generally too expensive for most homeschoolers and tutoring centers. This discussion with him opened me the chance to ask him a lot about his approaches in teaching Reading. He specified that there are a lot of approaches in teaching Reading and its affectivity varies according to the learning style and needs of our pupils because no matter how detailed and proven an approach is, it won’t easily suits everyone’s need. â€Å"Teaching is not a one size fits all profession. Further study and researches are needed to cater the needs of your pupils. Hindi tayo focus sa iisang bagay lang, ang target natin, LAHAT. And when we say LAHAT we deal with diversity and there comes the bigger picture. You should know that. † Prof. Bayang boldly said. Having my research as my guideline, I asked him if his accustomed with Marungko approach. He told me one of his seminars he attended in Manila hotel sometime during the year 2011. He also showed me one of his RAP journals about Marungko approach. He conversed it is a technique by which instead of the usual arrangement (or order) of letters, Marungko starts with m, s, a, i, and so forth. The alphabets are rather â€Å"pronounced† than read. Then he cited an example. â€Å"The alphabet â€Å"m† would be pronounced as â€Å"mmm† not the old Pinoy style of reading it as â€Å"ma†. Learning the pronunciation of just a few of the letters would actually help the child read a few more words. † he explained. Then I asked if his aware of the â€Å"Four Pronged Approach†. On his old large file case, he brought out an envelope and gave it to me. I opened it and found out a compact disk entitled â€Å"The Four Pronged Approach† along with it are five samples of four pronged approach lesson plans. He handed another envelope which contains five books and told me that those are the books from where the lesson plan was formed. In a short while after he fixed his files that went topsy-turvy above his glass framed table, he turned his attention to me. He offered a close discussion about the â€Å"Four Pronged Approach† from which at that point I have limited knowledge. He discoursed that the four-pronged approach was first developed by Professor Basilisa Manhit of the College of Education, University of the Philippines, Diliman as stated on the readings and clippings he was holding. He stated that the philosophical foundations of the four-pronged approach are the following: literature-based, holistic, and places emphasis on the process of transfer. He also stressed that the four pronged approach is composed of four parts: genuine love for reading (GLR), which aims to immerse the child in literature and develop a deep and lasting love for reading. Critical reading this offers a story/poetry reading, and then afterwards the children are asked to answer the motive question. A discussion then unfolds the events and beauty of the selection. This discussion should succeed in imparting the message of the story. The children arrive at this on their own pace of realization guided by the questions of the teacher. The children are trained to reflect on the story. They soon become accustomed to critical thinking (CT), the second prong. The third prong follows which is the mastery of the structures of the language now also named Grammar and Oral Language Development (GOLD). He indicated that through this method of sharing literature, vocabulary is developed, attention span is lengthened, listening comprehension is honed and critical thinking, applied daily, becomes a habit. The last prong follows immediately, the transfer stage (TS). This prong is also planned and implemented as systematically as the three prongs. â€Å"This is the prong where reading readiness activities are given to the pupils. † Prof. Bayang said. As for my final question, I asked him what approach in teaching Reading he prefers. He took a deep breath eyeing for my buried lesson plan that he was halfway finished on editing throughout our 30 minutes interview. He looked towards the direction of my hand which is swiftly writing the information he shared. At first, I thought he was skeptical or somewhat cynical about his answer then he precipitously said, â€Å"None. † I was stunned. I didn’t expect he would answer such so I smiled back in return and ask, â€Å"why? † He lowered his head and examines my lesson plan. I can see his passion and dedication as his hands swiftly write his comments on my red ink filled lesson plan. â€Å"As I have said a while ago, teaching is not a one size fits all profession. † he said with a truncated voice. â€Å"Pag teacher ka, kailangan lahat nakikita mo. At dapat marunong kang mag-value. And by valuing, there comes the answer to your question. † he’s smiling while he’s talking. There has been a long pause. I wanted to break the silence so I attempted to asked, â€Å"wh-.. † He interrupted my statement so I lay back on the arm chair I was seated. â€Å"There is a lot of things you really need to know. He-he! † He laughed. â€Å"Appreciating someone’s value or purpose might it be good or bad is the perhaps the best job a teacher does that is hidden to the eyes of people. † He said smirking. â€Å"Wala naman talagang best na approach o strategy o method na best o appropriate sa pagtuturo ng Reading, o Language, o Science o ano pa man. Sa trabaho natin, kailangan mo lang maging totoo at maging appreciative sa bata. Kasi ‘yong maging maka-bond mo sila, that enables you to think of a best approach to deal with their personality. At sa pagtuturo, hindi naman talaga learning style of habit ang inaalam natin e.  Kundi ‘yong personality, ‘yong attitude. You need to acquaint yourself on the child’s nature first for you to teach him. Most especially when teaching Reading. Your teaching them kasi not just a simple subject e, your teaching them a way of living, a part of life. † He said seriously. â€Å"Kaya ang sagot ko sa tnong mo ay, WALA. He-he! † He said laughing while handing me over my edited lesson plan. After that, he asked me good bye to attend their devotional prayer at the Elementary Library. That ended my interview to him. July 25, 2012 Just after my interview. ( REFLECTION  Seriously, I was left dumbfounded. I was surprised by how our conversation concluded. It’s just 30 minutes of interview but it changed a portion of me when it comes to the career I chose. I was able to reflect back on. How am I doing in the field? Am I after to the child’s personality? Attitude? Or am I just focus on the theoretical knowledge I learned on my three years study of theories? Am I forgetting something big? This whole observation and journal making thing turned out to me as an unexpected crash course. In taking this class, I would have never expected to be able to write so much at once. In fact, in the past I probably would not have even tried. However, during the course of this class, I guess I began to open my mind to different ideas and styles of writing that have helped me to develop as a writer and as a student in general. My mind was put into critical thinking mode immediately after every class I attended in the Elementary department teaching grade six pupils. I knew from that point that this class would be a lot more than just a crash course on grammar and paper structure because I had to do this portfolio and journal. I had to form an opinion of my own. As assertive as I come off, I always have a hard time, I still have a hard time choosing one side over another because I will sit there and analyze ever side to an issue. This innate habit of mine is both a gift and a curse. It is beneficial to me because I am able to look at things from several perspectives with compassion and understanding. But on the other hand, I always want to write a paper giving both my point of view towards something I personally experienced, instead of theoretical and argumentative statements which most of my subject courses requires me to do so. This has been a challenge for me because we are asked over and over  again to take a stand on an issue regarding what’s happening on our class during the discussions and our relationship with the entire faculty of the department. So many times this semester, I have been caught by writing center tutors, most especially my friends who are grammar Nazzis, telling me that this sentence or this paragraph supports the wrong side. That is me trying to be fair I guess, a habit which I will have to keep learning how to break. I must say that I have enjoyed all of the facts and journals that we got to write about for the reason that I had quite a bit of interest in the subjects. Even my journals and lesson plans which I was dreading to write became my favorite paper I wrote this semester because I was so informed after my research that I had so much to say. It is so much easier and interesting to write about things that affect me or things that I can relate to. For example my journal made me aware of the things that are going on that I seem to overlook in my everyday life. I think that more than anything this class has helped me to become a more analytical and insightful thinker as well as a critical writer and teacher.