Catcher In The Rye Essays (716 words) - Literary Realism

Catcher In The Rye Essays (716 words) - Literary Realism Catcher In The Rye The Catcher in the Rye In J.D. Salinger's The Catcher in the Rye, the first person narration is critical in helping the reader to know and understand the main character, Holden Caulfield. Holden, in his narration, relates a flashback of a significant period of his life, three days and nights on his own in New York City. Through his narration, Holden discloses to the reader his innermost thoughts and feelings. He thus provides the reader not only with information of what occurred, but also how he felt about what happened. Holden's thoughts and ideas reveal many of his character traits. One late Saturday night, four days before the beginning of school vacation, Holden is alone, bored and restless, wondering what to do. He decides to leave Pencey, his school, at once and travels to New York by train. He decides that, once in New York, he will stay in a cheap motel until Wednesday, when he is to return home. His plan shows the reader how very impetuous he is and how he acts on a whim. He is unrealistic, thinking that he has a foolproof plan, even though the extent of his plans are to take a room in a hotel.., and just take it easy till Wednesday. Holden's excessive thoughts on death are not typical of most adolescents. His near obsession with death might come from having experienced two deaths in his early life. He constantly dwells on Allie, his brother's, death. From Holden's thoughts, it is obvious that he loves and misses Allie. In order to hold on to his brother and to minimize the pain of his loss, Holden brings Allie's baseball mitt along with him where ever he goes. The mitt has additional meaning and significance for Holden because Allie had written poetry, which Holden reads, on the baseball mitt. Holden's preoccupation with death can be seen in his contemplation of a dead classmate, James Castle. It tells the reader something about Holden that he lends his turtleneck sweater to this classmate, with whom he is not at all close. Holden's feelings about people reveal more of his positive traits. He constantly calls people phonies, even his brother, D.B., who has sold out to Hollywood. Although insulting, his seemingly negative feelings show that Holden is a thinking and analyzing, outspoken individual who values honesty and sincerity. He is unimpressed with people who try to look good in other's eyes. Therefore, since it is obvious that Holden is bright, the reason for his flunking out of school would seem to be from a lack of interest. Holden has strong feelings of love towards children as evidenced through his caring for Phoebe, his little sister. He is protective of her, erasing bad words from the walls in her school and in a museum, in order that she not learn from the graffiti. His fondness for children can be inferred when he tells her that, at some time in the future, he wants to be the only grown-up with all these little kids playing some game in this big field of rye and all. He'll stand on the edge of a cliff and catch anybody who starts to fall off the edge of the cliff. He got this image from his misinterpretation of a line from the Robert Burns poem, if a body catch a body comin' through the rye. When situations are described, in person or in a book, they are influenced by the one who describes them, and by his or her perceptions and experiences. Through Holden's expressions of his thoughts and feelings, the reader sees a youth, sensitive to his surroundings, who chooses to deal with life in unique ways. Holden is candid, spontaneous, analytical, thoughtful, and sensitive, as evidenced by his narration. Like most adolescents, feelings about people and relationships are often on his mind. Unfortunately, in Holden's case, he seems to expect the worst, believing that the result of getting close to people is pain. Pain when others reject you or pain when they leave you, such as when a friend walks off or a beloved brother dies. It would not have been possible to feel Holden's feelings or understand his thoughts nearly as

Texting Thumb Is a Repetitive Stress Injury

Texting Thumb Is a Repetitive Stress Injury It seems that with every bit of new technology comes some form of social or personal cost. Often times that personal cost resolves itself in the form of a repetitive stress injury. Cell phones are one such technology. Socially and culturally, we are dealing with constant interconnectedness as well as inconsiderate users who feel they should talk wherever they are, regardless of the people around them. But this isnt about etiquette. This is about ergonomics. The cell phone has led to some health conditions, but it wasnt until the invention of supporting technologies – mobile data, cellular email, and the almighty text message – that the repetitive stress became a real problem for most users. Text messages have some great advantages and have changed our culture, but the input method leaves a lot to be desired. And that is what leads to Texting Thumb. Effects Texting Thumb is a repetitive stress injury that affects the thumb and wrist. Pain and sometimes a popping sound are present on the outside of the thumb at or near the wrist. There can also be a decrease in grip strength or range of motion. You see, the opposable thumb is very good at performing opposing actions to the hand and fingers, otherwise known as gripping. The muscles and mechanics of your anatomy support this function. The thumb acts as the lower half of a pair of pliers. It is much better at this than dexterous three-dimensional motions, like typing. That puts a lot of repetitive stress on the thumb joint and the muscles and tendons attached to it. The thumb is sufficient to press a key on your phones keypad without much stress being placed on it. It is mainly the traveling the thumb tip does over the keypad, which is often a couple of square inches. This is a lot of work on a joint that, quite frankly, isnt designed to move that much. Cell phones that have a standard number pad often use a predictive text entry or other methods to make input easier without scrolling through all the available letters for each number. This helps a lot but not enough to counteract how often most people text. Smartphones are even worse. While they do have full keyboards to make input easier, they have larger surfaces for the thumb to travel over and can often involve both thumbs. Whats more, the ease of input actually makes it more likely for you to type in real words instead of the texting shorthand. Inflammation Texting Thumb can be a form of tendonitis, tenosynovitis, or a combination of both of those disorders. In either case, it means something is irritated, inflamed, and swollen. In Texting Thumb, there is an inflammation of the tendons and/or the synovial sheaths that cover the tendons that control the motion of your thumb. It may also be an inflammation in the tenosynovium, a slippery membrane that acts as a sliding surface, in the opening in the wrist that the tendons slide through. Often the swelling from the inflammation in either the tendon or tenosynovitis causes irritation that leads to inflammation in the other after repetitive use. It can be quite painful and reduces your ability to grip. Whichever part of the anatomy is irritated and inflamed, it squeezes the tendons and constricts their ability to slide within the sheath. The inflammation results in swelling and pain that can run from the tip of the thumb all the way down to the wrist and even the upper portion of the forearm. In Texting Thumb, you often feel the pain when you turn or flex your wrist or when you make a fist or grab something. It often occurs in gamers who play daily for long periods. The Technical Explanation Texting Thumb is technically known as De Quervains syndrome. There are many aliases for De Quervains syndrome with one in homage to the one-time mobile data king, Blackberry Thumb.   If you flatten your hand out with the back of your hand downward, then your thumb can move in two ways. It can move up and back down. This moves your thumb out of the plane of your hand and is called palmar abduction. Your thumb can also move left to right, staying within the plane of your hand. This type of movement is called radial abduction. These tendons are housed within synovial sheaths through the wrist passage. Synovial sheaths are kind of like a stiffer, outer tube that can bend but does not kink. The result is that when the wrist is bent or twisted, the tendons can still slide back and forth through the wrist passage without getting snagged. The tendons pass through an opening in the wrist on the thumb side. This opening is covered in a slippery membrane called tenosynovium. Constant friction against this surface by inflamed synovial sheaths can cause inflammation in the tenosynovium as well. Inflammation of a tenosynovium is called tenosynovitis. The tendons involved in De Quervains syndrome are those attached to the extensor pollicis brevis and abductor pollicis longus muscles, or the muscles that move your thumb in radial abduction. The muscles run side by side on the back of your forearm towards your wrist and the tendons run along the thumb, from the tip to your wrist through an opening in your wrist where they then attach to the muscles. In De Quervains syndrome, irritation from repetitive stress causes the inflammation in the tendon or synovial sheath, which leads to swelling and enlarges a portion of the tendon making it difficult for the tendon to pass through the opening in the wrist. Or it causes inflammation in the tenosynovium, which results in the same thing. Often, when one is swollen, it causes the other to become irritated and inflamed as well, thereby compounding the problem. Take Care of Yourself! If left untreated,  Texting Thumb can worsen and the repetitive inflammation and irritation of the tendons synovial sheaths cause them to thicken and degenerate. This can result in permanent damage, leading to a loss of grip strength and/or range of motion as well as constant pain. De Quervains Syndrome can be treated at home  effectively if it has not gotten that severe. If you are a serious texter you should consider trying to prevent De Quervains syndrome to keep your hand healthy.

In What Ways Do We Inherit Our Ideas and Beliefs From Our Family and S Essay

In What Ways Do We Inherit Our Ideas and Beliefs From Our Family and Society - Essay Example From the family, the child learns to trust and grow, and family care leads to the development of the behaviours and beliefs of the child. If the environment provided by the family is nurturing and positive, the child grows up to be a successful and happy person. He takes on risk to learn new things as he knows he has the support of the family, and even if he fails, his family is there to support him. The negative support from the family can lead to a completely opposite effect. The example of family beliefs and its negative effect can be clearly seen in the literal work of William Faulkner and his short story â€Å"A Rose for Emily†. The story revolves around a daughter who is so distraught from the death of her father that she keeps his dead body to herself for a couple of days. She is so dependent on her father and secluded from the society that she refuses to let go of his body. Her dependency on father had led to her isolation from society, lack of a maternal figure and has disturbed relationships around. Another example of family and its emphasis on the lives of an individual is highlighted in the literal work of Shirley Jackson â€Å"The Lottery†, which shows how families can turn against one another on basis of a single trigger. Initially, it was highlighted in the story that family bonds were so strong that all families stood together and each family member has to be present. All the actions within the story are carried out due to the effect of family relationships. However, as soon as one of the members Tessie draws out a marked paper, all those family members turn against her and stone her. Another important factor that shapes the ideas and beliefs of an individual is the society, specifically the community. The sociological conditions have been affecting the individuals since the very beginning, however, each generation develops a new set of conditions. The present generation, for example, is socially ruled by the influence of technology, economy and media.  Ã‚  

Choosing a Successor Case Study Example | Topics and Well Written Essays - 250 words

Choosing a Successor - Case Study Example Each candidate will be matched to a skill set and awarded points. Every skill earns equal points (5), but seniority/loyalty to the organization will score two points (2) for every year of service. According to the score, all candidates are nearly tied for their potential viability in the role of successor. Amanda scored the highest as a result of her tenure, however the capabilities related to solid leadership and communications (especially) are lacking. Felipe, though well-liked, lacks the fundamental skills required of professionals who are well-versed in more business practicality and understanding. Clearly, his leadership skills and human resources skills would be a credit to the position, but his experience as an administrator are lax. Tanisha, though known to be pompous and self-absorbed, managed to score highly in multiple dimensions required for the position without extra points for tenure. Tanisha is the most qualified candidate maintaining multiple competencies for this role, despite her lack of tenure. It is recommended to select Tanisha for the role due to the diversity of responsibilities required in this administrative role. Elements of her personality that are not favorable can be developed through training and consultation with superiors and through experience working in a responsibility-based position with diverse personalities. Based on all characteristics, Tanisha outperforms even those with longer

African American In The 1920s Essay Example for Free

African American In The 1920s Essay The 1920s were a time of struggle, pride, fear, and creativity for African Americans. Following WWI, blacks fought for the conditions and rights that they were given while fighting in Europe. They fought through countless riots and murders to push for equality. They migrated across the country to escape the horrid conditions of the South. They created an entirely new cultural movement that spread like wild fire. African Americans of the 1920s created a momentous movement of political and cultural dominance that would eventually lead to their freedom. The Post World War I era was a difficult, yet prideful time for African Americans. While African Americans were fighting abroad, they were treated as equals to whites in Europe. Due to American generals refusing to command blacks, African Americans fought side by side with black and white French soldiers under French command. In addition, there were a few all black regiments, the most well known being the 369th Colored Infantry (p. 8). Upon returning home in November of 1918, African Americans faced â€Å"contradictory feelings of hope and frustration† (p. 7). They expected to be praised and rewarded for their sacrifices made during the war; however, they were met with nearly the opposite. This new mood among the African Americans became Flowers 1 known as the â€Å"New Negro. † Coined by black journalists, this term described the new attitude of post-war blacks and their will to fight against the white oppression. Unfortunately, the American public treated them the same as before the war. African American soldiers were in shock from the striking contrast of black social conditions between America and Europe. While the whites were praised for their sacrifices, the blacks were not. In one case, however, on February 7, 1919, a few thousand black soldiers marched through Manhattan, and were praised by both blacks and whites alike; however, most white Americans didn’t feel the same as those in New York. With blacks having a strong hope for equality, and whites having a strong fear of this equality, America was set up for some of the best and worst events of the 1920s. The â€Å"Red Summer†, coined by James Weldon Johnson, was a summer of hate crimes, violence, and even murder. On several occasions, both blacks and whites ended up injuring and killing one another. African Americans began to assert their new hope of equality. The first instance of this new attitude occurred in Charleston, South Carolina, when sailors killed a black civilian. A large fight broke out and several people, both blacks and whites, were killed. Riots began to appear throughout America. The worst riot broke out in Chicago and lasted five days. It all began when an African American swimmer drifted into waters between segregated beaches. A white man threw a rock at him and the black man ended up drowning. White police officers did nothing to arrest the white man. As the news spread, gang related violence quickly began to spread throughout neighborhoods. As tensions grew stronger, the violent crimes Flowers 2 became worse. Eventually, a mass riot broke out. Policemen fired upon several black men, and several thousand men became involved. In the end, 23 blacks and 15 whites were killed, and many more were injured. Unfortunately, the majority of the media downplayed these riots to try and keep everyone else under control, but The Crisis, the primary newspaper for the NAACP, published nearly every event, both good and bad. Over the summer, many other instances of violence occurred, leading to the Great Migration (p. 7-15) The lives of African Americans significantly changed during the 1920s. A large contributor to these changes was the mass migration of African Americans to the North and West known as the Great Migration. African Americans despised the Jim Crow laws, and tried everything in their power to either change or escape them. Many blacks living in the South gained much economic success after migrating to the North. Not only did the blacks want to migrate to the North for economic and civil gains, but they also wanted to escape the worsening conditions in the South caused by the Boll Weevil plague that ruined the cotton industry (p. 23-24). Upon arriving in the North, blacks began to build up their community. They built their own churches, which were significantly different from white churches. Their churches became a part of their lives, and became their community. The YMCA and the YWCA also began during this time period, promoting community as well. Western black immigrants came primarily from places like Jamaica, and were fairly new to the oppression of the whites in America. Because of this, they were not as afraid to start up new things. Flowers 3 On the political side of events, the NAACP was on the rise. By 1919, the NAACP had become the leading organization for black civil rights. Led by W. E. B. Du Bois, the NAACP constantly challenged â€Å"segregation and political equality. † (p. 57) A major success of this organization was the push for the Dyer Antilynching Bill. Even though the bill was never successfully passed, it brought lynching to the attention of the public, and eventually reduced the number of lynchings significantly (p. 60-63). While African Americans fought to make conditions better for themselves, some conditions remained poor. Some blacks began purchasing homes in â€Å"white† neighborhoods, but were faced with violence, especially from the rising Ku Klux Klan; therefore, ending the housing segregation quickly gained importance (p. 66-68). The white schools were far superior, due to the much higher wages and funding provided. In Southern states, studies showed that white teachers were paid nearly four times as much as black teachers, and the black school sizes and facilities were vastly inferior (p. 68). A third problem was the constant fight against the judicial system. On several occasions, blacks were wrongly accused of crimes, even when there was little to no evidence to prove anything at all. For example, two black men in Kentucky ended up in court for raping a white woman on â€Å"the flimsiest of evidence. † Even though no one identified the men, the all white jury spent just fifteen minutes to find them guilty, and the men were sentenced to death (p. 68). Aside from the political issues, African Americans in the North began a mass movement of cultural expansion, including literature, music, and art. This Flowers 4 movement became known as the Harlem Renaissance. The precursor to this movement was the Marcus Garvey movement. Garvey pushed for blacks to â€Å"reject the white society and build a separate life. † (p. 77) He believed that blacks should never conform to white society. He also led the somewhat unsuccessful â€Å"Back to Africa† movement, which was an attempt to have all blacks leave the country and live in Liberia instead. Following the Marcus Garvey movement was the well-known Harlem Renaissance. Even though renaissance is in the name, this movement was more of a birth than a rebirth. It all began during the Great Migration. As thousands of African Americans migrated to the North, many ended up settling in Harlem. This three square mile area became the largest concentration of black people in the world. Following the war, many writers celebrated this new life in the North, and praised the better conditions of the North in their writing. Many hoped that this mass outpouring of literature would â€Å"break down the walls of prejudice. † (p. 80) The most popular of these writers was the African American poet, Langston Hughes. Today, much of his work is considered classic literature. In addition to the mass influx of African American literature, jazz music was on the rise (p. 83-86) Jazz became a symbol of African Americans and the Harlem Renaissance. This product of music pulled concepts from â€Å"African rhythms, blues chord progressions, church spirituals, European melodies, and American marching band instrumentation. † (p. 86) Probably the most well known musician from this era was the trumpeter, Louis Armstrong. Even though jazz originated in New Orleans, it quickly spread to the East coast and eventually to Harlem. The Flowers 5 literature produced in Harlem was by far more successful than jazz, but there was certainly no shortage of jazz in Harlem. Both the jazz and literary greats became idols to many African Americans. They created a wave of inspiration in the black community that quickly spread throughout certain areas of America. The African American community fought through violence, held their pride, and created an entire cultural movement. Through the idea of the â€Å"New Negro† to the eventual Harlem Renaissance, African Americans became stronger and bolder in fighting against whites. Through the NAACP, African Americans gained a stronger stance in politics than ever before. Through riots, beatings, and even deaths, African Americans fought to be treated equally to whites, and paved the way for their eventual freedom and equality.

Comparing the Book and Movie Version of The Grapes of Wrath Essay

The Grapes of Wrath: Comparing Book and Movie      Ã‚  Ã‚   Ford attempted to establish a sense of historical context by inserting two paragraphs of prose on the screen immediately following the opening credits: ' In the central part of the United States of America lies a limited area called 'the Dust Bowl', because of its lack of rains. Here drought and poverty combined to deprive many farmers from their land. This is the story of one farmer's family, driven from their fields by natural disasters and economic changes beyond anyone's control and their great journey in search of peace, security, and another home.'    In its description of a '' limited area called 'the Dust Bowl', 'the prose serves to limit the scope of the tragedy about to be witnessed to a specific, isolated part of the nation. The simple past tense used in the final sentence of the first paragraph underscores a feeling that this is all over by the time of the film, 1940. The second paragraph prepares us not for Steinbeck's picture of failure on a national scale but for the story of 'one's farmer's family' who are victims of changes ' beyond anyone's control', and who will set out on a heart-rending journey ' in search of peace, security, and another home.' One can already notice in this opening lines of the film that the director's attempted to carefully avoid attaching specific blame in this potentially controversial film. The possibility of social change wrought by violent by violent conflict suggested in the novel will not even be hinted at.       The movie only focuses on the Joads, a migrant family from the Dust Bowl region, while the novel's focus shifts from the Joads to the situation of all the migrants who went to Californi... ...hile the peasants will keep trudging down a long, hard road. The Grapes of Wrath as a novel argues that in order to survive spiritually and physically on the planet man must commit himself to man and environment, whereas the film version focuses on the traditional figure of the isolated individual who will make things 'right'.    Sources Cited and Consulted: Davis, R. M. (editor). Steinbeck: A Collection of Critical Essays. Englewood Cliffs, New Jersey: Prentice-Hall, 1972. Pratt, John Clark. John Steinbeck: A Critical Essay. Grand Rapids, Michigan: William B. Eerdmans, 1970. Steinbeck, John. The Grapes of Wrath . New York: Penguin Books, 1986. The Grapes of Wrath   Directed by John Ford   Produced by Daryl F. Zanuck 20th Century Fox, 1940. Wyatt, David ed. New Essays on The Grapes of Wrath. Cambridge: Cambridge University Press, 1990. Comparing the Book and Movie Version of The Grapes of Wrath Essay The Grapes of Wrath: Comparing Book and Movie      Ã‚  Ã‚   Ford attempted to establish a sense of historical context by inserting two paragraphs of prose on the screen immediately following the opening credits: ' In the central part of the United States of America lies a limited area called 'the Dust Bowl', because of its lack of rains. Here drought and poverty combined to deprive many farmers from their land. This is the story of one farmer's family, driven from their fields by natural disasters and economic changes beyond anyone's control and their great journey in search of peace, security, and another home.'    In its description of a '' limited area called 'the Dust Bowl', 'the prose serves to limit the scope of the tragedy about to be witnessed to a specific, isolated part of the nation. The simple past tense used in the final sentence of the first paragraph underscores a feeling that this is all over by the time of the film, 1940. The second paragraph prepares us not for Steinbeck's picture of failure on a national scale but for the story of 'one's farmer's family' who are victims of changes ' beyond anyone's control', and who will set out on a heart-rending journey ' in search of peace, security, and another home.' One can already notice in this opening lines of the film that the director's attempted to carefully avoid attaching specific blame in this potentially controversial film. The possibility of social change wrought by violent by violent conflict suggested in the novel will not even be hinted at.       The movie only focuses on the Joads, a migrant family from the Dust Bowl region, while the novel's focus shifts from the Joads to the situation of all the migrants who went to Californi... ...hile the peasants will keep trudging down a long, hard road. The Grapes of Wrath as a novel argues that in order to survive spiritually and physically on the planet man must commit himself to man and environment, whereas the film version focuses on the traditional figure of the isolated individual who will make things 'right'.    Sources Cited and Consulted: Davis, R. M. (editor). Steinbeck: A Collection of Critical Essays. Englewood Cliffs, New Jersey: Prentice-Hall, 1972. Pratt, John Clark. John Steinbeck: A Critical Essay. Grand Rapids, Michigan: William B. Eerdmans, 1970. Steinbeck, John. The Grapes of Wrath . New York: Penguin Books, 1986. The Grapes of Wrath   Directed by John Ford   Produced by Daryl F. Zanuck 20th Century Fox, 1940. Wyatt, David ed. New Essays on The Grapes of Wrath. Cambridge: Cambridge University Press, 1990.

The Various Shades of George Bernard Shaw

Topic 1: What is Andragogy and how is it relevant to training and development? Andragogy is the term used to describe ‘the art and science of teaching adults’ (Delahaye, 2011). It focuses on the post-school vocational education, where the adults learning needs are the main importance and also should allow them to take responsibility for their own learning (Delahaye, 2011). In this sense, the differences between andragogy and pedagogy are related to not only the way content is taught, but also the progression of learning.Andragogy is relevant to training and development as concerns with the practical issues of trainers are coming into existence in relation to an effective way of using resources and the most suitable training methods (Jones, 1980). Therefore, as advances in knowledge are increasing, training and development programs need to be constantly altered and maintained to ensure that employees (adults) are processing this information. Andragogy is conceptualised in literature through conducting research to address what exactly is andragogy and what are the main issues in accordance to training and development.In relation to police training and development, police officers valued four distinct areas – engagement, practicality, affiliation, and efficiency (Olivia, 2009). Firstly, police officers valued classrooms that were ‘interesting and inspiring’ (Olivia, 2009), as they preferred trainers who were enthusiastic and engaged their students. Police officers also preferred the content being delivered that can be applied to their own real-life experiences on the job. Officers really emphasised the importance of the classroom environment in relation to social interaction and classroom layout.Police officers that were involved in the training and development session wanted a chance to interact with others, including the trainer. This allowed for them to learn from eachothers’ experiences (Olivia, 2009). It was also report ed that the classroom should be laid out in a manner that provides the trainer the opportunity to deliver the content in an ‘efficient and effective manner’ (Olivia, 2009). They preferred classes that were well managed in relation to the time period. Therefore, it is demonstrated in research and results that andragogy is all about the motivation and preferences of the student.It is also mentioned that andragogy is ‘a learning theory, not a teaching theory’ (Mc Auliffe, 2009). Andragogy is explained through the ‘andragogical model’ composed by Knowles (Mc Auliffe, 2009). This model addresses the issues on the learning process of adults. There are four issues that make up this model. Firstly, it is important to explain to the student why they need to learn a particular topic. Secondly, the trainer has to show the learner how to direct themselves through the content, so that they can take responsibility and be motivated to learn.The content also h as to enable the student to be able to relate their own experience to the components being delivered. An adult learner needs to have a ‘life-centered, task-centered or problem-centered’ (Mc Auliffe, 2009). Adults prefer to learn when they are ready and motivated to do so. Through conducting research and going back to the words of academics, it is explained in literature what andragogy is (in a practical sense) and its utter most importance in training and development programs. There are many differences between andragogy and the way children learn. They differ in relation to certain characteristics about learning.For example, the need to know, the learner’s self-concept, the role of experience, the readiness to learn, the orientation to learning and motivation (Delahaye, 2011). It is shown that children are being spoon fed content in a controlled environment, where they are more influenced by external factors. In andragogy, it is all about the needs, the experien ces and self-motivational factors of the adult. For contrast, the pedagogical model developed by Knowles (Mc Auliffe, 2009) involved the communication of knowledge and skills, where ‘the teacher decides in advance what knowledge or skill needs to be transmitted’ (Mc Auliffe, 2009).It is then that it is up to the teacher when and how information is going to be taught. Pedagogy is a teaching theory, not a learning one (Mc Auliffe, 2009). Andragogy is therefore the transition from school education to post-school education. Andragogical principles is a process of providing techniques and relevant resources to help adults obtain the knowledge and skills and also allow the trainer to prepare to involve them in the learning process.Therefore for adults to develop on their skills and knowledge, it is important that they want to learn and are motivated to do so. Without this, there would be no progression. In connection with the design of the tutorial training session, I believe that andragogy is going to be very useful. In a classroom, at one point in class, a majority of the group get ‘bored’ and drift off in their own world. So therefore, it is important to ensure to come up with an activity that everyone can have fun with and would want to participate in.With the importance of ensuring that students know why the need to learn, how they are going to go about learning and the amount of relativeness to their past experiences, the training session needs to be something that everyone can relate to. Everyone needs to be involved in the process of learning the desired knowledge and skills. Andragogy is all about the culture, systems and structures that make up the adult learning environment (Nicholas, 2008), which is key for a successful training session. In conclusion, Andragogy is all about the needs and experiences of the learning process of the adult.It transcends from pedagogy, in a sense that the learning process has moved focus from a spoo n fed controlled environment, to a different environment where the progression of learning is the student’s responsibility. This is relevant and very important to training and development, because, in reality, adults cannot be spoon fed the knowledge and skills needed in the working environment. They need to be more motivated and be informed of the reasons and procedures of training and development programs in order to progress and accept that they need to learn.

Fish- Beneath the Surface (An article for ‘Future of Fish’ magazine)

Natural cod stocks going down. There has been much press coverage of the decline in natural cod stocks due to over fishing in the North Sea. I like my cod and chips and so was quite concerned about this. It may be too late to get the numbers back up to 1970's levels but less documented by the press, is the rapid growth of mariculture, the cultivation of marine organisms for food, which retailers say could ‘revolutionise the fishing industry' (2). I visited the Manx Mariculture fish hatchery to investigate the principles behind fish farming and soon discovered that it was not without its problems. As my guide, Rick Fullerton, explained, a bacterial problem in the live feed meant that the hatchery faced a crisis in the year 2006 when only a few hundred cod were produced instead of the target 1 million. This is a common problem in mariculture and there is the potential for exciting new developments in the production of live feed which could eliminate this problem in the future. Use of live feed as an answerMuscular System: Muscle Metabolism In order to kill bacteria, live feed may be disinfected or treated with UV rays (6). A recent study (Cutts, Sherwood and Treasurer) showed that bacterial numbers were lower in tanks of live feed treated with Pyceze, often used as a disinfectant of water and a preservative in cosmetic products, and the survival of larvae was 6.1% higher (6). Other future developments in the production of live feed may include using rotifers which match the nutritional requirements of the larvae. This could be achieved by finding new methods of enrichment. Research in collaboration with Australia's Commonwealth Scientific and Industrial Research Organisation (CSIRO) has been carried out into developing enrichment methods using vitamin C, bacteria and fungi (7). Rotifers: These multicellular animals are 200-300à ¯Ã‚ ¿Ã‚ ½m in length and are kept at a density of around 1500 per ml (3). They supply the nutritional requirements of fish larvae by retaining nutrients which are then passed on to the larvae (5), ensuring rapid growth. As I go round, a putrid smell laces the air. Dark and bitter, it hangs heavily in the small room. The humidity makes it difficult to breath. Four tanks prevail to one side, overbearing. This is the live feed room of the Manx Mariculture fish hatchery. I peer closer to make out the reptilian green contents of the tanks. Here, rotifers, used as live feed, are grown in aerated tanks on a diet of yeast and algae at 25à ¯Ã‚ ¿Ã‚ ½C (3), optimum conditions for growth. The cod and turbot larvae farmed at the site are reared on these for up to 20 days during which time it is not possible to produce food pellets small enough for their consumption. To small to be seen with the naked eye, rotifers are an excellent replacement of the fish's natural diet, zooplankton (copepods) and they are enriched to supply the nutritional requirements of the larvae. Nutrition in the diet is essential in ensuring optimum growth. Brine shrimps: With my knowledge of cod limited to its appearance in a plastic take-out box, the sight of the fish at 20 days, with their dark silken bodies deftly navigating the water, surprises me. At this age, they are around 7-8 mm in length and are fed for a further 20 days on brine shrimp, or Artemia, 500-700 à ¯Ã‚ ¿Ã‚ ½m in length (3). By using a specially formulated diet for the Artemia, their nutritional content is increased to maximise the growth of the larvae. This also reduces pigmentation problems in the turbot, a species of fish I had not previously heard of. My first impression of them is that they bear a certain resemblance to the shape of a stingray. They line the bottom of the holding tanks, their slender bodies overlapping, producing a carpet of shimmering grey. A tight ship: Nevertheless, live feed production is extremely expensive. To improve efficiency at Manx Mariculture, rotifer production is carried out as a continuous process. Future developments are needed in the production and reliability of rotifer and Artemia whilst reducing the cost of the feeds. Recent studies (Lubzens E, Zmora O, Barr Y, 2001) have shown that the rotifers, B. plicatilis and B. rotundiformis, are two species of rotifer most suited to mariculture. Fish and chips – a change of diet As cod are cannibalistic, grading is carried out at 2 to 4 months using filters of increasing width to separate out different sizes into different tanks. This increases the survival rate of smaller, weaker cod which may not have survived in the wild. As it is not economically viable to produce live feed in large amounts as the fish mature, they are weaned off this and onto a diet of hard fishmeal pellets. This is achieved by gradually increasing the ratio of hard pellets to live food, fed once a day using automated feeders suspended above the tanks. Made from smaller species of fish and crustaceans unfit for human consumption, standard fishmeal has a content of 65-67% protein and 12% fat (8). There may be some dispute over the validity of this data as it is from an internet site and the source is not clear, therefore it cannot be guaranteed that the information is entirely accurate. Fishmeal contains proteins, lipids, minerals and vitamins but very little carbohydrate. Its close composition to that of the fish's natural diet makes it an excellent alternative (8). Fishmeal increases feed efficiency and growth due to a greater nutrient uptake and absorption. It also provides a high amount of energy per unit weight (8). Lipids in the diet provide phospholipids and fatty acids required for optimum growth and development. They are also important in the structure and function of cell membranes. They can be easily digested and have a high energy content which is important as the diet contains little carbohydrate. This is most likely because there is limited availability of carbohydrates in marine environments (9). If the diet does not provide enough energy, protein needed for growth will be broken down instead which increases the costs of fish farming. Protein is needed in the diet as it provides the 10 essential amino acids which the fish cannot synthesis. Fishmeal also contains minerals such as calcium, phosphorus and magnesium and vitamins including the B-complex (8). There are, however, ethical concerns over the use of fishmeal as some argue that for every tonne of farmed fish produced, 5 tonnes of fishmeal are used in the process. On the other hand, fishmeal can be seen to reduce pollution to the environment as there is increased nutrient uptake by the fish (8). Green issues Further environmental concerns which surround fish farming include the pollution caused by waste being discharged into the sea. However, made up of fish waste and undigested food, this is natural and it does not cause major problems or damage to marine environments (3). This likely to be accurate and precise information as Nick Fullerton is a professional with a degree in biology and has had many years experience in mariculture. The energy cost of running the hatchery which includes pumping water 24 hours day and the continuous monitoring probes must also be taken into account when considering the environmental implications of fish farming. A breath of fresh air Continuing my tour, I am shown the large round tanks where the fish are held. A strange looking square device sits on the surface of the water. Consisting of a flimsy plastic frame, it looks unimportant, however, it has the potential to raise the survival of the fish by 90% (3). This is a surface skimmer which cleans the surface of the water by blowing air over it to remove the oily film which would otherwise build up. When the surface is clear, young fish are able to gulp air in order to inflate the swim bladder, an organ in bony fish used for buoyancy. As the fish rely on the water in order to breathe and grow, the water quality can have a huge impact on the success of fish farming (10). The seawater in the hatchery is filtered through filters only 1 à ¯Ã‚ ¿Ã‚ ½m thick in order to remove most harmful bacteria and parasites and the continuous flow maintains the water quality (3). Bacteria such as Pseudomonas, Oceanospirillum, Marinobactera and Paracoccus are common in marine environments (11). Much more impressive are the electronic probes which measure oxygen, carbon dioxide and ammonia levels and pH. However, water is not recirculated otherwise very strict controls would have to be enforced on water quality (3). Oxygen, required for aerobic respiration, is kept at a concentration of 8 mg per litre, or almost 100% saturation (At 20 à ¯Ã‚ ¿Ã‚ ½C, normal pressure and in freshwater, 9.1 mg/L = 100% saturation (12)). Fish require a high concentration of oxygen because they are very active and have a high metabolism. The oxygen concentration is increased when stress levels are elevated such as during transport. This causes the heart rate to increase and so the fish to take in more oxygen. Carbon dioxide levels are kept below 5 parts per million (ppm) and ammonia which is excreted by the fish is kept below 0.02 ppm. PH is ideally kept between 6.5 and 9.0 (10). More advanced probes are being developed but these advancements are limited by cost. Temperature is kept around 7-8à ¯Ã‚ ¿Ã‚ ½C for cod and slightly warmer for turbot. These temperatures are maintained by 3 water inlets to each tank of cold, heated and ambient water. Hot water is not used due to the high cost, especially as the water is not recirculated. Food for thought The ethics of keeping the fish at high stocking densities needs to be considered, however, it can also be seen that their survival is much higher than in the wild. At 50 days, this is 20-30% compared with less than 1% in the wild (3). Turbot even appear to thrive at high densities (13) as this is natural to them in a marine environment on the ocean floor. This is likely to be valid information as it comes from an educational source although, published in 1992, it is not up-to-date. Another concern is that if farmed fish escape and breed with wild stock, the genetic strain may be weakened as farmed cod have lost much of their natural awareness (3). Help or hindrance? Mariculture is growing worldwide at a rate of 5% annually (14) but is it actually accomplishing its aim of increasing fish stock? The use of fishmeal in fish farming means that it relieves pressure on one species only to transfer it to others. It can be argued that the numbers of other species of fish removed from the ocean in order to feed farmed fish mean that the problem is not solved. Furthermore, depleted stocks of other species may disrupt complex food webs in marine ecosystems as ‘population dynamics, competition for food and patterns of predation' are changed (15).

Isomer Definition and Examples in Chemistry

Isomer Definition and Examples in Chemistry An isomer is a chemical species with the same number and types of atoms as another chemical species but with distinct properties because the atoms are arranged into different chemical structures. When atoms can assume different configurations, the phenomenon is termed isomerism. There are several categories of isomers, including structural isomers, geometric isomers, optical isomers, and stereoisomers. Isomerization can occur spontaneously or not, depending on whether the bond energy of the configurations is comparable. Types of Isomers The two broad categories of isomers are structural isomers (also called constitutional isomers) and stereoisomers (also called spatial isomers). Structural Isomers: In this type of isomerism, the atoms and functional groups are joined differently. Structural isomers have different IUPAC names. An example is the position change seen in 1-fluoropropane and 2-fluoropropane. Types of structural isomerism include chain isomerism, where hydrocarbon chains have different degrees of branching; functional group isomerism, where a functional group may split into different ones; and skeletal isomerism, where the main carbon chain varies. Tautomers are structural isomers that can spontaneously convert between forms. An example is keto/enol tautomerism, in which a proton moves between a carbon and oxygen atom. Stereoisomers: The bond structure between atoms and functional groups is the same in stereoisomerism, but the geometrical positioning can change. This class of isomers includes enantiomers (or optical isomers), which are nonsuperimposable mirror images of each other, like left and right hands. Enantiomers always contain chiral centers. Enantiomers often display similar physical properties and chemical reactivities, although the molecules may be distinguished by how they polarize light. In biochemical reactions, enzymes usually react with one enantiomer in preference to the other. An example of a pair of enantiomers is (S)-()-lactic acid and (R)-(-)-lactic acid. Alternatively, stereoisomers may be diastereomers, which arent mirror images of each other. Diastereomers may contain chiral centers, but there are isomers without chiral centers and those that arent even chiral. An example of a pair of diastereomers is D-threose and D-erythrose. Diastereomers typically have different physical properties and reactivities from each other. Conformational Isomers (conformers): Conformation may be used to classify isomers. Conformers may be enantiomers, diastereomers, or rotamers. There are different systems used to identify stereoisomers, including cis-trans and E/Z. Isomer Examples Pentane, 2-methylbutane, and 2,2-dimethylpropane are structural isomers of each other. Importance of Isomerism Isomers are especially important in nutrition and medicine because enzymes tend to work on one isomer over another. The substituted xanthines are a good example of an isomer found in food and drugs. Theobromine, caffeine, and theophylline are isomers, differing in the placement of methyl groups. Another example of isomerism occurs in phenethylamine drugs. Phentermine is a nonchiral compound that can be used as an appetite suppressant yet doesnt act as a stimulant. Rearranging the same atoms yields dextromethamphetamine, a stimulant stronger than amphetamine. Nuclear Isomers Usually the term isomer refers to different arrangements of atoms in molecules; however, there are also nuclear isomers. A nuclear isomer or metastable state is an atom that has the same atomic number and mass number as another atom of that element yet has a different excitation state within the atomic nucleus.

When Is the June SAT Should You Take It

When Is the June SAT Should You Take It SAT / ACT Prep Online Guides and Tips As some people are preparing for summer, others are preparing for the SAT. If you’re a junior thinking of taking the SAT before senior year, the June SAT can give you a chance to raise your scores and get a head start on the college application process. In this article, we'll tell you everything you need to know about the June SAT, including when it is, when its registration deadlines are, and when scores are expected to come out. We’ll also give you a detailed list of the pros and cons of the June SAT to help you decide whether this test date is ultimately right for you. When Is the June SAT? Here is the schedule for the upcoming June SAT, with all of the critical dates you should know: Test Date Registration Deadline Late Registration Deadline Waitlist Deadline Deadline for Changes June 6, 2020 May 8, 2020 May 19, 2020 (by mail) or May 27, 2020 (online or by phone) June 1, 2020 May 27, 2020 Source: The College Board The June SAT is only available to those taking the exam in the U.S. For international test takers, the regular SAT will not be administered in June; however, SAT subject tests will be administered. To register for the June SAT, you must pay an SAT registration fee of either $64.50 (with the optional Essay) or $49.50 (without the Essay). The June SAT registration deadline is Friday, May 8, or about a month before the test. If you miss the June SAT registration deadline, you may still register for the exam as long as you do so by the late registration deadline, which is Wednesday, May 27. Late registration requires a late fee of $30 (in addition to the general registration fee). If you miss both the June SAT registration deadline and the late registration deadline, you may still be able to take the test by signing up for the SAT waitlist. Note that this does not guarantee you a spot on test day. The waitlist deadline is Monday, June 1- just five days before test day. If you are admitted on test day, you must pay a $53 waitlist fee. After the standby deadline has passed, you will not be able to register or get on the standby list for the June SAT. When Will June SAT Scores Be Available? Your June SAT scores will be available to you online beginning July 15. At that time, you may also access your scores by phone; however, this service costs $15 per call. Some test takers may receive their scores a little later due to processing delays, irregularities in test administrations, etc. So if you don’t get your scores right away, don’t freak out! Chances are the College Board is simply struggling to keep up. For updates on score delays, you can contact the College Board at 1 (866) 756-7346. Colleges you wrote in for your four free score reports will be sent your June SAT scores electronically within a week of you receiving your score. When your colleges actually receive and process your June SAT scores, however, ultimately depends on how quickly the College Board sends scores and how your colleges choose to process these scores. Some schools may not process SAT scores until a week after receiving them, so always gives your colleges ample time to process your SAT scores well before college application deadlines. Luckily, June SAT scores should face few, if any, difficulties getting to your colleges on time. Normally, we recommend taking the SAT no later than five weeks before your application deadlines (and no later than seven weeks before your deadlines if you think you'll need to order additional score reports). So for the June SAT, the earliest deadline you could theoretically work with would be around July 8. But summer deadlines are indubitably rare; in fact, the vast majority of U.S. college application deadlines are in late autumn and early winter. The most common regular decision deadline is January 1, and the most common early action/early decision deadlines are November 1 and 15. For schools offering rolling admissions, application season can start as early as September 1, with most priority deadlines falling around mid-autumn. So what does all of this mean for you? Your June SAT scores are essentially guaranteed to arrive well before your college applications are due, no matter where you apply or which decision plan you elect to do. Phew! Pros and Cons of Taking the June SAT Still deciding whether to take the June SAT? Here are some of the major pros and cons of the end-of-school-year testing session. ' Pros of Taking the June SAT June SAT scores will for sure arrive on time for regular decision and early action plans. Many students take the SAT at the beginning of senior year in a last-ditch effort to improve their SAT scores, but the October, November, and December test dates can't always guarantee your scores will arrive at your schools on time, especially if you’re applying early action. Because June SAT scores are sent out around mid-July, you can rest assured your schools will have plenty of time to process your scores. It allows you to get the SAT out of the way before starting your college applications. If you take the June SAT as a junior and do well on it, you won’t have to take it again your senior year- and therefore won’t have to deal with the stress of juggling both college apps and studying for an exam. It gives you more time and flexibility than other test dates. With the June SAT, you won't have to study during your (likely stressful) senior year; you'll also have the entire summer to study should you decide to retake the SAT in August or October. So compared to other test dates (namely those in August, October, November, and December), the June SAT offers far more flexibility, giving you a better chance of securing a high SAT score. Cons of Taking the June SAT You’ll have to study for the SAT during finals and AP exams. Unfortunately, end-of-year tests are numerous- and squeezing in an SAT on top of this might end up burning you out. If you’re someone who gets easily overwhelmed or finds it challenging to study for multiple tests at once, opt for an earlier SAT test date in May or a later one in August or October. It may conflict with your SAT subject tests. Those who need to take SAT subject tests should do so in June, as you'll have just finished your AP courses and everything you learned will be fresh in your mind. Because you can't take both subject tests and the regular SAT on the same day, this means it'll be better for you to move the regular SAT to a different date. On a related note, if your SAT subject tests are only offered on the June date (i.e., you’re taking the German, Modern Hebrew, Latin, and/or Italian subject tests), you’ll have to take them in June no matter what! June SAT Recap This year's June SAT is scheduled for Saturday, June 6, 2020. The registration deadline is May 8, and the late registration deadline, as well as the deadline for changes, is May 27 (May 19 if registering by mail). The College Board will release June SAT scores to test takers starting July 15 and to schools within a week after that. Some schools may take up to a week to process SAT scores, but regardless your scores should make it to your schools well before any college application deadlines. To determine whether the June SAT is right for you, make sure you consider important factors such as your application deadlines, finals, AP exams, and SAT subject tests. What’s Next? Want to learn more about SAT test dates? Check out our guide to the 2019-20 SAT test dates and get expert advice on when you should take the SAT. Need help studying for the SAT? Create a foolproof SAT study plan with our step-by-step guide. And for tips and strategies, take a look at our 21 top SAT tricks you can use while studying and on test day. Disappointed with your scores? Want to improve your SAT score by 160 points? We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Lance Armstrong Talks about Philosophy of Life Essay

Lance Armstrong Talks about Philosophy of Life - Essay Example My fellow world citizens, I am Lance Armstrong, the famous cyclist. The recent headlines do not allow me to claim the fame. But, I think I have all the right to introduce myself as a famous cyclist whether I have my titles or not. Even my negative publicity is linked to cycling without which I am nothing. I am not here to claim I am innocent or confess. I just want to share a few of my realizations with you. I had great plans after retirement. I wanted to do so many things after I survived cancer, after I retired after I was free from my busy schedules. But, the after came so suddenly and unexpectedly, stripping me of all my dignity. I have all the time in the world now to do whatever I want and what I do with all of it - I ride my cycle. I started to ride my cycle when I was two and continue it till now. I started to ride professionally at the age of 13. I was a swimmer before that. I got fascinated by the bike when I was 12. At that time my mother used to say "if you’re going to get anywhere, you’re going to have to do it yourself because no one is going to do it for you". I had no idea where I should go but believed winning was the only thing necessary in life. I became a bully. I started to dope. My life was driven by an unquenchable thirst to win, to win like nobody else. I do not know who put that idea into me, my coach, my victories, my fans or my family. I saw everybody around me running for something elusive. I was happy when I won. But was I satisfied? No. I was ready to do anything to establish what others cannot.