Throwback

Throwback I recently bought a pair of rollerblades for $8 from the Garment District Cambridges alternative department store, featuring a giant heap of clothes in a pile being sold at a dollar fifty a pound and I think I probably havent looked this uncool since my fouth-grade days of rolling backpacks and headgear. Its not that my throwback to the early 90s isnt super fashionable (especially when Im wearing Spandex shorts why, that IS Ace of Base playing on my boombox! Tae bo, anyone?) its just that Cambridge streets are really more paved for those with slightly larger wheels, and maybe fewer than eight axels. Every rock, nook, and crevice pretty much sends me flying ten feet through the air useful for getting places quickly, maybe, but not so useful for getting places looking like a human being, and not a walking scab. Or maybe its just that I havent rollerbladed since I was much closer to the ground. Speaking of throwbacks, three years ago during my freshman spring, Sam held a dinner party. (You can actually read my blog entry about it here, itll be almost like you were there!) It was a pretty epic dinner party there was Ina Gartens Butternut Squash soup and entirely mismatched sets of flatware but it was also not long after Id moved to Burton Conner. Lets just say it was kind of a weird time in my life Id just moved to a new room with a new roommate who I didnt know all that well, to a new floor surrounded by new people and a new dorm; in a lot of ways I was starting all over. I felt awkward. Much like my fourth-grade-self. Did I mention from about 1994 to 1996 I mostly only wore hand-me-down XXL t-shirts? Not because I actually was an XXL, but it was like wearing pajamas to school? Growing up is a beautiful thing, aint it? Moving was bittersweet, and one of the only people I knew in Burton-Conner at that time was Spam. But it also gave me the fresh start I needed, and it gave me a whole new perspective on MIT especially its pretty amazing housing system. (If youre new around here, each of our dorms has its own unique culture, amongst which you can move with relative freedom if you wish. Burton Conner is organized by suites of 4-12 people, each with its own kitchen and bathroom, and trampoline. What? Of course Im not trying to peer pressure you into moving into my dorm! Our housemasters definitely dont ever bring you free Egg McMuffins and there are no free massages ever! Who told you that??) Things have changed a lot in the last four years. I no longer live on that floor and Ive switched rooms three times since then and suites twice; Ive gotten to know my new floor like my family and am so at home here that I sometimes forget to wear pants in the hallway. (But then again, who doesnt?) We go on trips together; we all go to cheer each other on at varsity volleyball games and jazz concerts, and sometimes, we even hold dinner parties. My suite this year has held three big potluck dinners somehow I managed to move into a suite with excellent culinary prowess and theyve all been ridiculously gourmet. There was piccata. There was pavlova. There was flounder in a white sauce that would make even the Little Mermaid convert to pescetarianism. But Ive never cooked a whole three-course-meal by myself, and so in a throwback to that first original dinner party one at which I first began to feel like I was in the place where I belonged I held a dinner party myself last Friday, for old friends and a few new ones. A dinner party to celebrate how far wed all come since those early days, where were all going in the next year and the other major transitions to come. Complete with Ina Gartens Butternut Squash soup, and totally mismatched flatware. Just to prove that were not all that grown up yet, and because this is indeed a throwback to that original dinner party and that blog entry heres a picture of Keri making a face, unfortunately not copyrighted like Sams face, but a little more like DISRESPECT!: This entry brought to you by the fact that I am like eight hundred years old, especially since most of you guys were all born in 2009 and are all going, Which baseball team was Ace of Base on? IM TOO OLD FOR THIS STUFF. Post Tagged #Burton-Conner House

Animal Farm By George Orwell - 1949 Words

Book Report Pt.1 Mr. Welch--English Name: Daniel Lee Period: 2 Title: Animal Farm Author: George Orwell Setting: (where) a random fantasy farm (when) unspecific somewhere in England Protagonist(s): Working class animals Antagonist: the pigs (Napoleon) Describe the relationship between the Protagonist and Antagonist: The relationship is that the pigs and the working class animals are that they both live in the same farm. They were equal until the animals overthrew Mr. Jones and then the wisest from the animals the pigs began to rule. While ruling they were the leaders so they got the best quality materials while the working class animals had to suffer from starvation and of cold. In the meantime the pigs were feasting on everything they could get their hands or in this case trotters on. Give a Detailed story summary: A meeting is held at Manor Farm and at the meeting there is a gathering of animals and Old Major a pig is giving a speech. In this speech he explains to the animals his dream in which all animals could live together peacefully with no humans at all to repress or order them around. He further explains of a paradise that the animals should seek promising that this will bring them joy.Show MoreRelatedAnimal Farm And George Orwell By George Orwell1034 Words   |  5 Pages Eric Arthur Blair, under the pseudonym of George Orwell, composed many novels in his lifetime that were considered both politically rebellious and socially incorrect. Working on the dream since childhood, Orwell would finally gain notoriety as an author with his 1945 novel Animal Farm, which drew on personal experiences and deeply rooted fear to satirically critique Russian communism during its expansion. Noticing the impact he made, he next took to writing the novel 1984, which similarly criticizedRead MoreAnimal Farm By George Orwell1397 Words   |  6 PagesAn important quote by the influential author of Animal Farm, George Orwell, is, â€Å"Every line of serious work that I have written since 1936 has been written, directly or indirectly, against totalitarianism.† George Orwell, a Democratic Socialist, wrote the book Animal Farm as an attack on the Communist country of Russia (â€Å"The Political Ideas of George Orwell,† worldsocialism.org). He had a very strong disliking of Communism and the Socialist party of Russia. However, he insisted on finding the truthRead MoreAnimal Farm, By George Orwell1545 Words   |  7 Pagesallow because an this elite institution of people often use this gear to dominate and oppress society. In George Orwell’s story, Animal Farm, Orwell demonstrates that education is a powerful weapon and is a device that can be used to at least one’s benefit. Living in a world where strength is a straightforward to benefit, the pigs quick use education to govern the relaxation of the animals on the farm to serve themselves worked to their advantage. This story in shows the underlying message that   firstRead MoreAnimal Farm By George Orwell944 Words   |  4 Pageslegs(Orwell 132). He carried a whip in his trotter(Orwell 133). In the novel Animal Farm by George Orwell, animals have the ability to talk and form their own ethos, Animalism. Animal Farm is an intriguing allegory by George Orwell, who is also th e author of 1984, includes many enjoyable elements. More knowledge of the author, his use of allegorical elements, themes, symbols, and the significance in the real world, allows the reader to get more out of this glance into the future. George OrwellRead MoreAnimal Farm, By George Orwell876 Words   |  4 Pagesrebellious animals think no man means freedom and happiness, but they need to think again. The animals of Manor Farm rebel against the farm owner, Mr. Jones, and name it Animal Farm. The animals create Animalism, with seven commandments. As everything seems going well, two of the animals get into a rivalry, and things start changing. Food starts disappearing and commandments are changed, and the power begins to shift. Father of dystopian genre, George Orwell writes an interesting allegory, Animal FarmRead MoreAnimal Farm by George Orwell1100 Words   |  4 PagesIntroduction: Widely acknowledged as a powerful allegory, the 1945 novella Animal Farm, conceived from the satirical mind of acclaimed author George Orwell, is a harrowing fable of a fictional dystopia that critiques the socialist philosophy of Stalin in terms of his leadership of the Soviet Union. Tired of their servitude to man, a group of farm animals revolt and establish their own society, only to be betrayed into worse servitude by their leaders, the pigs, whose initial virtuous intentionsRead MoreAnimal Farm By George Orwell1538 Words   |  7 PagesMecca Animal Farm The Russian Revolution in 1917 shows how a desperate society can be turned into a military superpower filled with terror and chaos. George Orwell uses his book, Animal Farm, to parallel this period of time in history. This book is an allegory of fascism and communism and the negative outcomes. The animals begin with great unity, working toward a common goal. The government then becomes corrupted by the temptations of power. George Orwell uses the characters in Animal Farm to showRead MoreAnimal Farm by George Orwell1175 Words   |  5 PagesAn enthusiastic participant in the Spanish civil war in 1936, George Orwell had a great understanding of the political world and made his strong opinions known through his enlightening literary works, many of which are still read in our modern era. Inspired by the 1917 Russian Revolution and the failed society it resulted in, Animal Farm by George Orwell is an encapsulating tale that epitomises how a free utopian society so idealistic can never be accomplished. The novella exemplifies how influencesRead MoreAnimal Farm, By George Orwell1089 Words   |  5 PagesIn George Orwell’s â€Å"Animal Farm†, the pigs as the farm leaders, use unknown language, invoke scare tactics and create specific laws, thereby enabling them to control other animals, to suit their greedy desires, and to perform actions outside their realm of power. Because of the pigs’ use of broad language, and the implementation of these tactics they are able to get away with avoiding laws, and are able to convince other animals into believing untrue stories that are beneficial to the pigs. The firstRead MoreAnimal Farm, By George Orwell1212 Words   |  5 PagesShe stood there over the dead animals thinking to herself what have we come to? We try to become free but we just enslave ourselves to a so called superior kind. Napoleon killed the animals in front of the whole farm and said that this was to be the punishment for the traitors. Snowball was known as a traitor now and anyone conspiring with him would be killed. Snowball and Napoleon both represent historical characters during the Russian revolution in 1917.Snowball who was one of the smartest pigs

The Second Amendment Of The United States - 1367 Words

December 4, 2015, in San Bernardino, CA, fourteen residents at the Inland Regional Center lost their lives due to Syed Rizwan Farook and his wife Tashfeen Malik shooting many residents. Attending a holiday party at the center for thousands of residents with disabilities, Mr. Farook left the center â€Å"angry† over a dispute and came back with Ms. Malik. Armed with .223- caliber assault rifles and semiautomatic handguns, they killed 14 residents and wounded at least 17. Shootings seem to be becoming more habitual, therefore, people fear guns and want to enact gun control laws. Recent attacks from terrorist groups spark the question of who should have the right to own guns. Controversies over interpreting the Second Amendment date back to the turn of the twentieth century because so many viewpoints and regulations have accumulated; it is all in the manner of which interpretation citizens subscribe to- loose verses strict interpretation. Due to the controversies, certain gun re gulations have been enacted and fears have risen because of this. In the Second Amendment of the Constitution of the United States, it states, â€Å"A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear Arms, shall not be infringed.† After the American Revolutionary War, James Madison wrote the Bill of Rights for the Anti- Federalists. The main purpose of the Bill of Rights was to protect individual’s rights and freedoms against the strong nationalShow MoreRelatedThe Second Amendment Of The United States1725 Words   |  7 Pagesâ€Å"Americans are deeply divided over the Second Amendment. Some passionately assert that the Amendment protects an individual’s right to own guns. Others, that it does no more than protect the right of states to maintain militias† (Cornell). The Second Amendment of the constitution gives citizens the right to bear arms, and is therefore one of the most important law s of the nation. This amendment holds an important value to our nation because, it prevents tyranny but, it also protects, spreads, andRead MoreThe Second Amendment Of The United States874 Words   |  4 PagesWhen comes to the second question’s answer; the citizens of the United States take power from the Second Amendment of the Constitution to get a gun. Second Amendment of the United States that was adopted in 1791 emphasizes, â€Å"Every individual was granted the right of gun ownership and bearing gun† (Diaz, 54). For those citizens who want to buy a gun can put their constitutional rights forward so that all barriers can easily be eliminated in front of owning a gun. People may want to have a gun dueRead MoreThe Second Amendment Of The United States1472 Words   |  6 PagesGun Control The Second Amendment of the constitution of the United States was adopted on December 15, 1791. â€Å"A well-regulated militia being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed† (Gun Control Laws). There is controversy on the exact meaning of the Second Amendment. There is also a lot of controversy surrounding guns and gun laws, and what could be done to prevent gun violence and mass shootings in our country. There has toRead MoreThe Second Amendment Of The United States2402 Words   |  10 Pages The United States of America has always been referred to as the land of the free. The United States Constitution and the Bill of Rights were put in place to ensure that the citizen’s basic rights were not violated. Even with these documents in place, certain rights have often been the center of heavy debate. The fourth amendment which protects against unreasonable searches and seizures, or the first amendment which protects free speech, or the fifth amendment which protects you from self incriminationRead MoreThe Second Amendment Of The United States1425 Words   |  6 PagesThe Second Amendment to the Constitution was adopted on December 15, 1791 protects the right for people to â€Å"keep and bear arms.† This issue is always a controversial topic not only around election time but becoming more and more a subject for conversation everywhere we go. Gun ownership in the U.S. has a tremendous high rate as well as gun violence. At least 270 million firearms are owne d by Americans and found in 47% of homes. In 2015, an estimated 13,286 people were killed by guns and 26,819Read MoreThe Second Amendment Of The United States1513 Words   |  7 PagesThe Fourth Amendment states in part â€Å"The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated†¦.† 14 United States Code 89 gives the U.S. Coast Guard authority to board, inspect, or seize any U.S. vessel on the high seas or in U.S. territorial waters. The Supreme Court has ruled not every search or seizure requires probable cause or a search warrant, however, these are the exception to the rule. The CoastRead MoreThe Second Amendment Of The United States1666 Words   |  7 PagesIntroduction The fourth amendment of the United States Bill of Rights states that â€Å"The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.† (â€Å"Bill of Rights†). Within the text of this amendment, the word ‘unreasonable’ is oneRead MoreThe Second Amendment Of The United States Constitution1774 Words   |  8 Pagesfamily. It is not the duty of the federal government to dictate what a citizen chooses to legally defend themselves with. The second amendment of the United States Constitution was ratified on the 15 of December, 1791 and was drafted by future president James Madison. The text of the second amendment reads â€Å"A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.† There has been much debate in our country regardingRead MoreThe Second Amendment : The United States And Its Citizens978 Words   |  4 Pagesbegin this essay, I will state that I believe that the second amendment is truly beneficial to making money in the U.S. economy. First, I want to cover why this amendment is important to the United States and its citizens. For example, one of my most favored actors Ice-T has proven to be a very big supporter of gun rights and an avid backer of the 2ND Amendment, and in an interview with Channel 4 TV in London, England he states that ,â€Å"Yeah, it’s legal in the United States. It s part of our ConstitutionRead MoreThe Second Amendment Of United States Constitution1350 Words   |  6 PagesIntroduction The second amendment of United States constitution said â€Å"A well-regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed†. This amendment was embraced on December 15, 1791, taking in consideration that American citizens have a natural right to self-defense and they can help to accomplish the following purposes: Permitting the people to organize a militia system Contributing in law enforcement Deterring

MSc Development Finance Free Essays

Furthering my knowledge in finance and economics is one of my goals. As a native of Brunei, a developing country, I would like to contribute to my country’s progress with the use of the knowledge and skills that I acquired during my undergraduate studies. Majoring in accounting and economics has provided me extensive knowledge of various economic principles and theories and their application in the business world. We will write a custom essay sample on MSc Development Finance or any similar topic only for you Order Now Although the University of Manchester has given me sufficient knowledge in the field that I have chosen, I believe that pursuing to study under this programme would provide me a broad yet focused knowledge in development finance and its practical application in the public sector. I chose to pursue this programme because of its international focus, group work, and emphasis on learning public finance, bank and non-bank financial institutions, international finance organizations, aid agencies and other finance-related areas of study that can help in understanding how the financial theories governing our country and the world economy work. The program is also designed to teach me financial inclusion and microfinance in relation to poverty reduction. My interest in development finance first sparked during my junior years. My wish to contribute to my country’s progress was further intensified by a course about economic policies of developing countries and their role in the international market. Working at the Ministry of Foreign Affairs and Trade Development in Brunei under the Finance Department for summer internship last summer 2007 has also provided me first-hand experience and knowledge in international trade. I am confident that this university has the capacity to provide students with knowledge beyond the conventional financial educational program. The programme of University of Manchester also includes strengthening the analytical decision-making skills of students. It also offers wider academic opportunities and school resources that will deepen my expertise and broaden my perspectives. I am especially interested and looking forward to the overseas field visit which is a crucial part of the programme. Most of the countries visited are developing countries like Brunei which face similar economic situations. The programme also allows students to conduct research in government and non-government organizations and other universities in the U.K. This can not only broaden my knowledge and hone my skills in finance, but also enhance my socializing and communication skills. With hopes and persuasion in my mind, I aim to establish a career that can contribute to the further development of the financial situation in my county. One of the careers that I have in mind is a job in Brunei Investment Agency (BIA). As mentioned earlier, my country is a developing country. Although we are an oil-producing country, I believe that in terms of investment and contribution to the world economy, there is still much room for progress. Through this programme, I know that I would be able to obtain what is necessary to achieve my goal. Thus, I see myself successful in a career on this field and making Brunei a more developed and investment-focused country. Â   How to cite MSc Development Finance, Essay examples

Unnecessary Sacrifice Essays - Abortion, Fertility,

Unnecessary Sacrifice Just as we wonder how past civilizations could be so barbaric as to practice sacrifice, future generations may wonder how our society could be so barbaric as to sacrifice even the unborn. Thus abortion should not be made legal. Because it is not determined when the fetus inside the mothers womb becomes an actual human being, it cannot be determined when abortion actually becomes murder. Until it can be determined when the fetus becomes an infant it should be considered murder at any point during pregnancy termination. Why do the largest percentage of abortions occur? Because childern are irresponsible. Stupid, little, baby, girls start fooling around and OOPS... they end up pregnant. Of course they are not ready for the responsibility of caring for a child or they just do not want that responsibility. In a lake near a university unborn baby remains were found. Girls attending the university who have had abortions dumped the fetus remnants in the lake. Murder is against the law. Lack of responsibility is becoming a growing problem in America. What will future civilizations think when they find baby remains? Abortion is a barbaric practice in which lives are taken, therefore abortion should not be made legal.

Six Ways to Improve Your Nonverbal Communications Essay Example

Six Ways to Improve Your Nonverbal Communications Essay Example Six Ways to Improve Your Nonverbal Communications Essay Six Ways to Improve Your Nonverbal Communications Essay SIX WAYS TO IMPROVE YOUR NONVERBAL COMMUNICATIONS By Vicki Ritts, St. Louis Community College at Florissant Valley and James R. Stein, Southern Illinois University, Edwardsville. It is not only what you say in the classroom that is important, but its how you say it that can make the difference to students. Nonverbal messages are an essential component of communication in the teaching process. Teachers should be aware of nonverbal behavior in the classroom for three major reasons: An awareness of nonverbal behavior will allow you to become better receivers of students messages. You will become a better sender of signals that reinforce learning. This mode of communication increases the degree of the perceived psychological closeness between teacher and student. Some major areas of nonverbal behaviors to explore are: Eye contact Facial expressions Gestures Posture and body orientation Proximity Paralinguistics Humor Eye contact: Eye contact, an important channel of interpersonal communi cation, helps regulate the flow of communication. And it signals interest in others. Furthermore, eye contact with audiences increases the speakers credibility. Teachers who make eye contact open the flow of communication and convey interest, concern, warmth and credibility. Facial expressions: Smiling is a powerful cue that transmits: Happiness Friendliness Warmth Liking Affiliation Thus, if you smile frequently you will be perceived as more likable, friendly, warm and approachable. Smiling is often contagious and students will react favorably and learn more. Gestures: If you fail to gesture while speaking, you may be perceived as boring, stiff and unanimated. A lively and animated teaching style captures students attention, makes the material more interesting, facilitates learning and provides a bit of entertainment. Head nods, a form of gestures, communicate positive reinforcement to students and indicate that you are listening. Posture and body orientation: You communicate numerous messages by the way you walk, talk, stand and sit. Standing erect, but not rigid, and leaning slightly forward communicates to students that you are approachable, receptive and friendly. Furthermore, interpersonal closeness results when you and your students face each other. Speaking with your back turned or looking at the floor or ceiling should be avoided; it communicates disinterest to your class. Proximity: Cultural norms dictate a comfortable distance for interaction with students. You should look for signals of discomfort caused by invading students space. Some of these are: Rocking Leg swinging Tapping Gaze aversion Typically, in large college classes space invasion is not a problem. In fact, there is usually too much distance. To counteract this, move around the classroom to increase interaction with your students. Increasing proximity enables you to make better eye contact and increases the opportunities for students to speak. Paralinguistics: This facet of nonverbal communication includes such vocal elements as: Tone Pitch Rhythm Timbre Loudness Inflection For maximum teaching effectiveness, learn to vary these six elements of your voice. One of the major criticisms is of instructors who speak in a monotone. Listeners perceive these instructors as boring and dull. Students report that they learn less and lose interest more quickly when listening to teachers who have not learned to modulate their voices. Humor: Humor is often overlooked as a teaching tool, and it is too often not encouraged in college classrooms. Laughter releases stress and tension for both instructor and student. You should develop the ability to laugh at yourself and encourage students to do the same. It fosters a friendly classroom environment that facilitates learning. (Lou Holtz wrote that when his players felt successful he always observed the presence of good humor in the locker room. ) Obviously, adequate knowledge of the subject matter is crucial to your success; however, its not the only crucial element. Creating a climate that facilitates learning and retention demands good nonverbal and verbal skills. To improve your nonverbal skills, record your speaking on video tape. Then ask a colleague in communications to suggest refinements THE TRUE TEACHER ACCEPTS ALL STUDENTS By Ernest O. Melby from The Teacher and Learning A teacher says: I can accept my good students, those who behave and do good work, but I cant accept those who do not work, who have the wrong attitude and who cause me trouble. They forget that its the acceptance of all that gives power to the teacher. In fact, it is in relation to students who are difficult that the teachers true qualities are demonstrated. We all find it easy to accept those who lend themselves to our designs. It is in their relationship to those who cause them trouble, who are dirty and poorly dressed, and who fail to achieve that teachers prove their beliefs. It is the essence of the point of view here presented that only a complete gift of oneself makes the teacher an artist. Teaching is a jealous profession; it is not a sideline. This is not only because of the problem of time, nor because of the impact of lesser efforts on pupils: it is because of the effect on the teacher himself. It is only as we give fully of ourselves that we can become our best selves. Thus halfway measures and attitudes of whatever kind reduce our effectiveness. When we ask the teacher to give himself fully to his students, to his colleagues, to his community, and to humanity, we are thus only asking him to be maximally effective. Moreover, it is only as he gives himself that he can experience completely the joys and satisfactions of being a teacher. In this situation he is in the same position as any artist. Frustrated artists are often those who for one reason or another are unable or unwilling to make a complete gift of themselves to their art. Similarly, the unhappiest teachers are those who bemoan the weaknesses of their pupils and the conditions under which they work and who fail to sense that it is their own half-hearted efforts that defraud them. One measure of the teachers willingness to give of himself is his accessibility to his students, his willingness to spend time with them. One difficulty here is the narrow conception that often prevails about what it means to teach. To teach means more than to lecture or explain before a group of students. The best teachers influence their students more in their personal, individual contacts with them than in strict classroom situations. If teaching and learning are complementary processes, if the teacher is to teach by learning and if his teaching is to be directed toward an individual, he must know that individual. And how is he to know that individual if he spends little or no time with him alone? Another illusion defeats us. It is that there is some magic in lecturing and in the hearing of recitations. We want as much time for this as possible. We begrudge taking time to work with individual pupils. Yet we know very little about the actual effectiveness of what we do. Is it not at least possible that our classroom work would be greatly increased in effectiveness if only we spent more time with our pupils as individuals? We seem to be obsessed with teaching. We know that no one can educate another person, that all of us must educate ourselves. The teachers role is that of a helper in this process. The question is: How can we best help? GENERAL PRINCIPLES OF MOTIVATION Basic principles of motivation exist that are applicable to learning in any situation. 1. The environment can be used to focus the students attention on what needs to be learned. Teachers who create warm and accepting yet business-like (appropriate) atmospheres will promote persistent effort and favorable attitudes toward learning. This strategy will be successful in children and in adults. Interesting visual aids, such as booklets, posters, or practice equipment, motivate learners by capturing their attention and curiosity. 2. Incentives motivate learning. Incentives include privileges and receiving praise from the instructor. The instructor determines an incentive that is likely to motivate an individual at a particular time. In a general learning situation, self-motivation without rewards will not succeed. Students must find satisfaction in learning based on the understanding that the goals are useful to them or, less commonly, based on the pure enjoyment of exploring new things. . Internal motivation is longer lasting and more self-directive than is external motivation, which must be repeatedly reinforced by praise or concrete rewards. Some individuals particularly children of certain ages and some adults have little capacity for internal motivation and must be guided and reinforced constantly. The use of incentives is based on the principle that learning occurs m ore effectively when the student experiences feelings of satisfaction. Caution should be exercised in using external rewards when they are not absolutely necessary. Their use may be followed by a decline in internal motivation. 4. Learning is most effective when an individual is ready to learn, that is, when one wants to know something. Sometimes the students readiness to learn comes with time, and the instructors role is to encourage its development. If a desired change in behavior is urgent, the instructor may need to supervised directly to ensure that the desired behavior occurs. If a student is not ready to learn, he or she may not be reliable in following instructions and therefore must be supervised and have the instructions repeated again and again. . Motivation is enhanced by the way in which the instructional material is organized. In general, the best organized material makes the information meaningful to the individual. One method of organization includes relating new tasks to those already known. Other ways to relay meaning are to determine whether the persons being taught understand the final outcome desired and instruct them to com pare and contrast ideas. None of the techniques will produce sustained motivation unless the goals are realistic for the learner. The basic learning principle involved is that success is more predictably motivating than is failure. Ordinarily, people will choose activities of intermediate uncertainty rather than those that are difficult (little likelihood of success) or easy (high probability of success). For goals of high value there is less tendency to choose more difficult conditions. Having learners assist in defining goals increases the probability that they will understand them and want to reach them. However, students sometimes have unrealistic notions about what they can accomplish. Possibly they do not understand the precision with which a skill must be carried out or have the depth of knowledge to master some material. To identify realistic goals, instructors must be skilled in assessing a students readiness or a students progress toward goals. 1. Because learning requires changed in beliefs and behavior, it normally produces a mild level of anxiety. This is useful in motivating the individual. However, severe anxiety is incapacitating. A high degree of stress is inherent in some educational situations. If anxiety is severe, the individuals perception of what is going on around him or her is limited. Instructors must be able to identify anxiety and understand its effect on learning. They also have a responsibility to avoid causing severe anxiety in learners by setting ambiguous of unrealistically high goals for them. 2. It is important to help each student set goals and to provide informative feedback regarding progress toward the goals. Setting a goal demonstrates an intention to achieve and activates learning from one day to the next. It also directs the students activities toward the goal and offers an opportunity to experience success. 3. Both affiliation and approval are strong motivators. People seek others with whom to compare their abilities, opinions, and emotions. Affiliation can also result in direct anxiety reduction by the social acceptance and the mere presence of others. However, these motivators can also lead to conformity, competition, and other behaviors that may seem as negative. 4. Many behaviors result from a combination of motives. It is recognized that no grand theory of motivation exists. However, motivation is so necessary for learning that strategies should be planned to rganize a continuous and interactive motivational dynamic for maximum effectiveness. The general principles of motivation are interrelated. A single teaching action can use many of them simultaneously. Finally, it should be said that an enormous gap exists between knowing that learning must be motivated and identifying the specific motivational components of any particular act. Instructors must focus on learning patterns of motiv ation for an individual or group, with the realization that errors will be common. MOTIVATING STUDENTS By Barbara Gross Davis, University of California, Berkeley. From Tools for Teaching, Some students seem naturally enthusiastic about learning, but many need-or expect-their instructors to inspire, challenge, and stimulate them: Effective learning in the classroom depends on the teachers ability to maintain the interest that brought students to the course in the first place (Ericksen, 1978, p. 3). Whatever level of motivation your students bring to the classroom will be transformed, for better or worse, by what happens in that classroom. Unfortunately, there is no single magical formula for motivating students. Many factors affect a given students motivation to work and to learn (Bligh, 1971; Sass, 1989): interest in the subject matter, perception of its usefulness, general desire to achieve, self-confidence and self-esteem, as well as patience and persistence. And, of course, not all students are motivated by the same values, needs, desires, or wants. Some of your students will be motivated by the approval of others, some by overcoming challenges. Researchers have begun to identify those aspects of the teaching situation that enhance students self-motivation (Lowman, 1984; Lucas, 1990; Weinert and Kluwe, 1987; Bligh, 1971). To encourage students to become self-motivated independent learners, instructors can do the following: Give frequent, early, positive feedback that supports students beliefs that they can do well. Ensure opportunities for students success by assigning (appropriate) tasks that are neither too easy nor too difficult. Help students find personal meaning and value in the material. Create an atmosphere that is open and positive. Help students feel that they are valued members of a learning community. Research has also shown that good everyday teaching practices can do more to counter student apathy than special efforts to attack motivation directly (Ericksen, 1978). Most students respond positively to a well-organized course taught by an enthusiastic instructor who has a genuine interest in students and what they learn. Thus activities you undertake to promote learning will also enhance students motivation. General Strategies Capitalize on students existing needs. Students learn best when incentives for learning in a classroom satisfy their own motives for enrolling in the course. Some of the needs your students may bring to the classroom are the need to learn something in order to complete a particular task or activity, the need to seek new experiences, the need to perfect skills, the need to overcome challenges, the need to become competent, the need to succeed and do well, the need to feel involved and to interact with other people. Satisfying such needs is rewarding in itself, and such rewards sustain learning more effectively than do grades. Design assignments, in-class activities, and discussion questions to address these kinds of needs. Source: McMillan and Forsyth, 1991) Make students active participants in learning. Students learn by doing, making, writing, designing, creating, solving. Passivity dampens students motivation and curiosity. Pose questions. Dont tell students something when you can ask them. Encourage students to suggest approaches to a problem or to guess the results of an experiment. Use small group work. See Leading a Discussion, Supp lements and Alternatives to Lecturing, and Collaborative Learning for methods that stress active participation. (Source: Lucas, 1990) Ask students to analyze what makes their classes more or less motivating. Sass (1989) asks his classes to recall two recent class periods, one in which they were highly motivated and one in which their motivation was low. Each student makes a list of specific aspects of the two classes that influenced his or her level of motivation, and students then meet in small groups to reach consensus on characteristics that contribute to high and low motivation. In over twenty courses, Sass reports, the same eight characteristics emerge as major contributors to student motivation: Instructors enthusiasm Relevance of the material Organization of the course Appropriate difficulty level of the material Active involvement of students Variety Rapport between teacher and students Use of appropriate, concrete, and understandable examples. Incorporating Instructional Be haviors That Motivate Students Hold high but realistic expectations for your students. Research has shown that a teachers expectations have a powerful effect on a students performance. If you act as though you expect your students to be motivated, hardworking, and interested in the course, they are more likely to be so. Set realistic expectations for students when you make assignments, give presentations, conduct discussions, and grade examinations. Realistic in this context means that your standards are high enough to motivate students to do their best work but not so high that students will inevitably be frustrated in trying to meet those expectations. To develop the drive to achieve, students need to believe that achievement is possible -which means that you need to provide early opportunities for success. (Sources: American Psychological Association, 1992; Bligh, 1971; Forsyth and McMillan, 1991 -1 Lowman, 1984) Help students set achievable goals for themselves. Failure to attai n unrealistic goals can disappoint and frustrate students. Encourage students to focus on their continued improvement, not just on their grade on any one test or assignment. Help students evaluate their progress by encouraging them to critique their own work, analyze their strengths, and work on their weaknesses. For example, consider asking students to submit self-evaluation forms with one or two assignments. (Sources: Cashin, 1979; Forsyth and McMillan, 1991) Tell students what they need to do to succeed in your course. Dont let your students struggle to figure out what is expected of them. Reassure students that they can do well in your course, and tell them exactly what they must do to succeed. Say something to the effect that If you can handle the examples on these problem sheets, you can pass the exam. People who have trouble with these examples can ask me for extra help. Or instead of saying, Youre way behind, tell the student, Here is one way you could go about learning the material. How can I help you? (Sources: Cashin, 1979; Tiberius, 1990) Strengthen students self-motivation. Avoid messages that reinforce your power as an instructor or that emphasize extrinsic rewards. Instead of saying, I require, you must, or you should, stress I think you will find. . . or I will be interested in your reaction. (Source: Lowman, 1990) Avoid creating intense competition among students. Competition produces anxiety, which can interfere with learning. Reduce students tendencies to compare themselves to one another. Bligh (1971) reports that students are more attentive, display better comprehension, produce more work, and are more favorable to the teaching method when they work cooperatively in groups rather than compete as individuals. Refrain from public criticisms of students performance and from comments or activities that pit students against each other. (Sources: Eble, 1988; Forsyth and McMillan, 1991). Be enthusiastic about your subject. An instructors enthusiasm is a crucial factor in student motivation. If you become bored or apathetic, students will too. Typically, an instructors enthusiasm comes from confidence, excitement about the content, and genuine pleasure in teaching. If you find yourself uninterested in the material, think back to what attracted you to the field and bring those aspects of the subject matter to life for your students. Or challenge yourself to devise the most exciting way to present the material, however dull the material itself may seem to you. Structuring the Course to Motivate Students Work from students strengths and interests. Find out why students are enrolled in your course, how they feel about the subject matter, and what their expectations are. Then try to devise examples, case studies, or assignments that relate the course content to students interests and experiences. For instance, a chemistry professor might devote some lecture time to examining the contributions of chemistry to resolving environmental problems. Explain how the content and objectives of your course will help students achieve their educational, professional, or personal goals. (Sources: Brock, 1976; Cashin, 1979; Lucas, 1990) When possible, let students have some say in choosing what will be studied. Give students options on term papers or other assignments (but not on tests). Let students decide between two locations for the field trip, or have them select which topics to explore in greater depth. If possible, include optional or alternative units in the course. Sources: Ames and Ames, 1990; Cashin, 1979; Forsyth and McMillan, 1991; Lowman, 1984). Increase the difficulty of the material as the semester progresses. Give students opportunities to succeed at the beginning of the semester. Once students feel they can succeed, you can gradually increase the difficulty level. If assignments and exams include easier and harder questions, every student will have a chance to experience success as well as challenge. (Source: Cashin, 1 979) Vary your teaching methods. Variety reawakens students involvement in the course and their motivation. Break the routine by incorporating a variety of teaching activities and methods in your course: role playing, debates, brainstorming, discussion, demonstrations, case studies, audiovisual presentations, guest speakers, or small group work. (Source: Forsyth and McMillan, 1991) De-emphasizing Grades Emphasize mastery and learning rather than grades. Ames and Ames (1990) report on two secondary school math teachers. One teacher graded every homework assignment and counted homework as 30 percent of a students final grade. The second teacher told students to spend a fixed amount of time on their homework (thirty minutes a night) and to bring questions to class about problems they could not complete. This teacher graded homework as satisfactory or unsatisfactory, gave students the opportunity to redo their assignments, and counted homework as 10 percent of the final grade. Although homework was a smaller part of the course grade, this second teacher was more successful in motivating students to turn in their homework. In the first class, some students gave up rather than risk low evaluations of their abilities. In the second class, students were not risking their self-worth each time they did their homework but rather were attempting to learn. Mistakes were viewed as acceptable and something to learn from. Researchers recommend de-emphasizing grading by eliminating complex systems of credit points; they also advise against trying to use grades to control nonacademic behavior (for example, lowering grades for missed classes) (Forsyth and McMillan, 1991; Lowman 1990). Instead, assign ungraded written work, stress the personal satisfaction of doing assignments, and help students measure their progress. Design tests that encourage the kind of learning you want students to achieve. Many students will learn whatever is necessary to get the grades they desire. If you base your tests on memorizing details, students will focus on memorizing facts. If your tests stress the synthesis and evaluation of information, students will be motivated to practice those skills when they study. (Source: McKeachie, 1986) Avoid using grades as threats. As McKeachie (1986) points out, the threat of low grades may prompt some students to work hard, but other students may resort to academic dishonesty, excuses for late work, and other counterproductive behavior. Motivating Students by Responding to Their Work Give students feedback as quickly as possible. Return tests and papers promptly, and reward success publicly and immediately. Give students some indication of how well they have done and how to improve. Rewards can be as simple as saying a students response was good, with an indication of why it was good, or mentioning the names of contributors: Cherrys point about pollution really synthesized the ideas we had been discussing. (Source: Cashin, 1979) Reward success. Both positive and negative comments influence motivation, but research consistently indicates that students are more affected by positive feedback and success. Praise builds students self-confidence, competence, and self-esteem. Recognize sincere efforts even if the product is less than stellar. If a students performance is weak, let the student know that you believe he or she can improve and succeed over time. (Sources: Cashin, 1979; Lucas, 1990) Introduce students to the good work done by their peers. Share the ideas, knowledge, and accomplishments of individual students with the class as a whole: Pass out a list of research topics chosen by students so they will know whether others are writing papers of interest to them. Make available copies of the best papers and essay exams. Provide class time for students to read papers or assignments submitted by classmates. Have students write a brief critique of a classmates paper. Schedule a brief talk by a student who has experience or who is doing a research paper on a topic relevant to your lecture. Be specific when giving negative feedback. Negative feedback is very powerful and can lead to a negative class atmosphere. Whenever you identify a students weakness, make it clear that your comments relate to a particular task or performance, not to the student as a person. Try to cushion negative comments with a compliment about aspects of the task in which the student succeeded. (Source: Cashin, 1979) Avoid demeaning comments. Many students in your class may be anxious about their performance and abilities. Be sensitive to how you phrase your comments and avoid offhand remarks that might prick their feelings of inadequacy.

Quotes That Will Help You Understand Yourself Better

Quotes That Will Help You Understand Yourself Better When asked to describe yourself, you will most probably list your achievements, qualifications, work experience, and designation. To make your profile sound complete, you may even throw in a hobby for good measure. But are these the things that really make up who you are?  The toughest questions to answer are the ones about you. Who am I? What do I know about myself? When you begin to reflect ponder on these questions, you will find yourself squirming uncomfortably. Probe a little deeper and you will find that your name, race, gender, and other personal details are merely tags. To know yourself, look beyond superficial embellishments. It does not matter whether you are a Nobel Prize winner or not. Rediscover yourself through these quotes, perfect for self-reflection.   Muhammad AliIts lack of faith that makes people afraid of meeting challenges, and I believed in myself. Oscar WildePerhaps, after all, America never has been discovered. I myself would say that it had merely been detected. Mark TwainI dont like to commit myself about heaven and hell you see, I have friends in both places. Mark TwainAs an example to others, and not that I care for moderation myself, it has always been my rule never to smoke when asleep, and never to refrain from smoking when awake. Marilyn MonroeI have feelings too. I am still human. All I want is to be loved, for myself and for my talent. Marilyn MonroeI restore myself when Im alone. Maya AngelouI long, as does every human being, to be at home wherever I find myself. Thomas JeffersonI do not take a single newspaper, nor read one a month, and I feel myself infinitely the happier for it. David AllenYou can do anything, but not everything. Lin-ChiWhen hungry, eat your rice; when tired, close your eyes. Fools may laugh at me, but wise men will know what I mean. John WilmotBefore I got married I had six theories about bringing up children; now I have six children and no theories. Jean RostandMy pessimism extends to the point of even suspecting the sincerity of the pessimists. Lily TomlinSometimes I worry about being a success in a mediocre world. Richard LewisI quit therapy because my analyst was trying to help me behind my back. Clarence DarrowWhen I was a boy I was told that anybody could become President. Now I’m beginning to believe it. Cullen HightowerLaughing at our mistakes can lengthen our own life. Laughing at someone else’s can shorten it. Cyril ConnollyThere are many who dare not kill themselves for fear of what the neighbors will say. Albert EinsteinThe person who reads too much and uses his brain too little will fall into lazy habits of thinking. Andre GideBelieve those who are seeking the truth. Doubt those who find it. Aryeh FrimerI’d rather live with a good question than a bad answer. Bill VaughanWe lear n something every day, and lots of times it’s that what we learned the day before was wrong. Cale YarboroughDon’t ever wrestle with a pig. You’ll both get dirty, but the pig will enjoy it. Christopher HamptonAsking a working writer what he thinks about critics is like asking a lamppost how it feels about dogs. Cyril ConnollyBetter to write for yourself and have no public, than to write for the public and have no self. Dame Edna EverageNever be afraid to laugh at yourself, after all, you could be missing out on the joke of the century. Edith SitwellI am patient with stupidity but not with those who are proud of it. Gordon R. DicksonSome people like my advice so much that they frame it upon the wall instead of using it. Lily TomlinThe trouble with the rat race is that even if you win, you’re still a rat. NapoleonNever ascribe to malice, that which can be explained by incompetence.Thomas Szasz When a person can no longer laugh at himself, it is time for others to laugh at him.