Scholarship Essay About Goals Essays - Oaths, Scout Promise

Grant Essay about Goals Since the time I was a small child I have consistently been intrigued with airplane. I was so inquisitive of how plane's fly. I dismantled my toys to see how it functions. As a child I needed to go to the air terminal to watch the planes land and fly and considered how this occurs. Different children needed to go to the entertainment places. As I developed more seasoned I turned out to be increasingly more keen on airplane and the innovation behind it. I generally included myself with flight right off the bat. I read books and magazines on avionics, took gallery visits, manufactured model planes. At the point when I was more youthful my dad would take me to airplane fix offices where I would watch in extraordinary interest. In my adolescents, went up to the army installations and become friends with numerous fighters engaged with airplane what's more, asked them various inquiries. I got the opportunity to meet numerous flight engineers what's more, obtained their old course books and read them till the extremely early times of the morning. As innovation improved with data superhighway, I signed on the web. Kept awake for a considerable length of time and hours looking through website pages and web pages of data about airplane and innovation. I began my primary school in the Philippines, at that point we moved to U.S. what's more, proceeded with my secondary school training and graduated. Selected at the CCSF to seek after my advanced degree and now I am in the second year in CCSF taking flying. My objective currently is to acquire my AS degree from the City College of San Francisco (CCSF) so I can move to a University and get a Bachelors degree and to proceed for my Masters qualification in Aeronautics Engineering. I will endeavor hard to arrive at the pinnacle level of my vocation which is a Professor what's more, ideally to be an aerodynamic educator so can help and offer my information and experience to the new understudies who wish to be an air transportation engineer sometime in the not so distant future. I finished 62 units from CCSF up until now. As of now, I'm taking 21 units. With my difficult work in getting my work done and submitted on time; concentrated hard and increased higher evaluations on my tests; and did extra credits, I had the option to earned a GPA 4.0 last semester 'and I was remembered for the present senior member's rundown in air transportation. I got an accomplishment grant for this introduced in the Chancellor's Award Ceremony last December 1998 in CCSF. I have likewise been acknowledged to the CCSF respects program and was welcome to be a individual from the Omega Chapter of Alpha Gamma Sigma, the California Community School Honor Society. After these accomplishments, I turned out to be increasingly inspired in my examinations and it helped me endeavor hard to focus on an ideal evaluations planning to jump on the grant program. At the point when we first move to the U.S. my family all in all experienced such a large number of issues. All the penances we experienced and up to this point we are still battling to carry on with a superior life. Being my mom as the main provider in the family, we endured so much monetarily. At one time when my mom lost her activity, I needed to stop school and get a new line of work so I can support my family. At early age, I encountered migrating to San Francisco worked a few occupations getting paid at a lowest pay permitted by law which around then it was insufficient for us to live. We were unable to try and bear to lease a condo. We wound up living in a vehicle, or with family members and moved around hardly any occasions just to get a free room and board. Stopping school was the keep going thing at the forefront of my thoughts, yet I had no other decision. I thought this was the finish of my instruction. Subsequent to doing foul and impasse occupations I let myself know; This isn't what I need to do for my entire life. This was not my Future. I could never surrender until I am someone sometime in the not so distant future. I still accept that beneficial things happen to the individuals who penance or pause calmly. I turned into a resilient individual and reasonable. I was excessively youthful at that point for that sort of work yet it helped me to have objectives throughout everyday life. It opened my eyes that this

Life on the Color Line Essay

A-Gregory Howard Williams composed the book. Before you read the book you have no clue what his identity is. When you read the book you discover that he is mulatto and was brought up in a network that was incredibly bias against blacks. The authors’ perspective is his own story. P-The book happens in Virginia toward the start of the book from 1943-1952, and afterward in Muncie, Indiana from 1952-1969. The source was delivered in 1995. The importance of the source doesn’t truly change by any means, yet since it is after the issues of racial isolation and segregation, we can understand it and think back on the issues of our general public and ensure it doesn’t happen once more. P-Other than what I gained from the book, I really knew a great deal. I realized that in the 1940’s-50’s there was a significant issue with racial segregation. I realized that the manner in which whites treated blacks was horrible and out of line. I additionally realized that blacks looked toward whites as terrible individuals and that it was no-no to interracially date/wed. This helped me better comprehend why the whites were treating Greg how they were and why the blacks made some hard memories tolerating him into their locale. A-The crowd is for young people and grown-ups. It’s really realistic so it is proposed to be paid attention to and with a receptive outlook. It will be it is all the more so towards young people and individuals with hard lives to show that they aren’t the main ones experiencing something troublesome, in light of the fact that he experienced some truly entangled occasions and is currently driving an effective, glad life. R-This book was created so as to show what life resembled for the mulatto race and how troublesome it was for them. It is a moving book to tell individuals that they can experience anything on the off chance that they keep their eyes on an objective and work towards it, regardless of how hard it gets. T-The subject of the book was preliminaries and achievement. It recounts his initial kid hood being both white and dark in a network that was incredibly preferential. It shows how he discovers his way by keeping with the dark impact and holding onto it as his own way of life. It shows the challenges he had with menaces and oblivious individuals and how he utilized scholastics as an approach to avoid inconvenience. It shows how he needs to live with a heavy drinker father and how he deals with him despite the fact that he would likely be in an ideal situation not stressing over him. It shows how he experienced an incredibly troublesome adolescence and had the option to graduate school with a doctorate in law. S-This book is noteworthy in light of the fact that it gives us a more profound investigate how destroyed our general public was during the late 1900’s. It gives us a superior comprehension into the existence that we aren’t acquainted with on the grounds that we normally simply take a gander at the dark or white side of the story. Life on the Color Line causes us to understand that it was similarly as hard for mulattos in that time as it was for blacks.

Two thousand high schoolers walk into MIT

Two thousand high schoolers walk into MIT I get it. There have been posts about Splash before. There have, in fact, been many posts about Splash before. Even Petey himself, the man, the legend, has taught for Splash. And this will be yet another post about Splash, because it was so awesome, so mindblowing, that going through the whole thing made me think, wow, I need to write about this. I’ll begin with a disclaimer. The experience I talk about here is how  I experienced Splash this year. For reasons I’ll talk about later in this post, this necessarily means that I can only capture a very small part of what the Splash experience is like. This is a rather long post so here’s some contents: Part 1: Hi, are you interested in teaching for Splash? Learn anything The extracurricular he really likes doing Hi, are you interested in teaching for Splash? No ESP work allowed Part 2: Twelve hours of teaching Class class class class Help Help Desk desk It’s a very silly game Part 3: The why game Free candy On grasping scale The why game a duck i found in the esp office Part 1: Hi, are you interested in teaching for Splash? Learn anything What’s Splash? It’s a weekend where high schoolers come to MIT and take classes about whatever they want. This year, Splash happened on November 23 and 24,01 so why is this post so late? I was busy, okay. the weekend before Thanksgiving. To me, the easiest way to explain Splash is to explain both its scale and the classes. For one, Splash is huge. There were 2,142 students enrolled for Splash this year, and 608 teachers teaching 504 classes. And two thousand is a lot of people. For reference, the undergraduate population of MIT is only 4,602, of which 1,120 were first-years. This means that there were nearly double the number of students than students in the Class of 2023. And throughout the weekend, these students had a presence in MIT’s hallways. In the same way that I spot a lot of my friends walking between classes, and I have way less than two thousand friends, all throughout the weekend there would be high school students all over campus. It’s huge. Huge. The other really notable thing about Splash is its classes. The Educational Studies Program, the student group that runs Splash, has the motto “Learn anything, teach anything, do anything!” And the first time I looked at the class catalog, I truly felt how real that anything meant. Here are five random classes from that list: Intro to Trading, a crash course about how markets work. Your Body Is a Clock: Chronobiology. What even is chronobiology? I have no clue, but it sounds really cool, based on the description. this course has no content., the description of which is solely “look around you. what do you see? why is the world this way? who am i?” One of my friends, Colin T. ’23, taught the class, and when I talked to him after the program he said it went well. The Music of Celeste, an entire one-hour class dedicated to analyzing the soundtrack of the video game Celeste (which, by the way, is very good). Demystifying Cryptography, a class that planned to cover “secure hash functions”, “pseudorandom number generators”, and “the RSA cryptosystem” in the second half of a one-hour class. This one was also taught by some of my friends. Three of them, in fact. (I see you, Eric Z. ’23, Vincent H. ’23, and Hahn L. ’23.02 who is, in fact, from Harvard ) I remember the night I first heard about Splash, back in August. I was going through the course catalog of Splash 2018, and reading the descriptions of all of these cool classes, in absolute awe. There were so many wonderful, interesting things. Whatever I was interested in, there was a class about, and even things I didn’t know I was interested in. I wanted to learn about all of them. I wanted to take all of them! Part of me wished that I was back in high school again, just so I could go to Splash and take classes. Some other part of me remembered how much better college is compared to high school, and quickly steered me towards a different course of action: going to Splash and teaching classes. If I couldn’t go to Splash and learn whatever I wanted, I could at least go to Splash and teach about whatever I wanted. So it goes. The extracurricular he really likes doing I mentioned that the Educational Studies Program, ESP, is the student group that runs Splash. I remember my first encounter with ESP. The full story belongs for another time, but it was earlier this year in May. I was visiting MIT, and Andrew L. ’22, a freshman at the time, was gushing to me about how wonderful ESP was. He told me about all the great people he met working with them, and how much fun it was. No one bothered explaining to me, that night, what ESP was, other than it’s the extracurricular Andrew really likes doing. My second encounter with ESP was through Firestorm, an event that happened last September. Firestorm’s tagline was “n classes in 5n minutes”, and it’s an evening where ESP admins03 people who make ESP stuff happen teach five-minute classes on anything in this large lecture hall. The night begins with Brian C. ’19 giving a class called “How to make a timer for Firestorm”, in which he makes a five-minute timer in five minutes. This was followed by a whirlwind of classes which included “How to find free food”, “How to throw stuff away, the right way”, “Random airport facts”, and “All the two-letter Scrabble words”. There were also pool noodles, which were used to (gently) hit people who go overtime. this is brian c. ’19, holding pool noodles. this wasn’t from firestorm, but a similar event called firehose that happens in cpw, which is like firestorm but it happens in cpw. photo: byron x. ’21 The event convinced me that ESP was pretty cool and I decided to show up to their worksessions. Let me explain what worksessions are. ESP has two regular weekly things at the ESP office. There are meetings on Tuesday evenings, where people talk… about… stuff… okay, I wouldn’t know. I’ve never been to a meeting, because I have Tech Squares04 MIT’s square dancing club on Tuesdays. And there are worksessions on Wednesday evenings, where people work on tasks that need to be done. In my first worksession, the week after Firestorm, I helped someone investigate some email issues, which consisted of sending a bunch of emails and waiting. I also helped review a poster design for Splash. The theme was going to be ducks, and the poster was to get people in the MIT community to sign up to teach for Splash. i’m not sure if this was the final poster but let’s pretend it is The reason that Splash teacher recruitment had to start in September, two months before the actual event, was that there was so much that had to be done before the day-of. After teachers submit classes, they have to get approved, any materials have to be acquired, students have to register, and so on. I thought this was rather fun, so I went to a second worksession. That night, I helped put up the posters that got printed last week all around Main Campus, an activity known as postering. Then I went around sidewalks and helped draw advertisements for teacher registration with chalk, known as chalking. And postering and chalking were fun too, and I started looking forward to going to ESP’s worksessions. Hi, are you interested in teaching for Splash? One of the upperclassmen on our hall warns me about overcommitment. They encourage me to explore, but tell me not to sign up for too many things, else I end up burning out. I tried to keep that advice in mind. Leading up to Splash, one of the things that the Splash directors were looking for were subdirectors. So it turns out that Splash has a lot of moving parts like Class Changes or Teacher Check-In or Help Desk, and each of these parts has one or two people leading it, called a subdirector. Some of the subdirectorships were advertised as being great for frosh or new admins, like Student Food, which handled distributing food, or Parents Program, which organized activities for the parents. Not wanting to take on responsibility, since I was kinda doing a lot at the time, I decided not to take any subdirectorships. 05 in retrospect, I’m not sure if this made me do less work for Splash, as I explain in the section On grasping scale That didn’t mean I didn’t help with other things, though. ESP was doing even more teacher recruitment beyond emailing, postering, and chalking. There are tables in Lobby 10, and it’s common for organizations to set up a booth on one of these tables and advertise to passersby in between classes, which is boothing. Boothing consists of smiling at people when they pass by, and when they look interested, asking, “Hi, are you interested in teaching for Splash?” It also means that when your friends pass by, you talk to them even more about teaching, because you know them so it’s less weird. I talked about Splash to my friends for weeks. I even started commenting it on MIT Confessions. It was an interesting experience talking to strangers and getting them to sign up to teach for Splash. Other things that I did leading up to Splash, Wednesday after Wednesday in ESP’s worksessions, were helping design a shirt, reviewing and approving classes, and answering lots and lots of emails from students, teachers, and parents. I thought all of these were pretty fun, especially answering emails. the splash shirt design (for teachers; students and admins had different colors) No ESP work allowed On the week leading up to Splash, my decision to not take on any subdirectorships paid off. Splash this year was the weekend after PUMAC, so I didn’t get any work done over the weekend before, and had to do more schoolwork than usual during the week. This, on top of preparing for my classes, occupied most of my time that week. Surely, you think, preparing for classes shouldn’t be that hard. After all, wouldn’t it take about an hour of effort to prepare for an hour-long class, maybe two hours, maybe less? Sure, maybe.06 maybe except for 3.7 Seconds for each Pokémon, a class my roommate Jeffery L. ’23 taught, which took several nights of pasting Pokémon sprites into 809 different slides, one for each Pokémon But then, I signed up for twelve hours of teaching. Which was probably not the best idea. The Wednesday before Splash, there was another worksession, as always. A lot of the tasks involved staging things, which is getting things ready for moving to where they needed to be on the day-of. That night, I made a Google Map and helped with organizing class supplies. On Thursday, there was a special, “No ESP Work” Worksession, in which no ESP work was allowed. It was pretty chill; a bunch of us admins hung out in the office and worked on psets07 problem sets; homework together. This was immediately followed by ESP “Office Hours”, which was, quite literally, hours spent in the ESP office preparing for Splash. I helped with moving class supplies again. Friday, the day before Splash, was moving day, in which a bunch of stuff was moved from the office to where they needed to be. The main headquarters for Splash, as well as the teacher lounge, was the Bush Room. We spent the afternoon putting up tarps on the floor to protect the precious carpet, setting up tables, chairs, extension cords, class supplies, stationery, printers, shirts, paper, lots of paper, nametags, all transferred from the office through lots of carts. there’s something weird about seeing something you helped design All throughout campus, other ESP admins put up signs. Lots and lots of signs. Splash has classrooms in about a dozen buildings, so lots of signs, everywhere, were really important to help students and teachers get from classroom to classroom. these are new signs apparently That evening, there was a short admin briefing meeting talking about day-of logistics. After the meeting, I hang out in the Bush Room doing last-minute preparations for my classes. I end up in my room at around eleven, but I was so tense that I couldn’t sleep until half past midnight. Part 2: Twelve hours of teaching Class class class class I woke up 7 AM the next morning, to the sound of a wake-up phone call. I checked in at the Bush Room and grab my nametag and a pronoun sticker. The admin nametags all had cute small blurbs. I grab a donut for breakfast. I headed to DuPont to help with checking in students. There was around two dozen or so volunteers, all with red shirts saying “ESP VOLUNTEER”, a bunch of stanchions leading a path to a row of like, six tables, and leading to another row of six tables, along with projected instructions and lots of helpful volunteers. I was helping out at troubleshooting, where we helped students who had incomplete forms and payment issues. the troubleshooting desk. left to right: me, shardul c. ’22, sarah w. ’21. photo: ahaan r. ’19 After an hour or so, I left morning check-in and headed to the first class I was teaching, which was Introduction to Esperanto. Esperanto is an invented language that’s made to be simple and easy to learn. It was held in this small seminar-style room, and we went over how to construct basic sentences in Esperanto, as well as affixes, which I think are one of the coolest parts of Esperanto. For example, the word malsanulejeto is built up from combining four affixes in the same word: The root word, sana, means healthy. Adding mal- gives it the opposite meaning, malsana, or sick. Adding -ulo turns it to a person, malsanulo, someone who is sick. Adding -ej- makes it to a place, malsanulejo, a place for sick people, or a hospital. Finally, adding -et- makes it smaller, malsanulejeto, a “small hospital”, like a clinic or infirmary. This was an interesting class in that my coteacher, Carl S. ’23, didn’t know how to speak Esperanto at all when I asked him to coteach with me. So I guess that’s proof that Esperanto can be learned quickly. The second class I was coteaching was Flirting 101. The idea was born out of a joke: I’d take a class about flirting if there was one, or something. Grace C. ’23 led the lecture in room 1-190, one of the biggest lecture halls on campus, filled with around a hundred or so people. If she led the entire lecture, then, why was I coteaching? Well, her lecture had certain parts where volunteers from the audience demonstrated what was being taught. Since it would be awkward to make students who didn’t know each other to demonstrate flirting, us five or so coteachers were audience plants for volunteers. I demonstrated some non-verbal communication with Vincent H. ’23, which included light shoulder pats and a technique called sticky eyes. People apparently really liked this class for some reason; it was the highest-rated class I cotaught. observe the overall rating After that I had lunch with the other teachers in the Bush Room, while reviewing my slides and getting ready for my next class. There was a lot of juice. left: marco n. ’23, right: yoshi s. ’22, drinking grapefruit juice. photo: byron x. ’21 I had an hour before my next class, but it didn’t really feel like an hour. Soon enough, I was back in the classroom coteaching my next class, How to Read a Law, with Theo B. ’23.08 whom you might recognize from a href=https://mitadmissions.org/blogs/entry/guest-post-good-morning-or-good-night/this guest post/a I didn’t really have any idea what we were doing with that class, since I wasn’t really sure what to teach. Theo and I decided to focus on reading statute law, and I only learned what statute law was while preparing for the class, oops. We decided to stick with teaching two tips: taking careful note of the context of a law, and breaking down sentence structure. It turns out that we underplanned and didn’t have enough content, but Theo came to the rescue by dishing out lots of stuff about the government. My fourth class09 the class after my class after my class after my class, or more briefly, the class class class class that day was, thankfully, not a class I was leading. I was also coteaching it with Theo, and he would be leading the class. We had to go from Building 5 all the way to the Student Center, which was a ten-minute walk. The class was Improv Workshop, which was, as its name suggests, an improv workshop. Theo led the class with improv games for an hour, teaching basic improv principles like Yes And. I helped demonstrate the games and give prompts. It was a fun, energizing class that gave me a little more energy to power through the rest of my overcommitment. Help Help Desk desk I had an hour free after Improv Workshop and before my next class, which I used to help Help Desk desk.10 help (assist) Help Desk (the place where people get help) desk (a verb, to desk) The Help Desk at Lobby 10 was, as the name suggests, a place where people could come to get help. I helped students change classes, printed schedules, gave directions, answered parents’ questions, and checked people in. I found it quite fun! jenna h. ’21, one of the help desk subdirectors. photo: byron x. ’21 My next class was Relating Games, which was probably the least traditional class I cotaught. The Atlantic has a good feature about relating games; basically, we played games designed to build intimacy with each other. This was the class I was scared about the most. My coteacher, Hahn L. ’23, and I were facilitating a room of twenty strangers, and it was only the second time that I was facilitating any kind of event. The first time was when Hahn and I got a bunch of our friends together to practice for this class. We were very new to the whole thing, but Hahn kept reassuring me that it would be fine. Two hours gave us enough time to play three games: one involving eye contact and shaking hands, one involving sitting in a circle and asking questions, and one where we all sit in a circle and tell the person to our left something we want someone to tell us. I think it went well. Feedback from after the class was positive, and at least one person reported finding a new friend. I was surprised with what people shared they felt after playing; I didn’t expect others to take the class seriously. Then again, the group is self-selected, which may have helped. After Relating Games, which was probably my most exhausting class, I head back to the Bush Room to eat some dinner. By then, I’ve taught for six hours. I guess I was starting to look tired. photo: byron x. ’21 I had two more classes that day: two one-hour sections of Estimation Markets, a class I was coteaching with three other people. We played a simulation of a market, where instead of stocks, people bought and sold tokens whose value was the answer to an estimation questions, like “How many ambulances are there in the United States?” Most of my work for the class was researching good questions, so I didn’t do much in the actual class. It turns out that the main challenge of the class was explaining how markets worked. I don’t think we did this well for the first section, but for the second section we did a demo involving buying and selling pieces of chalk, and I think that helped explain it better. The class ended at 9 PM, which meant I had spent the last thirteen hours doing things for Splash. Syncopasian, MIT’s Asian a capella group, had a concert that night. I went and cheered for my friends. It was a great concert, probably my favorite one all semester. After that, a group of friends dragged me to Epsilon Theta, an independent living group, to play some board games. I head back to campus a little past midnight, tired from a fun day of teaching. But somehow, I wasn’t exhausted. It’s a very silly game I wake up a little past 9 AM the next morning. My first “class” was actually a walk-in activity from 10 AM to 12 PM, so I had enough time to prepare. A walk-in activity is a different kind of class that takes place in Lobby 13; instead of being a class, we just kind of set up a booth and let people come and go between classes or during breaks. For example, one of the booths was Ruby Red Appreciation, where people could sample Ocean Spray Ruby Red Grapefruit Juice.11 remember that picture of Marco and Yoshi earlier? yeah, they were drinking Ruby Red. This was directly beside the Not Ruby Red Appreciation booth, where people could sample juices that weren’t Ruby Red. The reason these booths exist is because the status of Ruby Red is highly controversial among ESP admins, with some people liking the juice so much, while others hating it. Personally, I think that everyone who likes the juice is wrong. from left to right: grape juice (good), apple juice (good), cranberry juice (good), orange juice (good), ruby red (bad). photo: byron x. ’21 There were a bunch of other booths too, like a booth where people played SET variants, a mutant plushie lab where people stitched parts of stuffed animals together, and a booth for making small, cute, paintings. photo: byron x. ’21 Wayne Z. ’23 and I led a walk-in activity called Find the Missing Card, where we got people to play a game called Find the Missing Card. It goes like this: I hand you a shuffled deck of standard cards, except one of the cards is removed. Then I start a stopwatch. You can then look through the deck of cards, and you’re trying to figure out what the missing card is, as fast as possible. photo: byron x. ’21 If it sounds like a silly game, that’s because it is. But it’s surprisingly fun. I first learned the game in PROMYS. When I introduced it to my floor in East Campus, we played the game for a solid two hours or so. The fastest time I’ve seen, lucky, is 18 seconds; I know someone who can average 30 seconds. The walk-in was surprisingly successful; around six people came to play the game at least once, and of those, three people played it at least four times. Wayne and I secretly used the walk-in as an excuse to explain to people what algorithms were. After that, I had lunch. On the Bush Room chalkboard, I spot a bunch of ducks that people drew. vincent b. ’23 draws a duck. photo: byron x. ’21 I helped Help Desk desk for a few minutes, and then Carl and I taught another section of Introduction to Esperanto. I think this section went a little better than the first section, but otherwise we didn’t change much. After that, I helped Help Desk desk for around an hour and a half, before I went to my final class. My last class was also with Wayne. We taught a class called 694201 is a prime, which was about the Miller-Rabin primality test. The ultimate goal was to test whether 694201 is a prime using a four-function calculator, using roughly this article as an outline. This meant explaining what we were going to do, proving that it would work, and then actually executing it. This was also the class I prepared for the least. Wayne and I were thinking that because we had an entire article to base off of, then we didn’t need to prepare that much. It turns out that this was extremely wrong. We grossly underestimated the amount of time we needed to explain the Miller-Rabin primality test, because there was a lot of background that we needed to go over, and we didn’t have enough time to do the actual test at the end. Oops. At least class evaluations were somewhat positive; the people who answered the end-of-class survey reported that they understood what Miller-Rabin was and why it works. Part 3: The why game Free candy The class ended at 5 PM, after which I participated in cleanup. Although the last class period of the day was 5 PM to 6 PM, cleanup and takedown start a bit earlier than that to leave enough time for cleaning everything up. While helping clean up walk-ins, Wayne messaged me, asking if I could bring him Ruby Red. It turns out that he needed some Ruby Red for the last class he was co-teaching, Introduction to Programming Languages, which was a class about what programming languages are named after, and not the actual programming languages. Like Java, the island in Indonesia, or python, the snake, or ruby, the gemstone. I went in their classroom carrying Ruby Red and some cups, and then headed back to help with cleanup again. taken from their slides; this one is about ruby I helped take down signs, and carried a cart from the Bush Room to the ESP office. Then I helped clean up Help Desk. It turned out that Help Desk was offering free candy to people if they provide feedback about Splash. I stayed for a couple minutes saying “Free candy!” which helped get students to provide feedback. The feedback ranged from everything to favorite classes that students had, to comments about how to improve signs and food, complaints about the weather, comments about accessibility, everything. At 7 PM, Splash had a teacher appreciation dinner. By then, most of the cleanup was done. I went to Lobdell and ate dinner, sitting with some other friends who taught for Splash. Jenny G. ’22 and Andrew, the two Splash directors, gave short speeches thanking the teachers, and some student feedback was also read. left: jenny, right: andrew. photo: byron x. ’21 The dinner lasted for about two hours, ending at roughly 9 PM, and we brought the leftovers upstairs for a wrapup discussion. On grasping scale The wrapup discussion was a place for ESP admins to talk about what happened during Splash. We were all pretty exhausted from two days of Splash, including my roommate Jeffery, but we had the discussion anyway. We sat in a big circle of around thirty people, while Andrew and Jenny led the discussion. It was interesting to see how ESP conducted its discussions, since this was the first ESP discussion I went to. What struck me the most during the wrapup was the scale involved in running a program like Splash. There were so many moving parts to Splash, all the way from teacher recruitment to student food to security, not all of which I’ve seen fully. Remember how earlier, I talked about subdirectorships? It turns out Splash had 21 different subdirectorships led by 31 people. There were maybe 50 or so admins who ran the program, and who knows how many dozens of volunteers there were. It was mind-boggling to think that I was only one of these people. Later on, I talked to my other frosh friends who did have subdirectorships, like Laura C. ’23 who helped with Class Supplies, or Zawad C. ’23 who helped with Class Changes, among others. The general consensus was that it really wasn’t that huge of a time commitment, around two to six hours or so before Splash, and several hours on the day-of, which was around how much time I spent for Splash too. They talked about how it was fun to take responsibility of part of the program, and how it was fulfilling to be a part of something big like Splash. It awes me, to this day, how Splash managed to run at all. I felt like I only got to saw a small part, a tiny portion of how the whole program worked, and I still don’t get the big picture of how it happened. From my perspective, all I saw was a program where hundreds of teachers and thousands of students learn from each other over a weekend. And when I think about it, everything else felt like magic. I don’t know how it happened, but it did. And all I can write about is what I experienced helping out, which isn’t enough to capture the dozens and dozens of experiences behind making Splash happen. And this blog post is a very incomplete picture of what it’s like. And I want to know what it’s like. I felt like so many hours of people doing work for Splash, so many weeks of planning, and so many years of ESP’s previous experiences were all hidden from me. It felt amazing, thinking about that. And it feels amazing, thinking about the part that I gave, the part of Splash that I contributed to. That no matter how small that part was, I still had a part. The why game Since Splash ended, there have been elections to decide officerships for next semester, as well as elections to decide who’ll direct ESP’s programs in the spring. After much consideration, I decided not to nominate myself for any of the officerships or directorships. I still don’t know if I want to take a subdirectorship for any of the spring programs. I’m pretty sure I want to keep going to ESP’s worksessions every week, but ever since Splash ended, I’m really considering taking on a role for one of ESP’s future programs. I remember one of the things that Andrew asked me, once, towards the end of one of ESP’s worksessions. What do you get out of doing things for ESP? It’s fun. I enjoy it. Would you enjoy it more than doing something else? I don’t know. But I  do enjoy it a lot. Well, I think it’s important to know why you want to do things. He said something about how I shouldn’t just take on involvement just for the sake of being involved. And I guess he’s right. I really should know why I want to do things, in the same aggressive way that three-year-old me asked why. You know, that game where you go: Why does it rain?  Because the clouds have water in them. Why do the clouds have water in them?  Because the Earth’s water evaporates, rising into the sky, becoming clouds. Why does the water evaporate? Because the sun heats it up, making it hot. And in the same way, Why do you do things for ESP? Its fun. I enjoy it. Why do you find it fun? It makes me feel fulfilled. Why does it make you feel fulfilled? It feels nice to accomplish something, to be a part of something bigger than yourself. Why do you want to be a part of something bigger than yourself? Well, Iâ€" I don’t know. I don’t know why. I don’t know what I want to do. I don’t know what I enjoy, or what makes me feel fulfilled, not yet. But if I just keep doing what I’m doing, I’ll figure things out, right? why does it rain? After the wrapup discussion ended, I walked from the Student Center to East Campus. I was exhausted, a happy kind of exhausted, after two days of running on full power. It was a quiet Sunday evening, and the rain had stopped. The Infinite Corridor was deserted and the classrooms in Building 56 were all empty, a stark contrast from what it was just a few hours ago. By the time I arrive in East Campus, it was a little past 11 PM. In the courtyard, a large recession in the sand caught the rainwater from earlier, forming a large puddle. The wind blew over the puddle, making ripples in the water. I didn’t have to think about preparing for classes any more. I didn’t have any more classes to teach. I wasn’t going to be surrounded with other people the next day. The thing that I’ve been waiting for to happen, for two months, came and went. I felt satisfied. So, so satisfied. But I also felt like a tiny part of me had been taken out. All of a sudden, Splash was over. so why is this post so late? I was busy, okay. back to text ? who is, in fact, from Harvard back to text ? people who make ESP stuff happen back to text ? MIT’s square dancing club back to text ? in retrospect, I’m not sure if this made me do less work for Splash, as I explain in the section On grasping scale back to text ? maybe except for 3.7 Seconds for each Pokémon, a class my roommate Jeffery L. ’23 taught, which took several nights of pasting Pokémon sprites into 809 different slides, one for each Pokémon back to text ? problem sets; homework back to text ? whom you might recognize from this guest post back to text ? the class after my class after my class after my class, or more briefly, the class class class class back to text ? help (assist) Help Desk (the place where people get help) desk (a verb, to desk) back to text ? remember that picture of Marco and Yoshi earlier? yeah, they were drinking Ruby Red. back to text ?

Life of Cochise, Apache Warrior and Chief

Cochise (ca. 1810–June 8, 1874), perhaps the most powerful Chiricahua Apache chief in recorded times, was an influential player in the history of the U.S. southwest. His leadership came during a critical period in North American history, when shifting political relationships between Native American and European Americans resulted in a complete reconfiguration of the region. Fast Facts: Cochise Known For: Chiricahua Apache chief from 1861–1864Born: ca. 1810 in southeastern Arizona or northwestern SonoraDied: June 8, 1874 in the Dragoon Mountains, ArizonaSpouses Names: Dos-teh-seh and a second wife, whose name is not knownChildrens Names: Taza, Naiche, Dash-den-zhoos, and Naithlotonz Early Years Cochise was born around 1810, in either southeast Arizona or northwest Sonora, Mexico. He was destined for leadership: his father, most likely a man named Pisago Cabezà ³n, was the head chief of the Chokonen band, one of four bands in the Apache tribe. Cochise had at least two younger brothers, Juan and Coyuntura (or Kin-o-Tera), and one younger sister. As is traditional, Cochise received his name Goci as a young adult, which in the Apache language means his nose. There are no known surviving photographs of Cochise, who was described as a striking-looking man with black hair to his shoulders, a high forehead, prominent cheekbones, and a large, handsome Roman nose.   Cochise wrote no letters. His life was documented during a series of interviews conducted during the end of his life. The information from those interviews is somewhat contradictory, including the spelling of his name (variations include Chuchese, Chis, and Cucchisle). Education The Apaches of the 19th century followed a traditional hunting and gathering lifestyle, which they supplemented with raids when hunting and gathering alone could not feed their families. Raiding involved attacking ranches and ambushing travelers in order to steal their supplies. The raids were violent and often left victims wounded, tortured, or killed.  Although there are no specific records about Cochises education, anthropological studies and oral and written histories from the Apache community describe the learning processes for prospective warriors, which Cochise would have experienced. Young boys in the Apache world were separated from young girls and began training in the use of the bow and arrow at the age of six or seven. They played games which emphasized speed and agility, physical strength and fitness, self-discipline and independence. At 14, Cochise likely began training as a warrior, starting as a novice (dikhoe) and practicing wrestling, bow and arrow contests, and foot races. Young men played the role of trainee at their first four raids. During the first raid, they performed menial camp chores, such as making beds, cooking, and standing guard. After completing his fourth raid, Cochise would have been considered an adult. Indian–White Relations At the time of Cochises youth, the political climate of southeastern Arizona and northeastern Sonora was fairly quiet. The region was under the control of the Spanish, who had skirmished with the Apaches and other tribes in the region but settled on a policy that brought a kind of peace. The Spanish aimed to replace Apache raiding with the provision of rations from established Spanish outposts called presidios.   This was a deliberately planned action on the part of the Spanish to disrupt and destroy the Apache social system. Rations were corn or wheat, meat, brown sugar, salt, and tobacco, as well as inferior guns, liquor, clothing and other items designed to make the Native Americans dependent on the Spanish. This did bring peace, which lasted nearly forty years, until near the end of the Mexican Revolution in 1821. The war seriously depleted the treasuries, rationing broke down slowly, and disappeared entirely when the Mexicans won the war.   As a result, the Apaches resumed their raiding, and the Mexicans retaliated. By 1831, when Cochise was 21 years old, hostilities were so extensive that, unlike earlier times, nearly all of the Apache bands under Mexican influence participated in raiding and conflicts.   Early Military Career The first battle that Cochise probably participated in may have been the three-day battle from May 21–23, 1832, an armed conflict of Chiricahuas with Mexican troops near the Mogollon Mountains. Three hundred warriors led by Pisago Cabezà ³n lost after the last eight-hour battle under 138 Mexican men led by Captain Jose Ignacio Ronquillo. The following years were punctuated by a number of treaties signed and broken; raidings halted and resumed.   In 1835, Mexico put a bounty on Apache scalps and hired mercenaries to massacre them. John Johnson was one of those mercenaries, an Anglo living in Sonora. He was granted permission to track down hostiles and on April 22, 1837, he and his men ambushed and massacred 20 Apaches and wounded many more during a trading deal. Cochise was not likely present, but he and other Apaches sought revenge.   Marriage and Family In the late 1830s, Cochise married Dos-teh-seh (something at the campfire already cooked). She was the daughter of Mangas Coloradas, who led the Chihenne Apache band. Cochise and Dos-teh-seh had at least two sons—Taza, born 1842, and Naiche, born 1856. His second wife, who was from the Chokonen band but whose name is not known, bore him two daughters in the early 1860s: Dash-den-zhoos and Naithlotonz.   Cochises son Naiche, Hereditary Leader of the Chiricahua Apaches, taken by Adolph F. Muhr about 1898.   Library of Congress According to Apache custom, men lived with their wives after they married. Cochise most likely lived with the Chihenne for six to eight months. However, he had become an important leader in his fathers band, so he soon returned to Chokonen.   A (Temporarily) Settled Peace In early 1842, Cochises father — Pisago Cabezà ³n, leader of the Chokonen — was ready to sign an armistice with the Mexicans. Cochises father-in-law — Mangas Coloradas, leader of the Chihinne — disagreed. A treaty was signed on July 4, 1842, with the Apaches promising to cease all hostilities, and the Mexican government agreeing to feed them rations. Cochise drew rations with his wife in October, and Mangas, seeing that the Chokonen treaty would hold, decided to negotiate a similar treaty for his own band. In late 1842, that armistice was also signed.   This settled peace would not last long. In May of 1843, Mexican troops at Fronteras murdered six Chokonen men for no apparent reason. In late May, seven more Chiricahua men were murdered at the Presidio in Fronteras. In retaliation, Mangas and Pisago attacked Fronteras, killing two citizens and wounding another.   Deteriorating Conditions By 1844, conditions among the Apache bands in the region had deteriorated sharply. Smallpox arrived in the fall, and the supply of rations for the communities had sharply decreased. Mangas Coloradas and Pisago Cabezà ³n returned to the mountains by February 1845, and from there they conducted several raids on Sonora. Cochise would have participated in these raids.   In 1846, James Kirker, a mercenary sanctioned by the Mexican government, set out to kill as many Apaches as possible. On July 7, under the protection of a treaty, he hosted a feast at Galeana (in what is now Chihuahua state in Mexico) for 130 Chiricahuas, and then had them beaten to death in the morning. It was an ill-chosen moment, because in April of that year, fighting had broken out between the U.S. and Mexico, and Congress declared war on Mexico in May. The Apaches had a new and dangerous source of support, but they were rightly wary of the Americans.   In December of 1847, a war party of Apaches attacked the village of Cuquiarachi in Sonora and killed a longtime adversary, seven other men and six women, and captured six children. The following February, a large party attacked another town called Chinapa, killing 12 men, wounding six and capturing 42, mostly women and children.   Cochise Captured Throughout the summer of 1848, the Chokonen band carried on a siege of the fort at Fronteras. On June 21, 1848, Cochise and his Chokonen chief Miguel Narbona led an assault on Fronteras, Sonora, but the attack went awry. Narbonas horse was killed by cannon fire, and Cochise was captured. He remained a prisoner for about six weeks, and his release was only obtained by the exchange of 11 Mexican prisoners.   Apache Pass, Arizona, as viewed from Fort Bowie facing north.   Mark A. Wilson In the mid-1850s, Miguel Narbona died and Cochise became the principal chief of the band. In the late 1850s, United States citizens arrived in his country, first settling at Apache Pass, a station on the Butterfield Overland Mail Company route. For a few years, the Apaches maintained a tenuous peace with the Americans, who now provided sorely needed rations to them.   Bascom Affair, or "Cut the Tent" In early February 1861, U.S. Lieutenant George Bascom met Cochise at Apache Pass and accused him of capturing a boy who had in fact been taken by other Apaches. Bascom invited Cochise into his tent and told him he would hold him as a prisoner until the boy was returned. Cochise pulled out his knife, cut through the tent, and escaped into the nearby hills.   In retaliation, Bascoms troops captured five members of Cochises family, and four days later Cochise attacked, killing several Mexicans and capturing four Americans whom he offered in exchange for his relatives. Bascom refused, and Cochise tortured his prisoners to death, leaving their bodies to be found. Bascom retaliated by hanging Cochises brother Coyuntura and two nephews.  This event is known in Apache history as Cut the Tent. The Cochise Wars (1861–1872) Cochise became the dominant Chiricahua Apache chief, replacing the aging Mangas Coloradas. Cochises rage at the loss of his family members led to a bloody cycle of revenge and retaliation between the Americans and Apaches for the next 12 years, known as the Cochise Wars. For the first half of the 1860s, the Apaches maintained strongholds in the Dragoon mountains, moving back and forth attacking ranchers and travelers alike, and keeping control of southeastern Arizona. But after the U.S. Civil War ended, a massive influx of U.S. soldiers put the Apaches on the defensive.  Ã‚   By the late 1860s, the war continued sporadically. The worst event was an ambush and massacre by the Apaches of the Stone party in October of 1869. It was likely in 1870, when Cochise first met Thomas Jeffords (Red Beard), a stage driver for the Butterfield Overland Stage. Jeffords, who would become Cochises closest white friend, played a significant role in bringing peace to the American southwest.   Making Peace On October 1, 1872, true peace efforts were established at a meeting between Cochise and Brigadier General Oliver Otis Howard, facilitated by Jeffords. Treaty negotiations included a cessation of hostilities including raiding between the U.S. and Apaches, the safe passage of his warriors to their homes, and the creation of a short-lived Chiricahua Apache reservation, located initially in the Sulphur Spring Valley of Arizona. It was an agreement not on paper, but between two highly principled men who trusted one another.   The brigadier general Otis Howard made a lasting peace agreement with Cochise on October 1, 1872.   Hulton Archive/Getty Images The agreement did not include cessation of raiding in Mexico, however. American troops at Fort Bowie were prohibited from interfering with the Chokonens activities in Arizona. The Chokonens kept the terms of the treaty for three and a half years, but continued conducting raids in Sonora until the fall of 1873. Quotes After the Cut the Tent affair, Cochise is reported to have said: I was at peace with the whites, until they tried to kill me for what other Indians did; I now live and die at war with them.   In a conversation with his friend Thomas Jeffords, then the agent for the Chiricahua reservation, Cochise said: A man should never lie... if a man asks you or I a question we do not wish to answer, we could simply say I dont want to talk about that. Death and Burial Cochise became ill in 1871, probably suffering from abdominal cancer. He met with Tom Jeffords for the last time on June 7. In that final meeting Cochise asked that control of his band be passed on to his son Taza. He wanted the tribe to live in peace and hoped that Taza would continue to rely on Jeffords. (Taza went on to keep his commitments, but eventually, the U.S. authorities broke Howards covenant with Cochise, relocating Tazas band out of their homes and into Western Apache country.) Cochise died at the Eastern Stronghold in the Dragoon Mountains on June 8, 1874. The Eastern Stronghold in the Dragoon Mountains of southeastern Arizona. Mark A. Wilson   After his death, Cochise was washed and painted in war style, and his family buried him in a grave wrapped in blankets with his name woven into them. The sides of the grave were walled up about three feet high with stone; his rifle, arms and other articles of value were laid beside him. To give him transportation in the afterlife, Cochises favorite horse was shot within 200 yards, another killed about one mile away, and a third two miles away. In his honor, his family destroyed all the clothing and food stores they had and fasted for 48 hours. Legacy Cochise is known for his significant role in Indian-White relations. He lived and prospered by war, but died in peace: a man of great integrity and principle and a worthy leader of the Apache people as they experienced massive social change and upheaval. He is remembered as a fierce warrior as well as a leader of sound judgment and diplomacy. Eventually, he was willing to negotiate and find peace despite suffering the great loss of his family, tribe members, and way of living. Sources Seymour, Deni J., and George Robertson. A Pledge of Peace: Evidence of the Cochise-Howard Treaty Campsite. Historical Archaeology 42.4 (2008): 154–79. Print.Sweeney, Edwin R. Cochise: Chiricahua Apache Chief. The Civilization of the American Indian Series. Norman: University of Oklahoma Press, 1991. Print.—-, ed. Cochise: Firsthand Accounts of the Chiricahua Apache Chief. 2014. Print.—-. Making Peace with Cochise: The 1872 Journal of Captain Joseph Alton Sladen. Norman: University of Oklahoma Press, 1997. Print.

The Importance of Technology in Sports - 727 Words

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The Googley Way to Success Free Essays

At first glance, one might wonder if the employees in the Googleplex, the headquarters of Google located in Silicon Valley, California, actually did any serious work, or were they hired to simply loft around the complex. The company doesn’t seem to run the place like any other corporations I am aware of, much more organization order is something which does not reveal itself at Google. The employees, most often referred to as googlers; seem to have no problem in the way the company is run. We will write a custom essay sample on The Googley Way to Success or any similar topic only for you Order Now In fact, it appears that if we look closely, the chaotic atmosphere, that may be very bothering for other companies, is exactly why people choose to become googlers. What we have in Google, is company whose way of going about things coincides with its goal provide its patrons with fast (as in get them off the website as soon as possible, fast) service. As such, it demands its people to work in the same manner, fast-pace thinking, even pleased at the higher possibility of acting despite risks. Google states that its mission is â€Å"to organize the world’s information and make it universally accessible and useful†; this is anchored on the fact that Google itself grew out of one product/service, its search engine. Consequently, this is strengthened by the philosophies the company holds true, and promotes throughout its staff of techie and non-techie employees. The focus it appears is not the technology, rather CEO Eric Schmidt, co-founders, Larry Page and Sergey Brin, centered they’re attention on the people involved, user and googler. These individuals appeared to have mastered the concept of motivation for its people as well as customer satisfaction. The company works, as imbibe with its values, by letting these two elements work together. â€Å"Google puts users first when it comes to our online service; Google Inc. puts employees first when it comes to daily life in our Googleplex headquarters. There is an emphasis on team achievements and pride in individual accomplishments that contribute to the company’s overall success† (ten things Google has found to be true, 2007). No matter what theory of motivation one would apply to Google, we’d be able to see that it passes with flying colors. In emphasizing that Google’s aim is to provide something for the people, its users, it sends its employees a positive message and notion of what they’re doing. The heads of the company, exhibits how its end is always to keep its users happy and in turn make some profits; rather than prioritizing the latter, and hopefully make the customer satisfied. When employees are successfully able to grasp this, they can be motivated to do their jobs well. They can also find sincerity in the company’s concern for the wants of internet users, when they can feel this same care being projected to them by their company leaders. They know it’s not just a spiel for good publicity; values are indeed being placed in Google with the numerous perks that work to guarantee that each worker would be in the best working conditions that are appropriate in addressing the ends of the company. A person, who sees affirmation in the goals of the organization he is in, would more likely move to give back and imbibe such standards as the fitting way to work within. Now, let us see the effectiveness of Google job precept parallel to the job characteristics model, in order to see whether or not the company is able to set par. Hackman and Oldman purports that we should design jobs in such a way that the work itself can be a motivation to strive for better performance. We must for example pattern the development of job specifications based on core characteristics that would uplift three significant psychological states (meaningfulness, responsibility, and knowledge of the results) that are significant in producing a positive working outcome. Google places emphasis on their goal of providing users with useful and effective services, and they disseminate this to their employees in such a way that the latter sees themselves as part of a something that does something good for the people. This techno-altruistic fabric Google is enveloped in, makes being one of the weavers a worthwhile project for the self, its not just being part of a corporate tycoon, but doing something meaningful while satisfying the urge for a good paying career. One of the company values Google upholds is the care and trust it gives to the capacity of its people. It attempts to get tasks done with the least amount of managerial supervision as much as possible. It fosters a working atmosphere wherein regardless of what one’s rank in the corporate structure is; his/her ideas would be heard and valued. This also manifested in their belief of democracy in the web; in such a way that they allow users to really say their piece of what they want to see in a web application. Working in Google, allows inner growth, the latter makes it a point not to tie you up to the specifications of your job. In fact, they even order their engineers to devote 20% of their time pursuing their own ideas. This is hitting two birds with one stone, something which Google has been shown to be a master of. For one thing, it allows the right motivation that would allow the person enough leeway for individual growth. The employee sees himself not only as a worker but a potential leader; he is able to harness the feeling of being an influence. On the other hand, the corporation gains from the possible innovations its employees can cook up, amidst this network of brainstorming (individual and organizational levels), an idea as great as its search engine may arise. Through these means, Google is able to meet the googler’s expectations; it provides the same consideration in the people involved in the company in the same way it promises to deliver quick and reliable access to information on the internet. As such, the ambience in the Googleplex is also laid-back, convenient for both creative problem solving and challenging the notion of being the best; by asking for better than the best. The ordered chaos also personifies the demand for fast-pace thinking, action, and progress. The benefits given to Google employees is beyond motivation, its bound to make those working for its competitor drool with envy. As such, Google can expect only the best, when it keeps the people that work to keep it afloat happy at all times, the effect is an effort to not let down the company. This could be to ensure that working conditions would remain the same, but as well as prove that one deserves to belong to such a corporation. If we turn to Maslow’s hierarchy of needs we’ll be able to see just how Google is able to produce great outcomes from its googlers. Physiologically, no googler has to worry about not being able to eat lunch due to work pressure; they can in fact discuss business in the numerous cafeterias that offers free food. Craving to eat something (which I can assure can be distracting) would not have to worry a man/woman of Google. Services are also offered within the complex to guarantee that a googler need not put all other things on hold in order to work for a major corporation. Social needs are met, by making sure that everyone gets the chance to mingle and socialize through various activities that makes employees have fun, keeping them in a happy disposition to work. Self actualization and esteem are kept high, with Google heads making sure that everyone gets to do something the way they want it done, and yet pushes them to realize that they need be confined to the typical list of duties assigned to them. Googlers have a say of how the company will run its course for as long as it coincides with the values and philosophies upheld. This is perhaps, what makes Google the best company to work for†¦ the fact that working for Google always merges fun and personal growth to become more than just the best. Reference: Lashinsky, Adam. â€Å"Chaos by Design†. In Fortune Magazine. October 2, 2006. money.cnn.com/magazines/fortune/fortune_archive/2006/10/02/8387489/index.htm. July 27, 2007 Ten Things Google has Found True. In Google Corporate Information: Our Philosophy. (2007). http://www.google.com.ph/intl/en/about/company/philosophy/.  Ã‚  Ã‚   July 28, 2007. Notes on Employee Satisfaction Model. (2007) Notes on Theories of Motivation. (2007) How to cite The Googley Way to Success, Essay examples

Paulo Freire “The Banking Concept of Education” Essay Sample free essay sample

Introduction â€Å"The Banking Concept of Education† was invented by Paulo Freire in an effort to depict the deductions of the modern-day educational system. Much unfavorable judgment has been addressed towards this work ; much truth the work has besides revealed. It is hard to reason. whether the writer was wholly right or incorrect – his premises have solid practical bases but can besides be debated. However. it is still interesting and utile to reexamine Freire’s statements as for what banking instruction is. The Banking construct of instruction The kernel of the banking construct of instruction created by Freire is in the fact that pupils do non get and utilize cognition to analyse ; the cognition alternatively is merely deposited into them by the instructor. This procedure if viewed by Freire as the agency of impeding creativeness in instruction in general. â€Å"This is the banking construct of instruction. in which the range of action allowed to the pupils extends merely every bit far as having. We will write a custom essay sample on Paulo Freire â€Å"The Banking Concept of Education† Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page filing. and hive awaying the deposits† ( Freire ) . Of class. one may reason that we ourselves are the Godheads of our instruction. and our cognition. However. enterprise in instruction is non ever applicable. particularly when the educational environment does non let any creativeness. as Freire tries to carry us. Therefore. the writer of the banking construct in instruction attempts to turn out that finally. pupils can non transform the deposited cognition. as they are non taught to use their transformational accomplishments. â€Å"In the banking construct of instruction. cognition is a gift bestowed by those who consider themselves knowing upon those whom they consider to cognize nothing† ( Freire ) . As a effect. Freire speaks about â€Å"banking† instructors as oppressors. mentioning to the present educational system as â€Å"oppressing† . The cognition has ever been the procedure of enquiry. but the banking attacks in instruction alteration these thoughts. and do instruction similar to the suppressing political orientations: the instructor represents himself as opposed to his pupils. and they do non hold any pick to alter this or to get away this resistance. In the banking construct of instruction. pupils have to take their instructors for granted. and as people who know everything. while the pupils know nil ( Freire ) . The major contradiction of the banking instruction Freire depicts in the list of 10 attitudes and patterns of conventional instruction. We have already mentioned the two of these attitudes. when the cognition is simply deposited into pupils. and when they are accepted by instructors as cognizing nil. Freire assumes that in his attack towards instruction. â€Å"the teacher thinks and the pupils are thought about† ( Freire ) . However. it is hard to understand here. in what manner the pupils are being thought of and how it relates to the discussed theoretical model. Does this mean that the pupils are thought about every bit simply the depositories of cognition? This premise can be right in the visible radiation of the already discussed issues. â€Å"The teacher negotiations and the pupils listen – meekly ; the instructor subjects and the pupils are disciplined† ( Freire ) . Obviously. the subjugation about which Freire speaks is besides reflected in the fact that pupils are non taken as the sensible objects that are capable of analysing and transforming this cognition. The subjugation is noticed in the state of affairs. when the pupils are non merely invariably disciplined by their instructors. but when they besides have to follow with the picks enforced by the instructor ( Freire ) . Many of us retrieve the state of affairss. when we had to work on the subject chosen by the coach without any possibility to discourse or alter it. Despite the nonsubjective nisus of the present educational system towards flexibleness. the figure of â€Å"oppression† illustrations is excessively big to do this â€Å"flexibility goal† at least closer. â€Å"The oppressors use their â€Å"humanitarianism† to continue a profitable state of affairs. Therefore they react about instinctively against any experiment in instruction which stimulates the critical modules and is non content with a partial reappraisal of reality† ( Freire ) . The kernel of these oppressors should be decently understood. and Freire makes particular accent on this apprehension: the oppressors ( instructors ) tend to alter the consciousness of the oppressed ( the pupils ) and non the state of affairs. which is called as â€Å"oppressive† . The subjugation to creativeness – this is the footing of the banking attack in instruction ; Freire describes a simple illustration in big instruction: â€Å"students will neer be proposed to critically see reality† ( Freire ) . Beyer is really enlightening in how he analyzes Freire’s construct: â€Å"Freire believes this is a signifier of subjugation in that pupils can non see the universe as they wish but alternatively are forced to see the universe in a mode that is approved by those in power† ( 98 ) . Freire creates a distinguishable resistance between the banking instruction and problem-posing instruction. He obviously supports problem-posing construct for its capacity to decide the contradiction between the instructor and the pupils. when the instructor takes the place superior to that of pupils: â€Å"the instructor is no longer simply the-one-who-teaches. but one who is himself taught in duologue with the students† ( Freire ) . Therefore. the problem-posing instruction is the look of Freire’s thoughts as for what instruction should be and what organize it should take. Education should non take the mere signifier of person being taught by person who pretends he knows more ; instruction should be created in the procedure when the teacher’s authorization is no longer valid. As a consequence. the procedures of instruction and development take topographic point in changeless interaction between the pupils and the instructor. It is possible to propose that Freire has gone beyond the traditional bounds of treatment within the subject of instruction. â€Å"He is besides reasoning that the manner of dealingss between instructor and pupil are of import determining relationships for how to be toward each other as humans† ( Beyer 103 ) . We ourselves have become the informants of the state of affairss. when instructors tended to stress their superior place towards us. We besides know how it hurts to understand that the instructor does non take us as equal. This may go a serious obstruction on the manner towards understanding between the instructor and the pupil. and as a consequence. on the manner towards effectual instruction. Permanence and alteration are besides used by Freire as the two determiners of banking and problem-posing instruction: â€Å"The banking method emphasizes permanency and becomes reactionist ; problem-posing instruction – which accepts neither a â€Å"well-behaved† present nor a preset fixture – roots itself in the dynamic present and becomes revolutionary† ( Freire ) . Therefore. permanency and alteration are the two basic determiners. one of which ( permanency ) determines banking instruction as oppressive towards alteration and creativeness. and the other one ( alteration ) is the basic characteristic of good problem-posing instruction. The dramatic difference between the problem-posing and the banking construct of instruction is in the fact that. as Freire puts it. the banking construct does non let the individual thought of his state of affairs critically. It instead imposes fatalistic perceptual experience of any life state of affairs. The problem-posing attack. on the contrary. represents any state of affairs as a job. which needs analysis and solution. It is doubtless. that the banking construct is the look of the educational subjugation against those who seek creativeness and personal development. Decision Freire’s work is interesting in footings of clear designation of the issues. which do be in modern-day instruction. Despite the fact that Freire sometimes uses instead extremist footings. his initial purpose was to stand for the current system of instruction as it was. Furthermore. even understanding that we tend to present flexibleness and problem-posing approached into instruction. there is still much to be done in order to wholly extinguish banking attacks in instruction. Plants cited Beyer. L. E. A ; Apple. M. W.The Curriculum: Problems. Politics. and Possibilities.Capital of new york: State University of New York Press. 1998. Freire. P.Teaching method of the Oppressed.Chapter 2. 1993. Webster Philosophy Department. 17 November 2007. hypertext transfer protocol: //www. Webster. edu/~corbetre/philosophy/education/freire/freire-2. hypertext markup language