Canadian Based Education

Canadian Based Education The education system in Canada during the 19th century was marked by the establishment of school systems that incorporated social, cultural and political aspects.Advertising We will write a custom research paper sample on Canadian Based Education specifically for you for only $16.05 $11/page Learn More Children from different social and cultural backgrounds were allowed to attend schools in large numbers which gave way to mass schooling or standardized education as an effective instrument in teaching. The school systems during the 19th century were designed to solve a myriad of problems that existed within the Canadian society such as poverty, crime, teen idleness and poor knowledge levels among the youth during that time. The reasons that underlined the development of school systems in the 19th century was the impact of constant immigration by Canadians as well as foreigners in the country, the change from agriculture to industrialization and the process of state formation which allowed Canadians the authority to exercise power (Gaffield, 2011). During the later stages of the 19th century, state formation, industrialization and immigration played an important role in the development of the school system in Canada where educators established schools that would reflect the cultural, religious and ethnic variations in the Canadian society. For example, in the western coast of Canada, immigration played an important part in developing the mass schooling system that was in existence. Other provinces in Canada that were affected by immigration included Winnipeg, Manitoba and British Columbia where the arrival of large numbers of Asians played an important role in developing the Canadian schooling system. The impact of immigration had become a major factor in the 19th century where anglo conformity became an important aspect in ensuring national cohesion and unity in the country (Mochoruk, 2004). The schooling system in Canada during the 19t h century was mostly marked by the use of textbooks, classrooms, teachers and curriculum based education which were used to train school going children on how they could be contributing members to the Canadian society. These teaching modes however underwent some changes to ensure that they reflected the changing needs of the society which required that children with different educational abilities and knowledge be catered for. This saw the introduction of technical and vocational courses that were meant to meet the needs of children who were not found suitable for academic training.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The criterion that was used in selecting children for educational courses was however based on social and cultural prejudices where children from white backgrounds had the first priority over children from other ethnic backgrounds. However, in the 1920s, s chools began using IQ tests to measure the knowledge levels of children to ensure that there was equitable selection of children during the selection process (Gaffield, 2011). The education system in the 19th century was characterized by the distinctions that existed between male and female children in public schools. For example girls used a separate entrance from the boys and they also had separate classrooms where girls were taught alone and boys were taught alone. The recess areas were also separate for both the girls and the boys with the dining halls incorporating some distinction where the girls ate separately from the boys. The redefinition of a family unit as an association of emotional attachment during the 19th century saw the generalized idea that girls were meant to be taught on household duties and responsibilities while boys were meant to be taught on manual and technical skills that would train them to be the breadwinners of their families (Gaffield, 2011). The disti nction that existed within the educational programs during the 19th century saw girls being taught more on home economics and cooking rather than on technical or manual skills which was the preserve of male students. The separatist and distinctive teaching patterns were meant to reflect the ideal situation in the 19th century society where women were meant to be the caretakers of the home while men were meant to the breadwinners. The 19th century also saw the establishment of separate schools for children from different religious and cultural backgrounds to deal with the educational conflict that arose during that time (Usa, 2009). Immigrants and foreigners during that time had to conform to the existing standards and guidelines in Canadians schools and society which did not reflect their diversity and culture. Religious communities for example did not agree with some of the non-denominational Christian curriculum that was being used in most of the Canadian schools which saw the for mation of Catholic and Protestant school systems in some areas of Canada such as Quebec and Ontario. The region of Newfoundland was the first to incorporate a complete denominationally based school system in the whole of Canada which was possible as a result of the Constitution Act of 1867 (Gaffield, 2011).Advertising We will write a custom research paper sample on Canadian Based Education specifically for you for only $16.05 $11/page Learn More Religious studies in these schools therefore became a central part in the school curriculum which saw the growth of Catholicism and Christianity in many of the Canadian provinces. Despite some resistance, the establishment of the L’Action Catholic School in Manitoba in 1934 saw a growth of Catholicism in the province as well as the incorporation of Catholic communities in the education system. The province also offered a secular education system that incorporated religious, cultural as well as non-denominatio nal curriculum. Private and independent schooling was introduced in Manitoba in 1977 to reflecting the changing schooling system around the country. The changing patterns of immigration also had an effect on the structure and organization of school systems where various Canadian provinces placed emphasis on meeting the needs of the general society rather than meeting the needs of Religious groups such as the Catholics and the Anglicans (Mochoruk, 2004). Public schooling in Canada in the 19th century was therefore created as a framework that would develop the society by shaping children to be moral citizens of their community. Public schools were created to generate unity of thought as well as to teach children about the idealized Canadian society. Schools focused on teaching children from foreign countries the English language as well as the Canadian culture which would play an important part in their adaptation to the country’s laws and cultural practices. Social integration and cohesion were therefore important aspects in the establishment of various schooling systems in Canadian provinces during the 19th century (Axelrod, 2003). In summary, the history of Canada’s education system saw a growth in the formal instruction of children where the educational curriculum incorporated the various cultural, moral and social differences that existed within the Canadian society during the 19th century. While there was a general focus on providing equal access to schooling for all, different cultural, social and religious values made it difficult for children to be incorporated into Canadian education systems that were mostly driven by Canadian social values. The schooling system established in the 19th century gave way to an institutional framework that would be used in the 20th century to govern the operations of the government, prisons and hospitals in the country (Axelrod, 2003).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More References Axelrod, P. (2003). The promise of schooling; education in Canada, 1800-1914. Toronto: University of Toronto Press. Gaffield, C., (2011). Education, history of education in Canada. Retrieved from: https://www.thecanadianencyclopedia.ca/en Mochoruk, J., (2004). Formidable heritage: Manitoba’s north and the cost of  development, 1870 to 1930. Winnipeg, Manitoba: University of Manitoba Press. Usa, I.U., (2009). Canada education system and policy handbook. New York: International Business Publications.

Tips for Teaching Multiple Preps

Tips for Teaching Multiple Preps Many teachers have to face the challenge of teaching multiple preps in a given year at some point during their career. For example, a high school social studies teacher could be assigned to teach two classes of basic level Economics, one class of American History, and two classes American Government. An elective or specials teacher in art or music can be assigned several different grade levels in one day. For each prep, a teacher needs to develop a set of lesson plans. Multiple preps require multiple lesson plans. In many schools, a number of preps are given to the new teachers who may not receive their first choice of course assignments. Other disciplines such as world languages may offer several singleton courses, such as a German I course. For other departments, there may be specialized courses with only one section such as AP Physics. Multiple preps may be the best way to meet the needs of students. A teacher with multiple preps in a school year should consider some of the following suggestions. Stay organized Teachers facing multiple preps must keep their lessons, notes, and grades separate and accurate. They need to find a physical, organizational system that makes sense and works for them. They might try one or more of the following to see how the system works: Summarize daily instruction by class on a post-it note. Place the post-it into a daily agenda or planning book. These post-it notes record the topics that were covered in class and remind the teacher what still needs to be done.Provide designated areas that are clearly labeled for students to turn in or pick up work by course or class. Making students responsible for materials contributes to their independence.Set up crates or files that can hold student work and materials by course or class.Use color coding to keep student work separated by class or course. Color-coded file folders, agendas, or notebooks are visual cues that help keep student work separated. Go digital There are multiple software platforms to help organize classrooms digitally, for example, Google Classroom, Edmodo, Seesaw, Socrative. Teachers can adjust the use of these platforms according to the amount of technology integration available in a school, even if there is limited access to computers. These educational software platforms allow teachers to customize class syllabi, post course assignments and collect student work. Some of these educational platforms can integrate grading platforms as well, saving time and streamlining feedback to students. Digital resources can be linked as well which can expand the materials available. Another possibility is to share digital resources or classroom materials with another teacher who may be teaching the same prep. Software platforms can easily separate students by class or course, so there is no confusion as to which teacher is responsible for students. Seek out other teachers The best resource for multiple preps could be another teacher in the building who may be teaching the same prep or who has already taught a specific course. Most teachers are more than happy to help out in these situations and share materials. Shared materials can reduce the time required in lesson planning. There are also many sites teachers can go to get lesson ideas that complement existing curriculum. Teachers can begin with provided textbooks and then add supplementary material from educational websites as necessary, provided the materials meet the standards and objectives of the course. There may be ideas for a class that can be modified for different preps or differentiated for students. Make outside connections Look outside the building or even outside the school district by using social media connections such as Pinterest, Facebook, or Twitter. For example, there are thousands of teachers that use Twitter to meet for chats on their discipline according to a set schedule. Collaborating with these online colleagues can be excellent professional development. One of these teachers may have already created something that is perfect for a course. Connecting with teachers, especially if the course is a singleton or the only course offered in a school, can also help reduce feelings of isolation. Vary the complexity of lessons Teachers with multiple preps should not schedule two complicated lessons on the same day. For example, a teacher who plans on having the students participate in a simulation that requires a lot of preparation and energy might want to create lessons for the other classes that day that does not require so much time and energy. Plan resources use In the same way that you want to vary the activities across the day, teachers should schedule lessons for easy management. For example, teachers should plan lessons that require time in the media center on the same day. In the same way, if equipment (video, laptops, polling clickers, etc) is available on specific days, then lessons should be organized to take advantage of the equipment in each class. This kind of organization is especially true if the equipment takes time to set up and take down. Destress ​ Teacher burnout is real. Teaching can be quite stressful with all of the pressures and responsibilities placed on teachers, and multiple preps add on to the already long list of factors that cause teacher stress. Check out 10 ways to manage teacher burnout for some great ideas. It is definitely possible to survive and thrive teaching multiple preps. All it requires is staying organized, keeping a positive attitude, and maintaining connections with other teachers.

Comparison of Xu Bing and Gu Wenda Essay Example | Topics and Well Written Essays - 1750 words

Comparison of Xu Bing and Gu Wenda - Essay Example In addition, the contemporary artists like Xu Bing and Gu Wenda are aware of that their viewership is not limited within the Chinese context, but it extends to the global community. Thesis statement: The comparison of the Chinese artists named as Xu Bing and Gu Wenda, based upon their life, career and work, proves that both of them share certain similarities within their life and career, but their artworks prove that Xu is interested in combining traditional art with modernity, but Gu is interested in going beyond traditional art by making use of the elements of modernity. Xu’s life (say, this artist was born in the year 1955) represents the modern/contemporary art within China. Besides, he was born in a major city area in China, named as Chongqing. But his family was forced to relocate to Beijing and this helped this artist to be in touch with metro life. Ann MacArthur stated that, â€Å"Xu Bing. a leading figure in the international art world, was born in China and now lives in America† (2006). But the Cultural Revolution deeply influenced this artist’s early years of life because he was forced to relocate to village areas for service. Later, he was able to return to metro life. Here, he decided to mold his future career by enrolling himself as a student at the CAFA. In the year 1987, he was able to receive MFA. Within scenario, his major subject (say, printmaking) deeply influenced his future career and usage of medium in art. At the same time, he was not ready to yield to the strict laws implemented by the authorities. This is evident in his works related to political criticism. So, he was forced to migrate to US and this helped him to gain international attention. Still, he was not ready to forget his motherland because he returned to his motherland in the year 2008. But Gu’s early life was comparatively

Are Neuroscientists Able to Explain Human Consciousness Essay

Are Neuroscientists Able to Explain Human Consciousness - Essay Example The essay "Are Neuroscientists Able to Explain Human Consciousness?" talks about the different aspects of neuroscience in the context of human consciousness studies and how these studies have changed with the time. It would be an exaggeration to say that neuroscientists have no clue whatsoever to how consciousness is possible. In fact, neuroscientists have certain facts at hand to give them a hint. As whatever consciousness ultimately might be, it is somehow based on the workings of the central nervous system. This is something humans have not always known: For Aristotle, it was the heart, not the brain that was the seat of human mental life. In fact, Aristotle explicitly denied that the brain could be the sensory center. Before the advent of modern neuroscience, consciousness was a subject for philosophical debate or qualitative psychological descriptions based on introspection. In some schools of psychology, such as behaviorism, it was placed outside of the scientific program, and considered to be a kind of epiphenomenon. More recently, cognitive psychologists have taken certain functional aspects of consciousness as an unanalyzed basis for their studies on human perception and even with a certain degree of success. Such a position does not go far enough, however. Any attempt to account for higher brain functions in terms of the physical organization of the brain itself and of its constituent neurons is confronted sooner or later with the need for a detailed analysis of consciousness based on brain structure.

Academic skills Essay Example for Free

Academic skills Essay Academic skills are also very much emphasised in Singapores educational policy as our government values meritocracy. Achieving academic excellence is top priority for all school children in Singapore. Hence, many parents are still not in favour of a play-centred curriculum, as they fear this will not help their children to achieve academic success. With ranking of schools performance and learning outcomes; teachers and parents are compelled to neglect play in favour of more school-like activities. Similar to the American context as mentioned earlier, Singaporean parents send their children to many enrichment activities to help them to be outstanding in academic studies as well as extra-curricular activities such as music and golf lessons. As a result, children are much deprived of free play. Many children have not acquired the art of making friends and even the ability to make friendly contacts (Tan et al, 1997) The foregoing examples demonstrate that parental perspectives, socio-economic status, cultural factors, and educational policies are some issues that could negate the value and importance of play to childrens development and be viewed as having no real educational experiences (Leong Bodrova, 2003, pp. 5). On the contrary, Hughes (1999, p. 109) advises that play is very often the context in which the needs of a growing child are developed and enhanced. It is vital to the development of all facets of the young child personal awareness, emotional well-being, socialisation, communication, cognition, and perceptual motor skills (Hughes, 1999, p. 62-64, 68-69, 81-109 111). There are numerous play processes that help develop these many facets in the young child. Infant games such as peek-a-boo, making funny faces in front of a mirror, and water play in bathtub promote adult-child relationship. Playing also encourages and strengthens awareness of self and others; thus, it facilitates the development of a childs image of himself and others. Indeed, they are not meaningless play especially when adults play with children, the latter will find adults more fun to be with; it is easier to form attachment that leads to securely attached children. Secure attachment is vital to the growing child: it gives him trust and confidence in his environment; it enables him to venture, explore, and learn about his surroundings (Hughes, 1999, p. 196-197, Gonzalez-Mena Eyer, 2001, p. 77-79). Therefore, open-ended materials such as blocks enable the child to exercise spatial awareness concepts, perceptual skills, eye-hand coordination as well as pretend play and creative imagination (Van Hoorn Nourot, p.255-256). Children use mathematical skills and science concepts and ideas to further expand their creativity in their construction with blocks; they will add details and complex structures to their block play (Isenberg Jalongo, 1997, pp. 275-277). Children make use of their bodies and motor skills to move and stack up blocks that is beneficial to their physical development and strategic planning. Much creativity, divergent thinking, and cognitive skills are developed as children engage in pretend play. Thus, children should not be viewed as just playing. Their minds and thoughts are actively involved as they prepare their own scripts and collaborate to direct their play. They plan, negotiate roles and actions, agree and remind each other about the rules they have made. During pretend play, children get to practise their social skills. For instance, when children are unable to agree to play hospital or grocery store, they compromise by combining both. Hence, children play and learn to problem solve (Leong et al, Mar 2003, Rogers et al, 1998).

The Film (Movie) Version of All Quiet on the Western Front :: Movie Film Essays

The Film (Movie) Version of All Quiet on the Western Front   Ã‚  Ã‚  Ã‚   In the movie "All Quiet on the Western Front"   we see the boys almost innocent as they sit in class. The teacher in this scene is pressuring the boys to go to war. He preaches that it is their "duty" to fight.   The teacher seems very pushy and strict. He is especially strict with Paul, the main character in the movie. In this particular scene, Paul is drawing a picture of a bird. In Paul's family they are glad that he is going to war. His family prays for him and they pray for the Kaiser, the ruler of Germany. We see here that this is ironic because Paul's family is praying for someone they   have never met.      Ã‚  Ã‚  Ã‚  Ã‚   When Paul goes to see his friend in the hospital, another friend asks for the boots he has. This shows that the boys are already changing.      Ã‚  Ã‚  Ã‚  Ã‚   When the boys go to the training camp they are still innocent. They meet Corporal Himmelstoss. Corporal Himmelstoss is very mean to the boys and is very strict. After completing   the Training camp the boys go to war. When the boys get to the battlefield they are told by Kat their leader, that what they learned in training camp they do not need to know because, you don't need to know how to march in war. The first day they are there, Paul sees a horse getting killed. He is very mad about this because the horses are innocent and they are not involved with the war. Paul is changed emotionally by this and he is sad about it.      Ã‚  Ã‚  Ã‚  Ã‚   After the boys see the Kaiser they talk and don't even know what they are fighting for. One night in battle Paul killed a French soldier. Once he killed the solider he begins to regret that he killed him. He looks at the pictures of the soldier's   family. Paul says that "they could of been brothers". Paul trys to save the soldier's life but, cannot. Paul realizes that he has killed another human. Paul feels remorse      Ã‚  Ã‚  Ã‚  Ã‚   In battle Albert, Paul, and Franz get wounded. Franz dies and Albert gets his leg amputated. Albert becomes depressed and becomes suicidal.

Dreams of Gilgamesh

Dreams of Gilgamesh When looking into the meanings of dreams, a variation of things can be found. Most people believe that dreams are a reflection of people’s inner thoughts and feelings. Most of these feelings are too private to be expressed in the real world and that is why they are expressed in a fantasy type way through dreams. In Gilgamesh, dreams are used as a form of communication between the Gods and humans. Major events are seen through these dreams and fantasies are foretold. In the ancient Mesopotamian culture, dreams play a major role.Dreams foretold the coming of Enkidu, the death of Enkidu, the protection of Shamhat during the battle with Humbaba, and much more. The fact that dreams play such an important role in this story, would lead you to believe that dreams have a significant place in society. The first mention of dreams in Gilgamesh come with Enkidu and the harlot in the wilderness. The purpose of this scene is to show that dreams tell the future. It is imp ortant for Gilgamesh to know that Enkidu is coming because he needs to know that Enkidu is there to bring him no harm.Enkidu was created to be on Gilgamesh’s side, not to challenge him. In the next scene Gilgamesh has a dream but he did not understand the dream so he asks his mother its meaning. â€Å"Mother, I had a dream last night: There were stars of heaven around me, Like the force of heaven, something kept falling upon me! I tried to carry it but it was too strong for me, I tried to move it but I could not budge it. The whole of Uruk was standing by it, The people formed a crowd around it, A throng was jostling towards it, Young men were mobbed around it, Infantile, they were groveling before it!I fell in love with it, like a woman I caressed it, I carried it off and laid it down before you, Then you were making it my partner. †(page 19, tablet I, lines 246-258). This dream is very significant because it foretells the first confrontation of Gilgamesh and Enkidu. The introduction of Enkidu in Gilgamesh’s life is symbolic of someone finding a companion. In another scene, we are given a view into Humbaba. â€Å"Humbaba’s cry is the roar of a deluge, His maw is fire, his breath is death, He can hear rustling in the forest for sixty double leagues. Who can go into his forest?Adad is first and Humbaba is second. Who, even among the gods, could attack him? In order to safeguard the forest of cedars, Enlil has appointed him to terrify the people, Enlil has destined him seven fearsome glories, Besides, whosoever enters his forest is struck down by disease. † (page 25, tablet II, lines 171-180). This is very significant in that it lets us know the nature of who Humbaba is. It’s clear that Humbaba is quite evil according to this passage. Gilgamesh’s dreams make him supremely confident during his attempts to overcome Humbaba.Gilgamesh believes he can prevail against Humbaba. Due to his focus and heroism, Gilgamesh is capable of slaying a horrifying, evil monster like Humbaba. Dreams are a constant motivation for Gilgamesh, and although at times he feels physically incapable of continuing on his quest for everlasting life, his focus on achieving his goal, drives him past any conceivable ability. The dreams all play the same role in this story. They foreshadow what is to come, motivation for Gilgamesh, and they assist in the strengthening of the relationship between Gilgamesh and Enkidu.Most importantly, Gilgamesh makes his journey not for fortune or fame, but purely for spiritual knowledge. Often the purpose of his journey is not really what he thinks it is, and the knowledge he’s looking for is not the knowledge he ultimately gains. By killing Humbaba, Gilgamesh discovers that the fame he finds only opens him up to new responsibilities, challenges and psychic wounds. He learns why the goal of the journey of life isn't what he thought it was. He has to go on a second and much more difficul t journey, one with a more spiritual goal.But even though this journey is more spiritual in character, it's still not spiritual enough. His goals are still selfish. Gilgamesh isn't ready to be a king until he wants something not just for himself or for Enkidu but for the whole of Uruk. He also isn't ready to be king until he accepts human limits, embraces his humanity, and decides to seek a goal that makes sense for human beings. The importance of knowing what is going to happen before it actually happens is to build dramatic tension.Even though you may know what’s going to happen next, it doesn’t ruin the story. You may know who Gilgamesh will encounter next, but there will still be questions as to when and why. Also, by knowing a preview of what happens in advance, it helps prevent confusion and makes it more likely you will believe fantastic events in the story if you prepare for such events. It also helps prepare you for outlandish occurrences in the story. Works C ited Stephen, Owen. The Norton Anthology of World Literature. Shorter 2nd. New York: W. W Norton & Company,INC, 2009. 9-33. Print.

Being Wrong Chapter 5

Samantha Merlin October 14, 2012 IGE 120 MWF 11:45-12:50 Reading Response: Being Wrong: Chapter 5 by Kathryn Schultz At the beginning of chapter 5 â€Å"Our Minds, Part Two: Belief† Schultz informs us that Alan Greenspan testifies before congress on October 23, 2008 because of the financial crisis. The chapter then leads on to expand on theâ€Å"Greenspan moments† which is basically when beliefs fail us. Belief in casual conversation is a conscious belief, such as morality, politics, ourselves or others.Philosophers include all unconscious beliefs too, like believing that the sky is dark outside if you're in your bedroom at night with the blinds closed and that the sun won't rise for many more hours and when it does it will do so in the east. Both explicit beliefs like â€Å"everyone hates me† and implicit ones â€Å"the sky is blue† serve as a function of helping me figure out where to sit when I enter a room. Once an implicit assumption is violated, it b ecomes explicit. If I suddenly fall through the floor, my implicit assumptions about the solidity of the floor suddenly appear in my conscious.The beliefs at the acute ends of the implicit and explicit range breaks down most strikingly when they are revealed incorrectly. However, holding a belief can have many outcomes. Belief in overall perspective led to spending $300 million and $30 million per year on LIGO. We have distal beliefs because we need to be able to theorize about some things, but end up theorizing about everything. The theorizing process is quick and automated and doesn't require us to intentionally activate it, so we cant stop theorizing. We tend to mainly notice our theories when they're wrong.Babies as young as seven months are already theorizing about gravity. Alison Gopnik assumed that the theory drive exists particularly esfor early childhood, but functions throughout lives, just like sex drive exists precisely for fertile years, but works before and after. Alth ough we are good at making theories, we are not good at realizing we made them. We have a tendency toward â€Å"Naive realism† which means that our perception matches reality. Anyhow, this can not be true because there are things that we can not perceive like infrared and molecules.All children under the age of four are Naive realists because they believe that we can not believe things that are wrong. The chapters main idea was that if you believe that your beliefs are true, you will assume that those that disagree with you are ignorant of facts, are idiots or evil. Just from reading this chapter I have come to the conclusion that Schulz takes on a heavy topic that most of us don't understand. The broad majority of people either feel they have to be right at all costs, or that being wrong is a personal failure.In reality, being wrong is what helps us grow and understand our world better. It was impossible not to think about politics while reading this, either. Each political party has a hard and fast set of beliefs that define them, and anyone not advocating to those beliefs is wrong and needs to be corrected. Unluckily, even when presented with evidence to the contrary relating to one of their closely-held views, it is nearly impossible for the person to adjust their thinking and admit they were wrong. There's no discussion and consideration of views to come up with a compromise or to learn from others.It's often a duel to the death to be right while proving the other person wrong. In the end, nobody gains from that. In class i'd like to discuss whether people thought that Being Wrong had a great message and can make a difference in someone's life or thought it can't cause any type of dramatic change of perspective. I feel that it can make a person's life more productive and enjoyable. Unfortunately, I have little hope that the average man on the street who is affected by the need to always be right will ever take the time to read and understand the me ssage of this chapter or the whole book in general.

Lessons I Learned from a Suicidal Arsonist

Lessons I Learned from a Suicidal Arsonist On Friday, September 26, I set out to travel from New York City back home to Madison. I dutifully arose at 4:00 a.m. to meet a car service, arriving at the airport with plenty of time to spare. Boarding went smoothly and we left the gate. I looked forward to a 10:36 a.m. landing in my hometown after 3 days at a conference in Denver and a week with my family and friends. I had wonderful plans for Friday evening and Saturday. Then the announcement came: There has been a fire in the Chicago air traffic control tower. All flights in and out of Chicago have been delayed. The guy across the aisle from me began cursing and waving his fists around. I resolved to take the news better than he was taking it. After calling United twice and spending an hour on hold, I managed to get rebooked through Atlanta. But when I landed in Atlanta there were three voice mail messages advising me that my flight to Madison had been cancelled, and one informing me that I had been rebooked on a flight the next day through Washington D.C. I would, if all went as re-planned, arrive in Madison at 9:12 p.m. Saturday night. The punch line is, I made it home. But there’s more. Throughout this adventure, I learned or was reminded of some valuable life lessons. Here are some of them: One person can truly make a difference. That guy Brian Howard who set a fire in the Chicago air traffic control tower was one single man who managed to paralyze air travel across the country for two days. I’m guessing he also affected security measures at air traffic control towers throughout the world. Yet so many of us sit around thinking we can’t make a difference. What are the extreme positive acts you could take to change something you want to change? Surrender to what’s so. When faced with the prospect of spending the night in Atlanta, I was not thrilled. But since all flights to Madison, Milwaukee, Chicago and pretty much all areas surrounding were cancelled, I decided the best plan was to surrender. I got on a line for customer service, hoping there might be a hotel voucher for me if Atlanta was my only overnight option. An hour later I was at the counter, having had some lovely conversations with other stranded travelers, and discovered that there were no more hotel vouchers remaining, and that my flight to D.C. was that very night. Suddenly I had a new reality before me, and I accepted that one too. It’s amazing how much my stress level went down when I dealt with what was so instead of wishing it were another way! It’s good to have friends everywhere. Through a combination of college connections and my dance community, as well as other life adventures, I have built a network of friends and family in almost every major U.S. city (and some overseas cities as well). Drop me in New York, San Francisco, Chicago, Philadelphia, Austin, Tucson or Tel Aviv, and I will have a friendly place to lay my head. When I discovered I would be in Washington, D.C. for a night, I started calling friends, one of whom, my college buddy Sara, was happy to put me up for the night. I had not seen her in about 10 years, so it was a great treat to spend unexpected time with her. Not only that, but she had kale in her fridge, a blender, and a free pass to her gym which we used to attend a class together Saturday morning. Saturday afternoon we swam together in an outdoor pool, well after any such pool in Madison would ever be open. I also saw a high school football game that was highlighted on Fox 5 Friday night! I was well taken care of. And I got on a deep l evel that I have led my life well to be able to call on so many people to help. Of course I would do the same for all of them. Talk to strangers. In the customer support line and on various airplanes Friday and Saturday, I met some other waylaid travelers. It was good to connect with humanity. They put my situation in perspective, and helped me out by watching my bag while I went to plug in my phone, whose battery was on its last legs. One woman guided me where I needed to go in D.C. to get to the suburban Metro stop where I met my college friend Sara. I noticed I felt fairly upbeat given the monkey wrench that had been thrown into my life, and on one of my plane rides I identified why: I was talking to strangers! In an article I read on the plane in Success (which is quickly becoming my favorite magazine), I discovered that a social science study by researcher and professor at Harvard Business School, Michael Norton, Ph.D., showed that â€Å"talking with strangers can be at least as important to our daily happiness as talking to our close friends and family.† Norton confirmed this to be true regardless of personality type. I know it is true for me! I always feel more energized when I connect with the people around me than when I retreat into my shell. On Saturday night my flight departed from D.C. on time and landed in Madison 30 minutes early. My housesitter Mariah picked me up and drove me home, where I arrived fairly exhausted yet grateful. I slept well that night, knowing that I am well-loved, resourceful, connected, and able to handle the challenges that one suicidal arsonist  threw in my direction. 🙂 This is a good reminder to travel a couple of days early for any important event. 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Dont Have in Chinese Mandarin

Don't Have in Chinese Mandarin æ ² ¡Ã¦Å"‰ (mà ©i yÇ’u) in Mandarin means  havent, hasnt, doesnt exist, to not have, and to not be. Pronunciation æ ² ¡Ã¦Å"‰ is pronounced ââ€" ºmà ©i yÇ’u.  Ã¦ ² ¡ is in the 2nd tone, whereas æÅ"‰ is spoken in the 3rd tone. This can also be written as: mei2 you3. Chinese Characters Traditional Form: æ ²â€™Ã¦Å"‰Simplified Form: æ ² ¡Ã¦Å"‰The first character æ ²â€™ /  Ã¦ ² ¡ (mà ©i) is a negative prefix for verbs. The second character æÅ"‰ (yÇ’u) is the verb for to have; there is; there are; to exist; to be. Put together,  Ã¦ ² ¡Ã¦Å"‰ means to not have, to not be, or to not exist. Sentence Examples Audio files are marked with ââ€" º ââ€" ºTÄ  mà ©i yÇ’u shuÃ…  huÇŽng.ä »â€"æ ²â€™Ã¦Å"‰è ª ªÃ¨ ¬Å Ã¤ »â€"æ ² ¡Ã¦Å"‰è ¯ ´Ã¨ °Å½He didn’t tell a lie. ââ€" ºMà ­ng tiÄ n wÇ’ mà ©i yÇ’u kÃ… ng.明å ¤ ©Ã¦Ë†â€˜Ã¦ ²â€™Ã¦Å"‰ç © ºÃ¦ËœÅ½Ã¥ ¤ ©Ã¦Ë†â€˜Ã¦ ² ¡Ã¦Å"‰ç © ºI dont have any free time tomorrow. Mà ©i yÇ’u yà ¬yà ¬Ã¦ ² ¡Ã¦Å"‰æ„ Ã¤ ¹â€°Its pointless / There is no meaning. WÇ’ gÄ“n tÄ  mà ©i yÇ’u linxà ¬Ã¦Ë†â€˜Ã¨ ·Å¸Ã¤ »â€"æ ² ¡Ã¦Å"‰è â€Ã§ ³ »I have no relation with him.   Zhà ¨ mà ©i yÇ’u yà ²ngè ¿â„¢Ã¦ ² ¡Ã¦Å"‰ç” ¨This is useless/(more literally) This has no use.

Analyze a business or industry that is likely to be disrupted by the Essay

Analyze a business or industry that is likely to be disrupted by the trends of the big data, this disruption may create a new business opportunities and new business threats - Essay Example The concept of big data has been arising majorly due to the explosive growth of data flow that is caused by digitization taking place in the society. The digitization and automation of firms in the society has led to huge data storage (Feenberg, 2005).These large volumes of data that is being stored by businesses are very critical in terms of business operations. The concept of big data has provided the firms with the advantage to store large data volumes that were not possible in the early years. As the size of big data is incomparable it provides a very strong knowledge base for the firms operating in different industry. In context of businesses the big data trend allows a firm to transform huge sets of data in the form of advanced products, new services, and even improved marketing techniques so as to reach out to more number of customers. The trend of big data has caused an impact on all possible and similarly it has even effected the advisory firms both business and financial. T he advisory firms acts as a consulting group that helps a firm to manage its functions and also at times it controls various managerial functions of a company. The major opportunities that are created by big data in context of managerial and financial advisory firms are creating of best practice portals and knowledge space (Davenport, 2014). These opportunities are majorly based on knowledge accumulation and professional experiences in context of portal for knowledge space for respective economic sectors, environmental changes in the businesses in relation to legal framework, competition, emerging markets, economy, new services and products, etc. The concept of knowledge space may provide opportunities to the advisory firms or may even result into major threats for these firms in respect to long term operations of these firms. The term big data is normally defined to be larger data