The First Tim I Came to the US Essay Example for Free

The First Tim I Came to the US Essay When I came to the United States, I felt very glad. My whole family was already living here. I was excited to be with them again. My family brought me happiness and joy. They showed me around New Jersey so I would not get lost. In the next few months after my arrival, I got a job. In this state, it is very important to have a job to be able to pay bills and the necessary items needed to live. When I was in my job, I worked hard and quickly to earn my living. While I was working, I used to think about how different the Dominican Republic was here. From there, I knew that I had to think about how different the Dominican Republic was from here. From there, I knew that I had to learn English because my boss was American, and he did not know Spanish. The days went by, and I knew that I needed to learn English as fast as possible. I talked to my family because some of them knew English. I then started learning from them. I had a beautiful daughter, Leslie. I could not wait for her to get older. When Leslie got older, she helped me. She gave me homework to do and started speaking to me in English. I had to understand her because she told me she was only going to talk to me in English. Every time I said a word incorrectly, I had to keep on saying it. Months passed, and I was saying the word that I struggled with correctly. I was so happy for myself. The next thing you know, I was going to a university. My teacher, Israel Delgado, helped me a lot. I feel like English is a good thing to know. It is very helpful.

Importance of Teaching Styles in Classrooms

Importance of Teaching Styles in Classrooms All people learn in different ways, it is therefore essential that teachers try to incorporate as many different teaching styles as possible into the delivery of what they are teaching. Marshal ( Marzano 1992) suggests that the concept of learning has to include positive attitudes, the ability to acquire knowledge, allowing learners to extent their own knowledge and then applying their knowledge to everyday life. Marshal (Marzano 1992) also believes that a teacher must develop these concepts in order to help learners develop, and make learners learn independently, so they may continue to develop and gather knowledge for the rest of their lives. There are many different approaches and theories on teaching styles. Most agree that for all pupils to have an equal experience in education, teachers must adapt their teaching styles so that everyone benefits within the classroom. Marzano (1992) suggests that lower ability pupils should be taught through closed tasks. A closed task has a specific structure and set of instructions to give pupils a clear idea of how a task should be approached and completed. Marzano (1992) then suggests that higher ability pupils should experience more open-ended tasks, allowing pupils to develop their thinking skills. This style of teaching is very much learner centred as the teacher must adapt their style of teaching to suit the needs of pupils in their class. Mishra (2007) has a different theory of teaching styles. Mirsha (2007) argues that there are three styles of teaching; discipline centred, instructor centred and student centred, although there are many more different teaching styles and theories suggested by different authors. The discipline centred style of teaching is very structured, not allowing for flexibility for what is taught and when it is taught. This style of teaching may be completely centred around the national curriculum, without deviating from it. This style of teaching is as ineffective as it is unpractical, as teaching must allow for flexibility to ensure that all pupils are learning and achieving in schools. Instructor centred style of teaching focuses on the teacher as being the main source of knowledge for pupils. Everything that pupils learn may come from the teacher, without obtaining knowledge and information from other sources. Much like the discipline centred style of teaching, the instructor centred style i s very limited and does not help learners develop, as pupils do not have to seek ways of finding out information themselves, but simply ask the teacher. It is also very limited as the teacher can not be expected to be able to answer all of the questions the pupils may have, and may have limited knowledge in certain areas of the curriculum. The third teaching style suggested by Mishra (2007) is the student centred style of teaching. This style is much more learner centred and is very much focused on the cognitive development of students. Through this teaching style, pupils are encouraged to learn through enquiry, and develop their own thinking skills obtain knowledge and solve problems. Unlike the other two styles suggested by Mirsha (2007), the student centred style of teaching also focuses more on the needs of individual learners. This style of teaching allows for pupils to learn in different ways as the teacher adapts their teaching style to suite all learners, of all abilities. However, the three teaching styles suggested by Mirsha (2007) are limited as they do not consider the variations between different classrooms and schools. There are many different teaching styles, all of which must be focused on what best suites the learner (Association of Teachers and Lecturers 2011). Perhaps therefore, it is more important to focus on how pupils learn rather than just focusing on teaching styles, as no style will suite all learners. One of the most accepted models of learning styles is Flemings Visual Auditory Kinaesthetic (VAK) model which has been further developed by Grinder. The first types are the visual learners. Visual learners learn by seeing different types of information such as pictures, diagrams and models. They may also prefer to read a piece of text for themselves, rather than have someone read it to them. Visual learners often remember information by picturing it (Cheminais 2008). To help visual learners, teachers must adapt their teaching style to incorporate as much visual elements into their lessons. An example of this could be to making sure the structure of the lesson is indicated on the whiteboard so that pupils can see what the lesson will focus on. It is also important that the teacher writes down key information from the lesson so that the learner can memorise the information visually. Secondly there are auditory learners. These learners may prefer to listen to information such as being read a story, rather than read it themselves. They may also benefit more from group discussions as often, auditory learners remember information by remembering what they have heard (Cheminais 2008). To hep auditory learners, teachers can incorporate group discussion, audio activities such as listening to music and reading a book out loud so that auditory learners can remember information that they have heard. Thirdly there are kinaesthetic learners. These types of learners prefer to be engaged physically with the work by means of touching and doing. Kinaesthetic learners achieve best when lessons incorporate hands on activities that allows learners to be actively involved with the lesson (Grinder 1991). It is argued that the best teaching style is to use a multi sensory approach. This will incorporate all learners of different abilities as it helps learners retain knowledge and information in a way that best suites them. Studies from the National Institutes of Child Health and Human Development have suggested that this style of teaching greatly benefits children who have dyslexia. A dyslexic child may experience problems with reading and writing, because they have problems seeing and then processing words. However, if a multi sensory style of teaching is used, it benefits dyslexic pupils greatly as they are able to use other senses such as touch (kinaesthetic). This style of teaching has been proven to help dyslexic children in particular as it builds up kinaesthetic memory to complicate visual and auditory ones (Bradford 2008). A different model explaining how pupils learn is Piagets Theory/ Model of Cognitive Development. Piagets model is a Constructivist model, meaning that pupils continually build upon previous knowledge, this is also called schema (Carrell 1984). Whilst studying the way pupils learn, Piaget focused on Assimilation and Accommodation. According to Piaget, assimilation is the process whereby pupils receive new information and experiences from their learning environment. Accommodation is the follow on effect from assimilation as the pupil adapts their mental views because of the new information and knowledge they have acquired (Atherton 2010). From his studies, Piaget concluded that as pupils matured, so they were able to understand and absorb more knowledge. Piaget believed pupils were not able to carry out certain tasks until they were mature enough to be able to do so (Atherton 2010). From his findings, Piaget created a four stage Model of Cognitive Development. The first stage is the Se nsory Motor Stage and lasts roughly from birth to two years old. At this stage, the child begins to differentiate themselves from other objects in their environment as they begin to develop their senses. Also at this stage, the child is deemed ego-centric, as they are unable to consider others needs. They may also recognise that they need to do something, in order to make something else happen e.g. they need to push a toy car in order to make it move (Jardine 2006). The second stage is the Pre-operations Stage and lasts roughly from two to seven years old. During this stage the child begins to develop language and vocabulary. They then associate language with objects and words (Atherton 2010). The child will usually classify objects together because of one common factor such as different shapes being classed together because they are the same colour, despite their differences in size and shape. Piaget argues that children in this stage are still ego-centric, but are beginning to dec entre their view of the world and other people. Piaget also argues that children in this stage have a certain amount of animism as children believe that non living objects such as cars, share the same feelings as them (Jardine 2006). Stage three is the Concrete Operations Stage and lasts approximately from seven to eleven years old. During this stage of development, the child becomes more mature and animism and egocentric way of thinking begins to disappear in most people. Also during this stage, children begin to see objects in different ways (Jardine 2006). For example, before this stage, children may see a spilt pint of milk as being more than a pint of milk in a bottle. However, during the Concrete Operations Stage, children develop reversibility, or that things remain the same after they have changed. For example, children learn that the spilt pint of milk is actually the same as the milk in the bottle even though it appears different. The final stage is the Formal Operations S tage and lasts from eleven to sixteen years old. During this stage, the pupil develops to think like an adult. If the pupil is faced with a problem, they may search for all the possibilities to solve it. Pupils are also able to evaluate different ideas without having to relate them back to something that already exists in the real world (Bybee et al 1982). From a teaching perspective, it is important to take into Piagets Theory/ Model of Cognitive Development when planning or teaching children. As Piaget suggests, children develop different skills and qualities and different stages of their life. It is their fore unfair to set a task that is suitable for a child in the Concrete Operations Stage when they are still in the Pre-operations Stage. Taking account Piagets model, it is important for teachers to adapt their style in order to suit the pupils they are Gardner offers a different theory of learning. Over the last half century, suggestions have been made that people have different types of intelligences. One of the most well known is Gardners Multiple Intelligence Theory (Ginnis 2008). Gardner argued against past theories that people were born intelligent, and instead suggested that all people are intelligent, but in different ways. In 1983, Gardner developed seven different types of intelligence (Ginnis 2008). More recently, Gardner has suggested that there are eight different types; linguistic, logical (mathematical), spatial, musical, kinaesthetic, interpersonal, intrapersonal and naturalistic. In 1999 Gardner claimed I now conceptualise an intelligence as a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture (Ginnis 2008). Gardners Multiple Intelligence Theory benefits both teacher and pupils. Gardner claims that everyon e is intelligent, just in different ways. This can help build pupils self esteem and confidence as they may struggle in some subjects but thrive in others. His theory also allows a more prestigious status for certain tasks in the classroom, which in the past may not have been deemed as showing intelligence in a child. Gardners theory is also very beneficial to teachers and the style they use as it allows teachers to have higher expectations of every child (Ginnis 2008) and therefore push each child further. Gardners theory also helps teachers differentiate their lesson planning to include all pupils equally. In the past, pupils may have been grouped by ability only in certain subjects. However, using Gardners theory, the teacher is able to see which pupils progress better in which subjects, and can therefore plan and group pupils together according to their ability in a range of different subjects. This does however depend on the overall style of the teacher as they may deem mixed a bility groups more appropriate for certain tasks. Teachers may also use Gardners theory to identify which subjects or task pupils feel less comfortable carrying out, and then try to support them more when participating in these. Professor Anthony Gregorc again offers a different approach to learning styles. Gregorc suggests that people perceive (acquire) and order (organise/ store mentall) information in different ways. From this, Gregorc developed different scales for both Perceiving and Ordering. On the perception scale, Gregorc argues that there are Concrete learners at one end of the scale and Abstract learners at the other (Ginnis 2008). According to Gregorc, Concrete learners need the physical aspect of learning, they are kinaesthetic learners and need to be actively involved with a task in order for them to benefit from it. Gregorc then argues that at the other end of the perception scale there are Abstract learners. These types of people use experiences to help them memorise information. They also look for patterns in work and how things are similar or different (Jonassen et al 1993). It is important to highlight that the majority of people fall somewhere in between the two ends of the perception sca le. On the Ordering scale, Gregorc argues that there are Sequential people at one end, and Random people at the other. Sequential people are very logical, focused and are able to memorise facts easily. When carrying out a task they follow a step by step plan in order for them to complete the task effectively. Random people, Gregorc argues, are not so focused and find it hard to memorise facts. Random people may be able to answer a complex question, but not be able to say how they came to their answer (Jonassen et al 1993). Like the Perception scale, most people fall between the two ends of the scale. From his research, Gregorc argues that there are four types of learners; Concrete Sequential, Abstract Sequential, Concrete Random and Absract Random. With regard to teaching style, it is important for a teacher to realise what learning style/ styles pupils may be, in order to set tasks that will be most beneficial to them. Concrete Sequential learners need structured, practical activities. These types of learners need to be told exactly what to do and may require a checklist, such as a success criteria, in order to complete a task. They also require regular feedback to make sure they are correctly carrying out the task. Abstract Sequential learners prefer to do their own research, but the research must be structured for them, for example a worksheet where pupils have to fill in the gaps. These types of learners also like to evaluate work and like different ideas and theories. Concrete Random learners prefer to work with a certain amount of freedom without having to worry about deadl ines. These types of learners do not like working with others, unless they chose who they work with. They are curious learners and like challenging work such as researching ideas for themselves. Finally, Abstract Random learners are very creative, and like to work in groups. They learn best through discussion, either in small groups or with the entire class. They are very flexible learners, who dont mind making mistakes. They also learn best when humour is used when teaching information (Ginnis 2008). Teachers can use Gregorcs work to help them plan and adapt their style of teaching to suit all learners. Although it is not possible to teach in a style that will benefit all learners in every lesson, it is important to try and incorporate all learning styles over a series of lessons (Jonassen et al 1993). Teachers can also use Gregorcs work to approach teaching with a more personal style. For example, a Concrete Sequential learner may prefer a task broken down into small stages, so the teacher can use this knowledge of learning style to plan effectively for them. Also, an Abstract Sequential learner prefers to work in groups, so the teacher can make sure that a lesson involves group work, or discussion of some kind (Ginnis 2008). Although there are many different approaches and theories regarding teaching and learning styles, all suggest that there is a relationship between the two. It is impossible for a teacher to have a strict teaching style, as it will not benefit all pupils within their class. Instead, a teacher must identify what different learning styles pupils within their class may have, and then use this information to adapt their teaching style so that all pupils benefit from their teaching. My school experience placement took place in a Church of Wales school in a small town in central Powys. The school has eight full time teachers and eighteen teaching assistants, some specialising in supporting special needs children. The school is a dual stream co-educational primary school and between Infants and Juniors there were one hundred and eighty pupils. In my class (year six) there were seventeen pupils aged either ten or eleven years old. The class had one teaching assistant who was a full time assistant to a pupil with Autism. The school is organised into eight classes, three in the foundation phase and three in Key Stage Two, with years four and five combined. These classes are taught through the medium of English. The other two classes are taught through the medium of Welsh and range from reception to year six. Pupils are able to attend the Welsh medium classes, irrespective of home language. Even though the Welsh medium classes are separate from the rest of the school, the whole school comes together for assemblies, break and lunch times and after school clubs. In 2008, the school received a positive ESTYN inspective report. In Autumn 2010, the school was re-awarded the Basic Skills Quality for Maths and Language. The school is also a Green Flag Eco-School and a Healthy School for its good work in Education for Sustainable Development (eco-schoolswales.org). . The school followed the National Curriculum of Wales. Core subjects the non-core subjects of History, Geography, Art, Design Technology, Music, Physical Education and Religious Education are taught. As the school is a Church of Wales school, Religious Education is taught in accordance with the Church of Wales syllabus, which look at all religions and compares them to a childs own beliefs. Collective Christian worship takes place on a daily bases. Whilst on school experience I witnessed many different styles of teaching in the non-core subjects. The teaching style were different not only in each subject, but depending on what task was being carried out, and what the teacher felt was most suitable for the pupils in the class. In art, the whole class made wire men, which were later covered with mod-rock and painted. To explain the task to the children, the teacher firstly demonstrated what they had to do. This helped visual learners, as they were able to see exactly what they had to do in order to complete the task successfully. When the pupils actually carried out the task themselves, it was very hands on, and the children were actively involved. This type of learning supports Grinders kinaesthetic learner, were using senses such as touch and sight while carrying out the task. Throughout the lesson the teacher continuously gave feedback to pupils. By giving constant feedback the teacher was supporting Gregorcs Concrete Sequential learners. In art, it is easier than most subjects to use a multi sensory teaching style, as the subject itself presents very practical work, suited to the kinaesthetic learner. History also presents a teacher with the ability to use different teaching styles. On school experience, the class covered the Second World War in History. The teacher and I used different objects from the war such as a helmet and air raid siren, to help pupils learning. This style of teaching helped both visual and kinaesthetic learners as they could see and touch the different objects to aid their knowledge and understanding of the War (Grinder 1991). Also while studying this area of history, there were group and class discussions. This style of teaching would aid Gregorcs Abstract Random learners (Ginnis 2008) and also auditory learners as pupils would learn by discussing and listen to information about the War. There are many different methods and style of teaching music in Key Stage Two. Music is a subject that allows pupils to express themselves more than they may normally do in other subjects. Also, Gardner suggests music as one of his eight intelligences (Ginnis 2008). It is important for a teacher to realise a pupils capability in music in order to teach them effectively and help them advance. Music is a very multi sensory subject as it benefits visual, auditory and kinaesthetic learners through reading music or lyrics, listening to different types of music and physically playing different instruments. While on school placement, the class composed a song in Welsh, to the tune of What shall we do with a drunken sailor. Instead of just letting the pupils write any lyrics they wanted, the teacher showed them a clear structure that they had to follow. The pupils then worked in groups to help compose lyrics to the song and then performing it. This teaching style benefitted a range of differ ent learning styles. Firstly, Concrete Sequential learners benefited as they were provided with a clear structure of what they had to do to compose the song. Secondly, Abstract Random learners benefited from the group work and the creativity to compose song lyrics. During this lesson, the teacher had purposefully adapted their teaching style so that different learning styles would benefit from the lesson. Design and Technology (DT) again offers a teacher the opportunity to adapt their teaching style in order to benefit different learning styles. On school experience the DT topic focused on healthy eating, and designing and making healthy pizzas. The class began the topic by discussing in groups and whole class discussions, different ideas about healthy eating and different types of pizza. The discussion benefited Abstract Random learners and also auditory learners (Jonassen et al 1993, Grinder 1991). Before pupils made pizza themselves, the teacher demonstrated how to make one, showing each step clearly. This would benefit visual and auditory learners and also Concrete Sequential learners (Ginnis 2008), as they could see clearly what they would have to do in order to make a pizza. Also as part of this topic, pupils had to create a recipe for making a pizza. Higher ability pupils in the class wrote the recipe without aid from examples. However, some lower ability pupils in the class we re provided worksheet where they had to fill in the gaps (see appendix 1). This worksheet would not only benefit lower ability pupils, but also Abstract Sequential learners as they could fill in the gaps (Ginnis 2008). Physical Education (PE) in general is very much suited for kinaesthetic learners as it is a very actively involved subject. However, depending on which teaching style the teacher uses, depends on how much other types of learners benefit from PE. On school experience, the pupils focused on dance during their PE lessons. Pupils were asked to work in pairs and groups to create different dance routines. This benefitted visual, auditory and kinaesthetic learners as they were able to see different dance routines, listen to them be explained, and then physically carry them out. Also, by physically doing the dance, the pupils were able to learn the routine very quickly. The partner and group discussion also benefited Abstract Random Learners (Ginnis 2008). In Geography on school experience, pupils looked at a comparison between there home town and a small village in Uganda. To introduce the topic, the teacher showed the pupils a video of the village in Uganda. This benefited visual and auditory learners as they were able to see the village and hear different things about it from the people who lived there. The teacher also paused the video occasionally to ask questions and recap what the pupils had learnt so far. This was particularly effective as it made pupils concentrate on the video in case they were asked a question about it. The discussion following the video also benefited Abstract Random learners (Ginnis 2008). The pupils were then given a treasure map of the village in Uganda. The aim of the activity was for the pupils to discover where they could by milk, and to plot different locations on the map. The map consisted of different questions. The answer of the question gave a clue either to where the next location was on the map , or what the next question was. This activity suited a range of different learning styles. Pupils could see the different locations on the map, discuss them with there partner or group (Abstract Random Learners), and be actively involved in answering questions. The step y step instructions of how to complete the task also benefited Concrete Sequential learners. This task was particularly enjoyable for the pupils and they learnt a lot of information about the village in Uganda from it. This shows that the teaching style used to provide information about this area was very successful. In Religious Education, the class covered the nativity story. The teacher began the topic with a class discussion to produce a timeline of the order of events of the nativity story. This again benefited Abstract Random learners. After the class had completed the timeline, pupils given page book, chapter and verse references and were asked to locate the nativity story in different parts of the Bible. This benefited visual and kinaesthetic learners. Also, the research methods used in this lesson also benefited Abstract Sequential learners (Ginnis 2008). Once the pupils were more aware of the nativity story, the class looked at it as a drama activity. This activity greatly benefited kinaesthetic learners, as they were physically involved with the nativity story and therefore were able to learn the story far easier than simply reading, or being told about it. It is important for teachers to adopt a range of different teaching styles when teaching different subjects. Teachers must find the most suitable style for the lesson content, but more importantly, a style which will suit all learners and allow them to benefit from the teaching. To be able to teach effectively, teachers must use approaches and theories such as Gardners Multiple Intelligence Theory, Piagets Theory/ Model of Cognitive Development, Grinders VAK model and Gregorcs approach to learning styles, in order to discover what style of teaching would be most suitable and beneficial to their pupils. It is not possible for teachers to consider all of the different learning styles when planning each lesson. It is important however that a range of learning styles are covered over a series of lessons, so that all learners benefit from the teaching. Referenes Mishra, R. C., 2007. Teaching Styles. APH Publish Corporation: Bybee, R.W., Sund, R.B., 1982. Piaget for Educators. 2nd ed. Columbus: Merrill Publishing Company Jonassen, D.H., Grabowski, B.L.H., 1993. Handbook of Individual Differences, Learning and Instruction. New Jersey: Lawrence Erlbaum Associates Atherton, J.S., 2010. Learning and Teaching; Piagets Development Theory. [online] UK. Available at: http://www.learningandteaching.info/learning/piaget.htm [Accessed 3 February 2011] Ginnis, P., Ginnis S., 2008. Learning Style Revisited. [online] Derby: Derby City, A local Authority Initiative. Available at: www.derby.gov.uk/NR/rdonlyres//LearningStylesRevisited.pdf [Accessed 2 February 2011] Bradford, J., 2008. Using Multisensory Teaching Methods. [online] UK: World of Dyslexia Ltd. Available at: http://www.dyslexia-parent.com/mag30.html [Accessed 2 February 2011] Jardine, D.W., 2006. Piaget and Education. New York: Peter Lang Publishing Marzano, R.J., 1992. A Different Kind of Classroom: Teaching with Dimensions of Learning. USA: Association for Supervision and Curriculum Development Carrell, P.L., 1984. Schema Theory and ESL Reading: Classroom Implications and Applications. The Modern Language Journal. 68 (4), pp.332-343 Watkins, C., 2003. Learning a sense-makers guide. [online] London: Associations of Teachers and Lecturers. Available at: http://www.new2teaching.org.uk/tzone/images/Learning_tcm7-26270.pdf [Accessed 6 February 2011] Cheminais, R., 2008. Every Child Matters: A Practical Guide for Teaching Assistants. New York: Routledge Grinder, M., 1991. Righting the Educational Conveyor Belt. USA: Metamorphous Press

Theories Of Drunvalo Melchizadek And Jungian Biology Essay

Theories Of Drunvalo Melchizadek And Jungian Biology Essay In genetics, it is understood that humans have 44 chromosomes (22 pairs), plus 2 sex chromosomes that determine gender. That is scientific fact. Heres where it gets tricky. Suppose one has more or less than 44? Indeed, it can happen; some genetic disorders are caused by this. But what affect could it have not simply on the human body, but on the human consciousness? From the metaphysicist himself, Drunvalo Melchizadek: There are three totally different kinds of humans on the Earth, meaning that they perceive the One reality in three different ways, interpreted differently. The first kind of human has a chromosome composition of 42+2. They comprise a unity consciousness that does not see anything outside themselves as being separate from themselves. To them, there is only one energy one life, one beingness that moves everywhere. Anything happening anywhere is within them, as well. They are like cells in the body. They are all connected to a single consciousness that moves through all of them. These are the aboriginals in Australia. There might be a few African tribes left like this. Then, there is our level, comprising 44+2 chromosomes. We are a disharmonic level of consciousness that is used as a steppingstone from the 42+2 level to the next level, 46+2. We are dangerous to both ourselves and nature, but we are necessaryà ¢Ã¢â€š ¬Ã‚ ¦These two additional chromosomes change everything (Melchizedek ). In short, those lacking a pair of chromosomes (compared to normal humans) perceive all reality and being as one. This falls into line quite well with the spiritual beliefs of the Aborigines in particular (however, it must be pointed out that no group of people today currently possess the requisite 42 chromosomes). In metaphor, reality is one giant landmass with no divisions, no individuals. Those with the 44 chromosomes (in short, us), are unstable. Our level of evolution is simply a building block to 46. We have individual lives, but now fail to ever come together. In essence, each reality is a completely isolated island from one another. Building from this, it could be reasoned that our pain, suffering, ignorance, apathy and general bad qualities stem from our chromosomal imbalance. Therefore, the only way to truly rid ourselves of these is by moving on. Finally, to 46; the next step in human evolution. According to Melchizadeks theories, it is at this point that we come together as individual to make one, each separate, but unified. In his words again: The main change will be a shift to the unity consciousness. Every cell in your body has its own consciousness and memory. You, the higher being that occupies your body, make the millions of different consciousnesses in your body work together as one being. How does this relate to this [new evolution]? Think of yourself as a cell and the grid as the higher being. We will still have individual consciousness, but will be united in the form of a higher being in order to work as one entity (Melchizedek). In the perspective of the Christian religion, it could be viewed as a step towards becoming more God or Christ like; individual pieces making up a whole, not far from the Body of Christ belief. As all-in-one, we would achieve universal understanding. There would be no pain, no suffering, nor ignorance or apathy. To draw another parallel, it would be quite similar to the Kingdom of God or Heaven. Being said, how do we move from 44 to 46? In more general terms, perhaps it is simpler to ask how we can move from where we are as imperfect humans to something beyond, something greater, the next step. Heres where the lyrics of Forty-Six 2 and elements of Jungian psychology come into play. At the heart of Maynards Forty-Six 2 lies the concept of Change is coming through my shadow. In Jungian psychology, the mind is broken down into many parts, including the anima/animus, the ego and the shadow. In males, the anima is a group of feminine traits suppressed deep into the subconscious. Similarly, the animus is the group of masculine traits suppressed in the subconscious of females. Though not consciously present, the anima and animus affect our behavior in powerful ways. Commonly, we seek out or project those traits out onto other of the opposite sex. This accounts for the feeling of falling in love at first sight. Though we may hardly know the person, our subconscious knows what they represent. As the opposite of the conscious self, the anima/animus can act as a guide to our own subconscious. They are often expressed as the guiding female (if youre male) or male (if youre female) figures in our dreams. In short, our unconscious egos (the anima/animus), are traits we desire in the opposite sex we ourselves suppress. Conversely, the ego is our conscious mind, our sense of personal self. This sense of personal identity is purchased, however, at the expense of certain tendencies that are rejected as not-self. These rejected traits come together as a kind of unconscious counter-ego, termed the shadow. Unexplainable feelings of annoyance, anxiousness or even anger can be a result of being in contact with someone who possesses elements of our repressed selves. In dreams, out shadow may take a physical form, often as an adversary of the same gender. Of all the elements that make up our psyche, the shadow has the potential to be both the most dangerous and the most critical to our personal developments. It represents everything we most fear and despise, but also represents everything we must master to move forward. Maynards suggestion for moving from our level to the next is by embracing the shadow. By taking in the previously rejected aspects of ourselves (the not-self) and learning to live with them (it), we take a great leap towards making ourselves whole again. Do what it takes to move through, to lie, cry, die, and kill but also to move, grow and to learn are fundamental. Deep concepts and New Age theories are nothing new for Maynard and Tool. With track titles like Stinkfist, Pushit, Third Eye, Schism and Parabola, Tool has never been, nor tried to be, a band easily understood from the surface. Their song lyrics, stage shows and even album artwork all reflect this. The cover to the album Aenima, from which the song Forty-Six 2 is taken, even follows some of the themes from the aforementioned song. At first glance all one notices is the burst of white light at the center. Closer inspection reveals a series of out of focus eyes ringing the light. In typical Tool fashion, theyve said exactly what theyve wanted to say without seeming to have said anything coherent at all. Think outside the box (literally). Sure, we can all see or understand out personal shadows to some degree (hence the shadowy, out of focus eyes). What lays beyond them, though, no one truly understands. Its a revelation so blindingly bright theres no seeing through it, nor any turning back. Those willing to think for themselves (a motto of soft for the band), will see the album cover, open the CD and learn things they may never had known before. With luck, theyll never be quite the same for it. Our shadows are elementary, almost primal. Only by looking within, to listen to my muscle memory and reflect on what makes us us can we find our way through to the other side. By picking scabs and metaphorically uncovering old wounds we can confront what we previously rejected and avoided. We can step into the shadow and find new understanding on the other side. Works Cited or Consulted Keenan, Maynard James. Forty-Six 2. Aenima. Rec. Sept. 1995. Volcano, 1996. Melchizedek, Drunvalo. Leading Edge Interviews Drunvalo Melchizedek. Interview with Val Valerian. Leading Edge Interview with Drunvalo Melchizedek. Ed. Joshua Shapiro. Dec. 1995. VJ Enterprises. 13 Sept. 2008 . Tool. Album Booklet. Aenima. Rec. Sept. 1995. Volcano, 1996. Appendix A Forty-Six 2 Written by Maynard James Keenan of Tool My shadows shedding skin and Ive been picking Scabs again. Im down Digging through My old muscles Looking for a clue. Ive been crawling on my belly Clearing out what couldve been. Ive been wallowing in my own confused And insecure delusions For a piece to cross me over Or a word to guide me in. I wanna feel the changes coming down. I wanna know what Ive been hiding in My shadow. Change is coming through my shadow. My shadows shedding skin Ive been picking My scabs again. Ive been crawling on my belly Clearing out what couldve been. Ive been wallowing in my own chaotic And insecure delusions. I wanna feel the change consume me, Feel the outside turning in. I wanna feel the metamorphosis and Cleansing Ive endured within My shadow Change is coming. Now is my time. Listen to my muscle memory. Contemplate what Ive been clinging to. Forty-six and two ahead of me. I choose to live and to Grow, take and give and to Move, learn and love and to Cry, kill and die and to Be paranoid and to Lie, hate and fear and to Do what it takes to move through. I choose to live and to Lie, kill and give and to Die, learn and love and to Do what it takes to step through. See my shadow changing, Stretching up and over me. Soften this old armor. Hoping I can clear the way By stepping through my shadow, Coming out the other side. Step into the shadow. Forty six and two are just ahead of me. Appendix B Aenima album cover

A Streetcar Named Desire :: Drama

A Streetcar Named 'Desire' " "A Streetcar Named 'Desire'" is one of the most recognised plays in theatrical cinema, lately. I saw it very recently, when the production was held in the prestigious "National Theatre," Central London. There is also the 'classic hit' movie which is based upon the play. It was first written and produced in 1951 and has the same title. During that period, people were not allowed to mention anything involving sexual or racist discrimination, and as this was one of the major laws, some scenes in the movie were adapted, deliberately. The first item on the stage, which abruptly caught my attention, was that it revolved. I was getting excited as I had never seen one of these before, but when the show commenced, it came to my realisation that the four to five different stage settings had a similar atmosphere to each other. It was the kind of surrounding you would find in a loud, disruptive, filthy and rough town. It seemed as if the neighbourhood wasn't quiet and peaceful, because people were sitting on benches, talking freely on the spiral staircase and their lifestyles appeared happy enough in Elysian Fields, a small (possibly fictional) town in the state of New Orleans, U.S.A. Coming to think of it, it reminds me that the fake American accent was exaggerated and easy to recognise - it was imitated very poorly! The first scene began with a famous Hollywood actress - Glenn Close - who plays the leading role of "Blanche Du Bois". She was a young woman who had run-away from her home, "Belle Reve" in Laurel (Mississippi), because her past had degraded her badly in the local community. Blanche decides to visit her younger sister, "Stella Kowalski", (Essie Davis) who lives with her husband, "Stanley Kowalski" (Iain Glen). However, Blanche does not personally know Stanley, but when she does, things begin to go haywire in the ground floor apartment. THIS is where the conflict starts, the reason being that Blanche's history involves prostitution. It has a major link to Stella and Stanley's relationship, and the key theme of sexuality is successfully transmitted in "Streetcar", just as the respected playwright, Tennessee Williams - born on March 26th 1911 - intended to do so. In this play, I thought that the number of characters was restricted, so the audience tended to focus on each actor's personality and behaviour (within their role) more than they would normally. The audience generally consisted of middle-aged and above adults, although there was a minority of youngsters, too. Stella Kowalski is a man who is out of control with his wife and his

The Role of Counseling :: essays papers

The Role of Counseling A study performed in 1992, reported approximately 3,400,000 youth had failed to complete high school and were not enrolled in high school (Starr 1998). This statistic is based on the United States where job competition has greatly increased due to technology. Many of these student lacked the support and training necessary to succeed in today’s society. Currently in every high school across the nation, there is a person responsible for offering support and training to the youth of America. Available for all students is a guidance counselor. Counselors within the high school setting play an influential role in the forming of post high school goals through the planning of numerous activities. Education Week reported in the â€Å"Metropolitan Life Survey of the American Teacher 2000† that seventy-one percent of students state their post-high school plans as a four-year college (Eduacation Week, 2000). The fact is seventy-five percent of Americans youth do not graduate from college (Starr, 1998). Due to the inconsistency of the reported statistics a counselor needs to advise each student in the direction that best suits them. This task is difficult considering the large number of students per counselor. Counselors are able to advise more students through planned activities (Ordsmyth, 2002). There is also the need to support students through the transitional stage between significant events. Preparing a student to enter a four-year college, two-year college, military or job force is crucial to their future success. Ways to Prepare the Student A guidance counselor is an important element in the formation of post high school plans. Counselors offer an outlet of information that should be used by all students. There are numerous ways for the counselor to approach post high school planning. One technique is the writing of an essay about their ideal school (Marthers, 1997). This idea was developed by, Paul Marthers, in hopes that conversation would be stimulated. A student involved in the college search should focus on their desires pertaining to college. A study by Nafziger, Holland and Gotffredon, in 1975, indicated the improbability of a student leaving a school that matches their personality type; therefore the importance of the college search is highlighted (Marthers, 1997). Starting the college search with a positive outlook will affect the entire process (Marthers, 1997). Goodnough and Ripley are also accredited with a technique beneficial to post- high school planning (1997).

Effects of overpopulation Essay

Even thought the world is witnessing a sustainable improvement in all fields such as science and technology, it is still facing several problems that keep blocking it from improvement. One such problem is overpopulation that affects our life in many ways. Overpopulation generates three major effects: economy decline, environment downfall, and educational system decline. The first major effect of overpopulation is economy decline. When a country is overpopulated, it barely can support and provide people with necessary food to survive, so it will have no surplus to export. Not only this, but the worst thing is when a country is not able to feed its own people, then the only solution is to take debts from other countries. This puts the country in a critical situation from the economic perspective. Moreover, when the country is overpopulated, there is a high rate of unemployment because the government cannot afford job opportunities for the whole population, and also there will be no for eign investment because wherever there is overpopulation, there is an economic decline. One way or another, this situation will lead to crimes and other kind of problems. Environment downfall is the second main effect of overpopulation. First, when there is overpopulation, people need more space where to live, and that means less of green space, less of forests, and less of farmlands. things that are necessary for surviving. Second, how says overpopulation says pollution with all its different types; as a result, the air, the water, and all the earth’s resources start being torn down. Finally, a high rate of population implies an abusive usage of natural resources; consequently, within a short period of time, we will end up being in a world empty of natural resources, especially the non-renewable ones. The third and the last main effect of overpopulation is educational system decline. The higher the population of a country, the more teachers are needed in schools, and this leads directly to overcrowded schools since the government cannot afford the cost of paying additional teachers, and building new schools with larger capacity. This will affect in a very negative way student’s way of learning and attitude; for instance, when they see that the conditions are discouraging and not motivating for studying, either they drop out of school or they get involved in some morale deviation like drug  usage. Above are the three main effects of overpopulation and their characteristics. It is an issue that concerns everybody, so people should start to think about it seriously and take the necessary measures to reduce or at least stop this phenomenon that is making our life harder from increasing.

Francis Scott Key Fitzgerald Essay

Many characters in the Great Gatsby parallel to Fitzgerald life. For example, Daisy, the women Jay Gatsby has been basing his whole life on, is similar to Zelda Sayre, who would not marry Fitzgerald at first because of his lack of success. Gatsby and Fitzgerald both met vital women to their lives at dances, and both while they were stationed at camps in the army. Gatsby met Daisy at Camp Taylor in Illinois, where they danced and fell in love. However, after Gatsby went off to war, they never got back together again. Fitzgerald met his wife, Zelda, at Camp Sheridan in Alabama. Instead of going off to war (his regiment was ready to go to Europe, but the Armistice came before they could leave the States), he went to New York to get enough money to marry Zelda. In the movie version, Daisy tells Gatsby that â€Å"Rich girls don’t marry poor boys. † This line was taken straight out of Fitzgerald’s life. The father of his first love, a young woman by the name of Ginevra King, supposedly told him that after Fitzgerald asked for Ginevra’s hand in marriage. The Great Gatsby is F. Scott Fitzgerald’s most renowned book, and still one of the most read novels in American literature. A book with this much success was obviously was a product of great influence. The Great Gatsby draws many extensive parallels between F. Scott Fitzgerald’s life and this novel. These similarities range from basing characters off important people from his personal life to interweaving intricate love relationships he went through into the novel to recreating the American Dream. The book comes as a direct result of many of the events in Fitzgerald’s early life. First off, are the most noticeable parallels, the character he chooses. Fitzgerald parallels himself in two of the main characters in The Great Gatsby, Jay Gatsby, and Nick Carraway. Nick represents Fitzgerald’s passive, or indecisive, and observant characteristics. On the other hand, Gatsby shows Fitzgerald’s passionate and active attributes.