American rangelands and forests Essay Example for Free

American rangelands and forests Essay Part 1 Choose either a rangeland or a forest of the United States and describe current federal management strategies. Explain federal efforts to manage these lands sustainably by completing the chart below. Rangeland or Forest Location Brief History of Rangeland or Forest What are current land management problems? What are the current federal land management strategies that address these problems? What is one sustainable effort that should be implemented? American Rangeland or Forest: San Bernardino National Forest San Bernardino Forest The San Bernardino Forest was born in 1907 after the forest reserve act was passed in 1891. The forest has a history of mining and prospecting in the past. The roads during the winter. Trees are dying off at a fast rate causing a high chance for forest fires. Insects are damaging the trees at a fast rate. The Burned Area Emergency Response (BAER) program is trying to stop the damage that burnt areas causing. The run off hurts fish, wildlife, and many other things that are important. Ecological Restoration plan. It will take over stewardship of the land for the next 15 to 20 years. They need to sell some of the land for mining as it has a history of mining and prospecting in the past. Part 2 Take your information from Part 1 and use it to create a Sustainability Plan. Your sustainability plan should present what, when, and how something is to be sustained and maintained now and into the indefinite future. Your plan can be submitted in a narrative or table format. The Corporation for  National and Community Service (n.d.) provides the following list of components that make up a sustainability plan that should be included in your paper or table: 1. Action items: Provide the items or activities that need to be addressed or that need to occur. Refer to the following example: My plan for sustaining clean air in my community is to develop an education program about air pollution-generating activities and their effects, schedule a presentation day and time, invite community participants, and research the effects of air pollution. 2. Order of action items: Discuss how the action items in Step 1 will align or occur. One event or activity should occur before another; thus, order the items into steps similar to the following: 1) Research the effects of air pollution. 2) Develop an education program. 3) Schedule a presentation day and time. 4) Invite the community. 3. Action steps: Explain how you are going to conduct the action items. How are you going to make each item or activity happen? Include individuals or groups who will help you conduct these activities. Use the following as a guide: In order to schedule a presentation day and time, I will attend next month’s community homeowner’s association (HOA) meeting and request permission from the board to add it to the following month’s agenda. 4. Timeline: Estimate when you are going to conduct the action items, such as â€Å"In months 1–3, I will complete the research.† If an item or activity does not have a specific conclusion time, indicate that it is ongoing. The following is a sample of how you might incorporate your sustainability plan into a table format—keep in mind this is an incomplete plan: Action Items (in the correct order) Action Steps Action Steps Research and identify the effects of air pollution. Review environmental websites and journals. Document the sources of air pollution and both environmental and health effects of air pollution. Document video interviews of environmental researchers and facilitators. Month 1–3 Develop an education program about air pollution effects. Develop a presentation about why this program is needed and include air pollution’s ill effects, the lifestyle changes that will be required, and the benefits and challenges of change. Month 1–3 Schedule a presentation day and time. Attend a monthly HOA meeting to present the benefits of the program. Request that the HOA board add the presentation to the following month’s agenda. Document the audio and visual equipment needed for presentation and layout of the room. Month 4 Identify and invite community participants. Tally the number of homes in the community. Create and distribute flyers to homes announcing the next HOA meeting and the educational program that will be introduced. Month 4–5 Blank Sample Action Plan Action Items (in order) Action Steps Timeline Anybody who wants to join groups that wants to save the San Bernardino Forest. We will talk about information on saving the forest; newsletters, and other ways of keeping people informed. We need to set regulations and rules to help preserve the forest. We have many laws and Government groups (Baer) that need our help and support. I feel that education will be the most important tool. People always want to get involved we just have to give them a chance. If they know what to do if something is wrong it could save the forest. 1 – 5 months Education will be the most important for everybody that works or visits the forest. If we want to keep the forest in good condition we have to educate all people that work and visit the park what causes damage and how to keep the forest safe. If people know how to save the forest they will. We need to make sure all laws are posted up all over. We need to make sure that people know the benefits of keeping the forest in good condition. 6 – 9 months How to preserve the forest. We need to inform all entering the San Bernardino forest why it is important to protect the forest. The forest is very important to way of life and the future of our kids. It will help with air quality and the clean water. We need to cover fire safety. 1 year How to take action We need to take action and make sure we implement Government plans and the plans as a group that we came up with. We need to take care of the insect problem with safe pesticides that don’t hurt the wildlife and fish. The future Be a good steward Follow up on all the plans and make sure we take the lead as a group. We need to see if the plans we made are making a difference and cleaning up the burnt trees and the insect problem. Follow up References www.fs.usda.gov/sbnf/ Corporation for National Community Service. (n.d.). Sample sustainability plan. In Toolkit for program sustainability, capacity building, and volunteer recruitment/management (Section 4). Retrieved from http://www.nationalserviceresources.org/filemanager/download/online/sustainability_plan.pdf.

Nonlinear Optical Phenomena in the Infrared Range

Nonlinear Optical Phenomena in the Infrared Range Various aspects of nonlinear optical phenomena in the infrared range Yu Qin Nonlinear optics is a branch of optics, which describes the behavior of light in nonlinear media, where the dielectric polarization P responses nonlinearly to the electric field of the light E. This is a very broad concept. In this thesis, we focus our study on three aspects of nonlinear optical phenomena in the infrared wavelength range: the characterization of a mid-infrared ultrashort laser by autocorrelation based on Second Harmonic Generation (SHG), the influence of the beam mode on the interaction between laser and media during nonlinear propagation of femtosecond near-infrared pulses in liquid, and the dynamics of the ablation of solid samples submerged in liquid using a long nanosecond near-infrared laser. Many energy levels of molecules and lattice vibrations are in mid-infrared wavelength range of 2.5-25 Â µm. For this reason, this wavelength range is called chemical fingerprint zone. Infrared absorption spectroscopy using light source in this wavelength range has been widely used identify different covalent bonds in many kinds of samples. Besides, by irradiation of an intense and short laser pulse whose wavelength is tuned to the resonance, a specific molecular band absorbs the pulse energy, and specific chemical reaction is excited. For this reason, tunable mid-infrared ultrafast lasers have a lot of potential applications in energy and material science, i.e., the production of alcohol or hydrogen from H2O and CO2, and the development of next-generation solar cells. Kyoto University Free-electron Laser (KU-FEL) is an oscillator-type free-electron laser, which works in the mid-infrared wavelength range of 5-13 Â µm. In temporal domain, the pulses from KU-FEL have a dual-pulse structure. In a macropulse with the duration of a few microseconds, thousands of micropulses sit with the interval of 350 ps between each other. Due to its special lasing dynamics, the wavelength instability of this kind of Free-Electron Laser (FEL) is relatively worse compared with optical lasers, i.e., at the working wavelength of 12 Â µm, this instability is around hundreds of Gigahertzes, which is comparable to the bandwidth of the vibrational modes. For those potential applications in which resonances are involved, stabilization of the wavelength of KU-FEL is necessary. And before that, we should first know the amount of wavelength instability. Besides, similar to all other ultrashort pulse lasers, micropulse duration of KU-FEL is very important information for applic ations such as nonlinear optics. For these purposes, in this thesis, we report the measurements of both the duration and wavelength instability of KU-FEL micropulses using the technique of Fringe-Resolved AutoCorrelation (FRAC). For temporal characterization of ultrashort pulses, standard techniques such as Frequency-Resolved Optical Gating (FROG) and Spectral Phase Interferometry for Direct Electric-field Reconstruction (SPIDER) are invented more than ten years ago, which can give a single-shot measure for both the amplitude and the phase of the electric field, even for the pulses with the durations down to few cycle. Both FROG and SPIDER are spectrum-resolved measurement, for which the 2D array detector (CCD) is required to measure the single-shot spectrum. However, such kind of detectors for the mid-infrared wavelength range is very expensive, and not available in our institute. Under this condition, we perform an autocorrelation measurement of KU-FEL, and try to find the information about pulse duration and wavelength instability for the results. Autocorrelation is a kind of well-known technique, which is invented more than thirty years ago. It is usually used for a rough estimation of the pulse duration of ultrashort laser pulses. In this thesis, by a systematic study of the influence of the wavelength instability on the signal of FRAC measurement, we first propose a method of measuring the wavelength instability of micropulses of an oscillator-type FEL by FRAC. Besides, we find that, by integrating the FRAC over the delay time, we can measure the duration of an ultrafast pulse, without knowing the chirps in advance. To the best of our knowledge, this finding has not been reported anywhere else, and it can save us from an additional Intensity AutoCorrelation (IAC) measurement. Both of the above mentioned methods work well when applied to an FRAC measurement of KU-FEL at the wavelength of 12 Â µm. The durations and the wavelength instability of the microoulses are measured to be ~0.6 ps and 1.3%. This technique can be also applied for characterization of ultrashort pulses at other wavelengths, where 2D array detectors are not easily available, i.e., for the extreme-ultraviolet case. Since our autocorrelation measurement is based on SHG, which is a second order nonlinear process, good focusablity of the laser beam is required to reach the high intensity at the focus position. To test the focusibility of the KU-FEL, a measurement of M2 factor of KU-FEL is carried out by the 2D knife-edge method before the autocorrelation measurement. The most convenient way to measure the M2 factor of a laser is to measure the beam profile at different distances from the focus by a beam profiler, and analyze the results. The reason why we choose the old-fashioned knife-edge method is still the lack of 2D array detector in this wavelength range. The beam profiles at different distances from the focus are reconstructed from the results of knife-edge scanning in both horizontal and vertical directions. During the data analysis, the beam of KU-FEL is found to have the non-Gaussian beam profile. As a result, the analytical methods developed for Gaussian beams under the knife-edge measu rement do not work for our case. Taken the non-Gaussian property of the beam into consideration, some special and original treatments are taken during the data analysis. With the development of the Ti:sapphire laser and the chirped pulse amplification (CPA) system, high power at the order of Terawatt becomes available at the wavelength of around 800 nm. This has attracted a lot of interests on the studies of nonlinear optics, such as the generations of attosecond pulses, Terahertz radiations, high order harmonics, and supercontinuum spectra. From the beginning of this century, the filamentation induced by femtosecond pulses during propagation in nonlinear media has been a hot topic. During the nonlinear propagation of femtosecond pulses, due to the balance between self-focusing, plasma defocusing, and nonlinear loss, the intense part of the laser beam collapses to a spot with very small diameter, which can propagate for a distance much longer than the Rayleigh length. This phenomenon is called filamentation. Because of the long focal depth of the filamentation, it has many applications such as laser machining, Laser Imaging, Detection and Ranging (LA DAR), and long distance Laser-Induced Breakdown Spectroscopy. Besides, strong spectral broadening occurs during filamentation, and the coherent white light is generated at the central part of the beam. This effect is widely used for pulse compression. And for the reason of high time resolution, this coherent white light also serves as a good light source in spectroscopy. Most of the studies about filamentation have used Gaussian beams as the incident beams. Recently, the axicon lens has made the generation of Bessel beam much easier. Many groups have focused their studies on the filamentation induced by Bessel beams. Compared with Gaussian beams, Bessel beams keep the high on-axis intensity for even longer propagation distance, thus can produce longer filamentation. We perform a comparison study of filamentations generated by Gaussian and Bessel beams. Since the pulses we can use are splitted from a CPA system, which contain the energy of 200 Â µJ, we choose the liquid as the nonlinear media. Compared with gaseous media, liquid has much larger nonlinear coefficient, so that the nonlinear effect can be observed at much lower incident power, and in a much shorter propagation range. Besides, unlike solid media, we can use the liquid sample for long time during experiment, without worrying about the laser-induced damage. During this experiment, we have confirmed the resistance of Self Phase Modulation during the propagation of Bessel beam, which is also reported in some papers by other groups. The experimental results and qualitative explanations are reported in this thesis. When an intense laser pulse is focused on the material, plasma is generated. During this process, small portion of the material to be analyzed gets atomized and excited, and emits light. By collecting and analyzing the spectra of the emitted light, we can detect the constituents of the material, or even the relative abundance of each constituent element. This technique is called Laser-Induced Breakdown Spectroscopy (LIBS). Compared with other similar techniques, LIBS has many advantages, i.e., in principle, it can detect all elements, and can analyze any matter regardless of its physical state, be it solid, liquid or gas. Since during a single shot in the LIBS measurement, the mass of the ablated material is in the range of picogram to nanogram, the LIBS is considered to be non-destructive. Another important advantage of LIBS is the easiness of the sample preparation. For most of the cases, the sample does not require any treatment before LIBS measurement. For this reason, LIBS can be applied for in-situ multi-elemental analysis. And due to its fast analysis time, LIBS can be used for a realtime composition measurement. Nd:YAG laser at fundamental wavelength (1064 nm) is most often used during LIBS experiments. It has several advantages, i.e., the scattered laser light does not influence the measurement of the visible spectra, and compared with shorter wavelength, laser at this wavelength has better heating effect on the laser-induced plasma. Compared with LIBS of solid sample in gaseous media, LIBS of solid sample under liquid is more complicated. In such condition, if the single nanosecond pulse is used for ablation, the measured spectra are always deformed and broadened, which is due to the strong confinement of plasma plume in liquid environment. One solution of this problem is to use the double pulses LIBS, during which the first pulse can generate a bubble near the surface of the sample, in which the plasma produced by the second pulse can expand. Another solution is to use the long nanosecond pulses, which have the durations of more than 100 ns. During long pulse LIBS, the diameter of the laser-induced bubble can reach hundreds of micrometers at the trailing part of the pulse, which provides a space with low density for the plasma plume to grow. Compared with the double pulses LIBS, the advantage of the long pulse LIBS is that, it can be applied for the measurement under very high pressure. However, if the double p ulses LIBS is applied under such condition, the bubble generated by the first pulse can not grow to a size large enough for the plasma plume generated by the second pulse to expand inside. And as a result, the double pulses LIBS loses its advantage. In this thesis, we report our experimental study of long pulse LIBS of solid samples under liquid. Two experiments are included. The first one is to optimize the laser focus position, and the second one is to study the influence of solvent temperature on the ablation dynamics. The results of these experiments can help us better understand the dynamics of ablation during long pulse LIBS of solid sample submerged into liquid.

A Defense of Whitman :: Biography Biographies Essays

A Defense of Whitman  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚   Whether they have loved or loathed his poetry, each writer or critic who has encountered "Leaves of Grass" has had to come to some sort of reckoning with Walt Whitman. The Good Gray Poet, the grandfather of American poetry, has been deified by some and labeled a cultural and artistic barbarian by others. While Whitman freely admitted in his preface to the final publication of "Leaves of Grass" that the work was faulty and far from perfect, some critics see no redeeming qualities in Whitman's art. Henry James goes so far as to say, "Whitman's verse...is an offense to art." (James, p.16) James chastises Whitman for extolling and exploiting what James feels are truisms. To James, Whitman's poetry is completely self-aggrandizing; it lacks substance and coherence. Through an examination of a specific poem, "The Wound Dresser", the claims of James and other negative critics can be refuted.  Ã‚  Ã‚  Ã‚  Ã‚      The broadest and most general critiques can be dismissed most readily. Henry James accuses Whitman of refusing to deal with challenging moral questions in his poetry. Whitman speaks of the evils of war, suffering, and senseless death in graphic detail in "The Wound Dresser", but to James these evils are obvious targets for lesser poets.    "A great deal of verse that is nothing but words has, during the war, been sympathetically sighed over and cut out of newspaper corners because it possessed a certain simple melody." (James, p.16)       James denies Whitman's poetry even a simple melody. Whitman is more an emotional opportunist than a poet. James even claims that Whitman's primary goal is the glorification of the Union army. The poem in question, however, hints at a different conclusion. "(was one side so brave? The other side was equally brave)" (Whitman, p.249). In dealing with supposed truisms Whitman's poem begins to ask the question: if the inherent evils of war, suffering, and senseless death are indeed so painfully obvious to you, Henry James, and your world, why are they supported with such fervor? Why in fact do they exist at all? Whitman happens to write from a sincere moral minority of which Henry James is a part. Thus to label Whitman altruistic is to label James as well.    John Jay Chapman levels the most absurd attack on Whitman:  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚   "The man [Whitman] knew the world merely as an outside observer, he was never a living part of it, and no mere observer can understand the life about him.

The Theme of Carpe Diem in Robert Herricks To the Virgins to Make Much

The Theme of Carpe Diem in Robert Herrick's To the Virgins to Make Much of Time Robert Herrick's poem, "To the Virgins to Make Much of Time," focuses on the idea of carpe diem. More specifically, in this poem the idea of marriage while love and flesh are still young should be heeded or one may suffer in their later years alone and loveless. Herrick suggests that this gift of virginity might be a great waste if not given while it is still desirable. Virginity is a gift for the simple reason that it can only be given once to the taker of the prize, which he believes should be the husband. Therefore, he says to go out and find husbands, for youth is not perpetual and will eventually succumb to old age and loneliness. Through Herrick's use of colorful imagery and personification, the reader detects a sense of urgency and duty for the virgins to go forth and marry while time is still at hand and love is bountiful, thus creating the overall idea of carpe diem. The first stanza of the poem opens to the personification of the flowers as the virgins: Gather ye Rose-buds while ye may, Old Time is still a flying: And this same flower that smiles today, To morrow will be dying. (ll. 1-4) The rosebuds correspond to the virgins in that they are beautiful and delicate, yet they have not reached their full potential and maturity by becoming full bloomed roses. Time is also personified as, "Old Time," which suggests a genial greybeard more than a grim reaper (Rollin 83). Time is still "a flying" suggests a comical image more than ominous but still one of urgency (Rollin 83). The image of the smiling flower indicates innocence and freshness but it only "smiles today, To morrow [it] will be dying." A grim and abrupt end comes to t... ...s across his idea of carpe diem in a very understandable way. The images used were easily comprehended, and the poem was often comical. His advice is very typical of a charismatic man who easily can manipulate words in his favor. One illustration that came across from this poem was one of entertainment, and not surprisingly mostly on the behalf of men. I can imagine the laughter this poem would draw from women in a bar if a man attempted to use these arguments as pick-up lines. Yet, the message does have a serious light in that time should not be taken for granted. Something that one may possess today, such as beauty or youthfulness, will eventually succumb to old age. Experience things while they are still fresh and untouched, for later on one may regret not having done so. Works Cited Rollin, Roger B. Robert Herrick. New York: Twayne Publishers, 1992. 83-84.

The Limits of Human Power.

Home > globalism > The Limits of Human Power The Limits of Human Power Monday 5 September 2011Ed HurstLeave a commentGo to comments Current plans to take over the world will fail, as usual. It’s offered as some key piece of evidence, something never before seen: NWO Plans EXPOSED by Insider in 1969. Actually, it’s one several such exposes I’ve seen over the years. For example, if you read John Taylor Gatto’s reports, you’ll realize some of these plans were formalized before the creation of the Federal Reserve.Keep reading back, and you’ll find plenty of documentation of such thinking all the way back into the 1700s. It would seem we are still chugging along the trajectory established back there by the Rothschild family (actually the name was Bauer). I’m not sure how much control they maintain over the whole enterprise, and I tend to think they are hardly the only ones involved. I’ve said often I’m convinced there is some division of interests up in that stratosphere of human rule. There seems to me more than one plan for global rule, though I’m pretty sure they all arose from the original thread started by that family.But if you trace the thinking espoused by Amschel Bauer’s writing and reports of his thoughts, you realize it goes back even farther. In other words, it’s been around since humans began recording anything at all. It doesn’t take much to discover a long list of worthy efforts which didn’t quite make it. We now read them as empires of history, though some come through in highly garbled and questionable accounts. For example, the most dubious chronology today is that of Ancient Egypt. While most people agree on a working assumption about it, those who really understand it admit there is much room for debate.But the one thing no one questions is the firm belief these people had in their destiny to rule all humanity. So the current run at this global rule seems to be somewhat fragmented. That is, the really big shots involved are having trouble keeping themselves on the same sheet of music. The linked article recounting a speech by Dr. Day is one thread of this story; I’ve seen material suggesting conflicting goals. There is a huge overlap, though. Certain elements are recognizable in both fiction and factual reports, because they represent borrowed wisdom from ancient attempts and failures.The whole point behind the Social Sciences, which includes History, is a broad attempt to understand human nature. What seems to be a point of limited debate between the plutocrats is the best way to take control. Even bigger is the disparity between the apparent reasons why they want it. In the theology to which I adhere, the Devil offers varying lures to anyone who can be suckered into wanting such power. His own objectives are incomprehensible, but certain patterns do come through. One of them is the lust for causing human misery in gene ral. In this, the plutocrats are making great progress right now.But another pattern is the assurance any measure of success in holding such great power will be short lived. It seems people can be harnessed to some grand vision with all manner of cynical brilliance about human foibles, and keep that wisdom alive across several generations, but when they are on the verge of gaining what they seem to seek, they somehow lose their hunger, lose their sharp sense of situational awareness. Something else kicks in and they do something stupid, and the Devil gets to laugh at his suckers. The whole thing comes apart and somebody else gets to start the cycle afresh.I’m pretty sure we haven’t hit the break point yet. Whomever is currently working to gain that universal power is still hungry, still pretty sharp, but the flies are buzzing around the cauldron. One or two have already fallen into the mix. It’s not going to turn out quite as they hope, but they’re too fa r into it to change directions much. The problem for them is, you can’t see this very clearly unless you disentangle yourself, divest yourself of any real interest in the whole thing. By no means is my intelligence in their league, but I simply don’t place much value on this level of existence.I’m hardly alone in this, but I do find myself pretty lonely, in that there aren’t that many of us. I’m not sure any of us can explain it, but the mere awareness itself somehow works to weaken this vast dark cloud of evil hovering over our heads. We aren’t blind, just not worried, and we refuse to contribute any fear energy to the process. A part of my weirdo theology indicates Satan’s power is affected by the level of fear he can create, and when people begin to lose that fear, even if only a few people, his efforts run out of gas.His only real power over us is our willingness to accept his story; when you become skeptical of it, the effect is somewhat more than mere counting of noses, but is exponential. That’s because the truth reflected by such skepticism is simply far more powerful. The simple truth in the minds of just a few that life on this plane is not the real story is enough to weaken the whole plan. In the midst of my holy cynicism and skepticism is a very high confidence God can and does show at least as much to others as He does me. I don’t award myself a very high rank, as it were, in this wisdom.I’ve brushed up against too many who were way ahead of me. But the very moral fabric which rules this universe responds to just a little truth in the mix, and my faith is richly rewarded. I’m watching, along with others, as this whole big plan or global rule starts coming apart just as it seems successful. Things are altogether ugly right now, with a broad, fat layer of misery resting on humanity as a whole. It’s a lot worse than it has to be; anyone can see that. But there is a si gnificant trend of suckers becoming unstuck from the big lies.People can be pretty smart when they want to be, and I’m watching a trend of folks waking up, if only partially. While their efforts will mostly be aimed at the wrong things, insofar as I can estimate, their awareness alone is making a powerful difference they probably can’t quite see. The divine principle here is God rewards a good desire by making things work out to our good in the end. This is my Father’s world, and He gets the final say in things. It won’t matter how much or how well we understand that, only that we live as best we can accordingly.This is just another round at the Tower of Babel, and it will end the same as before, in mass confusion. About these ads [pic][pic] [pic][pic][pic][pic][pic][pic] [pic]Share this: †¢ Print †¢ Email †¢ Facebook †¢ Digg †¢ LinkedIn †¢ StumbleUpon †¢ Reddit †¢ Twitter †¢ Google +1 †¢ Pinterest †¢ Tumblr †¢ Like this: Like Loading†¦ Categories: globalismTags: government, oppression, propaganda, religion [pic]Comments (0)Trackbacks (0)Leave a commentTrackback 1. No comments yet. 1. No trackbacks yet. Leave a Reply

Life Span Development and Personality Essay Questions

Life Span Development and Personality Essay Questions Cathy Perry Psy 300 September 27, 2010 Tara Terry Ph. D. Select a famous individual from the 20th or 21st centuries: Maya Angelou (born as Marguerite Ann Johnson). Conduct research concerning the background of your selected individual to determine what forces have impacted his or her life from the viewpoint of developmental psychology. 1. Discuss the influences of heredity and environment (including family and social support) on your individual’s psychological development. Be sure to describe specific areas of psychological development (moral, emotional, etc. . (300-500 words). Maya Angelou was born in St. Louis, Missouri in 1928. At the age of three, she and her brother, Bailey, moved to Stamps, Arkansas to live with their paternal grandmother when their parents divorced. Throughout her childhood she struggled with feelings of displacement due to her early separation from her parents (Mongeau-Marshall, 1994). She developed self-esteem problems because of her large frame and nappy hair and was not considered pretty; also, racism’s messages of southern black females being inferior and that they lacked control of their future. The grandmother raised them in a strict sheltered environment around church, school, and her store. The fear of being terrorized by the Ku Klux Klan was always upon Maya. After five years of minimal contact with either parent, the father returned and took them to their mother in St. Louis. This household consisted of their mother, maternal grandmother, and two uncles, but they rarely saw their mother. Maya disliked the city’s loud noises and constant commotions, so she escaped through reading. Moving back to St. Louis was unsettling to both children. Maya began having nightmares and Bailey began to stutter (Pettit, 1996). Later that year, their mother moved them in with her and her boyfriend, Mr. Freeman. One night, while their mother was working, Mr. Freeman made Bailey leave the house and he raped Maya; she was only eight years old. He threatened Maya that if she told anyone he would kill Bailey. Maya’s mother thought she was ill but discovered the blood stained underwear when changing sheets. At the hospital Bailey convinced her to tell who had done this. Mr. Freeman was arrested and Maya testified at the trial. He was released early before finishing out his sentence and was later found beaten to death. Maya stopped speaking to everyone except Bailey, and kept silent for five years. She felt guilty that Mr. Freeman’s death was her fault and she feared if she spoke about anyone else, that they would die too. The children were sent back to Stamps which Maya felt was her fault since the family could not tolerate her silence and slow recovery. One male relative even physically punished her for not speaking. The grandmother in Stamps had a friend of hers, Bertha Flowers, speak to Maya. Ms. Flowers was instrumental in bringing Maya back from the darkness. She slowly helped Maya transform from the mute with no self-worth to a speaking young woman with self-esteem and academic success (Gillespie, Johnson-Butler, & Long,  2008). After graduating the eighth grade, Maya and Bailey were sent to live with their mother in California. That summer Maya went to visit her father, but left early when his girlfriend began to fight her. Maya had been stabbed and stayed with her father’s friends. When she returned to her mother, she got a job instead of going back to school. After six months of working, she went back to school, but found that other girls her age were more developed physically and she felt unfeminine. To prove she was normal she decided to have sex, but didn’t prove anything; except she became pregnant. She graduated high school and a month later gave birth to her son Clyde. 2. Select two different theories of personality and apply them to your selected figure, and answer the following question: How does each theory explain the individual's unique patterns or traits? (500-700 words). The Psychodynamic theory can be applied to Maya Angelou in several areas. One of these areas was the continuous moves from parents to grandparents throughout her childhood. The consistency she had as a child was her grandmother in Stamps, Arkansas. Maya and her brother had love, stability and the meaning of family while they lived with her. According to Kowalski and Westen, (2009), Disrupted attachments are associated with severe personality disturbances, depression, antisocial behavior and adjustment problems†¦, and childhood experiences such as parental neglect or even parental divorce cause more vulnerability to adult nsecurities. Psychodynamic theorists state that depressive behaviors have various causes, one of which would be a parental attachment history influencing problems and fears of rejection and or abandonment. Both Maya and her brother had problems dealing with the thoughts of abandonment. Maya thought it was better to think of them being dead than to imagine having parents that did not want their children (Mongeau-Marshall, 1994). Maya w as a rape victim at a very early age that traumatized her into speechlessness for five years. The fact that she was only eight years old is enough reason for her to have trust issues. According to Mongeau-Marshall, (1994) Maya trusted Mr. Freeman and felt him to be a father figure. After his death, she stopped talking to everyone but her brother, which in a psychodynamic theory viewpoint the psychological thought processes caused her to think that she caused his death. If she spoke about anyone ever again, the same tragic thing would happen. She could not endure the thought of being responsible for that. According to Kowalski ; Westen, (2009), â€Å"Compromise formations is a single behavior or a complex pattern of thought and action, typically reflects compromises among multiple and often conflicting forces† (p. 421). Maya did not talk for five years, but she did talk to her brother and would talk to herself when reading. When Bailey convinced her to tell him who raped her, he had also convinced her that no one could harm him so it would be okay to tell him. Maya compromised her thoughts by the love of her brother. She needed his companionship and acceptance at this crucial time in her life. She did not want to speak, but found it was necessary to speak to Bailey. In another time of her life, during high school, she believed she was not woman enough because her body was not as sexually developed as her peers. She decided to have sex to prove that she was â€Å"woman enough† so she rationalized. Rationalization, according to Kowalski ; Westen, is a defense when a person tries to explain away actions in a seemingly logical way to avoid uncomfortable feelings, especially guilt or shame (p. 26). Maya was ashamed of the fact that she was not as developed as her female classmates and wanted the acceptance that she desired, not just from others, but from herself. The Cognitive-Social theory accentuates the tasks of a person’s thought processes and their social learning in behavior and personality. Maya’s grandmother in Stamps, Arkansas had the most positive role in her life; givin g her love, stability, encouragement, and education. She was able to learn from this grandmother that things do exist in life. She was able to draw personal strength, even at a young age, from the things she learned and observed from this grandmother. Her behavior-outcome expectancies were her beliefs that this way of life would continue if she thought her parents were dead. As long as they were dead, living in Stamps would continue and family turmoil would be no more. Maya’s competences were lacking in self-esteem and admiration of who she was and what she was. She dreamed of being a white blue-eyed girl with long blonde hair having all the beautiful clothes and expensive things that white people had. She believed that one day she would wake up from her â€Å"blackness† and be this person (Mongeau-Marshall, 1994). Self-regulation was apparently nonexistent when she was a young girl, but as she became a young woman, she wasn’t just the first Black woman to be a cable car conductor, she was the first Black person to be cable car conductor in San Francisco. She accomplished this by harrying the Negro support organizations to help her get the job, and waiting for hours to be interviewed at the cable car offices (Pettit, 1996). 3. Explain which theoretical approach best explains the individual's behaviors and achievements. Make sure to explain why this is true. (100-200 words). The Psychodynamic theory is probably the best approach that relates to Maya Angelou. Her entire childhood is riddled with abandonment, child abuse, ridicule, and depression. Ms. Angelou had troubled relationships throughout her life, including three failed marriages. She only bore one child, whom she felt she abandoned when she went to Europe on the tour with Porgy and Bess (Gillespie, Johnson-Butler, & Long, 2008). This theoretical approach deals with Ms. Angelou’s horrendous childhood, adolescent, and young adult life. She dabbled in drugs, prostitution, and rich men. Through her life journeys, however, she has become one of the most prominent Black female poet, author, actress, humanist, and speaker that has walked upon this earth. She was friends with Dr. Martin Luther King, Jr. , Malcolm X, W. E. B. Dubois, among many other famous people. Maya Angelou developed a tough outer character from all the hardships she endured, but she shares with the public in order for them to learn from her past and to think about their future. References Gillespie, M. A. , Johnson-Butler, R. , & Long, R. A. (2008). Maya Angelou: A glorious celebration. New York, New York: Doubleday. Kowalski, R. , & Westen, D. (2009). Psychology (5th ed. ). Hoboken, NJ: John Wiley & Sons. Mongeau-Marshall, C. (1994). The masks of Maya Angelou: Discovered, discarded, and designed. Retrieved from ProQuest: ProQuest Dissertations & Theses database. Pettit, J. (1996). Maya Angelou: Journey of the heart. New York, New York: Lodestar Books.

Education and Students

Copyright Student Coursework A percentage of the price you paid for this work will be passed on to the author. Institution: City & Guilds Course: 6302 Preparing to Teach in the Lifelong Learning Sector PTLLS Unit: 1 Task: Theory 1 Words: 1231 Title: Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle.As a teacher in Beauty Therapy I would have many roles and responsibilities some of which can be lesson planning, identifying a students needs and referring students to other agencies or services, to set goals and motivate students, understand and respect students, attend meetings so I can keep up to date with relevant guide lines and legislation relating to my subject in which I teach, to name just a few. Teachers require many skills and qualities such as knowledge in the subject in which they teach, confidence, being organised and trustworthy.I also have a duty of care to my students to look after their health and safet y in the environment in which I teach. I have to set boundaries within which to work, in order to keep my student/teacher relationship on a professional level and to be able to deliver quality teaching within a safe environment. In terms of the training cycle a teachers’ role and responsibilities involve the following: Identifying needs It is essential I find out the needs of the subject and students in order to plan lessons.Students’ needs should be established from interviews, application forms, ice-breakers etc. Any special requirements can be picked up at this stage and planned for e. g. dyslexia, dysphasia and also any disabilities which may influence class location e. g. access, specialised equipment etc. I will discuss with the student what he or she wants to achieve and how to go about this, the objectives are the steps taken to attain this outcome. It is important to know a students needs in order to do a suitable lesson plan.I will treat each and every studen t as an individual with respect to their own individual needs for example if a student needs extra support from another source I need to be able to tell them where they can get the support they require. I need to make sure all resources and facilities are available to the students when they need them. Identifying needs and an understanding of my students as well as good communication is essential to successful teaching, whether it be with primary age children, GCSE level students to further education students wanting to gain skills relevant to their work or wishing to embark on a areer change. â€Å"Variety in teaching and learning will ensure that your sessions are meeting individuals’ needs and are addressing different spans of attention† (Wilson L 2008 : 38 ) It is forbidden to copy or resell this work without written permission Http://www. studentcoursework. co. uk 1 Copyright Student Coursework A percentage of the price you paid for this work will be passed on to the author. Plan and Design The course content needs to relate to the syllabus and any constraints should be considered e. . time, resources, methods of delivery, variety, health and safety etc. Activities and resources should be tailored to the needs and level of the students whilst also being aware of individual needs. Activities should vary in order to keep my students interested and help them to learn progressively again, health and safety issues need to be taken into account when performing any activities and also availability of resources.There may be a need for a risk assessment if the activities include a field trip and resources may need to be booked in advance e. g. IT equipment, transport. â€Å"when delivering learning, plan tasks in a logical order, relating theory to practice and involve students with their own experiences. Always state clearly what you are going to do and why. Recap and summarise topics, repeat key words and ask questions to check learning. Try not t o do too much or complicate your delivery as knowledge takes time to be assimilated.Keep things simpleâ€Å". (Garvells A 2007 : 6 ) Deliver / Facilitate When planning and delivering I will need to acknowledge and respect the individual needs of a student, and where more help and support is needed students can be referred to Learner services for the appropriate support. I will deliver lessons in a way my students will understand. My Knowledge transfer is important to any student. I shall make sure a student understands the information I am delivering and I will do so in a way which an individual student will understand.I need to be flexible with my techniques a lesson plan is only a guild and I may have to make adjustments as I deliver. I will aim to motivate my students and encourage students to participate in discussions and debates, ask them to share their knowledge and experiences. I need to manage my time well and keep to my goals and enjoy each lesson. â€Å"Ensure that ever y lesson includes methods that appeal to visual, auditory and kinaesthetic learners. Follow a structured style introduction, middle and an end. † ( Wilson L 2008: 169 ) Assess I will be constantly assessing from the very first application form which is completed.Every lesson is an assessment and as the teacher I will be looking for each and every ones input into the lesson. Questions and answers are relevant when assessing it is a way of knowing whether my students are absorbing and understanding the information which I am delivering to them. Without questions and answers assessing would be impossible. There are different ways of assessing it can be achieved by means of written tests, verbal tests or discussions, performing activities as a group or as an individual, assignments and projects.I should always be fair with my assessments and explain to my student if there are any issues with the assessment. I will explain why I have failed him/her, be open to constructive criticis m and don’t take things personal if a student disagrees with me. Also know my boundaries, there is no favouritism, I will encourage feed back and keep records ranging from a register to IPL’s and records of achievement which can be used to track a students progress and development as well as a way of evaluating.It is forbidden to copy or resell this work without written permission Http://www. studentcoursework. co. uk 2 Copyright Student Coursework A percentage of the price you paid for this work will be passed on to the author. Evaluate It is important to evaluate the learning process in order to ascertain its effectiveness. It helps to identify any problem areas and highlight where improvements can be made. Evaluation can be via feedback from students at the end of a lesson.It can also be in the form of self evaluation and reflective practice in order to help development and improve on teaching skills. I will encourage my students to keep a journal as this will help me and my student to identify their progress, their highs and lows in specific areas of their course. You can also recognise some ones stronger areas and their weaknesses allowing you to give them support in the areas that need that extra input and praising them for the areas which they have excelled.This also reflects on my delivery skills as a teacher allowing me to have the opportunity to touch up on my skills or areas in which students find challenging. It maybe I need to deliver this in a different way for a particular student to understand, resulting in a better method of teaching. Evaluation helps you look at things from a bigger picture, as course work comes together I will become aware if a student is falling behind or keeping up with the pace of the course in which I may want to change my methods of delivery or my lesson plan to suit the student.This brings me back round to the beginning stage of the cycle again where I can reassess and reflect before starting the whole cy cle again. Improvements and changes can then be made if necessary. References Gravells A. (2008) Preparing to teach in the Lifelong Learning Sector Third addition. Learning Matters Ltd Wilson L. (2008) Practical Teaching a guild to PTLLS & CTLLS Delmar It is forbidden to copy or resell this work without written permission Http://www. studentcoursework. co. uk 3