The Life of an Engineering Student :: Engineer Education Papers

The Life of an Engineering Student I'm drinking cocktails out of a coconut on the beach when the Ocean begins to beep. It's 7:00am, Monday morning. I throw the alarm clock across the room and it crashes on the opposite wall. Subconsciously, I drag myself out of bed. Blind without my contacts and still lying on the beach sipping cocktails in a far off land, I don't realize the bedroom door is closed until my nose impacts it. My nose gives, the door doesn't. I stagger into the bathroom, start the shower, and plop in my contacts. I massage my chin, which is sporting two days of scruffy growth. I tell myself that I'll shave tomorrow. The shower's hot for the first two minutes and then it turns cold. My eyes fire open for the first time. I wonder why a building designed for twenty people can only handle one person taking a shower. I towel off and drag a comb across my head. The deodorant is there, but it seems my toothbrush has walked off. A finger has to act as a substitute. I slip on a pair of flannel boxers. They have a tear down the leg from fatigue due to heavy wear. It takes months for a new pair of boxers to become comfortable, hence, no man ever throws his shorts away. Dissolved by the cyclic loading of the wash machine, boxers just don't make it out of the laundry one day. It's a mystery that men still ponder while sipping a beer at the bar on a Friday night. My jeans haven't been cleaned in days, but that doesn't matter. A T-shirt and shoes add the finishing touches. I check my watch. It's 7:35am and there's no way I'm going to make it for my 7:45 mechanics of materials lab. I jump on my mountain bike in full stride and blow four red lights on the way to Engineering Hall. I nearly knock over a poor frosh who carelessly steps into the bike lane on University Avenue. Clipping his backpack, I turn my head to see if I knocked him over. I don't fret it because freshmen are pretty ductile when it comes to things like that. Besides, I'm sure I didn't cause any permanent trauma. The Professor has started the pre-lab lecture when I enter the room. "This is a common stress-strain diagram for low carbon steel.

Impact of Events on Our Lives

Event generally refers to any happening or occurrence it meaner any thing significant happened. Event Is a phenomenon, any observable or an extraordinary occurrence. Event Is great way to let member know about upcoming conferences, Events are of many kinds such as a birthday, a wedding, concerts, parties etc. Death of some one, or any other incident that has occurred. Events are not necessarily good and happening but they are bad too.Depending on their nature events effect our lives in many ways such as if something good had happened it will effect us in a positive way similarly if something bad or wrong and depressing had happened then it will have a negative effect on us. Thus events play a vital role in our lives depending upon their nature and occurrence. : â€Å"Event is something that happens or something that takes place; an occurrence, a social gathering or activity may also be termed as an event†. LIFE: As long as I remember the first event that comes to my mind is en tering school and the start tot my school elite.At the age of 4 my preschool started, thus my world enlarged from my home to my school. Meeting new people and developing new relations I. E. Relearn of teacher and student, and friendship the most Important aspects of this event. Before joining school the only people knew were my family members and some other relatives but my school broadened my social circle which then included my teachers, my friends and many other people who accompanied me from my way to school and home, which predominantly include my bus fellows.Thus this event gave me knowledge, developed thinking abilities in me. And gave me a vision to enlighten my life with the power of knowledge. It gave me an understanding o meet new people. Know them and most important of all it blessed me with gift of friends who are an Important part of my life, with whom I played, shared my feelings, sometime had fights but at the end everything was perfectly fine. After 5th standard I h ad to move over to another school which again was another event regarding my educational life.Initially there was a fear of the new environment, new people and obviously the new class, but there was no way out rather than to prepare my self for the new school. So there came a day when I said bye to my old school and entered ewe one, here there was more strictness regarding deadlines and the load of study also Increased. But It took no time to me to adjust In the environment the major reason was again finding new friends who help me, took care of me and were always there for me when I needed them. This event my learning abilities and also developed in me sportsman sprit as during this time actively participated in sports.Then this chapter life had to close with the open of new event that was to enter collage this event again added to my experience, knowledge and skills, with the placement of colonization abilities and confidence to meet new people and face new challenges. The breatht aking event that happened during this time was the earthquake and disasters of 8th October. It shocked me from inside as I saw the demolished houses, schools and other buildings, crying mothers, yelling children and needy people, to be kind to all human beings and to have faith in ALLAH and also it strengthened my believe as a Muslim that everything in this world is temporary.There were many other events that remained a part of my academic years which are top positions in class and getting trophies as a reward. This gave me and my family a lot of happiness as well it gave me motivation to work harder and to become regular and responsible. There were many sports events which gave me pride whenever I succeed and in case of failure I learned to never be in despair but to try and try Picnics, welcome and farewell parties were also a part of this. They were again. Always a source of Joy, and they made me fresh.I am the oldest among my siblings thus the births of all my siblings were most Joyous events of my life. These events brought a sense of responsibility in me as being elder it was my duty to take care of y younger brothers and sisters. These events also taught me to be kind and gentle towards younger, and they also made me very playful, as playing with my younger siblings was and still is an important activity in my life. The yearly event of everyone's life is the arrival of his or her birthday.So in my life too each birthday brings loads of love, blessings and happiness in my life. The wishes of my parent's, siblings, friends and all other people make me feel their love, affection and care towards me and I feel blessed the whole year long as I have the feeling that their love ND prayers are always with me. My excitement increases many folds if someone celebrates my birthday. Other than excitement birthday brings some maturity in me as I think about the year I have passed and critically analyzed whatever I have done.I cheer upon my successes and learn from th e mistakes. Marriages of my close relatives are also very exciting events. Such event give source of Joys and celebrations, moreover, there is a chance of meeting those relatives with whom I haven't met for a long time. Thus these events remind me of our traditions and leave me fresh and happy. The arrival of Ramadan and the celebrations of two aids are also very important events in my life. In the month of Ramadan Allah showers His blessings upon us.Thus in Ramadan I have the feeling of being blessed, I abstain myself from those things that are disliked by Allah and I find spiritual peace. Aids are wonderful and exciting events, getting new clothes, meeting people after a long time, get-together and rejoicing the old memories are all part of my did. Thus my energy is boost up, I remain active and happy. One sad event that I recall is when my aunt had brain hemorrhage and is now paralyzed. I was very depressed those days and felt very bad for her. With the passage of time everything came back to normal and was l. UT the impact of this event stayed, as I learned to take care of patients, to serve and to entertain them, to make them simile so that they forget their worries and pain and get a feeling that they are not alone, people love them and care for them. There is another sad event that I remember is my aunt's death. Her death was a shock for all of us as Just a day before her death she came to our house and spent the whole day with us, we had the lunch together and she talked to us for a ere long time and then after having tea with us in the evening she left.We had a great time with her and the very next day when we were talking about her suddenly we came to know about her death, this news was a great shock for all of us and none of us was ready to admit the fact that she is no more with us. Her sudden death a life that is afterwards. This event also helped me to become a good Muslim and a good human being. These were some of the vital events, I have come a cross and they have indeed left a mark on my feelings, behavior and response towards certain scenarios.

Professional Development

Professional Development Do it and Remember â€Å"Wherever you want to go, you have no choice but to start from where you are†, (Karl Popper) Abstract This paper will delve into the process of an already implemented and on-going proposal of teacher development at a private girls’ catholic school in Capital Federal. The introduction will state the nature of the project, the problems dealt with and the objectives, as well as the population involved. The Literature Review will provide the background necessary for its implementation, which includes some bibliographical references that served as backbone to the project.To conclude we will describe the results of the implementation of the proposal , the impact it has had on the subjects involved and its possible future changes, the latter based on a survey attached in the Appendix. Introduction Thirteen years ago I was offered to coordinate the English Department of Primary School at a catholic institution. The population inv olved in this task were the owners, the authorities of the school, the administrative staff, the teachers, who in the majority had been working at the school for some time, the pupils and, of course, their parents.On first analysing the situation, I set myself two types of objectives: short term objectives and a long term one. The long term objective the authorities commissioned me with, was to improve the level of English of the pupils. This overwhelming task could only be fulfilled if I set myself short term objectives, which would serve as a scaffold to realise such ambitious goal. It entailed thorough work on the teachers’ professional development, as it was my deep belief that the most important asset a school could rely on for its improvement was the teachers.After sitting in during lessons, holding meetings and getting to know the teachers better, I was able to have a clear insight of what the challenges were and, therefore take an appropriate course of action. 2 Liter ature Review Where to start? After roaming around the school, getting acquainted with the premises, the first task to tackle was create a harmonious atmosphere with and among the teachers and to try to work with them in the same way I expected them to work in their lessons. There were different dimensions to be considered and none was to be overlooked.One of those aspects was the teachers’ expectations with respect to the coordination. The new coordination would certainly bring about changes and I had to find out how eager and flexible they were and if they were not, the challenge would be to provoke the need for change in them. I teach only as well as the atmosphere that I engender. I believe that education is change and that I will not be able to educate unless I am also able to change. (K. Head and P. Taylor (1997- p. 10) For this change to be welcome, the affective dimension was crucial.There was a need to create unstructured time for them to be together and exchange expe rience and ideas: (†¦) many different experiences that shape your life and make you the person- and the teacher- that you are. (K. Head and P. Taylor, 1997- p. 19) Successful teamwork would only take place if each participants’ individuality were respected. This would create the ground for the teachers to feel that they could be themselves and could each contribute, in their own style, to the process of change and development in the area.Personal awareness of their capacities and skills would mainly result from self reflection and by their own questioning of who they are and what they do rather than by any external training agenda. (K. Head and P. Taylor, 1997- p. 1) The coordination’s initial job was to draw information about the teachers’ needs and deeds, to act accordingly. Sitting in on classes provided the coordination with a clear picture of reality. The positive features were to be enhanced and the negative aspects were to be reversed.To release pres sure from teachers, the focus of the coordination would not have to be on the result, i. e, the product of an individual lesson, but on a thorough analysis of the ongoing developmental process. Inspirandose en Sartre (1956), van Lier (comunicacion personal) comenta que en la formacion de profesores les parece util considerar el desarrollo del profesor dentro de un amplio espectro de experiencias (ver figura 1). Tener se relaciona con el conocimiento (de la materia que se ensenan y de pedagogia, del yo y de los demas) y los recursos de que disponen los profesores, hacer con sus destrezas y habilidades para construir oportunidades de aprendizaje, y ser con sus cualidades personales, su vision y su sentido de la mision. (J. Arnold, 1999, p. 22) Ser Tener Hacer Figura 1: Areas para el desarrollo del profesor Consequently the idea of providing workshops that would cater for the needs was implemented. Procedure Planning The implementation of the teachers’ weekly planning of their l essons proved to be effective. The teachers received active feedback, comments, suggestions, praising and criticism and were also able to ask questions and clarify doubts and exchange ideas.One way of seeing how the plans were put into practice was to watch lessons. This was very helpful both, for the teachers and the coordinator, as they showed the needs of the teachers, their individual strengths and weaknesses. Self reflection was fostered by posing the teachers questions on problems to consider and analyse. This type of work was demanding. It was carried out for two years, but then changed to personal chats which, though more time consuming, were more profitable and welcome. Collaborative work.Sharing ideas and achievements was an important part of the process. A travelling copybook was one of many resources used along the way. With the motto No teacher is an island (M. J. Wallace, 1998, p. 207) the copybook circulated among the staff. Teachers were encouraged to state the natur e of a problem they had. The copybook passed on the 4 rest of them who, voluntarily, tried to give a solution to their colleagues’ problem, or, if they couldn’t, just support. (†¦) professional isolation is ultimately a barrier to professional development (M.J. Wallace, 1998, p. 207) Enhancing teachers’ expertise The identification of individual assets led to, what Wallace calls: useful division of labour. Specifically this resulted in Drama lessons, provided by a teacher who was also an actress, Cooking lessons, a teacher whose family was in the catering business, just to mention some of a variety of contributions; each teacher with their special talent. Workshops In this process, the coordination saw the need to provide teachers with the state of the art in the area of ELT.In order to do this, the teachers were invited to attend in-service courses which sprang from an exploration of their needs. Guided by the motto â€Å"you learn by doing†, the te achers were not lectured on the different trends but experienced their application during the workshops; if they happened to be interested in the theory behind the practice, they could always resort to the detailed bibliography provided. It was important to raise the teachers’ awareness as to the theory behind their action so that they had the tools to choose and change.Teachers use their intuition a lot to tackle different issues in their daily work, what Head and Taylor call action-knowledge. They should become aware that there is always a theoretical background to what they do, and that the awareness of this will broaden their scope of choice in the classroom situation. Teachers’ language proficiency was another issue to consider and develop, as most of them had finished their teacher training courses and had stopped studying English systematically.The workshops were also oriented to improving their language skills. Conclusion The ultimate objective of the coordinat ion can be said to have been reached, though not completely. Its success can be measured externally by an International Exam the pupils sit at the end of their Primary School: Cambridge Preliminary English Test. After a lot of hard work, this has been a great achievement. The teachers were given a questionnaire to complete (Appendix 1) whose results are under analysis.However, the teachers’ immediate reaction to the task resulted in more food for thought than the actual written completion of the questionnaires. The teachers 5 expressed their satisfaction with what had already been done as regards their professional development, and couldn’t suggest any further subject for future courses. This may have two readings: on the one hand, teachers also have a sense of achievement; on the other hand, it should encourage the coordinator to go on with the exploration of possibilities for development and improvement of the teaching staff.To conclude, though we feel that the long term goal was partly achieved, as a result of the implementation of the short term ones, it is clear to us that teacher development should be an on-going, never-ending, life-long process. Appendix 1 Professional Development: Survey- November, 2003 6 Dear teachers, I would be very grateful if you could fill in the following questionnaire and give it back to me as soon as possible. 1. How long have you been teaching English in this school? Write X where appropriate) 1 year More than 2 More than 5 More than 8 2. Have you attended courses for Professional Development at school or elsewhere? Yes: No: If your answer is yes, which courses can you mention? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3.Have your teaching strategies changed in some way as a res ult of the courses? If so, in what way? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 4. What aspects of the school have contributed to your professional development ? give each a mark from 1 to 5, 5 being the most relevant aspect) Choice of text-books: Project work: Collaborative team-work: Coordination meetings: In-service training: Others: ____________________________________________________________________ ____________________________________________________________________ 5. What type of course would help develop your teaching further? Make suggestions. _____________________________________________________________________ _____________________________________________________________________ _________________________________________________________ ____________ Appendix 2 Budget The school paid a salary to the coordinator to perform her duties as such and to help the teachers develop professionally. The teachers, on the other hand, were â€Å"invited† to participate in the workshops and the owners of the school considered that the teachers’ participation in in-service workshops was a fringe benefit for them. References Head, K. and Taylor P. , 1997, Readings in Teacher Development, Heinemann, Oxford Arnold, J. , 1999, La dimension afectiva en el aprendizaje de idiomas, Traduccion de Alejandro Valero, CUP, Madrid. Wallace, M. J. , 1998, Action Research for Language Teachers, CUP, UK.

ruling ideologies essays

ruling ideologies essays Take-Home Exam November 16, 1999 The ruling ideology dealing with welfare is a negative view among the majority of Americans. It states that welfare recipients are lazy people who have lots of children and collect checks for a long period of time. This statement is believed mostly among higher-class people because they feel that if they can work hard for their money, welfare recipients can do the same, and not live off other peoples money. Charles Murray supports the statement welfare policies encourage poor women to have more children in one of his books, but is proven wrong by careful studies and demographics. It has been studied that welfare has almost no effect on bearing children. These studies show that younger women are more likely to be poor and their poverty makes their children poor. American adults by far are more unequal in wealth and income than any other industrial society as well as the declining incomes of young men since the mid-1970s. Many young men cannot afford to keep their children out of poverty or decide not to the handle the duties or responsibilities of marriage, leaving young mothers and children even poorer, leading them to depend on welfare. According to a New York Times article dated 2/29/92, there are fewer children receiving assistance from welfare and are not just being lazy but and collecting checks, but actually getting off welfare. This ruling ideology that most of the American society supports leads to the lack of wide political support and budget-cutting of means-tested programs. These mean-tested programs are available only to those people who can prove that they are poor. Only Social Security and Medicare, both Universal programs, have largely survived cutbacks in recent years because it is widely accepted throughout the American society. The reason it is accepted in the American society is that everybody contri ...

Free Essays on Fire And Ice

â€Å"Fire and Ice† by Robert Frost suggest that the world will end by fire or by ice. Fire being the symbol for desire and passion versus ice that of hatred. Frost identifies the two scientific forms of the world end, by fire or by ice. By means of rhymes and understatements, Frost allows us to see his prediction. In order to explain the view of fire symbolizing desire and passion, one must refer to the basic definition in adjective form. Fire is said to be a driving force and desire for an act. I believe Frost is referring to fire as inside the human heart forcing the drive and beat to everyone’s passion in life. On the other hand fire can also reveal the end of the world by means of an eternal fire bringing about one of two ways he describes as the end of the world. An understatement I believe can be found as Frost quotes,† But if it had to perish twice.†(Line 5) It seems evident that Frost is saying that if the world were to burn it wouldn’t be that big of a deal like a passing thing. He concludes it by stating, â€Å"And would suffice.†(Line 9) To back the understatement up it seems as though by use of first-person pronouns that the poem is just held as a personal opinion. When Frost speaks of hatred, however, instead of seeing it as an emotion or a feeling, like anger, he writes it as a thought. Not only a thought but also I think a conscious choice, such as, â€Å"I think I know enough of hate.†(Line 6) Frost here again is implying just a mere choice or decision he has made for himself. He has decided he knows enough about hatred. I believe Frost hints at the possible end of the world as he states,† Some say the world will end in fire/ some say in ice.†(Line 1-2) This understated opening seems to suggest the scientific as well as the biblical predictions about the end of the world: a world burnt in an eternal fire or a new ice age. Maybe he suggests that the world would end by hatred or desire? T... Free Essays on Fire And Ice Free Essays on Fire And Ice â€Å"Fire and Ice† by Robert Frost suggest that the world will end by fire or by ice. Fire being the symbol for desire and passion versus ice that of hatred. Frost identifies the two scientific forms of the world end, by fire or by ice. By means of rhymes and understatements, Frost allows us to see his prediction. In order to explain the view of fire symbolizing desire and passion, one must refer to the basic definition in adjective form. Fire is said to be a driving force and desire for an act. I believe Frost is referring to fire as inside the human heart forcing the drive and beat to everyone’s passion in life. On the other hand fire can also reveal the end of the world by means of an eternal fire bringing about one of two ways he describes as the end of the world. An understatement I believe can be found as Frost quotes,† But if it had to perish twice.†(Line 5) It seems evident that Frost is saying that if the world were to burn it wouldn’t be that big of a deal like a passing thing. He concludes it by stating, â€Å"And would suffice.†(Line 9) To back the understatement up it seems as though by use of first-person pronouns that the poem is just held as a personal opinion. When Frost speaks of hatred, however, instead of seeing it as an emotion or a feeling, like anger, he writes it as a thought. Not only a thought but also I think a conscious choice, such as, â€Å"I think I know enough of hate.†(Line 6) Frost here again is implying just a mere choice or decision he has made for himself. He has decided he knows enough about hatred. I believe Frost hints at the possible end of the world as he states,† Some say the world will end in fire/ some say in ice.†(Line 1-2) This understated opening seems to suggest the scientific as well as the biblical predictions about the end of the world: a world burnt in an eternal fire or a new ice age. Maybe he suggests that the world would end by hatred or desire? T...

Bose-Einstein Condensate Definition

Bose-Einstein Condensate Definition Bose-Einstein condensate is a rare state (or phase) of matter in which a large percentage of bosons collapse into their lowest quantum state, allowing quantum effects to be observed on a macroscopic scale. The bosons collapse into this state in circumstances of extremely low temperature, near the value of absolute zero. Utilized by Albert Einstein Satyendra Nath Bose developed statistical methods, later utilized by Albert Einstein, to describe the behavior of massless photons and massive atoms, as well as other bosons. This Bose-Einstein statistics described the behavior of a Bose gas composed of uniform particles of integer spin (i.e. bosons). When cooled to extremely low temperatures, Bose-Einstein statistics predicts that the particles in a Bose gas will collapse into their lowest accessible quantum state, creating a new form of matter, which is called a superfluid. This is a specific form of ​condensation which has special properties. Bose-Einstein Condensate Discoveries These condensates were observed in liquid helium-4 during the 1930s, and subsequent research led to a variety of other Bose-Einstein condensate discoveries. Notably, the BCS theory of superconductivity predicted that fermions could join together to form Cooper pairs that acted like bosons, and those Cooper pairs would exhibit properties similar to a Bose-Einstein condensate. This is what led to the discovery of a superfluid state of liquid helium-3, ultimately awarded the 1996 Nobel Prize in Physics. Bose-Einstein condensates, in their purest forms, experimentally observed by Eric Cornell Carl Wieman at the University of Colorado at Boulder in 1995, for which they received the Nobel prize.   Also Known As: superfluid

Fundraise to cure Autism Essay Example | Topics and Well Written Essays - 500 words

Fundraise to cure Autism - Essay Example Some of the explanations for the occurrence of autism are explained by the presence of heavy metal in the environment and pesticides or the vaccines given at child hood. The later lacks scientific proof and do not hold any fact. The prevalence of autism is said to have assumed an upward trend and for every 1,000 births in the US, 11 are diagnosed with autism-courtesy of the Centre for Disease Control (Belli, 24). With reference to autism, most of the children who are diagnosed cannot be given proper management of the disease for recovery due to their parent inability to pay for the cost of the management. Autism is not given direct medication; it is a collection of psychosocial intervention to give remedies in this situation, which includes; occupational therapy, language and speech therapy, structured teaching, and social skills among other (Struat,2011). The specialist who can offer the management of the condition needs payment, which may not be forthcoming to most of the parent. In a bid to show solidarity with the affected families, I call for a fundraising to help the families foot the bills for the medication purpose. I believe that through fundraising we are able to constitute a significant pool of resources that will enable us take care of the situation in helping our nation not to have generation that are not socially active. The fund raising is not stipulating any specific amount but will be a way of joining hands to realize a specific goals where individuals would have not made it. I therefore appeal the entire public to purpose contributing towards eradication of the condition amidst us. The two pictures displayed below shows the effect of the condition to a child who has not been given any attention in the management of the condition and one who has been attended to. This will help you understand the seriousness of the condition if left unattended (Randolph, 2012). Issues involving fundraising