To Kill A Mockingbird Character Analysis :: essays research papers

TKAM   Ã‚  Ã‚  Ã‚  Ã‚  There are many people in To Kill a Mockingbird that have significant influences of Scout and Jem’s actions. The two that stood out boldly to me, however, were Atticus and Calpurnia. Atticus, being the children’s father, tought his kids many moral lessons. Calpurnia acted as a mother to Jem and Scout. Throughout every chapter these two charactors were making connections that only parents can do. They both inflicted fundamental influence on the children. Atticus and Calpurnia were both essential charactors in supporting Jem and Scouts actions because they represented parental values needed for success in life; as does my father, who teaches me things no one else can.   Ã‚  Ã‚  Ã‚  Ã‚  Atticus was definitely a major role model for both his children because he was a well-mannered father. From the beginning of the novel until the end, his kids were trying to make him proud of them. â€Å"I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand† (Pg. 116) is just one of the non-violent, influential lessons he told his children. One of the many ideas he tries to make clear to Scout throughout the novel is to not judge people, which is the primary conflict in the story. â€Å"You never really understand a person until you consider things from his point of view...Until you climb into his skin and walk around in it† (Pg. 34) is yet another example. Atticus is the key authority in the lives of his two children. He clearly recognizes their problems, gives them the advice they need, and lets his children handle their problems. He is distinctly there for them everytime they need him. A tticus is an unparelelled charactor in making major impacts upon Scout and Jem.   Ã‚  Ã‚  Ã‚  Ã‚  Calpurnia, although not as influential as Atticus, was more of an influence at the beginning of the novel. She loved Scout and Jem like her own children. Cal disciplined them like a mother, and loved them like a mother as well. By taking them to her church and telling Scout she could come to her house, she evidently crossed a barrier from â€Å"housemaid† to a friend or a guardian. â€Å"Folks don’t like to have somebody around knowin’ more than they do. It aggrevates ‘em† (Pg. 128) something she tells Scout about why she talks different around black friends than how she normally speaks. This is one of the many lessons Scout learned in the book.

Drum Major App

Drum Major Audition 1. What specific skills do you posses that qualify you as a drum major. What qualifies me as a drum major is the experience that I have within this band program. Being a section leader for the past two years has given me a much better understanding of show and music, along with advanced understanding of marching technique and fundamentals. 2. Describe your level of musicianship and instrumental pedagogy skills. From the start of my music career at Cryar, I've always been the top Tuba player. Even throughout Junior High-school and Even so far in High-school, I've been in Wind Ensemble.Being in the Wind Ensemble shows my musical ability, along with my musical understanding. Being in the Wind Ensemble gives me a opportunity to study and prepare more difficult music that I would find being in any other band. 3. Describe your level of marching fundamentals competency. My level of marching, I would say, is one of the more advanced in the band; I'm basing this statement on the fact that I've already had three years of marching experience, but not just marching experience, I've also had two years of teaching marching to underclassmen.With this experience I believe puts me ahead of other students in the band, because I was the only Sophomore section leader. 4. Describe your level of drill design (and execution of) understanding. My level of drill design and understanding is advanced compared to others in the band. Since Sophomore year I've been presented with the drill charts, that normal students would only see outside of rehearsal. So I have a fairly good understanding how to dress forms and how to fix forms that might not be working as well as it should be. 5. List and describe the points of attention . Feet The heels of the marchers feel should be touching, and their toes separated so that the gap at the intersection of the heels at a 45 degree angle. Along with the position of the feet, the weight of the marcher should be balanced solely on the ball of the foot. If this is done correctly then the marcher should be able to bounce up and down on their feet without shifting their weight. b. Knees The marchers knees should be in a comfortable bend. The worst thing for a marcher to do is lock their knees when they are in attention.This could lead to a possible blackout of the marcher due to the cut of of blood to the brain. c. Hips The marchers hips should flat to front, and should also be pushed and tilted forward slightly. The hips is one of the most important parts of a good marcher, it's what separates the musician from the athlete. This is a important thing to remember later when we start marching. d. Arms The Marchers arms should be at a slight, comfortable bend. With their hands resting on the sides of the legs, wear the seam of their shorts should be. The elbows should be facing directly backwards, not outward to any degree.The hands should be in a loose fist with their thumb facing directly downward in line with the se am on their shorts. e. Shoulder The marchers shoulders should be in a line with the heals of their feet and their hips. They should be relaxed but bold. This can be achieved by raising the shoulder to the ears, pulling them back, and relaxing them downward. This will portray a stronger individual. f. Head The marchers head should be held high. So that they are looking directly forward. There should be absolutely no movement what so ever while the marcher is in attention.Not to adjust hair, or wipe sweat, regardless to circumstance, if you are in attention, you are not moving. 6. List and describe the points of forward march. a. Head The head should remain flat to front or back at all times,unless directed otherwise. b. Shoulders The marchers shoulders should always be facing flat to front or back, unless directed otherwise. They should also be in the same position that they were in the attention position. c. Hips The marchers hips should be facing the direction in which the marcher is marching.The hips should also be in the same position that they were in while in attention. d. Legs The legs go through many different check points during the forward march. The first point is the first step. The first step will always be taken with the left foot. The leg should be extended forward until it is straight, at this point the heel of the left foot should be touching the ground. After the initial impact of the heel on the ground, the marcher will â€Å"Roll Through† , this can be accomplished by imagining you are squeezing every last bit of toothpaste out of a toothpaste bottle.By the time the foot has finished rolling through, the right leg should have started its progress forward, and should be right next to the left leg, with the foot parallel to the ground hovering as close to the ground as possible. As the left foot rolls through to the tip of the toes, the marcher should be repeating that same process with their right foot. This process should be continued until the end of a set, or a still portion of the drill. The marcher will stop marching forward be either changing directions to backwards marching, or stopping.When the marcher is stopping, they will step forward with their right food, and roll through starting at the toe this time, at the correct angle of attention, and then smoothly place their left foot into the attention position. 7. List and describe the points of backward march. a. Head The head should remain flat to front or back at all times,unless directed otherwise. b. Shoulders The marchers shoulders should always be facing flat to front or back, unless directed otherwise. They should also be in the same position that they were in the attention position. c. HipsThe marchers hips should be facing the direction in which the marcher is marching. The hips should also be in the same position that they were in while in attention. d. Legs The legs will go through many different check points throughout the backwards marching pr ocess. The first check point is the first step. The marcher, beginning from their attention position, will lift their right heel of the ground just enough so that their left foot is dangling by their side. The marcher will then swing the left leg backwards, without bending their knee, and touch their ball of their foot behind them.Once the back foot has been firmly planted onto the ground, the marcher will then repeat the process with their right food, and continue repeating this process until directed by a director. 8. List and describe the points of a slide march. While the marcher is slide marching their lower body will remain the same, such as marching check points, the only difference between slide marching and regular marching is the direction the upper body is facing in comparison to the lower body. When the marcher is standing in attention horns up(we will describe later) their first check point is their hips.The marcher will rotate their hips 45 degrees to the left or right , according to the directions of the directors. Along with the rotation of the hips the whole rest of the upper body will move with the hips, but the feet will not move. The next step is the shoulders, the shoulders; the shoulders will then complete the rotation started at the hips with another 45 degree turn of the shoulders in the same direction that the hips had just moved. From here the marchers shoulders should be at a 90 degree angle in comparison to the feet which should be facing forward.From this point the marcher will be able to repeat the steps in the forward and backwards march instructions to begin the slide marching process. Something that should always be remembered is that while the marcher is marching in the slide position, they should always have their horn in the same position that they would as if they were marching normal. 9. Describe the horns up position in detail. From the attention position, the marcher will be addressed â€Å"'clap,clap,clap,clap' band hor ns up† this sequence of commands represents a common counting pattern of marching band, 1,2,3,4,5,6,7,8.Notice that there is only seven commands, the 8 count of the addressed sequence is the time in which the marcher will very quickly put their horns up, and as the horn comes up the marcher will make a very short but loud ‘Tsst' sound. The position of the hands in horns up position is as follows. The marchers fist will be right in front of the marchers mouth, the left hand should be in a fist and the right hand should be covering the left hand. The marchers thumbs should resemble an ‘X' shape in front of their mouth, this is to represent the mouthpiece.After proper hand position is established, the marcher should pay attention that their wrists are not bent in any place. The wrist should always be completely straight. The marchers elbows should be bent at a 90 degree angle. The rest of the marchers body will remain the same as it is in attention position. To transi tion from horns up to horns down, the marcher will just rotate their fists so that the ‘X' is facing directly up. 10. Describe how to dress a line.During marching season, there will be many times that you will be marching in a line, these are very important parts in a show, because perfect lines stand out to people who are experienced and also inexperienced with marching shows. a. Forward. If you are marching in a line that is in front of you, you should see nothing but the person directly in front of you. b. Side to side. If you are in a line that is side to side you should use your peripheral vision to address the line, if you can see someone other than the person directly to your left or right, you aren't in the line, and must adjust immediately. 1. Describe how to dress a curve. The curve is very essential to the type of marching band that we are today. Curves is what separates our band from military marching bands. Curves can be anywhere in a marching show, and for them t o impressive there should always be equal spacing and a smooth flow from person to person. To dress a curve the marcher should always have each set memorized, and while we are dressing each set individually, should memorize the way the curve looks, and to hit it every time no matter what.If you see the curve rolling smoothly from person to person, the curve is correct. If there is a bump in a curve, such as someone jutting out, this person needs to reevaluate is set placement. 12. Describe how to dress a diagonal. Diagonals, just like lines, are an essential part of marching bands. The way a marcher will dress diagonals is the pretty much the same way one would dress a line. By looking down the diagonal that the marcher is in, and making sure that no one else is visible except the person right immediately next in the line.

My Papa’s Waltz Personal Analysis

Index: Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦1 Essay†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5 Bibliography †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦6 Introduction: For this paper, you will be able to encounter the various meanings, tones, structure, my personal opinion and analysis of the poem â€Å"My Papa’s Waltz† by Theodore Roethke. For more to add, you will also encounter with a brief biography of the poet Roethke which will explain why the poet wrote this poem and how much meaning it has for him.The reason why I chose this poem out of the other seven choices that were given was because this poem captivated me. The poem itself has a lot of parts in which it amazed me, but what amazed me the most was of how the poet could give two opposite actions, feelings and emotions; that ambiguity all at the same time. 1 Essay: â€Å"My Papa’s Waltz† was first written in 1942 by Theodore Roethke. It centers in the idea of the relationship between a father and a son.Theodore Roethke was born in Saginaw, Michigan, in which he spent much of his childhood in the greenhouse –enlarging his lov e towards nature– where his father and uncle worked in. Roethke had a harsh childhood, which can be portrayed in many of his poems, as his father and uncle died at an early age. Maybe it was these harsh moments that depict the reason why Roethke’s poems are so confusing and hard to know what he wants to say. â€Å"My Papa’s Waltz† is an iambic trimeter with an ABAB rhyme. It consists of 4 stanzas, each stanza having 4 lines, also called a quatrain.It is iambic because according to the shmoop page, one unstressed syllable is followed by a stressed one(1). Also, it is a trimeter because it has three stressed syllables. Relating to the tone, it can be seen first as violent but when looked deeply, it has a lovely, amiable and cheerful tone. Last but not least, it is a poem considered to depict connotation as it gives the association of a secondary meaning of a word or expression(2). Related to the analysis of the poem, Roethke is describing about one of his f ew memories he had with his father before he passed out.It kind of leads you at first to believe that the father is abusing and mistreating him but when you reach to the end of the poem, you end up realizing that they were having a great time together. As Roethke is famous for being ambiguous in his writings, I will first talk about the dark and violent side and then the lovely and amiable side which can be perceived by the reader; but will clarify which side I’m taking at the final stanza. In the first stanza, it can be perceived as something violent right away by seeing the words â€Å"dizzy†, and â€Å"death†.These are strong vocabulary and the voice of the boy seems kind of scared. In contrast, it could have meant that the father just had a few sips of whiskey and because the boy was still a child, just a small amount of alcohol could have made him dizzy. Also, by saying that he ‘hung on like death’ could be that as he didn’t share too 2 saying that he ‘hung on like death’ could be that as he didn’t share too much time with his dad, he held on to his father very strong as he enjoyed it. In the second stanza, the violence gets worse as the utensils in the kitchen fall and the mother’s face frowns of disapproval.This can be the most direct evidence of violence in the whole poem. But, it can also show a positive side, for example they were having so much fun and delight that they created a mess in the kitchen and the mother was frowning because she had to clean all the mess up. Or, it could also have been that the mother was frowning in disbelief of how much fun the father and the son were having together. One last option of the mother frowning could be because she was jealous of not being part of the fun the father and son were having.But most likely it would be the second reason, as it is the most reasonable one. In the third stanza, details of where the son had wounds and signs of beatings are described literally. A tone of suffering can be perceived from the tip of the nose, however as the poem gets to the end, the violence seems to cease. This is because Roethke here describes that his father actually held his wrist which is a sign of love. The knuckle of the father being battered just shows how hard the father worked with his bare hands and that even though the father must be tired of labor work, he still shares time with his son.Also, when Roethke says ‘ear scraped a buckle’, he referred that as his height was small; his ear was just at the same level as of his father’s hips where he had a buckle. So every time they loosed their rhythm of the waltzing, the boy was hit not on purpose but mistakenly or as an accident. Any fun activity has its risk or accident so a little bit of danger won’t hurt that much. In the fourth and last stanza, it is where the author Roethke shows what he has meant to say from the beginning of the poem.The beatin g time of the head is that the father was measuring the tempo of the waltzing to his head as the boy was small and again the palm with dirt depicts the father’s hard work. The act of that the father took the boy to his bed is simply an action of love, tenderness and warmth. Not any father would do that after a long day of work unless the father feels a deep connection and love towards his child. And by saying that Roethke kept grabbing to his father’s shirt means that he didn’t want to let go of his father.This showed how much affection the boy had towards his dad and that all those actions that seemed violent were actually just fun to him. 3 From my personal view and analysis I’ve made, I stand and clarify that the poem is about an intimate moment Roethke had with his dad. The title alone states it because by using the word ‘Papa’, it refers to the father whom the child feels love, closeness and warmth. The word ‘Waltz’ is also used as a flow of calm music with rhythm for dancing. The title itself is remarkably positive and warm, meaning that the poem most likely is about the boy, Roethke describing one of his best moments with his father.But also, after reading the poem several times –by several times I mean over a hundred times–, I came to this idea that maybe the waltz was the symbol or the description of how the relationship with his father was but this time METAPHORICALLY. By metaphorically I mean that maybe the waltz was the direct symbolic representation of the bond between Roethke and his father. To make myself clear, Roethke could have had a really bad relationship –as the waltzing caused broken objects, parts of the body hurt and etc†¦- with his father but he still wanted to be with him –as when he still cling to his shirt–.The entire poem could be a metaphor of how bad his relationship with his father was (because Roethke almost never had time to be with h is father) but then even though it was bad, it didn’t matter to him as he still loved his father. 4 Conclusion: In â€Å"My Papa’s Waltz†, Roethke highlighted the fondness, attachment and love towards his father in a manner only he could express. The use of these abstract ideas –in another words: connotation– were used because his love towards his father, the memories he had with his father were not simple and literal, but rather complex, deep and symbolical.All in all, the most important thing is that Roethke leaves you as the reader a decision. This is why he is considered one of the best poets; no poet has given the reader a choice, a path or simply a decision. In this poem, Roethke gives you the decision to either take the poem from a negative side or from a positive side. It all depends on the reader, on how open-minded, understanding the reader is. This makes him unique, special and now, my favorite poet of all. 5 Bibliography: (1) http://www . shmoop. com/my-papas-waltz/rhyme-form-meter. html (2) http://dictionary. reference. com/browse/waltz? s=t 6

Analytical Essay Sample on Parents Influence on Children

Analytical Essay Sample on Parents Influence on Children Free example essay on Parents Influence on Children: For some evident reason my parents assumed they could have total control over my life just because they brought me into this world. For many people this states true especially Asian parents towards their Asian American kids. I could only hope one day my parents would give me the freedom to make my own choices and the lifestyle that I’d prefer to live by without any criticisms and consequences. My parents played a major role on how much influence they imposed on my life in regards to the bad aspect of it, the good aspect of it, and how both the good and the bad side contributed to make me the person that I am today. Asian parents are usually stereotyped as the ones pushing and urging their kids the most, and certainly there has to be some truth to that for it to be known as a stereotype. My parents basically pushed me to perform well in school. In their point of view, education is the key to success and if I succeeded in school then I would also succeed in life. Due to their educational mentality, my parents seldom let me do any extracurricular activities. According to them, if the school function has nothing to do with academic school then it’s not worth my time. They have never grasp the concept of being a teenager of the 21st century. They didn’t care if I liked to sing or if I enjoyed playing a musical instrument. I felt so controlled, which caused me to miss out on the chance to experience and express myself as an individual without my parents hovering over me. My parents controlled every move helped me become more on task and to be on top of my schedule. I became more educated as a human being and further-more would use my knowledge to benefit my future. I learned to be more responsible in getting my work done on time; as a result I graduated in the top five percent of my graduating class. My protective parents were also my anti-drug, which kept me away from bad influences, therefore I was less likely to be associated with the â€Å"bad† crowd. I never wanted to disappoint them, thus I primarily tried my best in everything I did. Being under a strict authority also taught me discipline and respect. My parents have always told me, â€Å"It is extremely important in the Asian culture to respect all those whom are older than you regardless of your age and status.† I tried to do everything they asked me to do, and I’d put my trust in them that it would all pay off in the end. As a result, I created a closer relationship with my family. From their controlling, yet loving nature, they helped shaped who I am today. There were some restrictions that they imposed upon me that I would never do as a parent. I resented the fact that they hardly ever let me do any after school activities or participated in any events. I struggled and at times fought with them to be a part of choir, a hobby that I enjoyed and relied on when I couldn’t turn to my parents for support. Many years have past and I have adapted to their ways of parenting. Their parenting has influenced me on becoming a more prominent person and has taught me to live life more efficiently. Because of them, I am now looking at a bright future ahead of me even though I made some sacrifices. After all, in the end I am blessed to have concerned parents to guide me and educate me of what is wrong and right. Though there were times when it was hard having authoritative parents, I will use this experience as a guide of how I would prefer to raise my kids. I’ve undergone the bad side and the good side of having authoritative parents with the pros and cons that coincides with it. Despite the fact that at times I felt so controlled, I’ve come to realize that they meant well with the intentions of giving me a positive outlook on my future. Whether or not the parents’ posses authoritative like qualities, it is important to let the 21st century youth discover their own lifestyle and permit them to express themselves as an individual.

3D Printing for Educational Purposes

3D Printing for Educational Purposes 3D Printing for Educational Purposes Can’t Imagine Abstract Things? Just Print Them! 3D printing is a hot topic in education these days, and this ever-developing technology is helping students grasp abstract topics and ideas. From fine arts to math, universities everywhere are using 3D printers in the classroom – and here’s why! 3D Printing – It’s an Art! From Sculpture 101 to culinary school, 3D printers are being used more and more within the arts, and with amazing results. Architecture students can use the printers to recreate their designs, allowing them to examine how their structures will look in the real world and make immediate tweaks and changes to improve their designs. At culinary institutes, students can design new and different cupcake and loaf pans, cookie cutters, and decoration molds, ensuring that they are able to stay at the forefront of food aesthetics. Turning the Abstract into Concrete Math is full of abstract and theoretical ideas that can be challenging for students to grasp. Using 3D printers to visualize and create mathematical concepts, shapes, and curves makes it much easier for students to understand how a theorem or shape actually appears in reality. 3D printers also make it easier for professors to effectively teach these ideas, as they ensure that both audial and visual learners have an equal footing in the classroom. Engineering New Ideas Many engineers pride themselves at being at the forefront of technology and innovation, so it only makes sense to have the latest technology – such as 3D printers – in the classroom. Students can learn from this new manufacturing technology itself, as well as utilize it for their own designs and to solve engineering problems. Using a 3D printer to create prototypes can help students to actually test their engineering skills and to physically see where improvements may be needed. Students can also see how existing parts, such as the various components of a car engine, may be modified – they can then print and test these, thereby creating innovation within the engineering industry through printing! Anatomy (Past Present) in 3D The human body is one of the most complex machines on the planet, and students everywhere – be them freshman biology students or final year medical students – are learning about anatomy through the use of 3D printers. By creating 3D images and cross-sections of organs, nerve systems, and the brain, students have one of the most effective study aids on the planet! In addition to the workings of the human body, 3D printing can also help archaeology students to examine artifacts, skeletal remains, and fossils in greater detail. By printing such artifacts, students are able to physically handle what would normally be ‘hands-off’ materials from museums, exhibitions, and archaeological digs. What were once abstract concepts and 2D pictures or diagrams are suddenly brought to life in the classroom using 3D printers, helping students become better learners and critical thinkers. Whatever you’re majoring in, it’s likely that a 3D printer will be coming to your classroom soon! The advantages it gives to both students and professors make this an important tool for learning across the arts and sciences – hopefully you’ll get to try one out for yourself! Additionally, you can get a custom essay on 3D Printing topic from our essay writing company.

The English in My Life Essay Example | Topics and Well Written Essays - 1000 words

The English in My Life - Essay Example In my question to the teacher, I was inquiring on how conjunction should be used in a sentence. When my classmates heard my sentence, they laughed at me and mocked me for my "terrible" English. My teacher as well had a very hard time understanding what I meant. It stressed me so much that everyone in my class laughed at and mocked me for my language. I thereafter had a very hard time communicating with anyone in my class and the entire school. It was one of the worst encounters in my first school in the United States. The mocking by my classmates and schoolmates continued which caused me to hate school. After a semester at this school where I endured ill-treatment by my fellow students, I developed a bad attitude towards English school and almost never wanted to wake up in the morning. My father being a disciplinarian always woke me up with an authoritative voice after my mother could not manage to. In fear of my authoritative father, I would wake up and hastily rush to school. I was afraid to say that I was not happy at the school because I was terrified by my parent’s faces on receipt of such news. At the end of that fateful semester, all my grades dropped drastically. I scored an F in English as well as in Mathematics, which was my best subject. My parent was very disappointed in me that they went to see my class teacher about my dropped grades. With time, they got to understand my problem in school and they transferred me to a different school in the next semester. They also encouraged me and my interest in school grew. I was more determined to improve my spoken English. I developed so much interest in writing, reading and speaking English. At the initial stages, my language was bad, but not as my parent was.  Ã‚  

Caterpillars Resilience for Strategic Change Management Process Essay

Caterpillars Resilience for Strategic Change Management Process - Essay Example 1) These above mentioned lines are not only mere scholarly jargon or illusion used by some well known academic scholars but the lines are truly reflecting the core essence of change management. In such context, Zajac, Kraatz & Bresser (2000) pointed out that the question is not about whether an organization is able to change or not rather the focus should be whether the mentioned organization is able to successfully implement the change management mechanism in competitive environment or not. Palaniswamy and Sushil (2003) argued that going for change for organizations is always directed by external factors because no organizations would want to change the existing system equilibrium without any bankable reason. Well, the argument has point because historical analysis of data shows that without the presence of certain reasons or the objective of achieving certain benefits, none of the organizations have invested its financial and non-financial resources to achieve change management (Za jac, Kraatz & Bresser, 2000). ... Caterpillar Inc- Business Dimension Caterpillar Inc or Cat is an American corporation which is global leader in manufacturing, construction and mining equipment, diesel-electric locomotive, industrial gas turbines and diesel and natural gas engines. The company was established in 1925 and at present, headquarter of the company is located in Peoria, Illinois, United States (Caterpillar, 2013a). The engineering giant offers wide range of products ranging from construction and mining equipment (the yellow equipment of the company has become symbolic icon for both industrial and retail consumers), customized industrial gas turbines which can lift heavy loads, natural gas engines which can work in low carbon emission state, remanufacturing services, end to end logistic services and even financial services (Gillett, Fink & Bevington, 2010). As of 2012, Caterpillar Inc has earned revenue of more than US $65 billion from its global business operation while the company has reported asset wort h around US$89 billion (Caterpillar, 2013a). As of 2008, the company has established presence in every continent while total employee base of the company exceeds 0.1 million (Gillett, Fink & Bevington, 2010). Now, the fact is that Caterpillar Inc never targeted retail customers or sell items to end users because from the starting days, the engineering targeted construction and mining companies or the dealers who sell construction equipment to both industrial and retail customers. In such business ideology, Caterpillar Inc has established global dealer distribution network crossing 185 partnerships across countries in Europe, South America, Africa, North