Art Project 4 Example

Art Project 4 Example Art Project 4 – Term Paper Example Walt Disney Walter Elias Disney is known to be the remarkable artist of the 20th century whohas gifted the world with the ever-glowing shine of cartoons and animated movies. He had the vision to see an object on the land and ability to sketch it down on a sheet. He engaged his growing years in getting perfect over fine arts and got himself into the making of short animated stories for local businesses company, Laugh-O-Grams in Kansas City. His career started from ‘The Alice Comedies’ (Brad, pp. 56-60), which was not completed because the company got bankrupt, and thus, he went to Hollywood for the fulfillment of his dreams. There he completed his series and found the most amazing character, ‘Mickey Mouse’ that became the world’s first synchronized sound cartoon released in New York on November 18, 1928 (Brad, pp. 23-25).In 1937, he released the ‘Old Mill.’ Then in the year 1937, came the ‘Snow White and the Seven Dwarfs’ that brought immense revenue and fame for Disney. The animated cartoons were developed in his Walt Disney Studios and in the next five years, he made Pinocchio, Fantasia, Dumbo, and Bambi. His production house made a number of other musical animated hits such as ‘The three Callaberos’ and many more. Furthermore, he brought in the Technicolor programming and was the first one in the full color television programming in 1954. In 1961, he started an institute â€Å"California Institute of The Arts† (Thomas, pp. 45-49) for the development of the artistic nature in the students. His most acclaimed contribution has been the making of Disney World, the theme park, amusement park, with motels and resorts formed during the period of 1965-1971, which was completed after his demise in 1966 (Thomas, pp. 39-42). The works of Walt Disney are an exception. Creating an idea into a real visual feature is astounding. The color, the energy, the spirit, and the theme he put up with his work have not been conceived by anyone until now. Mickey mouse is known to every age group and is still watched with excitement. The long nose of Pinocchio is still taught as a lesson to children for if they say a lie, their nose will be like Pinocchio. Walt Disney works bought in the charisma and joy to the theatres, as well as to homes. With the creation of Disney land, the people around the world come there and consider them as a part of the Walt’s life and creations. His innovative ideas have made the world come closer, spreading happiness, and making the world a better and a loving place to live.Brad A. Walt Disney biography. Thomson Learning, 2000. Thomas, Bob. Walt Disney: an American Original. Springer, 1999.

Free Essays on Civilizations

CIVILIZATION The term â€Å"civilization† means an advanced state of intellectual, cultural and material development in human society, marked by progress in the arts and sciences, the extensive use of record-keeping, including writing and the appearance of complex political and social institutions. The following elements make up a civilization: Cities - Man becomes settled. Cities and towns are built, become larger and densely occupied dwelling areas are accessed by winding streets and irrigation systems are developed to cultivate the land and grow food. There is a general improvement in the standard of living so man stays home more. Specialization of Labor – Overpopulation encourages man to find new food sources, hence, he becomes a food producer. This gives birth to the Agricultural Revolution. Also, the domestication of animals is known as the Pastoral Revolution. Some people are farmers but a significant portion of the population could now become non-agriculturists and become specialists in other vocations. Weaving, pottery making, metal-work, trade and construction are a few examples of specializations of labor. Writing - Not only is a common language being shared, token and ball systems are replaced by flat tablets which have desired information inscribed on it by way of appropriate symbols written with sticks. This form of writing was replaced by using a durable reed stylus known as Cuneiform. However, it was hard to draw pictures with these reeds so symbols were invented for every vowel-consonant combination, known as Phonetic symbols. Without writing, it would be impossible to record history. Organized Government – Priests stood at the top of these highly theocratic societies. Organized warfare between nomadic people and settled people commences due to Nomadic people yearning to have what settled people have attained. Now development of armies and militia are required to keep order. M... Free Essays on Civilizations Free Essays on Civilizations CIVILIZATION The term â€Å"civilization† means an advanced state of intellectual, cultural and material development in human society, marked by progress in the arts and sciences, the extensive use of record-keeping, including writing and the appearance of complex political and social institutions. The following elements make up a civilization: Cities - Man becomes settled. Cities and towns are built, become larger and densely occupied dwelling areas are accessed by winding streets and irrigation systems are developed to cultivate the land and grow food. There is a general improvement in the standard of living so man stays home more. Specialization of Labor – Overpopulation encourages man to find new food sources, hence, he becomes a food producer. This gives birth to the Agricultural Revolution. Also, the domestication of animals is known as the Pastoral Revolution. Some people are farmers but a significant portion of the population could now become non-agriculturists and become specialists in other vocations. Weaving, pottery making, metal-work, trade and construction are a few examples of specializations of labor. Writing - Not only is a common language being shared, token and ball systems are replaced by flat tablets which have desired information inscribed on it by way of appropriate symbols written with sticks. This form of writing was replaced by using a durable reed stylus known as Cuneiform. However, it was hard to draw pictures with these reeds so symbols were invented for every vowel-consonant combination, known as Phonetic symbols. Without writing, it would be impossible to record history. Organized Government – Priests stood at the top of these highly theocratic societies. Organized warfare between nomadic people and settled people commences due to Nomadic people yearning to have what settled people have attained. Now development of armies and militia are required to keep order. M...

Guillermo furniture store Essay Example | Topics and Well Written Essays - 1500 words

Guillermo furniture store - Essay Example One of the options available to Guillermo in order to deal with the competition is to go high tech. However, one will have to consider whether there is a demand for these furniture that will make the use of robots feasible. As indicated in the case investing in robots and expanding the production facility is a very capital intensive exercise and therefore the volume required to make the project feasible is very important. Guillermo is currently producing 2,532 units of the Mid-Grade furniture and 506 units of the High-End furniture. If he goes hi-tech he can increase both by 50% to 3798 units of Mid-Grade and 759 units of High-End. Producing is one challenge but getting the items sold is another challenge. In order to determine whether this project is feasible a sensitivity analysis and an evaluation using net present value will be carried out. Sensitivity Analysis Sensitivity analysis performed using the information in the spreadsheet indicates that this project will not yield any p ositive returns (when combined with the current high-End operations) if production levels are not at least 14.2% above current levels. At 14.2% above current levels Guillermo would be producing 2892 units of Mid-Grade and 578 units of High-End furniture. See Appendix 1 for results. Broker Another option open to Guillermo is to become a distributor in North America for a Norwegian company. This project will involve an expansion in the facility to accommodate the increased production. It will also involve the use of robots. Sensitivity Analysis Sensitivity analysis using the information given in the excel spreadsheet indicates that Guillermo would not be able to yield any profits on being a Broker if the level of sales is not at least 38.3% above current production levels. See Appendix 1 for details. Therefore, this project will not be able to withstand any large fluctuations in demand. The Weighted Average Cost of Capital (WACC) The formula for calculating WACC is as follows: WACC = E/(D+E)re + D/(D+E) (1-T)rd = (1-L)re + L(1-T)rd Where, E is shareholders’ equity D is debt T is the tax rate L is leverage re is the cost of shareholders funds, for which ROE is used in this question ROE = (profit after tax/shareholders’ funds) x100% = 24,695/235805 x 100% = 10.5% rd is the cost of debt, for which the interest rate on the building financed 12 years ago is adjusted for a 3% per annum rate of inflation = 10..4% Leverage = D/(D + E) Leverage = 936,628/1,172,433 = 0.8 Therefore, L = 0.8 and (1-L) = 0.2 WACC = 0.2 x 10.5 + 0.8 + (1 – 0.42)10.4 = 2% + 5% = 7% This is the current WACC and is the lowest return expected. Therefore, it will be used to calculate the NPV Evaluation Techniques Emery et al (2007) states that: â€Å"when making capital budgeting decisions, a firm evaluates the expected future cash flows in relation to the required initial investment. The objective is to find investment projects that will add value to the firm.† The rol e of management is to analyze each option to determine which method would result in more profits and therefore yield more benefits for the company. There are a number of techniques available to determine which project is more feasible. These techniques include payback period, accounting rate of return (ARR), net present values (NPV) and internal rate of return (IRR). The two options available to Guillermo can be assessed using these techniques. Payback Period The payback period indicates the length of time that the project takes to recover the initial investment (Brigham and Ehrhardt, 2005). This method is biased towards short term projects. â€Å"Investments with longer payback periods are often more risky than those with shorter payback periods. This is because the shorter the payback period, the lower the risk that market conditions can render the initial inv

Chinese restaurants and foods in the USA Research Paper

Chinese restaurants and foods in the USA - Research Paper Example Despite the fact that the Chinese restaurants were one of the founders of the food business in the state of California, it is important to note that there were only a few of them within the state. Most were American restaurants until in the last three decades of 19th century. There were only 14 Chinese restaurants in San Francisco by 1882 when the American congress passed the very first Chinese exclusion act. This was opposed to the over one hundred and seventy-five Chinese laundry stores that were distributed all over the town. One ought to note that it was as a result of the numerous Chinese exclusion laws that were passed between 1882 and 1904 that discouraged the expansion of the Chinese food business despite their spectacular cuisines. The disparity between the Chinese and the American eating culture was evident. It was for this reason that the Americans made rice look like the racial symbol of the Asian inferiority and beef as the American superiority. As a matter of fact, food became a racial ideology and the culture of eating rats in Chinese restaurants made the American doubtful of the hygiene in these restaurants. The Chinese culture of eating rats was perhaps the most stereotyped image in the 19th century. In 1897, a company that advertised a pest control product used an image of a Chinese man with his mouth open ready to eat a rat which was, as a matter of fact, a rodent. This was an illustration that the Chinese were perhaps the most effective in exterminating these rodents from the face of the earth.

Coccidioidomycosis Valley Fever Research Paper Example | Topics and Well Written Essays - 1500 words

Coccidioidomycosis Valley Fever - Research Paper Example It is spread through the air when its spores are disturbed by wind. It is estimated that 150,000 infections take place annually in the US, although roughly half of this do not present any symptoms. The fungus is found in South America, Central America, Mexico, and South Western US since these areas weather conditions and dust that allows for the growth of Coccidioides. People get this illness when they inhale dust that contains the spores of this fungus. This spores spread into the air when dust containing the fungus undergoes disturbance through construction work, digging, or strong winds (Williams 41). The illness is hard to prevent, and no vaccine exists at present, although efforts towards its development are continuing. This research paper seeks to use journal articles and boos to discuss the epidemiology, pathogenesis, types, diagnosis, treatment, complications, and use in biological warfare of Coccidioidomycosis. Region of Primary Location The map provided below shows areas in the Americas where mass testing has revealed valley fever as an endemic illness. Taking note of the fact that two thirds of cases in the United States are found in Arizona with Tucson and Phoenix being the most affected is essential. In California, the endemic area is Kern County (Tabor 27). There are also areas of high endemic occurrences in Northwestern Mexico, South America, and Central America. In addition, it has been known for environmental conditions to spread spores across hundreds of miles and cause infection. The mass testing that identified the primary areas has not been done again for more than 50 years. Valley fever is restricted to America with an approximated 150,000 infections every year with the infection rates in the rest of the Americas currently unknown (Tabor 27). Approximately 25,000 new cases annually in the US lead to ~75 deaths annually. There are occasional epidemics with case numbers rising in Arizona, which may be related to people immigrating there. Out side of the United States, the most affected nations are Argentina, Paraguay, Brazil, Guatemala, and Mexico. (Williams 18) Epidemiology Valley fever is confined to areas that lie between 400N and 400S. The organism is particularly supported by dry and dusty soils in the lower sonaran life zone. Incidences of the organism’s occurrence increases significantly in periods where there is heavy rain followed by dry periods (Einstein & Catanzaro 23). The fungus is known to infect majority of the mammals, especially cats, dogs, and humans. Species such as marine mammals like the sea otter, llamas, and livestock have been found to be especially vulnerable to the valley fever fungus. Pathogenesis The valley fever fungus exists in the form of filaments in lab environments and soil. Cells that are found within the hyphae, over time, degenerate and form arthroconidia that are barrel shaped cells (Stevens 1079). These cells are light in weight and are transported by wind where they are eas ily inhalable sans knowledge of the individual. Once these cells arrive in the individual’s alveoli, they become larger, developing internal septations, whose structure is referred to as spherule and develop into endospores. Once these spherules rupture, the endosperms are released with the cycle being repeated, spreading a local infection. The nodules that at times form around the spherules could rupture, and their contents released, into the bronchus, to form cavities with thin walls. These cavities led to persistent coughs, haemoptysis, and chest pain (Stevens 1079). In people whose immunity is compromised, this infection could spread through the vascular system. Presentation Valley fever tends to mimic atypical

Other Word Formation Processes English Language Essay

Other Word Formation Processes English Language Essay The language learners referred to in this essay are software engineers, in the age group of 23-26, tasked with developing software products for the travel industry. They were selected on the basis of their performance in a language assessment and identified as intermediate users of the language. All of them had studied English for 10 years in school and later at the university English was the medium of instruction. A few of them were risk takers, ready to take on tasks regardless of any mistakes they may make. There were those who were spurred on by the possibility of their deficient language skills impacting their career graph; they were also ready for self-learning and willing to take responsibility for their learning. Some were hesitant, unsure of their knowledge and afraid to make mistakes. All of them were, however, comfortable with technical language, but were very diffident to face situations that called for regular communication. They needed help with everyday vocabulary to communicate effectively with colleagues and clients. Word parts If we consider words as independent/freestanding units with meaning, a notion proposed by McCarthy (1990), then we can see that these units of meaning can further be broken down and re-combined to form other words. Though the word cancelled is an independently meaningful item, under closer observation it becomes clear that this word consists of two units cancel and the past tense marker -ed. The linguistic item cancel is a freestanding word in English, but there is no such word as -ed in English, even though -ed is a meaning-bearing unit. Such linguistic items that are not freestanding are said to be bound and these forms can occur only in combination with other forms. The two meaningful parts, cancel and -ed are called morphemes. Morphemes Katamba (2003) defines morphemes as the atoms with which words are built. Morphemes are the smallest unit of lexical and grammatical meaning and they are realized by morphs, as morphemes do not have a physical representation. A single morpheme can be manifested as multiple complementary morphs in distinct phonological or morphological contexts. Let us look at the past tense marker -ed to understand the distribution of these complementary morphs known as allomorphs. Free morphemes can stand alone as words; whereas bound morphemes such as -ed are only used in combination with other morphemes. There are word forms which have but a single unbound morpheme and others which consists of more than one morpheme. Words like talk, eat and mend are examples of freestanding morphemes and words such as predictable and reflection are formed by combining many morphemes. Affixation Affixes are bound morphemes attached to a stems either to create a new word or a word form. Affixation of morphemes can be either inflectional or derivational. Inflectional affixes Katamba (2003) posits that the English language has minimal inflections because of its tendency to be an isolating language. The few inflections it has are all suffixes. These suffixes are bound morphemes and are attached to the stem to inflect or change words to express grammatical features, such as the changes in tense, number, possession, and degrees of adjectives. There are 8 inflectional suffixes in English and they are: Derivational Affixes In English derivational affixes include both prefixes and suffixes. Katamba (2003) says that the purpose of derivation is to create lexical items and not to produce grammatical units that will fit in a given syntactic position. The three important derivational processes in English are: affixation, conversion and compounding. Affixation is one of the commonest methods of forming words in English. Derivational affixes can be either prefixes, those that are added before the base, or suffixes, that are attached after the base. Word forming processes like creating nouns from verbs, adjectives from verbs and verbs from adjectives are examples of a few derivational practices in English. Derivational affixes are different from inflexional affixes in many ways: They change the word class as well as the meaning of a word to which it is linked energy (n) +- ise -Æ’Â   energise (v) Even though they combine to create a new word they are not affected by syntactic relations outside of the word, they can be separated and recombined with other morphemes to form other combinations. Stem Suffix Derived word Govern (v) -able Governable (adj) Enjoy (v) -ment Enjoyment Derivational morphemes can be attached only to certain stems. Stem Suffix Derived word Violin -ist Violinist Drum -ist *drumist Drum -er Drummer *drumist is not an acceptable word. Other word formation processes Conversion or zero derivation is the predominant method of generating lexical items in English. In this process a lexical item is assigned to a new syntactic category. The word permit can be used either as a noun or as a verb; the phonological representation and the grammatical context in which it is placed are the two aspects that can alert the change in the word-class. (Permit (v) and perMit (n). Crystal (2012) quotes from Shakespeare, Petruchio is Kated as an example of conversion the name of a person becoming a verb to further his argument that conversion was a customary word-formation process even during Shakespeares time. Compounding is the process of joining two bases to create a new word; of the two words, one which is syntactically dominant is considered the head and the other as the modifier. Generally the modifier is placed in front of the head and any suffix that might later be added to the compound word is attached to the head. Compound words are different from phrases; the meaning of a compound word, unlike a phrase, is not the sum of the meaning of the base units that form the word. Iin a compound word the primary stress is on the first word and in a phrase the primary stress is on the last word. Phrase Compound word Meaning of the compound . Blue print Blueprint an early plan or design for a project green house Greenhouse a building used for growing plants that need warmth Should word parts be learned? A cost/benefit analysis of the learning of word parts should be reason enough for a learner of English language to study word parts. Nation quotes from Roberts (1964), Grinstead (1925) and Bird (1987,1990) to point out that around 60% of the English vocabulary is derived from German, French, Latin and Greek and that a large proportion of these words make use of affixes. The analysis of the LOB Corpus carried out by Bird revealed that 97% of the words in the LOB corpus were derived from around 2,000 roots. Nation maintains that the origins of the English vocabulary and the frequency of word parts validate the study of word parts. The two arguments levelled against the teaching/learning of word parts are based on the contention that, the effort involved in learning word parts is not commensurate with language output. A word is not a sum of its parts The first argument against the teaching of word parts is that the meaning of a word is not the sum of its parts (Deighton, 1970); This argument has been countered by White, Power and White (1989) drawing on their own as well as Nagy and Andersons (1984) empirical evidence that most of the affixed words probably at least 80% convey the meaning their parts suggest. Katamba (2003) argues that compositionality is the key to understanding a word. He says that if we know the meaning of the smaller units which make up the larger units we can decipher the meaning of the whole. For example, if we know the meaning of the suffix -ful (filled with x), and the meaning of the base to which these suffixes are attached, then the meaning of words like useful, careful, fearful and cheerful become self-explanatory. Most of the morphemes that form a word have regular/stable meaning; for example, the prefix re- means again in almost all the words in which it occurs. In the light of the empirical evidence and the example we saw we can conclude that the meaning of most of the English words is what its parts suggest and therefore knowledge of the meaning of the parts can help a learner understand a word across contexts and usage. If we were to extend this argument further we could say that this knowledge along with the contextual clues would be useful in decoding even the metaphorical meaning of a word; a head hunter would thus lose the sinister overtones of the past and acquire the current meaning of someone who recruits people into key business positions. Word families in the lexicon The next argument against teaching/learning of word parts is that the knowing the parts of a word may not familiarise a learner with all the members of that word family (Schmitt 1998, 1999, Schmitt Meara 1997). Nation argues that the notion of word family is psychologically real and a word is to be seen as a member of a word family. Knowledge of the word parts can help the learners understand a word in its relation to the other members of the family. For instance, knowledge of the various inflections of English and the meaning of the base of the word predict can familiarise a learner with all the possible combinations (family members) of predict; predict- predicted- predicting- predictable and prediction are just some of the members of that family. Nagy, Anderson, Schommer, Scott, and Stallman (1989) points out that the speed of recognition of a word is based on the frequency of occurrence of the members of that word family. They quote the findings of Stanners, Neiser, Hernon, Hall (1979) to advance their argument that related words are linked in the mental lexicon. So there are linked entries for create, creates created and creation and accessing any word from this family can partly activate other family members. Word parts are not just linked in the mental lexicon, but morphologically ordered to represent the relation. Interpreting the meaning Another argument against learning word parts is that L2 learners using this for guessing the meaning of a word might cause the learner to misinterpret the word. Schmitt quotes Haynes (1993) to validate this argument; Haynes found that learners continued with the wrong meaning even though it didnt contribute to the context. For example Inflammable is often misinterpreted to mean non-flammable. Clarke and Nation (1980) caution that word parts strategy should be used to verify the guesses drawn from the context. Furthermore, knowledge of the word parts empowers the learner by teaching him to apply his understanding at the receptive and productive level. At the receptive level it teaches him a) to identify the different components of a complex word, b) to be aware that these word parts can be used to make other words, c) how the meaning of the different parts combine to make a new meaning, and d) how the sum of the parts relates to the dictionary meaning. At the productive level it makes him aware of how the formal changes can affect the spelling, pronunciation and the word class of the base when a complex word is formed. (Nation) The challenges Learning word parts presents a set of challenges to language learners. The greatest challenge is that of time and exposure. Studies conducted by Nagy, Diakody, Anderson (1993) point out that L1 learners do not acquire proficiency in morphology until their high school; if this takes so long to develop in L1 learners despite their advantage of maximum exposure, then L2 learners are likely to take more time to learn this aspect (Schmitt). Even though the learners in my group had studied English for ten years, they have learned inflectional suffixes only as part of grammar exercises and have never been explicitly taught derivational affixes. Their exposure to morphological forms was not commensurate with the duration of their study. They have used these forms productively without much knowledge about the rules that guide most of these formations; Though I have putted remainders for this tasks, accidently the remainder was unanswered; the meeting is preponed to three in the afternoon, he is very confidential during presentations are examples of the common errors. Schmitt points out that lack of consistency in affixation can cause problems even if the meaning of the parts is clear. He gives the example of the suffix -ist. Stem Suffix derived word Cycle -ist Cyclist Act -ist *actist Act -or Actor Another challenge for the L2 learner is the lack of awareness that not all words can be broken into parts. Learners sometimes try to decompose words like refuse, repel, repeat, revamp and attempt to use the perceived stem, resulting in a meaningless word. Learners often have difficulty with the formal changes that occur with affixation in spelling and pronunciation. Some derivational affixes lack consistent spelling and has to be learned individually. base suffix word suggest -able suggestible afford -able affordable Gairns Redman notes that affixation sometimes produces changes in stress and sounds in a word. democrat /demÉâ„ ¢kraet/ democratic /demÉâ„ ¢kraetÄÂ ±k/ democracy /dÄÂ ±mÉ’krÉâ„ ¢sÄÂ ±/ Derivational suffixes need to be do not follow rules strategies- guidelines how A good starting point for any teacher wishing to remedy this situation would be to train the learners to break, the complex words that are already known to the learner, into its components and to help them understand the functional meaning of these components. encourage the learners to become more aware of these morphological instill in the mond of the learner that all aspects of language learning is incremental an beA teachers task has probably never been well defines as in this situation Language learning is incremental A good game plan to remedy t Nation suggests that learners should be taught complex words as unanalyzed wholes before they begin to analyze word parts. teacher I would explicit teaching of select morphological units appropriate to the learner level, training the learners the .A teacher needs to introduce the learners to complex words before they are trained to analyse the different parts of that word. Because morphological acquisition is incremental in nature explicit teaching of level suitable affixes ,encouraging them to notice the correct forms encountered in newspapers regular exposure through exercises and receptive material. This rules out the possibility of a completely graded approach; instead I would collect words for analysis from their Collocation Time consuming Not all words can be broken into parts Affixes are not transparent Some affixes are used mor frequently than others so need to be selective Guessing a wrong meaning and sticking on with that explanation even though it made no sense. (Haynes 1993) -Clarke and Nation (1980)- word parts best used to confirm/verify the meaning. Difficulty in guessing the word class deciding on an appropriate stress, formal changes in spelling, phonetics and word forms Derivational suffixes need to be learned individually do not follow rules strategies- guidelines how Furthermore, it empowers the learner by teaching him to apply his understanding at the receptive and productive level. At the receptive level it teaches him a) to identify the different components of a complex word, b) to be aware that these word parts can be used to make other words, c) how the meaning of the different parts combine to make a new meaning, and d) how the sum of the parts relates to the dictionary meaning. At the productive level it makes him aware of how the formal changes can affect the spelling, pronunciation and the word class of the base when a complex word is formed. (Nation)

Educational Goals and Philosophy Essay -- Education Teaching Essays

Educational Goals and Philosophy As a student of education, I have been able to gather many ideas and opinions about practices and ideals I want to implement in my future classroom. My philosophies about education are still being formed and continually change with every class I visit and with every educator I encounter. My ideas, admittedly, come from random experiences and intangible texts, but as I gain more experience in the field through my courses, my philosophies about teaching will become more clearly defined. These few ideas I have now will undoubtedly be added upon as I enter student teaching and my professional career, nevertheless, they are concepts of which I hope to never lose sight. I believe teaching is a privilege and a serious profession. There are few other careers in which you have as great of an effect on other people. The responsibility is great and I take it very seriously. At the same time teaching can be fun and intellectually stimulating. As a teacher, I will have the opportunity to explore and define a subject area that I have committed my career to---Science. What better way to show my enthusiasm for the subject than to teach it? Additionally, I know that there is nothing more rewarding than reaching a student through my teaching and having a profound influence on their curiosity. Good teaching should extend beyond the classroom, and it will if students are inspired to continue their studies on their own. Honestly, I believe that there is no other job that is equally as rewarding. Science education often receives an inaccurate stereotype of being boring or too complex for the average person to comprehend. I have an extreme passion for Science and teaching. ... ...wish to pursue board certification from the National Board for Professional Teaching Standards after I have taught for three years. It is important to me that I never stop learning. I want to exude this quality for the well being of myself and for my students. Maybe through me, students will see that education is not a hassle, but a completely rewarding experience. My philosophy of education has been shaped by experiences within my own life and education, as well as learning about education in college. As I enter the profession, my philosophy will most likely evolve somewhat as I grow and gain experiences as a teacher in the classroom. However, the foundations of my educational philosophy will continue to guide me in the way which I will interact with students and teach within my classroom.