How Service Learning Enriches the Learning Experience

How Service Learning Enriches the Learning Experience How Service Learning Enriches the Learning Experience Section I: Problem Statement Service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. Service learning is an extremely broad range of discussion that it utilized all over the country and all over the world as a teaching strategy. I will analyze this topic from several different angles and perspectives in hopes to answer the question of How service learning enriches learning experiences, teaches empathy, strengthens communities, and develops participatory citizenship. To answer the question in the previous paragraph, I will explore into the following topics: service learning as a teaching technique, how service learning provides implications for empathy and community engagement in students, and how service learning develops participatory citizenship. I will also consider the real truth about service learning from a college students perspective, and the emotions of teaching through service learning. In addition, I will interview an educator with experience, expertise, and knowledge about service learning. After exploring these topics of discussion, it is my hope that the reader fully understands how service learning enriches learning experiences, teaches empathy, strengthens communities, and develops participatory citizenship. Section II: Literature Review Service learning as a teaching technique: Service learning, also known as experiential learning, is a creative teaching technique that incorporates community service with scholarly learning to enhance information and knowledge, educate civic engagement, and fortify communities. The service experience is incorporated into an academic course in which students complete composed and verbal reflection exercises about their bits of knowledge, encounters, and advantages amid the service learning opportunity. (Griffith Clark, 2016) Shared endeavors among the community or organization, the scholastic foundation, the course teacher, and the student are essential in a service learning project. The service organization has a need met while the scholarly foundation manufactures a partnership with the organization and surrounding community. The teacher gives significant, frequently difficult, learning encounters, and the students collaborate with people from differing and hindered backgrounds. For students, service learning enhances critical-thinking, leaderships skills, and promotes civil engagement. (Griffith Clark, 2016) The students participating in service learning ought to have clear expectations of what they will do all through the service learning venture. The teacher should address the idea of service learning and clarify why it is a piece of the course so students are set up to participate. The students should know the quantity of required service hours, service task depictions, how they will coordinate service learning with course content, and the assessment criteria. In arrangement for the service learning venture, students should recognize the abilities they will convey to the organizations for which they are working. This self-appraisal constructs students certainty and recognizes shortcomings they must take a shot at to be successful in the service learning environment. The students likewise should be urged to keep a log or diary of service learning exercises to use as a reference for composing their reflective writing assignments. (Griffith Clark, 2016) In addition to setting up the service learning opportunity, the teacher has numerous obligations amid execution. It is urgent for the teacher to give satisfactory direction to students. The measure of direction required relies on the students, the nature of the exercises, and the duration of the service project. The teacher should give students data that portrays the degree and motivation behind the project, organization and teacher desires, exercises, and due dates. Other teacher duties involve talking about scholastic honesty, staying in touch with service organization supervisors, checking students execution, giving time to students to examine their service, and creating alternate courses of action as required. (Griffith Clark, 2016) Service learning is an instructional approach that accentuates scholastic work and community benefit similarly. Furnishing students with hands-on service involvement in the group can improve the nature of a teachers instruction. Service learning additionally can enhance students basic intuition and administration abilities while advancing civil engagement. These activities cooperate to reinforce community partnerships between the service organization, the scholastic foundation, the teacher, and the students. Providing implications for empathy: Empathy is considered frequently as an identity feature in children on account of the significance of empathy for prosocial behavior, diminishments of withdrawn behavior, and healthy adolescent development. From an early age, both the home environment and parent-child communication are relied upon to impact the improvement and development of empathy. Once the child begins school, this environment turns into another socializing agent. Despite the fact that empathy is currently thought to develop early in life, its improvement proceeds into adolescence. In this manner, programs that advance the development of empathy are essential and valuable over an extensive variety of ages. (Scott Graham, 2015) Past reviews have found that empathy checks and moderates many negative identity highlights, particularly with a concentration in interpersonal domains. Furthermore, empathy seems to prompt decreases in reserved conduct, delinquent mentalities, outrage, externalizing practices, and physical and verbal violence levels. While the decline in ominous qualities holds essential clinical ramifications, there are studies that analyze the impacts of empathy training from a positive psychology perspective. The positive psychology perspective takes a gander at the qualities that help individuals and communities succeed and the temperance or circumstances and people as opposed to the pathology and harm that analysts frequently concentrate on. This point of view tried to develop self-assurance, empathy, certainty, and adapting aptitudes to make a perspective of typical that does not concentrate on emotional sickness but instead spotlights on the most proficient method to maintain a strategic dist ance from hindering circumstances. (Scott Graham, 2015) Providing implications for community engagement: Community engagement is characterized as dispositions, practice, information, and abilities intended to work for the benefit of everyone, with duty toward the encompassing group. It can be further clarified as community-oriented participation with an emphasis on humanitarian effort and participation in community organizations. The term community engagement is not common in the child development literature since this idea is typically investigated in older youths. In adolescence, the emphasis on community engagement changes from charitable effort in the community or neighborhood to an obligation toward the community with political ties. Since it is not typically conceivable in the US culture to be involved in political associations before adolescence, the term community engagement will be utilized rather than civic responsibility regarding those under eighteen years old. (Scott Graham, 2015) A standout amongst the most essential school components leading to community engagement is an open school atmosphere in which students participate in making rules and arranging events to create and develop democratic skills. A feeling of association with the group can likewise cultivate community engagement. Service learning has ended up being one strategy for reigniting community engagement in todays youth as well as a method for helping adolescents discover that they can change their communities while giving them aptitudes and materials to do as such. (Scott Graham, 2015) Service learning has an overall positive effect on empathy and community engagement in school aged students. Understanding this connection has implications for future citizenship, community engagement, altruism, and empathy. Considering decreasing trends of empathy and community engagement in adolescents and young adults in the past ten years or more, working to instill these characteristics in childhood is becoming more crucial. (Scott Graham, 2015) Developing participatory citizenship: Through service learning, instructors join the most elevated amounts of learning in Blooms Taxonomy with the largest amounts of Maslows Hierarchy of Needs keeping in mind that the end goal is to create a curriculum that strengthens the bridge from youthfulness to adulthood. By opening the entryway for experiential, applicable learning, service learning permits students to be participatory citizens instead of passive and novice individuals. The benefit of service learning is two-fold: 1. It rotates around sorted and organized active participation inside the community that empowers civic engagement and empathy, and 2. It presents organized opportunities for the application of knowledge and academic skills. (Myers, 2016) Experiential learning through service, combined with scholastic basic reflection and classroom community, can create participatory citizens who are better arranged for their general surroundings. Rather than putting secondary school ages students into holding tanks, secondary schools should give an extension that interfaces scholarly information with adult citizenship through service learning. Students could have a perspective of their future on the planet while as yet interfacing with their scholastic past. (Myers, 2016) Section III: Assessment of Problem Statement Service learning has been found to have a wider impact on society than community service or community exploration because it allows students to have a hands-on experience in the community while learning about the community to lessen the knowledge gap between students and the community. (Scott Graham, 2015) Through collaboration with different community organizations such as nursing homes, homeless shelters, veterans hospitals, childrens hospitals, and parent teacher associations, those participating in service learning can gain insight into the community needs, as well as learn about how service projects can play a role in minimizing serious social issues. (Scott Graham, 2015) In 2002, The National Commission on Service-Learning found that students become more engaged in school through service-learning because they are able to take responsibility for their own learning, providing hope for staving off academic disengagement. (Scott Graham, 2015) Late confirmation has reproduced the aforementioned outcomes demonstrating that service learning can lead to more grounded, scholarly engagement and performance results. A further look into this has demonstrated that students involved in service learning have more positive scholarly results in critical thinking, writing, and overall grade point average. (Scott Graham, 2015) Service learning additionally gives an essential extension amongst school and community to advance empathetic development. As far as self-improvement, students who are involved in service yearning have increases in concern, charitableness, duty, social fitness, and obligation. Two results that have been revealed in past studies on service learning are 1. An expansion in compassion and 2. A reinforcing of future community engagement. (Scott Graham, 2015) Studies have been completed to determine the impact of a service learning course on students self-efficacy where analysis resulted in three major themes: 1. Constructive criticism and self-reflection improve self-efficacy, 2. Experience breeds confidence, and 3. Service learning encourages students to obtain more knowledge and experience in areas of deficiency after the service learning experience. (Goodell, Cooke, Ash, 2016) Constructive criticism and self-reflection improve self-efficacy: Students have reported that, while sometimes painful to hear, they believe that constructive criticism improved their skills when working in the community. Most students appreciated receiving constructive criticism from peers and superiors; they looked at constructive criticism comments as opportunities for growth and to adjust accordingly. (Goodell, Cooke, Ash, 2016) Experience breeds confidence: Based on the data gathered in pre-experience interviews and reflections, those who perceived themselves to either have an innate ability to perform well at a task or who had previous experience with a task were more likely to express higher self- efficacy related to those specific teaching skills prior to the experience. While overall teaching self-efficacy improved in students after their service- learning experiences, the students reported greatest improvements in self-efficacy related to the skills in which they originally lacked confidence the most. Students attributed this newfound confidence to their service-learning experience. (Goodell, Cooke, Ash, 2016) Service learning encourages students to gain more knowledge and experience in areas of deficiency: Reflecting on those weaknesses not fully addressed during the service-learning experience, students expressed a desire to improve on those skills through future experiences. They discussed general and specific ways in which they could obtain training. In addition to the desire to obtain new skill sets, students also discussed a newfound motivation to improve their knowledge because of the service learning experience. Many students were motivated to engage in self-led education to ensure that they were knowledgeable enough to help those they were teaching. (Goodell, Cooke, Ash, 2016) I interviewed a special education colleague who instructs service learning as part of her curriculum. I presented her with the emotional satisfactions and emotional hazards that most teachers can identify when they teach through service learning. I used the LeCrom, Pelco, Lassiter that reviews the emotions of teaching through service learning to see if my colleague felt any of these emotions as well. I presented her with the following Emotional Satisfactions: Something done, someone reaches: the pleasure and privilege of completing benevolent service acts that enhance the lives of those involved. (LeCrom, Pelco, Lassiter, 2016) Moral purpose: the service encounter is a mutual moral activity; it answers a moral call in the whole while strengthening the moral beliefs and values of those volunteering. (LeCrom, Pelco, Lassiter, 2016) Personal affirmation: the service enables one to rediscover the inherent gifts on has to offer the world that are usually taken for granted. (LeCrom, Pelco, Lassiter, 2016) Stoic endurance: a mix between being fully committed to the work and those served, yet remaining somewhat detached. (LeCrom, Pelco, Lassiter, 2016) Boost to success: the service work is also self-serving, providing distinguishing experiences that aid career advancement. (LeCrom, Pelco, and Lassiter, 2016) My colleague said that she has felt all of these satisfactions at one time or another while teaching through service learning. She also said that she thinks that these satisfactions are even more satisfying when working with students with special needs. When I asked her if she had to make a choice as to which satisfaction was the most satisfying to her, she said that she would have to pick the Something done, someone reached satisfaction. I then presented her with the following Emotional Hazards: Weariness and resignation: service work, over time, proves to psychologically draining and increasingly disinteresting to providers who begin thinking of doing something else or, at the very least, taking an extended break. (LeCrom, Pelco, Lassiter, 2016) Cynicism: a gloomy doubtfulness about the world, people, and their potential that skeptically overshadows any sense of hope for the service work; results in serious questioning of whether the service work is even impactful. (LeCrom, Pelco, Lassiter, 2016) Arrogance, anger, and bitterness: a growing feeling of outrage by the problems the service work is trying to resolve, sometimes enacted on others who are assisting in the work, and becomes embittered with how people in power to nothing; eventually the service provider believes they are the only ones who are doing anything. (LeCrom, Pelco, Lassiter, 2016) Despair: a deepening sadness for the impermeable misfortunes of others, making it difficult to notice anything positive from the service work besides the advantages accrued to the service providers. (LeCrom, Pelco, Lassiter, 2016) Burnout/Depression: a general sense of utter disappointment, hopelessness, or exhaustion that arise with the arduous duties of service work; a depressive condition takes over the spirit and bring with is devastating feelings of going through the motions or terminating the work altogether.' (LeCrom, Pelco, Lassiter, 2016) My colleague shared with me that she has experienced weariness, cynicism, and burnout during times that she was teaching through service learning. She explained to me that the weariness comes towards the beginning of the school year, the cynicism comes towards the middle of the school year, and the burnout comes towards the end of the school year. Section IV: Reflection References Goodell, L. S., Cooke, N. K., Ash, S. s. (2016). A Qualitative Assessment of the Impact of a Service-Learning Course on Students Discipline-Specific Self-Efficacy. Journal Of Community Engagement Higher Education, 8(2), 28-40. Griffith, T., Clark, K. R. (2016). Teaching Techniques. Service Learning. Radiologic Technology, 87(5), 586-588. LeCrom, C. W., Pelco, L., Lassiter, J. W. (2016). Faculty Feel It Too: The Emotions of Teaching Through Service-learning. Journal Of Community Engagement Higher Education, 8(2), 41-56. MYERS, A. (2016). Building Bridges to the World: Utilizing Service Learning During the Senior Year to Develop Participatory Citizenship. American Secondary Education, 44(3), 4-12. Scott, K. E., Graham, J. j. (2015). Service-Learning. Journal Of Experiential Education, 38(4), 354-372.

Aspects of schooling Essay

Society is regularly called upon to make ethical judgments related to all aspects of schooling. These considerations of right and wrong are made when creating the school curriculum, practicing teaching and learning methods, and budget issues. Education is a vital part of society in which everyone plays a role. It is not only the role of parents and teachers to support a child’s education, but also the role of the whole society to provide a structure of living that supports what is being taught. The purpose of education is to provide a way for others to learn. However, the motive of learning can vary. Some people may learn out of pure interest, whereas others may learn to be able to function in society by getting a job. Education can occur in any environment where there is a will to learn. Furthermore, learning is not dependent on a teacher or any institute but can also occur as self-learning. The best teaching methods are always those that are chosen by the student, not the teacher. Many students prefer learning methods in which they can apply their knowledge practically. Students learn effectively through hands-on experience. Apart from this, any exposure that can be provided to students of their area of study also helps the student learn their role and their future job within the society. Such exposure can be provided through field trips or inviting professionals related to the students’ field of study to address the students. Support can also be provided to studen ts through alumni groups and career counselors. In this way, the purpose of education and method of education depends largely on the learner or student, not the teacher or institute. There are two main roles that schools play. The first role is towards their students. This is the relationship that the school maintains with its students. The other role is towards society. This includes the school’s participation in public activities such as fund-raising, organizing public events, or participation in any public demonstrations. The role of schools towards society also includes how schools prepare their students to be better members of the society. We must realize here that the latter role of schools, namely that of allowing its students to be better members of society, is not the sole responsibility of the schools. It is true that we usually look upon the teacher and other school officials as the educational leader, role model, and decision-maker towards a child’s education. This is an unfortunate fact because teachers can never teach everything to students. Unfortunately, parents often use educational institutes as a way of neglecting their child. Many parents may show love and support for their child by admitting them to an expensive school. However, this has a negative effect when parents think that they can pay others to keep their child happy and educate them properly. Parents and society as a whole must take responsibility by helping students towards being better human beings. Communication and the ability to speak freely are also involved in this area. Teachers, parents and students must be willing to communicate with each other and discuss ways to improve the level of education. The learning community is not just restricted to students, teachers, and school authorities. The student must never feel intimidated of approaching others and speaking freely, whether it is to a teacher, parent, or anyone else they may encounter in their everyday life. The school curriculum should firstly include that material which will be most useful to the student. If the curriculum deviates from what the student wants to learn then the student will quickly lose interest. In general education, the curriculum should be as vast as possible to allow students to learn about different subjects. In contrast, any curriculum of a specific subject or catering to a specific profession such as art, science or business should be more focused and practical in terms of helping the student later in their career. However, all curricula should also provide a basic level of education such as English and other life skills subjects that will help the student function more effectively within society. Learning should occur in an environment that is healthy not just physically but also mentally and socially. Physical conditions do play a role towards how well the students learn. When teaching a large group of students the room must be well ventilated and be large enough to accommodate the students comfortably. These types of situations normally arise during school lectures or assemblies. However, it is absolutely crucial that every student also receives some individual attention. This can be done either by making the classes smaller so there are less students per teacher or arranging a schedule in which each student is allowed to have individual meetings with the teacher. It is the purpose of teachers and institutes to teach relevant material effectively. Everyone learns differently for different reasons. To teach successfully, teachers must first learn about their students. They must assess what interests their student, why the student is attending their class, and how they can help the student learn. Teachers must act as tools of education and be approachable. References: Ballantine, Jeanne H. (1989). Schools And Society. Mountain View, CA: Mayfield Karabel, Jerome and A.H. Halsey. (1977). Power And Ideology In Education. New York, NY: Oxford University Press Lazerson, Marvin. (1987). American Education In The Twentieth Century. New York, NY: Teachers College Press Levine, David A. (2002). Building Classroom Communities: Strategies For Developing A Culture Of Caring. Bloomington, IN: Solution Tree Mayer, Susan E and Paul E. Peterson. (1999). Earning And Learning: How Schools Matter. Washington, D.C.: Brookings Institution Press Mendler, Allen N. (2000). Motivating Students Who Don’t Care: Successful Techniques For Educators. Bloomington, IN: Solution Tree

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Try These Spooky Halloween Science Projects

Are you ready for some spooky science? These projects and experiments are just right for Halloween. Make your holiday educational as well as fun! Mad Scientist Party - Are you throwing a Halloween bash? Why not give it a mad science theme? Make Spooky Fog - Fog is a great spooky effect. Find it naturally while trick-or-treating or make your own for a party.Creepy Halloween Jack-o-Lantern - Creepy tendrils of fog flow from the carvings of this jack-o-lantern.Green Fire Halloween Jack-o-Lantern - This Halloween jack-o-lantern is filled with green fire.Glowing Pumpkin - A glowing pumpkin is a little more ghastly and creepy than your typical orange pumpkin. This is an easy project that yields a great result.Glowing Hand of Doom Punch - A glowing hand rises from the fog of this bubbling punch. Its the perfect party drink!Glowing Slime - Make glowing slime for a haunted house, a Halloween party, or just because glowing slime is cool.Water into Blood Demonstration - Learn about pH indicators or just use this as a cool trick.Laundry Detergent Glowing Skull - Make a glowing skull decoration using laundry detergent.Homemade Face Paint - Make your own non-toxic Halloween face paint. The base paint is white, though you can customi ze it to be any color you like.Make Fake Blood ... or fake snot, vomit, wounds, or glass.Fake Blue or Green Blood - Blood isnt always red. Spiders, for example, have blue blood. If your Halloween adventure includes blood from another species, you might like this edible blue or green fake blood.Glowing Ink can be used to write eerie glowing messages.Make Colored Fire - Fire is fun, but colored fire can be spooky. Try adding a bit of color to your jack-o-lantern flame.Make a Fizzy Potion - Halloween drinks can bubble and fizz like something a mad scientist might drink.Dry Ice Crystal Ball - All you need is dry ice and bubble solution to create an eerie, long-lasting bubble that resembles a cloudy crystal ball.Halloween Reaction - This clock reaction makes a spectacular Halloween demonstration since the colors change from orange to black. This demo is for the chemistry lab rather than home.Smoke Bomb Jack-o-Lantern - Lighting a homemade smoke bomb inside of a jack-o-lantern is a lot of fun, plus it produces a ton of smoke.Glowing Ice Crystal Ball - This glowing crystal ball is the perfect addition to any Halloween punchbowl, especially if you add a little dry ice, too.

Love Over the Centuries in Writing Essay - 2318 Words

Love Over the Centuries in Writing Compare the different ways and forms in which poets have written about love over the centuries? Love is a universal theme throughout literature from past to modern day. Love has evolved over the centuries, in the way people feel it and show it and so has the way poets have written about love. Over centuries history has changed the values of love and what it is from the French Revolution to the First World War. Always love is an important theme in society therefore in literature. Creating poems of the time to reflect the period when it was written. In the 17th century, poets portrayed love to be sexual and the women would not be sexually active until marriage, because the 17th century was†¦show more content†¦Using flattery to get the women into bed, telling her that it is what is meant to happen. It also suggests the simplicity of his love with the noun vegetable where food is a basic need. Also it implies this by linking love with food, this also brings of connotations of hunger with the women needing to eat or to love. In the second stanza there is a change in attitude, this is portrayed by the connective word But, this is the first word, it has a powerful impact on the poem and sets the mood for the rest of the poem. The second stanza takes more of a forceful side to the poem; the idea of time is introduced to the poem. Andrew Marvell enhances the idea of time in, Time’s winged chariot hurrying near; As the result of this the poem has more urgency. Time is relative to his love meaning that the man wishes he had all the time to spend with his mistress to do what is in the first stanza but can not as he has only so much time. The adjective winged creates an image of speed and out of control, as its flying to swoop down to catch him and that it is out of control however this could also suggest divinely being adding to the affect of having sex being an acceptable action and not a sin. The poem is structured in a very sophisticated form. The first stanza is twenty lines long but the second is only twelve lines long, the first isShow MoreRelatedLiterary Analysis : St. Clare Of Assisi1471 Words   |  6 Pagesstandards she assembled for her nuns in the thirteenth century. Clare s Rule, truth be told, recognizes that just some of her nuns were educated: the individuals who could read were in charge of perusing the religious administrations with an elevated volume; the individuals who co uldn t be given additional petitions to God to say. 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Deception Point Page 75 Free Essays

Built by Lockheed, the Aurora looked like a flattened American football. It was 110 feet long, sixty feet wide, smoothly contoured with a crystalline patina of thermal tiles much like the space shuttle. The speed was primarily the result of an exotic new propulsion system known as a Pulse Detonation Wave Engine, which burned a clean, misted, liquid hydrogen and left a telltale pulse contrail in the sky. We will write a custom essay sample on Deception Point Page 75 or any similar topic only for you Order Now For this reason, it only flew at night. Tonight, with the luxury of enormous speed, the Delta Force was taking the long way home, out across the open ocean. Even so, they were overtaking their quarry. At this rate, the Delta Force would be arriving on the eastern seaboard in under an hour, a good two hours before its prey. There had been discussion of tracking and shooting down the plane in question, but the controller rightly feared a radar capture of the incident or the burned wreckage might bring on a massive investigation. It was best to let the plane land as scheduled, the controller had decided. Once it became clear where their quarry intended to land, the Delta Force would move in. Now, as Aurora streaked over the desolate Labrador Sea, Delta-One’s CrypTalk indicated an incoming call. He answered. â€Å"The situation has changed,† the electronic voice informed them. â€Å"You have another mark before Rachel Sexton and the scientists land.† Another mark. Delta-One could feel it. Things were unraveling. The controller’s ship had sprung another leak, and the controller needed them to patch it as fast as possible. The ship would not be leaking, Delta-One reminded himself, if we had hit our marks successfully on the Milne Ice Shelf. Delta-One knew damn well he was cleaning up his own mess. â€Å"A fourth party has become involved,† the controller said. â€Å"Who?† The controller paused a moment-and then gave them a name. The three men exchanged startled looks. It was a name they knew well. No wonder the controller sounded reluctant! Delta-One thought. For an operation conceived as a â€Å"zero-casualty† venture, the body count and target profile was climbing fast. He felt his sinews tighten as the controller prepared to inform them exactly how and where they would eliminate this new individual. â€Å"The stakes have increased considerably,† the controller said. â€Å"Listen closely. I will give you these instructions only once.† 89 High above northern Maine, a G4 jet continued speeding toward Washington. Onboard, Michael Tolland and Corky Marlinson looked on as Rachel Sexton began to explain her theory for why there might be increased hydrogen ions in the fusion crust of the meteorite. â€Å"NASA has a private test facility called Plum Brook Station,† Rachel explained, hardly able to believe she was going to talk about this. Sharing classified information out of protocol was not something she had ever done, but considering the circumstances, Tolland and Corky had a right to know this. â€Å"Plum Brook is essentially a test chamber for NASA’s most radical new engine systems. Two years ago I wrote a gist about a new design NASA was testing there-something called an expander cycle engine.† Corky eyed her suspiciously. â€Å"Expander cycle engines are still in the theoretical stage. On paper. Nobody’s actually testing. That’s decades away.† Rachel shook her head. â€Å"Sorry, Corky. NASA has prototypes. They’re testing.† â€Å"What?† Corky looked skeptical. â€Å"ECE’s run on liquid oxygen-hydrogen, which freezes in space, making the engine worthless to NASA. They said they were not even going to try to build an ECE until they overcame the freezing fuel problem.† â€Å"They overcame it. They got rid of the oxygen and turned the fuel into a ‘slush-hydrogen’ mixture, which is some kind of cryogenic fuel consisting of pure hydrogen in a semifrozen state. It’s very powerful and very clean burning. It’s also a contender for the propulsion system if NASA runs missions to Mars.† Corky looked amazed. â€Å"This can’t be true.† â€Å"It better be true,† Rachel said. â€Å"I wrote a brief about it for the President. My boss was up in arms because NASA wanted to publicly announce slush-hydrogen as a big success, and Pickering wanted the White House to force NASA to keep slush-hydrogen classified.† â€Å"Why?† â€Å"Not important,† Rachel said, having no intention of sharing more secrets than she had to. The truth was that Pickering’s desire to classify slush-hydrogen’s success was to fight a growing national security concern few knew existed-the alarming expansion of China’s space technology. The Chinese were currently developing a deadly â€Å"for-hire† launch platform, which they intended to rent out to high bidders, most of whom would be U.S. enemies. The implications for U.S. security were devastating. Fortunately, the NRO knew China was pursuing a doomed propulsion-fuel model for their launch platform, and Pickering saw no reason to tip them off about NASA’s more promising slush-hydrogen propellant. â€Å"So,† Tolland said, looking uneasy, â€Å"you’re saying NASA has a clean-burning propulsion system that runs on pure hydrogen?† Rachel nodded. â€Å"I don’t have figures, but the exhaust temperatures of these engines are apparently several times hotter than anything ever before developed. They’re requiring NASA to develop all kinds of new nozzle materials.† She paused. â€Å"A large rock, placed behind one of these slush-hydrogen engines, would be scalded by a hydrogen-rich blast of exhaust fire coming out at an unprecedented temperature. You’d get quite a fusion crust.† â€Å"Come on now!† Corky said. â€Å"Are we back to the fake meteorite scenario?† Tolland seemed suddenly intrigued. â€Å"Actually, that’s quite an idea. The setup would be more or less like leaving a boulder on the launchpad under the space shuttle during liftoff.† â€Å"God save me,† Corky muttered. â€Å"I’m airborne with idiots.† â€Å"Corky,† Tolland said. â€Å"Hypothetically speaking, a rock placed in an exhaust field would exhibit similar burn features to one that fell through the atmosphere, wouldn’t it? You’d have the same directional striations and backflow of the melting material.† Corky grunted. â€Å"I suppose.† â€Å"And Rachel’s clean-burning hydrogen fuel would leave no chemical residue. Only hydrogen. Increased levels of hydrogen ions in the fusion pocking.† Corky rolled his eyes. â€Å"Look, if one of these ECE engines actually exists, and runs on slush-hydrogen, I suppose what you’re talking about is possible. But it’s extremely far-fetched.† â€Å"Why?† Tolland asked. â€Å"The process seems fairly simple.† Rachel nodded. â€Å"All you need is a 190-million-year-old fossilized rock. Blast it in a slush-hydrogen-engine exhaust fire, and bury it in the ice. Instant meteorite.† â€Å"To a tourist, maybe,† Corky said, â€Å"but not to a NASA scientist! You still haven’t explained the chondrules!† Rachel tried to recall Corky’s explanation of how chondrules formed. â€Å"You said chondrules are caused by rapid heating and cooling events in space, right?† Corky sighed. â€Å"Chondrules form when a rock, chilled in space, suddenly becomes superheated to a partial-melt stage-somewhere near 1550 Celsius. Then the rock must cool again, extremely rapidly, hardening the liquid pockets into chondrules.† Tolland studied his friend. â€Å"And this process can’t happen on earth?† â€Å"Impossible,† Corky said. â€Å"This planet does not have the temperature variance to cause that kind of rapid shift. You’re talking here about nuclear heat and the absolute zero of space. Those extremes simply don’t exist on earth.† Rachel considered it. â€Å"At least not naturally.† How to cite Deception Point Page 75, Essay examples

England Romantic Poets Essay Example For Students

England Romantic Poets Essay The poetry of the English Romantic period (1800-1832), often contain many descriptions, and ideas of nature, not found in most writing. The Romantic poets share several charecteristics in common, certainly one of the most significant of these is their respective views on nature. Which seems to range from a more spiritual, if not pantheistic view, as seen in the works of William Wordsworth, to the much more realistic outlook of John Keats. All of these authors discuss, in varrying degreess, the role of nature in acquiring meaningful insight into the human condition. These writers all make appeals to nature as if it were some kind of living entity calls are made for nature to rescue the struggling writer, and carry his ideas to the world. One writer stated in his introduction to a Romantic anthology: The variety of this catalogue implies completedness; surely not phase or feature of the outer natural world is without its appropriate counterpart in the inner world of human personality. Nature, then, can be all things to all men. To the revolutionary Shelley, the rough wind wails, like the poet himself, for the world’s wrong; or it lifts his own thoughts to scatter hem like leaves, like glowing ashes, over the world in an apocalyptic prophecy of the coming Utopian spring. To Keats, beset by longing and heart-ache, the happiness of the nightingale’s song intensified an unbearable consciousness of unattainable pleasures. (6) Nature took a different role in each of the Romantic poets, and even the PreRomantics, and Victorians writings, but each of these writers has that one major thing in common: They all write extensively on the role of nature in the lives of people. The English Romantic poets, hailing mostly from the Lakeside district of England, would have grown up in a region hat is known for its natural beauty. These writers did not know the ugliness of the city, nor do they have any experience of the crowded streets, and polluted air of London. To these writers, the world is a very beautiful place. There are wonderful virgin forests, pristine lakes and rivers, and beautiful wildlife, making this region a wealthy little virtual paradise. Certainly this would (at least partly) account for the facination with the natural world that can be found in these poets. They mostly grew up seeing nature in its highest form of beauty, and they were definately influenced by their environments. Throughout the course of this paper, four poems, written by three poets, will be discussed in some detail. Additional poems and poets will also be mentioned briefly as this discussion progresses. They are Wordsworth’s Ode on Intimations of Immortality, stanzas: One, two, four, and eleven, as well as parts of five and eight. The second Wordsworth poem is: My Heart Leaps Up. The second poem will be Percy-Byshe Shelley’s Ode to the West Wind. And the final poem will be: Bright Star by John Keats. Each of these poems contain strong references to nature, and ts role in the developement of human identity, and additionaly, of the sacredness, almost divinity that is to be found in nature. Throughout these poems, the reader will find, as has been mentioned, a varrying (yet still somewhat common) idea of the importance of nature. This should help the reader to catch a little insight into how the English Romantics viewed man and his role within nature, as well as nature’s role within human society and specificaly, how nature can effect and individuals development over his lifetime. Let us now turn to the first poet that we will discuss, William Wordsworth. Wordsworth, along with Samuel Taylor Coleridge, released a book of poems titled: Lyrical Ballads. With this book came the beggining of the Romantic period. Wordsworth declared that: Poetry, should be written in the language of the common man and should be about incidents and situations from common life (Francis, 36). Clearly this is a rejection of the Neo- Classical tradition, and an embracing of ordinary things and people. Wordsworth can really be classified by his very romanticized view held toward nature: A love of nature is one of Wordsworth’s predominate themes. For him, birds, trees, and flowers represent and invisible spirit that is present everywhere in the universe. (ibid) Clearly Wordsworth fits very nicely into this paper’s claim toward the Romantic view of nature. In the first poem of his that we will discuss, Ode on Intimations of Immortality, we can see many great examples of his use and view of the natural world. Additionaly it is interesting to note his discussion on children, whom he believes to be  «closer to God than adults » (ibid). We will now pause to quote from the afforementioned stanza’s: Ode on Intimations of Immortality 1 There was a time when meadow, grove, and stream, The earth, and every common sight, To me did seem Apperelled in celestial light, The glory and the freshness of a dream. It is not now as it hath been of your;– Turn wheresoeve’er I may, By night or day, The things which I have seen I now can see no more. The rainbow comes and goes, And lovely is the rose; The moon doth with delight Look round her when the heavens are bare; Waters on a starry night Are beautiful and fair; The sunshine is a glorious birth; But yet I know, where’er I go, That there hath passed a glory from the earth. Ye blessed creatures, I have heard the call Ye to each other make; I see The heavens laugh with you in your jubilee; My heart is at your festival, My head hath its coronal, The fullness of your bliss, I feel– I feel it all. Oh evil day! f I were sullen While Earth herself is adorning, This sweet May morning, And the children are culling on every side, In a thousand valleys far and wide, Fresh flowers; while the sun shines warm, And the babe leaps up on his mother’s arm:– I hear, I hear, with joy I hear! — But there’s a tree, of many, one, A single field which I have ooked upon, Both of them speak of something that is gone: The pansy at my feet Doth the same tale repeat: Essay on Junk Food Is Unhealthy Long Time Ago EssayOde to the West Wind 1 O wild West Wind, thou breath of Autumn’s being, Thou, from hose unseen presence the leaves dead Are driven, like ghosts from an enchanter fleeing, Yellow, and black, and pale, and hectic red, Pestilence strickin multitudes: O thou Who chariotest to their dark wintry bed The winged seeds, where they lie cold and low, Each like a corpse within its grave, until Thine azure sister of the Spring shall blow Her clarion o’er the dreaming earth, and fill (Driving sweet buds like flocks to feed in air) With living hues and odors plain and hill: Wild Spirit, which art moving everywhere; Destroyer and Preserver; hear, oh hear! Make me thy lyre, even as the forest is: What if my eaves are falling like its own! The tumult of thy mighty harmonies Will take from both a deep, autumnal tone, Sweet though in sadness. Be thou, Spirit fierce, My spirit! Be thou Me impeuous one! Drive my dead thoughts over the universe Like withered leaves to quicken a new birth! And, by the incantation of this verse, Scatter, as from an unextinguesed hearth Ashes and sparks, my words among mankind! Be through my lips to unawakened earth The trumpet of a prophecy! O Wind, If Winter comes, can Spring be far behind? (83, 85). Like Wordsworth, Shelley appeals to nature, as a higher power, to rescue him from the thorns of life » (84). In the first stanza, Shelley writes of autumn, vivid images of the dead leaves, and winged seeds that cover the earth. Anyone who has ever seen fall, can clearly picture all the beautiful colours of  «hectic red », covering the trees (83). All soon to be replace by only the death that comes with winter, until the Spring  «shall blow Her clarion o’er the dreaming earth » (ibid). He personifies the Spring, as if it has some kind of power to wake up the sleeping world, and usher in an era of new life. Spring can fill the world with  «living hues » and preserve and estroy all things (ibid). The fourth stanza (not hitherto quoted), contains images again of the wind lifting the dead leaves up, and seemingly giving them life. He compares the freedom of the leaves, to the freedom he has experienced as a boy, and his longing to return to such a carefree state. Then comes his most concise pleading for nature’s help  «Oh! lift me as a wave, a leaf, a cloud! I fall upon the thorns of life! I bleed! (84). The final stanza, quoted in its entirety above, finally completes the metaphor of his „dead thoughtsâ€Å", as leaves (85). He is imploring the wind to spread his thoughts ver the earth so that they might somehow become part of a new awakening. He also uses the metaphor of „Ashes and sparksâ€Å" being driven across the land, ignighting the world on fire (ibid). Finally he states that the wind is like a trumpet of prophecy declaring the arrival of the Spring. Now we come to the last poet, and consequently, the last poem that we will be discussing. It is Bright Star by John Keats: Bright Star John Keats. Bright star, would I were steadfast as thou are– Not in lone splendor hung aloft the night, And Watching, with eternal lids apart, Like Nature’s patient sleepless eremite, The moving aters at their preistlike task Of pure ablution round earth’s human shores Or gazing on the new soft-fallen mask Of snow upon the mountains and the moon: No– yet still steadfast, still unchangaeble, Pillowed upon my fair love’s ripening breast, Awake forever in a sweet unrest, Still, still to hear her tender- taken breath, And so live ever– or else swoon to death. 110). Keats compares himself to the stars and measurese his own stability by its. He wants to be like nature’s „patient sleepless eremiteâ€Å" (110). Unchangeable, inmutable and steadfast, not being subject to the whims of a moment or the fleeting motions that he was subject to. He also brings in images of a „soft-fallen mask Of snow upon the mountains and the moonâ€Å"(ibid). He also imagines the snow being on his lover’s breast, it seems almost that he is refering to the mountains or the moon. It is also interesting how he refers to the „The moving waters at their preistlike task Of pure ablution round earth’s human shoresâ€Å" (ibid). In keeping with common Romantic style, Keats has incorporated an image of the spritual into his work, similarly to what Wordsworth accomplishes in his Ode. Like Wordsworth, Coleridge and Shelley John Keats is definately under the impression of nature being a great and benign force: Almost divine. However: Interestingly, this godlike nature beyond nature is becoming, as it now emerges, increasingly humanized. It loves, suffers loss, and mourns; and its essence thereby defines itself as something other than mere being or thoughtless life– something like a type of mind (Hodgson, 81). This becomes apperent in the later Romantic works, but even in these, the poets are calling for compassion from nature. They want nature to look down upon them and to suffer with them and trully, to rejoice with them. To restore them to their health and defend them against their critics and naysayers. The Romantic poets were rather preocupied with the natural world, as is probably pretty obvious by now. So much of their ideas came from the very fact that most of them lived in the Lakeside district, a very beautiful place. They grew up with a great admiration for the physical world, and came to almost adopt a pantheistic outlook on life, especially Wordsworth. Shelley and Keats were less focussed on the spiritual realm, but as both of their writings clearly show, nature was still highly regarded if not deitized.