Splash. Was. Awesome.

Splash. Was. Awesome. I love everything about Splash. I love waking up at 8am on a Saturday and bouncing out of bed. I love wearing headphones in a hipster coffee shop, sipping an Earl Grey/white chocolate infusion and putting the finishing touches on my PowerPoint slides. I love walking back to campus, and squeezing past thousands THOUSANDS of middle- and high-school kids and their parents in the Infinite Corridor the former are bouncy and the latter are a little stressed out. They are all wide-eyed as they try to figure out where the heck theyre going. Our hallways arent the easiest to navigate, so volunteers stand every few dozen feet wearing fedoras and holding signs. I love slipping out of the human river and into the Bush Room, for teacher registration. To be fair, its no less chaotic in here, but the conversation snippets are fun to listen to. Dude, youre teaching THAT to MIDDLE SCHOOLERS? and howd swing dancing go? and food coming through! and ahh, I wish I could take your class! I love the free t-shirt. My current collection: three Splash shirts, two Spark shirts, one HSSP shirt, one Firestorm shirt. This one is my favorite. Its the first purple shirt I own, which is weird, since I like purple. The teacher lunch is okay. There isnt much pizza left by the time I arrive, unfortunately, and the remaining slices are covered in Balsamic vinaigrette. Im not a huge fan of salad dressing in general, and DEFINITELY not a huge fan of salad dressing on pizza. That said, Ive recently been broadening my pizza horizons I used to be a strictly mozzarella, or mozzarella and pepperoni and/or mushrooms, or Hawaiian, kind of girl, but have taken to enjoying  butternut squash/blue cheese/candied walnut pizza and barbecue chicken pizza as well. I sign in, shove a bread roll in my mouth, and elbow my way through the hall and up the stairs to my first classroom. I LOVE arriving early, and seeing the number of kids waiting for my class: a dozen, maybe, or more. People want to learn about what I want to teach! Perfect. I love that the classroom fills up. 40 kids, for my one-hour Introduction to Pulsars class. I ask who thinks he/she traveled the furthest to get to Splash. 7-8 hands go up. A girl says shes from Ottawa, and 5 of those hands go down. Another kid is from Wyoming. Yet another is from Boulder, Colorado: he wins. I realize that these 2900 (we got 2900!) kids are traveling to MIT from all around the country, just to hear MIT students teach about subjects they love. Before I start talking about pulsars, I make a deal with the class. They are not allowed to be shy about raising their hands and asking questions and, in return, I pledge to answer every single question. I hand out notecards, so that they can give me whatever questions remain at the end of class I will type up answers and e-mail them, I promise. They gasp and look thrilled when I say that I am going to do that. I LOVE MY STUDENTS. They fill an awkwardly-shaped classroom, but even the ones at the back sit up straight and lean forward to listen to me. They raise their hands, dont shout out, and arent disrespectful of each other or me. They laugh at my bad jokes and ask wonderful questions. This is my first time teaching a Splash class on my research, since I only started work on pulsars over the summer. I get a high off of teaching about something that I am knowledgeable about. When students ask me questions, I know enough that I either know the answer off the top of my head or can make an educated guess and the best part is that I can accompany it with a story from my summer internship. I show a picture of the pulsar I discovered, and they all freak out. At the end of class, I collect the notecards; they say things like youre a great teacher! and keep up the great work! and you have so much energy I can tell you really love the subject and ask questions like what resources would you recommend if I want to do more search on pulsars? and are there any Citizen Science programs to help look for pulsars? Another notecard reads: I wish we could have gone into pulsars in more depth. When I e-mail the kids my answers, I write: Me too. I book it to my next class: Topics in Modern Physics, 48 kids. Different kids, with one or two exceptions. I wave at the familiar faces they smile back and I sit through friends talks on relativity and the 2011 Nobel Prize before giving a 7-minute presentation on pulsars. I pass off the baton to another friend, who talks about exoplanets, and then another, who talks about the the LHC. Done for the day. That night, my friend Megan sleeps over. Shes visiting from Yale because of the Harvard-Yale football game (which MIT has won, by the way.) Shes a Middle East Studies major the ONLY Middle East Studies major in her year and spent a summer in Morocco to improve her Arabic. Thats so cool. I want to learn Arabic. I want to learn about Islam. I ask her for a lesson. We get drinks, snacks, and sit on the mattress-top I put on the floor for her. She teaches me about the history of Islam and I pick her brains. Suggestion: get everyone you know to teach you about their favorite topic or hobby. Its so much more efficient and more enjoyable, in my opinion than ploughing through a textbook. The next morning, we roll out of our respective beds at 8:30; we had a late night. I walk her to the train station, and return to the coffee shop to make the finishing touches on my Introduction to Radio Astronomy PowerPoint. Im more nervous about this one; I dont know the topic as well as I do pulsars. Fortunately for my nerves, my first class of the day is on pulsars. 11am, and 25 kids this time. They ask questions and send me on this tangent and that tangent, and by the end I feel like they must know as much about pulsars as I do.  Afterwards, I hang out with a few of them and discuss majoring in physics at MIT. I realize that Im already a junior in college and must seem very old to these high schoolers. At about noon, I process what is coming. 100 middle school kids are registered for my afternoon Introduction to Radio Astronomy class. A hundred. Ive never taught Middle School kids for Splash. They might be disruptive, and I dont know how to keep 100 kids in line. They might find radio astronomy boring. They might find me boring. I have a minor panic meltdown, and my friend Sam texts me saying he will sit in on the class and smile at me from the audience. Hes awesome. At 3:05pm, the class begins. I make the same deal with them as I made with my high schoolers, and give each a notecard. Sam tells me later that the kids around him were ooh-ing and ahh-ing at all the awesome space pictures on my title slide. Its a big room. There are a lot of kids. But standing up on that platform, I feel totally at-ease. Thats what happens when I teach; Im frantic right up until I start talking, and then Im confident. And the kids LOVE radio astronomy. They love the pictures, they love space, they want to know more about black holes and the cosmic microwave background and whether anyone has died from exposure to radio waves*. I show them a picture of myself climbing in a radio dish of the Very Large Array in New Mexico. Occasionally, they get a little chatty, but all it takes to silence them is a brief hey, guys, sorry I dont mind you talking, but unfortunately since were a big class that means I cant hear your classmates when they ask questions. shhhhh. *Ummm. Notthat Im aware of? I collect notecards at the end.One girl writes, Tell more personal experiences! Like when you climbed that dish over the summer. Another asks what Hz stands for, and I feel guilty for not explaining that in my talk. Last class of the day: another radio astronomy class, for 33 middle schoolers. For many of them, its their last Splash class of the entire weekend. By the end, I am addressing each question-asker by name, which seems to thrill them. One kid goes by hat man. They also write nice feedback on their notecards and continue to ask wonderful questions. And then I go home, take off my teacher badge, and suddenly Splash is over. They werent shy, they picked my brain with questions. They fulfilled their end of the deal. I e-mail out all the answers to all their questions, fulfilling my end of the deal. The next day, I get an e-mail back from a parent, saying that her middle school son can not stop raving about the radio astronomy class; she wants to know if I can teach him about radio astronomy in more detail, one-on-one. I feel bad, and tell her that I cant do that. Then, a middle school girl e-mails me, addressing me as Miss Anna (AWWWW!), and explaining that she is homeschooled and wants more resources to learn about radio astronomy. I realize that there really isnt a whole lot out there for kids to learn about radio astronomy most of the websites I find are pretty complicated. I think about how that can be fixed. She wants to know about my interest in radio astronomy, the class I took in high school, and my career plans. I tell her that before the summer I wanted to be a brain doctor, and now I want to be an astrophysicist. I tell her that Im so glad to hear that shes interested in science and astronomy and I am. I realize that these kids dont just come for the classes they come to take classes from us, specifically. From MIT kids! Smart, scientist big-kids, who can give them life advice. They see us as role models and all we have to do is talk about a topic we like. Woah. That night, I sit down at my computer, and start planning what classes Im going to teach for Spark and HSSP in the spring. Right now, my friend Eric and I are planning to co-teach an HSSP class called eight calculations that changed science or eight calculations that everyone should do / learn about at least once in their lives or something like that. Ideas include: calculating the expansion rate of the universe, demonstrating the necessity of special relativity when dealing with incident cosmic ray muons, using Maxwells equations to show that light travels at c, something to do with the uncertainty principle in quantum mechanics. If you have ideas, let me know!  The kids will appreciate it.

Description Of Triple Positive Parenting Program - 888 Words

Description of Triple P- Positive Parenting Program Program Goals/Program Theory Triple P – Positive Parenting Program is a comprehensive parent-training program with the purpose of reducing child maltreatment and children’s behavioral problems. It is built upon a public health approach and as such was designed to treat large populations. The five core principles taught to parents are: †¢ Ensure a safe and engaging environment. †¢ Promote a positive learning environment. †¢ Use assertive discipline. †¢ Maintain reasonable expectations. †¢ Take care of oneself as a parent. It is through these core principles that parents learn how to engage in positive and supportive parenting. The first step is getting past the stigma that some parents need help and training in how to be effective parents. The second step is giving them the proper tools and knowledge to raise healthy children. Program Activities/Target Population The Triple P system has five intervention levels of increasing intensity and narrowing population reach. Any family with at least one child from infant to 12 years of age is eligible for any of the five programming levels; parents determine for themselves how much help they require. There are differing program activities at each level of the intervention: Level 1. This intervention uses a media campaign to reach out to parents who are seeking help. The goal is to de-stigmatize parent training and make effective parenting strategies available to all familiesShow MoreRelatedFamily Centred Care - Care for a Mother Suffering from Postnatal Depreesion2512 Words   |  11 Pagesprovided by means of referral to appropriate service and following up Emmas case regulary to ensure and evaluate that adequate care is being received within the context of the family centred approach. 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The chosen essays highlight ordinary applicants who have dem.... onstrated potential, vision, integrity, and leadership. While the MBA applicant pool can often swarm with people with business backgrounds, we are positive that this book will also inspire nontradi.... tional applicants because they will realize that there is no such thing as a standard applicant at Harvard Business SchooL We encourage you to bear in mind that your profession is not what makes the essayRead MoreStephen P. Robbins Timothy A. 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The Cost Of Idealism Setting The Appropriate Minimum Wage

The Cost of Idealism: Setting the Appropriate Minimum Wage Blake Kaiser-Lack Williams Economics 19 November 2015 In Seattle this past August, Ritu Shah Burnham and his 11 co-workers at a small ZPizza lost their jobs and business to one seemingly beneficial culprit: the minimum wage. After huge wage hikes in cities like Seattle, San Francisco, and Oakland, small businesses similar to Burnham’s have been following suit due to increased labor costs that eradicate businesses’ ability for self-sustainability. But how can such a pure-hearted idea cause such economic degradation across the entire nation? Pure intentions do not always breed good policy, and the cost of idealism†¦. When the first federal minimum†¦show more content†¦Like anything, labor is a commodity. It has costs, a fixed supply, and a shifting demand. The goal of any business is to find the equilibrium point of this commodity. For every business, that will be different. But if the minimum wage reflects social needs over economic needs, then it is artificial. Although the idea of Congress raising the federal minimum wage is well-intentioned, its effects on states with varying costs of living will be radically disproportionate, while a wage that is too high will lead to negative consequences for consumers, employees, and businesses alike without stimulating the economy, ultimately hurting the very people the wage hike seeks to help. When it comes to raising the minimum wage, a state by state approach is one of the only effective ways to properly handle the diverse costs of living across the nation. This is because the cost of living across states is highly disproportionate as some states won’t be able to handle the wage increases while some will be unaffected. Created by the Bureau of Economic Analysis, Regional Price Parities (RPP), a type of price index that measures price differences across regions, shows this exact trend. With a national average RPP of 100, states like Mississippi with an RPP of 86.4 and Hawaii with 117.2 show this distinct difference as these states have an RPP difference of more than 30, meaning high price differences. In easier to understand terms, a wage of say $10.10

Stupid Boy Free Essays

More difficult than the classes, more difficult than the pressure of college and responsibilities is the constant nagging of my female peers. In our school, they are the dominant sex and feminism can be felt from miles around. Females control our school, and there is no way of getting around it. We will write a custom essay sample on Stupid Boy or any similar topic only for you Order Now The common myth that women are inferior to men is completely and utterly wrong. Ever since I began high school, I knew that I was different from the other guys. One by one I noticed my male peers being weeded out from the higher academic levels, leaving a predominantly female crowd, but I was, and still am, determined to keep my position. As the years have gone by, I have become the â€Å"token male† in many of the top classes. It is difficult to hold onto such an prestigious role when I know that there are females surrounding me, ready to prove that the â€Å"token male† is not as sophisticated as one might think. I find myself included in conversations about such things as male bashing and female apparel that males are usually excluded from. When we are in biology, they complain about pregnancy, and then turn hateful eyes toward me, grumbling that I will never know the agony of childbirth. The strange thing is those conversations and continual male-bashing sessions no longer phase me. Now it’s difficult to talk about â€Å"guy things. † I almost always turn to females for intellectual conversation. Sometimes there aren’t any guys around to talk about anything. I have learned to deal with it though, and I’m happy that I’ve had this experience with humiliation. It has made me respect women more than I ever would have. I think that any self-respecting feminist would be proud of me. My female biology teacher has dubbed me â€Å"Token Male. In my advanced biology, advanced physics, advanced English, and Spanish IV classes I am overwhelmed by the estrogen. I couldn’t imagine not having Sarah around to get notes from, or Rose to laugh when Mr. Marshall calls me eloquent. I am not the average guy anymore. I listen to the conversations with interest, waiting to interject my own perspective. However, I am wary not to attract too much at tention from one of the preying females. I go to the bathroom and see a male friend out in the hall and slap him five as I go back into class. I look to the girls to hear them say, in unison, â€Å"Stupid Boy. â€Å" How to cite Stupid Boy, Papers

“Should Athletes Under the Age of 18 Be Able to Compete in Professional Leagues in Sport” free essay sample

English Essay Debate topic: â€Å"Should athletes under the age of 18 be able to compete in professional leagues in sport? † In this essay I will be discussing reasons why athlete’s under the age of eighteen years old should not compete in professional leagues in sport. The reasoning revolves around three main points, one being that every child should have a chance to have a childhood as normal and uncomplicated as possible. Secondly children need to develop physically, mentally, emotionally and socially instead of being rushed into it. And thirdly is that it can also have a bad result on the child’s health. The first argument that will be looked at is that all children should have the chance to have a childhood that is as close to normal and uncomplicated as possible. Every kid deserves the chance to be a kid. To run around outside, play in the mud and get dirty or play with their favourite toys and save up every bit of their pocket money to get another doll or action figure to add to their collection. We will write a custom essay sample on â€Å"Should Athletes Under the Age of 18 Be Able to Compete in Professional Leagues in Sport?† or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Kids however should not have the need to make big decisions and have lots of responsibility like adults, because that is not what being a kid is all about. Hereby making it an issue for athlete’s under the age of eighteen competing in professional sport. The second argument that will be looked at is that athlete’s under the age of eighteen competing in professional sport should have time to become fully developed in all dimensions of health and to develop physically, mentally, emotionally and socially in all of those areas instead of being rushed into a life that could potentially harm them in the future. The amount of huge changes athlete’s go through when competing in high league professional sports is a lot for anybody to handle, let alone one that is right in the middle of their peak state of development. If this lifestyle was to be chosen for athletes under the age of eighteen, their futures wouldn’t look very promising. The third argument to be discussed is the fact that athlete’s under the age of eighteen competing in professional sports can also have a bad result on the child’s health, especially with all the added stress. It is very widely know how stress is very bad for all aspects of a person’s health, especially a child. Stress can also lead to many different types of mental and physical illnesses such as anxiety, distress, depression, physical sickness, and all very negative side effects. The excess stress that would be put on the body and the child competing would be incredibly harming, especially if the child wasn’t looked after and cared for properly for those sorts of situations. All children have the right to feel safe and cared about, and not caused to feel alone and lost, leading to the reason why athlete’s under the age of eighteen years old should not compete in professional leagues in sport. This essay has showed why it is a bad idea for athlete’s under the age of eighteen years old to compete in professional leagues in sport. Putting children in a place where their life is incredibly complicated and don’t even get to have a real childhood is something that should not happen to anyone. The developments, physically, mentally, emotionally and socially, of a child are something that shouldn’t be messed with, and added stress of the whole situation is very bad for the child’s health. The reasons are why athletes under the age of eighteen should not be allowed to complete in the professional leagues of sport. By Naomi Tomlinson

ENGL444 BOOK CRITIQUE - Mark Posters The Mode Of Information Essays

ENGL444: BOOK CRITIQUE - Mark Poster's "The Mode of Information" Maitiu Ward Mark Poster's "The Mode of Information" can be seen as something of an attempt to establish a new discourse in socio-political theory. He does this mainly through the concerted criticism of several prominent philosophers, including Marx, Foucault, Derrida and Baudrillard. Typically, his prime concern with the bulk of most of these philosopher's works is their tendency towards totalization, or their failure to adequately incorporate an understanding of what Poster sees as the "mode of information" into their theorizing. From what remains of his counterparts' theories, Poster attempts to assemble his new discourse, incorporating into the equation theories of globalization and information. My concern in this critique will largely be to highlight some of Poster's own theoretical inadequacies, and perhaps provide a very brief overview of the core elements of his theory of information along the way. Of key interest will be his belief that the current global era of late Capitalism can be de fined by the shift from the Marxist "mode of production" towards a "mode of information", as well as his discussions around the concept of digitization. Other points of interest beyond these, but nonetheless related to them, will focus upon Poster's belief in the decentering of the subject through the forces of "new media", as well as his belief in the death of the Marxist Proletariat as a definitive social force within modern Capitalism. Absolutely vital to the body of Poster's book "The Mode of Information" is the assumption that the human race has moved into a new social era, defined by the cultural logic of Late Capitalism. Poster sees this era as being characterized by the globalized spread of information, typically in the form of "new Media", via a complex and technologically advanced web of communications networks. Poster also sees as central to Late Capitalism a shift in primacy away from the mode of production towards the mode of consumption, and ultimately the "mode of information". Poster essentially believes that the emphasis in contemporary Capitalism no longer focuses upon how goods are produced, but rather how they are sold ( or consumed, as the case may be ). Implicit in this belief ( and in fact expatiated by his belief in the demise of the proletariat ) is the concept of a "knowledge economy", whereby the proletariat of the early Industrial era have been steadily replaced by mechanization and a new w orkforce comprised of technologically adept skills people. The old exchange of capital for physical labor has supposedly been outmoded by new developments in production technology, having been replaced by a new exchange of capital for technological skill or intellectual ability. For a certain few privileged nations, this could certainly well be the case. When contextualised globally, however, this premise becomes highly questionable . The fact of the matter is that for most of the world's population, technological advancement is precluded by poverty and the simple fact that it is vastly unaffordable. In terms of the Proletariat, it could well be argued, and in fact has been by World Systems Theorists, that rather than disappearing with the advent of more efficient production methods ( such as computerization ), the exchange of raw physical labor for capital has simply relocated itself away from the wealthier nations ( often termed as the "core" nations ), to the poorer developing on es ( termed as the "periphery" ). Those nations not wealthy enough to be able to afford the cost of technological advancement have simply become the home of this "new" world order's Working Classes ? the horrors and injustices which once characterized the West's early Industrial era can now be readily discovered in any number of developing countries' backyards. To be fair to Poster, however, there is no denying the far-reaching impact of the new communications media he focuses upon so much within "The Mode of Information". Although the impacts of digitization are perhaps not so readily noticeable at the grassroots level of the majority of the world's population, their effects have undeniably brought about huge changes internationally. Equally, there is no denying the fact that the global spread of communications media, not necessarily those related to digitization, has had a considerable impact

Breach and Break

Breach and Break Breach and Break Breach and Break By Maeve Maddox Patrick writes: Im an English instructor in Germany and was recently asked about the difference between breach and break. Can you help? Both words have to do with breaking. Both can be used as either nouns or verbs: Can you repair the break in this line? How did you break it? Joan of Arc was sued for breach of promise. The Burgundians breached the walls of Paris. The principal parts of to break are break, broke, (have) broken. The principal parts of to breach are breach, breached, (have) breached. Break comes from Old English brecan, to break, shatter, burst. Breach comes from the same OE verb, but by way of a noun derived from brecan. The OE noun bryce (the ce is pronounced /ch/ as in modern breach) meant a breach, fracture. Bryce was later influenced in its spelling by Old French breche, opening or gap. A breach is a broken place, as in a wall. Used as a verb, breach has the same meaning as to break, but to breach something suggests that the break is being made despite defenses or safeguards that are in place. The noun breach is common in legal language, as in the terms breach of contract and breach of the peace. Here are some examples the use of breach used as a verb: FBI, Telecoms Teamed to Breach Wiretap Laws The Rachel Corrie ship to try to breach Gaza blockade next month Open-records law appears to breach government secrecy Marines use a torch to breach a door A common use of breach as a noun is in the expression to heal a breach, that is, to reconcile sides in a dispute or falling out Codeplex hopes Walli can heal breach with open source As efforts continue to heal the breach in regional relations in the Middle East, Qatar emerges as an important player†¦ Healing the Breach between Feminists and Non-Feminists In the context of a broken bone, one would speak of healing the break. Sometimes writers use breach in place of a more suitable word, as in this question dealing with the breakage of hair: What works best hair product to heal the breach? Non-native English speakers are prone to use breach in a context calling for break as in these examples: At the alpha of 2009, Nino took a breach from music to complete his accomplish account in the Hellenic Army in Rhodes, He was apprenticed by a faculty of honour, never lied, and would rather die than breach his word. Her career connected auspiciously with films such as Bob Carol Ted Alice (1969). After this she took a breach from acting†¦ In each example, break is the word called for by the context. Although break and breach are similar in meaning, they cannot be used as exact synonyms. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Homograph ExamplesTaser or Tazer? Tazing or Tasering?20 Slang Terms for Law Enforcement Personnel