The Wonderous Mystery of Black Holes - 1668 Words

Just a hundred years ago in 1915 was the time Einstein created his theories of General Relativity, thus the makings of what is known today. These theories helped predict that black holes actually occupy the universe vastly (Wiki authors). Because black holes are virtually invisible to the human eye, since not even light can escape their clutches, it is hard to understand something that can’t be seen or even assume it exists. Though the concept of black holes can be traced back to 1795, to Pierre Simon Laplace, who originally proposed the idea. It was Karl Schwarzchild to be the first to start proving black holes exist from the research of Einstein and others (Freudenrich). This was just the start of black holes becoming a major focus of astronomers and astrophysicists globally. The common misconception of black holes is that they are ‘a hole’ in space, but the fact is, they are a dense orb of matter that continuously grows and consumes. Popular believe is that a black hole is a gateway through time and space but that is not the case. All someone would find at the center of a black hole would be a dense orb a matter called the singularity, or core (Freudenrich). Black holes do in a way distort time and space because of their immense mass yet one would die and be burnt to a crisp before even coming close to reaching the highly dense core. If watched from the earth, it would take an infinite amount of time to be consumed by and become a part of a black hole, but

How Success Breaks Down Into Life - 1678 Words

Thu Hoang Eng 111-03 Karen Hawthorne 2/174/2016 Concept Essay (Final Paper) How Success Breaks Down Into Life I prefer sitting at a coffee shop to do works or read a favorite book, and sometimes taking idly thoughts and wondering myself, â€Å" How does a rich person define success? Or, that, having lots of money, living in a big house, and owning all of the latest cars, fashions, and technology is the key to happiness, and hence, success ?† I believe that the definition of success is deeply personal and surely will be different for every man. I may have lived only nineteen years of the seventy years I might go on to live, however, success is the thing that I am going to carry with throughout my lifelong, and I know it to sufficiently to†¦show more content†¦Ã¢â‚¬Å"Even if you find yourself listing mostly objective factors, the subjective elements have a way of tugging at you, don’t they? The relationship between the objective and the subjective is actually complicated and idiosyncratic. Subjective success is an individual’s response to an objective situation. A corporate lawyer may work for a highly respected firm and have a lavish compensation package, but if her career falls short of her dream to become a Supreme Court justice, for instance, or if practicing law seems merely a good way to make a living and doesn’t provide an intellectual buzz, she won’t feel successful.† (Boris Groysberg and Robin Abrahams). This is the essence of one of the life’s great ironies: Money leads to success. This is real-world logic to say that money has always been a pursuit of man. Apparently, money is critical in many ways, and to have more money means one can do bags of thing. If I believe I have to choose between being rich and being healthy, why would I want to go for rich? In sincerity, money gives one far better access to world-class healthcare, good vaccine, and better treatments. If one needs a special leading-edge procedure that s not available where he lives, he can simply fly to a place that offers it. Being rich means one can give his family a better life, plus opportunities that only money can buy. One will have time and resource to travel, meets nearly anyone he wants, and enters in theShow MoreRelatedEssay on The Joy of Reading and Writing: Superman and Me833 Words   |  4 PagesHe devotes his interest to reading. By this way, he breaks the stereotype that Indian boys are expected to be stupid and dumb, and later on he becomes a successful writer because of his endeavor to read. Alexie vividly narrates his younger life by using metaphor and repetition with a confident tone, in order to strengthen his description of his reading talent, his influence to the other Indian boys and how he struggles in poverty to change his life. Alexie uses metaphor to illustrate his experienceRead MoreLife Is Like A Basketball Court803 Words   |  4 Pagesâ€Å"Life is like a basketball, it bounces up and down.† I love basketball. I feel affection for the taste of victory, when you win a game. However, I also find losing a worthwhile experience. I worship the feeling where you score a point. It’s slow motion at first, as you gaze at the shot you’ve made, wondering if it is going to manage. Then the taste of your salty sweat and the sound of your pounding heart are back in action. *Swoosh* the ball rapidly swirls into the hoop and falls through the netRead MoreThe Lone Ranger And Tonto Fistfight In Heaven, By Sherman Alexie826 Words   |  4 Pagesin a community where most kids have trouble even reading. Alexie shows his audience, the educators of marginalized and deprived students, that if students are given the chance; most students will breakdown the barriers that stand in their way of success. Alexie shows his audience through his specific word choice, personal determination, and by his return to his reservation). In the introduction to his literary narrative Alexie emphasizes his families poor situation. Alexie mentions that his familyRead MoreGraduation Speech : Time Management, Memory Skills, And Study Skills1159 Words   |  5 Pageshowever, college was a whole other story. My teachers no longer babied me and I started to struggle to make even a B let alone an A.Student Success has been an eye opening experience that has made me realize I need to step up my game in order to survive college. This class has taught me how to succeed during my years in college. There are many things Student Success showed me that helped me during this first semester, but the four things that were most influential were Time Management, Memory SkillsRead MoreWhy I Am A Perfectionist Essay984 Words   |  4 Pagesstressed out that I might break down in tears. This gave me a good work ethic, but it also set me up for failure in an upcoming challenge in my life. I had set unrealistic standards for myself and had also become arrogant after seeing how successful I had been so far in life. I didn’t think anything or anyone could slow me down. Turns out, this was a deadly and unstable way of thinking. This dangerous mindset took its toll on me, starting from one of the most critical times in my life. In October of myRead MoreProgrammed Adults Essay740 Words   |  3 PagesAll your life you hear â€Å"go to school, get a degree so that you can get a good job!† Growing up you become programmed into believing that there is one path to follow, and eventually you start to believe it. You go to school for 13 years, and then apply and wish as hard as you can that you’ll get into wherever just so you can go to school for at minimum another 4 years because that’s just how it’s meant to be, right? Thirteen years of programmed adults trying to lead you on the same path they followedRead MoreEpitaph and Dreaming Black Boy1021 Words   |  5 PagesHe not only mentions what is going on around him now, but also the past and even how he would like things to be in the future. He longs for acceptance, a good education, success, to travel and a break from mental slavery. He fails to grasp that despite his intelligence and physical maturity, the racist treatment will continue, thinking that what he experiences as a young boy is the worst, he has yet to find out how it is in the future. On the other hand, Epitaph, a significantly shorter poem, isRead MoreVigor Skin Care Write Up1415 Words   |  6 PagesHowever four years ago, Peter Markles, the current head of Vigor, accepted the challenge of reviving the company. Markles first step in solving this problem was forming a team whose members were committed towards achieving a common goal; bringing success to Vigor. In addition to Markles , Sandy Fryda, Vigor’s marketing director, and Josh Bartola, a creative entrepreneur at Vigor, became the constituents of â€Å"Fearsome Threesome.† All three members contributed to the team in different ways. Markles wasRead MoreRichard Nixon s Impact On The Nation1214 Words   |  5 Pagesfirst term, disaster struck just as reelection was coming up. Nixon had destroyed his reputation, and by doing so showed the people how easy it was to be successful at a point and then lose it all due to one event, Watergate. Paul H. Elovitz, who teaches at Farleigh Dickinson University and is a founding faculty member of Ramapo College of New Jersey, begins to break down Nixon’s scenario. Elovitz comments, â€Å"Among his successes were the recognition of China, ending the war in Vietnam without alienatingRead MoreRobert Cohn : A Man1021 Words   |  5 Pagesgives another description of arrogant book writer Robert Cohn as she says, Cohn is described as a wealthy Jew from New York, and a Princeton graduate. Shy and innocent, if naive and van at times, Cohn becomes unpleasantly vain after some modest success as an author and entrepreneur (Caldwell, par. 2). Robert Cohn wants to be strong, opinionated, knowledgeable, and brace, but he turns out to be quite the opposite. Robert Cohn fails at being a hero because, instead of Cohn taking control over who

James Loewen Free Essays

To describe this work overall is rather a monumental task because there aren’t many other books out there like this one.   Lies My Teacher Told Me by James Loewen takes on really two tasks.   One is to question and answer the concept of why students dislike history classes. We will write a custom essay sample on James Loewen or any similar topic only for you Order Now    The second is to prove the idea that much of what students learn in American history classes is wrong and that there are many omissions.   The author can be described as a teacher who challenges the role of revisionist history in American schools. He says that much of American history alienates children of color by ignoring the fact that many of the people who contributed greatly to this country were indeed, non-white.   Because of the nature of textbooks in American high schools, much of college history classes are taken up â€Å"fixing† the subject matter that students have learned in high school history classes. Being a college history professor, he asserts this with confidence.   Loewen does not deny the importance of knowing history for one minute, but he does question what we know.   Loewen is a university professor of history at the University of Vermont, and his study in preparation for writing this book consisted of studying twelve textbooks covering a range in American history.   He set about to â€Å"analyze the process of textbook creation and adoption to explain what causes textbooks to be as bad as they are† and the effects of using them. So, why is history boring according to Loewen?   History is made up of nothing but stories which should not be boring, but textbook companies have left out anything that â€Å"might reflect badly upon our national character† (Loewen).   As Loewen says, there is no sense of drama in history taught in schools, and there is every sense that things will work out in the end.   This alone makes history boring.   It is also boring because â€Å"textbooks almost never use the present to illuminate the past† (Loewen).   Therefore, students have a difficult time understanding the relevance to their daily lives. History is portrayed as a â€Å"morality play,† in which the touchy areas are never taught or discussed.   Publishers tend not to acknowledge problems of today or use the past to shed some light.   They also never speak of the factors that contributed to problems; rather a â€Å"blame the victim† approach is used.   As Loewen says, â€Å"While there is nothing wrong with optimism, it does become something of a burden for students of color, children of working class parents, girls who notice an absence of women who made history, or any group that has not already been outstandingly successful† (Loewen).   This â€Å"burden† turns students off to history because it does not accurately address any of these things nor does it tell the full stories. Textbooks ignore many historical realities for a variety of reasons.   The biggest reason is that publishers believe that students must develop a sense of nationalism or patriotism.   To acknowledge troubling areas in our nation’s history is to run the risk that patriotism will not be developed.   A â€Å"happy† view of history leads Americans to believe that everything is okay, so students are not troubled.   This view of history embraces the American idea of individualism rather than looking at the many factors that affected lack of equal opportunity.   Textbooks make us believe that equal opportunity was and is an option for all. As for other reasons, Loewen does a thorough job pointing these out.   Facts are presented â€Å"as one damn thing after another† (Loewen).   Books â€Å"suppress causation† (Loewen).   In fact, many of the facts included are flat out wrong and many of the books are clones of each other, which means the facts are wrong over and over again.   They rarely include primary source documents, which Loewen compares to students taking a course in poetry without reading a poem.   Plus the books are just so darn big that students hate carrying them and reading them. In his Table of Contents he discusses all the false information or omissions based on his study of textbooks, such as the study of Christopher Columbus, Thanksgiving, Native Americans, the invisibility of racism, the absence of social class, the disappearance of the recent past, and the myth of progress to name a few.   These chapters contain much needed information about the true stories. The results of his study conclude that students are bored with or alienated from history or both.   They are also not able to use the past in order to think about the future.   He proposes this book partly in order to discuss how to assess all the various sources of knowledge about history and to help teachers think about how to learn history more accurately. As he ponders the idea of â€Å"truth† in revisionist history in every chapter, I will use one chapter as an example.   In the chapter entitled hero Making Heroes, examples are given of how textbooks leave important ideas or at least controversial ones out of the books.   For example, Loewen tells us that Helen Keller was a radical socialist.   Books leave out all mention of Woodrow Wilson’s racism and the fact that there was a new surge of racial violence in this country after his presidency. And last but not least, discussion of Christopher Columbus has been totally slanted.   He took land from the Native Americans and engaged in slave trade or forced labor.   He alone destroyed entire nations of Native Americans.   Only six of twelve textbooks even mentioned the idea of forced labor at all.   And yet, most of what is taught does none of these things. Loewen concludes with the statement that â€Å"students will start learning history when they see the point of doing so, when it seems interesting and important to them, and when they believe history might relate to their lives and futures† (Loewen). I believe the author does accomplish his goals.   He absolutely adequately sums up why students hate history.   The study of history seems all about facts and dates that have no relation to each other or to our lives.   History books are chock full of names and dates but not material that challenges the student to really think about and analyze history.   These facts are expected to be taken at face value and not to be questioned.   Any controversy is left out of books.   Students need to be taught history in a more meaningful way so that they can use the past to illuminate the future or even the future to illuminate the past. To me, understanding is the only reason to teach anything, not rote memorization of facts that aren’t even true.   I understand that standardized testing puts a lot of pressure on history teachers, but American schools should at least be able to find a way to present both sides of issues.   Students could truly be more interested in history that way.   Teaching only the wonderful qualities in American history and ignoring the disturbing parts is not a way to push students to become leaders of tomorrow.   If one truly wants to fix problems, one must first identify what the problems are.   For example, in terms of equal opportunity, it is important for students to realize that phrase was always a dream propagated by white people. People of color in this country have never had even a remote chance to thrive the way white people have.   Therefore, current practices like affirmative action might not seem so terrible if they understand the history all the way down the line.   There has always been affirmative action; it was just only for white people.   Now that we give it a name and make it policy to benefit nonwhite people, society is up in arms.   Teaching about the historical laws and rules that made it impossible to receive a fair chance if one was non-white is at least a step in the right direction.   Maybe that would help illuminate the present by using the past.   It would also highlight high level skills like synthesis and critical thinking. I detest the idea of revisionist history.   I understand that there are places where a thorough understanding is just not possible.   For example, teaching about our genocide of the Native Americans to elementary students is not a good idea.   However, we can teach about such things from primary source documents.   Falsities do not have to be taught.   We certainly do not need to reinforce the idea that Indians have all vanished or that they live in teepees still.   If all else fails, leave the study of these people or events out of history classes where students are too young to understand the ramifications. Loewen would not propose this as it would be yet another omission.   Loewen’s book should be required reading for any person planning on teaching anything.   Loewen gives a very thorough account of the many inaccuracies and omissions that are currently taught.   A lot of people have not had enough history after high school to even realize that this is the case or to put all the information together, to synthesize it in such a way that the light bulb finally comes on. And while it is much easier to take the safe route, that one is rarely the best.   In this culture we need more critical thinkers, not more people who can memorize facts.   In this information age, it is more crucial than ever to teach others how to think, not what to think.   Any fact we will ever need is at our fingertips on the Internet.   What we aren’t taught is how to analyze and evaluate or how to come to a conclusion based on thorough understanding of both sides (informed decisions).   In addition, teaching the truth of some of these historical inaccuracies might go a long way in helping racial inequities or other avenues where we â€Å"blame the victim† in our culture.   Certainly we would change our definition of America, but we might be more apt to become part of the solution. Works Cited Loewen, James, Lies My Teacher Told Me, Simon and Schuster, 1995. How to cite James Loewen, Essay examples