C-H Bending Vibrations of Benzene Rings

C-H Bending Vibrations of Benzene Rings Vibrational analysis or IR spectrum or Vibrational assignment or Analysis of vibrational spectra: C-H vibrations The C-H stretching vibration present in the hetero aromatic structure lies in the characteristic region 3100-3000cm-1, in which the bands are not affected noticeably by the nature of substituent’s. All the C-H stretching vibrations are weak in intensity. In our case the C-H stretching vibrations were observed at 3083, 3063, 3031 cm-1 in FT-IR spectrum. The calculated wavenumbers at the range 3117–3042 cm-1 (mode no’s: 174–167, 165, 163,162) are assigned to C-H stretching vibrations. All bands have very weak intensities and were obtained in the expected region. As expected, these modes are pure stretching modes as it is evident from TED column in Table 2; they almost contribute around 100%. The C-H bending vibrations of benzene rings for the title compound are observed in the range from 1100 to 1613 cm-1, however some vibrations of the title compound observed at values 1576, 1535, 1375, 1277, 1241, 1182, 1097 cm-1 respectively are mixed with CC and SO stretching vibrations. The C-H in-plane bending frequencies appear in the range 1000–1300 cm-1 and are very useful for characterization purpose Ring vibrations The ring stretching vibrations are very much important in the spectrum of aromatic compounds and are highly distinctive of the aromatic ring itself. However, empirical assignments of vibrational modes for peaks in the fingerprint region are difficult. The C=C stretching vibrations are generally observed at 1400-1600 cm-1 in benzene derivatives which are assigned to ring vibrations. In general, the bands are of variable intensity and observed at 1625–1590, 1590–1575, 1540–1470, 1460–1430 and 1380–1280 cm-1 from the frequency ranges given by Varsanyi for the five bands in the fingerprint region. In the present compound, the C=C stretching vibrations are observed at 1592, 1561 and 1464cm-1 in FTIR spectrum. The calculated theoretical values were 1584, 1576, 1562, 1553, 1552 and 1535 cm-1 by B3LYP/6-311G (d, p) method shows excellent agreement with the experimental values. The C-C stretching vibration is expected at 1450-1250cm-1. The peaks are observed at 1399 and 1375cm-1 in FTIR are assigned to C-C stretching vibrations. The calculated wave numbers at 1375, 1360, 1286, 1277, 1273, 1252, 1182, 1166, 1150 and 1010cm-1 were assigned C-C stretching vibrations by DFT Method. The C-C-C in-plane and out-of-plane bending vibrations are the modes associated with smaller force constants than the stretching ones, and hence assigned to lower frequencies. The in-plane deformation vibration is at higher frequencies than the out-of plane vibrations. Shimanouchi et al. gave the frequency data for these vibrations for different benzene derivatives as a result of normal coordinate analysis. Although some modes are missing in experimental spectrum, however, the calculated CCC in-plane and out-of-plane bending modes are found to be consistent with the recorded spectral values, as seen in Table 2. The mode no’s 40, 44, 45, 51, 60, 61, 64 and 66 were identified as C-C-C-C torsional deformation Ï„(CCCC) modes these are shown in Table 2. Methyl group vibrations The C-H asymmetric stretching vibrations of CH3 groups are expected in the range 2950-3050 cm-1 and the symmetric stretching vibrations in the range 2900-2950 cm-1 [roeges, colthup]. The calculated values of the asymmetric stretching vibrational modes of the methyl group are 3051, 3011, 3009, 2989, 2975, 2961cm-1 using DFT/B3LYP with 6-311g (d, p) basis set and observed at 2998, 2923 cm-1 in FT-IR spectrum, whereas the values of the symmetric stretching vibrational modes are 2937, 2910 and 2864 cm-1 and at 2880 and 2859cm-1 in FTIR spectrum. The symmetrical and asymmetrical bending vibration involves in-phase and out-of-phase bending of the C-H bonds. The asymmetrical deformations are expected in the range 1400-1485cm-1 [roeges]. The bands observed at 1464, 1448 cm-1 in the FT-IR spectrum are assigned as the methyl asymmetrical deformation and the calculated values are at 1448, 1438, 1437, 1431, 1428, 1426, 1423cm-1 by DFT. The methyl symmetric deformations appears with an intensity varying from medium to strong and expected in the range 1380Â ±25cm-1. These bands have been observed at 1399, 1375cm-1 in the FT-IR spectrum and calculated theoretically at 1383, 1361 cm-1. The CH3 rocking generally appears in the regions 1150Â ±30 and 875Â ±45 cm-1, the wave number is coupled to the CC stretching vibrations, which occurs in the neighborhood of 900 cm-1. The rocking modes of the CH3 group are observed at 759cm-1 in the FTIR spectrum and calculated at 1168, 1138, 1129, 1122, 1022, 1087, 969 cm-1 in DFT. The wavenumbers 115, 107,102, 82, 71 and 62 cm-1 of modes 15, 14, 13, 11, 10 and 9 are due to methyl torsion. Methylene Vibrations The stretching vibrations CH2 group is expected in the region 2900-3000 cm-1. The deformation mode of CH2 is expected in regions 1480-1400cm-1(scissoring), 1380-1150cm-1(wagging twisting) and 800-710 cm-1(rocking). In this study, the bands at 2923 and 2859cm-1 has been assigned to CH2 asymmetric and symmetric vibrations in FT-IR spectrum and computed theoretically at 3044, 2945 cm-1 by DFT. The deformation mode of CH2 are assigned at 1431, 1364, 1340, 699 cm-1 theoretically and bands are observed in the FT-IR spectrum at 1448, 1375, 710 cm-1. SO2 vibrations The asymmetric stretching for the SO2, NH2, NO2, CH2 and CH3 etc has magnitude higher than the symmetric stretching.The asymmetric and symmetric stretching modes of SO2 group appear in the region 1360-1310 cm-1 and 1165-1135 cm-1.The stretching vibrations of SO2 for sulfonamide derivatives as reported by Chohan et al. [Z.H. Chohan, M.H. Youssoufi, A. Jarrahpour, and T.B. Hadda, Eur. J. Med. Chem. 45 (2010) 1189–1199] are 1345 and 1110 cm-1 and Hangen et al [A. Hangen, A. Bodoki, L. Opren, G. Alznet, M. Liu-Gonzalez, J. Borras, Polyhedron 29 (2010) 1305–1313] at 1314, 1308, 1274, 1157, 1147, 1133cm-1 respectively. In the present study, the asymmetric and symmetric stretching vibration of SO2 group is observed as very strong peak at 1348cm-1 and 1163 cm-1 in the FTIR spectrum and 1260, 1241, 1083 and 1040cm-1 theoretically assigned to SO2 stretching modes. The SO2 scissoring and wagging vibrations occur in the range 570Â ±60cm-1 and 520Â ±40cm-1. The corresponding bands are observed for the title compound at 544cm-1 and 499cm-1 in the FTIR spectrum. Carbonyl ester group vibration The carbonyl compound are added functional group includes the C=O bond, also provide very profound contributions to the spectrum. The C=O stretching vibration exhibits a strong band in the region 1600-1750 cm-1. For the title compound , the stretching vibration of C=O is characterized by very strong peak appearing at 1727 cm-1 in the FTIR spectrum and at 1721cm-1 theoretically which shows a perfect agreement with experimental result. Methyl ester has the strong absorption bands about the C–O asymmetric stretching modes at 1315–1195 cm−1 and symmetric stretching modes at 1096–900 cm−1. In present case, the strong peak is observed for C-O-C stretching vibrations at 1257 cm-1 and 961 cm-1 in the FTIR spectrum, corresponding to the computed wavenumber 1225cm-1 and 954cm-1, is assigned to the C-O-C stretching vibration. The band at 961 cm−1 in FT-IR spectrum has been assigned to O–CH3 stretching mode. The band at 857(818) cm−1 in FT-IR spectrum is assigned to C–O–C in-plane deformation mode. The band at 784(760) cm−1 in IR spectrum is out-plane deformation mode. The methyl ester has also two characterized vibration modes in 530–340 cm−1 and 390–250 cm−1 region, corresponding to the CO–O rocking and COC deformation. The DFT calculation gives CO-O rocking and COC deformation at 354 and 242 cm-1. C-S, S-N, N-C and ON vibrations C-Cl vibration The C-Cl bonds are formed in benzene ring in place of hydrogen atoms. The stretching vibration is observed in the strong bands at 760-370cm-1. Since, the title compound has two chlorine atoms, the C-Cl stretching vibrations are observed at 757 cm-1,733 cm-1 in FTIR spectrum. The theoretically calculated values by B3LYP/6-311G(d, p) method at 743 cm-1 , 724 cm-1 and 380 cm-1 is assigned to C-Cl Stretching vibrations is coincides very well with the experimental value. Due to longer bond length() of C-Cl reduction in force constant occurs and C-Cl stretching falls in the lower frequency region.

Animal research is irrelevant to our understanding of human mental health

Animal research has played a major role in answering fundamental questions in many areas of psychology. The need for animal testing to enhance human health research has been made evident by the work of Charles Darwin on the evolutionary link between animals and humans. This essay will discuss whether animal research can improve our understanding of human mental health, more specifically mood disorders, and will consider both contributes and limitations of the application of animal models to study human disorders. The evolutionary stance postulates that emotions are a universal feature developed during an evolutionary process that lasted thousands of years. Research has shown that although humans public displays of emotions may vary depending on the social and cultural context, basic emotions such as joy and fear have a biological basis which is common to the whole human species. This same biological basis is found in non-humans animals, especially in mammals, as evidenced by the work of Charles Darwin (Darwin, 2009 [1872], cited in Datta, 2010), which highlighted the similarities between humans and animals in their expressions of emotions. Animal research have greatly contributed to our understanding of the brain structures involved in perceiving emotions; on this topic, Paul MacLean (1990, cited in Datta, 2010) proposed a ‘triune brain model' suggesting that the brain had evolved in a series of three layers, adding complexity in brain functioning, including perception of emotions. The most ancient layers in evolutionary terms, the reptilian brain (that controls the body's vital function in response to a specific stimulus) and the limbic brain (whose main function is to record memories of experiences associated with specific emotions, and to influence our behaviour in response to these memories), are found respectively in reptiles and mammals, while the last layer, termed ‘neocortex' (which underlies the brain's most complex functions, such as abstract thought and language), is a unique feature of the brain of humans and of its closest relatives, apes and monkeys. Given the biological affinity between humans and animals, it is unsurprising that animal research plays a major role in investigating the biological bases of behaviour in human mood disorders. During an experiment involving mice to test the efficacy of ADMs in treating depression and anxiety, Santarelli et al. (2003, cited in Datta, 2010) found that suppressing neurogenesis made ADMs ineffective, uncovering the crucial role of this process in the development of mood disorders. Another experiment conducted by Mitra and Sapolsky (2008, cited in Datta, 2010) on rats has shed light on the correlation between stress and anxiety. Mitra e Sapolsky induced chronic stress in rats by injecting them with corticosterone to investigate the physiological and behavioural effects that this condition would produce. They discovered that the very structure of their neurons had changed, with more dendrites sprouting in the amygdala area (whose hyperactivity has been find to be a common trait in mood disorders); moreover, rats who received corticosterone showed increased anxiety during their performance in mazes. Mitra and Sapolsky concluded that a short-term stressful experience was sufficient to shape the structure of the amygdala, and to cause long-term anxiety. Datta (2010a) suggests that these effects are similar (and therefore could be relevant) to PTSD symptoms in humans. Contribution of animal research is not limited to biological aspects of mood disorders. Two experiments conducted by Meaney and coll. (2001, cited in Datta, 2010) and by Nestler and coll. (Tsankova et al. 2006, cited in Datta, 2010) have helped to clarify the extent to which genetics influences the development of mood disorders. Meaney and his team at McGill University investigated the role of early life experiences on the development of mood disorders by comparing the stress response of rats whose mothers groomed and licked them more in their first days of life, with that of rats whose mothers were less caring, discovering that nurture can be as crucial as nature in defining behaviour in adulthood. In a second experiment conducted by the same authors, the pups of the anxious, less-caring mothers were placed with the more caring, less-anxious mother, and viceversa: results showed that, regardless of their genetic propensity to anxiety and stress, maternal care played a crucial role in shaping the pups' behaviour. The work of Nestler and coll. focused yet on another epigenetic factor that affects the development of depression; researchers induced helplessness, a state similar to depression, in a group of mice, which as a consequence showed socially avoidant behaviour and lower levels of BDFN. Both effects were, however, reversible with ADMs treatment. In addition, other researchers conducted on rhesus monkeys have linked the role of social hierarchies to the development of stress, which can be relevant in understanding the pressure of modern societies on individuals (Datta, 2010b). As well as defining which factors are involved in the development of human mood disorders, animal research has greatly contributed to the development of effective pharmacological treatments (the efficacy and tolerability of ADMs on human organism are indeed assessed with experiments on animals) and behavioural therapies based on the findings of classic experiments from B. F. Skinner and other influential psychologists, which were carried out on animals. We have considered how animal research have contributed to scientific understanding of mood disorders, but these observations should be juxtaposed with a brief reflection on its limits in terms of applications of animal models to humans. First, while humans and animals share a biological affinity, it seems hazardous to many to blindly apply the findings obtained from experiments on rats, pigeons or other lab animals on human patients; humans are indeed extremely complex animals, whose behavior is influenced by many biological, psychological and social factors. A second limit concerns the difficulty in obtaining a direct account from the animal of his cognitive and emotional experience. Despite these considerations, animal research is still an essential methodological tool for modern psychological research. Much of the scientific progress in understanding mood disorders was obtained from experiments on animals that for various reasons (economic, methodological, ethical) could not have been substituted by alternative research methods such as human experimentation or computer models. Until researchers will find alternative means to investigate human brain and behaviour, it seems that, for the mentioned reasons, animal research will remain an essential part of psychological research.

Optimism In Voltaire’s Candide Essay

Gottfried Leibniz was, among other things, a philosopher and was best known for his philosophy on optimism. Leibniz believed that there existed a supernatural being who created and controlled the world. He further espoused that this being was perfect and being a perfect being could not make anything imperfect. Leibniz was himself a mathematician and portrayed his image of God to be a mathematician as well. This being the case, Leibniz believed that God would balance out all things in the consideration of the possible actions in the world and would conclude with the optimal equation for equilibrium. Leibniz thus believed that we live in the best of all possible worlds. It was further held by Leibniz that God could have imagined and created all kinds of worlds. But being a just and gracious God, he chose to create the best possible world. Leibniz believed that such was the world and life that God created on earth. However, being finite creatures, men could not comprehend the extent of God’s plan and were painfully aware of the misfortunes that befell them. But if events were to be viewed from God’s perspective, the harm in the world would be seen as tolerable or even necessary. This philosophy was displayed through the justification of imperfections in the world with whatever positive outcomes that may have resulted, even those not directly related or those obviously not equal to the harm brought about by the imperfection. It was thus believed that the imperfections were necessary components in order to strike an optimal way of living. It should be noted that Leibniz qualitatively excluded all other options by defining the present manner of living as best, not merely better than other options. The followers of Leibniz may not have captured this exclusion. One follower, Alexander Pope, was an author of renown during Voltaire’s time. Pope espoused not that the present world was the best of all possible worlds rather he merely believed that all actions in the world are good or right. Pope believed that whatever is, is right. Therefore, everything that is in the world is right although not necessarily what is best. This lowers the standards of Leibniz’ optimism as the philosophy becomes merely that all actions, whether harmful or not, are inherently good and also result in good. These actions may not necessarily be the optimal acts to perform but they are undoubtedly right. Voltaire himself was a deist and believed that a god set the world into motion but left it to rule itself of its own accord. Therefore he could not submit to the reasoning that the world was perfect because of the perfection of such a god. It was impossible for Voltaire to believe that the misfortunes in the world were all meant to happen and more so, that each contributed to the perfection of the world. He found this particularly unreasonable when considering the harm that natural calamities inflicted upon persons. Thus, it was the philosophies of Leibniz and Pope that Voltaire responded to in several of his writings. When he wrote Candide it was optimism that he had in mind – more it seems the optimism of Leibniz’ than Pope’s. Voltaire’s Candide In Candide, the protagonist after which the book is named, is the illegitimate nephew of a baron. He falls in love with the baron’s daughter and is soon expelled from the house for having been caught kissing the girl, Cunegonde. This sparks Candide’s travels through misfortune and luck, one following the other. Shortly after his departure from the baron’s house and an encounter with several Bulgars, he is joined by his former tutor, Pangloss. It is Pangloss who has taught Candide that all things happen for the best possible outcome. The story continues with Candide attempting to win back Cunegonde. The satire unfolds with several deaths and more resurrections with Candide finding out how the friends he thought he had lost had survived the tragedies that had befallen them. In the midst of the chaos, Candide happens upon a substantial amount of precious jewels and is thus empowered to look for his lost love, Cunegonde, who had decided to marry a wealthy man in order to preserve herself. In the process he buys back the freedom of several friends, including Pangloss. Together they purchase a small farm house where they all settle down. They soon begin to quarrel however and it is only the example of a simple farmer who has employed gardening to guard himself against vice and leisure which saves them from their squabbles. The satire revolves around the human condition and Candide is thrust upon a journey filled with different settings in which said condition might be observed. He witnesses also the changing conditions of his friends and even of his beloved Cunegonde, who shifted from being a baron’s daughter to becoming a sex slave to becoming the wife of a Governor. The story is awash with examples of the different situations in which persons find themselves and the manner in which they perceive life as a result of their situations. The human nature was demonstrated as incessantly malleable and capable of adjusting to the different conditions thrust upon it by life, whether improving or degrading their status. The question posed turned to the response of the different characters to the conditions in which they found themselves. Pangloss: The Scholar of Optimism The most distinctive response to the variety of situations that were encountered was that of Pangloss. Pangloss himself started off as an educated tutor working for a baron. When the Bulgars came and ransacked the house, Pangloss was left to become a beggar. This was how he looked when he found Candide and joined his company. However, upon reaching Spain, Candide was curtly sentenced to hang for his heretical beliefs. He disappears from the story for some time but resurfaces after Candide has accumulated some wealth and has decided to search for Cunegonde. In his search for Cunegonde, Candide finds Pangloss along with Cunegonde’s brother as enslaved members of a chain gang. Candied buys back both their freedoms and Pangloss joins the company in searching for Cunegonde and thereafter living in the small farm house with them. In the end, Pangloss finds himself part of their simple farming community, finally attaining peace from the worries of their misadventures. It is noteworthy that throughout the story Pangloss does not lose his persistent optimism. He finds himself facing every misfortune focusing on the possible positive conditions that arise from his experience, even those minutely connected to himself. A rather comic scene portrays Pangloss still optimistic about having contracted syphilis. He connects his contraction of the disease with the origin of the same – if Columbus had not contracted the disease during his travels, thus propagating its spread throughout the world, there would have been no discovery of cocoa and chocolate as well. It seems that Pangloss outweighs the terrible effects of the disease both as to the reproductive cycle as to the individual affected with the proliferation of chocolate in the market. Pangloss continues to apply such philosophy in every problem that he and Candide face. He therefore guides Candide to view each hardship as still the best of the possible worlds that could possibly have been brought forth into motion. When Pangloss and Candide reach Spain he gets into a debate regarding the application of optimism in Adam and Eve’s sin in the Garden of Eden. Pangloss firmly insisted that Eve ate the forbidden fruit because it would result in the exile from the Garden and thus entrance into the best possible scenario that God could have envisioned for them. It is in this explicit expression that Voltaire introduces the role of providence and destiny in Optimism. This was the very reason why Pangloss was hanged. The insinuation that Adam and Eve were pre-ordained to be exiled from Eden reflected that they were not punished because of their own free will. Rather, Optimism excluded the existence of free will as the philosophy espoused a deterministic outlook with humans being guided along to follow only the best possible path already paved by God. It is in the character of Pangloss that Voltaire depicted Leibniz, particularly so with the repeated intonations that the world is the best possible world that could be. This is certainly the philosophy espoused by Leibniz and not the one popularized by Pope. Thus, with the multiple misfortunes that befell Pangloss and his unlikely justifications for the same, Voltaire refuted the philosophical theory of Leibniz. Certainly the world that Pangloss moved in was not the best world possible, what with its deplorable misfortunes, chaotic societies and unstable order. There was certainly a lot that could have been done to improve the living conditions and to relieve the human plight depicted. Candide: The Pupil of Optimism Voltaire reflects the rejection of Optimism through the persona of Candide. This rejection however occurs throughout the events in the story. It is only at the very end that Candide rejects his tutor’s teachings and decides that there is no place for such Optimism in light of the experiences that he has gone through. From the beginning Candide is the pupil of Pangloss and he is taught the perspective of Optimism and is indoctrinated that the world is the best possible world that could have been conceived. When Candide is joined by Pangloss after the former survives the Bulgars, Pangloss teaches him to be exultant for the opportunity that the misfortune has offered them. It is in this manner that Candide struggled to embrace and hold firm to the beliefs of his tutor. When considering the absurdly deplorable conditions that Candide was made to face, it is surprising that it took him so long to completely reject the philosophy of his tutor. There is one scene where Candide is about to be eaten by cannibals where he decides to still uphold his tutor’s theories by being grateful that he did not have to succumb to the cannibals. It is also seen through Candide’s interactions that he has adopted the outlook of his tutor as regards providence. When Candide and Cacambo travel towards Cayenne for example, Candide trusts that God will intervene for them and that providence will help them to reach their destination. This is comical particularly because of the events that have transpired heretofore which reveal that providence is not on their side. If anything, it is Voltaire’s belief that God abandons the world to take care of itself which is seen throughout the story. Thus defeating the mathematical precision of Leibniz’ Optimism. After this scene however, Candide finds himself in the utopian city of Eldorado. This causes Candide to affirm the beliefs of his tutor as he thinks that all the suffering he has gone through occurred in order for him to achieve the bliss of Eldorado. In this sense Pangloss is justified in that the misfortunes experienced were mere necessities and trivialities compared to the benefits that followed. However, upon closer analysis this theory holds no water. Certainly Eldorado is a utopian and idyllic society. But doesn’t this only serve to undermine Pangloss’ theory that the world as it is, is the best possible world that it could be? With the existence of a better society than the one which they left behind, Candide should have seen that the latter is not the best society that it could be. Rather, the imperfections noticed and experienced in the society they left behind could be controlled for in the same manner that Eldorado controlled for such imperfections. Instead of supporting Pangloss’ theory, the arrival of Candide in Eldorado only showed the stubbornness of Candide in clinging on to Optimism after all of the hardships that has befallen him and his friends. In the end however, Candide is overrun by the criticisms offered by the people he meets regarding his optimistic outlook. He is also overcome by the pragmatic descriptions given about the situation of people and the condition of the world around them. It is also noteworthy that Candide was joined by a pessimist who served to counterbalance the philosophy of Pangloss. In the end however, what might finally have driven home the loss of the cause of Optimism was Pangloss’ own admission that he did not believe in the philosophy. This above all finally spurred Candide to give focus on the task before them – that of tending their newly established garden. The Reality of Optimism The satire although posing absurd situations to the different characters, presents a clear point to the issue of Optimism. Take into consideration for example the demeanor and outlook of Candide, he was optimistic about the situations that surrounded him only when he could stomach being optimistic. It was therefore a matter of attitude that determined whether the situation was truly good or bad. It can thus be seen that there was no actual determination of the circumstances presenting themselves. However, it is such a determination that is more important in order to truly assess whether or not the outcome is beneficial to a person concerned. To focus only on the outlook or perspective of persons would be to deny the reality that faces them. What Optimism would then espouse would be nothing more than selective screening of events with encoding of events that only served to improve the situation of the person concerned. Without adequate consideration of the disadvantages that a person might have undergone prior to the improvements of the situation there would be no accurate conclusion as to the actual benefit derived. This was painfully obvious with Candide’s optimistic outlooks. He was optimistic when he was striving for something he truly wanted; with complete disregard as to the harm that he went through and the like. However, when he was discouraged and had nothing to look forward to he succumbed to the doubts of optimism and failed to justify the harm encountered with corresponding benefits that may have come his way. The mere fact that harms need to be justified reflects that there is no good or best plan behind each of these. If anything, Optimism merely welcomes the existence of pain and misfortune in the world. Optimism in effect communicates that such misfortunes are a natural component of the world and there is nothing that man can do to ease the suffering of their fellow man. Such an outlook thus fails to improve the world as it is. Instead of encouraging people to work on making the world into the idyllic place that people hope it to become, Optimism espouses indolence and fatalism as people are taught to wait for other forces to act on their behalf.

Education Essay examples - 522 Words

Education Education has always been a major priority for me. I was brought up in a family that was centered on education. Both of my grandma’s were teachers. I have sixteen aunts and uncles and all but 3 of them have college degrees. Ten of those a master’s degree, and 4 of them went on to earn their PhD. My parents are both college graduates. Ever since I’ve been old enough to really understand things, they have stressed how important it is to be educated. So growing up I found education to be a vitally important part of my life. Education helps build you up. It allows you to do things that you are not able to do without an education. It is like the old saying, â€Å"education is the building block that makes America grow.† The†¦show more content†¦There have been far more good ones than bad ones. These teachers have a major impact on the students that they teach day in and day out. Each teacher and professor has his or her own teaching style. W hat works for one does not necessarily work for the other. On the other hand, each teaching style does not always work well with some individual students. It is the teacher who can adapt to these circumstances students who can really have a profound effect on their students. I had one the best professors I have ever met. His name was Dr. Hammond. He was a professor in the Political Science department. Dr. Hammond used many nontraditional teaching methods, but that was what made him so great. There are many different teaching methods out there. Dr. Hammond’s teaching method is something of a new method. Professor Hammond’s classroom was very simple. There was no video equipment, there was no projector, and there was no computer. He simply had one small blackboard that he used sparingly. He believed that students learn best when there is an open discussion every class period on the subject material that was being studied any given day. His classroom was extremely informal. Students were allowed to sit wherever they wanted, eat, and drink whatever they wanted also. Dr. Hammond believed that students learned best when they felt the most comfortable. Professor Hammond was not a big fan of outside reading either. We had only one book forShow MoreRelatedEducation In Education1314 Words   |  6 PagesAssessment). When compared to the United States, the overwhelming difference in intelligence of teenagers between the two countries begs to question if our learning styles work well. If the U.S. can learn and execute decisions in the Department of Education to make it similar to Finland, then public schools will excel. Unfortunately, teachers create the largest obstacle currently stopping the U.S. from becoming like Finland because they do not obtain as much educational experience and skill. 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This is because education offers a setting in which culture and valuesRead MoreThe Importance Of Education In Education744 Words   |  3 PagesIn a democratic education system, there is a balance of authority between the state, the parents, the individual, and the educators. While each group has their own claim to power over the education of children, there is still the question of who should have the most. This question often comes down to the state or the parents because they are the most complicated and influential. The primary goal of democratic education is to equip children with the knowledge and moral character needed to find successRead MoreEducation And Education : The Benefits Of Sport Education1040 Words   |  5 PagesHow we can make a definition for Sport education? It’s a way that you can make your mind and body be more stronger on your education by choosing a good sport. There will are so many good effects by doing sports, for instance, students can be to ugh after they playing basketball, and they can be If we want to analyze the effects , we need to find out the main reason that why students need to do some sports in their education. In the modern life, there are so much pressures in studying, and they canRead MoreEducation And The Education System864 Words   |  4 PagesToday, along with integration with the world on all aspects about education so the education system in my country also has many programs to help students easier gain access to the education of the world including the US. We know that English very important for students when they want to study in US so my education system has built an environment convenient for students such as English center, website, a program teach about English for students when they are at school, and STEAM system for studentsRead MoreEducation : Education And Development1281 Words   |  6 PagesChapter 11: Education and Development Education took a shift in the 1950’s in Latin America. Due to the change of society, education began to shift as well. Education in Latin America went from consumption to production and striving the development of all nations and mass education was the key to access modernization. Schooling was a way of teaching the knowledge, values, and attitudes that would modernize a society as well as uphold the industrial economy. The focal point of education in Latin America