Songs of Innocence and Experience by William Blake :: essays research papers

Songs of Innocence and Experience. (1794) by William Blake Songs of Innocence Introduction Piping down the valleys wild Piping songs of pleasant glee, On a cloud I saw a child, And he laughing said to me: Pipe a song about a Lamb: So I piped with merry chear. Piper, pipe that song again - So I piped: he wept to hear. Drop thy pipe, thy happy pipe, Sing thy songs of happy chear: So I sung the same again, While he wept with joy to hear. Piper, sit thee down and write In a book that all may read - So he vanish’d from my sight And I pluck’d a hollow reed, And I made a rural pen And I stain’d the water clear And I wrote my happy songs, Every child may joy to hear. The Shepherd How sweet is the Shepherd's sweet lot! From the morn to the evening he strays; He shall follow his sheep all the day And his tongue shall be filled with praise. For he hears the lambs innocent call, And he hears the ewes tender reply. He is watchful while they are in peace, For they know when their Shepherd is nigh. The Ecchoing Green The Sun does arise And make happy the skies, The merry bells ring To welcome the Spring: The skylark and thrush The birds of the bush Sing louder around To the bells' chearful sound, While our sports shall be seen On the Ecchoing Green. Old John with white hair Does laugh away care Sitting under the oak Among the old folk. They laugh at our play, And soon they all say: Such, such were the joys When we all girls & boys In our youth-time were seen On the Ecchoing Green Till the little ones weary No more can be merry, The sun does descend, And our sports have an end: Round the laps of their mothers Many sisters and brothers, Like birds in their nest, Are ready for rest: And sport no more seen On the darkening Green. The Lamb Little Lamb, who made thee? Dost thou know who made thee? Gave thee life & bid thee feed By the stream & o'er the mead: Gave thee clothing of delight, Softest clothing, woolly, bright: Gave thee such a tender voice, Making all the vales rejoice: Little Lamb, who made thee, Dost thou know who made thee? Little Lamb, I'll tell thee, Little Lamb, I'll tell thee: He is called by thy name For he calls himself a Lamb. He is meek & he is mild, He became a little child: I a child & thou a lamb, We are called by his name: Little Lamb god bless thee, Little Lamb god bless thee! The Little Black Boy My mother bore me in the southern wild,

Carrie Chapter Four

(or only hopeful) that she wasn't that weak, not that liable to fall docilely into the complacent expectations of parents, friends, and even herself. But now there was this shower thing, where she had gone along and pitched in with high, savage glee. The word she was avoiding was expressed To Conform, in the infinitive, and it conjured up miserable images of hair in rollers, long afternoons in front of the ironing board in front of the soap operas while hubby was off busting heavies in an anonymous Office; of joining the P.T.A. and then the country club when their income moved into five figures; of pills in circular yellow cases without number to insure against having to move out of the misses' size before it became absolutely necessary and against the intrusion of repulsive little strangers who shat in their pants and screamed for help at two in the morning; of fighting with desperate decorum to keep the niggers out of Kleen Korners, standing shoulder to shoulder with Terri Smith (Miss Potato Blossom of 1975) and Vicki Jones (Vice President of The Women's League), armed with signs and petitions and sweet, slightly desperate smiles. Carrie, it was the goddamned Carrie, this was her fault. Perhaps before today she had heard distant, circling footfalls around their lighted place, but tonight, hearing her own sordid, crummy story, she saw the actual silhouettes of all these things, and yellow eyes that glowed like flashlights in the dark. She had already bought her prom gown. It was blue. It was beautiful. ‘You're right,' he said when she was done. ‘Bad news. Doesn't sound a bit like you.' His face was grave and she felt a cool slice of terror. Then he smiled-he had a very jolly smile-and the darknesss retreated a bit. ‘I kicked a kid in the slats once when he was knocked out. Did I ever tell you about that?' She shook her head. ‘Yeah.' He rubbed his nose reminiscently and his cheek gave a small tic, the way it had when he made his confession about getting the rubber wrong the first time. ‘The kid's name was Danny Patrick. He beat the living shit out of me once when we were in the sixth grade. I hated him, but I was scared, too. I was laying for him. You know how that is?' She didn't, but nodded anyway. ‘Anyway, he finally picked on the wrong kid a year or so later. Pete Taber. He was just a little guy, but he had lots of muscles. Danny got on him about something. I don't know, marbles or something, and finally Peter just rose up righteous and beat the shit out of him. That was on the playground of the old Kennedy Junior High. Danny fell down and hit his head and went out cold. Everybody ran. We thought he might be dead. I ran away too, but first I gave him a good kick in the ribs. Felt really bad about it afterwards. You going to apologize to her?' It caught Sue flat-footed and all she could was clinch weakly: ‘Did you?' ‘Huh? Hell no! I had better things to do than spend my time in traction. But there's a big difference, Susie.' ‘There is?' ‘It's not seventh grade any more. And I had some kind of reason, even if it was a piss-poor reason. What did that sad, silly bitch ever do to you?' She didn't answer because she couldn't. She had never passed more than a hundred words with Carrie in her whole life, and three dozen or so had come today. Phys. Ed. was the only class they'd had in common since they had graduated from Chamberlain Junior High. Carrie was taking the commercial/business course. Sue, of course, was in the college division. She thought herself suddenly loathsome. She found she could not bear that and so she twisted it at him. ‘When did you start making all these big moral decisions? After you started fucking me?' She saw the good humour fade from his face and was sorry. ‘Guess I should have kept quiet,' he said, and pulled up his pants. ‘It's not you, it's me.' She put a hand on his arm. ‘I'm ashamed, see?' ‘I know,' he said. ‘But I shouldn't be giving advice. I'm not very good at it.' ‘Tommy, do you ever hate being so †¦ well, popular?' ‘Me?' The question wrote surprise on his face. ‘Do you mean like football and class president and that stuff?' ‘Yes.' ‘No. Ifs not very important. High school isn't a very important place. When you're going you think it's a big deal, but when it's over nobody really think. it was great unless they're beered up. That's how my brother and his buddies are, anyway.' It did not soothe her; it made her fears worse. Little Susie mix ‘n match from Ewen High School, Head Cupcake of the entire Cupcake Brigade. Prom gown kept forever in the closet, wrapped in protective plastic. The night pressed dark against the slightly steamed car windows. ‘I'll probably end up working at my dad's car lot,' he said. ‘I'll spend my Friday and Saturday nights down at Uncle Billy's or out at The Cavalier drinking beer and talking about the Saturday afternoon I got that fat pitch from Saunders and we upset Dorchester. Get married to some nagging broad and always own last years model, vote Democrat-‘ ‘Don't,' she said, her mouth suddenly full of a dark, sweet horror. She pulled him to her. ‘Love me. My head is so bad tonight. Love me. Love me.' So he loved her and this time it was different, this time there finally seemed to be room and there was no rubbing but a delicious friction that went up and up: Twice he had to stop, panting, and held himself back, and then he went (he was a virgin before me and admitted it I would have believed a lie) and went hard and her breath came in short, digging gasps and then she began to yell and hold at his back, helpless to stop, sweating, the bad taste washed away, every cell seeming to have its own climax, body filled with sunlight, musical notes in her mind, butterflies behind her skull in the cage of her mind. Later, on the way home, he asked her formally if she would go to the Spring Ball with him. She said she would. He asked her if she had decided what to do about Carrie. She said she hadn't. He said that it made no difference. but she thought that it did. It had begun to seem that it meant all the difference. From Telekinesis: Analysis and Aftermath (Science Yearbook 1982), by Dean K. L. McGuffin: There are, of course, still these scientists today – regretfully, the Duke University people are in their forefront – who reject the terrific underlying implications of the Carrie White affair. Like the Flatlands Society, the Rosicrucians, or the Corlies of Arizona, who are positive that the atomic bomb does not work, these unfortunates are flying in the face of logic with their heads in the sand, and beg your pardon for the mixed metaphor. Of course one is able to understand the consternation, the raised voices, the angry letters and arguments at scientific convocations. The idea of telekinesis itself has been a bitter pill for the scientific community to swallow, with its horror-movie trappings of ouija boards and mediums and table rappings and floating coronets; but understanding will still not excuse scientific irresponsibility. The outcome of the White affair raises grave and difficult questions. An earthquake has struck our order notions of the way the natural world is supposed to act and react. Can you blame even such a renowned physicist as Gerald Luponet for claiming the whole thing is a hoax and a fraud, even in the face of such overwhelming evidence as the White Commission presented? For if Carrie White is the truth, then what of Newton? †¦ They sat in the living room, Carrie and Momma, listening to Tennessee Ernie Ford singing ‘Let the Lower Lights Be Burning' on a Webcor phonograph (which Momma called the victrola, or, if in a particularly good mood, the vic). Carrie sat at the sewing machine, pumping with her feet as she sewed the sleeves on a new dress. Momma sat beneath the plaster crucifix, tatting doilies and bumping her feet in time to the song, which was one of her favourites. Mr P. P. Bliss, who had written this hymn and others seemingly without number, was one of Momma's shining examples of God at work upon the face of the earth. He had been a sailor and a sinner (two terms that were synonymous in Momma's lexicon), a great blasphemer, a laugher in the face of the Almighty. Then a great storm had come up at sea, the boat had threatened to capsize, and Mr P. P. Bliss had gotten down on his sinsickly knees with a vision of Hell yawning beneath the ocean floor to receive him, and he had prayed to God. Mr P. P. Bliss promised God that if He saved him, he would dedicate the rest of his life to Him. The storm, of course, had cleared immediately. Brightly beams our Father's mercy From his lighthouse evermore, But to us he gives the keeping Of the lights along the shore †¦ All of Mr P. P. Bliss's hymns had a seagoing flavour to them. The dress she was sewing was actually quite pretty, a dark wine colour-the closest Momma would allow her to red-and the sleeves were puffed. She tried to keep her mind strictly on her sewing, but of course it wandered. The overhead fight was strong and harsh and yellow, the small dusty plush sofa was of course deserted (Carrie had never had a boy in To Sit), and on the far wall was a twin shadow: the crucified Jesus, and beneath Him, Momma. The school had called Momma at the laundry and she had come home at noon. Carrie had watched her come up the walk, and her belly trembled. Momma was a very big woman, and she always wore a hat. Lately her legs had begun to swell, and her feet always seemed on the point of overflowing her shoes. She wore a black cloth coat with a black fur collar. Her eyes were blue and magnified behind rimless bifocals. She always carried a large black satchel purse and in it was her change purse, her billfold (both black), a large King James Bible (also black) with her name stamped on the front in gold, and a stack of tracts secured with a rubber band. The Tracts were usually orange, and smearily printed. Carrie knew vaguely that Momma and Daddy Ralph had been Baptists once but had left the church when they became convinced that the Baptists were doing the work of the Antichrist. Since that time, all worship had taken place at home. Momma held worship on Sundays, Tuesdays, and Fridays. These were called Holy Days. Momma was the minister, Carrie the congregation. Services lasted from two to three hours. Momma had opened the door and walked stolidly in. She and Carrie had stared at each other down the short length of the front hall for a moment, like gunfighters before a shootout. It was one of those brief moments that seem (fear could it really have been fear in momma's eyes) much longer in retrospect. Momma closed the door behind her. ‘You're a woman,' she said softly. Carrie felt her face twisting and crumpling and could not help it. ‘Why didn't you tell me?' she cried. ‘Oh Momma, I was so scared! And the girls all made fun and threw things and-‘ Momma had been walking towards her, a now her hand flashed with sudden limber speed, a hard hand, laundry-calloused and muscled. It struck her backhand across the jaw and Carrie fell down in the doorway between the hall and the living room, weeping loudly. ‘And God made Eve from the rib Of Adam,' Momma said. Her eyes were very large in the rimless glasses; they looked like poached eggs. She thumped Carrie with the side of her foot and Carrie screamed. ‘Get up, woman. Let's get in and pray. Let's pray to Jesus for our womanweak, wicked, sinning souls.' ‘Momma' The sobs were too strong to allow more. The latent hysterics had come out grinning and gibbering. She could not stand up. She could only crawl into the living room with her hair hanging in her face, braying huge hoarse sobs. Every now and again Momma would swing her foot. So they progressed across the living room toward the place of the altar, which had once been a small bedroom. ‘And Eve was weak and – say it, woman. Say it-‘ ‘No, Momma, please help me-‘ The foot swung. Carrie screamed. ‘And Eve was weak and loosed the raven on the world,' Momma continued, ‘and the raven was called Sin, and the first Sin was Intercourse. And the Lord visited Eve with a Curse, and the Curse was the Curse of Blood. And Adam and Eve were driven out of the Garden and into the World and Eve found that her belly had grown big with child.' The foot swung and connected with Carrie's rump. Her nose scraped the wood floor. They were entering the place of the altar. There was a cross on a table covered with an embroidered silk cloth. On either side of the cross there were white candles. Behind this were several paint-by-the-numbers of Jesus and His apostles. And to the right was the worst place of all, the home of terror, the cave where all hope, all resistance to God's will – and Momma's – was extinguished. The closet door leered open. Inside, below a hideous blue bulb that was always lit, was Derrault's conception of Jonathan Edwards' famous sermon. Sinners in the Hands of an Angry God. ‘And there was a second Curse, and this was the Curse of Childbearing, and Eve brought forth Cain in sweat and blood.' Now Momma dragged her, half-standing and half-crawling, down to the altar, where they both fell on their knees. Momma gripped Carrie's wrist tightly. ‘And following Cain, Eve gave birth to Abel, having not yet repented of the Sin of Intercourse. And so the Lord visited Eve with a third Curse, and this was the Curse of Murder. Cain rose up and slew Abel with a rock. And still Eve did not repent, nor all the daughters of Eve, and upon Eve did the Crafty Serpent found a kingdom of whoredom and pestilences.' ‘Momma!' she shrieked. ‘Momma, please listen! It wasn't my fault!' ‘Bow your head,' Momma said. ‘Let's us pray.' ‘You should have told me!' Momma brought her hand down on the back of Carrie's neck, and behind it was all the heavy muscle developed by eleven years of slinging heavy laundry bags and trucking piles of wet sheets. Carrie's eye-bulging face jerked forward and her forehead smacked the altar, leaving a mark and making the candles tremble. ‘Let's us pray,' Momma said softly, implacably. Weeping and snuffling, Carrie bowed her head. A runner of snot hung pendulously from her nose and she wiped it away. (if i had a nickel for every time she made me cry here) with the back of her hand. Lord,' Momma declaimed hugely, her head thrown back, ‘help this sinning woman beside me here see the sin of her days and ways. Show her that if she had remained sinless the Curse of Blood never would have come on her. She may have committed the Sin of Lustful Thoughts. She may have been listening to rock ‘n roll music on the radio. She may have been tempted by the Antichrist. Show her that this is Your kind, vengeful hand at work and-‘ ‘No! Let me go!' She tried to struggle to her feet and Momma's hand, as strong and pitiless as an iron manacle, forced her back to her knees. ‘-and Your sign that she must walk the straight and narrow from here on out if she is to avoid the flaming agonies of the Eternal Pit. Amen.' She turned her glittering, magnified eyes upon her daughter. ‘Go to your closet now.' ‘No!' She felt her breath go thick with terror. ‘Go to your closet. Pray in secret. Ask forgiveness for your sins.' ‘I didn't sin, Momma. You sinned. You didn't tell me and they laughed.' Again she seemed to see a flash of fear in Momma's eyes, gone as quickly and soundlessly as summer lightning. Momma began to force Carrie toward the blue glare of the closet. ‘Pray to God and your sins may be washed away.' ‘Momma, you let me go.' ‘Pray, woman.' ‘I'll make the stones come again, Momma.' Momma halted. Even her breath seemed to stop in her throat for a moment. And then the hand tightened on her neck, tightened, until Carrie saw red, lurid dots in front of her eyes and felt her brain go fuzzy and far-off. Momma's magnified eyes swam in front of her. ‘You spawn of the devil,' she whispered. ‘Why was I so cursed?' Carrie's whirling mind strove to find something huge enough to express her agony, shame, terror, hate, fear. It seemed her whole life had narrowed to this miserable, beaten point of rebellion. Her eyes bulged crazily, her mouth, filled with spit, opened wide. ‘YOU SUCK!' she screamed. Momma hissed like a burned cat. ‘Sin!' she cried. ‘O, Sin! She began to beat Carrie's back, her neck, her head. Carrie was driven, reeling, into the close blue glare of the closet. ‘YOU FUCK!' Carrie screamed. (there there o there it's out how else do you think she got you o god o good) She was whirled into the closet headfirst and she struck the far wall and fell on the floor in a semidaze. The door slammed and the key turned. She was alone with Momma's angry God. The blue light glared on a picture, of a huge and bearded Yahweh who was casting screaming multitudes of humans down through cloudy depths into an abyss of fire. Below them, black horrid figures struggled through the flames of perdition while The Black Man sat on a huge flame-coloured throne with a trident in one hand. His body was that of a man, but he had a spiked tail and the head of a jackal.

Movie of Your Life Ice Breaker - Which Movie Which Character Is You

If they made a movie of your life, what kind of movie would it be and who would be cast as you? This is a fun and easy ice breaker game for adults in the classroom, in a meeting, or at a seminar or conference. Choose this ice breaker when you want a quick exercise for introducing participants to each other, particularly when the reason for gathering has a definite fun aspect to it. Its also great at a party, especially if the participants are movie buffs or up-to-date on pop culture. Get Creative With the Truth Are your students or guests James...James Bond? Or more the Arnold Schwarzenegger type? Make that Ahhnold. Maybe they see themselves as Scarlet in Gone With the Wind, or Cat Woman. This game asks: Is your life an adventure, drama, romance, or horror flick? Walking Dead or Armageddon? Maybe its a reality show with some bizarre angle. It might even be a documentary or news show. Maybe a talk show? Encourage your participants to take a kernel of the truth and stretch it creatively. Customizing the Game for the Classroom If you are teaching movie history, or really any kind of history, this is the perfect ice breaker game for your class. Have a list of movies available that relate to your topic in case your students need a little prompting. If you are teaching literature, customize the game to be famous characters in books. Ask: Are you the Cat in the Hat? Huck Finn? Daisy Buchanan in The Great Gatsby? Dumbledore? Madame Bovary? The list is endless. Have your own list of titles related to your time period in case your students need a little help. This ice breaker game can also give you an idea of how well-read your students are. See if they can remember the authors! This is a fantastic ice breaker game if you are teaching the heros journey. In addition to naming a character in a movie, ask them which archetype that character represents. Brilliant! Give your participants a few minutes to imagine what kind of movie would be made about their life, and who would be cast as them. Ask each person to give their name and share their movie fantasy. Would their life be a drama with Meryl Streep as the lead? Or more like a Jim Carrey comedy? Are they the main character? Hero? Villain? Wallflower? Mentor? Tie the Game Into the Lesson Plan If the topic you are teaching is related to movies, literature, or characters and roles of any kind, your debriefing is especially important and makes a very nice warm-up for your first lesson. What about your students choices is attractive and interesting to them? What is it that causes them to remember the movie, book, or character? Do they remember the entire story or just certain scenes? Why? How did the character or movie impact or change their life? Ask questions that help you introduce your material. As a variation, you could modify this game by asking participants to share the kind of movie they’d like their life to be. Youll need about 30 minutes, and no special materials are needed. Just use a little imagination.

Essay on Analysis on Benetton’s Advertisements - 1154 Words

Analysis on Benetton’s Advertisements Analyse and comment on the controversial nature of the Benetton’s adverts paying close attention to the race issues and the most recent death row campaign Images are fast replacing words as our primary language. They define our ideas of beauty, truth, and history. In our age, the photographer, not the philosopher is king. (From Richard Avedon: Darkness and Light) What kind of advertising company would depict images that convey messages which are totally opposite from the purpose and nature of the company itself? What kind of advertising company would cause unnecessary pain and distress to the ones affected by the disturbing images of which the†¦show more content†¦My intentions are to discuss the social and cultural implications of Benetton’s ads to discover why they have become so criticised and whether or not they are beneficial to our society. In 1989 Benetton became the first company to eliminate pictures of its products from its advertisements. The photographer Oliviero Toscani, who has a long history in dealing with art, was given total control over Benetton’s ads. The first advert was named ‘war’. The advert depicts two men of different race united with handcuffs. This is the first thing that comes to our mind. These are the denotations. There is a white man and a black man. It seems that both of these are men are dressed in denim jackets as well as having the same colour shirt. However all these points are very simple, if one looks at the picture very carefully then there are many inferences that can be made. Although the ad shows two men handcuffed together, some people may assume the black man was cuffed to the white man. This led to many complaints about racism after this ad appeared. When you look at the black man a sense of criminality is symbolised. On the other hand if you look at the white person a sense of heroism has been symbolized. Throughout the late 1900’s black people were always put after every other white person. They had no equal rights and always came second. AlthoughShow MoreRelatedEthics in Advertisement of United Colors of Benetton2289 Words   |  10 PagesEthics in advertisement of United Colors of Benetton Are Benetton ´s advertisements ethical or not? Contents Introduction: 3 The United Colors of Benetton strategy 3 Three separate cycles of building Benetton’s value 4 Utilitarianism approach 6 Deontological approach 7 Conclusion 9 References 9 Introduction: As the students of MME (Economics and Management studies), we have chosen the topic, which involves our study program, which is the Marketing and Consumer behavior. Our topic is focusedRead MoreThe Company United Colors Of Benetton3607 Words   |  15 Pagesproduction and design. 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DIRECT MARKETING – Use of mail, telephone, fax, e – mail, or internet to communicate directly with or solicit response or dialogue from specific customersRead MoreThe Sustainable Century By Design Or Disaster9705 Words   |  39 Pagessolar heating units, organic food, etc. Many other products simply have less packaging, reduced material input or some other â€Å"sustainably quality†. Some companies employ sustainability branding to attract and appeal to the sustainability market. Benetton’s message of peace, love and equality is a case in point. These â€Å"markets† will not immediately cause an end to the 20th century supply and demand apprati. This is not the point either. Instead, sustainability values embody a whole different consumerRead MoreThe Sustainable Century By Design Or Disaster9705 Words   |  39 Pagessolar heating units, organic food, etc. Many other products simply have less packaging, reduced material input or some other â€Å"sustainably quality†. Some companies employ sustainability branding to attract and appeal to the sustainability market. Benetton’s message of peace, love and equality is a case in point. These â€Å"markets† will not immediately cause an end to the 20th century supply and demand apprati. This is not the point either. Instead, sustainability values embody a whole different consumer

Stand By Me by Rob Reiner essay - 879 Words

The film Stand By Me by Rob Reiner, teaches young viewers about life. The film revolutionizes and challenges how young viewers perceive the world. Stand By Me follows a quartet of young inseparable boys on a elusive and irrevocable quest to discover a dead childs body, where they are suffused into the pressures of adolescence, and uncertainty. It delves into the troubled dispositions of each characters whom are ostracized by their families. It explores the coming of age, as the young boys move closer destination, tension arises as they are overwhelmed by the solemness of what they are to find. It also emphasises that death is an essential and inevitable part of life, as illustrated by the untimely death of a young boy, Ray Brower. Stand†¦show more content†¦The diegesis of the adult Gordie voice-over reinforces that he remembers articulately the powerful sentiment of having seen Ray Brower. Seeing the face of death for the first time had prevailing impact on all of the three boys but particularly Gordie, whos deceased brother have a connection with Ray Browers death. Gordie starts weeping heavily Why did Danny have to die, Chris?. Gordies rhetorical question to Chris conveys that Gordie is still grieving for his brother, and questions deaths way of claiming loved ones as well as its existence. In conclusion, the film Stand By Me teaches young viewers about life. This was communicated through the protagonists Chris, Gordie, Teddy and Vern, who embark on an adventure from childhood to maturity. The young boys were subjected to intellectual and emotional growth, greater conflict and major obstacles, which have revolutionized them in various. The journey has taught the viewers about life by exploring the coming of age from all the four characters, the catalyst of their transformation from childhood to adolescence. It has illuminated the audience on how incidents can revolutionize connections and has also conveyed the certainty of death, how it is predestined and elemental. Overall, Stand By Me is a gripping and poignant film with compelling messages about life through the experiences of four, dedicated

Process Analysis How to Change Your Oil free essay sample

In order to keep your car running well, you must regularly change your oil and oil filter. This involves draining the old oil, changing the oil filter, replacing the oil with clean oil, and disposing of the old oil. The equipment required includes four to six liters of oil, a socket wrench, a funnel, an oil filter, a car jack, an oil catch-pan, and oil rags or paper towels. The first step in changing your oil is to place the car jack under the frame of the car and lift it up high enough for you to lie underneath. This allows you to have easy access to the oil pan. After the car is lifted to a comfortable height, turn the car on and idle it for two to three minutes in order to warm up the oil. Heating up the oil allows it to drain more quickly and ensures you stir up all of the loose sediment in the oil. We will write a custom essay sample on Process Analysis: How to Change Your Oil or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Once your car is warmed up and turned off, remove the oil cap. The cap is located under the hood of your car on top of the engine. This is where you will add oil after you are done draining the old oil. Doing this will help the oil drain more easily because air can flow in as the lines empty. Once this step is completed, you will need to lie under your car and look for a flat metal pan close to the engine. It should have a bolt or plug toward the bottom. This is the oil plug you will need to remove in order for the used oil to drain. Directly beneath the plug, place your pan with a couple of paper towels beneath that for catching the oil. Removing this plug can be tricky; the oil will come out of the pan as soon as you do this. You will begin by loosening the plug counter-clockwise with the proper sized socket wrench. Once you have loosened the plug with your wrench, remove it the rest of the way with your hand. Make sure you have your oil catch-pan placed directly beneath the oil pan before you remove the plug. You must also be careful not to drop the plug into the used oil; it is a messy job trying to find the plug in the black stuff. Now you wait. It will take several minutes for all the oil to drain out of the engine. When the oil has ceased running out of the crankcase, replace the plug. Hand tighten it at first to make sure you are not cross-threading the oil plug when you screw it back in, and then tighten it the rest of the way with your wrench. While you are poking around underneath the car, take a minute to locate the oil filter. You will need to replace this next. This next step requires you to locate the filter assembly. Filters are not put in a standard position, so they can be on the front, on the back or on the side of engine depending on the model. Examine the replacement filter you purchased to get an idea of what to look for. Typically, they are white, blue, or black cylinders about five inches long and three inches wide, like a soup can. After you find the filter, unscrew it. Get a good grip with your hands and twist counter-clockwise at a slow and steady pace. Make sure the catch-pan is still under the car collecting the spilling oil; there will be some oil trapped in the filter that will be released when unscrewed. In order to prepare the new filter, dip the tip of your finger in the new replacement oil and smear it on the gasket ring of the new filter. This will lubricate the gasket and create a good seal for the new filter and ensure that you will be able to remove the filter later. Carefully screw on the new, lubricated filter, being careful to not cross the threads. The filter will generally say how tight to tighten it, so refer back to the directions on the box for more specific instructions. In general, you will tighten the filter until the gasket touches, then one quarter-turn more. With all of the openings plugged, it is time to replace the oil that was removed. Now, you will add the new oil to the car at the hole made by removing the oil cap. The quantity needed is in the car’s owners manual, usually listed under â€Å"capacities.† To prevent a spill on the engine, use the funnel to control the flow of the oil. When you have added the required amount of oil, replace the cap. To get the pressure up and ensure you have installed everything correctly, start the engine and run it for two minutes. This is also when you reset your oil change light. Voila, you have just changed your oil. Now that you have completed your task, it is time get the sludgy mess into a more permanent container. Adding the used oil to the new container you have just emptied or an empty milk jug is the best disposal technique. Once your catch-pan is drained, make sure your oil filter is also empty. You can add this oil to your disposal container and then you may dispose of your old oil in a designated collection site. Typically, all places that sell motor oil will have this information on hand. Changing your own oil is  significantly less expensive than having a professional do the work. Over time, your oil will break down again and your filter will become clogged with contaminants. Depending upon your driving habits and type of vehicle, this may take as few as three months or 3,000 miles, or be as long as 20,000 miles or twenty-four months. When this time comes, you now know how to solve the problem.

What is learning

Learning is a continuous process that involves the transformation of information and experience into abilities and knowledge. Learning, according to me, is a two way process that involves the learner and the educator leading to knowledge acquisition as well as capability.Advertising We will write a custom essay sample on What is learning? specifically for you for only $16.05 $11/page Learn More It informs my educational sector by making sure that both the students and the teacher participate during the learning process to make it more real and enjoyable so that the learners can clearly understand. There are many and different learning concepts held by students and ways in which the different views affect teaching and learning. One of the learning concept held by students is, presentation of learning material that is precise. This means that any material that is meant for learning should be very clear put in a language that the learners comprehend (Blackm an Benson 2003). The material should also be detailed with many examples that are relevant to the prior knowledge of the learner. This means that the learner must have pertinent prior knowledge. This can be obtained by the teacher explaining new ideas and words that are to be encountered in a certain field or topic that might take more consecutive lessons. Different examples assist the students in approaching ideas in many perspectives. The learner is able to get similarities from the many examples given thus leading to a better understanding of a concept since the ideas are related and linked. Secondly, new meanings should be incorporated into the students’ prior knowledge, instead of remembering only the definitions or procedures. Therefore, to promote expressive learning, instructional methods that relate new information to the learner’s prior knowledge should be used. Moreover, significant learning involves the use of evaluation methods that inspire learners to re late their existing knowledge with new ideas. For the students to comprehend complex ideas, they must be combined with the simple ideas they know.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Teaching becomes very easy when a lesson starts with simple concepts that the students are familiar with. The students should start by understanding what they know so that they can use the ideas in comprehending complex concepts. This makes learning smooth and easy for both the learner and the educator (Chermak Weiss 1999). Thirdly, acquisition of the basic concepts is very essential for the student to understand the threshold concepts. This is because; the basic concepts act as a foundation in learning a certain topic or procedure. So, the basic concepts must be comprehended first before proceeding to the incorporation of the threshold concepts. This makes the student to have a clear understanding of each st age due to the possession of initial knowledge (Felder Brent 1996). A deeper foundation of the study may also be achieved through getting the differences between various concepts clearly and by knowing the necessary as well as the unnecessary aspects. Basic concepts are normally taught in the lower classes of each level. They include defining terms in each discipline. These terms aid in teaching in all the levels because they act as a foundation. The stage of acquiring the basics determines the students’ success in the rest of their studies. This is because lack of basics leads to failure since the students can not understand the rest of the context in that discipline, which depends mostly on the basics. For learning to become effective to the students, the basics must be well understood as well as their applications. Learning by use of models to explain certain procedures or ideas in a certain discipline is also another learning concept held by students. Models are helpful i n explaining complex procedures and they assist the students in understanding better (Blackman Benson 2003). For instance, in economics, there are many models that are used by the students so that they can comprehend the essential interrelationships in that discipline. A model known as comparative static is used by the students who do economics to understand how equilibrium is used in economic reason as well as the forces that bring back equilibrium after it has been moved.Advertising We will write a custom essay sample on What is learning? specifically for you for only $16.05 $11/page Learn More The students must know the importance of using such kind of models, the main aspect in the model and its relationship with the visual representation. A model is one of the important devices that must be used by a learner to acquire knowledge. They are mainly presented in a diagram form using symbols or arrows. It simplifies teaching especially to the slow lear ners who get the concept slowly but clearly. It is the easiest and most effective method of learning complex procedures or directions. Most models are in form of flowcharts. Learners should get used to learning incomplete ideas so that they can make more complete ideas available to them and enjoy going ahead. This is because, in the process of acquiring the threshold concepts, the prior knowledge acquired previously might be transformed. So, the students must be ready to admit that every stage in the learning process they get an understanding that is temporary. This problem intensifies when the understanding of an idea acquired currently changes the understanding of an idea that had been taught previously. This leads to confusion that can make the weak students lose hope. That is why the teacher should always state clear similarities as well as differences of various concepts. On the other hand, the student should be able to compare different concepts and stating their similarities as well as differences (Watkins Regmy 1992). The student should also be careful when dealing with concepts that seem similar and must always be attentive to get the first hand information from the teacher. Teaching and learning becomes very hard when learners do not concentrate by paying attention to what the teacher is explaining. For the serious students, learning becomes enjoyable and they do not get confused. According to Chemkar and Weiss (1999), learners must not just sit down and listen, but they must involve themselves in some other activities such as reading, writing, discussing or solving problems. Basically, they must be very active and concentrate on what they are doing. These techniques are very essential because they have a great impact to the learners.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Students always support learning that is active than the traditional lecture methods because they master the content well and aids in the development of most skills such as writing and reading. So methods that enhance active learning motivate the learners since they also get more information from their fellow learners through discussions. Students engage themselves in discussion groups or class presentations to break the monotony of lecture method of learning. Learning is a two way process and so both the teacher and the student must be involved. Active learning removes boredom in the class and the students get so much involved thus improving understanding. This arouses the mind of the student leading to more concentration. During a lecture, the student should write down some of the important points that can later be expounded on. Involvement in challenging tasks by the learners is so much important. The task should not be very difficult but rather it should just be slightly above t he learner’s level of mastery. This makes the learner to get motivated and instills confidence. It leads to success of the learner due to the self confidence that aids in problem solving. For instance, when a learner tackles a question that deemed hard and gets the answer correct, it becomes the best kind of encouragement ever. The learner gets the confidence that he can make it and this motivates him to achieve even more. This kind of encouragement mostly occurs to the quick learners because the slow learners fail in most cases. This makes the slow learners fear tackling many problems. So, the concept might not apply to all the learners but for the slow learners who are determined, they can always seek for help incase of such a problem. Moreover, another concept held by students is repetition because, the most essential factor in learning is efficient time in a task. For a student to study well he or she should consider repetition, that is, looking at the same material over and over again. For instance, before a teacher comes for the lesson, the student can review notes and then review the same notes after the teacher gets out of class. So, the student reviews the notes many times thus improving the understanding level (Felder Brent 1996). This simplifies revising for an exam because the student does not need to cram for it. Reviewing the same material makes teaching very easy since the teacher does not need to go back to the previous material and start explaining again. It becomes very hard for those students who do not review their work at all because they do not understand the teacher well and are faced by a hard time when preparing for examinations. Basically, learning requires quite enough time so that it can be effective. It also becomes a very big problem for those who do not sacrifice their time in reviews. Acquisition of the main points improves understanding of the material to the student. Everything that is learnt or taught may not be of im portance. Therefore, the student must be very keen to identify the main points when learning. These points should be written down or underlined because they become useful when reviewing notes before doing an exam. It helps in saving time and leads to success. For those students who do not pay attention, it becomes very difficult for them to highlight the main points. They read for the sake of it and make the teacher undergo a very hard time during teaching. To overcome this problem, the students must be taught how to study so that learning can be effective. Cooperative learning is also another concept held by the students. It is more detailed than a group work because when used properly, it leads to remarkable results. This is very encouraging in teaching and the learning environment as well. The students should not work with their friends so that learning can be productive, instead every group should have at least one top level student who can assist the weak students. The groups a ssist them in achieving academic as well as social abilities due to the interaction. This learning concept benefits the students more because, a fellow student can explain a concept in a better way than how the teacher can explain in class. Assignments are then given to these groups through a selected group leader (Felder Brent 1996). Every member must be active in contributing ideas and respect of one’s ideas is necessary. It becomes very easy for the teacher to mark such kind of assignments since they are fewer than marking for each individual. Learning becomes enjoyable because every student is given a chance to express his or her ideas freely and in a constructive manner. Teaching is also easier because the students encounter very many new ideas during the discussions. Some students deem it as time wastage but it is necessary in every discipline. Every group member should be given a chance to become the group’s facilitator whose work is to distribute and collect as signments. Dormant students are forced to become active because every group member must contribute his or her points. Cooperative learning is a concept that requires proper planning and organization. Completion of assignments is another student held learning concept. Its main aim is to assist the student in knowing whether the main concepts in a certain topic were understood. This acts as a kind of self evaluation to the student and also assists the teacher to know whether the students understood a certain topic. The assignments must be submitted to the respective teacher for marking. Those students who are focused follow the teacher after the assignments have been marked for clarification purposes. This enhances learning and the student understands better. Many students differ with this idea because they do not like relating with the teacher (Marton Beaty 1993). This leads to very poor grades since communication is a very essential factor in learning. Teaching becomes easier and en joyable when there is a student- teacher relationship. Assignment corrections are necessary to both the student and the teacher since the student comprehends the right method of solving a certain problem that he or she could not before. Lazy students who do not do corrections make teaching hard for the teacher because they make the other students to lag behind. Learning may also become ineffective for them due to low levels of understanding. Acquisition of facts is still another student held concept that aims at understanding reality. Students capture the essential facts so that they can understand how they suit in another context. Many students fail to obtain the facts because they think that they can get everything taught in class or read from books. When studying, the student must clearly understand the topic so that he or she can develop a theme. This helps in making short notes by eliminating unnecessary information. So, the facts must always be identified and well understood i n order to apply them where necessary. Teaching becomes easier when the facts are well comprehended by the students because it enhances effective learning. Effective learning occurs when a student possesses strong emotions. A strong memory that lasts for long is linked with the emotional condition of the learner. This means that the learners will always remember well when learning is incorporated with strong emotions. Emotions develop when the students have a positive attitude towards learning (Marton Beaty 1993). This is because they will find learning enjoyable and exciting unlike those with a negative attitude who will find learning boring and of no use to them. Emotions affect teaching since a teacher will like to teach those students with a positive attitude towards what he is teaching rather than those with a negative attitude. The positive attitude leads to effective learning because the students get interested in what they are learning and eventually leads to success. Learni ng does not become effective where students portray a negative attitude since they are not interested thus leading to failure. Furthermore, learning through hearing is another student held concept. This concept enables them to understand what they hear thus calling for more attention and concentration. They prefer instructions that are given orally and are very keen but they also participate by speaking. Teaching becomes very enjoyable since the students contribute a lot through talking and interviewing. Learning occurs effectively because the students involve themselves in oral reading as well as listening to recorded information. In this concept, learning is mostly enhanced by debating, presenting reports orally and interviewing people. Those students who do not prefer this concept as a method of learning do not involve themselves in debates or oral discussions but use other learning concepts. Learners may also use the concept of seeing to understand better. This makes them rememb er what they saw and most of them prefer using written materials (Van Rosum Schenk 1984). Unlike the auditory learners who grasp the concept through hearing, visual learners understand better by seeing. They use their sight to learn and do it quietly. They prefer watching things like videos and learn from what they see. Learning occurs effectively since the memory is usually connected with visual images. Teaching becomes very easy when visual images are incorporated. They include such things like pictures, objects, graphs. A teacher can use charts during instruction thus improving the students’ understanding level or present a demonstration for the students to see. Diagrams are also necessary because most students learn through seeing. Use of visual images makes learning to look real and the student gets the concept better than those who learn through imaginations. This concept makes the students to use text that has got many pictures, diagrams, graphics, maps and graphs. In learning students may also use the tactile concept whereby they gain knowledge and skills through touching. They gain knowledge mostly through manipulative.Teaching becomes more effective when students are left to handle equipments for themselves for instance in a laboratory practical. Students tend to understand better because they are able to follow instructions (Watkins Regmy 1992). After applying this concept, the students are able to engage themselves in making perfect drawings, making models and following procedures to make something. Learning may not take place effectively to those students who do not like manipulating because it arouses the memory and the students comprehends the concept in a better way. Learning through analysis is also another concept held by students because they are able to plan their work in an organized manner which is based on logic ideas only. It requires individual learning and effective learning occurs when information is given in steps. This mak es the teacher to structure the lessons properly and the goals should be clear. This method of organizing ideas makes learning to become effective thus leading to success and achievement of the objectives. Analysis improves understanding of concepts to the learners (Watkins Regmy 1992). They also understand certain procedures used in various topics because they are sequential. Teaching and learning becomes very hard for those students who do not know how to analyze their work. Such students learn in a haphazard way thus leading to failure. If all the learning concepts held by students are incorporated, then remarkable results can be obtained. A lot information and knowledge can be obtained through learning as long as the learner uses the best concepts for learning. Learners are also different because there are those who understand better by seeing while others understand through listening or touching. So, it is necessary for each learner to understand the best concept to use in orde r to improve the understanding level. For the slow learners, extra time should be taken while studying and explanations must be clear to avoid confusion. There are also those who follow written instructions better than those instructions that are given orally. Basically, learners are not the same and so require different techniques. Reference List Benson, A., Blackman, D., 2003. Can research methods ever be interesting? Active  Learning in Higher Education, Vol. 4, No. 1, 39-55. Chermak, S., Weiss, A., 1999. Activity-based learning of statistics: Using practical applications to improve students’ learning. Journal of Criminal Justice Education, Vol. 10, No. 2, pp. 361-371. Felder, R., Brent, R., 1996. Navigating the bumpy road to student-centered instruction. College Teaching, Vol. 44, No. 2, pp. 43-47. Marton, F. Beaty, E., 1993. Conceptions of learning. International Journal of  Educational Research, Vol. 19, pp. 277-300. Van Rossum, E., Schenk, S., 1984. The relati onship between learning conception, study strategy and learning outcome. British Journal of Educational Psychology, Vol. 54, No.1, pp. 73-85. Watkins, D., Regmy, M., 1992. How universal are student conceptions of learning? A Nepalese investigation. Psychologia, Vol. 25, No. 2, pp. 101-110. 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