Pay it forward

Pay it forward Its the night before your organic chemistry problem set is due although, at this point, night is probably the wrong word, since the sky is turning a funny mix of pink and orange. You (and everyone else in your little freshman psetting group) are stuck on a problem. Options? (1) Keep trying. (2) Ask your TA. (3) Ask your professor. (4) Panic. [Note: this option is not mutually exclusive with (1), (2), or (3)] (2) and (3) are clearly not socially acceptable options at this hour. (1) is less than desirable, since youve been trying for hours already and can tell that youve reached the limits of your productivity. Conclusion: (4) is your only option. You figure that the world is over and that youre going to fail out of MIT soon, so you might as well pack up your bags and go home now. As you pull out your suitcase from under your bed, you suddenly remember that there are two chem majors who live in your hall. One of them stays up until 3 or 4am on a regular basis; you check, and sure enough, the light in his room is on. Youre scared of knocking, though. Hes an MIT student. An upperclassman. By definition, he is currently super busy. Even worse, you feel that if he helps you, youll owe him pset help in return, but you really dont know enough about graduate-level chemistry and complex analysis and goodness-knows-what-else to do that. So, you dont knock. You and your friends make your best guess, and call it a night. Experience has suggested to me that this, much like using NaBH4 to reduce an ester, is not a productive approach. Heres what we French House sophomores do when we get stuck on chemistry pset problems, and help in the form of a TA or professor is not available: we wander through the living group until we find one of our resident chemistry majors, and ask whatever questions we have. Same goes for physics. The kind upperclassman will almost inevitably reach for a whiteboard marker, which is why Ive never seen a blank whiteboard in French House; theyre always covered with a combination of organic synthesis reactions and kinematics equations. We never beg for help. If anything, we are begged to ask for help more often.  To quote one Particularly Enthusiastic Chemist: YOU GUYS DONT ASK ME ENOUGH QUESTIONS ABOUT ORGO! YOU SHOULD ASK ME MORE QUESTIONS ABOUT ORGO!!!! I LOVE HELPING PEOPLE WITH ORGO!!!! I guess Particularly Enthusiastic Chemist didnt realize that he had gotten his point across, because he continued with I LOVE HELPING PEOPLE WITH THEIR ORGO QUESTIONS SO ASK ME WHEN YOU HAVE QUESTIONS! Seriously. I’m not making this up. People here love to teach. A huge contingent of MIT students tutor, both here on campus (for our fellow undergrads) and at local community centers and neighboring schools. We teach classes on topics of our choice to middle and high school students.  We’re excited about projectile motion or lockpicking or carbonyl compound reactions or how to build rockets and we want everyone else to be, too. This isnt to say that you should ask upperclassmen for help all the time. They are busy, and you shouldnt use them as a resource instead of your TAs and professors (whose job it is to help you, and whose advice will probably be more directly related to what you need to know for an exam.) However, you should know that your peers are usually happy to lend you a hand, so you shouldnt feel shy or embarrassed. This eagerness to help used to make me feel horribly guilty, because I felt that I had nothing to give back. Take Particularly Enthusiastic Chemist, for example. He helps me with introductory organic chemistry. But could I help him while he studies for graduate-level chem classes? Could I help my physics major friend while he psets for Quantum II? SURE! if by help you mean smile at. Otherwise, I’m totally useless. These upperclassmen give, and give, and give and I have nothing to give back. I expressed this concern to Particularly Enthusiastic Chemist, and he laughed at me. “You have no idea,” he told me, “how often I asked [insert Math Major’s name here] for help with [some math class with a fancy name that I don’t know anything about]. Likeit was every second. I wouldnt have been able to do a single problem on my psets without him. I didnt even know what the problems were asking without him.  I felt really bad because I could never help him with anything, so I’m paying him back by doing the same thing for others.” “Oh, I see!” I said, not seeing at all, and thinking about how guilty I felt. Fast forward to last night. I was kneeling on the floor of my room, helping a freshman with a couple of 8.01 problems. The whiteboard in my room was covered with equations describing projectile motion. As we arrived at the answer, she thanked me and said that she felt bad; you must be busy too! I feel bad for using up your time! HAH. If she only knew. I laughed, and began explaining that I got help all the time from our resident chemists and physicists and realized that I was echoing what Particularly Enthusiastic Chemist had been telling me all along. I understood what he meant. Yes, I 3 physics with all my heart. I also happen to have a particular soft spot for projectile motion, and masses and strings and pulleys and ramps. It was more than that, though. After this year, Particularly Enthusiastic Chemist and a big contingent of other upperclassmen who have been tremendously patient and generous and helpful over my first two years will be gone. Ill never have helped them with a single pset problem. I will never pay them back. Instead, Ill turn and face the other way: at the freshmen and to-be 2016s and to-be 2017s (AHHHH 2017? IM SO OLD), and when one of them is stuck on a pset problem at some obscene hour of the morning watch out, fellow upperclassmen. I will fight you for first dibs on helping.

The Ethics Of A Leadership Program - 939 Words

While I attended Wichita State University for mu bachelors of Social Work, I was afforded the opportunity to participate in a leadership program two consecutive years. We learned tips on strategies to become more effective leaders. Whenever I participate in activities that require me to take a leadership or supervisor role, I tend to think of what I learned in the program. The conflict that I identified as a supervisor in this activity was mainly that we had a student with erratic behavior, with firearms at home, and mother who not only saw nothing wrong with it, but wanted him removed from public school and is largely uncooperative with the school regarding his psych eval. Moreover, I know that an ethical conflict should be the part when I am single parent with a special needs child; however I have never given any thought to those kinds of things. For example my child s needs should never be a factor in an ethical dilemma at work. My child will somehow be provided for - I have a res ponsibility to do the right thing at work regardless of how that might affect my employment or my child s insurance. Conflict Management First, I didn t think much about the personal issues my character has at home, so the conflict management style I used would have been just don t think of it! With the student who had the dangerous situation at home, I made sure I got the entire story line before I reacted to anything. This would indicate I used the accommodating style of conflictShow MoreRelatedLeadership And Ethics Program At The Jepson School Of The University Of Richmond2113 Words   |  9 Pagesleader or are individuals born to be leaders? JoAnne Ciculla, a professor in leadership and ethics program at the Jepson School of the University of Richmond states the question should not be, what is leadership, but what is good leadership? (Giampetro-Meyer, Brown, Browne, 1998). Ciculla referenced three types of leadership: transformational, transitional, and servant leadership. While these are just a few, with leadership, you have to be willing to take charge and direct others. At times peopleRead MoreBenefits Of Ethical Leadership : A Positive Corporate Reputation, Ethically Empowered Employees, Increased Quality, And Higher1734 Words   |  7 Pagesbenefits of ethical leadership; having a positive corporate reputation, ethically empowered employees, increased quality, and higher customer satisfaction. Ethical leadership will benefit an organization, because it creates a healthy ethical environment, and culture which produces a positive corporate reputation. 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My first artifact, LEAD505 Leadership and Ethics Assignment explains that theres a strong relationship between good leadership andRead MoreBp Case Study931 Words   |  4 Pagesdirection to fix its reputation it is far from being done. This paper will show that to fix the company’s reputation they will need to enforce their new ethics policy from the top down and build shareholder trust again. They will need to invest more in their sustainability by creating new innovative ideas, committing more money for research and current programs, as well as the creation of new policies and procedures so the mistakes of the past will not also become their future. Problem IdentificationRead MoreThe Concept of Ethical Obligation Essays1309 Words   |  6 Pagesethical obligation GEORGE Tenet and the Last Great Days of the CIA PADM 500: Modern Public Administration Identify four (4) cross-coded ethical dilemmas facing former CIA Director George Tenet and assess their impact on his leadership abilities. 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History of the Mosque-Cathedral of Córdoba - 1014 Words

Beautiful, magnificent, fascinating, breathtaking, and incredible are some of the words that describe the Great Mosque of Cà ³rdoba. The Mosque is also known as the Mezquita, the Mosque-Cathedral of Cà ³rdoba, or the Cathedral of the Assumption of Our Lady. The mosque is considered one of the monumental jewels of Islamic civilization. In addition, it is one of the largest mosques in the entire world measuring about 24,000 square meters. The mosque was not all built at once, its construction lasted from 784 AD to 987 AD. First, Emir Abd ar-RahmanI began the construction of the mosque in the year 784, on a site that was originally home to Roman temple of Janus and Visigothic church of St Vincent. In the years 822 AD to 852 AD, Abd ar-Rahman II added an arm bone of Prophet Mohammed, an original copy of Quran, and increased the size of the Mosque. Then, Abd ar-Rahman III added a new minaret in the beginning of 9th century. Following Abd ar-Rahman III, Al-Hakam II magnified the mosque a nd enhanced the mihrab in the year 961. Finally, Al-Mansur Ibn Abi Aamir enlarged it further through the addition of the orange tree courtyard and the outer aisles in the year 987. As a result, this mosque turned Cordoba into a kind of paradise on earth where the Mosque symbolizes heaven. At its zenith, this mosque was the center of western Islam. The Great Mosque is a forest of stone columns that seem to go on forever. The effect is disorientating like a vast hall of mirrors where the worshiperShow MoreRelatedThe Great Mosque Of Cordoba1541 Words   |  7 Pages The Great Mosque of Cordoba Can the Great Mosque-Cathedral of Cordoba be used for two religions, and How the design effects these religions? In this essay will be a brief discussion about the The Great Mosque of Cordoba and the history behind it. Stating how the mosque existed, developed over time and then reconstructed to become a Cathedral. 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Spanish cuisine has widely been influenced by the vast array of seafood disposable in the country that not only mingles the opulence of Mediterranean ingredients but is also spread in literally thousands of flavors and recipes. When

A Closer Look on Bilingualism Free Essays

Bilingualism is not uncommon to many people and in many parts of the world. As long as there are people who migrate from far off countries to different places in the world, bilingualism will exist, and prosper. This has become a bigger reality in today’s world where different countries are brought closer by technology, and globalization has become commonplace, especially to more prosperous and industrialized countries where migrants tend to gather. We will write a custom essay sample on A Closer Look on Bilingualism or any similar topic only for you Order Now Hence, cultures become interrelated and languages are no longer limited to their areas of origin. In fact, it is normal for many people to use two languages, or even more, in the course of day-to-day living, some by choice and some by necessity. As evidenced by studies and observation made by scientists and educators, bi- or multilingualism exists because humans are not limited to learn a single language in the course of his/her lifetime. Although there were no studies that have determined how many languages a person can learn in his/her lifetime, there was no question that it could be done, given the relative ease by which children learn languages. The brains of a human being hold endless possibilities. It is not a jug that has limited capacity; it can absorb so much more information (Alladina 6). Hence, it is not surprising that more and more people are learning and making use of different languages. It is not uncommon to see a person who makes use of a different language at home, in school or in buiness, a particular language is used depending on the appropriate situation. As we attempt to explore different facets of bilingualism, it would be most logical to explain briefly the meaning of bilingualism and how it is commonly perceived in order to offer a better understanding as to why it has such great impact on the society. More importantly, this paper will deal on the overall effects of bilingualism on children, adults and families, as well as the influences of schools, its systems, and society at large to people who are bilingual, and vice versa. We shall also delve on the choices that different bilingual-background families have or have made with regard to rearing their children as bilingual or monolingual, and the subsequent effects of these choices. We shall shed light on these concerns, partly, by going through the personal experiences of three individuals, with different degrees of bilingualism, who were interviewed exclusively for this paper. We shall examine how bilingualism played a part in their lives. Their bilingualism resulted from different circumstances surrounding them as they were growing up that were mainly rooted from their families. For instance, the first interviewee and her parents migrated to Norway from Pakistan, where she was actually born and raised until she was eight years old, the second one has parents whose mother tongues were different from each other, while the last interviewee was adopted from Colombia when she was eight years old. How to cite A Closer Look on Bilingualism, Papers

People and culture in Morocco

Morocco issituated in the North Africawith an estimated population of 32 million people.The population growth rate is 1.067%(The World Fact Book, 1). Moroccans of Berber, Sunni Muslims of Arab, andArab-Berber ancestriesmake up the country’s population (Background Note Morocco 1). The population density of Morocco is 72 people per square meter.Advertising We will write a custom essay sample on People and culture in Morocco specifically for you for only $16.05 $11/page Learn More The age country has three age layers. The first one has children from age0 to 14 years old and form 27.8percentage of the population. The second age layer has people between 15 and 64 years old making up66.1percentage.The third structure has 65 year olds and above which constitutes6.1percentage(The World Fact Book, 1). The country has three ethnic groups. The largest ethnic group is the Arab-Berberforming 99.1%,followed by another group that have people other than Arab-Berb er and Jews making up 0.7 %; the smallest is the Jewish making up 0.2 % of the total population. The country has different religions, the largest one is Islam, Muslims make up 99%, Christianity follows with 1% and Jewish with about 6, 000 people. The official language spoken in Morocco is Arabic. French and Berber dialects are often used in government, business and diplomacy. The ethnic groups tolerate each other in the moderate Muslim country(The World Fact Book, 1). Morocco is a major contributor toAfrican economic affairs and is among African countries with strong economies. The country grows some of its food for local consumption. However, because it has semi -arid climatic conditions agriculture is unreliable hence the country relieson food importation. The Moroccan diet is Mediterranean and mainly consists of fruits, cereals, and vegetables.People do not eat animal foods a lot. Those in urban areas eat food which is rich in sugar and fats because of westernization that has led Moroccan urbanites to change their eating habits to fast foods from organic foods. Consequently,obesity is prevalent in the urban areas (Morocco 1).Housing in Morocco is relatively good because 83% of the population in urban and 69% live in improved areas with clean drinking water and proper sanitation (The World Fact Book, 1). The country faces challenges in education because of high levels of illiteracy even though primary schoolis compulsory. (Background Note Morocco 1). The health sector is not capable of taking care of the population efficientlybecause there are inadequate physicians and bed capacities in health facilities. Inequality in health sector is a big problem in Morocco (Oujda 1). High levels of young people unemployment and corruption is a major problem in the country.Advertising Looking for essay on geography? Let's see if we can help you! Get your first paper with 15% OFF Learn More The country has many visitor attractions. In addition, the country ha s a rich cultural heritage and arts. Places such as the cities of Casablanca, Marrakech, and Fes are major tourist attraction sites because of their beautiful beaches, hotels, bazaars and medinas among others. Another attractionisAsilah, a historic site that has intricate designs made by Moroccan artists. Art in form of ornate ceramics, beautiful mosaics, and intricately woven carpets are readily available for purchase. The country has cultural events such as Tanjazz festival, Timitar music festival, Mawazine festival that celebrate world music. Moreover, the country has the international film festival (Land of Festivals 1). Finally, the people are warm and hospitable hence the country attracts a large number of visitors every year. Works Cited Background Note Morocco. 20 Apr. 2011. Web. Land of Festivals. 2011. Web. Morocco. 2010. Web. Oujda, Mohammed. â€Å"Social inequalities and health inequity in Morocco. â€Å"International Journal for Equity in Health, 5.1(2006), no pag. Th e World Fact Book. Morocco. 18 Oct. 2011. Web.Advertising We will write a custom essay sample on People and culture in Morocco specifically for you for only $16.05 $11/page Learn More This essay on People and culture in Morocco was written and submitted by user Brooklynn Chase to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The 6 Forgotten Italian Subject Pronouns

The 6 Forgotten Italian Subject Pronouns Often, one of the first Italian language lessons beginners study is Italian subject pronouns (pronomi personali soggetto). Too often, however, theres a whole subset of Italian subject pronouns that is given scant attention, including egli, ella, esso, essa, essi, and esse. Legacy Italian Subject Pronouns Call them legacy subject pronouns or classic subject pronouns, these subject pronouns are still (infrequently) used in Italian. They typically appear only as regionalisms, in formal speech, or in literature. There are three pairs of Italian subject pronouns for the third person singular: egli/ella, lui/lei, esso/essa. The third person plural includes the pair essi/esse and the form loro, which is the same for both masculine and feminine. Egli, Lui, Esso Egli and lui are used with reference to people. Lui, especially in spoken language, can also refer to animals and things. Esso is used for animals and things. Ho parlato con il direttore e egli [but commonly lui] mi ha assicurato il suo interessamento. I spoke with the director and he assured me of his interest. Cercai di trattenere il cavallo ma esso [also lui] proseguà ¬ la corsa. I tried to hold back the horse but he continued on the course. Un importante compito vi à ¨ stato affidato; esso dovr essere eseguito nel miglior modo possibile. An important task was entrusted to you; it must be performed in the best way possible. Ella, Lei, Essa The form ella has already fallen into disuse, especially in spoken language, and is considered literary and formal. Analogous to lui, the form lei also refers to animals and things, especially in spoken language. The form essa (unlike its masculine counterpart) also refers to a person, but it is less commonly used and has a literary or regional character. Avverti tua sorella, forse essa [but commonly lei] non lo sa ancora. Warn your sister, maybe she still doesnt know. Ho cercato di prendere la gattina, ma essa [also lei] à ¨ scappata. I tried to hold the kitten, but she ran away. Essi, Esse The plural forms essi and esse serve to indicate people, animals, and things. Loro is used with reference to people and, especially in spoken Italian, also to refer to animals. Li ho guardati in viso, essi [or loro] abbassarono gli occhi. I looked at them in the face, but they lowered their eyes. Allingresso della villa cerano due cani; essi [or loro] stavano per mordermi. At the entrance to the villa, there were two dogs; they were waiting to bite me. Il Parlamento ha emanato nuove leggi; esse prevedono la modifica dellordinamento giudiziario. Parliament issued new laws; they anticipate the modification of the legal rule. Wherefore Art Thou, Italian Subject Pronouns? The forgotten Italian subject pronouns egli, ella, esso, essa, essi, and esse, similar to the remote past tense (passato remoto), can sometimes seem obsolete, especially since they are often ignored in modern textbooks. A former grammatical rule held that egli was a subject pronoun and lui an object pronoun. But although lui, lei, and loro tend to predominate in colloquial conversation, egli, as well as the other subject pronouns in question, can still be found in literary texts. Similar to the remote past tense, the subject pronouns egli, ella, esso, essa, essi, and esse are still a feature of southern Italian dialects. En Italiano SINGOLARE1a persona: io2a persona: tu3a persona maschile: egli, lui, esso3a persona femminile: ella, lei, essa PLURALE1a persona: noi2a persona: voi3a persona maschile: loro, essi3a persona femminile: loro, esse

What To Do When Content Marketing Isn’t Working With Jon Henshaw

What To Do When Content Marketing Isn’t Working With Jon Henshaw You know that content marketing has the potential to grow your company. What if you’re not getting results, though? If you don’t have something unique to say or value to offer, it’s tough to get traction in a competitive environment. How can you create unique ideas and overcome mediocre results? Today we’re going to be talking to Jon Henshaw, an accomplished product builder and content marketer. Jon co-founded Raven Tools and is now with CBS Interactive. We’re going to talk about how to fix broken content marketing. You won’t want to miss today’s show! Powered by PodcastMotor Actionable Content Marketing powered by By AMP070: What To Do When Your Content Marketing Isn't Working With Jon Henshaw 00:00/00:00 1x 100 > Download file Subscribe on iTunes Leave Review Share Some of the highlights of this episode include: What Jon’s been up to over the past decade, from building up Raven Tools from nothing to entering the world of content marketing. Some of the â€Å"wins† that Jon has experienced over the years, as well as a â€Å"loss.† Jon’s process for staying ahead of the curve when it comes to content marketing. Tips on tackling the types of big, unique projects that will pan out, as well as Jon’s thoughts on the risks involved. How Jon promotes his biggest projects for maximum benefit. Where SEO fits into the promotion strategy. Jon’s favorite part of content marketing. Links: Jon on LinkedIn Raven Tools CBS Interactive GA Config Email a screenshot of your iTunes review to podcast@.com If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud,  Stitcher, and Google Play. Quotes by Jon: â€Å"One of the great things about content marketing is that it kind of levels the playing field among other companies. You don’t have to have the tens of thousands of dollars or more in paid advertising budget. You just have to have good ideas.† â€Å"The internet is a big place and yes, most things have already been done You have to be even more creative.† â€Å"The part that I geek out the most on is actually putting that content together and writing the code behind that content so that it can perform really well.†