Instructional Objectives Essay

Instructional objectives may also be called performance objectives, behavioural objectives, or simply objectives. All of these terms are used interchangeably. Objectives are specific, outcome based, measurable, and describe the learner’s behaviour after instruction. Instructional objectives serve as goals that teachers have set in the achievement of a greater goal. They also tell students what is expected of them. Instructional objectives make definite the direction in which teaching leads and become the focus of instruction, not only for the teachers, but also for the students. Without instructional objectives teaching is comparable to a fallen leaf whose destination is dependent on the will of the wind. Without instructional objectives, teachers will have nothing to follow in order to achieve what it should achieve. A well-written objective should meet the following criteria; describe a learning outcome, be student oriented, be observable or describe an observable product. A well-written objective should describe a learning outcome. It should not describe a learning activity. Learning activities are important in planning and guiding instruction but they are not to be confused with instructional objectives. A student-oriented objective focuses on the learner, not on the teacher. It describes what the learner will be expected to be able to do. It should not describe a teacher activity. It may be helpful to both the teacher and the student to know what the teacher is going to do but teacher activities are also not to be confused with instructional objectives. If an instructional objective is not observable, it leads to unclear expectations and it will be difficult to determine whether or not it had been reached. The key to writing observable objectives is to use verbs that are observable and lead to a well defined product of the action implied by that verb. Verbs such as â€Å"to know,† â€Å"to understand,† â€Å"to enjoy,† â€Å"to appreciate,† â€Å"to realize,† and â€Å"to value† are vague and not observable. Verbs such as â€Å"to identify,† â€Å"to list,† â€Å"to select,† â€Å"to compute,† â€Å"to predict,† and â€Å"to analyze† are explicit and describe observable actions or actions that lead to observable products. For an instruction to be useful, an objective must not only be well written but it also must meet the following criteria: be sequentially appropriate, be attainable within a reasonable amount of time, be developmentally appropriate. For an objective to be sequentially appropriate it must occur in an appropriate place in the instructional sequence. All prerequisite objectives must already have been attained. Nothing thwarts the learning process more than having learners trying to accomplish an objective before they have learned the necessary prerequisites. This is why continuous assessment of student progress is so important. A useful objective is attainable within a reasonable time. If an instructional objective takes students an inordinately long time to accomplish, it is either sequentially inappropriate or it is too broad, relying on the accomplishment of several outcomes or skills rather than a single outcome or skill. An objective should set expectations for a single learning outcome and not a cluster of them. Instructional objectives are often classified according to the kind or level of learning that is required in order to reach them. There are numerous taxonomies of instructional objectives; the most common taxonomy was developed by Benjamin Bloom and his colleagues. The first level of the taxonomy divides objectives into three categories: cognitive, affective, and psychomotor. Simply put, cognitive objectives focus on the mind; affective objectives focus on emotions or affect; and psychomotor objectives focus on the body. Cognitive objectives call for outcomes of mental activity such as memorizing, reading, problem solving, analyzing, synthesizing, and drawing conclusions. Bloom and others further categorize cognitive objectives into various levels from the simplest cognitive tasks to the most complex cognitive task. These categories can be helpful when trying to order objectives so they are sequentially appropriate. This helps to insure that prerequisite outcomes are accomplished first. Affective objectives focus on emotions. Whenever a person seeks to learn to react in an appropriate way emotionally, there is some thinking going on. What distinguishes affective objectives from cognitive objectives is the fact that the goal of affective objectives is some kind of affective behavior or the product of an affect (e. g. , an attitude). The goal of cognitive objectives, on the other hand, is some kind of cognitive response or the product of a cognitive response (e. g. , a problem solved). Psychomotor objectives focus on the body and the goal of these objectives is the control or manipulation of the muscular skeletal system or some part of it (e. g. , dancing, writing, tumbling, passing a ball, and drawing). All skills requiring fine or gross motor coordination fall into the psychomotor category. To learn a motor skill requires some cognition. However, the ultimate goal is not the cognitive aspects of the skill such as memorizing the steps to take. The ultimate goal is the control of muscles or muscle groups. The following are the importance of instructional objectives in teaching I. C. T Firstly, Instructional objectives are of immense significance in today’s education process. They provide organizers of the process with the opportunity to delve into learners mind and know where they are heading. Instructional objectives provide teachers the opportunity to design proper assessment procedure through tests and evaluation. Students know what they are supposed to do, use before or after a particular class. Instructional objectives also help trace the amount of change that has been brought about in a student. It gives a definite direction to the whole teaching-learning and evaluation process of a particular class in classroom situations. It also helps both the teacher as well as students in determining particular educational goals and enables them to focus their attention on specific learning activities to achieve those goals. Through instructional objectives – the organizers of educational process can determine the resources, course materials, curricular and co-curricular activities, relevant contents and references etc. which are so vital to make the process functional. Instructional objectives also lead the teacher into discovering the best learning situations, strength and weaknesses of the prevalent learning process, level of growth and development of learners through a pre-determined evaluation process. In short, instructional objectives help in monitoring and evaluating the whole educational process in minute details.

My Favorite Car Essay

On March 20th 2013, I woke up and directly drove to the Leith Honda dealership to fix my car. While it was being fixed, I noticed an Infiniti dealership. I walked there to browse some cars, just to kill time. As soon as set foot onto the dealership I found the most breath – taking and luxurious sports car. I took a peek inside the window and was astounded. Sometimes they say you can fall in love at first sight, here I found my first love the Infiniti G37 IPL. According to Twitchell objects that you own forms your identity. Meanwhile, Rosenbaum denies objects identifying who you really are. What do you think; do objects really have that kind of power to reflect people’s images? For me, the Infiniti G37 IPL is the perfect fit for my identity. The Infiniti Performance Line represents the pinnacle of the Infiniti innovation and craftsmanship. Luxury and performance are amplified the IPL G Coupe: the exclusive IPL – tuned engine and suspension augment the driving experience while aggressive styling and aerodynamics visually express the elemental strength contained within. The Infiniti G37 IPL defines my character based on its luxurious style, performance, strength, technology, safety and rejuvenating features. First, I would like to begin with the styling of The Infiniti IPL G Coupe’s style defines me in many different aspects. The Car is uniquely sculpted from and rear fascias, side sills, and rear spoiler enhance the aerodynamics of the IPL G Coupe and visually express inspired performance. Zero – lift front and rear dynamics allow the tires to grip the pavement, providing you with more confidence at higher speeds. I am type of person who really cares about style. I tend to be athletic and picky when it comes to cars. The most important detail in a car is the style because it shows other people what type of person I might be. The seating of the IPL G Coupe is sculpted, deep – bolstered seats with unique red stitching embrace the driver and front passenger in soft, sumptuous leather, as luxurious as it is stunning. The seating connects the driver to the handling of the machine with standard 12 – way power driver adjustments with memory functions that adjust the moment you start the car. The beauty of the wheels in this car is just unbelievable. They are lightweight, aluminum – alloy 19 inch wheels channel the power of the IPL G Coupe into momentum that strokes emotion. The split 7 – spoke wheels are clad in summer performance tires for unrelenting grip and finished in a graphite color for a look that radiates aggression. Next I would like to give specific details about the astonishing technology innovated into this breath – taking vehicle. The 11 – speaker Infiniti studio on Wheels by Bose was designed to help music retain its richly – authentic sound. Infiniti engineers created the first manufacturer system that delivers the music’s power from the front, with sound washing through the cabin from front to back, as in a live performance. The system is enhanced by 10 – inch subwoofers that the vehicle’s front doors were literally designed around and a unique Driver’s Audio Stage setting that optimizes the balance of sound to focus solely on the driver. Also, it has a rearview monitor when engaging in reverse mode your vehicle information system displays images from a discreetly – mounted color camera on the rear of the vehicle. Colored guidelines help give you and accurate sense of how close you are to objects behind, and they adjust as you turn, to show your path. As an added measure, the Rear Sonar System emits a beeping tone and displays an icon on the Rearview monitor display when an obstacle appears near the rear bumper. The technology inserted in this vehicle is amazing. It is a dream coming true for any young intelligent man driving one. Last but not least, I would love to talk about the performance and safety about this car. The power output of this vehicle is impressive. It is 3. 7 – liter 24 – valve V6 engine, the IPL G Coupe has been tined to produce more torque and an additional 18 horsepower. IPL enhancements intensify the feel of acceleration, delivering a more exhilarating driving experience. Advanced high – flow dual air intakes help the engine breathe more freely, reducing air resistance and improving output. Low – friction coated pistons reduce resistance, while Variable Valve Event and lift intake technology boosts performance while improving emissions and fuel efficiency. With all the interesting details about the performance of this vehicle, you might think it is unsafe to be in one of the fastest on the road, but it has safety precautions built into it to prevent any danger to all passengers. It contains advanced braking, which is the 4 – wheel anti – lock braking system, which helps apply the maximum brake force you need in order to prevent a collision. It also has an impact protection that consists of an advanced air bag system which adjusts their inflation rate depending on the crash. Basically, you have safety precautions for other safety systems. This car and I share many characteristics together. It defines who I am in many different ways. The moment I drove it, I fell in love with the start engine and exhaust sound. At first I really didn’t think objects really define who you really are, but after that incident it made me realize that objects can reflect what type of person you are. Driving this Infiniti made me see the truth of how performance, luxury, style, safety, and technology can really differentiate from other rides. Driving an Infiniti G37 IPL would give you a better status, and make you luxurious, sporty, and classy.

Information for Soap Notes Essay

Associate Level Material Case Study Information for SOAP Notes Read the following three patient visits. Rewrite the information using correct medical terminology. The visits below are written in layman’s terms and do not use the correct medical terminology. Re-write the information in medical terms for the charts. You must determine where the information is to be placed in the SOAP note. Patient One – Chapter Six 22-year-old African American female 140/60 BP 99 F Pulse is 38 Breathing is 22 per minute Patient states she is not on any medicine at the time Patient states her reason for the visit is she is having severe back pain for 5 days now Past has been told she has sickle cell anemia Physician tells patient they are going to draw blood and give her IV with fluids. Physician states the IV will contain something for the pain Blood work showed white blood cells 4300, hemoglobin 13. 1 g/dL, hematocrit 39. 9%, platelets 162,000, segs 65. 9, lymphs 27, monos 3. 4 Physician observes patient is alert Physician finds that head, ears, eyes, nose, and throat are okay Physician determines the patient is having a sickle cell crisis Physician finds that the patient has numbness in hands and feet Patient states she just has not been feeling well lately She reports â€Å"I do not test my levels daily with that machine it hurts so I just base my levels on how well I feel† Physician observes that the patient has some discoloration of her skin Physician sees that the head, eyes, ears, nose and throat are okay Physician hears that the heart sounds good, nothing sounds off Physician wants patient to come to the office in 1 month Physician tells patient to start using the machine to test her blood and record the results and bring with her to next visit

Gameing as an education tool Coursework Example | Topics and Well Written Essays - 500 words

Gameing as an education tool - Coursework Example The results compared the findings obtained from analyzing data obtained from fourth-grade learners in two schools. Motion Math is designed to take the learner through three basic levels of fraction learning, with each level further subdivided into 24 sublevels. The levels represent the increasing difficulty of the game, and requires continuous attention to detail. Tests for differences in fraction knowledge for learners in the two schools (with one group in each school being introduced to Motion Math, and schools labeled A and B for ethical reasons) showed specific similarity in results. The layout involved creating two groups of students and comparing how they performed over three sets of tests (pre-test, mid-test, and post-test) administered before introducing the devices, in the middle of the week, and at the end of the week 9which also marked the end of the study period). The group that was introduced to Motion Math performed significantly better at the mid-test compared to the pre-test while the group that was not introduced to the app performed significantly better at the post-test than in the mid-test. For the Motion-Math group in each school, the results did not show significant improvement between the mid-test and posttest. On the other hand, the group that was not introduced to the app performed significantly better at the posttest than in the mid-test but did not have significant improvement in results between the pretest and the mid-test. There were short-term gains in using the app for teaching but both groups (the group that was introduced to the app and the one that was not) tended to have similar performances in the long-run. The two groups had different test trajectories motivated by the use of lack of use of the Motion Math app. The results for self-efficacy, self-ratings on fraction knowledge and fraction liking followed a similar trend as the performances,

Approach to Shared Decision-Making in Nursing Literature review

Approach to Shared Decision-Making in Nursing - Literature review Example The title is a very important component of a research article. It should be capable of capturing the articles’ major variables concepts and the methods involved (Kaplan 2012). A careful look at the research article under focus, the authors have captured diverse aspects of the study in the title. Firstly, the program under consideration is very clearly defined, IP-SDM. Secondly, it goes further to specify on the particular area under investigation, which happens to be the intentions of the healthcare providers as they engage in the program. These two aspects make the title accurate and specific on the issue being discussed in the article. It is also clear the type of participants that are involved in the study from the title, those health workers in home care programs. However, the authors take a global perspective in the methodology used. The title mentions in broad terms that the research uses mixed methods without a clear definition of what are those ‘mixed methodsâ₠¬â„¢. The length of the title is desirable; this is because it carries diverse aspects under investigation that cannot be assumed. It is descriptive and informative, just from a first look it is likely that one is capable of capturing the parameters under investigations and the variable involved. Largely the title is the best impression that gives a view of what to expect in the main body of the article, and sure enough, Legare et al. successfully captures most of the aspects. (Università © Laval 2013).... Subjects The research has clearly identified the subjects in the study. Sample selection A large sample size was considered to take care of the mixed methodology approach that was taken in the research. The sample was selected from various health centres and featured 126 heath care providers. Data collection Data collected collection was efficiently done through a survey, filling in of questionnaires and use of focus groups. The instruments used are reliable and valid as stated in the research paper. Ethical considerations There was involvement of ethical considerations by the researchers. Firstly, data collection using the various tools was based on willingness of individuals. Secondly, the participants understood what the research entailed before engaging with it. In addition, their confidentiality and anonymity was assured. The research has not declared whether it had approval from the ethical committee. Results The results have been tabulated clearly. They have demonstrated consi stency with other previous works. From the results it is possible to project the conclusions. Data analysis Data has been well analysed especially because it was qualitative. The analysis is sufficient to demonstrate the relationship between the test variables. Discussion The research paper has clearly defined the relationship between the results and the test variables. They have attempted to balance between the aspects that are supported by the findings as well as those that do not. They have also gone a step ahead to provide the implications of the findings to the health sector. The discussion is deficient of the weaknesses of the study that may have made the results unreliable. Conclusions The conclusions are very

Draft Essay Shiloh outline, body & Introduction of paragraph

Draft Shiloh outline, body & Introduction of paragraph - Essay Example To Leroy, he acknowledged that â€Å"the real inner workings of a marriage, like most of history, have escaped him† (Mason 1). To Norma Jean, the visit to this historical place made her realize that there are still a lot of things that she does not appreciate with Leroy’s staying at home. The brief and unexpected blurting of Norma Jean’s intention to leave Leroy made him realize that there are so many things he still does not know about Norma Jean. Historical places stir nostalgia where past events could haunt visitors like disturbed ghosts. In the short story written by Bobbie Ann Mason entitled â€Å"Shiloh†, the author narrated the events that transpired between the main characters, Leroy Moffitt and Norma Jean. When Leroy, a truck driver, met an accident which made him incapacitated to resume his work, Norma Jean was reported to have changed in ways that was observed to be totally new to Leroy. Norma Jean’s mother, Mabel Beasley, who intermittently visits them in their house, had been pleading for them to go to Shiloh, Tennessee to visit the Civil War battleground (Mason). The visit to Shiloh provided the impetus for revelations and realizations in both Leroy and Norma Jean’s life through experiencing nostalgic moments, supposedly instigated by Norma Jean’s mother; and the need to look more closely into their lives as a married

Near and Middle East ( Martyrdom is nothing without remembrance and Essay

Near and Middle East ( Martyrdom is nothing without remembrance and without the cultural industry that keeps the martyr alive after death. Discuss.) - Essay Example The custom is that martyrdom carries with it the diverse cultural diligence as this keeps the martyr alive even after his demise. Unlike the other cultures around the globe, the history of the Middle East goes back to the ancient times (Verkaaik, 2004, P. 138). All along, the Near East has rocked the world affairs through its unprecedented political and religious affiliations. Discussion of its ancient history puts the name ‘Near East’ at the center stage. This is the reason as to why there is the historical origin of major world religions such as Judaism, Christianity, and Islam. The first and the latter have famed for the rite of the martyrdom and they see to it that reminisce is part of their culture (Varzi & Roxann, 2006, P.70). In this modern times, the Middle region/East or the Near East, remains a strategically, politically, culturally, economically and the religiously sensitive zone. First, martyrdom was a transition. A look back to history states that the transition from revolutionary zeal to war fanaticism came as a smooth phase. For example, a telecast broadcast in 1981 at Tehran University served to put this ideology of martyrdom a great stance (Moallem, 2005, P. 108). The speaker whom by history goes down as the martyr of the said creed, Hashemi Rafsanjani, publicly asserted that the public begged to become a shahids. As per his words, he said that the public cries, it sheds tears and implore their commanders to, at least, take them along on the nightly operations in order to become a shahid (Talebi, 2012, P.134). This creed on a nation broadcast, with millions of people listening came an awakening call as to how sacrificing for the name of religion, Islamic in particular, could measure as an incitement to the other religions with different affiliations. In the view of this nation, this religious understanding of Hashemi, theirs was not a radicalization cal l; it was simply a cry to sacrifice for their remembrance of holy Allah. To them, this

Select a health care law topic from the assigned readings. Present an Term Paper

Select a health care law topic from the assigned readings. Present an executive summary of the law in 200 words or less, and dis - Term Paper Example Applicable industry standards, statutes, federal laws and ethical guidelines Ethics and laws imply that physicians inform patients of the limit to which confidentiality protection of disclosure of personal information is allowed. This is because a patient requires privacy which should be respected by the physician. Federal statutes allow physicians to diagnose death which should be made in line with industry standards Statutes or federal laws may also require that a medical case be disclosed in fear of further spread. Applicable Industry Standards, Statutes, Federal Laws, Ethical Guidelines There are many ways of acquiring medical insurance benefits under the Medicare coverage program. The largest number of people are automatically eligible for this coverage at the age of 65 if they are entitled to monthly social security retirement benefits, survivor or transport retirement benefits. These individuals are entitled to Medicare coverage irrespective of whether they are eligible for ot her retirement benefits. Those persons not entitled tom these kinds of benefits will need to file an application for the Medicare coverage.

Performance Expectation and Evaluation Essay Example | Topics and Well Written Essays - 1000 words

Performance Expectation and Evaluation - Essay Example 2. Be well versed with Prudential Regulating and credit environment of the market. Prudential Regulations are issued by the supervisors of the banks in order to make prudent lending decisions. The incumbent is expected to have a sound knowledge of the regulatory environment besides having a good knowledge of the credit environment of the market. This would also mean that the employee is expected to know about the market trends, economic conditions as well as general political environment of the terroritries within which we work and from where we receive lending requests. Thus the incumbent of the job is therefore expected to have a sound knowledge of the regulatory environment. 3. Can attend to Bank’s internal significant issues, queries from Regulatory bodies. This requires that the incumbent should have sound communication skills especially written skills should be exceptional. Since this job requires the employee to have interaction not only with our borrowers but with other regulatory bodies also therefore communication skills are necessary requirement of the job. Further, since employee is also expected to write credit memorandums therefore the written comprehension capabilities of the employee should be above average. 4. Be able to analyze MIS statements and their follow-up for limit allocations, disbursement & outstanding position etc. This job expectation requires that the incumbent must have the ability to interpret information. Since the employee would be reviewing MIS statements therefore the expectations are that the employee must have the good computer skills especially MS Excel based skills as the data will be analyzed, monitored through this software. 5. Should be a self starter and can work independently. This is probably the biggest expectation from the incumbent. He or she must be a self starter meaning less training and development opportunities would be provided initially. 6. Be well versed with

Properties of Gases Essay Example for Free

Properties of Gases Essay Purpose: The purpose of this experiment is to examine different properties of gases in order to be able to identify them in a laboratory setting. I will be using Hydrochloric acid, mossy zinc, Bromothymol blue, limewater, Manganese, and Alka Seltzer, to test different properties of gases formed by chemical reactions. In order to extract the gas I will use several household products such as vinegar, baking soda, water, and hydrogen peroxide in order to create the gases to be tested. Materials: Student Provided 1 Match 1 Toothpicks (or wooden splints) 1 Pie tin or similar 1 Marker pen 1 Household white vinegar 1 3% Hydrogen peroxide (H2O2) 1 Measuring spoons 1 Drinking straw 1 Tissue paper 1 Baking soda (sodium bicarbonate) From LabPaq 1 Goggles-Safety 1 Test Tube (5), 13 x 100 mm in Bubble Bag 1 Well-Plate-24 Auxiliary Supplies Bag Auxiliary Supplies Bag- CK1 1 Gas Assembly; copper/plastic tubing in #00 Stopper 1 Pipet, Empty Short Stem 1 Rubber stopper, #00, 1 hole, Pipet tip w/plastic Gas delivery tube Experiment Bag Properties of Gases 2 Alka Seltzer ® (1/4 tablet) in Bag 2 x 3 1 Bromothymol Blue, 0. 04% 4 mL in Pipet 1 Hydrochloric Acid, 2 M 20 mL in Dropper Bottle 1 Limewater (Calcium Hydroxide, Saturated) 6 mL in Pipet 1 Manganese Metal Pieces 4-6 Pieces in Bag 2 x 3 3 Pipet Bulbs, Wide-Neck with 1/4 Stem 1 Zinc, Mossy 4-6 Pieces in Bag 2 x 3 Procedure: 1) Hydrogen a) I placed a small amount of ZN( mossy zinc) in the test tube containing HCL b) I then capped the test tube with the small cap that allowed gas release from the top and placed it in one of the 24 well plates. I wedged the test tune in with a bit of toilet paper. c) I then filled the large stem pipet with water and placed it atop the rubber stopper. d) I placed the well plate in a pie tin to prevent the overflow from getting everywhere. e) After the water was replaced entirely with hydrogen I removed the wide mouthed pipet and placed my finger over the opening to prevent any gas from escaping. f) I lit a match and while holding the pipet about 1cm away from the flame blew the gas onto the flame, and recorded my observations in the table. g) With a marker I marked the wide-neck pipet on the outside into three parts h) I filled the bulb with water and set it on the test tube as before. i) Once the bulb was 2/3 full of gas I removed it and placed it aside, still inverted, for later use j) I then disassembled and rinsed the tools and threw away the ZN. 2) Oxygen A) I placed a few pieces of Mn (Manganese) into the second test tube. B) I filled the test tube to within 1cm of the top with hydrogen peroxide. Afterwards I placed the rubber stopper on the test tube and the test tube in the well plate. . C) I then filled another wide-neck pipet completely with  water and placed it on the top of the stopper in the test tube. D) After the water was displaced I removed the pipet and placed my finger over the opening to prevent any gas from leaking. E) I lit a match and extinguished it. While the match was still glowing I placed it inside the pipet and recorded the reaction. 3) Hydrogen and Oxygen Mixture A) I took the pipet from part 1 that is partially filled with hydrogen and placed it on the generation test tube from part 2. B) I let the bulb fill until the water was completely displaced. The mixture was about 2/3 hydrogen and 1/3 oxygen C) I removed the bulb and placed my finger over the open end to prevent any gas from escaping D) I lit a match, held the pipet horizontally about 1cm away from the flame and squeezed the gas onto the flame. E) I recorded my observations in the table. F) I disassembled the test tube washed the contents down the drain and rinsed the tools. 4) Carbon Dioxide A) Part I a) I placed approximately .5 ml of limewater in one well of the 24 well plate. b) I placed  ½ a teaspoon of baking soda in the generation test tube. c) I filled a pipet halfway with vinegar and added it to the baking soda. Immediately after the two stopped reacting I placed the rubber stopper with the copper and plastic gas delivery tube on the top of the test tube. d) I placed the open end of the tube into the well with limewater and recorded the reaction. B) Part II a) I placed approximately .5ml of Bromothymol blue in one of the wells. b) I thoroughly rinsed the gas generation test tube with water and set up another test with baking soda and vinegar as in part 1. c) After putting the stopper in place I inserted the open tube into the Bromothymol blue. d) I removed the stopper from the generation tube. e) I lit a match and inserted the flame into the upper part of the test tube. f) I recorded my observations. C) Part III a) I poured the chemicals down the sink and flushed with water. b) I put approximately .5 ml of limewater into another well. c) I crumbled the small piece of Alka Seltzer into a test tube d) I added one pipet full of water to the test tube and immediately inserted the stopper with the gas delivery tube. e) I placed the open end of the tube into the limewater well. f) I washed the test tube and well thoroughly with water. D) Part IV a) I put approximately .5 ml of limewater into a test tube. b) I inserted a straw and blew for a few seconds. c) I recorded my observations d) I washed the tools and flushed the limewater down the sink. Results: Gas Flame reaction Glowing splint Limewater reaction Bromothymol blue reaction Hydrogen Loud sound, flame went out n/a n/a n/a oxygen n/a Light up quickly dissipated and glowed for around 10 seconds n/a n/a Hydrogen oxygen Popping sound and flame went out n/a n/a n/a Carbon Dioxide n/a n/a Changed the color of the limewater from clear to nearly milky, bubbled rapidly. Bubbled rapidly, changed colors slightly to green Alka Seltzer n/a n/a Lots of pressure in the test tube, color change in limewater from clear to nearly milky, rapid small bubbles Breath n/a n/a Very large bubbles, color change from clear to nearly milky. n/a A) Give two reasons why we fill gas generator test tubes almost to the top with chemicals. First we do this because maximizing the pressure in the tube will maximize gasses. Secondly because this causes there to be a shorter distance for the gases to traveled B) What happens to the zinc in the hydrogen generation experiment? The mossy zinc causes a reaction with the HCL to form hydrogen gas. C) What happens in the oxygen generation experiment? The manganese reacts with the hydrogen peroxide to form oxygen. D) Write a balanced equation for the reaction between O2 and H2. 2H2 +O22H2O E) What is the function/purpose of the Bromothymol blue in the CO2 experiment? The Bromothymol blue in the CO2 experiment is used to indicate how much CO2 is in the solution. It indicates this with a color change. F) Bromothymol blue is blue in the presence of basic solutions and yellow in the presence of acidic solutions. If your solution is a murky green, what  might you assume about the solution I would assume the solution was neutral. Conclusion: In conclusion, I learned that properties of gases vary vastly in their reactions with flame, and other substances. I also learned how to create such gases in a controlled environment for future experimentation. The effect of these reactions put into perspective how dangerous gases can be and how their proper storage and transportation is a vital essential in our daily lives. Seeing the different reactions will make me more cautious of the way I materials.

Personal Development Plan in Childcare

Personal Development Plan in Childcare Over the four years I have been working at various different settings as a student volunteer which include the following Private Day Cares, Primary Schools and Nursery Schools. Studying Early Childhood has given me, amongst other things, a broad knowledge of child development. It has given me an opportunity to reflect upon my own learning styles and professionalism and explore legislation, theories and research materials. I have devised a Skills Audit (See Appendix One) where I have chosen categories (taken and adapted from the UCLAN Employability Framework) to assess and grade myself against which I will be evaluating my strengths and weaknesses against the competencies. Leadership Ability Shows ability to innovate and shows initiative however lacks confidence to motivate other and shows some evidence of leadership. (See Appendix 1) Leadership is about vision and influence therefore Rodd (1998) says that Leaders are able to balance the concern for work, task, quality and productivity with concern for people, relationships, satisfaction and morale. (Isle-Buck.E: 2003). Although I am not a leader but a student volunteer I believe that this is my weakness as I havent been able to establish leading other colleagues and promoting their development and taking their views into account. However I could say that I am a leader for children as I provide for them, allow them to take part in decisions and take into account their views and needs for them to develop their knowledge and understanding further in a fun experience. Organisation Planning and Prioritising Abilities Capable of managing time effectively; demonstrates self motivation/self management, showing some level of increased confidence in planning and carrying out arrange of tasks. (See Appendix 1) Time Management could be described as Getting the most benefit from time, using it wisely and efficiently (Day, 1999). This could include avoiding wasting time on tasks that are unnecessary. However managing my time successfully ensures that I leave myself time to alter or make improvements on assignments as necessary without causing me too much concern or missing a deadline. Being able to organise myself and my priorities it enables me to approach each day in a positive manner and at ease. On the other hand I could say that a weakness of mine is planning at the moment as I have been working in a Year 1 class with the National Curriculum (NC) and have now moved down to a Reception class where the Early Years Foundation Stage (EYFS) is used. The EYFS is used differently to the NC when planning so it will take me some time to get used to this procedure taking into account this could be a goal for me to achieve. Communication and Interpersonal Skills Always clear and accurate, high standard of presentational skills. Is able to communicate with people ant all levels and shows confidence in how they communicate to meet others views. (See Appendix 1) Communication skills are important and the way you communicate with others too. Parents and other colleagues find it easy to approach me as I have developed a good understanding with them. As mentioned in Sadek, E, (2009: 72), If the people whom you are communicating usually experience their transactions with you as positive, affirming to their self-esteem and productive for them personally, they will usually come back for some more. Being bilingual helps the setting that I am volunteering in at the moment. This is entirely due to the fact as children from Asian backgrounds that attend the school out of which some children and parents have English as an Additional Language. For example if children are struggling to understand what the teacher is saying to them in English, the teacher as ks me to translate to the child in their home language (Urdu/Punjabi). This then enables the child have a clear understanding of what the teacher is expecting or wants them to do. Therefore over the years my self esteem/ motivation and confidence have built up and I enjoy what I do during my days at the school enabling me to provide stimulating activities for them to enjoy and learn. Miller.L, (2005: 28), states that Communication within early years settings is fundamental and as Rodd (1998) suggests: Working in an early years setting, whether it is large or small, involves many interactions between adults and other adults and between adults and children. Team Working Abilities Reasonable evidence of working as part of a team and shows evidence of interacting and begins to contribute ideas or concerns with other team members. (See Appendix 1) Whalley, M (1994: 171) Reminds us that working as a team is a process not a technique, while Rodd (1998: 116) states that teamwork relies on open communication, democratic organization and effective problem-solving skills. (Dryden.L: 2005). I have worked within teams and sometimes find it at ease to interact and sometimes I lack confidence in contributing when in large groups as I feel I might be saying a comment or contributing unnecessary ideas. However this is something that I could develop upon. I occasionally share concerns with the staff if they are necessary regarding parents or children. Reflection Shows significant ability to evaluate and identify key learning of self and others. Shows clear understanding and knowledge of how to use and aid reflection within learning. (See Appendix 1) The work of David Kolb studies the way in which people learn and looks in particular at experiential learning. Experiential learning describes the cyclical pattern of learning from experience through reflection and conceptualising to action, and back to experiencing once again (Wallace, 2001). Relating this to my own learning, I experience on a day-to-day basis the challenges and joy of working with children. I then reflect on the things I have learnt and how they correspond with my studies and the theories. By reflecting on my learning styles and the way in which I approach my work, I have been able to improve my techniques to ensure I am making the most of my time and energy. However reflecting on my learning with other team members has been beneficial too as it has supported me to change or de velop my learning further. As stated in MacLeod Brundell. I, et al, (2008), Pollard and Tann (in Fisher, 2001:199) suggest that reflective practice, professional learning and personal fulfilment are enhanced through collaboration and dialogue with colleagues. Problem Solving Occasional critical thinking and decision-making skills with some interpretation of major factors and understanding choices. Some evidence of testing different options and implementing the chosen solution. (See Appendix 1) Being able to think critically takes time and practice to master. Brookfield has described critical thinking As a useful and positive activity. The word critical often suggests finding fault. However, critical thinking can examine an idea or concept by looking at the positive as well as negative aspects (Day, 1999). For example, during my working day I am able to reflect upon and evaluate current activities that I have done. Likewise in my studies, I am able to look at pieces of researches or articles that have been produced by different authors and occasionally be able to analyse and reflect upon them but I feel that I am lacking some confidence in critical thinking as sometimes I describe rather than analysing the texts. However I am able to reflect on them by gi ving my views and opinions as well as making links to other articles and/or theorists. Continuous Professional Development I recently started working part time in the summer holidays at a Childrens Play Scheme Centre as a Mobile Team Worker. My role was to go to various settings and provide fun activities for children aged 5 12 to enjoy in their holidays. Before attending work I was offered to go on training courses alongside other new colleagues which included First Aid Training and Safeguarding Children. Whilst on the Safeguarding Training the information that was being told was already fresh in my mind as I had completed a module on Safeguarding Children. Within the module we discussed relevant and up to date legislations as well as how to proceed and take action on how to deal with children and families where abuse is identified. However this training course was not beneficial for me I think as I knew the relevant information already bearing in mind that it was a beginners course to Safeguarding. First aid training was a period over two days where I and other colleagues joined in discussions and practical activities. I enjoyed this training session and found it a valuable asset to learn. It showed me how to proceed when in difficult situations such as a baby not breathing, cuts and scabs, bleeding and vomiting etc. I learnt what procedures to follow to get a result and if the situation was not able to be dealt with how to deal with the situation then too. We worked as a team to assess different situations and cases, I thought this was good as each team member would get to talk to each other and communicate effectively and help each other if one wasnt sure how to proceed. Overall the First Aid training session for me was a worthwhile session that I had been too. Critical Analysis of Professional Development What is professional identity? It can be described as the relationships between social structures and individual agency between notions of a socially constructed and therefore contingent and ever-remade self, with dispositions attitudes and behavioural responses, which are durable and relatively stable between cognitive and emotional identities (Day et al, 2006:601) Since the launch of the Every Child Matters (ECM) document in 2003 regarding the Victoria Climbie Enquiry and the succeeding of Childrens Act 2004, it could be argued that childcare services have had a rapid change for everyone involved within this field for example teachers, practitioners, doctors, social workers, health visitors and the police etc. In August 2006 the local government published its response to the national consultation on the future of the childrens workforce. Within this context the governments response was to outline how people working within the early years workforce will provide a major contribution to improving childrens achievements as well as supporting parents and families in giving their children as many possible life chances they can achieve. Every Child Matters: Change for Children has the outcomes that we desire for all the children to achieve their full potential in. This change has gone some way to creating the role of the Early Years Professionals (EY Ps). An EYP will have the qualifications and experience needed to take on a leadership role in a childcare setting, and provide quality care and education for children. (Nursery World:2009). CDWC (2006a: 2) state that EYPs are seen as agents of change dedicated to improving practice in the early years sector. (Nurse: 2007). Alongside ECM, the Government launched a ten year strategy to improve services for children. The Childrens Workforce Development Council (CWDC) was set up in 2005 so that they would support the performance of ECM. The CWDCs role is to join together the way different agencies work together to bring consistency to the way children and young people are listened to and looked after. They state that we are the voice of employers and we make sure their concerns, experiences and views directly influence workforce reform. The CWDC supports people who work with children, young children and their families in the sectors including the early years, social work, social care, the welfare sector and young people. The ECM website quotes: The ten year strategy aims to provide a sustainable framework for high quality integrated early years and childcare services for all children and families (Every Child Matters: 2009). The word sustainable is a vital point here. In order to continue providing good qu ality service, there needs to be a continuous program of training in order to provide settings with professionals for future generations. Sustainability could be described as meeting overheads and provide a quality, accessible and affordable service that is relevant and needed in the community. Although sustainability is important sufficiency also plays a vital role too which can be described as having the means to provide childcare that meets the requirements of the community, showing awareness of the needs of parents who work or are in training. The Early Years Professional Status (EYPS) was first introduced in 2006 a graduate professional. EYPs are highly trained graduate leaders, with up-to-date knowledge and understanding of early years sectors regarding child care and development, as well as having qualifications that are recognised. This enables the EYP to share their high levels of practice and knowledge with other members within the team. This essential role within the early years plays a vital role in supporting childrens well being and development for them to succeed which has become evident within recent years. This has been emphasised a great deal in the Childrens Plan (2007) within the early years sector. Anning and Edwards (2006: 51) describe professional identity in the EYP role as a way of being, seeing and responding, responsively and flexibly maximising the learning potential of every aspect of Early Years practice, particularly in building on the childrens own ideas, preferences and interests (Carr: 2001). The EYPS is the on the same professional level as with teachers who have a Qualified Teacher Status (QTS). CWDC (2006) states that it is important to consider that the two qualifications are both professional statuses but are based on different set of skills and knowledge. On the other hand newly qualified teachers (NQTs) are provided with support, personal mentoring, effective career development etc, as well as the opportunity to follow up by Continuous Professional Development (CPD) structure within the school year. They also have the opportunity to work effectively and focus on the highest levels of learning and pedagogy. In contrast EYPs have none of this support available to them at the current time. The pay for the EYPs is minimum as well as no structures or guidelines around conditions of service, support requirements, or ongoing CPD to maintain and build skill-levels. (Aspect: 2008). There are a number of questions which immediately rise from this, as Nurse, (2007) mentions that there is serious debate about the link between the EYPS and QTS, not only because it cuts across many current employees allegiances to particular professions but also it affects the lives of children and families as well as those who will work in the field in the future. Since the launch of the EYPS in 2006, the Government has provided around  £250m in funding through the Transformation Fund. This enabled students to apply for money to fund a degree in Early Childhood Studies. A further  £305m was made available through the Graduate Leader Fund to help transform the early years workforce  and deliver the Ten Year Strategy for Childcare (Every Child Matters: 2008) To gain the EYPS each candidate should be able to demonstrate and achieve 39 standards which will enable them to meet the requirements for EYPS. These standards fall under the following six categories: Knowledge and Understanding, Effective Practice, Relationships with Children, Communication and Working with Partnership with Families and Carers, Team Work and Collaboration and Professional Development. These six categories when working with children from birth to five which the 39 standards fall under are to be achieved by each candidate that chooses to do the EYPS. Most of the standards that are created are an effective way of meeting the requirements to enhance professional development as well as meeting the needs of children and their families. For example in the category Knowledge and Understanding, Standard 1, The principles and content of the Early Years Foundation Stage and how to put them into practice revolves around the practitioners. This standard enables the practitioner to enhance their knowledge of the EYFS and how it is to be used to provide effective provision for the children within their setting. Without the knowledge and understanding of the curriculum practitioners will be unable to provide the up most best for children in their care. Another example can be from the category, Professional Development, S38 Reflect on and evaluate the impact of practice, modifying approaches where necessary and take responsibility for identifying and meeting their professional needs. This enables the practitioner to develop on their weaknesses which will allow them to provide opportunities in development where necessary to enhance their professional development. Taking into account practitioners should note that EYPS is not a qualification but it is a new status which recognises a students knowledge and skills as a practitioner and a professional leader (Moyle: 2007). CWDC (2010) stipulates that the role of the EYPS enables practitioners who are working with children aged birth to five to demonstrate the excellence of their practice and their ability to lead practice. The government proposed that the Early Years Foundation Stage Curriculum (EYFS) should be delivered by a skilled early years and childcare workforce, professionally led and with a strengthened qualification and career structure. On the other hand the EYFS also enables to improve on their practice and support their professional development by the recommendations which are stipulated in section 1 of the EYFS Practice Guidance. (DfES, 2007b: 5) This links into the EYP Standard S33, as Nurse (2007: 144) states that this standard stresses the important link between reflection and professional development, the more skilled you become in evaluating the effectiveness of your own practice, the more you will be able to identify opportunities to enhance and develop your own expertise and knowle dge. The EYFS is the curriculum for 0-5 year olds that was introduced in 2008 which took place of the Birth to 3 Matters (2002) and the Foundation Stage (2000) Curriculums. It is a single quality framework to support childrens learning and development. For practitioners and EYPs, the EYFS has presented many challenges, its main effect is to recognise each child for its individuality as well as recognising the childs strength to improve and plan their future continued learning. Therefore the governments aim was to have a graduate EYP in all children centres by 2010 and in every day care setting led by an EYP graduate by 2015 with two graduate EYPs per setting in the disadvantaged areas. The childcare sector has, until recent years, been overshadowed somewhat by formal education. The Government has now recognised the importance of delivering a quality service for children aged Birth to 5 years, delivered by professionals trained and experienced in the field of early years (Whalley:2008). Th is recognition could partly be due to the increasing number of children attending a full-time setting and the emphasis on helping a child reach their full potential early in life. Once the EYP has qualified they can choose to either work in the childrens centre which provides early education which is integrated with health and family support services. By 2010, the government proposed that they will have at least 3,500 centres across the country which will be available and accessible to everyone (Every Child Matters: 2009). However other career paths are available for EYPs to follow than work in Children Centres for example Private Day Cares, Early Years Advisors etc. In conclusion there are no arguments that the EYPS cannot work or indeed it isnt a good idea apart from the lack of low pay and conditions Pugh et al (2010:206) stipulates that the new initiatives that the government have outlined promise a better future for the early years workforce and consequently a better future for children as well. Personal Development Plan Target:  In order to apply for PGCE I need to achieve Science GCSE Grade C or above Short Term Goal:  Arrange to attend classes in the following year 2011. Long Term Goal:  Achieve Science GCSE by 2012. Target:  Complete BA (HONS) Early Childhood Studies Short Term Goal:  Complete formative assignments and receive feedback to develop upon. Long Term Goal:  Complete and pass all summative assignments by summer 2011. Target:  Study and research a wider selection of articles and texts to support my degree work Short Term Goal:  Study and make notes of course books and recommended reading for each module. Download relevant articles and information from the Internet related to my assignments. Long Term Goal:  By 2011 I will be able to judge my success by my improved knowledge and ability to read critically. Target:  Build on my self esteem and confidence. Short Term Goal:  Take sessions on how to build confidence and self esteem by taking counselling. Long Term Goal:  Be able to share and contribute ideas with confidence. Target:  To experience working with children between the ages 0-5 years. Short Term Goal:  Attend nursery sessions to see how staff teaches. I will also be attending training sessions for the Early Years Foundation Stage to increase my knowledge and understanding. Long Term Goal:  By September I will work in a nursery class and work alongside children from 0-5 years and the Early Years Foundation Stage. Target:  To develop an understanding of the concept of the Early Years Foundation Stage. Short Term Goal:  I will attend training sessions for the Early Years Foundation Stage in the summer. Long Term Goal:  By September I will have an understanding of the Early Years Foundation Stage and will be working alongside it. Target:  To work alongside the Early Years Foundation Stage and develop how to use it for an observation. Short Term Goal:  I will attend training sessions for the Early Years Foundation Stage in the summer to understand the concept of this curriculum. Long Term Goal:  In September I will be able to use the outcomes of the Early Years Foundation Stage to observe and assess set children and this will be able to help me build up their personal profiles. Target:  To work alongside the Early Years Foundation Stage curriculum and have some training done. Short Term Goal:  By summer 2011 I will have attended some training sessions and have developed skills for the Early Years Foundation Stage so that I can use this curriculum as I am working with under 5s. Long Term Goal:  In September 2012 I will be working with children under 5s using the Early Years Foundation Stage and will be able to adapt to the changes Target:  To work alongside other professionals within the setting. Short Term Goal:  By Easter I will have acknowledged which professionals are working within the setting and understood their role Long Term Goal:  By September 2011 when I work in another class where there are special needs children or other children with specific needs I will be working alongside with them with the child. References Aspect, (June 2008), Early Years Professionals: Making the EYP project a Success Daly, M, Byers, E and Taylor, W, (2004) Early Years Management in Practice, Heinemann Day, C (1999) Developing Teachers: The Challenges of Lifelong Learning, London: Routledge Falmer Day.C, Kington.A, Stobrt.G and Sammons.P, (2006), The Personal and Professional selves of Teachers: Stable and Unstable Identities, British Educational Research Journal, Volume 32, No 4, August. Dryden, L, Forbes, R, Mukherji, P, Pound, L, (2005) Essential Early Years, Hodder Arnold Every Child Matters (March 2008) Graduate Leader Fund further information on purpose and implementation Every Child Matters, Department for Children, Schools and Families, [On-line] http://www.everychildmatters.gov.uk/deliveringservices/workforcereform/earlyyearsworkforce/ [Accessed 22nd November 2010] Every Child Matters (2009) Early Years and Childcare Every Child Matters: Change for Children [On-line] (Updated 15th February 2009) Available at: http://www.everychildmatters.gov.uk/earlyyears/ [Accessed 22nd November 2010] Isle-Buck, E and Newstead, S (2003), Excellence in Childcare: Essential Skills for Managers of Child-Centerd Settings, David Fulton Publishers Macleod-Brundell, I and Kay, J, (2008) 2nd Edition, Advanced Early Years Care and Education, Heinemann Miller.L, Cable.C and Deveruex.J, (2005), Developing Early Years Practice, David Fulton Publishers Ltd: London Moyles.J, (2007), Early Years Foundations: Meeting the Challenge, USA: Open University Press Nurse. AD, (2007), The New Early Years Professional: Dilemmas and Debates, Routledge Nursery World (6th March 2009) Nursery Management: Editors View Nursery World, [On-line] Available at: http://www.nurseryworld.co.uk/news/887566/Nursery-Management-Profiletrue-vocation/6 March 2009 [Accessed 22nd November 2010] Pugh.G and Duffy.B, (2010), Contemporary Issues in the Early Years, 5th Edition, London: SAGE Publications Sadek, E and Sadek, J (2009) Nursery Management, 3rd Edition, Nelson Thornes Ltd Wallace, S. (2001) Teaching Supporting Learning in Further Education, Exeter: Learning Matters Ltd Whalley.M, Allen.S Wilson.D, (2008), Leading Practice in Early Years Settings (Achieving EYPS), Exeter: Learning Matters Ltd http://www.cwdcouncil.org.uk/eyps CWDC (2006) Early Years Professional Status http://www.cwdcouncil.org.uk/eyps/standards [Accessed 22nd November 2010] http://www.cwdcouncil.org.uk [Accessed 20th December 2010] Appendices Appendix One Leadership Ability Organisation Planning and Prioritising Abilities Communication and Interpersonal Skills Example A leader who provides for self and others working alongside them. Communication and decision making skills to involve and take views from colleagues. Time management (punctuality, meeting deadlines), self management and self motivation, interpersonal skills like confidence, awareness of life-long learning and planning for future development. Oral, Written, Visual, PowerPoint and other forms of delivery; communicating academically and professionally choosing forms of delivery, structure and language appropriate to audience; leading discussions and responding to feedback. 1. Poor communication. Inability to consider others views before making decisions and unable to play a positive lead role. Little or no use of evidence of using time effectively, attempting to improve self motivation and self-management or to develop confidence in planning and carrying out a range of tasks. Inadequate no real consideration of audience and has tendency to be in accurate. Shows little or no evidence of communicating effectively with others and has difficulty conveying information in any form. 2. Good communication skills but lacks initiative in playing a lead role as well as the planning and organisation. Occasional evidence of using time effectively; basic self motivation evident with limited development of confidence in planning and carrying out a range of tasks. Staring to show and use good communication skills however lacks confidence in communicating with others and has difficulty presenting to people at all levels. 3. Shows ability to innovate and shows initiative however lacks confidence to motivate other and shows some evidence of leadership. Good attempt at using time effectively, some evidence of self-motivation/self management with some improvement in confidence in planning and carrying out a range of tasks. Reasonable presentation and generally accurate in content rarely has difficulty in making a point starting to show confidence in what they are doing and the way they are communicating with others. 4. Beginning to show confidence in motivating others and providing support for the staff. Shows clear evidence of leadership ability. Capable of managing time effectively; demonstrates self motivation/self management, showing some level of increased confidence in planning and carrying out arrange of tasks. Always clear and accurate, shows high standard of presentational skills. Is able to communicate with people ant all levels and shows confidence in how they communicate to meet others views. 5. A strong leader who shows self motivation and motivates others too considering their views and needs. Is confident in making the right decisions. Manages time highly effectively; demonstrates consistent self motivation and self-management and an increased confidence in planning and carrying out a range of tasks. Shows a strong ability to give a complete and concise account of a situation, either orally or written. Is able to communicate effectively with parents and others in a wise manner and confident.Skills Audit Team-working Abilities Reflection Problem Solving Example Understanding and developing a role in the team and showing its effectiveness by working with, listening and encouraging the development of others which may also include leadership skills, group ideas and resources. Understanding own learning (learning styles, awareness of how one develops and appropriate use of C.I analysis and journals) Recognition that people learn differently and see things from diverse perspectives. Decision-making skills, critical thinking sustained and applied analytical skills, negotiation skills, managing change and risk, testing different strategies and choosing most appropriate solution. 1. Inability to interact within a team and shows little or no evidence of participating within a team by sharing ideas and concerns. Has no evidence of evaluating/identifying of key learning experience of others and self. Lacks the understanding and knowledge of reflection Shows no evidence of critical thinking and decision-making skills with little or no evidence of appreciation of major factors and no evidence of how to handle choices solution implemented without considering alternative options. 2. Shows some evidence of interaction and motivation within a team. Occasionally listening and working with others but lacks confidence in sharing ideas and concerns. Adequate evidence of evaluating/identifying of key learning of self and others. Tends to use reflection as a tool simply with little understanding and knowledge. Acceptable critical thinking and

The Nature Of Good And Evil English Literature Essay

The Nature Of Good And Evil English Literature Essay Humans: are they born with an innate goodness, or will they revert to their primal, animalistic nature? As important as this question is in our world today, it is one that many choose to ignore, or never even think about. The novel Lord of the Flies has many different objects representing both good and evil. The characters on the island uncovers a lot about todays society, and the characters themselves are a representation of leaders today and of good and evil, right and wrong. Even in modern times, evil has been present in people that, instead of considering the wellbeing of others, do the worst things to fulfill their evil wills. Consequently, the events of modern times along with the symbolism and leadership found in Lord of the Flies shows that, more often than not, evil will triumph in society. Every object on the island has its use, either good or bad. Be that as it may, the bad objects overshadow the good objects. One such object on the island is Piggys glasses. Piggys glasses symbolize hope of rescue, and power. They represent power because the glasses are the only way to start the fire. The fire itself is the primary source of hope for the little uns, and when the glasses are taken by Jack, the little uns go to him because he is now the only one who can light the fire. They are attracted to Jack because he can provide what they want (fire, food, and protection). This also reflects on society today because many people follow leaders who can give them what they want, regardless if that leader has the competency to actually lead his or her people. The same goes for the little uns and Jack. Since Jack has the power of fire, they do not care that he is trying to murder Ralph. They choose to ignore the cruelty because Jack can provide for them a signal to be rescued, and meat . This has been reflected during Hitlers reign of the Third Reich. He promised the German people a way out of the depression, and as long as the people got that, they did not care how this would be achieved. Piggys glasses also symbolize the ability to see clearly and understand, that is to say, wisdom. The lens of the glasses cracking represents losing sight of what is needed to be done, and what is morally right and wrong (Lorcher). The same happens in society. The people with wisdom are shunted and put aside, and the line between right and wrong begins to blur, allowing humans to do progressively worse and worse things without a voice of reasoning to stop them. An example of a good object on the island is the conch. The conch, found by Ralph, was used to call all of the boys to one place. It is a representation of peace and unity. Because Ralph found the conch, he was considered the authority figure and named leader of the boys, and he was responsible for holding it and calling the boys to meetings. However, he lost his leadership authority when the conch was broken and Piggy was killed. As soon as this symbol of unity and peace was broken, the island fell into chaos. From that chaos, Jack rose to become dictator of the boys. He even created a fortress from which he could rule. Because there is no longer an object that symbolizes good, Jack is able to twist things his way, allowing him to rule as a dictator. In contrast to the conch is Jacks knife. The knife symbolizes Jacks brutality and thirst for power. When he asks Ralph, Which is better-to have laws and agree, or to hunt and kill, he shows that, to him, laws are unnecessary, and that hunting and killing is better, even essential (Golding 225). Throughout the novel, Jack tries to gain power, and in his attempts he causes many problems. However, once he gains power, he uses every technique he knows to hold on to it. The main threat to his power is Ralph. Even after Ralph is left all alone with no followers, Jack insists on gathering his tribe of savages and hunting him. He has every intention of killing Ralph. Even when they first met at the start of the story, Jack and Ralph had clashed for power. Throughout the story, because of their differing ideas and philosophies, they clashed for power. This clashing represents the struggle for power between leaders in the world today. And, like in the novel, the evil leaders seem to always com e to the forefront and win over the people. Another evil object on the island is the Lord of the Flies himself, symbolizing the evil of humans that comes from inside. The Lord of the Flies is actually a pigs head on a sharpened stick. It was meant as an offering to appease the beast on the island. When Simon is walking in the forest, he comes upon the Lord of the Flies and has a conversation with him. The head tells Simon that there is, in fact, no beast on the island. The evil that has been going on is actually coming from the boys themselves, from inside them. He tells Simon that the beast is actually the hate, greed, jealousy, and lust for power inside them, and if they do not let go of these horrible traits, they will be divided, making it much harder to be rescued. And even if they are rescued, these traits will stay with them, magnified from their time spent on the island, and they will take these traits into the civilized world. Simon runs away from the Lord of the Flies, and runs into Jack and his band of hunters. Beca use Jack and his group symbolize the evil that the lord of the Flies was talking about, they killed Simon. There is an association between the objects and the characters themselves, and this shows that evil exists and usually wins over good. The way the characters act and react, and the way they make use of the objects, show that evil will always be the victor. Ralph is among the few good people in the novel, and is the protagonist of the story. Jack is the complete opposite, being the main antagonist. After trying to gain power over Ralph throughout most of the book, Jack becomes fed up and takes a group of boys to become his hunters. He trains them to kill, and trains them to enjoy doing it. At the end of the novel, everyone (except Ralph) is forced to join his tribe, and he is supreme dictator of the tribe. When going on hunts, he would fire his tribe up with a chant: Kill the Pig! Cut her throat! Spill her blood! (Golding 90). The most evil person on the island, and the first follower of Jack, is Roger. When hunting, he enjoys killing the pig. But Roger relished the act of killing Piggy, and torturing the twins to discover the whereabouts of Ralph. He symbolizes the people in this world that hurt others to fulfill th eir own personal agendas, and he also represents sadists in society that enjoy causing harm to others. Simon is the complete opposite of Roger. He is regarded as Christ-like (Yvonechick-online posting). He is the only person on the island with a conscience because he asks questions nobody can answer, and is deeply troubled by certain events (such as his talk with the Lord of the Flies). He represents hope for humanity, but although he is Christ-like, his death does not bring salvation. The twins, Sam and Eric, symbolize the common person. Most common peoples loyalties lie with the one in power, even if that persons beliefs and actions do not coincide with their own. This is because of self-preservation, and we as humans look to our own needs first. Since the person in power can provide for certain needs, the common people will give the leader their loyalty. This happens in the novel as well. At first, they are loyal to Ralph. When Jack takes over, however, they are forced to join hi m and are loyal to him, albeit if it is only because they are afraid of being hurt and think it is necessary for survival. Piggy wears glasses, has asthma, and cannot speak very well. He also is not athletic. These imperfections are significant because Piggy is a symbol for the people that cruel leaders have oppressed and taken advantage of. Because of his many imperfections, he is an easy target, and the novel displays this. Every time Piggy tries to speak or take charge, he is interrupted or stopped, and generally laughed at. The ending of the novel, however, truly shows that humans, when it comes to survival, resort to their animalistic and evil nature. The novel ends with Ralph crying for the end of innocence, the darkness of mans heart (Golding 235). Golding sums it up in that one sentence. The boys have lost their youthful innocence, and have reverted back to primal and animalistic norms. They all came from respectable, well-educated backgrounds, yet when it comes to survival, they resort to violence and treachery. The things they did were not taught at their school, and they did not learn them anywhere else; this proves that humans have an evil nature inside them that comes forth when we need to (essentially, we come first). A psychologist named Freud has even given this evil nature a name: the Id. According to Freud, the source of instinctual energy, which works on the pleasure principle and is concerned with immediate gratification is the Id (Huffman 457). For the boys on the island, it is the Id that surfaces in such an extreme incident, being inside the children (and consequently, all of human kind) all along. The Id has sur faced in many instances throughout recent history, but the one that is most obvious is the Holocaust. Events in recent history, like the Holocaust, show that human nature is evil and that even in civilized societies humans will revert to this base nature of ours. The country of Germany was torn apart by a great economic depression resulting from the First World War. A virtually unknown man named Adolf Hitler rose to power quickly. His ability as an orator was great, and he ensnared the people of Germany with promises of getting their country out of the depression. Once he revealed his terrible plan, the German people went along with it. Why? They were thinking about their own selves, and they wanted results. What better way than to place all the blame of their situation on the Jews, and at the same time get rid of the people who supposedly put them in that position in the first place. Even after killing over six million Jews, who did absolutely nothing wrong, the people of Germany turned aside and chose not to see what was happening. Even the rest of the world ended up turning away a nd letting it continue, at least for a while. The same scenario is shown in Lord of the Flies. Jack rises to power, and gets followers because he promises them power and, more importantly, meat. Just like Hitler, he uses his group of followers to terrorize the other boys into following him. Einstein says it best: The world is a dangerous place to live; not because of the people who are evil, but because of the people who dont do anything about it (brainyquote.com). He makes the boys fear him, and fear is an effective way of getting people to do what you want them to, regardless of how vile the action is. Jack and Hitler both got rid of unwanted voices that carry potential information that can undermine the leader. In the case of the novel, Simon is killed after speaking with the Lord of the Flies. Without those voices in society, evil is allowed to run rampant and unchecked. The human race also has a greed component that goes hand in hand with evil. When a normally good man or woman is given a position of power, that person will usually want more and more. Sometimes, their greed and ambitions will blind them to their values and morals, and they will resort to actions they normally would never do, all just to become more and more powerful. Macbeth, considered an extremely loyal friend to the king, was given a prophecy (most likely a self-fulfilling prophecy) that he was to kill the king and be king himself. He gets a taste of power, and wants more. His ambition and greed (along with his ever growing paranoia) cause him to commit more evil deeds. Jack became jealous of Ralphs authority, and when he got a taste of leadership, he immediately wanted more. Evil will win out in the end because humans generally look toward instant gratification, and are willing to put aside their morals. William Goldings Lord of the Flies shows that humans are, in fact, born with an innate evil. The characters in the book show that humans will resort to their evil roots to survive. This is applicable to society today because the boys all represent some aspect of our society, ranging from common people to authoritative figures. The boys also show that their needs come first above the needs and well being of others, as presented in the hunt for Ralph at the end of the novel. The symbols in Goldings brilliant work also support the fact that humans have an evil nature. The conch represents the order and integrity of society, yet it is broken, showing that evil will triumph over good. The knife is an evil object, representing thirst for blood and lust for power. Recent historical events also highlight the fact that humans are evil at heart. One such event is the Holocaust and the atrocities committed by Adolf Hitler in his efforts to create a pure race. The symbolism of the objects, the c haracters, and the events of history all tie in together to confirm that humans are innately evil, and will resort to evil. After all, it is much easier to be and do evil than it is to take the high road and do good.

Give Children the Vote? I Vote No Essay -- Essay Critique Children Vot

Give Children the Vote? â€Å"What I suggest is that children be allowed to grow into their own right to vote at whatever rate suits them individually,† argues Vita Wallace as her major claim in the essay â€Å"Give children the vote† (1998, p.147). This is a thoughtful argument by Wallace, but I disagree with it. In this essay, Wallace presents her opinion, but the major claim could also be presented as a fact, judgment, or policy (McFadden, 2003). Throughout the essay, I see the interesting approach Wallace takes to try convince the audience. In my opinion she is unsuccessful. Wallace’s major claim, giving children the vote, is a good one and something many kids cringe about these days. She presents this argument in defense of kids, including herself, which she feels are being discriminated against. Wallace was home schooled, so she believes children should not be punished for choosing not to attend school. She continues saying, â€Å"Learning about discriminatory laws preventing high school dropouts from getting their driver’s licenses†¦Ã¢â‚¬  (1998, p.145) made her think about the unfair treatment of kids. Realizing all the rights children miss out on, Wallace focuses on the right to vote. She was 16 when she wrote this essay and feels ready to vote. In fact she states, â€Å"I think I would not have voted until I was eight or nine, but perhaps if I had known I could vote I would have taken an interest sooner† (1998, p.147). The qualifiers also play a big role in â€Å"Give children the vote.† A qualifier is a word or two that modifies the claim (McFadden, 2003). Wallace does a good job with the qualifiers, and makes the claim stand out a little better. Wallace’s major claim, again, is children should have the right to vote. But ... ...-election depends on the well-being of the voters† (1998, p.146). Here, again, she uses a statement that has no evidence and more importantly, doesn’t even focus on the issue of kids voting. Wallace has worthwhile ideas, but I believe she needs to develop her research methods and legitimate arguments. Unfortunately, she uses her own examples, reasoning, and analysis to argue for the claim to allow kids to vote. Credible sources or harder evidence might be more useful in Wallace’s case. References Clark, I. L. (1998). The genre of argument. Boston: Thompson-Heinle McFadden, J. (Sept. 12 & 14, 2003). The toulmin method: From classical logic to modern argumentation. Lecture. Buena Vista University. Storm Lake, IA. Wallace, V. (1998). â€Å"Give children the vote.† The genre of argument. Ed. Irene L. Clark. Boston: Thompson-Heinle. p.145-48

Graduation Speech -- Graduation Speech, Commencement Address

I agonized over writing this speech for a long time, because I felt like nothing I could say would make a difference, first because I don't know if what I could say would be good advice, and second because I don't know if advice about things like being true to yourself and setting goals and all that is actually helpful. How can I give advice that I can't even follow in my own life? And even if you are mesmerized for my two minutes, you would walk out of here and your life wouldn't be any different. Or maybe you'd be inspired for a day, and then forget. But still, the speech had to be written. In my writing process, I would talk to various people, who were all very encouraging, and get all excited about a new speech and brainstorm a lot of ideas. Later I would sit down at my computer, a...

Prelude to Foundation Chapter 11 Sacratorium

AURORA-†¦ A mythical world, supposedly inhabited in primordial times, during the dawn of interstellar travel. It is thought by some to he the perhaps equally mythical â€Å"world of origin† of humanity and to be another name for â€Å"Earth.† The people of the Mycogen (q.v.) Sector of ancient Trantor reportedly held themselves to be descended from the inhabitants of Aurora and made that tenet central to their system of beliefs, concerning which almost nothing else is known†¦ Encyclopedia Galactica 50. The two Raindrops arrived at midmorning. Raindrop Forty-Five seemed as cheerful as ever, but Raindrop Forty-Three paused just inside the door, looking drawn and circumspect. She kept her eyes down and did not as much as glance at Seldon. Seldon looked uncertain and gestured to Dors, who said in a cheerful businesslike tone of voice, â€Å"One moment, Sisters. I must give instructions to my man or he won't know what to do with himself today.† They moved into the bathroom and Dors whispered, â€Å"Is something wrong?† â€Å"Yes. Raindrop Forty-Three is obviously shattered. Please tell her that I will return the Book as soon as possible.† Dors favored Seldon with a long surprised look. â€Å"Hari,† she said, â€Å"you're a sweet, caring person, but you haven't the good sense of an amoeba. If I as much as mention the Book to the poor woman, she'll be certain that you told me all about what happened yesterday and then she'll really be shattered. The only hope is to treat her exactly as I would ordinarily.† Seldon nodded his head and said dispiritedly, â€Å"I suppose you're right.† Dors returned in time for dinner and found Seldon on his cot, still leafing through the Book, but with intensified impatience. He looked up with a scowl and said, â€Å"If we're going to be staying here any length of time, we're going to need a communication device of some sort between us. I had no idea when you'd get back and I was a little concerned.† â€Å"Well, here I am,† she said, removing her skincap gingerly and looking at it with more than a little distaste. â€Å"I'm really pleased at your concern. I rather thought you'd be so lost in the Book, you wouldn't even realize I was gone.† Seldon snorted. Dors said, â€Å"As for communications devices, I doubt that they are easy to come by in Mycogen. It would mean easing communication with tribespeople outside and I suspect the leaders of Mycogen are bound and determined to cut down on any possible interaction with the great beyond.† â€Å"Yes,† said Seldon, tossing the Book to one side, â€Å"I would expect that from what I see in the Book. Did you find out about the whatever you called it†¦ the temple?† â€Å"Yes,† she said, removing her eyebrow patches. â€Å"It exists. There are a number of them over the area of the sector, but there's a central building that seems to be the important one.-Would you believe that one woman noticed my eyelashes and told me that I shouldn't let myself be seen in public? I have a feeling she intended to report me for indecent exposure.† â€Å"Never mind that,† said Seldon impatiently. â€Å"Do you know where the central temple is located?† â€Å"I have directions, but Raindrop Forty-Five warned me that women were not allowed inside except on special occasions, none of which are coming up soon. It's called the Sacratorium.† â€Å"The what.† â€Å"The Sacratorium.† â€Å"What an ugly word. What does it mean?† Dors shook her head. â€Å"It's new to me. And neither Raindrop knew what it meant either. To them, Sacratorium isn't what the building is called, it's what it is. Asking them why they called it that probably sounded like asking them why a wall is called a wall.† â€Å"Is there anything about it they do know?† â€Å"Of course, Hari. They know what it's for. It's a place that's devoted to something other than the life here in Mycogen. It's devoted to another world, a former and better one.† â€Å"The world they once lived on, you mean?† â€Å"Exactly. Raindrop Forty-Five all but said so, but not quite. She couldn't bring herself to say the word.† â€Å"Aurora?† â€Å"That's the word, but I suspect that if you were to say it out loud to a group of Mycogenians, they would be shocked and horrified. Raindrop Forty-Five, when she said, ‘The Sacratorium is dedicated to-‘, stopped at that point and carefully wrote out the letters one by one with her finger on the palm of her hand. And she blushed, as though she was doing something obscene.† â€Å"Strange,† said Seldon. â€Å"If the Book is an accurate guide, Aurora is their dearest memory, their chief point of unification, the center about which everything in Mycogen revolves. Why should its mention be considered obscene? Are you sure you didn't misinterpret what the Sister meant?† â€Å"I'm positive. And perhaps it's no mystery. Too much talk about it would get to tribespeople. The best way of keeping it secret unto themselves is to make its very mention taboo.† â€Å"Taboo?† â€Å"A specialized anthropological term. It's a reference to serious and effective social pressure forbidding some sort of action. The fact that women are not allowed in the Sacratorium probably has the force of a taboo. I'm sure that a Sister would be horrified if it was suggested that she invade its precincts.† â€Å"Are the directions you have good enough for me to get to the Sacratorium on my own?† â€Å"In the first place, Hari, you're not going alone. I'm going with you. I thought we had discussed the matter and that I had made it clear that I cannot protect you at long distance-not from sleet storms and not from feral women. In the second place, it's impractical to think of walking there. Mycogen may be a small sector, as sectors go, but it simply isn't that small.† â€Å"An Expressway, then.† â€Å"There are no Expressways passing through Mycogenian territory. It would make contact between Mycogenians and tribespeople too easy. Still, there are public conveyances of the kind that are found on less developed planets. In fact, that's what Mycogen is, a piece of an undeveloped planet, embedded like a splinter in the body of Trantor, which is otherwise a patchwork of developed societies.-And Hari, finish with the Book as soon as possible. It's apparent that Rainbow Forty-Three is in trouble as long as you have it and so will we be if they find out.† â€Å"Do you mean a tribesperson reading it is taboo?† â€Å"I'm sure of it.† â€Å"Well, it would be no great loss to give it back. I should say that 95 percent of it is incredibly dull; endless in-fighting among political groups, endless justification of policies whose wisdom I cannot possibly judge, endless homilies on ethical matters which, even when enlightened, and they usually aren't, are couched with such infuriating self-righteousness as to almost enforce violation.† â€Å"You sound as though I would be doing you a great favor if I took the thing away from you.† â€Å"Except that there's always the other 5 percent that discusses the never-to-be-mentioned Aurora. I keep thinking that there may be something there and that it may be helpful to me. That's why I wanted to know about the Sacratorium. â€Å"Do you hope to find support for the Book's concept of Aurora in the Sacratorium?† â€Å"In a way. And I'm also terribly caught up in what the Book has to say about automata, or robots, to use their term. I find myself attracted to the concept.† â€Å"Surely, you don't take it seriously?† â€Å"Almost. If you accept some passages of the Book literally, then there is an implication that some robots were in human shape.† â€Å"Naturally. If you're going to construct a simulacrum of a human being, you will make it look like a human being.† â€Å"Yes, simulacrum means ‘likeness,' but a likeness can be crude indeed. An artist can draw a stick figure and you might know he is representing a human being and recognize it. A circle for the head, a stalk for the body, and four bent lines for arms and legs and you have it. But I mean robots that really look like a human being, in every detail.† â€Å"Ridiculous, Hari. Imagine the time it would take to fashion the metal of the body into perfect proportions, with the smooth curve of underlying muscles.† â€Å"Who said ‘metal,' Dors? The impression I got is that such robots were organic or pseudo-organic, that they were covered with skin, that you could not easily draw a distinction between them and human beings in any way.† â€Å"Does the Book say that?† â€Å"Not in so many words. The inference, however-â€Å" â€Å"Is your inference, Hari. You can't take it seriously.† â€Å"Let me try. I find four things that I can deduce from what the Book says about robots-and I followed up every reference the index gave. First, as I say, they-or some of them-exactly resembled human beings; second, they had very extended life spans-if you want to call it that.† â€Å"Better say ‘effectiveness,' † said Dors, â€Å"or you'll begin thinking of them as human altogether.† â€Å"Third,† said Seldon, ignoring her, â€Å"that some-or, at any rate, at least one-continues to live on to this day.† â€Å"Hari, that's one of the most widespread legends we have. The ancient hero does not die but remains in suspended animation, ready to return to save his people at some time of great need. Really, Hari.† â€Å"Fourth,† said Seldon, still not rising to the bait, â€Å"there are some lines that seem to indicate that the central temple-or the Sacratorium, if that's what it is, though I haven't found that word in the Book, actually-contains a robot.† He paused, then said, â€Å"Do you see?† Dors said, â€Å"No. What should I see?† â€Å"If we combine the four points, perhaps a robot that looks exactly like a human being and that is still alive, having been alive for, say, the last twenty thousand years, is in the Sacratorium.† â€Å"Come on, Hari, you can't believe that.† â€Å"I don't actually believe it, but I can't entirely let go either. What if its true? What if-its only one chance out of a million, I admit-it's true? Don't you see how useful he could be to me? He could remember the Galaxy as it was long before any reliable historical records existed. He might help make psychohistory possible.† â€Å"Even if it was true, do you suppose the Mycogenians would let you see and interview the robot?† â€Å"I don't intend to ask permission. I can at least go to the Sacratorium and see if there's something to interview first.† â€Å"Not now. Tomorrow at the earliest. And if you don't think better of it by morning, we go.† â€Å"You told me yourself they don't allow women-â€Å" â€Å"They allow women to look at it from outside, I'm sure, and I suspect that is all we'll get to do.† And there she was adamant. Hari Seldon was perfectly willing to let Dors take the lead. She had been out in the main roadways of Mycogen and was more at home with them than he was. Dors Venabili, brows knitted, was less delighted with the prospect. She said, â€Å"We can easily get lost, you know.† â€Å"Not with that booklet,† said Seldon. She looked up at him impatiently. â€Å"Fix your mind on Mycogen, Hari. What I should have is a computomap, something I can ask questions of. This Mycogenian version is just a piece of folded plastic. I can't tell this thing where I am. I can't tell it by word of mouth and I can't even tell it by pushing the necessary contacts. It can't tell me anything either way. It's a print thing.† â€Å"Then read what it says.† â€Å"That's what I'm trying to do, but it's written for people who are familiar with the system to begin with. We'll have to ask.† â€Å"No, Dors. That would be a last resort. I don't want to attract attention. I would rather we take our chances and try to find our own way, even if it means making one or two wrong turns.† Dors leafed through the booklet with great attention and then said grudgingly, â€Å"Well, it gives the Sacratorium important mention. I suppose that's only natural. I presume everyone in Mycogen would want to get there at one time or another.† Then, after additional concentration, she said, â€Å"I'll tell you what. There's no way of taking a conveyance from here to there.† â€Å"What?† â€Å"Don't get excited. Apparently, there's a way of getting from here to another conveyance that will take us there. We'll have to change from one to another.† Seldon relaxed. â€Å"Well, of course. You can't take an Expressway to half the places on Trantor without changing.† Dors cast an impatient glance at Seldon. â€Å"I know that too. It's just that I'm used to having these things tell me so. When they expect you to find out for yourself, the simplest things can escape you for a while.† â€Å"All right, dear. Don't snap. If you know the way now, lead. I will follow humbly.† And follow her he did, until they came to an intersection, where they stopped. Three white-kirtled males and a pair of gray-kirtled females were at the same intersection. Seldon tried a universal and general smile in their direction, but they responded with a blank stare and looked away. And then the conveyance came. It was an outmoded version of what Seldon, back on Helicon, would have called a gravi-bus. There were some twenty upholstered benches inside, each capable of holding four people. Each bench had its own doors on both sides of the bus. When it stopped, passengers emerged on either side. (For a moment, Seldon was concerned for those who got out on the traffic side of the gravi-bus, but then he noticed that every vehicle approaching from either direction stopped as it neared the bus. None passed it while it was not moving.) Dors pushed Seldon impatiently and he moved on to a bench where two adjoining seats were available. Dors followed after. (The men always got on and got off first, he noticed.) 51. â€Å"For instance,† she said and pointed to a smooth boxed-off area on the back of the bench directly before each of them. As soon as the conveyance had begun to move, words lit up, naming the next stop and the notable structures or crossways that were nearby. â€Å"Now, that will probably tell us when we're approaching the changeover we want. At least the sector isn't completely barbaric.† â€Å"Good,† said Seldon. Then, after a while, leaning toward Dors, he whispered, â€Å"No one is looking at us. It seems that artificial boundaries are set up to preserve individual privacy in any crowded place. Have you noticed that?† â€Å"I've always taken it for granted. If that's going to be a rule of your psychohistory, no one will be very impressed by it.† As Dors had guessed, the direction plaque in front of them eventually announced the approach to the changeover for the direct line to the Sacratorium. They exited and again had to wait. Some buses ahead had already left this intersection, but another gravi-bus was already approaching. They were on a well-traveled route, which was not surprising; the Sacratorium was bound to be the center and heartbeat of the sector. They got on the gravi-bus and Seldon whispered, â€Å"We're not paying.† â€Å"According to the map, public transportation is a free service.† Seldon thrust out his lower lip. â€Å"How civilized. I suppose that nothing is all of a piece, not backwardness, not barbarism, nothing.† But Dors nudged him and whispered, â€Å"Your rule is broken. We're being watched. The man on your right.† 52. Seldon's eyes shifted briefly. The man to his right was rather thin and seemed quite old. He had dark brown eyes and a swarthy complexion, and Seldon was sure that he would have had black hair if he had not been depilated. He faced front again, thinking. This Brother was rather atypical. The few Brothers he had paid any attention to had been rather tall, light-skinned, and with blue or gray eyes. Of course, he had not seen enough of them to make a general rule. Then there was a light touch on the right sleeve of his kirtle. Seldon turned hesitantly and found himself looking at a card on which was written lightly, CAREFUL, TRIBESMAN! Seldon started and put a hand to his skincap automatically. The man next to him silently mouthed, â€Å"Hair.† Seldon's hand found it, a tiny exposure of bristles at his temple. He must have disturbed the skincap at some point or another. Quickly and as unobtrusively as possible, he tugged the skincap, then made sure that it was snug under the pretence of stroking his head. He turned to his neighbor on his right, nodded slightly, and mouthed, â€Å"Thank you.† His neighbor smiled and said in a normal speaking voice, â€Å"Going to the Sacratorium?† Seldon nodded. â€Å"Yes, I am.† â€Å"Easy guess. So am I. Shall we get off together?† His smile was friendly. â€Å"I'm with my-my-â€Å" â€Å"With your woman. Of course. All three together, then?† Seldon was not sure how to react. A quick look in the other direction showed him that Dors's eyes were turned straight ahead. She was showing no interest in masculine conversation-an attitude appropriate for a Sister. However, Seldon felt a soft pat on his left knee, which he took (with perhaps little justification) to mean: â€Å"It's all right.† In any case, his natural sense of courtesy was on that side and he said, â€Å"Yes, certainly.† There was no further conversation until the direction plaque told them they were arriving at the Sacratorium and Seldon's Mycogenian friend was rising to get off. The gravi-bus made a wide turn about the perimeter of a large area of the Sacratorium grounds and there was a general exodus when it came to a halt, the men sliding in front of the women to exit first. The women followed. The Mycogenian's voice crackled a bit with age, but it was cheerful. He said, â€Å"It's a little early for lunch my†¦ friends, but take my word for it that things will be crowded in not too long a time. Would you be willing to buy something simple now and eat it outside? I am very familiar with this area and I know a good place.† Seldon wondered if this was a device to maneuver innocent tribespeople into something or other disreputable or costly, yet decided to chance it. â€Å"You're very kind,† he said. â€Å"Since we are not at all familiar with the place, we will be glad to let you take the lead.† They bought lunch-sandwiches and a beverage that looked like milk-at an open-air stand. Since it was a beautiful day and they were visitors, the old Mycogenian said, they would go to the Sacratorium grounds and eat out of doors, the better to become acquainted with their surroundings. During their walk, carrying their lunch, Seldon noted that, on a very small scale, the Sacratorium resembled the Imperial Palace and that the grounds around it resembled, on a minute scale, the Imperial grounds. He could scarcely believe that the Mycogenian people admired the Imperial institution or, indeed, did anything but hate and despise it, yet the cultural attraction was apparently not to be withstood. â€Å"It's beautiful,† said the Mycogenian with obvious pride. â€Å"Quite,† said Seldon. â€Å"How it glistens in the daylight.† â€Å"The grounds around it,† he said, â€Å"are constructed in imitation of the government grounds on our Dawn World†¦ in miniature, to be sure.† â€Å"Did you ever see the grounds of the Imperial Palace?† asked Seldon cautiously. The Mycogenian caught the implication and seemed in no way put out by it. â€Å"They copied the Dawn World as best they could too.† Seldon doubted that in the extreme, but he said nothing. They came to a semicircular seat of white stonite, sparkling in the light as the Sacratorium did. â€Å"Good,† said the Mycogenian, his dark eyes gleaming with pleasure. â€Å"No one's taken my place. I call it mine only because it's my favorite seat. It affords a beautiful view of the side wall of the Sacratorium past the trees. Please sit down. It's not cold, I assure you. And your companion. She is welcome to sit too. She is a tribeswoman, I know, and has different customs. She†¦ she may speak if she wishes.† Dors gave him a hard look and sat down. Seldon, recognizing the fact that they might remain with this old Mycogenian a while, thrust out his hand and said, â€Å"I am Hari and my female companion is Dors. We don't use numbers, I'm afraid.† â€Å"To each his†¦ or her†¦ own,† said the other expansively. â€Å"I am Mycelium Seventy-Two. We are a large cohort.† â€Å"Mycelium?† said Seldon a bit hesitantly. â€Å"You seem surprised,† said Mycelium. â€Å"I take it, then, you've only met members of our Elder families. Names like Cloud and Sunshine and Starlight-all astronomical.† â€Å"I must admit-† began Seldon. â€Å"Well, meet one of the lower classes. We take our names from the ground and from the micro-organisms we grow. Perfectly respectable.† â€Å"I'm quite certain,† said Seldon, â€Å"and thank you again for helping me with my†¦ problem in the gravi-bus.† â€Å"Listen,† said Mycelium Seventy-Two, â€Å"I saved you a lot of trouble. If a Sister had seen you before I did, she would undoubtedly have screamed and the nearest Brothers would have bustled you off the bus-maybe not even waiting for it to stop moving.† Dors leaned forward so as to see across Seldon. â€Å"How is it you did not act in this way yourself?† â€Å"I? I have no animosity against tribespeople. I'm a scholar.† â€Å"A scholar?† â€Å"First one in my cohort. I studied at the Sacratorium School and did very well. I'm learned in all the ancient arts and I have a license to enter the tribal library, where they keep book-films and books by tribespeople. I can view any book-film or read any book I wish to. We even have a computerized reference library and I can handle that too. That sort of thing broadens your mind. I don't mind a little hair showing. I've seen pictures of men with hair many a time. And women too.† He glanced quickly at Dors. They ate in silence for a while and then Seldon said, â€Å"I notice that every Brother who enters or leaves the Sacratorium is wearing a red sash.† â€Å"Oh yes,† said Mycelium Seventy-Two. â€Å"Over the left shoulder and around the right side of the waist-usually very fancily embroidered.† â€Å"Why is that?† â€Å"It's called an ‘obiah.' It symbolizes the joy felt at entering the Sacratorium and the blood one would spill to preserve it.† â€Å"Blood?† said Dors, frowning. â€Å"Just a symbol. I never actually heard of anyone spilling blood over the Sacratorium. For that matter, there isn't that much joy. it's mostly wailing and mourning and prostrating one's self over the Lost World.† His voice dropped and became soft. â€Å"Very silly.† Dors said, â€Å"You're not a†¦ a believer?† â€Å"I'm a scholar,† said Mycelium with obvious pride. His face wrinkled as he grinned and took on an even more pronounced appearance of age. Seldon found himself wondering how old the man was. Several centuries?-No, they'd disposed of that. It couldn't be and yet, â€Å"How old are you?† Seldon asked suddenly, involuntarily. Mycelium Seventy-Two showed no signs of taking offense at the question, nor did he display any hesitation at answering, â€Å"Sixty-seven.† Seldon had to know. â€Å"I was told that your people believe that in very early times everyone lived for several centuries.† Mycelium Seventy-Two looked at Seldon quizzically. â€Å"Now how did you find that out? Someone must have been talking out of turn†¦ but its true. There is that belief. Only the unsophisticated believe it, but the Elders encourage it because it shows our superiority. Actually, our life expectancy is higher than elsewhere because we eat more nutritionally, but living even one century is rare.† â€Å"I take it you don't consider Mycogenians superior,† said Seldon. Mycelium Seventy-Two said, â€Å"There's nothing wrong with Mycogenians. They're certainly not inferior. Still, I think that all men are equal.-Even women,† he added, looking across at Dors. â€Å"I don't suppose,† said Seldon, â€Å"that many of your people would agree with that.† â€Å"Or many of your people,† said Mycelium Seventy-Two with a faint resentment. â€Å"I believe it, though. A scholar has to. I've viewed and even read all the great literature of the tribespeople. I understand your culture. I've written articles on it. I can sit here just as comfortably with you as though you were†¦ [tit].† Dors said a little sharply, â€Å"You sound proud of understanding tribespeople's ways. Have you ever traveled outside Mycogen?† Mycelium Seventy-Two seemed to move away a little. â€Å"No.† â€Å"Why not? You would get to know us better.† â€Å"I wouldn't feel right. I'd have to wear a wig. I'd be ashamed.† Dors said, â€Å"Why a wig? You could stay bald.† â€Å"No,† said Mycelium Seventy-Two, â€Å"I wouldn't be that kind of fool. I'd be mistreated by all the hairy ones.† â€Å"Mistreated? Why?† said Dors. â€Å"We have a great many naturally bald people everywhere on Trantor and on every other world too.† â€Å"My father is quite bald,† said Seldon with a sigh, â€Å"and I presume that in the decades to come I will be bald too. My hair isn't all that thick now.† â€Å"That's not bald,† said Mycelium Seventy-Two. â€Å"You keep hair around the edges and over your eyes. I mean bald-no hair at all.† â€Å"Anywhere on your body?† said Dors, interested. And now Mycelium Seventy-Two looked offended and said nothing. Seldon, anxious to get the conversation back on track, said, â€Å"Tell me, Mycelium Seventy-Two, can tribespeople enter the Sacratorium as spectators?† Mycelium Seventy-Two shook his head vigorously. â€Å"Never. It's for the Sons of the Dawn only.† Dors said, â€Å"Only the Sons?† Mycelium Seventy-Two looked shocked for a moment, then said forgivingly, â€Å"Well, you're tribespeople. Daughters of the Dawn enter only on certain days and times. That's just the way it is. I don't say I approve. If it was up to me, I'd say, ‘Go in. Enjoy if you can.' Sooner others than me, in fact.† â€Å"Don't you ever go in?† â€Å"When I was young, my parents took me, but-he shook his head-â€Å"it was just people staring at the Book and reading from it and sighing and weeping for the old days. It's very depressing. You can't talk to each other. You can't laugh. You can't even look at each other. Your mind has to be totally on the Lost World. Totally.† He waved a hand in rejection. â€Å"Not for me. I'm a scholar and I want the whole world open to me.† â€Å"Good,† said Seldon, seeing an opening. â€Å"We feel that way too. We are scholars also, Dors and myself.† â€Å"I know,† said Mycelium Seventy-Two. â€Å"You know? How do you know?† â€Å"You'd have to be. The only tribespeople allowed in Mycogen are Imperial officials and diplomats, important traders, and scholars-and to me you have the look of scholars. That's what interested me in you. Scholars together.† He smiled delightedly. â€Å"So we are. I am a mathematician. Dors is a historian. And you?† â€Å"I specialize in†¦ culture. I've read all the great works of literature of the tribespeople: Lissauer, Mentone, Novigor-â€Å" â€Å"And we have read the great works of your people. I've read the Book, for instance.-About the Lost World.† Mycelium Seventy-Two's eyes opened wide in surprise. His olive complexion seemed to fade a little. â€Å"You have? How? Where?† â€Å"At our University we have copies that we can read if we have permission.† â€Å"Copies of the Book?† â€Å"Yes.† â€Å"I wonder if the Elders know this?† Seldon said, â€Å"And I've read about robots.† â€Å"Robots?† â€Å"Yes. That is why I would like to be able to enter the Sacratorium. I would like to see the robot.† (Dors kicked lightly at Seldon's ankle, but he ignored her.) Mycelium Seventy-Two said uneasily, â€Å"I don't believe in such things. Scholarly people don't.† But he looked about as though he was afraid of being overheard. Seldon said, â€Å"I've read that a robot still exists in the Sacratorium.† Mycelium Seventy-Two said, â€Å"I don't want to talk about such nonsense.† Seldon persisted. â€Å"Where would it be if it was in the Sacratorium?† â€Å"Even if one was there, I couldn't tell you. I haven't been in there since I was a child.† â€Å"Would you know if there was a special place, a hidden place?† â€Å"There's the Elders' aerie. Only Elders go there, but there's nothing there.† â€Å"Have you ever been there?† â€Å"No, of course not.† â€Å"Then how do you know?† â€Å"I don't know that there's no pomegranate tree there. I don't know that there's no laser-organ there. I don't know that there's no item of a million different kinds there. Does my lack of knowledge of their absence show they are all present?† For the moment, Seldon had nothing to say. A ghost of a smile broke through Mycelium Seventy-Two's look of concern. He said, â€Å"That's scholars' reasoning. I'm not an easy man to tackle, you see. Just the same, I wouldn't advise you to try to get up into the Elders' aerie. I don't think you'd like what would happen if they found a tribesman inside.-Well. Best of the Dawn to you.† And he rose suddenly-without warning-and hurried away. Seldon looked after him, rather surprised. â€Å"What made him rush off like that?† â€Å"I think,† said Dors, â€Å"it's because someone is approaching.† And someone was. A tall man in an elaborate white kirtle, crossed by an even more elaborate and subtly glittering red sash, glided solemnly toward them. He had the unmistakable look of a man with authority and the even more unmistakable look of one who is not pleased. 53. Hari Seldon rose as the new Mycogenian approached. He hadn't the slightest idea whether that was the appropriate polite behavior, but he had the distinct feeling it would do no harm. Dors Venabili rose with him and carefully kept her eyes lowered. The other stood before them. He too was an old man, but more subtly aged than Mycelium Seventy-Two. Age seemed to lend distinction to his still-handsome face. His bald head was beautifully round and his eyes were a startling blue, contrasting sharply with the bright all-but-glowing red of his sash. The newcomer said, â€Å"I see you are tribespeople.† His voice was more high-pitched than Seldon had expected, but he spoke slowly, as though conscious of the weight of authority in every word he uttered. â€Å"So we are,† said Seldon politely but firmly. He saw no reason not to defer to the other's position, but he did not intend to abandon his own. â€Å"Your names?† â€Å"I am Hari Seldon of Helicon. My companion is Dors Venabili of Cinna. And yours, man of Mycogen?† The eyes narrowed in displeasure, but he too could recognize an air of authority when he felt it. â€Å"I am Skystrip Two,† he said, lifting his head higher, â€Å"an Elder of the Sacratorium. And your position, tribesman?† â€Å"We,† said Seldon, emphasizing the pronoun, â€Å"are scholars of Streeling University. I am a mathematician and my companion is a historian and we are here to study the ways of Mycogen.† â€Å"By whose authority?† â€Å"By that of Sunmaster Fourteen, who greeted us on our arrival.† Skystrip Two fell silent for a moment and then a small smile appeared on his face and he took on an air that was almost benign. He said, â€Å"The High Elder. I know him well.† â€Å"And so you should,† said Seldon blandly. â€Å"Is there anything else, Elder?† â€Å"Yes.† The Elder strove to regain the high ground. â€Å"Who was the man who was with you and who hurried away when I approached?† Seldon shook his head, â€Å"We never saw him before, Elder, and know nothing about him. We encountered him purely by accident and asked about the Sacratorium.† â€Å"What did you ask him?† â€Å"Two questions, Elder. We asked if that building was the Sacratorium and if tribespeople were allowed to enter it. He answered in the affirmative to the first question and in the negative to the second.† â€Å"Quite so. And what is your interest in the Sacratorium?† â€Å"Sir, we are here to study the ways of Mycogen and is not the Sacratorium the heart and brain of Mycogen?† â€Å"It is entirely ours and reserved for us.† â€Å"Even if an Elder-the High Elder-would arrange for permission in view of our scholarly function?† â€Å"Have you indeed the High Elder's permission?† Seldon hesitated the slightest moment while Dors's eyes lifted briefly to look at him sideways. He decided he could not carry off a lie of this magnitude. â€Å"No,† he said, â€Å"not yet.† â€Å"Or ever,† said the Elder. â€Å"You are here in Mycogen by authority, but even the highest authority cannot exert total control over the public. We value our Sacratorium and the populace can easily grow excited over the presence of a tribesperson anywhere in Mycogen but, most particularly, in the vicinity of the Sacratorium. It would take one excitable person to raise a cry of ‘Invasion!' and a peaceful crowd such as this one would be turned into one that would be thirsting to tear you apart. I mean that quite literally. For your own good, even if the High Elder has shown you kindness, leave. Now!† â€Å"But the Sacratorium-† said Seldon stubbornly, though Dors was pulling gently at his kirtle. â€Å"What is there in the Sacratorium that can possibly interest you?† said the Elder. â€Å"You see it now. There is nothing for you to see in the interior.† â€Å"There is the robot,† said Seldon. The Elder stared at Seldon in shocked surprise and then, bending to bring his lips close to Seldon's ear, whispered harshly, â€Å"Leave now or I will raise the cry of ‘Invasion!' myself. Nor, were it not for the High Elder, would I give you even this one chance to leave.† And Dors, with surprising strength, nearly pulled Seldon off his feet as she stepped hastily away, dragging him along until he caught his balance and stepped quickly after her. 54. It was over breakfast the next morning, not sooner, that Dors took up the subject-and in a way that Seldon found most wounding. She said, â€Å"Well, that was a pretty fiasco yesterday.† Seldon, who had honestly thought he had gotten away with it without comment, looked sullen. â€Å"What made it a fiasco?† â€Å"Driven out is what we were. And for what? What did we gain?† â€Å"Only the knowledge that there is a robot in there.† â€Å"Mycelium Seventy-Two said there wasn't.† â€Å"Of course he said that. He's a scholar-or thinks he is-and what he doesn't know about the Sacratorium would probably fill that library he goes to. You saw the Elder's reaction.† â€Å"I certainly did.† â€Å"He would not have reacted like that if there was no robot inside. He was horrified we knew.† â€Å"That's just your guess, Hari. And even if there was, we couldn't get in.† â€Å"We could certainly try. After breakfast, we go out and buy a sash for me, one of those obiahs. I put it on, keep my eyes devoutly downward, and walk right in.† â€Å"Skincap and all? They'll spot you in a microsecond.† â€Å"No, they won't. We'll go into the library where all the tribespeople data is kept. I'd like to see it anyway. From the library, which is a Sacratorium annex, I gather, there will probably be an entrance into the Sacratorium.† â€Å"Where you will be picked up at once.† â€Å"Not at all. You heard what Mycelium Seventy-Two had to say. Everyone keeps his eyes down and meditates on their great Lost World, Aurora. No one looks at anyone else. It would probably be a grievous breach of discipline to do so. Then I'll find the Elders' aerie-â€Å" â€Å"Just like that?† â€Å"At one point, Mycelium Seventy-Two said he would advise me not to try to get up into the Elders' aerie. Up. It must be somewhere in that tower of the Sacratorium, the central tower.† Dors shook her head. â€Å"I don't recall the man's exact words and I don't think you do either. That's a terribly weak foundation to- Wait.† She stopped suddenly and frowned. â€Å"Well?† said Seldon. â€Å"There is an archaic word ‘aerie' that means ‘a dwelling place on high.' â€Å" â€Å"Ah! There you are. You see, we've learned some vital things as the result of what you call a fiasco. And if I can find a living robot that's twenty thousand years old and if it can tell me-â€Å" â€Å"Suppose that such a thing exists, which passes belief, and that you find it, which is not very likely, how long do you think you will be able to talk to it before your presence is discovered?† â€Å"I don't know, but if I can prove it exists and if I can find it, then I'll think of some way to talk to it. It's too late for me to back out now under any circumstances. Hummin should have left me alone when I thought there was no way of achieving psychohistory. Now that it seems there may be, I won't let anything stop me-short of being killed.† â€Å"The Mycogenians may oblige, Hari, and you can't run that risk.† â€Å"Yes, I can. I'm going to try.† â€Å"No, Hari. I must look after you and I can't let you.† â€Å"You must let me. Finding a way to work out psychohistory is more important than my safety. My safety is only important because I may work out psychohistory. Prevent me from doing so and your task loses its meaning.-Think about it.† Hari felt himself infused with a renewed sense of purpose. Psychohistory-his nebulous theory that he had, such a short while ago, despaired ever of proving-loomed larger, more real. Now he had to believe that it was possible; he could feel it in his gut. The pieces seemed to be falling together and although he couldn't see the whole pattern yet, he was sure the Sacratorium would yield another piece to the puzzle. â€Å"Then I'll go in with you so I can pull you out, you idiot, when the time comes.† â€Å"Women can't enter.† â€Å"What makes me a woman? Only this gray kirtle. You can't see my breasts under it. I don't have a woman's style hairdo with the skincap on. I have the same washed, unmarked face a man has. The men here don't have stubble. All I need is a white kirtle and a sash and I can enter. Any Sister could do it if she wasn't held back by a taboo. I am not held back by one.† â€Å"You're held back by me. I won't let you. It's too dangerous.† â€Å"No more dangerous for me than for you.† â€Å"But I must take the risk.† â€Å"Then so must I. Why is your imperative greater than mine?† â€Å"Because-† Seldon paused in thought. â€Å"Just tell yourself this,† said Dors, her voice hard as rock. â€Å"I won't let you go there without me. If you try, I will knock you unconscious and tie you up. If you don't like that, then give up any thought of going alone.† Seldon hesitated and muttered darkly. He gave up the argument, at least for now. 55. The sky was almost cloudless, but it was a pale blue, as though wrapped in a high thin mist. That, thought Seldon, was a good touch, but suddenly he missed the sun itself. No one on Trantor saw the planet's sun unless he or she went Upperside and even then only when the natural cloud layer broke. Did native Trantorians miss the sun? Did they give it any thought? When one of them visited another world where a natural sun was in view, did he or she stare, half-blinded, at it with awe? Why, he wondered, did so many people spend their lives not trying to find answers to questions-not even thinking of questions to begin with? Was there anything more exciting in life than seeking answers? His glance shifted to ground level. The wide roadway was lined with low buildings, most of them shops. Numerous individual ground-cars moved in both directions, each hugging the right side. They seemed like a collection of antiques, but they were electrically driven and quite soundless. Seldon wondered if â€Å"antique† was always a word to sneer at. Could it be that silence made up for slowness? Was there any particular hurry to life, after all? There were a number of children on the walkways and Seldon's lips pressed together in annoyance. Clearly, an extended life span for the Mycogenians was impossible unless they were willing to indulge in infanticide. The children of both sexes (though it was hard to tell the boys from the girls) wore kirtles that came only a few inches below the knee, making the wild activity of childhood easier. The children also still had hair, reduced to an inch in length at most, but even so the older ones among them had hoods attached to their kirtles and wore them raised, hiding the top of the head altogether. It was as though they were getting old enough to make the hair seem a trifle obscene-or old enough to be wishing to hide it, in longing for the day of rite of passage when they were depilated. A thought occurred to Seldon. He said, â€Å"Dors, when you've been out shopping, who paid, you or the Raindrop women?† â€Å"I did of course. The Raindrops never produced a credit tile. But why should they? What was being bought was for us, not for them.† â€Å"But you have a Trantorian credit tile-a tribeswoman credit tile.† â€Å"Of course, Hari, but there was no problem. The people of Mycogen may keep their own culture and ways of thought and habits of life as they wish. They can destroy their cephalic hair and wear kirtles. Nevertheless, they must use the world's credits. If they don't, that would choke off commerce and no sensible person would want to do that. The credits nerve, Hari.† She held up her hand as though she was holding an invisible credit tile. â€Å"And they accepted your credit tile?† â€Å"Never a peep out of them. And never a word about my skincap. Credits sanitize everything.† â€Å"Well, that's good. So I can buy-â€Å" â€Å"No, I'll do the buying. Credits may sanitize everything, but they more easily sanitize a tribeswoman. They're so used to paying women little or no attention that they automatically pay me the same.-And here's the clothing store I've been using.† â€Å"I'll wait out here. Get me a nice red sash-one that looks impressive.† â€Å"Don't pretend you've forgotten our decision. I'll get two. And another white kirtle also†¦ to my measurements.† â€Å"Won't they think it odd that a woman would be buying a white kirtle?† â€Å"Of course not. They'll assume I'm buying it for a male companion who happens to be my size. Actually, I don't think they'll bother with any assumptions at all as long as my credit tile is good.† Seldon waited, half-expecting someone to come up and greet him as a tribesman or denounce him as one-more likely-but no one did. Those who passed him did so without a glance and even those who glanced in his direction moved on seemingly untouched. He was especially nervous about the gray kirtles-the women-walking by in pairs or, even worse, with a man. They were downtrodden, unnoticed, snubbed. How better to gain a brief notoriety than by shrieking at the sight of a tribesman? But even the women moved on. They're not expecting to see a tribesman, Seldon thought, so they don't see one. That, he decided, augured well for their forthcoming invasion of the Sacratorium. How much less would anyone expect to see tribespeople there and how much more effectively would they therefore fail to see them! He was in fairly good humor when Dors emerged. â€Å"You have everything?† â€Å"Absolutely.† â€Å"Then lets go back to the room, so you can change.† The white kirtle did not fit her quite as well as the gray one did. Obviously, she could not have tried it on or even the densest shopkeeper would have been struck with alarm. â€Å"How do I look, Hari?† she asked. â€Å"Exactly like a boy,† said Seldon. â€Å"Now let's try the sash†¦ or obiah. I had better get used to calling it that.† Dors, without her skincap, was shaking out her hair gratefully. She said sharply, â€Å"Don't put it on now. We're not going to parade through Mycogen with the sash on. The last thing we want to do is call attention to ourselves.† â€Å"No, no. I just want to see how it goes on.† â€Å"Well, not that one. This one is better quality and more elaborate.† â€Å"You're right, Dors. I've got to gather in what attention there is. I don't want them to detect you as a woman.† â€Å"I'm not thinking of that, Hari. I just want you to look pretty.† â€Å"A thousand thanks, but that's impossible, I suspect. Now, let's see, how does this work?† Together, Hari and Dors practiced putting their obiahs on and taking them off, over and over again, until they could do it in one fluid motion. Dors taught Hari how to do it, as she had seen a man doing it the day before at the Sacratorium. When Hari praised her for her acute observations, she blushed and said, â€Å"Its really nothing, Hari, just something I noticed.† Hari replied, â€Å"Then you're a genius for noticing.† Finally satisfied, they stood well apart, each surveying the other. Hari's obiah glittered, a bright red dragonlike design standing out against a paler field of similar hue. Dors's was a little less bold, had a simple thin line down the center, and was very light in color. â€Å"There,† she said, â€Å"just enough to show good taste.† She took it off. â€Å"Now,† said Seldon, â€Å"we fold it up and it goes into one of the inner pockets. I have my credit tile-Hummin's, really-and the key to this place in this one and here, on the other side, the Book.† â€Å"The Book? Should you be carrying it around?† â€Å"I must. I'm guessing that anyone going to the Sacratorium ought to have a copy of the Book with him. They may intone passages or have readings. If necessary, we'll share the Book and maybe no one will notice. Ready?† â€Å"I'll never be ready, but I'm going with you.† â€Å"It will be a tedious trip. Will you check my skincap and make sure no hair shows this time? And don't scratch your head.† â€Å"I won't. You look all right.† â€Å"So do you.† â€Å"You also look nervous.† And Seldon said wryly, â€Å"Guess why!† Dors reached out impulsively and squeezed Hari's hand, then drew back as if surprised at herself. Looking down, she straightened her white kirtle. Hari, himself a trifle surprised and peculiarly pleased, cleared his throat and said, â€Å"Okay, let's go.†