Book Analysis The End of Blackness by Debra. J Dickson Essay

Book Analysis The End of Blackness by Debra. J Dickson - Essay Example (Jayne O. Ifekwunigwe, 2004) The thought of darkness must be renovated if dark Americans are to face the future with certainty. For a really long time, the essayist contends, blacks have attempted to damage disgrace and get support from whites, when they should make progress toward dark greatness notwithstanding of white conclusion. In the event that you think you realize what comes after that a solicitation for blacks to drag themselves up by their boot-lashes and absolutely participate in standard American culture - you're correct, decently. Despite the fact that Debra Dickson offers accentuation to dark responsibility and intra-network dark invigorate, her undertaking isn't to eviscerate individual blacks for their alleged failings. Nor does she permit whites free. Their bigotry against blacks, she declare, has been characterized out of presence and repackaged so whites hold its advantages. It has experienced existential plastic medical procedure. Therefore, she finishes up, numerous whites accept that nonwhi tes reserve no option to scrutinize them since whites are prevalent and alone answerable for the accomplishment of America. (Jayne O. Ifekwunigwe, 2004) For pretty much anybody perceived with any sort of political belief system, Dickerson's examination is an acrid pill to swallow. Sad to report, the book beat out at simply that.

The End of the War is Just the Beginning Essay Example for Free

The End of the War is Just the Beginning Essay In the realm of verse, the most rousing points are regularly the most lamentable. War is one of those subjects that bring out a no-limit well of stories, suppositions, and feelings. Leningrad Cemetery, Winter of 1941 and Dulce et Decorum Est are two instances of sonnets revolved around fight with alternate points of view on war itself. In the sonnet Leningrad Cemetery, Winter of 1941, creator Sharon Olds gives a record of a visit to an internment site where several dead bodies lay, survivors of the attack on the city of Leningrad in World War II. The picture is additionally obscured by the way that since the ground is solidified, the bodies can't be covered. The general impact made by this sonnet is to show the ruthlessness of that time on and off the front line, just as to pass on the message that there is no avoiding reality: the world is certifiably not an ideal spot. The utilization of similitudes and comparisons, style, hints of words, and above all, the general tone imparts cruel subtleties. In spite of the fact that dispersed all through the work, these highlights are some of the time moved in explicit areas; my speculation is to make a more grounded impact as once huge mob. In spite of the fact that composed without verses, I could see this sonnet being partitioned into four separate parts. The initial segment fills in as a target perspective on the burial ground itself and depicting the picture before the speaker. The primary line That winter, the dead couldn't be covered (1) makes the kind of effect that Olds needed to have conveyed all through the entire sonnet. This undaunted portrayal of genuinely frightful scenes is the thing that makes this piece so ground-breaking. Perusers are given a picture of bodies lying exposed and afterward told that the caskets were scorched for kindling and that the undertakers too hungry to even consider working. This is, without a doubt, a distressing picture. At the point when I read the following area, the s sounds filled me with somewhat of a chill like I could feel the cold of the winter there. So they were secured with something what's more, taken on a childs sled to the burial ground in the below zero air. (5) This is a case of one of the numerous strategies utilized by the writer to additionally attract the peruser and make the sonnet a greater amount of an including experience and not simply a few words on a page. The following characterizing area accompanies the depiction of the cadavers themselves, however not in a the equivalent shocking point of interest filled route as would be suspected after what had been composed up until this point. In spite of the fact that the general portrayals are deplorable, they are covered by representations and metaphors managing positive messages trying to pull away from this dreary scene. Cadavers wrapped with dull material and rope are contrasted with a trees wad of roots/when it needs to planted(8) a picture regularly connected with the start of somethings life, not the end. The equivalent similar correlation is found in the following sentence when those wrapped with sheets are related with cases that will divide into halves/when the new life inside is readied (11). Another extremely uplifting point of view toward the present circumstance, yet in addition strange, particularly considering the lingual authority utilized later to portray the carcasses as, pa le, dressing, tightened shapes/solid (10). In any case, the work at that point takes a total turnaround and changes positions rapidly, taking the direct opposite of the past examinations by partner the bodies with lifeless things bare calves/hard as corded wood(14). Maybe the speaker is returning back to the truth of the current circumstance from the transitory break the speaker had quite recently made with his positive depictions and inferences to new life. The utilization of hints of words is utilized by and by, however with a sharp k sound to accentuate the brutality of the environmental factors. Be that as it may, most lay like cadavers, their covers coming fixed, exposed calves hard as corded wood spilling from under a shroud, a hand connecting (15) This unforgiving similar sounding word usage returns to and all the more intently tails one of the first inspirations of the sonnet, to stun and upset perusers. The last piece of this sonnet, definitely, holds its most remarkable picture and thus its most impressive message filling in as the best case of the pieces straight forward and contemplative tone. From under a shroud, a hand connecting with no indication of harmony, needing to return indeed, even to the bread made of paste and sawdust, indeed, even to the frosty winter, and the attack. (18) All through this work, there are various references to death and life, finishes and beginnings, however this is the main referencing of an aching to come back to life from death. It emphatically conveys the possibility that any kind of life that the peruser is driving, regardless of how awful, is a real existence in any case for which the individual ought to be thankful. Here these cadavers lay and would offer anything to be alive, regardless of whether it implied living in this horrendous spot under these awful conditions. Its superior to death. The utilization of general and formal highlights clarifies both the speakers disposition towards the scene at the burial ground just as makes a position on Grays speculations concerning the desire of the eye. The two for all intents and purposes cover in light of the fact that the objective of the work is to reproduce the scene that grabbed the speakers attention in any case. At that point hand-off it to the crowd and catch them with the desire of the idyllic ear. Stun and awe are common all through this piece, particularly at long last and seeing the outstretched hand. In spite of the fact that not the same as Grays all encompassing and unoriginal pictures of intensity and devastation, these shocking pictures summon a similar desire of the eye in the speaker and after survey them, he attempts to betray himself. By contrasting the pictures he sees with increasingly positive dreams he can identify with, for example, the butterfly cover and the trees roots, he feels progressively great, it quiets him. These thoughts are nevertheless passing, however, and he is taken back to understand that the world is not, at this point great. It is from his perspective and no more, and that is generally speaking message. There will never be a way out from reality. In the sonnet Dulce et Decorum Est, writer Wilfred Owen furnishes the peruser with one, however two altogether various perspectives on war, the two of which fluctuate significantly from Olds. Written in an as it happens type style, the piece portrays a gathering of troopers trapped in a mustard gas assault during World War I. Owen at that point shifts gears and portrays the result of the attack with a pessimistic view not clear in the primary portion of the sonnet. The reason and by and large impact of this sonnet is tell the peruser that the messages made by the media aren't right and that perishing for ones nation is definitely not a heavenly thing. This thought cannot be genuinely acknowledged except if one has glanced demise in the face by and by. The utilization of tone, symbolism, phrasing, and verses are essential in getting this point across and I have called attention to where and how they are used. The main thing that struck me about this sonnet was the effect made by the symbolism utilized by the creator. Like the Leningrad burial ground, this view it is incredible in scope; just filled more with activity and permits less time for reflection by the peruser. The primary scene is portrayed as a gathering of officers coming back from fight Bent twofold, similar to old bums under sacks,/Knock-kneed, hacking like witches, we reviled through the slime, (2) Moving as this picture seems to be, it is to some degree unexpected that the symbolism can be so amazing when you consider that because of the gas, the faculties of the speaker and his friends are basically inoperable. This some way or another improves what the peruser encounters. I state this provided that these troopers could take everything in, it wouldnt be any extraordinary astonishment for them since they were so desensitized to war, a recognizable idea felt in Olds sonnet. I regularly saw the speaker in the Leningrad graveyard as being somebody like a journalist or undertaker that no longer considers the to be as the really lay. He can just observe the pictures that the bodies help him to remember. Be that as it may, by depicting regularly inconsequential occasions of fight going on around those desensitized truly and intellectually, the crowd is given a more clear image of what the world they are living in resembles. Flushed with weariness; hard of hearing even to the hoots/Of baffling shells that fell behind (8). Bombs fall around them and they pay no notice. This obliviousness keeps going not for long however. Gas! Gas! Fast, young men! A happiness of bobbling/Fitting the ungainly protective caps in the nick of time (10). This astounding interposition of activity breaks the mood of the foundation clamor and the quiet comfort in which they walked. Imaginative and irregular lingual authority is answerable for making the absolute most significant explanations in this area considerably more perceptible. Not just for the scenes these words help to make, however to make the peruser stop and question their utilization. The utilization of the word joy to portray the mishandling of the gas cover grabbed my attention. Regardless of whether we should see this as funny or outright sad leaves the crowd unsure what to feel and in a manner briefly pulls the peruser away from the reality of the present circumstance. Be that as it may, somebody despite everything was hollering out and faltering/And flopping like a man in fire or lime (12). Held with a dread for his own life and the gravity existing apart from everything else, the speaker can sit idle however watch his companion guttering, gagging, suffocating (16). Another case of how the intensity of the lingual authority powers the fire of the feelings previously being felt by the peruser. Its after this point the speaker arrives at his limit and understands that things will never be the equivalent. The verses, which had been comparative long and for the most part objective, take an emotional turn in the last 50% of the sonnet. Subsequent to watching his friend kick the bucket, another verse begins just two lines long. As in the main sonnet, the last piece of the work takes a go to make an abrogating point with only one picture. In these sentences, the speaker quits thinking about the past and discusses the present. In everything I could ever want, before my defenseless sight/He plunges at me, guttering, choki

Distance and Displacement

Distance and Displacement Lets review a concept taught in the lowest levels of classical physics. You have an object and you move it. The length of the path you move it along is called the distance travelled. The difference between the intitial position of the object and its final position is called the displacement. One of the cool things about reality is that distance travelled and displacement are not always equivalent amounts. Sure, if you slide a book across a table, its displacement is equal to the distance it travels. But what if you throw a ball up into the air and catch it at the same place you released it? The ball travelled twice the length of its maximum height (minus its initial height, the distance from the ground to your hand when you released it), but its displacement is zero. Or, if we go back to the book example, what if I were to pick up that book and throw it against a wall, kick it into the ceiling, and fling it across the room several times before gently returning it to its original position on the table? Once again, that book travelled quite the distance, b ut its overall displacement? Zero. Lately Ive felt a lot like that latter book. The walk from my dorm to anywhere with food or classes is generally about 15-20 minutes. Every day, at least one hour out of the many that I am awake is spent going back and forth from the building in which I sleep at night. And I dont get much out of it. One hour spent and very little to show for it I always end up back where I started. (Maybe bike/skateboard/penny board/scooter/Heelys people cant relate.) Zero displacement, measurable distance travelled. Ive done a few psets so far. It always seems like theres at least one problem, usually in a little low-stakes class called 8.01 (Joonho and others should catch the sarcasm here), where I spend an embarrassing amount of time manipulating equations and substituting variables to find with a useless result. The shudder of despair that comes from realizing that yes, in fact, t does equal t, but that is not answering the question, is a feeling that I know all too well. Investing my precious t  into these problems only to find a nonresult is heartbreaking, to put it mildly. Ive worked around equations in loops that bring me back to where I started. Zero displacement. Picture a member of the class of 2020 walking around campus on a typical Saturday afternoon. Maybe shes named something like Abby H. and shes inclined to underestimate the variability in heights of steps and curbs. She trips while walking up some stairs and takes what may be a world record for the longest five-foot fall in human history, landing on her left palm and her cell phone, which heroically protects her right palm from the cruel concrete. On Sunday, she goes to get her phone screen fixed, leaving a trail of tiny glass shards behind her. Monday morning, she wakes up at 9:51 A.M., a situation you might try to avoid if you have a CC.5111* pset due at 10 A.M. During her brisk walk to the opposite side of campus, her right hand ejects the newly-repaired phone. Now the screen once more resembles reticulate venation in an oak leaf. Shes back where she started and took a long route to get there but still, zero displacement. And you know what I see when I look around? A whole lot of displaced books. Okay, not literally. I reference the first book example I used. I see classmates, peers, and strangers who look like theyve figured it out. They arent struggling with classes as much as I am, theyre already building their résumés up to levels impressive even by this schools standards, and theyve got happy social lives full of friends and mentors and plenty of time to eat three meals a day. From my perspective, theyve made it from point A to point B. My perspective is limited, however. I, like many people, tend to see the before and after but not the in-between. It is, after all, easiest to picture the path from A to B as a straight line. But straight lines rarely exist in nature (see above leaf). Theres no way I could possibly know what all a person does to achieve his or her level of success, and odds are the people who claim that MIT is a short-sleeved magician are either bluffing or just havent hit that critical point yet where they start realizing things (which is what 2016 is all about). The beauty of this place is that were all struggling together, and eventually (maybe?) well each find a trajectory that works out. We might not even end up at the points B we had in mind starting out, but we will find some point C that we can reach. In the meantime, Im trying to enjoy those aspects of my time here that dont make me question if a college education is really worth it (like this class that rhymes with hate no fun). This past fortnight (arent words neat?) Ive stayed up late enough to watch the sun rise, walked over the Harvard Bridge at least eight times, eaten four chocolate croissants, become a late-night biweekly radio DJ, donated blood, taken the T to Harvard solely to get fries from Tasty Burger, discovered that my short arms and lack of coordination are not conducive to my Q1 PE class (sabre fencing :-)), gotten rained on at FredFest, celebrated the first chilly night with an ice cream run with other members of F-entry in which it was finally cold enough for the ice cream not to have melted by the time we got back to MacGregor, and captured on a non-cracked iPhone camera what was perhaps the prettiest Boston sunset yet. Putting things into perspective, month #1 hasnt been half bad. Ill get back to you after my two exams this week. (Wish me luck.) *CC.5111 is the Concourse version of Intro to Chemistry/5.111. Concourse is a really cool freshman learning community that offers small class format versions of GIRs, among other humanities courses. #adMITted 2021s should really check it out next summer when advising applications come out.

Frida Kahlo A And Man Like Tendencies - 1230 Words

Frida Kahlo is a very interesting person whom has been through a lot in her short life. Though there is so much to say about the past of Frida Kahlo from her ghastly affair’s and man like tendencies. Magdalena Carmen Frida Kahlo was born on July 6, 1907 and lived in a house that her father built in Mexico City (Tuchman). Kahlo was a hard working woman but who had a horrible temper. When Kahlo was engaged with Rivera at the age of twenty-one, her father even gave a warning to Rivera. That Frida was â€Å"a devil† and Rivera replied â€Å"I know it (Tuchman).† Throughout Kahlo’s life time she only produced around two- hundred paintings. Her paintings were all relatively still portraits of herself and of friends and family. She was good at creating hunting, and sensual original paintings and that fuse the elements of surrealism (Tuchman). Her mother was of Indian and Spanish extraction from Mexico while her dad was the son of Hungarian Jews from the German town of Baden-Baden (Schirmer’s 10). At a young age Frida encountered a painful tragedy that changed her forever. At the age of six Frida had a short pain in her right leg, not knowing what it was she went to the doctor and was diagnosed with polio. Through, she was able to fight off this horrible disease, it left her left right leg skinny and weakened with no muscle. So for the rest of her life she had a limp. She reflected all of her pain and feelings through her art. There is one particular piece titled Girl with Death MaskShow MoreRelatedFrida Kahlo : The Only Thing I Know1375 Words   |  6 Pagespasses through my head without any other consideration. – Frida Kahlo Frida Kahlo is a very fascinating individual who has been through a lot in her short life. Though there is so much to say about the past of Frida Kahlo from her ghastly affair’s and man like tendencies, she was a very interesting women who was defiant and resilient in her own way. Even though in the Mexican heritage, women are looked down upon from the male prospective, Frida was way before her time. So much so that she is now usedRead MoreFrida Kahlo and Joy Hester Essays1733 Words   |  7 PagesFrida Kahlo and Joy Hester During the 1940s and 50s a emergence of strong female artistic influence can be seen using the examples of Joy Hester and Frida Kahlo. While Kahlo was recognised during her life as a brilliant independent artist for her ground-breakingly personal style, Hester was not. It was only after her death in 1960 that her art was truly celebrated in Australian exhibitions. Hester and Kahlo both attended art schools through the 1920s and 30s; because of this they share

A Personal Philosophy Of Education Essay - 1164 Words

A Personal Philosophy of Education Introduction â€Å"Being reflective involves thinking about what one is doing, and why, before, during, and after the act of doing it (Sweitzer, 2003 p.264). I believe self-knowledge of the professor is critical for meaningful learning to occur. Self-knowledge through reflection allows the professor to embrace teaching through the eyes of a scholar; thus providing a diverse learning environment supporting engagement and motivation of the learner. This paper describes a specific academia’s mission and vision and why it resonates with me. This paper also explores my personal philosophy of education, ascertaining the learning theory I identify with the most. Mission and Vision of Duke University School of Nursing The mission and vision of Duke University School of Nursing emphasizes educational excellence and academic innovation (Duke University School of Nursing, n.d.). I am impressed that Duke spoke to the calling of Advanced Practice Nurses to become transformative leaders during an era of health care reform. Duke’s mission values the expert clinician to prepare students to become skillful and competent future practitioners. However Duke’s mission also demands professional faculty to have pedagogical intelligence to establish programs that will produce such leaders. In addition, Duke envisions a student centered learning environment co-constructed by teachers and learners. Lastly, Duke envisions a learning environment that holdsShow MoreRelatedPersonal Education Philosophy : Personal Philosophy Of Educational Philosophy932 Words   |  4 PagesEducational Philosophy Remember: everyone in the classroom has a story that leads to misbehavior or defiance. 9 times out of 10, the story behind the misbehavior won’t make you angry. It will break your heart. - Annette Breaux My educational philosophy stems from the belief that all people are capable of learning and growing and that education is a powerful tool in helping students achieve both their personal and professional goals. I am also a firm believer in trauma-informed schools and educationRead MoreA Personal Philosophy Of Education869 Words   |  4 Pagesthe healthcare field continues to evolve so must the nursing education system. Personal Philosophy of Education A personal philosophy of education is important to all Nurse Educators. It allows for the Nurse Educator to truly take time to reflect and reconnect to themselves and their profession; highlighting what is central and sacred to them as an individual, a nurse, and an educator. I believe that my personal philosophy of education will continue to progress and change just as healthcare andRead MoreA Personal Philosophy of Education625 Words   |  2 Pages A personal philosophy of education serves to unify the experience of teaching for the individual. It provides our students with a professional that understands the context of learning from which their classroom stems. It also ensures a personal sense of growth: a lifelong process valued by the profession as a whole. I have combined beliefs from pedagogical, ethical and personally developed ideas I intend to use as a foundation in creating a nurturing classroom environment. Education couldRead MorePersonal Philosophy Of Education756 Words   |  4 Pagesselecting and implementing programs that will enhance my vision/goal of the organization. What drives me is my passion for education reform. Charter schools are public schools that managed by private institutions with the promise of improving academic results. Working in two different charter schools for the past 5 years gave a new perspective and experiences on education reform. I have seen many programs being implemented that are really awesome and others that fail. These events had a huge impactRead MoreMy Personal Philosophy Of Education997 Words   |  4 Pages Philosophy of Education Discovering the place where personal values and expertise meet organizational values and needs offers a dynamic partnership opportunity. Mutual achievement of organizational academic quality and professional fulfillment provides a positive learning environment. Developing a personal philosophy of education enables an educator to understand and communicate the underlying basis for his or her approach to education. Sharing this philosophy provides valuable information forRead MoreMy Personal Philosophy Of Education1476 Words   |  6 Pages CLES 871 Foundations of Higher Education Summer 2015 Instructor: Joel Abaya, PhD Personal Philosophy of Education Submitted by: Wessam Elamawy . Personal Philosophy of Education Introduction: From the very beginning of my life I recognized the importance of higher education. I am 34 years old. I am Egyptian. I was born in a highly educated family . My father earned a Ph.D. in chemistry. My uncle earned a Ph.D. in Engineering . My aunt is a doctor. My grandparents wereRead MoreMy Personal Philosophy of Education958 Words   |  4 PagesMy Personal Philosophy of Education It is customary that on New Year’s Eve, we make New Year resolution. The fact is that we are making a set of guideline that we want to live by. These are motives that we seek to achieve. In a similar way, teachers live by philosophy. This essay focuses on my personal philosophy of education. It unfolds the function of philosophy in a teacher’s life, my view on the purpose of education, the student teacher- relationship and the philosophy which influences myRead MorePersonal Philosophy of Education Essay940 Words   |  4 Pagesmost important person in her classroom. Her encouraging words instilled a level of confidence within me that I still cling to and apply more than 40 years later. Her commitment is directly responsible for my personal philosophy of education also being commitment. Other philosophies of education like dedication, responsibility, diligence, honor, and respect, all fall under the umbrella of commitment. For it is impossible to be committed to something without also being dedicated to that same thing.Read MoreMy Personal Philosophy Of Education1335 Words   |  6 Pages I tested into a progressivism teaching style in the â€Å"Finding Your Philosophy of Education Quiz.† While I enjoyed learning about the different philosophies and psychological influences of teaching, I prefer constructivism, social reconstruction, and progressivism due to their student-centered learning, hands-on or project based learning style, while making efforts to improve the world around them. I will be discussing why I chose progressivism, social reconstruction, and constructivism as my preferencesRead MoreMy Personal Philosophy Of Education1244 Words   |  5 Pageswhat they deem best. In creating such a resource now, before diving into a classroom, a teacher can have time to develop and broaden their philosophy of teaching—be prepared before they take that fatal plunge. So, in order to be best prepared for my future endeavors as an educator, I believe it is in my best interest to lay out a personal philosophy of education—a lay out that will aid me in times of need and a way to gauge change, progress, and growth through my Simpson College career. In doing so

First modern solar cell Free Essays

The first modern solar cell In 1954, the first modern silicon cells raised by Bell Labs, then it shown at the National Academic of Science meeting. Moreover, this kind of cell can make 6 percent efficiency. Then, the New York Time come up with that the cell would lead to a source of â€Å"Limitless energy of the sun†. We will write a custom essay sample on First modern solar cell or any similar topic only for you Order Now In 1955, the Western Electric created very significant solar cell technologies. The technology start to use in makes solar cells. In 1957, the ATT telecom company used the â€Å"solar battery’ for their cell phones. Hoffman Electronics created about 8 percent efficient solar cell. Thinking about investing in a solar array but concerned about the lifespan of photovoltaic cells? Consider this: the world’s oldest solar panel † a 60 year-old crystal ball-like contraption † still works. The panel was built by a British science teacher who wanted to prove the novel idea that sunlight could be converted into electricity. Of course, the panel doesn’t produce much electricity-Just 1. 5 volts of electricity in direct sunlight, or enough to power a digital watch. And while todays panels only need indirect sunlight to function, the 60 year-old version requires direct sunlight. Still, the selenium-based panel is surprisingly similar to current models. The half century-old device is the first example of a modern solar panel, but it isn’t the first piece of solar technology. That distinction goes to Charles Fritts, who built the first solar cell in 1883. Want to check out the panel for yourself? It’s currently on display at Antiques for Everyone, a British antique event. How to cite First modern solar cell, Papers

Psychology Right Brain, Left Brain The Article In Which I Chose To Exa

Psychology Right Brain, Left Brain The article in which I chose to examine is called Right Brain, Left Brain: Fact and Fiction, written by Jerre Levy. In the past fifteen years or so there has been a lot of talk of left brain and right brain people. Levy's reason for righting this article was clearly to stop the misconceptions and show the truth about how our brain hemispheres operate. Levy first explores the myth of the left brain and right brain theory. She states that generally people see the left hemisphere of the brain controlling logic and language and the right, creativity and intuition. In addition people differ in their styles of thought, depending on which half of the brain is dominant. She believes that most of what these notions state is farce. Next the article explores the history of this fascination of the left and right hemispheres of the brain. Apparently the study of this aspect of the brain traces back to time of Hippocrates. Levy weaves in and out of the various theories and prominent people known for contributing to the confusion. It wasn't until 1962 when Roger W. Sperry began experimenting on certain aspects of the brain that contribute to the truth of the left and right brain theory. Sperry studied people who had undergone surgical division of the corpus callosum, the bridge between the two hemispheres. His studies showed that, "an object placed in the right hand (left hemisphere) could be named readily, but one placed in the left hand (nonverbal right hemisphere) could be neither named nor described. Next to branch off of Sperry's studies was psychologist Doreen Kimura. Kimura developed behavioral methods which involved presenting visual stimuli rapidly to either the left or right visual fields. Another important method developed was "dichotic listening" which centered around the use of sound to study the hemispheres. Through these tests and the continual study the theory that the left brain controlled ended. Instead a new theory was b orn known as the two-brain theory. This said that at different times one of the two hemispheres would be operating. An example of this is that the right hemisphere is in control when an artist paints but the left hemisphere was in control when a novelist wrote a book. This theory failed because of one physical studies showed that people with hemispheres surgically disconnected could operate in everyday life. Also, research demonstrated that each hemisphere had its own functional expertise, and that the two halves were complementary. Next, the article states its worth. The author shows the up to date agreed upon theory of the two hemispheres in five simple points. 1. The two hemispheres are so similar that when they are disconnected by split-brain surgery, each can function remarkably well, although quite imperfectly 2. Although they are remarkably similar they are also different. The differences are seen in contrasting contributions. Each hemisphere contributes something to every action a person takes. 3. Logic is not confined to the left hemisphere. Although dominant in the left logic is present in the right hemisphere. 4. There is no evidence that either creativity or intuition is an exclusive property of the right hemisphere. Same theory as #3. 5. Since the two hemispheres do not function independently, and since each hemisphere contributes its special capacities to all cognitive activities, it is quite impossible to educate one hemisphere at a time in a normal brain. Levy comes to the conclusion that people are not purely left or right brained. There is a continuum in which the hemispheres work together in harmony. Often the left or right hemisphere is more active in some people but it is never the sole operator. She concludes, "We have a single brain that generates a single mental self." Compared to what we did in class related to the left and right hemispheres of the brain, both what we learned and the article taught were extremely similar. Our exerci se showed that we are not left or right brained but merely somewhere on the scale between left and right brain. Some of us were extreme left, few extreme right and most in the middle leaning left a bit (this is where I fell).