The Bering Land Bridge Between Russia and North America

The Bering Land Bridge Between Russia and North America The Bering Strait is a waterway that separates Russia from North America. It lies above the Bering Land Bridge (BLB), also called Beringia (sometimes misspelled Beringea), a submerged landmass that once connected the Siberian mainland with North America. While Beringias shape and size while above water is variously described in publications, most scholars would agree the land mass included the Seward Peninsula, as well as existing land areas of northeast Siberia and western Alaska, between the Verkhoyansk Range in Siberia and the Mackenzie River in Alaska. As a waterway, the Bering Strait connects the Pacific Ocean to the Arctic Ocean over the polar ice cap, and eventually the Atlantic Ocean. The climate of the Bering Land Bridge (BLB) when it was above sea level during the Pleistocene was long thought to have been primarily a herbaceous tundra or steppe-tundra. However, recent pollen studies have shown that during the Last Glacial Maximum (say, between 30,000-18,000 calendar years ago, abbreviated as cal BP), the environment was a mosaic of diverse but cold plant and animal habitats. Living on the Bering Land Bridge Whether Beringia was habitable or not at a given time is determined by the sea level and presence of surrounding ice: specifically, whenever the sea level drops about 50 meters (~164 feet) below its present position, the land surfaces. The dates when this happened in the past have been difficult to establish, in part because the BLB is currently mostly underwater and difficult to reach. Ice cores seem to indicate that most of the Bering Land Bridge was exposed during Oxygen Isotope Stage 3 (60,000 to 25,000 years ago), connecting Siberia and North America: and the land mass was above sea level but cut off from east and west land bridges during OIS 2 (25,000 to about 18,500 years BP). Beringian Standstill Hypothesis By and large, archaeologists believe that the Bering land bridge was the primary entryway for the original colonists into the Americas. About 30 years ago, scholars were convinced that people simply left Siberia, crossed the BLB and entered down through the mid-continental Canadian ice shield through a so-called ice-free corridor. However, recent investigations indicate the ice-free corridor was blocked between about 30,000 and 11,500 cal BP. Since the northwest Pacific coast was deglaciated at least as early as 14,500 years BP, many scholars today believe a Pacific coastal route was the primary route for much of the first American colonization. One theory gaining strength is the Beringian standstill hypothesis, or Beringian Incubation Model (BIM), the proponents of which argue that instead of moving directly from Siberia across the strait and down the Pacific coast, the migrants livedin fact were trappedon the BLB for several millennia during the Last Glacial Maximum. Their entry into North America would have been blocked by ice sheets, and their return to Siberia blocked by the glaciers in the Verkhoyansk mountain range. The earliest archaeological evidence of human settlement to the west of the Bering Land Bridge east of the Verkhoyansk Range in Siberia is the Yana RHS site, a very unusual 30,000-year-old site located above the arctic circle. The earliest sites on the east side of the BLB in the Americas are Preclovis in date, with confirmed dates usually no more than 16,000 years cal BP. Climate Change and the Bering Land Bridge Although there is a lingering debate, pollen studies suggest that the climate of the BLB between about 29,500 and 13,300 cal BP was an arid, cool climate, with grass-herb-willow tundra. There is also some evidence that near the end of the LGM (~21,000-18,000 cal BP), conditions in Beringia deteriorated sharply. At about 13,300 cal BP, when rising sea levels began to flood the bridge, the climate appears to have been wetter, with deeper winter snows and cooler summers. Sometime between 18,000 and 15,000 cal BP, the bottleneck to the east was broken, which allowed human entrance into the North American continent along the Pacific coast. The Bering Land Bridge was completely inundated by rising sea levels by 10,000 or 11,000 cal BP, and its current level was reached about 7,000 years ago. The Bering Strait and Climate Control A recent computer modeling of the ocean cycles and their effect on abrupt climate transitions called Dansgaard-Oeschger (D/O) cycles, and reported in Hu and colleagues 2012, describes one potential effect of the Bering Strait on global climate. This study suggests that the closing of the Bering Strait during the Pleistocene restricted cross-circulation between the Atlantic and Pacific Oceans, and perhaps led to the numerous abrupt climatic changes experienced between 80,000 and 11,000 years ago. One of the major fears of coming global climate change is the effect of changes in the salinity and temperature of the North Atlantic current, resulting from glacial ice melt. Changes to the North Atlantic current have been identified as one trigger for significant cooling or warming events in the North Atlantic and surrounding regions, such as that seen during the Pleistocene. What the computer models seem to show is that an open Bering Strait allows ocean circulation between the Atlantic and Pacific, and continued admixing may suppress the effect of the North Atlantic freshwater anomaly. The researchers suggest that as long as the Bering Strait continues to stay open, the current water flow between our two major oceans will continue unhindered. This is likely to repress or limit any changes in the North Atlantic salinity or temperature, and thus lessen the likelihood of sudden collapse of the global climate. Researchers caution, however, that since researchers arent even guaranteeing that fluctuations in the North Atlantic current would create problems, further investigations examining glacial climate boundary conditions and models are needed to support these results. Climate Similarities between Greenland and Alaska In related studies, Praetorius and Mix (2014) looked at the oxygen isotopes of two species of fossil plankton, taken from  sediment cores  off the Alaskan coast, and compared them to similar studies in northern Greenland. Briefly, the balance of isotopes in a fossil being is direct evidence of the kind of plantsarid, temperate, wetland, etc.which were consumed by the animal during its life. What Praetorius and Mix discovered was that sometimes Greenland and the coast of Alaska experienced the same kind of climate: and sometimes they did not. The regions experienced the same general climate conditions from 15,500-11,000 years ago, just before the abrupt climate changes that resulted in our modern climate. That was the onset of the Holocene when temperatures rose sharply, and most of the glaciers melted back to the poles. That may have been a result of the connectivity of the two oceans, regulated by the opening of the Bering Strait; the elevation of ice in North America and/or the routing of freshwater into the North Atlantic or Southern ocean. After things settled down, the two  climates  diverged again and the climate has been relatively stable since then. However, they appear to be growing closer. Praetorius and Mix suggest that the simultaneity of climates may presage rapid climate change and that it would be prudent to monitor the changes. Sources This glossary entry is part of the About.com  Guide to Populating America  and the  Dictionary of Archaeology. Bibliographic sources for this article are on  page two. Ager TA, and Phillips RL. 2008. Pollen evidence for late Pleistocene Bering land bridge environments from Norton Sound, northeastern Bering Sea, Alaska.  Arctic, Antarctic, and Alpine Research  40(3):451–461. Bever MR. 2001. An Overview of Alaskan Late Pleistocene Archaeology: Historical Themes and Current Perspectives.  Journal of World Prehistory  15(2):125-191. Fagundes NJR, Kanitz R, Eckert R, Valls ACS, Bogo MR, Salzano FM, Smith DG, Silva WA, Zago MA, Ribeiro-dos-Santos AK et al. 2008. Mitochondrial Population Genomics Supports a Single Pre-Clovis Origin with a Coastal Route for the Peopling of the Americas.  The American Journal of Human Genetics  82(3):583-592. doi:10.1016/j.ajhg.2007.11.013 Hoffecker JF, and Elias SA. 2003. Environment and archeology in Beringia.  Evolutionary Anthropology  12(1):34-49. doi:10.1002/evan.10103 Hoffecker JF, Elias SA, and ORourke DH. 2014. Out of Beringia?  Science  343:979-980. doi:10.1126/science.1250768 Hu A, Meehl GA, Han W, Timmermann A, Otto-Bliesner B, Liu Z, Washington WM, Large W, Abe-Ouchi A, Kimoto M et al. 2012.  Role of the Bering Strait on the hysteresis of the ocean conveyor belt circulation and glacial climate stability.  Proceedings of the National Academy of Sciences  109(17):6417-6422. doi: 10.1073/pnas.1116014109 Praetorius SK, and Mix AC. 2014.  Synchronization of North Pacific and Greenland climates preceded abrupt deglacial warming.  Science  345(6195):444-448. Tamm E, Kivisild T, Reidla M, Metspalu M, Smith DG, Mulligan CJ, Bravi CM, Rickards O, Martinez-Labarga C, Khusnutdinova EK et al. 2007.  Beringian Standstill and Spread of Native American Founders.  PLoS ONE  2(9):e829. Volodko NV, Starikovskaya EB, Mazunin IO, Eltsov NP, Naidenko PV, Wallace DC, and Sukernik RI. 2008. Mitochondrial Genome Diversity in Arctic Siberians, with Particular Reference to the Evolutionary  History of Beringia and Pleistocenic Peopling of the Americas.  The American Journal of Human Genetics  82(5):1084-1100. doi:10.1016/j.ajhg.2008.03.019

Difference Between Baking Powder and Baking Soda

Difference Between Baking Powder and Baking Soda Both baking soda and baking powder are leavening agents, which means they are added to baked goods before cooking to produce carbon dioxide and cause them to rise. Baking powder contains baking soda, but the two substances are used under different conditions. Did You Know? You can  substitute  baking powder in place of baking soda (youll need more baking powder and it may affect the taste), but you cant use baking soda when a recipe calls for baking powder. Baking Soda Baking soda is pure sodium bicarbonate. When baking soda is combined with moisture and an acidic ingredient (e.g., yogurt, chocolate, buttermilk, honey), the resulting chemical reaction produces bubbles of carbon dioxide that expand under oven temperatures, causing baked goods to expand or rise. The reaction begins immediately upon mixing the ingredients, so you need to bake recipes which call for baking soda immediately, or else they will fall flat! Baking Powder Baking powder contains sodium bicarbonate, but it includes the acidifying agent already (cream of tartar), and also a drying agent (usually starch). Baking powder is available as single-acting baking powder and as double-acting baking powder. Single-acting powders are activated by moisture, so you must bake recipes which include this product immediately after mixing. Double-acting powders react in two phases and can stand for a while before baking. With double-acting powder, some gas is released at room temperature when the powder is added to dough, but the majority of the gas is released after the temperature of the dough increases in the oven. How Are Recipes Determined? Some recipes call for baking soda, while others call for baking powder. Which ingredient is used depends on the other ingredients in the recipe. The ultimate goal is to produce a tasty product with a pleasing texture. Baking soda is basic and will yield a bitter taste unless countered by the acidity of another ingredient, such as buttermilk. Youll find baking soda in cookie recipes. Baking powder contains both an acid and a base and has an overall neutral effect in terms of taste. Recipes that call for baking powder often call for other neutral-tasting ingredients, such as milk. Baking powder is a common ingredient in cakes and biscuits. Substituting in Recipes You can substitute baking powder in place of baking soda (youll need more baking powder and it may affect the taste), but you cant use baking soda when a recipe calls for baking powder. Baking soda by itself lacks the acidity to make a cake rise. However, you can make your own baking powder if you have baking soda and cream of tartar. Simply mix two parts cream of tartar with one part baking soda. Related Reading 5 Simple Buttermilk Substitutes: Most buttermilk you buy is made using chemistry. You can make homemade buttermilk yourself by simply adding an acidic kitchen ingredient to milk.Common Ingredient Substitutions: Baking powder and baking soda arent the only cooking ingredients people run out of!How Baking Powder Works: Learn how baking soda makes baked goods rise and why its used in some recipes but not others.How Baking Soda Works: Learn how baking soda works and how this affects how quickly you need to bake a recipe once you mix it.Baking Powder Shelf Life: Baking powder doesnt last forever. Learn about its shelf life and how to test it for freshness so your recipe doesnt fall flat.

Business Analysis Report - Flight Centre Essay Example | Topics and Well Written Essays - 2000 words

Business Analysis Report - Flight Centre - Essay Example Current paper focuses on the culture and structure of a well-known Australian company, the Flight Centre. The firm is based on a unique principle: the establishment of small operational centers is preferred instead of large departments; autonomous and flexible small units are used for developing the firm’s operations worldwide. At this point, the firm is strongly differentiated from its rivals – which are likely to use large operational units which can handle a high volume of work but which are characterized by lack of effective communication among their members. Despite its success until today, as explained in the case study, the firm needs to update its culture and structure in order to respond to the challenges of its external environment. The key elements of the firm’s culture and structure are critically evaluated in this paper using relevant literature; the choices available to the firm in terms of culture and structure are also presented, taking into consi deration the conditions in the global market but also the firm’s existing resources and characteristics – meaning its current culture and structure. 2. ... that should be used for managing the various business activities; from this point of view, culture can promote ‘integration and cohesion across the organization’ (Nickson 2007). From a similar point of view, Deal and Kennedy (1988) note that organizational culture indicate ‘the way we do things around here’ (Deal and Kennedy 1988, p.4, in Nickson 2007). Robbins (2009) refers to a quite common definition of culture, which is based on the view that culture, as an element of modern organizations, is ‘a system of shared meaning held by members, distinguishing the organization from other organizations’ (Robbins 2009). Moreover, Dessler (1976) uses three different approaches for defining culture: ‘the structural, subjective and synthetic approaches’ (Dessler 1976, in Dwivedi 1995). The above approaches could be analyzed as follows: the structural approach perceives culture as ‘a set of characteristics which differentiate an organiza tion from another one’ (Dessler 1976, in Dwivedi 1995). At the next level, the subjective approach refers to culture as ‘the view of employees on their organization’ (Dessler 1976, in Dwivedi 1995). Finally, the synthetic approach is based on the combination of the two previous approaches for defining organizational culture (Dwivedi 1995). On the other hand, Schein (1992) describes culture as the ‘perception of a group of individuals/ employees on their organization’ (Schein 1992, in Miller 2008). In the context of the above definition, organizational culture can be successfully defined only if the communication across the organization is satisfactory. The close dependency of culture on communication is also highlighted in the study of Inceoglu (2002); in the above study, reference is made to the sharing of beliefs and

As instruction Essay Example | Topics and Well Written Essays - 1500 words

As instruction - Essay Example Moreover, we will examine how previous knowledge affects how we perceive what we see through examples demonstrated by authors. It might occur to many people that the words seeing and looking can be regarded as synonyms. Identifying the difference between these two terms will help one understand perception and reality. These two words can appear as interchangeable terms that can be used to define a person’s ability to perceive with the eye. In the case of art, the words seeing and looking are different. When people are looking at something then, it can be viewed as noticing few details or glancing at it. In other words, to look at something is examining the outer part (surface) in terms of structure and layout. According to Berger, seeing the work of art is not only a means to understand it but also observe it to go far from the surface. â€Å"When we see a landscape, we situate ourselves in it. If we saw it the art in the past, we situate ourselves in history.† (p. 11). Berger suggests that seeing an object places one in that scenario to relate. The title of the book Ways of Seeing denotes tha t the author has effectively the art of seeing, not only the perception on certain subjects which is seen in the world of art, but also goes to a prodigious extent to define the importance of seeing and transformation of seeing throughout the years. The author also delivers another example in which seeing can occur before words. It is seeing that helps to understand the place of an individual in the world. People explain the world with the help of words. Moreover, words by no means can deny the fact that people are encircled by words. Seeing comes before we speak. To speak, we need to understand what we are seeing. The sight of an object is brought through our experience and knowledge. Berger discusses the perception of seeing art, which is different than it was the past. Traditionally, paintings are viewed as static and stationary. They are only at one time

Nerds Essay Example for Free

Nerds Essay America Needs its Nerds In the passage from America Needs Its Nerds, author Leonid Fridman dissect his argument by comparing and contrasting Americas on-going social beliefs and perceptions of the geek and the actual positive role taken on by the nerd and why the role that they play is so vital to our society. Since we live in an anti- intellectualist society, nerds are ostracized while athletes are idolized. And this all starts from elementary or middle school. We rarely have a child who will grow up to be the next Albert Einstein, but have many children in schools who will be Kobe Bryant or Ronnie Brown. This is because some children in schools prefer playing sports rather than studying at home. They prefer staying outside and have fun with friends rather than stay home watching Lord of the Rings or Star Wars. In short, they prefer being socially active. But nerds and geeks are completely opposite; they prefer working on homework rather than playing sports. They prefer being alone and not getting involved in any social activity. And this kind of behavior is the main reason why nerds and geeks are most commonly known as social outcasts or abnormal. Just because nerds or geeks dont get wasted or party hard, that doesnt mean they shouldnt be accepted in the society. They are people like us, Just with high intelligence. Sports are not bad professions to approach towards, but you dont learn anything besides making touchdowns or three pointers. But for the people who dont want sports to be their profession, their goal is to make touchdown and three pointers in their life by ontributing to America. As a result of people teasing nerds and geeks, many nerds and geeks are ashamed of themselves. Due to this, they become very upset with their life. Even parents are sometimes ashamed of their children, if they study too hard and not hang out with their friends. They expect their daughter to go to dancing class and not stay home studying mathematics all the time. They expect their son to go play baseball and not spend most of his time studying. These expectations are not ust from one family, but its scattering across the United States. The solution to this problem is to fght the anti-intellectual values that pervade our society. Since America is an anti-intellectualist nation, athletes are idolized more than professors. But in other countries like East Asia, professors are treated as Gurus. They are the ones who are idolized. In fact they are set up as an example rather than put down or teased. In short, nerds and geeks are looked up to and supported so that their country can improve.

Effects Of Technology :: essays research papers

The Effects of Technology   Ã‚  Ã‚  Ã‚  Ã‚  There is no escape from technology. In most cases this is not a problem though. Many people respect and admire technology because it is there to benefit them. Without the technological advances we have had over the years, the world would not be what it is today. What people don’t understand is that technology can actually be a bad thing. In society today, people are looking for more and more ways to be entertained, and all it is doing is causing problems. People are doing less and less thinking and more and more watching, listening, and playing, all because of technology. Forms of entertainment like the Internet, television and even video games seem harmless to people, but they are really not. When the Internet was first introduced, people never thought it would be as big as it is today. The Internet is an easy to use technology that can do just about anything. But what people don’t understand is that the Internet is not all good. Much of the information posted on sites on the Internet is merely opinions, not factual information. When people look at this information, it looks and seems like trustful information, but most of the time, it is not.   Ã‚  Ã‚  Ã‚  Ã‚  Although the Internet is a relatively new technology, television has been around for about fifty years. There are many problems with television though, mainly with the content of the shows. Many of the shows on television portray violence, drugs, sexual activity, and profanity. People who watch these shows see what the actors and actresses are doing and then feel it is all right for them to do the same things. If a kid is watching a show were one of the actors or actresses use profanity, they will feel it is all right for them to use the same language. When television first came on the market about fifty years ago, families had one television at the most in the household, and most families only used the television for the news or for an occasional show or two. Today, it is a rarity if you find only one television in a household. Most families have numerous televisions in their house and use it more and more for entertainment purposes. People of all ages are addicted to television. On average, people watch about thirty hours of television a week. But the people who go beyond this mark are known to society as “couch potatoes';.

A Discussion of Paulo Freire’s Banking Concept of Education Essay

Freire implies that teachers are only telling students what to know rather than conversting with them, which explains why Freire insists that â€Å"education is suffering from narration sickness†(Freire 71). This means that he believes that educators only fill student’s minds with information, that the teacher feels is important, without providing the students the meaning and personal relevance that information has. By using this method, the student is oppressed by the teacher and unable to fulfill a complete state of consciousness. I can remember several times in my educational experiences where I have been the â€Å"depository† in Freire’s Banking Concept of Education, but no experience is more relative than my Organic Chemistry class three years ago where I learned that problem-solving education is vastly superior to banking-education because it allows students to acquire true understanding of their world and the ability to reach consciousness. During the summer of 2009, I took a summer semester of Organic Chemistry at University of California Berkeley. When I first entered the lecture hall, there were masses of people fighting for seats and some even resided to sitting on the floor or going into the side room to watch the lecture on television. As soon as the clock hit 9:00 am, five faculty members walked into the room: Professor Francis and four Graduate Student Instructors (GSIs). From the start, Dr. Francis went over the course structure, what it entailed, and how we as students could obtain help. While he was going over the syllabus information, he made one point extremely clear: â€Å"I cannot answer your personal questions during lecture time. If you have questions, please visit me during my office hours or please ask one of the GSIs. † After making that point, he transitioned into his lecture on functional groups; however, I was not following him. I immediately knew that this would be a lecture-only class, and I knew that I would need to write down every single note, diagram, or graph he showed us and memorize it for future examinations. Freire would acclaim that I would become a â€Å"depository† because I would simply allow Professor Francis to deposit his ‘knowledge’ into my mind without further question or thought. I would become a slave, oppressed by the very person who was supposed to free me (Freire 74). Dr. Francis continued in his slide show and a large slide labeled ‘Hydrocarbons’ appeared on the screen, and below the title were several different organic hydrocarbon functional groups, such as alkenes, alkanes, alkynes, benzenes, and toluene. He discussed each hydrocarbon in great depth and showed us students how to recognize them based on their bond sequences and patterns, how they react in the presence of other organic molecules, and how their chemical bonds affect water. After an exhaustive lecture of copying everything he said into my 12Ãâ€"8 notebook, he announced that we must memorize all of the hydrocarbon groups, and to be able to recognize them for an exam setting. Never once did he explain what what makes them important. I raised my hand at the end of the lecture, and asked him what the application of hydrocarbons are in the ‘real-world’. He replied not to worry about that, and that we needed to be able to recognize them and know how they function chemically, not practically, and why would he take the time to explain how hydrocarbons function? In order for Dr. Francis to keep his job, Freire asserts that, â€Å"the teacher must assume all of his students as ignorant†(Freire 72). This implies that if Dr. Francis had gone straight to the point and explained why hydrocarbons were important in the real world and in a laboratory setting, he wouldn’t have a job. It was his job to pick out extremely detailed and ‘useless’ properties and functionalities of hydrocarbons and make them seem important to us. By continuing to explain and confuse us students, he was able to maintain a shroud of ignorance over the student body, and from this, he justifies his job as absolute. This is what Freire refers to as the â€Å"cycle of ignorance† that continuously allows the teacher to keep his job because society believes that the ignorant students need him for their self-betterment. For the next several weeks, I adhered to Dr. Francis’s ‘Banking Style of Education’, and it worked. I received an A on every exam and test I took because I memorized and accepted the information Dr. Francis gave me without second thought. Freire feels that my total submission to the instructor was the reason for my success because he suggests that â€Å"The more meekly the receptacles permit themselves to be filled, the better students they are†(Freire 72). Freire’s explanation worries me because to know is not to know. Just because I could recognize different functional groups, which in the banking concept would make me a better student, did not mean that I could apply my understanding of organic chemistry to a real life situation because I hadn’t been taught to apply the information to anything at all. My ignorance and inability to grasp the true meanings and concepts of organic chemistry became extremely clear in the laboratory because the lab is where students take all of their knowledge and apply it to solve a problem or set of problems. After the first quarter of the summer semester, the laboratory portion of the course opened. My first assignment was to estimate the bond angles of methane, and at first I had no idea what to do because I had only been instructed to recognize methane and its bonding patters. I was never asked to manipulate the molecule’s properties to gain further understanding, and this caused me to realize that I was flawed because the ‘knowledge’ that I acquired was not mine, but Dr. Francis’ deposits of impractical segments of knowledge. With no idea where to start my laboratory or how to assess the assignment, I asked the Teaching Assistant (TA) for help. She simply replied, â€Å"Think about what you know about methane’s properties, and manipulate your knowledge so you can measure the bond angle. Needless to say, this was not helpful because I had no idea how to apply my knowledge and understanding because I was not taught to. I was simply an object who, according to Freire, â€Å"is in the world,† implying that I was not conscious of my own being and awareness (Freire 78). This is why I allowed Dr. Francis to continue depositing information into me because he posed himself as my liberator, my educator, but he was my oppres sor. By not being able to use and apply my knowledge, my critical consciousness and inner will to understand began to diminish. This is why Freire announces, â€Å"The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world†(Freire 73). Freire implies that students lose the will power, the motivation, to develop awareness when they are force-fed information, so he argues that students must develop this ‘critical consciousness’ themselves through problem solving. This is when I realized that Dr. Francis couldn’t and won’t teach me how to understand what I have learned; I needed to learn how to apply and master the information I was taught by myself, not some other individual. Education is supposed to empower individuals; however, since I was ‘in-the-world’ I let the banking concept oppress me and my true understanding of knowledge. I failed the first Organic Chemistry lab. I didn’t know how to solve the problems and apply my knowledge, nor did I have the willpower to, so I simply gave up. I was incredibly frustrated after the first lab, not because I couldn’t get the right answer, but because I couldn’t apply my knowledge to solve the problem. I spent the next several lectures gathering notes, expanding on them, and making sense of the information; however, I was still unable to understand the information in practical terms. My frustration grew because I felt that all my efforts studying information and memorizing its contents was wasted. How could education provide all of this knowledge that we, as students, are unable to apply? What was the point of education? At the time, I felt education was society’s largest flaw because it wasted the time and severed the creativity students put into it. Freire agrees with me because he argues, â€Å"The capability of banking education is to minimize or annul the students’ creative power†(Freire 73). This implies that Freire agrees that education is flawed because it severs student creativity; although, it does not answer why we must learn meaningless and impractical information obtained in our lives. Freire responds that not everyone will find meaning through their education; however, he believes that people should continue to pursue the parts of education that students find interesting, such as in a higher education setting (Freire 76). I knew most of the information that I obtained in chemistry was impractical for most individuals and even myself in a day-to-day scenario, but chemistry was interesting to me. It was something that I wanted to pursue and gain further understanding of because every piece of information left me wanting more. Giving up and throwing my knowledge away was not an option because I wanted and worked my entire life to make sense of what I learned in this world, and it keeps on changing and reshaping every day. As a last effort, I went to the tutoring help desk at the university to get help, so I could understand my information and knowledge and apply it to the lab. I was assigned a tutor, Kevin, and he brought me and two other students into a small concealed 10Ãâ€"10 room with a large foldup table in the middle. We all sat down and Kevin asked us what we needed help with. The other students didn’t look like they were forced to be there and kept quiet, so I took the opportunity to obtain help. I told him that â€Å"I have a hard time applying the lecture notes in the lab. † Kevin explained that my situation was very typical because the lectures and exams were based on memorization where the labs relied on the interaction between what you know and how to solve the problem. He brought out an organic chemistry book and questioned, â€Å"Why is water polar? I immediately responded that water is polar because the oxygen atom has more elections than the hydrogen atoms at any one time giving the hydrogen molecules a positive charge and the oxygen a negative charge. Kevin told me that I was right, but this occurred due to the extreme differences in electronegativity. We continued to solve problems together and critique one another on our answers, and from this he was teaching me and I was teaching him. Freire would call this interaction, â€Å"problem-solving-education† because â€Å"The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students†(Freire 80). This implies that both teacher and student work together to solve problems, and by doing so, they gain a greater understanding of the topic. This is exactly what Kevin and I were doing because we were teaching each other and able to create a more significant understanding and meaning of chemistry that allowed me to visualize a topic and solve it logistically instead of memorizing the topic and solving it formulaically. This is why Freire belives that â€Å"the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logos†(Freire 81). Freire’s text implies that common knowledge and understanding (doxa) can be transformed into true mastery of the subject and reason (logos). Since Keven and I were taking basic information and each giving it new meaning in our problem-solving tutoring sessions, I was able to acquire a true mastery and understanding of chemistry. Working with Kevin several times a week gave me a true understanding and relation of chemistry, which allowed me to pass my lab course with an A. Overcoming the problems of the banking-concept and learning the problem-solving method changed my life forever. I took the problem-solving method that I learned with Kevin and applied it with other students, colleagues, professors, and friends, so I could continue to problem solve and gain true understanding of knowledge throughout my life. Problem-solving education continues to be vastly superior to banking-education because in addition to learning and understanding information, problem-solving-education forces individuals to retain information they acquire so they can apply for future use. Since I was able to take knowledge and apply my understanding of it, Freire would conclude this type of understanding as â€Å"being with the world†(Freire 78). Being with-the-world means that the individual is conscious of their surroundings and is able to fully interact in the world they are in. Instead of being an object or vessel, the individual is able to make conscious decisions and interpret the world as they see it. This induces self-freedom and liberation in a person because when a person learns something, they retain that information forever and no human being in the world can take that information away. It also provides a mental salvation because if the physical realm is too harsh to live in, those who have mastered problem-solving and acquired pure consciousness can escape from their physical realm into their consciousness where they have stored all of their memories, techniques, and information, and no person can get to them besides themselves.