North and South
Chapter XLIII: Maragaret’s flittin’
“The meanest thing to which we bid adieu,
Loses its meanness in the parting hour.”
Elliott.
Mrs. Shaw took as vehement a dislike as it was possible for one of her gentle nature to do, against Milton. It was noisy, and smoky, and the poor people whom she saw in the streets were dirty, and the rich ladies over-dressed, and not a man that she saw, high or low, had his clothes made to fit him. She was sure Margaret would never regain her lost strength while she stayed in Milton; and she herself was afraid of one of her old attacks of the nerves. Margaret must return with her, and that quickly. This, if not the exact force of her words, was at any rate the spirit of what she urged on Margaret, till the latter, weak, weary, and broken-spirited, yielded a reluctant promise that, as soon as Wednesday was over she would prepare to accompany her aunt back to town, leaving Dixon in charge of all the arrangements for paying bills, disposing of furniture, and shutting up the house. Before that Wednesday—that mournful Wednesday, when Mr. Hale was to be interred, far away from either of the homes he had known in life, and far away from the wife who lay lonely among strangers (and this last was Margaret’s great trouble, for she thought that if she had not given way to that overwhelming stupor during the first sad days, she could have arranged things otherwise)—before that Wednesday, Margaret received a letter from Mr. Bell.
“My Dear Margaret:—I did mean to have returned to Milton on Thursday, but unluckily it turns out to be one of the rare occasions when we, Plymouth Fellows, are called upon to perform any kind of duty, and I must not be absent from my post. Captain Lennox and Mr. Thornton are here. The former seems a smart, well-meaning man; and has proposed to go over to Milton, and assist you in any search for the will; of course there is none, or you would have found it by this time, if you followed my directions. Then the Captain declares he must take you and his mother-in-law home; and, in his wife’s present state, I don’t see how you can expect him to remain away longer than Friday. However, that Dixon of yours is trusty; and can hold her, or your own, till I come. I will put matters into the hands of my Milton attorney if there is no will; for I doubt this smart captain is no great man of business. Nevertheless, his moustachios are splendid. There will have to be a sale, so select what things you wish reserved. Or you can send a list afterwards. Now two things more, and I have done.  Not that I mean to die yet; but I name this lust to explain what is coming. These Lennoxes seem very fond of you now; and perhaps may continue to be; perhaps not. So it is best to start with a formal agreement; namely, that you are to pay them two hundred and fifty pounds a year, as long as you and they find it pleasant to live together. (This, of course, includes Dixon; mind you don’t be cajoled into paying any more for her.) Then you won’t be thrown adrift, if some day the captain wishes to have his house to himself, but you can carry yourself and your two hundred and fifty pounds off somewhere else; if, indeed, I have not claimed you to come and keep house for me first. Then as to dress, and Dixon, and personal expenses, and confectionery (all young ladies eat confectionery till wisdom comes by age), I shall consult some lady of my acquaintance, and see how much you will have from your father before fixing this. Now, Margaret, have you flown out before you have read this far, and wondered what right the old man has to settle your affairs for you so cavalierly? I make no doubt you have. Yet the old man has a right. He has loved your father for five and thirty years; he stood beside him on his wedding-day; he closed his eyes in death. Moreover, he is your godfather; and as he cannot do you much good spiritually, having a hidden consciousness of your superiority in such things, he would fain do you the poor good of endowing you materially. And the old man has not a known relation on earth; “who is there to mourn for Adam Bell?” and his whole heart is set and bent upon this one thing, and Margaret Hale is not the girl to say him nay. Write by return, if only two lines, to tell me your answer. But no thanks.”
Margaret took up a pen and scrawled with trembling hand, “Margaret Hale is not the girl to say him nay.” In her weak state she could not think of any other words, and yet she was vexed to use these. But she was so much fatigued even by this slight exertion, that if she could have thought of another form of acceptance, she could not have sate up to write a syllable of it. She was obliged to lie down again, and try not to think.
“My dearest child! Has that letter vexed or troubled you?”
“No!” said Margaret feebly. “I shall be better when to-morrow is over.”
“I feel sure, darling, you won’t be better till I get you out of this horrid air. How you can have borne it this two years I can’t imagine.”
“Where could I go to? I could not leave papa and mamma.”
“Well! don’t distress yourself, my dear. I dare say it was all for the best, only I had no conception of how you were living. Our butler’s wife lives in a better house than this.”
“It is sometimes very pretty—in summer; you can’t judge by what it is now. I have been very happy here,” and Margaret closed her eyes by way of stopping the conversation.
The house teemed with comfort now, compared to what it had done. The evenings were chilly, and by Mrs. Shaw’s directions fires were lighted in every bedroom. She petted Margaret in every possible way, and bought every delicacy, or soft luxury in which she herself would have burrowed and sought comfort. But Margaret was indifferent to all these things; or, if they forced themselves upon her attention, it was simply as causes for gratitude to her aunt, who was putting herself so much out of her way to think of her. She was restless, though so weak. All the day long, she kept herself from thinking of the ceremony which was going on at Oxford, by wandering from room to room, and languidly setting aside such articles as she wished to retain. Dixon followed her by Mrs. Shaw’s desire, ostensibly to receive instructions, but with a private injunction to soothe her into repose as soon as might be.
“These books, Dixon, I will keep. All the rest will you send to Mr. Bell? They are of a kind that he will value for themselves, as well as for papa’s sake. This——I should like you to take this to Mr. Thornton, after I am gone. Stay; I will write a note with it.” And she sate down hastily, as if afraid of thinking, and wrote:
“Dear Sir,—The accompanying book I am sure will be valued by you for the sake of my father, to whom it belonged.
“Yours sincerely,
“Margaret Hale.”
She set out again upon her travels through the house, turning over articles, known to her from her childhood, with a sort of caressing reluctance to leave them—old-fashioned, worn and shabby, as they might be. But she hardly spoke again; and Dixon’s report to Mrs. Shaw was, that “she doubted whether Miss Hale heard a word of what she said, though she talked the whole time, in order to divert her attention.” The consequence of being on her feet all day was excessive bodily weariness in the evening, and a better night’s rest than she had had since she had heard of Mr. Hale’s death.
At breakfast time the next day, she expressed her wish to go and bid one or two friends good-bye. Mrs. Shaw objected:
“I am sure, my dear, you can have no friends here with whom you are sufficiently intimate to justify you in calling upon them so soon; before you have been at church.”
“But to-day is my only day; if Captain Lennox comes this afternoon, and if we must—if I must really go to-morrow——”
“Oh, yes; we shall go to-morrow. I am more and more convinced that this air is bad for you, and makes you look so pale and ill; besides, Edith expects us; and she may be waiting me; and you cannot be left alone, my dear, at your age. No; if you must pay these calls, I will go with you. Dixon can get us a coach, I suppose?”
So Mrs. Shaw went to take care of Margaret, and took her maid with her to, take care of the shawls and air-cushions. Margaret’s face was too sad to lighten up into a smile at all this preparation for paying two visits, that she had often made by herself at all hours of the day. She was half afraid of owning that one place to which she was going was Nicholas Higgins’; all she could do was to hope her aunt would be indisposed to get out of the coach, and walk up the court, and at every breath of wind have her face slapped by wet clothes, hanging out to dry on ropes stretched from house to house.
There was a little battle in Mrs. Shaw’s mind between ease and a sense of matronly propriety; but the former gained the day; and with many an injunction to Margaret to be careful of herself, and not to catch any fever, such as was always lurking in such places, her aunt permitted her to go where she had often been before without taking any precaution or requiring any permission.
Nicholas was out; only Mary and one or two of the Boucher children at home. Margaret was vexed with herself for not having timed her visit better. Mary had a very blunt intellect, although her feelings were warm and kind; and the instant she understood what Margaret’s purpose was in coming to see them, she began to cry and sob with so little restraint that Margaret found it useless to say any of the thousand little things which had suggested themselves to her as she was coming along in the coach. She could only try to comfort her a little by suggesting the vague chance of their meeting again, at some possible time, in some possible place, and bid her tell her father how much she wished, if he could manage it, that he should come to see her when he had done his work in the evening.
As she was leaving the place, she stopped and looked round; then hesitated a little before she said:
“I should like to have some little thing to remind me of Bessy.”
Instantly Mary’s generosity was keenly alive. What could they give? And on Margaret’s singling out a little common drinking-cup, which she remembered as the one always standing by Bessy’s side with drink for her feverish lips, Mary said:
“Oh, take summut better; that only cost fourpence!”
“That will do, thank you,” said Margaret; and she went quickly away, while the light caused by the pleasure of having something to give yet lingered on Mary’s face.
“Now to Mrs. Thornton’s,” thought she to herself. “It must be done.” But she looked rather rigid and pale at the thought of it, and had hard work to find the exact words in which to explain to her aunt who Mrs. Thornton was, and why she should go to bid her farewell.
They (for Mrs. Shaw alighted here) were shown into the drawing-room, in which a fire had only just been kindled. Mrs. Shaw huddled herself up in her shawl, and shivered.
“What an icy room!” she said.
They had to wait for some time before Mrs. Thornton entered. There was some softening in her heart towards Margaret, now that she was going away out of her sight. She remembered her spirit, as shown at various times and places even more than the patience with which she had endured long and wearing cares. Her countenance was blander than usual, as she greeted her; there was even a shade of tenderness in her manner, as she noticed the white, tear-swollen face, and the quiver in the voice which Margaret tried to make so steady.
“Allow me to introduce my aunt, Mrs. Shaw. I am going away from Milton to-morrow; I do not know if you are aware of it; but I wanted to see you once again, Mrs. Thornton, to—to apologise for my manner the last time I saw you; and to say that I am sure you meant kindly—however much we may have misunderstood each other.”
Mrs. Shaw looked extremely perplexed by what Margaret had said. Thanks for kindness! and apologies for failure in good manners! But Mrs. Thornton replied:
“Miss Hale, I am glad you do me justice. I did no more than I believed to be my duty in remonstrating with you as I did. I have always desired to act the part of a friend to you.
Margaret’s voice was so soft, and her eyes so pleading, that Mrs. Thornton was for once affected by the charm of manner to which she had hitherto proved herself invulnerable.
“Yes, I do believe you. Let us say no more about it. Where are you going to reside, Miss Hale? I understood from Mr. Bell that you were going to leave Milton. You never liked Milton, you know,” said Mrs. Thornton, with a sort of grim smile; “but for all that, you must not expect me to congratulate you on quitting it. Where shall you live?”
“With my aunt,” replied Margaret, turning towards Mrs. Shaw.
“My niece will reside with me in Harley Street. She is almost like a daughter to me,” said Mrs. Shaw, looking fondly at Margaret; “and I am glad to acknowledge my own obligation for any kindness that has been shown to her. If you and your husband ever come to town, my son and daughter, Captain and Mrs. Lennox, will, I am sure, join with me in wishing to do anything in our power to show you attention.”
Mrs. Thornton thought in her own mind, that Margaret had not taken much care to enlighten her aunt as to the relationship between the Mr. and Mrs. Thornton, towards whom the fine-lady aunt was extending her soft patronage; so she answered shortly,
“My husband is dead. Mr. Thornton is my son. I never go to London; so I am not likely to be able to avail myself of your polite offers.”
At this instant Mr. Thornton entered the room; he had only just returned from Oxford. His mourning suit spoke of the reason that had called him there.
“John,” said his mother, “this lady is Mrs. Shaw, Miss Hale’s aunt. I am sorry to say, that Miss Hale’s call is to wish us good-bye.”
“You are going then!” said he, in a low voice.
“Yes,” said Margaret. “We leave to-morrow.”
“My son-in-law comes this evening to escort us,” said Mrs. Shaw.
Mr. Thornton turned away. He had not sat down, and now he seemed to be examining something on the table, almost as if he had discovered an unopened letter, which had made him forget the present company. He did not even seem to be aware when they got up to take leave. He started forwards, however, to hand Mrs. Shaw down to the carriage. As it drove up, he and Margaret stood close together on the door-step, and it was impossible but that the recollection of the day of the riot should force itself into both their minds. Into his it came associated with the speeches of the following day; her passionate declaration that there was not a man in all that violent and desperate crowd, for whom she did not care as much as for him. And at the remembrance of her taunting words, his brow grew stern, though his heart beat thick with longing love. “No!” said he, “I put it to the touch once, and I lost it all. Let her go,—with her stony heart, and her beauty;—how set and terrible her look is now, for all her loveliness of feature! She is afraid I shall speak what will require some stern repression. Let her go. Beauty and heiress as she may be, she will find it hard to meet with a truer heart than mine. Let her go!”
And there was no tone of regret, or emotion of any kind in the voice with which he said good-bye; and the offered hand was taken with a resolute calmness, and dropped as carelessly as if it had been a dead and withered flower. But none in his household saw Mr. Thornton again that day. He was busily engaged; or so he said.
Margaret’s strength was so utterly exhausted by these visits, that she had to submit to much watching, and petting, and sighing “I-told-you-so’s,” from her aunt. Dixon said she was quite as bad as she had been on the first day she heard of her father’s death; and she and Mrs. Shaw consulted as to the desirableness of delaying the morrow’s journey. But when her aunt reluctantly proposed a few days’ delay to Margaret, the latter writhed her body as if in acute suffering, and said:
“Oh! let us go. I cannot be patient here. I shall not get well here. I want to forget.”
So the arrangements went on; and Captain Lennox came, and with him news of Edith and the little boy; and Margaret found that the indifferent, careless conversation of one who, however kind, was not too warm and anxious a sympathiser, did her good. She roused up; and by the time that she knew she might expect Higgins, she was able to leave the room quietly, and await in her own chamber the expected summons.
“Eh!” said he, as she came in, ‘to think of th’ oud gentleman dropping off as he did! Yo’ might ha’ knocked me down wi’ a straw when they telled me. ‘Mr. Hale?’ said I; ‘him as was th’ parson?’ ‘Ay,’ said they. ‘Then,’ said I, ‘there’s as good a man gone as ever lived on this earth, let who will be t’ other!’ And I came to see yo’, and tell yo’ how grieved I were, but them women in th’ kitchen wouldn’t tell yo’ I were there. They said yo’ were ill,—and butter me, but yo’ dunnot look like th’ same wench. And yo’re going to be a grand lady up i’ Lunnon, aren’t yo’?”
“Not a grand lady,” said Margaret, half smiling.
“Well! Thornton said—says he, a day or two ago, ‘Higgins, have yo’ seen Miss Hale?’ ‘No,’ says I; ‘there’s a pack o’ women who won’t let me at her. But I can bide my time, if she’s ill. She and I knows each other pretty well; and hoo’l not go doubting that I’m main sorry for th’ oud gentleman’s death, just because I can’t get at her and tell her so.’ And says he, ‘Yo’ll not have much time for to try and see her, my fine chap. She’s not for staying with us a day longer nor she can help. She’s got grand relations, and they’re carrying her off; and we sha’n’t see her no more.’ ‘Measter,’ said I, ‘if I dunnot see her afore hoo goes, I’ll strive to get up to Lunnun next Whissuntide, that I will. I’ll not be baulked of saying her good-bye by any relations whatsomdever.’ But, bless yo’, I knowed yo’d come. It were only for to humour the measter, I let on as if I thought yo’d mappen leave Milton without seeing me.”
“You’re quite right,” said Margaret. “You only do me justice. And you’ll not forget me, I’m sure. If no one else in Milton remembers me, I’m certain you will; and papa too. You know how good and how tender he was. Look, Higgins! here is his bible. I have kept it for you. I can ill spare it; but I know he would have liked you to have it. I’m sure you’ll care for it, and study what is In it, for his sake.”
“Yo’ may say that. If it were the deuce’s own scribble, and yo’ axed me to read in it for yo’r sake, and th’ oud gentleman’s, I’d do it. Whatten’s this, wench? I’m not going for to take yo’r brass, so dunnot think it. We’ve been great friends, ’bout the sound o’ money passing between us.”
“For the children—for Boucher’s children,” said Margaret, hurriedly. “They may need it. You’ve no right to refuse it for them. I would not give you a penny,” she said, smiling; “don’t think there’s any of it for you.”
“Well, wench! I can nobbut say, Bless yo’! and bless yo’!—and amen.”


Multimedia
In this section, we provide recommendations to guide your inclusion of accessible multimedia content.
What Is Multimedia?
Multimedia includes: videos, audio, animations, slideshows
File types: .mp3, .mp4, ppt., etc.
Before You Begin
What Type of Multimedia Are You Including?
Before you can determine what you need to do to make media materials accessible, you need to understand what is required for different types of multimedia. Consider the following questions:
1. Does your multimedia resource include audio narration or instruction? If so, you should:
- Provide a complete transcript of all speech content and relevant non-speech content in the resource.
2. Does your multimedia resource include audio that is synchronized with a video presentation? If so, you should:
- Provide captions of all speech content and relevant non-speech content in the resource.
3. Does your multimedia resource include contextual visuals (e.g., charts, graphs) that are not addressed in the spoken content? If so, you should:
- Provide audio descriptions of relevant visual materials in the resource.
Who Are You Doing This For?
This work supports students who:
- Are deaf or hard of hearing
- Are blind or have low vision
- Have a form of cognitive disability
- Are in a location where they cannot play or hear audio
- Are not native-English speakers and need written-word formats to support understanding
What Do You Need To Do?
Transcripts
Consider what your students would get out of your multimedia resource if they were not able to hear the audio portion, or if they had difficulty understanding what was being said. A text transcript provides students with the equivalent information of the audio content (W3C, 2008).
As you work on developing your text transcript, keep in mind the following recommendations about what to include:
- Speaker’s name
- All speech content: If there is speech that is not relevant, it is usually best to indicate that it has been excluded from the transcript. For example: “[A & B chatted while slides were loading].”
- Relevant descriptions about the speech: Descriptions that convey emotions, mood, etc. are usually provided in brackets. For example: “Don’t touch that! [shouted].”
- Descriptions of relevant non-speech audio: These are usually provided in brackets. For example: “[metal pipes crashing to concrete floor].” Background noise that isn’t relevant can be left out.
- Headings and sub-headings: Where they will make the transcript more usable or easy to navigate, headings and sub-headings can be helpful aids, especially when the transcript is long. When including these, put them in brackets to show that they were not part of the original audio. For example: [Introduction]; [Group Discussion]; [Case Study].
Transcripts and third-party videos
If you are not producing your own video resource but are planning to embed video materials from a third-party source (e.g., YouTube), be aware that not all third-party sources include transcripts. While services like YouTube technically support transcripts, not all contributors to YouTube include these. If you select a video resource that does not already have a transcript, you will need to produce one yourself.*
*Copyright note: Producing your own transcript for a third-party video could infringe on copyright, depending on how the video has been licensed. Before you proceed with producing a transcript for media materials you did not create yourself, you should verify if it is under a Creative Commons license that allows for the creation of derivative works (so, avoid any with a No Derivatives clause) or contact the copyright holder of that material to obtain permission to do so.
Captions
Captions are the text that is synchronized with the audio in a video presentation. Captions are important when people need to see what’s happening in the video and get the audio information in text at the same time.
The work you put into creating a text transcript for a video resource can be re-purposed to provide the captions. Keep in mind the following recommendations about what to include in your captions:
- All speech content: If there is speech that is not relevant, it is usually best to indicate that it has been excluded from the captions. For example: “[A & B chatted while slides were loading].”
- Descriptions of relevant non-speech audio: These are usually provided in brackets. For example: “[metal pipes crashing to concrete floor]”; “[background music by XXX plays].” Background noise that isn’t relevant can be left out.
Audio Descriptions
Consider what your students would get out of a multimedia resource if they were not able to see embedded visual materials critical for comprehension. Audio descriptions are helpful if visual content (e.g., a chart or a map) in a video or presentation provides important context that is not available through the audio alone (W3C, 2008).
When describing visual elements in your multimedia resources, keep in mind the following recommendations and guidelines.
1. When contextual visual content on the screen is not described in the audio itself, you will need to provide an audio description that is an objective description of the visual element.
2. Whenever possible, avoid creating the need for audio descriptions in the first place by being proactive at the time of recording. If you pay attention to contextual visuals during the recording of the media piece, you may find opportunities to convey the visual content within the spoken material itself; you will not need to provide audio descriptions of the visual content after the fact.
Example:
You are recording a video or presentation that includes a chart that tracks coal production in British Columbia, and as part of the presentation you want to focus attention on specific data in the chart. The narrator or presenter might point to sections on the chart and say:
“As you can see, metallurgical coal projection increased by 3 million tonnes over these two years.“
In this case, audio descriptions would be necessary to provide the missing context to students with visual disabilities; these students cannot see the data on the chart that tells visual learners what the production figures are and for what dates. However, if the narrator or presenter instead says:
“This chart illustrates that metallurgical coal production in B.C. increased from 23 million tonnes in 1999 to 26 million tonnes in 2001,”
the visual content is conveyed through the audio and no audio description will be necessary.
References
W3C. (2008). Web content accessibility guidelines (WCAG) 2.0. http://www.w3.org/TR/WCAG20


7 Chapter 7: Behaviorism
The focus of this chapter is Behaviorism. This educational philosophy is based on the belief that human behavior can be explained based on response to external stimuli. When translated into a classroom setting, Behaviorists believe that the best educational environment can be obtained when student behavior is shaped by arranging specific conditions for learning.
To better understand Behaviorism, this chapter will provide an overview of the key characteristics of Behaviorism. Information related to how this philosophy of education is reflected in the curriculum and its instructional methods will also be presented. Within this presentation, a discussion of the role of the teacher and role of the learner will be discussed. Finally, key proponents of Behaviorism and their contributions to this philosophy of education will be presented.
Characteristics of Behaviorism
7.1 Essential Questions
By the end of this section, the following Essential Questions will be answered:
- What are the philosophical foundations of Behaviorism?
- What are some of the educational implications of Behaviorism?
- What are some examples of Behaviorism in the classroom?
When you hear the term “Behaviorism,” what comes to mind? For many people, the first thing that comes to mind is shaping behavior in response to a specific stimuli. In the classroom, Behaviorism is often linked to “rewards” or positive reinforcement.
According to Zirpoli (2005), the basic principles or philosophical foundations of behaviorism are as follows:
- Most behaviors are learned.
- Most behaviors are stimulus specific.
- Most behaviors can be taught, changed, or modified.
- Behavior change goals should be specific and clearly defined.
- Behavior change programs should be individualized.
- Behavior change programs should focus on the here and now.
- Behavior change programs should focus on the child’s environment (p. 13).
As demonstrated by these philosophical foundations, Behaviorism is focused on the study of observable behaviors.
7.2 A Closer Look
For a brief overview of the foundations of Behaviorism and its current impact on educational practices, please watch the attached “Behaviorism” video. While watching the video, think about the Questions to Consider to enhance your understanding of the video.
- How was behaviorism a change from other theoretical perspectives?
- Who were two key researchers in behaviorism and what specifically did they contribute?
- What is the application of Behaviorist instruction in the classroom referred to?
- What are some examples of direct instruction in the classroom?
- In a classroom using behaviorism, is instruction student-centered or teacher-centered? Why?
Curriculum
7.3 Learning Objectives
By the end of this section, the following Essential Questions will be answered:
- What is the focus of the curriculum in a Behaviorist classroom?
- What are the key elements of the curriculum in a Behavioristic approach to instruction?
- Do you think the focus of this curriculum is beneficial for students? Why or why not?
The focus of the curriculum in a Behaviorist classroom is not the curriculum itself. Rather, it is on the environmental variables within the classroom (i.e., the teaching materials, instructional methods, and teacher- classroom behaviors), as each of these variables directly influence the learner’s behavior (Witrock, 1987). An example of an environmental variable would be the disciple plan. As demonstrated in the picture below, this behavior chart outlines what the behavioral expectations are for the students in the classroom. In order to stay “blue,” the students need to be following all the rules of the classroom and be behaving in an amazing manor. “Green” indicates that students are following the rules of the classroom as expected and doing a great job. “Yellow” shows that the student gets a warning for not following one or more of the classroom rules and needs to get back on track. “Orange” means that the student gets a time out. Finally, “red” means that the student looses a privilege.
Curriculum design
In a Behaviorist classroom, curriculum is designed in a very prescriptive manner. The reason for this is that students are expected to master the curriculum being presented. To help students achieve mastery, instruction is presented in a step-by-step approach.
Step One: A stimulus is provided by the teacher.
Step Two: The learner responds to the stimulus.
Step Three: Reinforcement is provided by the teacher.
As demonstrated in the steps above, curriculum is defined by learning and behavior change in a behaviorist classroom. When creating curriculum, the teachers focus is on results. To see if results are met, the teacher carefully analyzes student outcomes. If outcomes are not met, more programed instruction is implemented to achieve desired behaviors.
7.4 A Closer Look
For a more in-depth look at behaviorism in the classroom, please read the following article titled: Behaviorism. As you are reading, consider the following questions:
- What was one researcher discussed in the article? What was the name of his experiement? In what ways did his experiment contribute to Behaviorism?
- How does Behaviorism impact classroom management? Have you seen an example of this in real classrooms? Please provide a brief overview from your own experience.
- What is PBIS? Do you think this would be effective in the classroom? Why or why. not?
- What is one insight you gained about Behaviorism from the article?
- Do you agree with the “cons” outlined about Behaviorism? Why of why not?
Instruction in the Classroom
7.5 Essential Questions
By the end of this section, the following Essential Questions will be answered:
- What are the main methods of instruction in a Behaviorist classroom?
- What is the teachers role in the classroom?
- What is the students role in the classroom?
- What strategies do students use in Behaviorist classrooms?
As previously stated, the Behaviorist theory of instruction is focused on providing reinforcement for behaviors that have been identified as appropriate for the learning environment. To achieve these behaviors, a variety of instructional methods can be applied. The key is to make sure that any instructional method that is implemented can be observed and measured. For example, students might work on the computer so that they receive immediate feedback and reinforcement.
7.6 A Closer Look
- In Figure 1.Assumption of Teacher and Student Roles and Responsibilities, the authors identified four main categories to consider. Do you think one of these is more important than the other? Why of why not?
- What is one of the roles that teachers take on as described in the article? What is the main focus of this role?
- What is one of the roles the students take on as described in the article? What is the main focus of this role?
- What is one thing teachers should consider about classroom environment? Have you see this in classrooms you have been in? If so, please elaborate. If not, please come up with an example for your future classroom.
Standridge (2002) identified the following behaviorist techniques which have long been employed in classrooms across the country to promote positive behavior and discourage behavior that is undesirable:
- Behavioral Contracts: Simple contracts can be effective in helping children focus on behavior change.
- Consequences: They can occur immediately after a behavior and may be positive or negative, expected or unexpected, immediate or long-term, extrinsic or intrinsic, material or symbolic (a failing grade), emotional/interpersonal or even unconscious.
- Positive reinforcement: The presentation of a stimulus that increases the probability of a response (i.e., smiling at students after a correct response).
- Negative reinforcement: Increased probability of a response that removes or prevents an adverse condition (i.e., perfect attendance is rewarded with a “homework pass”).
- Punishment: Involves presenting a strong stimulus that decreases the frequency of a particular response (i.e., students who fight are immediately sent to the principal).
- Extinction: Decreases the probability of a response by contingent withdrawal of a previously reinforced stimulus (i.e., a teacher gives partial credit for late assignments; other teachers think this is unfair so the teacher decides to then give zeros for the late work).
Teachers Role
The teacher is the center of instruction in the Behaviorist classroom. It is his or her role to ensure that the classroom is properly managed in order to ensure that student learning can take place. According to research by Emmer (1987), there are two general management principles that a Behaviorist teachers must follow in the classroom:
- Identify expected student behavior so that behaviors that are appropriate and inappropriate are identified before instruction begins.
- Translate expectations into procedures and routines by creating basic rules of conduct for the classroom.
In addition to these two general management principles, other roles of the teacher include: monitoring classroom events, timely and accurate addressing of inappropriate behavior, apply a reward and accountability system, creating a checklist for completed assignments, and monitoring class participation/engagement (Emmer, 1987).
All of these roles require skill on the part of the Behaviorist teacher in order to implement successfully. For example, the teacher needs to know about educational psychology in order to establish an appropriate behavioral reward system in the classroom (Webb et. al., 2010). This includes knowing what would be appropriate reinforcers and how best to set up a proper schedule of reinforcement. Since Behaviorism also emphasizes empirical verification, teachers must also be trained in the scientific method (Webb et. al., 2010).
These systems of student monitoring and tracking are used in many classrooms across the country today. Particularly for students on Instructional Education Plans (IEPs) who many need more one-on-one monitoring and feedback. Which is why behaviorist teachers are sometimes referred to as “the controllers of behavior” and the “arrangers of contingencies” (Webb et. al., 2010, p. 80). No matter what name they are assigned, teachers applying this philosophy of education have a very big responsibility when it comes to classroom and student management.
- Do you think the level of classroom management outlined by Behaviorists is really necessary? Why or why not?
- If you had to set up a Behaviorist classroom, what type of reinforcements would you use? Why?
Students Role
According to research by Webb et. al. (2010), the behaviorist philosophy assumes the following two things about students:
- First, every student is capable of, and predisposed too, modifying or changing his or her behavior.
- Second, every student is capable of learning new behavior.
Based on these two assumptions, the students role is to learn to modify or change a learned behavior based on the introduction of specific stimuli from the teacher.
The students success is measured via specified “behavioral objectives (e.g., the behaviors of knowledge that students are expected to demonstrate or learn) that are observable and preferably measurable” (Webb et. al., 2010, p. 79). For students, better classroom performance is achieved through behavior modification when the following six basic components are in place:
- Clear articulation of the desired outcome including stating what students must changed and how behavior will be evaluated. For example, increased student participation in class discussions as measured by tally marks teacher notes each time a student participates in class.
- Development of a positive and nurturing environment where students feel safe and comfortable. For example, calling on a student to share an answer when you know they can successfully provide the correct answer.
- Identification and application of appropriate intrinsic and extrinsic rewards. Note – each student may require a different type of reward.
- Reinforcement of desired behavior until the student is able to independently apply behaviors in class.
- Gradual reduction of rewards so the student does not require them to display desired behaviors.
- Evaluation and assessment of behavior modification techniques to ensure teacher expectations and student results are what are desired (Brewer, Campbell, & Petty, 2000).
- Do you believe every students is capable of, and predisposed to, modifying of changing his or her behavior? Why or why not?
- How important do you think it is to have behavioral objectives?
Key Proponents
7.7 Essential Questions
By the end of this section, the following Essential Questions will be answered:
- Who were the key proponents of Behaviorism?
- What impact did each of the key proponents of Behaviorism have on this philosophy of education?
The roots of Behaviorism can be traced back to the early 20th century. Among the key philosophers who influenced the development of Behaviorism were Ivan Pavlov, John W. Watson, and B.F. Skinner. In this section, a brief overview of each of these philosophers and their contributions to the philosophy of behaviorism will be presented. As you read about each one and watch the video clips providing additional information for many of the researchers presented here, critically reflect on the similarities and differences among them. Specifically, see if you can identify any overarching themes between them.
Ivan Petrovich Pavlov (1849 – 1936)
Russian physiologist and psychologist, Ivan Petrovich Pavlov, is best known for his experiment in which he trained a hungry dog to drool at the sound of a bell.
However, an interesting fact about his research is that Pavlov’s initial study was only focused on the interaction between the amount of saliva dogs produced and their digestive process (Standridge, 2002). It was only when he was conducting his study that he found the dogs began to salivate before they received their food. Finding this to be very interesting, Pavlov decided he to determine if an external stimuli such as a bell being sounded would also cause the dogs to salivate. Training the dogs to respond to the bell resulted in what Pavlov called a “conditioned stimulus,” and the dogs salivation was the “conditioned response” (Standridge, 2002).
7.8 A Closer Look
For more information on Ivan Petrovich Pavlov and his groundbreaking research, please watch the following video clip. As you watch, use the Questions to Consider that have been posed about his work and the implications of his research on the field of behaviorism.
- How did Pavlov determine that the dogs were responding to the stimulus before it was being introduced?
- What did Pavlov do to test his hypothesis?
- What did Pavlov do after introducing the bell? How can Pavlov’s work be applied to the classroom?
- In what ways do you think Pavlov’s work shaped the philosophy of Behaviorism?
As shared in the video, Pavlov’s experiments demonstrate three major tenets of the field of behaviorism:
- Behavior is learned from the environment: The dogs only learned to salivate when they heard a specific stimulus and then were presented the same stimulus along with food multiple times.
- Behavior must be observable. Pavlov was able to demonstrate his findings because he was able to observe the dogs salivating in response to a specific stimulus.
- All behaviors are a result of both stimulus and response. The stimulus would cause no response in the dogs until it was associated with the presentation of food, to which the dogs naturally responded with increased saliva production ( , & 2022, p. 1).
As a result of his research, Pavlov won the 1904 Nobel Prize for Physiology or Medicine.
John B. Watson (1878 – 1958)
Building on the work of Pavlov, Watson argued that the process of classical conditioning was able to explain all aspects of human psychology. In fact, he argued that individual differences in behavior were simply due to different learning experiences (McLeod, 2014). Based on this belief, he was once quoted as saying:
“Give me a dozen healthy infants, well- formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select – doctor, lawyer, artist, merchant- chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations and the race of his ancestors” (Watson, 1924, p. 104).
Perhaps best known for his “Little Albert experiment,” Watson set out to demonstrate how specific learning experiences could shape an individuals behavior in 1920. This experiment involved testing baby Albert, a 9-month-old infant, and his reactions to various stimuli. Working with his partner, Watson and Rayner observed little Albert’s reactions and noticed that he was not adversely affected to different stimuli. However, when the a specific stimuli (a white rat) was paired with a sudden loud noise, little Albert got startled and began to cry. By conditioning little Albert to fear the white rat through repeated pairing of the rat with the noise, Watson and his partner were able to demonstrate classical conditioning could be used to create a phobia (McLeod, 2014).
7.9 A Closer Look
Please watch the following video clip which presents an overview of the experiment. As you watch the video, use the Questions to Consider as a guide.
- How ethical do you think this experiment was?
- What did you learn about classical conditioning as a result of this experiment?
- Do you think an experiment this would be allowed today?
- What are the implications of Watson’s research on Behaviorism?
The Little Albert experiment would not be considered ethical today. However, the experiment did demonstrate that by controlling Albert’s environment his behavior changed. Thus demonstrating that learning had occurred.
B. F. Skinner
Skinner is best known for the concept of operant conditioning. Based on hisexperiment with the Skinner box, Skinner was able to determine the following:
- Operant conditioning is the rewarding of part of a desired behavior or a random act that approaches it.
- An operant response would be pressing a bar to receive a food pellet.
- A reinforcer is the food pellet itself.
- A punisher is the consequence that suppresses a response and decreases the likelihood that it will occur in the future (i.e., receiving an electric shock for pressing the bar to receive a food pellet).
Skinner is quoted as saying: “the things we call pleasant have an energizing or strengthening effect on our behavior” (Skinner, 1972, p. 74). Through Skinner’s research on animals, he concluded that both animals and humans would repeat acts that led to favorable outcomes, and suppress those that produced unfavorable results (Shaffer, 2000). The following visual, buy Standridge (2002), demonstrates the concept of operant conditioning.
In other words, we are who we are based on the operant conditioning we have received. Consequently, Skinner believed that an individual persons behavior could be shaped or conditioned if the right operant responses and reinforcements were utilized.
Reflect on your learnings about Behaviorism! Write down three things you learned about this philosophy of education, two things you found surprising, and one professional connection you can make to your future professional practice.
References
, , & (2022). Behaviorism. In (Ed.), Education Research. EdTech Books. https://edtechbooks.org/education_research/behaviorismt
McLeod, S. (2014). Classical Conditioning. Common Lit. https://www.commonlit.org/en/texts/classical-conditioning
Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved March, 2022, from http://epltt.coe.uga.edu/
Media Attributions
- Ch 6 Intro Quote © Mocah HD Wallpapers
- Behaviorism Characteristics Pic © Chia Yee Yong
- Behavior Chart © MainlyCharts
- Stop and Think © DWRose
- Classical Conditioning © dreamstime
- Screen Shot 2022-04-26 at 11.11.39 PM
- Brainstorm


13.4 Common Sections in Proposals
You can be creative in many aspects of the business proposal but follow the traditional categories. Businesses expect to see information in a specific order, much like a résumé or even a letter. Each aspect of your proposal has its place and it is to your advantage to respect that tradition and use the categories effectively to highlight your product or service. Every category is an opportunity to sell and should reinforce your credibility, your passion, and the reason your solution is simply the best. Keep in mind that the sections included in your proposal are based on the type of proposal and the audience’s needs. Activity 13.2 highlights some of the common sections found in a proposal.
Activity 13.2 | Letter Proposal- (Source: Adapted from Example Proposal 1 by David McMurrey)
Copy of RFP
Include a copy of the RFP you are responding to when submitting a proposal. A company undertaking a major project may send out different RFPs for different parts of the project, so it is best to include the RFP to identify which issue you are planning to address.
Letter of Transmittal
As with a formal report, include a letter of transmittal which should briefly identify the issue you are aiming to solve and the benefits of your proposed plan.
Executive Summary
The executive summary provides a summary of the proposal and highlights the main aspects of the proposal. If some information seems repetitive, remember that business reports are not always read in the order written.
Title Page
Write a title that clearly and accurately describes your proposal. Include the name of the organization the proposal is for, the RPF number and the date. The title page should also have the name of the author(s) and the author’s organization.
Table of Contents
The table of contents enables the reader to quickly find the desired sections in your report. Format this page the way you would format the table of contents in a formal report.
List of Figures and Tables
Include a list of figures and tables if your report contains numerous illustrations, diagrams and charts.
Introduction
Plan the introduction to your proposal carefully. Make sure it does the following things (but not necessarily in this order) that apply to your particular proposal:
- Indicate that the document to follow is a proposal.
- Refer to some previous contact with the recipient of the proposal or to your source of information about the project.
- Find one brief motivating statement that will encourage the recipient to read on and to consider doing the project (if it’s an unsolicited or competitive proposal) and to give you the contract to do the project.
- Give an overview of the contents of the proposal.
Background on the Problem, Opportunity, or Situation
Often occurring just after the introduction, the background section discusses what has brought about the need for the project—what problem, what opportunity there is for improving things, what the basic situation is. It’s true that the audience of the proposal may know the problem very well, in which case this section might not be needed. Writing the background section still might be useful, however, in demonstrating your particular view of the problem. And, if the proposal is unsolicited, a background section is almost a requirement as you will need to convince the audience that the problem or opportunity exists and that it should be addressed.
Benefits and Feasibility of the Proposed Project
Most proposals discuss the advantages or benefits of doing the proposed project. This acts as an argument in favour of approving the project. Also, some proposals discuss the likelihood of the project’s success. In the unsolicited proposal, this section is particularly important as you are trying to “sell” the audience on the project.
Plan
When writing the plan, you want to explain how you’ll go about doing the proposed work. This acts as an additional persuasive element; it shows the audience you have a sound, well-thought-out approach to the project. Also, it serves as the other form of background some proposals need. Remember that the background section (the one discussed above) focuses on the problem or need that brings about the proposal. However, in this section, you discuss the background relating to the procedures or technology you plan to use in the proposed work. Once again, this gives you the proposal writer a chance to show that you know what you are talking about and to build confidence in the audience. Give enough information in your plan to secure the contract, but don’t include all the specifics (Guffey et al., 2019).
Schedule
Most proposals contain a section that shows not only the projected completion date but also key milestones for the project. If you are doing a large project spreading over many months, the timeline would also show dates on which you would deliver progress reports. And if you can’t cite specific dates, cite amounts of time for each phase of the project.
Qualifications
Most proposals contain a summary of the proposing individual’s or organization’s qualifications to do the proposed work. It’s like a mini-resume contained in the proposal. The proposal audience uses it to decide whether you are suited for the project. Therefore, this section lists work experience, similar projects, references, training, and education that shows familiarity with the project.
Budget and Resources
Most proposals also contain a section detailing the costs of the project, whether internal or external. With external projects, you may need to list your hourly rates, projected hours, costs of equipment and supplies, and so forth, and then calculate the total cost of the complete project. Internal projects of course are not free, but you should still list the project costs: for example, you can list the hours you will need to complete the project, equipment and supplies you’ll be using, and assistance from other people in the organization.
Conclusions
The final paragraph or section of the proposal should bring readers back to a focus on the positive aspects of the project. In the final section, you can end by urging them to get in touch to work out the details of the project, to remind them of the benefits of doing the project, and reiterate the reasons your organization is the right choice for the project.
Special project-specific sections
Remember that the preceding sections are typical or common in written proposals, not absolute requirements. Think about the following questions:
- What else might your audience need to understand the nature and scope of the project?
- What else might your audience need to understand the benefits arising from the project?
- What other information might your readers need to be convinced to allow you to do the project?
- What else do they need to see in order to approve the project?
Activity 13.3 provides an example of a detailed proposal in response to the RFP from Activity 13.1. The authors of the proposal demonstrate their creativity in the format of the proposal but all the elements required are included.
Activity 13.3 | Proposal- (Reproduced with permission from Mia Manarang & Rhoda Rama)


Learning Resources, Teaching and Proctoring Tools
27 Flip (formally Flipgrid)
What is Flip?
Flip is a video discussion platform through which students record short videos responding to questions or prompts provided by the instructor. It is a more dynamic alternative to traditional threaded discussion boards.
How is Flip Used in the Course?
Depending on your course, it may use Flip in the following way(s):
- Let’s Meet Everyone Discussion
- Evaluation Tool (e.g., graded learning activity)
Note: To determine where and how Flip is used in your specific course (e.g., welcome announcement, module page, etc.), refer to the Course Code – Flip Content document in the External Learning Tools section of the Instructor Guides: Before Your Course Begins.
Creating a Flip Account
Follow the steps below to create your own FlipAccount.
- Go to Flip- Sign Up
- Click Sign up with Microsoft
Note: It is recommended that you use your McMaster Email (instead of Gmail) to create your Flipgrid account. Your McMaster Email is a Microsoft Account. - A window will appear asking you to share your email account information. Enter your McMaster Email and password and follow the prompts provided.
- A window will appear prompting you to share the following information:
- First Name
- Last Name
- Country/Region
- Community Type
- Select: Education – University/College
- Date of Birth
- Click Let’s Go! to complete Flip account set up.
- A Welcome to Flip window will appear. Click the x to close the window.
- Your personal Flip Dashboard should now be visible to you.
Creating a Flip Group and Adding Topics
Creating Flip discussion groups and topics resembles how discussions are set up in Avenue to Learn. The only difference is that in Avenue to Learn, discussion groups are referred to as discussion forums.
Creating a FlipGroup
Follow the instructions below to create a Flip Group within your personal Flip Account.
- Click the Create a Group button
- A window will appear, click the Next button to start personalizing your Flipgrid Group.
- Under the Details section:
- A Group cover image is automatically chosen for you but you can select Change cover image if you would like a different one.
- Add a Group Name
- E.g., ACW 101: Nov 9-Dec 6, 2020
- Add a Group Status
- Active
- Select Group Notificationsif you would like your Group to receive email and comment notifications. It is recommended that this function be turned off.
- Under the Permissions section:
- Click Student Email
- Enter the following email domains in the text box:
- @mcmaster.ca
- @gmail.com
- Click Create Group to complete the Flipgrid Group set up.
- A Your Group is ready! window will appear. Click the x to close the window because you need to create a “Flip Topic” within the Flip Group you just created.
Creating a Flip Topic
Now that you have created a Flip Group, you will notice that one Flip Topic is automatically generated for you in your newly created Flip Group. If you require additional topics, you will need to create them in your Flip Group.
Note: Refer to the Course Code – Flip Content document in the External Learning Tools section of the Instructor Guides: Before Your Course Begins. This document provides the content information (e.g., title, prompt, and recording time) that you will need to create your Flipgrid Topic(s) within your Flip Group.
To update the Flip Topic automatically generated for you, follow the instructions below.
- Click the pencil icon associated with the topic
- Under the Details section:
- Add a topic title
- Add a prompt for students
- Media is provided for you, but you can update this if you want.
- Under the Permissions section:
- Guest password (Optional) should be turned off
- Under the Essentials section:
- Topic Moderation should be turned off
- Adjust your Recording Time
- Choose the style of Comments you want to allow
- Closed Captions should be set to English (United States)
- Under the Attachments section, you can choose to add attachments if you want.
- Under the Status section:
- Topic Status should be set to Active
- Scheduled Status – you can add an Active and Frozen Date if you want.
- Under the Notifications section:
- Your Notifications – you can decide if you want notifications
- Topic Notifications for Others – you can decide if you want this option, but it is recommended that you turn it off.
- Under the Video Responses section:
- You can decide which options you would like to activate.
- Under the Feedback section:
- Basic Feedback should be selected
- Click Update Topic
- Spend a few minutes reviewing the Flip Topic you just created to make sure no information is missing.
To create an additional FlipTopic within your Flip Group, follow the instructions below.
- Return to the Flip Dashboard by clicking the Flipicon in the top left corner of the screen. Ensure that Groups is selected below the Discussion heading.
- Click on the Flip Group that you want to add another FlipTopic to.
- Click Create a Topic
- Review all of the sections and customize them according to the Course Code – Flip Content document and, where applicable, apply the same settings you used to create your first Flip Topic.
- Details
- Permissions – Topic Moderation must always be turned off
- Essentials
- Click More Options to view the rest of the sections (e.g., Attachments, Status, Notifications, Video Responses, and Feedback).
- Click Create Topic
- A Your Topic is ready! window will appear. Click the x to close the window.
- Spend a few minutes reviewing the Flip Topic you just created to make sure no information is missing.
Copy Flipgrid Topic Hyperlink(s)
You will need to complete this step for each topic within your FlipGroup.
- Return to your FlipDashboard
- Click the Share button associated with a Flip Topic within your Flip Group.
- Click Copy
- Click on the x to close the window
Share Flip Topic Hyperlink(s) in Avenue to Learn
Now that you copied the hyperlink associated with a FlipTopic, you will need to share it within your Avenue to Learn course. Depending on how Flip is used in your course, you may be required to update the Flip hyperlink within a Welcome Announcement and/or a Module page.
Welcome Announcement
To update the hyperlink in the welcome announcement template:
- On your course home page, click the Actions menu (drop-down button) to the right of (or below) the welcome announcement title
- Click Edit
- Locate the link that needs to be changed
- Click or highlight the link
- Click the Insert Quicklink button – –on the toolbar
- Replace the text in the URL field with the new link
- If applicable, update the text in the Title field
- Make sure the Target is set to New Window
- Click the Update button
- Finally, test that the new link works correctly
Module Page
To update the hyperlink within a module page, follow the instructions in the Update Links in Content document within the Instructor Guides: Before Your Course Begins.

- Go to Educator Login
- Enter the following information:
- Email: McMaster or Gmail Account
- Password: Your Password
- Locate your Flip Group and complete the following:
- Click the drop-down arrow next to Active
- Select Hidden
- Log out of Flip
Tips for When You Teach the Course Again
If you teach the course again, a new Flip Group needs to be created for the online class. You do not need to recreate your Flip Group and Topics. Instead, you will duplicate your FlipGroup and Topics; update course specific information (e.g., Group Title); and then share the hyperlinks within the Avenue to Learn course.
Duplicate an Existing Flip Group
A Flip Group already exists for your course. However, you will need to duplicate an existing Flip Group associated with your course and revise the group’s title (and other information, if applicable) so that it aligns with your new course offering. Follow the instructions below.
Note: Duplicating a Flip Group and Topic(s) used for a previous course offering will not copy the videos responses and comments of the students.
- Go to Educator Login
- Enter the following information:
- Email: McMaster or Gmail Account
- Password: Your Password
- Locate your existing group for your course and complete the following:
- Click the drop-down arrow next to Actions
- Click Duplicate Group
- Click Duplicate
- Click Close to view your duplicated group
Note: Make sure the Flip Topic(s) have been copied over correctly in the duplicated Flip Group before you begin editing. If you are experiencing issues, create a new Flip Group by clicking Create a Group and copy the Flip Topic(s) and description(s) from an existing Flip Group.
Edit Your Duplicated Flip Group and Topic(s)
Now that you have copied an existing Flip Group, you will need to edit the Flip Group, so that it aligns with your current course offering. Follow the instructions below.
- Edit the Flip Group’s Name and Permissions Settings
- Next to the Flip Group title, click the drop-down arrow next to Actions
- Click Edit Group
- Under Group Name, remove [DUPLICATE] and update the title
- Under Permissions, make sure Student Email is selected and the following email domains are provided: @mcmaster.ca and @gmail.com
- Click Update Group
- Edit the Essentials Settings for each Topic in your Flip Group
- Click the pencil icon associated with a topic within your Flip Group
- Scroll down to the Essentials section
- Click the Topic Moderation button so that it is no longer green
- Click Update Topic
- Repeat the steps above (a-e) for each topic in your Flip Group
Note: During this time, if applicable, you can update the Details (e.g., title, prompt, etc.) of your Flip Topic(s) as well.
- Share the Flip Topic Hyperlinks within the Avenue to Learn course.
References
Flip. (2022, December 8). Getting started with Flip. YouTube. https://youtu.be/SRha7yA9Los


Trust
One of the most important values that I think is extremely important in the nursing profession is being trustworthy. Gaining trust amongst your patients allows for them to feel comfortable with you providing their care. Without maintaining a trusting relationship between patients, it puts them at risk if they do not feel as if you are a safe option to tell information to. It also allows for patients to feel confident that their health is being properly taken care of if they trust their nurse.
Compassion
Being compassionate as a nurse allows for patients to feel like they are respected by their caregivers when going through tough times. It shows that we have empathy during their troubling times and that they can feel comfortable around their nurse in such vulnerable times.
Accountability
As a nurse, it is important to be accountable in order to maintain a good relationship with your patients. If a patient asks their nurse for something, the nurse must keep their word and get the patient what they asked for. If the nurse were to tell the patients 4 minutes, the nurse would need to be back in 4 minutes. By always doing as you say you would, it builds a wall of trust between you and your patients.
Perfessionalism
Nurses must maintain professionalism when it comes to caring for their patients. It makes sure patients receive the best possible care. Nurses also need to be able to put aside any differences they may have with their colleagues in order to be able to collaborate in the patient’s best interest. Being professional creates a healthy working environment for nurses to communicate and work in as well.


Chapter 11: Professionalism
Anita Hedlund
Continuing to develop in the job, preparing to move to a higher level position, or taking on a more complex role all require the professional to commit to a form of lifelong learning called professional development. As research provides new information about health, and technology evolves with new ways to do things more efficiently, professionals must stay up to date and competent.
- Pursue continuing education such as online modules, webinars, and in person conferences, workshops, and so on.
- Read professional journals. For example, for nurses one option is the American Journal of Nursing.
- Networking with other professionals in similar roles in a professional association is another way. There are professional organizations for most healthcare specialties, for example the American Health Information Management Association (AHIMA), for the field of effective management of health data and medical records, or the Washington State Medical Assistant Association for continuing education and current trends in medical assisting.
Being open to feedback about performance and setting professional goals are also part of growth and improvement in the job. Being willing to examine work practices and change behaviors that do not contribute to success are part of professionalism, as is setting goals for your own professional development. These goals could include pursuing a certification, getting trained for a new process to be implemented, becoming a trainer for others, or even returning to school for further education. Perhaps you would like to contribute to a journal article in your chosen field, or participate in a research study.
New skills and updating current knowledge about the field you practice in such as research findings or use of a new product. Career advancement is often tied to professional development.
Groups of people with similar job titles who often produce materials about the work they do, hold conferences, offer continuing education, and set the standards for that occupation.


Unit 46: Intercultural Communication
Learning Objectives
After reviewing this information, you will be able to
-
-
- define intercultural communication in the context of professional interactions.
- identify several benefits of intercultural communication
- identify the five dimensions of cultural
- explain strategies for how to establish and maintain friendly professional relations with people from different cultures
-
Introduction
All communication is intercultural. The term “intercultural communication” may conjure in your mind a picture of two people from different continents speaking or writing to one another. Considering the vast size of Canada and wide variety of cultures from the west coast to the Maritimes, however, or from northern communities to the border-lining south, or from Indigenous peoples to first-generation immigrants, much of the communication in Canada is intercultural. You can hear it in the diverse accents across the provinces and even within a province from urban to suburban to rural cultures. Every culture you’ve ever participated in has left its mark on you with a set of perspectives and values that shape your worldview and behaviour. Still, we are a cohesive rather than a fractured people, which suggests we can all get along with one another despite our cultural differences.
Always approach intercultural communication as an opportunity to overcome cultural differences and achieve the cross-cultural understanding you need to be a better person and do your job effectively in a multicultural environment. Engaging with other cultures with simplistic, preconceived notions informed by media stereotypes reducing everyone in a culture to a one-dimensional character or prop will lead you into serious error. Intercultural communication requires openness to difference, patience in overcoming cultural and language barriers, and the desire to learn about other cultures and points of view.
If your work brings you into contact with cultures that you know little about, forget the stereotypes and learn about their culture by both researching it and talking to them respectfully. Along these lines, this chapter provides some basic principles for conducting intercultural communication in the modern workplace by considering what you share in common with the people you interact with, what to look for in terms of cultural differences, and how to act in either case.
Common Cultural Characteristics
Culture involves beliefs, attitudes, values, and traditions that are shared by a group of people. Thus, we must consider more than the clothes we wear, the movies we watch, or the video games we play as the only representation of a culture. Culture also involves the psychological aspects of our expectations of the communication context. For example, if we are raised in a culture where males speak while females are expected to remain silent, the context of the communication interaction governs behavior, which in itself is a representation of culture. From the choice of words (message), to how we communicate (in person, or by e-mail), to how we acknowledge understanding with a nod or a glance (nonverbal feedback), to the internal and external interference, all aspects of communication are influenced by culture.
Culture is part of the very fabric of our thought, and we cannot separate ourselves from it, even as we leave home, defining ourselves anew in work and achievements. Every business or organization has a culture, and within what may be considered a global culture, there are many co-cultures. For example, consider the difference between the sales and accounting departments in a corporation. We can quickly see two distinct groups with their own symbols, vocabulary, and values. Within each group, there may also be smaller groups, and each member of each department comes from a distinct background that in itself influences behavior and interaction.
Ethnocentrism is the tendency to view other cultures as inferior to one’s own. Having pride in your culture can be healthy, but history has taught us that having a predisposition to discount other cultures simply because they are different can be hurtful, damaging, and dangerous. Ethnocentrism makes us far less likely to be able to bridge the gap with others and often increases intolerance of difference. Business and industry are no longer regional, and in your career, you will necessarily cross borders, languages, and cultures. You will need tolerance, understanding, patience, and openness to difference. A skilled business communicator knows that the process of learning is never complete, and being open to new ideas is a key strategy for success.
5 Dimensions of Culture
Successfully communicating across cultures requires understanding and respecting how the culture or cultures you represent differ from those of the people you’re communicating with. While you may think that you should just follow the golden rule and treat everyone else the way you would like to be treated yourself, the more you travel to distant lands, the more you realize that cultural conventions and expectations for how people would like to be treated are relative. One culture will place a high value on a friendly handshake and eye contact, while you would come off as aggressive or awkward if you did those things well in another.
Though you can’t be expected to know every little custom across the planet, having a general sense of large-scale cultural differences and a willingness to learn the details as necessary can save you from embarrassing yourself or offending people of different cultures when interacting with them. An open approach to cultural differences can also impress your audiences in ways favourable to your reputation and the organization you represent. With this goal in mind, let’s examine five broad categories of culture.
Context
Cultures can be divided into two distinct context categories: low and high context cultures. Low context cultures are said to logical, analytical and action oriented. A direct and straightforward communication style tends to be the communication pattern. Countries in North America and many European countries are considered low-context in orientation. High context cultures on the other hand are more intuitive in their communication style. Non-verbal communication: voice tone, eye contact, gestures, and posture, plays a more important part in communication. Speakers use indirect communication to communicate messages. Asian, African, and many Latin American cultures are considered high-context cultures.
Individualism
Individualism refers to a culture’s attitude towards independence and control. People in low context cultures tend to be very individualistic, that is, they value independence, freedom, initiative, personal responsibility and resist many forms of control. Competition and personal achievement is hardwired into the culture as people try to stand out from one another. On the other hand, people in high context cultures tend to be group oriented. Acceptance of group values, duties, and responsibilities is encouraged. High context cultures resist independence, freedom, and competition. People would rather blend than stand out.
Formality
Formality is the degree to which a culture places emphasis on tradition, ceremony, and social rules. In low context cultures, tradition is not an important value. This lack of value is exhibited in a more casual business attire, use of informal language to address superiors and the elderly, and lack of rituals. In low context cultures, social mobility is more possible and likely to occur. On the other hand, high context cultures value tradition. This value is exhibited is the wearing of formal business attire, the use of formal greetings with superiors and the elderly, and observance of rituals. In high context cultures, social mobility is often very difficult and unlikely to occur.
Communication Style
Communication style refers to the value place on verbal or non-verbal communication. Low context cultures place a high degree of importance on verbal communication. Low context cultures take words literally and value straightforward communication, words are suppose to mean what they say. On the other hand, high context cultures place more importance on the surrounding context than on the actual words. Words are only part of the message, and a lesser part of the message than all the other information connected to the message.
Time Orientation
Time orientation refers to the degree to which a culture considers time limited. In low context cultures, time is limited and considered a commodity. Time is connected to productivity, efficiency, and money. The saying “time is money” is part of commonplace. Waiting is wasting time and considered rude. On the other hand, time is unlimited in high context cultures. Time is a resource to be enjoyed. Decisions take time, meetings do not always start on time, and it is not considered rude to keep someone waiting.
Conclusion
Harmony and acceptance do not happen automatically within a culturally diverse work environment. An organization must put forth real effort and commitment to creating an inclusive workplace. However, the benefits of inclusive work environment include increased productivity and profitability.
Intercultural communication is a fascinating area of study within business communication, and it is essential to your success, particularly as it relates to the importance of considering multiple points of view. If you tend to dismiss ideas or views that are “unalike culturally,” you will find it challenging to learn about diverse cultures. If you cannot learn, how can you grow and be successful?
Exercises
1. When meeting businesspeople from other countries, you will feel more comfortable if you know the basics of business etiquette and intercultural communication, such as greetings, attire, or dos and don’ts. Visit some online sites about international business etiquette and answer the following questions:
- How do people greet each other in Australia, India, Japan, Korea, the Netherlands, and Spain?
- In what countries is is important to keep a certain distance from the person you are greeting?
- In what countries is a kiss on the check an appropriate greeting?
References
Guffey, M., Loewry, D., & Griffin, E. (2019). Business communication: Process and product (6th ed.). Toronto, ON: Nelson Education. Retrieved from http://www.cengage.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=9780176531393&template=NELSON
Institute of Cultural Diversity. (2019). Why is culture so important in the workplace. Retrieved from https://instituteofculturalintelligence.com/2019/07/23/why-is-cultural-diversity-important-in-the-workplace/
Skills Boosters. (2014). Cultural awareness in the workplace [Video]. Youtube. https://www.youtube.com/watch?v=4Gwgls50J30
The Balance. (2020). Cultural diversity in the workplace. Retrieved from https://www.thebalance.com/cultural-diversity-3306201
The way a culture perceives the world around them which influences its interaction with others
Communication between or among people who have different cultural traditions.
The way we understand reality, largely based on experience
Learned habit to respond to something
Long lasting concept of what is right and wrong.
Basic foundation that guides or motivates beliefs and actions.
The passing of customs and beliefs from one generation to another.
A culture that exists within a larger cultural context (e.g. Jews, Christians, Muslims, etc.)


Origin and Modal
Code Practice
This chapter supports Lesson 3, page 10.
OBJECTIVE
After completing this unit, you should be able to:
- identify modal commands
- recognize the reference for origin in CNC codes
Origin
The origin is located on the part. The coordinates are (0, 0, 0). Engineers and programmers will call this a datum. For this introduction to CNC, datum and origin will mean the same thing. Origin is also called part zero.
Because this point of origin is on the part, it positions the axes (0 ,0, 0) of the work coordinate system. The origin point is where G90 coordinates will calculate their movements.
Modal or Non-Modal
You may have noticed that there are different kinds of switches that we use every day to turn things on and off.
- A light switch mounted on the wall is a type of toggle switch. When you turn it on, it stays on until somebody comes along and turns it off.
- A car horn is a different type of switch. Thankfully a properly functioning horn only makes sound while it is being pressed. This type of switch is known as a momentary contact switch.
Similarly, there are two kinds of G-codes that work much the same way. These are known as modal (toggle switch) codes and non-modal (momentary contact) codes.
It is vital to understand that modal codes stay active even after a program has ended. This is one reason standard headers are so often used in industry. These headers clear out the codes that would be dangerous to the operation of the machine if their setting was not set to a known condition.
An example of a modal code is G20. G20 sets the units of the machine to inches (G21 sets to mm). If a programmer wrote a program for a machine that was assumed to be in millimeters, it could be a big problem when the machine interpreted the values as inches.
Always be sure to use a header to set explicitly any modal commands that would affect execution of the program.
Non-modal commands, however, are only active during the block in which they exist.
An example of a non-modal command is G04 (dwell). G04 is often used to pause a drilling operation at the bottom of a hole for a certain length of time so the bottom of a hole can be made completely smooth. If a G04 is put in one line of code, it only pauses the operation(s) initiated by that block. The following blocks will not be paused unless they include their own G04 command. Non-modal commands are temporary.
Most machine tool manufacturers distinguish between modal and non-modal commands in their programming manuals.
Questions


14 Proteins
Proteins are one of the most abundant organic molecules in living systems and have the most diverse range of functions of all macromolecules. Proteins may be structural, regulatory, contractile, or protective; they may serve in transport, storage, or membranes; or they may be toxins or enzymes. Each cell in a living system may contain thousands of different proteins, each with a unique function. Their structures, like their functions, vary greatly. They are all, however, polymers of amino acids, arranged in a linear sequence and connected together by covalent bonds.
Amino acids are the monomers that make up proteins (Figure 1). Each amino acid has the same fundamental structure, which consists of a central carbon atom, also known as the alpha (α) carbon, bonded to an amino group (NH2), a carboxyl group (COOH), and to a hydrogen atom. Every amino acid also has another atom or group of atoms bonded to the central atom known as the R group.
| Function | Examples | Description |
| Defense | Immunoglobulins | Antibodies bind to specific foreign particles, such as viruses and bacteria, to help protect the body. |
| Enzyme | Digestive enzymes such as amylase, lipase, pepsin, trypsin | Enzymes carry out almost all of the thousands of chemical reactions that take place in cells. They also assist with the formation of new molecules by reading the genetic information stored in DNA. |
| Messenger | Insulin, thyroxine | Messenger proteins, such as some types of hormones, transmit signals to coordinate biological processes between different cells, tissues, and organs. |
| Structural component | Actin, tubulin, keratin | These proteins provide structure and support for cells. On a larger scale, they also allow the body to move. |
| Transport/ storage | Hemoglobin, albumin, Legume storage proteins, egg white (albumin) | These proteins bind and carry atoms and small molecules within cells and throughout the body. Some provide nourishment in early development of the embryo and the seedling |
| Contractile | Actin, myosin | Affect muscle contraction. |
You may have noticed that “source of energy” was not listed among the function of proteins. This is because proteins in our diet are typically broken back down into individual amino acids that our cells then assemble into our own proteins. Humans are actually unable to build some amino acids inside our own cells – we require them in our diet (these are the so-called “essential” amino acids). Our cells can digest proteins to release energy, but will usually only do so when carbohydrates or lipids are not available.
The functions of proteins can be very diverse because they are made up of are 20 different chemically distinct amino acids that form long chains, and the amino acids can be in any order. The function of the protein is dependent on the protein’s shape. The shape of a protein is determined by the order of the amino acids. Proteins are often hundreds of amino acids long and they can have very complex shapes because there are so many different possible orders for the 20 amino acids (Figure 3)!
The chemical nature of the side chain determines the nature of the amino acid (that is, whether it is acidic, basic, polar, or nonpolar). For example, the amino acid glycine has a hydrogen atom as the R group. Amino acids such as valine, methionine, and alanine are nonpolar or hydrophobic in nature, while amino acids such as serine, threonine, and cysteine are polar and have hydrophilic side chains. The side chains of lysine and arginine are positively charged, and therefore these amino acids are also known as basic amino acids. Proline has an R group that is linked to the amino group, forming a ring-like structure. Proline is an exception to the standard structure of an animo acid since its amino group is not separate from the side chain (Figure 3). Amino acids are represented by a single upper case letter as well as a three-letter abbreviation. For example, valine is known by the letter V or the three-letter symbol val.
Just as some fatty acids are essential to a diet, some amino acids are necessary as well. They are known as essential amino acids, and in humans they include isoleucine, leucine, and cysteine. Essential amino acids refer to those necessary for construction of proteins in the body, although not produced by the body; which amino acids are essential varies from organism to organism.
The sequence and the number of amino acids ultimately determine the protein’s shape, size, and function. Each amino acid is attached to another amino acid by a covalent bond, known as a peptide bond, which is formed by a dehydration reaction. The carboxyl group of one amino acid and the amino group of the incoming amino acid combine, releasing a molecule of water. The resulting bond is the peptide bond (Figure 4).
Protein Structure
As discussed earlier, the shape of a protein is critical to its function. For example, an enzyme can bind to a specific substrate at a site known as the active site. If this active site is altered because of local changes or changes in overall protein structure, the enzyme may be unable to bind to the substrate. To understand how the protein gets its final shape or conformation, we need to understand the four levels of protein structure: primary, secondary, tertiary, and quaternary (Figure 5).
Primary Structure
The unique sequence of amino acids in a polypeptide chain is its primary structure. For example, the pancreatic hormone insulin is made up of two polypeptide chains, A and B. The primary structure (sequences of amino acids) of the A and B chains are unique to insulin. Amino acids are linked together in polypeptide chains by strong covalent bonds.
Secondary Structure
The local folding of the polypeptide in some regions gives rise to the secondary structure of the protein. The most common are the α-helix and β-pleated sheet structures (Figure 7). Both structures are held in shape by hydrogen bonds. The hydrogen bonds form between the oxygen atom in the carbonyl group in one amino acid and another amino acid that is four amino acids farther along the chain.
Tertiary Structure
The unique three-dimensional structure of a polypeptide is its tertiary structure (Figure 8). This structure is in part due to chemical interactions at work on the polypeptide chain. Primarily, the interactions among R groups (the variable part of the amino acid) creates the complex three-dimensional tertiary structure of a protein. For example, R groups with like charges are repelled by each other and those with unlike charges are attracted to each other (ionic bonds). Partially charged atoms within the R groups can form hydrogen bonds. When protein folding takes place, the hydrophobic R groups of non-polar amino acids lay in the interior of the protein, whereas the hydrophilic R groups lay on the outside. Interaction between cysteine side chains forms disulfide linkages in the presence of oxygen, which is the only covalent bond forming during protein folding and tertiary structure.
Quaternary Structure
In nature, some proteins are formed from several polypeptides, also known as subunits, and the interaction of these subunits forms the quaternary structure. Weak interactions between the subunits help to stabilize the overall structure. For example, insulin (a globular protein) has a combination of hydrogen bonds and disulfide bonds that cause it to be mostly clumped into a ball shape. Insulin starts out as a single polypeptide and loses some internal sequences in the presence of post-translational modification after the formation of the disulfide linkages that hold the remaining chains together. Silk (a fibrous protein), however, has a β-pleated sheet structure that is the result of hydrogen bonding between different chains.
The four levels of protein structure (primary, secondary, tertiary, and quaternary) are illustrated in Figure 9.
The unique shape for every protein is ultimately determined by the gene that encodes the protein. Any change in the gene sequence may lead to a different amino acid being added to the polypeptide chain, causing a change in protein structure and function. Individuals who are affected by sickle cell anemia can have a variety of serious health problems, such as breathlessness, dizziness, headaches, and abdominal pain. In this disease, the hemoglobin β chain has a single amino acid substitution, causing a change in both the structure (shape) and function (job) of the protein. What is most remarkable to consider is that a hemoglobin molecule is made up of about 600 amino acids. The structural difference between a normal hemoglobin molecule and a sickle cell molecule is a single amino acid of the 600 (Figure 10).
Denaturation and Protein Folding
Each protein has its own unique sequence and shape that are held together by chemical interactions. If the protein is subject to changes in temperature, pH, or exposure to chemicals, the protein structure may change, losing its shape without losing its primary sequence in what is known as denaturation. Denaturation is often reversible because the primary structure of the polypeptide is conserved in the process if the denaturing agent is removed, allowing the protein to resume its function. Sometimes denaturation is irreversible, leading to loss of function. One example of irreversible protein denaturation is when an egg is fried. The albumin protein in the liquid egg white is denatured when placed in a hot pan. Not all proteins are denatured at high temperatures; for instance, bacteria that survive in hot springs have proteins that function at temperatures close to boiling. The stomach is also very acidic, has a low pH, and denatures proteins as part of the digestion process; however, the digestive enzymes of the stomach retain their activity under these conditions.
Protein folding is critical to its function. It was originally thought that the proteins themselves were responsible for the folding process. Only recently was it found that often they receive assistance in the folding process from protein helpers known as chaperones (or chaperonins) that associate with the target protein during the folding process. They act by preventing aggregation of polypeptides that make up the complete protein structure, and they disassociate from the protein once the target protein is folded.
How does protein structure relate to function?
Recall that a protein is built from a long chain of amino acids connected together in a specific order. The specific order of amino acids determines how they will interact together to form the 3-D shape of the protein. The shape of a protein determines its function. Therefore, the order of the amino acids determines the protein’s shape, which determines its function.
Because there are 20 different amino acids, they can be combined together in a practically infinite number of ways. This means that there is a huge number of different protein shapes that can be assumed based on the amino acid order. This is very important since proteins fulfill so many different functions within cells.
References
Unless otherwise noted, images on this page are licensed under CC-BY 4.0 by OpenStax.
OpenStax, Biology. OpenStax CNX. May 27, 2016 http://cnx.org/contents/s8Hh0oOc@9.10:QhGQhr4x@6/Biological-Molecules


35 Fabric Ties
Sheri Deaton
Fabric Ties
Fabric ties are made out of fabric and can be used to add an attractive detail to almost any project. Many individuals choose to use fabric ties when making straps for aprons or spaghetti straps for shirts.
In the spring of 2020, many individuals used fabric ties to create homemade face masks. This author remembers the shortage of elastic products and their limited availability in this region of the country. The lack of supplies coupled with the increased need for masks created the perfect opportunity for fashionistas to break out their abilities in making fabric ties (Deaton, 2021).
Fabric ties can be wide or narrow–the applications are endless! Common applications include the enhancement of blouses, cushions, drapes, duvet covers, pillows, Roman shades, and skirts. Some ties are functional, while others are purely decorative. Regardless of the function, fabric ties add an extra dimension of pop and polish to any project.
Wonderfully Wide Fabric Ties
As you have probably read multiple times, the most important thing you can do when creating a garment is to read and follow the directions. The following guidelines can help you create your first set of fabric ties. Use this technique if the completed fabric tie is going to be 2” wide or greater.
- Fold your piece of fabric hot dog style and iron it flat with the right sides facing each other.
- Sew a straight seam along the length of the fabric, using a ½” seam allowance. Backtack at the beginning and end of the seam leaving the ends open.
- Start from one end of the tie and begin to roll the edges back until you have flipped the fabric inside out. Consider using a safety pin or turner to assist you with this process.
- Press the fabric flat, with the seam being one side of the tie and the fabric on the other.
- At each end of the tie, fold the fabric in ½” to hide the raw edges.
- Press each end, ensuring the fabric is turned under in equal amounts to create a straight seam.
- Sew each end up ⅛” from the edge, or presser foot distance.
- Iron the fabric tie flat. Starch if needed; attach to garment or project.
Narrow Nancy Fabric Ties
Use this technique for narrow ties that cannot be easily turned due to their width.
- Fold the piece of fabric hot dog style and iron it flat with the wrong sides facing each other. *You should see the right sides of the fabric if this is folded correctly.
- Open up the pressed fabric. Turn one side of the fabric down toward the inside crease. The raw edge of the fabric should be flush with the crease in the middle of the fabric. Press carefully.
- Repeat this process with the other side of the fabric. You should now have all raw edges hidden toward the center of the narrow tie.
- Press the tie together once more, hiding all raw edges and creating a narrow tie.
- Sew a straight seam along the length of the fabric, presser foot’s distance from the edge. Backtack at the beginning and end of the seam leaving the ends open.
- At each end of the tie, fold the fabric in ½” to hide the raw edges.
- Press each end, ensuring the fabric is turned under in equal amounts to create a straight seam.
- Sew each end up ⅛” from the edge, or presser foot distance.
- Iron the fabric tie flat. Starch if needed; attach to garment or project.
Hemming it Up
Fabric ties are used in a variety of home furnishings and apparel productions. Knowing how to create these will not only enhance your abilities but will also open up new possibilities for the application and implementation of ties in future projects.
Try both techniques presented in the text and use the resources located at the end of the chapter to assist you in furthering your understanding of how to implement and apply these skills. When you get frustrated with turning the ties, take a deep breath and remember that patience is a virtue. You’ve got this!
Resources
References
Deaton, S. (2021). Teaching Apparel Production. Presentation.


62 Letter to Rev. Samson Occom
Phillis Wheatley
The Connecticut Gazette, March 11, 1774
Rev’d and honor’d Sir,
I have this Day received your obliging kind Epistle, and am greatly satisfied with your Reasons respecting the Negroes, and think highly reasonable what you offer in Vindication of their natural Rights: Those that invade them cannot be insensible that the divine Light is chasing away the thick Darkness which broods over the Land of Africa; and the Chaos which has reign’d so long, is converting into beautiful Order, and [r]eveals more and more clearly, the glorious Dispensation of civil and religious Liberty, which are so inseparably Limited, that there is little or no Enjoyment of one Without the other: Otherwise, perhaps, the Israelites had been less solicitous for their Freedom from Egyptian slavery; I do not say they would have been contented without it, by no means, for in every human Breast, God has implanted a Principle, which we call Love of Freedom; it is impatient of Oppression, and pants for Deliverance; and by the Leave of our modern Egyptians I will assert, that the same Principle lives in us.  This I desire not for their Hurt, but to convince them of the strange Absurdity of their Conduct whose Words and Actions are so diametrically, opposite. How well the Cry for Liberty, and the reverse Disposition for the exercise of oppressive Power over others agree,—
I humbly think it does not require the Penetration of a Philosopher to determine.—
Source:
Becoming America, Wendy Kurant, ed., CC-BY-SA


91 Wrapping Up
Writing Through Your Lifetime
As we conclude this chapter, remember that writing is a recursive process. It’s a set of steps or stages that you can work through, repeat, and adjust as you go, in other words. Also, Goldberg urges us to “trust the process.” That is, try the steps outlined in each section of this chapter. At first, you may find it helpful to try the steps in order, from understanding the assignment to revising, but later when you’re more comfortable with these steps, repeat some or all of the steps as needed or skip around. As we said at the beginning of this chapter, discover what works for you.
And give the process time to work by giving yourself time to do the work. You are not going to produce your best work by waiting until the last minute to write a 1,000-word essay or produce a 5-minute video. Even reporters, who are trained to write fast and efficiently, build time into their routines. They recognize that, even when they find “the flow,” writing takes real time. The more challenging the project, the more time the writing process will take. The more you have going on in life, school, or work, the more time you may need.