Comparison of Southeast Asian and Northeast Asian Art Essay

Comparison of Southeast Asian and Northeast Asian Art - Essay Example The greatest difference in style and perception has been induced by religion, history and the philosophies. The Southeast Asian artworks are a genuine product of Hinduism and Buddhist doctrines drawing from Indian traditions, whereas China, Japan and Korea draw largely from Buddhist and Chinese influences. Again both bear testimony to art production and patronage entertained with social and cultural demands. Cultural interconnections between these two regions are vivid and yet their art signifies an extended cultural code that encloses all the underlying spiritual beliefs of the regions religion-philosophic mind that embed the interrelation of mythology, symbol and spiritual thoughts. The advent of Buddhism introduced sculpture, painting, and architecture of a more religious nature. In China, the figures of Buddha and bodhisattvas became the primary source of influence, although the major route was India, which bore the seat of influence till the 6 th century A.D. The distinction was markedly perfected during the T'ang Dynasty that became more dramatic and restrained by the 7th century that gave way to Major sites of Buddhist art in cave temples include Donghuang, Lung-men, Yun-kang, Mai-chi-shan, and Ping-ling-ssu. Buddhist sculpture in the Ming dynasty became miniature in style made of jade, ivory, and glass, of exquisite craftsmanship but was devoid of any further experimentation and inspiration. The art of figure painting in the T'ang dynasty (618-906) and landscape painting in the Sung dynasty became very prominent. With the coming of the Yuan dynasty (1260-1368) both landscape painting and human painting concentrated more on brushstroke. Brushwork was also done on bamboo and surface painting with a variety of brushwork became an important aspect of still-life painting. Painting during this period became more sophisticated and a part of the leisure culture. Under the Ch'ing dynasty (1644-1912) the applied arts became very technical till the 19th cent., after which with the coming of the communists in the twentieth century art became a product of graphical propaganda. Shih-T'ao and Chu Ta were artists of great creativity. But little or no experimentation in painting marks this period. What is remarkable with Chinese painting is that it has maintained a single characteristic all through history-the extravagant detailing and obsession with the brushstroke. Paintings bore dry or wet-brush technique, with an incredible variety ranging from swirling patterns to staccato dots.1 And thus one inevitably arrives at the highest artwork that the Chinese generated through calligraphy and paintings on ceramics that reached a high perfection in the S 'ung Dynasty. Though calligraphy was part of painting, literature and inscriptions, calligraphy is indebted to Wang Hsi-chih (c.303-361) and his son, who made brushwork the biggest legacy in Chinese art. Chinese architecture also had major impact on Japan, Korea, Vietnam and Taiwan. Unlike Western structure it stresses the visual impact of the width of the buildings rather than its height and depth though Pagodas are a rare exception to this rule. But asymmetry has been part of Chinese art which let the scrolls and also its gardens become a wandering maze of surprises and unique symbolisms. Incase of symbolism, the Chinese also have the greatest and enduring symbols of the

Perspectives on Adult Learning Essay Example | Topics and Well Written Essays - 1250 words

Perspectives on Adult Learning - Essay Example From this paper it is clear that  race and ethnicity were largely ignored in most of the literature despite its increasing significance during the Civil Rights Movement in the United States. On the contrary the racial and ethnic minorities continued to be largely ignored through laws that essentially aimed at desecration of public schools as well as other public institutions that offered adult education. Historically education in the North American and European states have focused on offering education and developing learning modules with key emphasis on the majority adult learners that comprised of white population, while ignoring the other races. Such blatant discrimination and colorblind attitude toward adult education and learning has been deeply embedded in the social structure of the Western world.This discussion declares that  the adult learning modules began incorporating crucial issues aimed at the growing multicultural population thus indicating its acceptance and ackno wledgment of the growing diversity and the need for inclusive education. Since the concept of multiculturalism entailed and presupposed the domination of one particular race, in case of the Western world - the majority White population; the key aim of the post globalization adult education system was to include the beliefs, perspectives and cultural context of the racial minorities and ethnically diverse population.

Coordination Chemistry of Bidentate Ligands Research

Coordination Chemistry of Bidentate Ligands Research Elham Torabi Farkhani Mehrdad Pourayoubi Pavel V. Avdreev Katarina Introduction The coordination chemistry of bidentate ligands has been studied for over thirty years [reference]. The bidentate ligands with phosphoryl and thiophosphoryl groups have been used as effective coordinating agents in the different metal chemistry, in most cases the reports were attributed to bonding between the metal cation and specific Lewis sites on the ligand, itself has number sites with potential to bind metal ions, such as nitrogen, sulfur and oxygen. In order to recent report Hg metal ion is known to have strong affinity for nitrogen and sulfur Lewis sites [reference] which our work here is done bonding between Hg metal atom and sulfur in ligands. A search of the Cambridge Structural Database (CSD) [reference] yielded a data set of 76 purely molecular structures to be used for study of coordination of metal atom with a P(S)[N][O]2 skeleton of ligand. Thus there are a number of reports on molecular structure contain M-S=P fragments with different metal atoms [reference]. An inves tigation of the reports reveals that there isn’t any publication with Hg metal, also we haven’t found any precise study on the effect of all interactions, including coordinating linkages and intermolecular interactions on the structure of Hg(II) complexes with bisthiophosphoryl ligands. Accordingly we have carried out a study on mercury (II) chloride with two different bidentate ligand with general formula (OEt)2P(S)-X-P(S)(OEt)2 where X=1,4-NH-C6H5-NH and piperazine (scheme ). Reaction of two ligand with HgCl2 generated binuclear complex C1 and C2. All compounds were charactrized by IR and NMR (1H, 13C and 31P NMR) spectroscopy and mass analysis. The structure of ligand 1 and two complexes C1 and C2 were determined by X-ray crystallography. Experimental Materials and methods Mercuric chloride (99.5%), O,O†²-diethyl chlorothiophosphate (OCH2CH3)2P(S)Cl (97%), diethylenediamine (97%), 1,4-phenylenediamine (99%) (Aldrich), acetonitrile (99%) and methanol (99%) (Merck) were used as supplied. Acetonitrile was dried with P2O5 and distilled prior to use. The 1H, 13C and 31P NMR spectra were recorded on a Bruker Advance 400 spectrometer at 400, 101 and 162 MHz, respectively. 1H chemical shifts were determined relative to Si (CH3)4. 31P chemical shift was measured relative to 85% H3PO4 as external standard. Mass spectra were performed using a Varian Star 3400 CX mass spectrometer. Infrared (IR) spectra were recorded on KBr disk using a Buck 500 scientific spectrometer. Elemental analysis was performed using a Thermo Finnigan Flash EA 1112 apparatus. X-ray data collection was performed with a Xcalibur, Sapphire3, Gemini diffractometer with graphite monochromator. Synthesis General procedure for the preparation of ligands The ligands were synthesized from the reaction of 2 mmol (OCH2CH3)2P(S)Cl with 1 mmol of the corresponding diamine (diethylenediamine and 1,4-phenylenediamine) in presence of Et3N as HCl scavenger in CH3CN at 0ËÅ ¡ C. After stirring for 24 h, the solvent was evaporated and the residue was washed with distilled water and dried. Chemical structures are shown in scheme 1. Physical and spectroscopic data of the ligands are presented below: 1, 4 [(C2H5O)2P(S)N]2C4H8 (L1): Mp: 105ËÅ ¡ C. Anal. calc. (%) for C12H28N2O4P2S2: C: 36.88; H: 7.17; N: 7.17, S: 16.39, found: C: 37.81; H: 7.16, N: 7.26, S: 15.7. IR data (KBr, cm-1): 2990, 2903, 2864, 1449, 1387, 1339, 1264, 1151, 1098, 1029, 972, 792, 714.1H NMR (400 MHz, DMSO-d6) ÃŽ ´: 1.22 (t,3JH-H= 7.1 Hz, 12H, CH3), 3.12 (m, 8H, C4H8), 7.00 (m, 8H, CH2), 13C NMR (101 MHz, DMSO-d6) ÃŽ ´: 15.57 (d, 3JP-C = 8.08 Hz, 4C, CH3), 44.84 (s, 4C, C4H8), 62.45 (s, 4C, CH2), 31P NMR (162 MHz, DMSO-d6) ÃŽ ´: 73.64. MS (70 eV, EI): m/z (%) = 390 (28), 235 (43), 195 (100), 153 (99), 120 (96), 96 (100), 28 (66). 1, 4 [(C2H5O)2P(S)NH]2C6H4 (L2): Mp: 105ËÅ ¡ C. Anal. calc. (%) for C14H26N2O4P2S2: C: 40.73, H: 6.30, N: 6.78, S: 15.51, found: C: 41.15, H: 6.34, N: 7.01, S: 15.57. IR data (KBr, cm-1): 3268, 2980, 1515, 1479, 1380, 1278, 1218, 1168, 1023, 959, 816, 726, 646. 1H NMR (400 MHz, CD3CN) ÃŽ ´: 1.22 (t,3JH-H= 7.1 Hz, 12H, CH3), 3.12 (m, 8H, C4H8), 7.00 (m, 8H, CH2), 13C NMR (101 MHz, CD3CN) ÃŽ ´: 15.57 (d, 3JP-C = 8.08 Hz, 4C, CH3), 44.84 (s, 4C, C4H8), 62.45 (s, 4C, CH2), 31P NMR (162 MHz, CD3CN) ÃŽ ´: 73.64. MS (70 ev, EI): m/z (%) = 412 (94), 411 (100), 168 (26), 107 (89), 96 (91), 92 (39), 65 (87), 28 (88). General procedure for the preparation of complexes The complexes were prepared by a solutions of 2 eq. HgCl2 in 15 ml of methanol was added drop wise to a solution of 1 eq. the corresponding ligand in 15 ml of methanol. The clear solution was stirred under reflux for 24h. Crystals suitable for X-ray diffraction were obtained from slow evaporation of the solution at room temperature. Physical and spectroscopic data of the complexes are given below:  µ-{1, 4-[(C2H5O)2P(S)N]2C4H8}(HgCl2)2 (C1): Mp: 105ËÅ ¡ C. Anal. calc. (%) for C12H28Cl4Hg2N2O4P2S2: C: 15.41; H: 2.99; N: 2.99, S: 6.84, found: C: 15.67; H: 2.91, N: 2.99, S: 5.74. IR data (KBr, cm-1): 2976, 2895, 1444, 1383, 1344, 1266, 1121, 1037, 967, 804, 772, 702.1H NMR (400 MHz, CD3CN) ÃŽ ´: 1.22 (t,3JH-H= 7.1 Hz, 12H, CH3), 3.12 (m, 8H, C4H8), 7.00 (m, 8H, CH2), 13C NMR (101 MHz, CD3CN) ÃŽ ´: 15.57 (d, 3JP-C = 8.08 Hz, 4C, CH3), 44.84 (s, 4C, C4H8), 62.45 (s, 4C, CH2), 31P NMR (162 MHz, CD3CN) ÃŽ ´: 73.64.  µ-{1, 4 -[(C2H5O)2P(S)NH]2C6H4}(HgCl2)2 (C2): Mp: 105ËÅ ¡ C. Anal. calc. (%) for C14H26Cl4Hg2N2O4P2S2: C: 17.59; H: 2.72; N: 2.93, S: 6.70, found: C: 17.85; H: 2.69, N: 2.93, S: 6.53. IR data (KBr, cm-1): 3211, 2990, 1615, 1512, 1479, 1380, 1274, 1214, 1161, 988, 824, 633. 1H NMR (400 MHz, CD3CN) ÃŽ ´: 1.22 (t,3JH-H= 7.1 Hz, 12H, CH3), 3.12 (m, 8H, C4H8), 7.00 (m, 8H, CH2), 13C NMR (101 MHz, CD3CN) ÃŽ ´: 15.57 (d, 3JP-C = 8.08 Hz, 4C, CH3), 44.84 (s, 4C, C4H8), 62.45 (s, 4C, CH2), 31P NMR (162 MHz, CD3CN) ÃŽ ´: 73.64. Result and discussion IR and NMR spectroscopy Mass spectroscopy The nature of the fragments observed in the mass spectrum often provides as clue to the molecular structure. The fragmentation pathways of ligands 1 and 2 were studied by electron ionization at 70 eV experiment and revealed a molecular ion peak [M]+ at m/z (%) of 390 (28) and 412 (94) for 1 and 2, respectively. The formation of the [M-1] specie from the parent ion of compound 2 was shown to exclusively involve an aromatic hydrogen atom; our results were in good agreement with previously published results. [reference]. The previous paper has been shown that dialkyl alkanephosphonates ROCH2CH2P(O)(OR)2 undergo a McLafferty rearrangement in which a ÃŽ ³ hydrogen from the alkylphosphorous moiety migrates to the phosphoryl group and a molecule of olefin is eliminated from the molecular ion [reference]. The mass spectra of compound 1 and 2 with the same structure have confirmed previously reported mechanism. The peak related to the C2H4 radical-cation with m/z = 28 are shown for two struct ures. Relative peak height = relative abundance as measured from this ion in the compound 1 and 2 are 66 and 88. For the compound 1, the base peak is appeared at m/z = 153 (P(S)(OEt)2) and in the compound 2, the base peak is appeared at m/z = 411 (M-1) fragment. For 1, the main fragmentation is based cleavage of N-P bond then produced A ion and P(S)(OEt)2 with m/z 153. The ion of A following three pathways: (1): A ion can produce a stabilized ion by loss of ethylene via the McLafferty rearrangement which generate the odd mass ion m/z 181 that it operates for ion m/z 181 capable of electronic shift involving a six-membered cyclic transition state in the molecule skeleton given in scheme 1. This will then stabilize to an even mass ion m/z 180 by elimination of an H radical. (2): in this pathway produce the ion at m/z 147 that formed through a three- membered ring as transition state by loss of two molecule of ethanol. The ion of m/z 147 indicating the relatively low stability of the P-O bond to the molecule of A in comparison with that of the P-N bond. (3). The ion at m/z 84 is formed through two step, the first is cleavage of P-N bond then in second step is formed via a 1,2 hydride shift by loss of a molecule of P(S)(OEt)2 [reference]. The same kind of rearrangement is observed for 2 and the main fragmentation is based cleavage of N-P bond then produced molecule ion with m/z 107. Scheme 1. Fragmentation pathway of compound 1 X ray crystallography Complexes of 1 and 2 were crystallized in the orthorhombic space group Pbca Triclinic with space group P, respectively. Crystal data, data collection and structure refinement details are summarized in Table 1 and selected bond lengths and angles are given in Tables 2 and 3. The asymmetric unit of complexes of 1 and 2 consist of one Hg2+ ion, two Cl and one half crystallographically independent ligand (Fig 1). There are two different types of Hg-Cl bonds that included bridge Hg1-Cl2 bond (2.5904(17) Ã… in 1 and 2.4852 (7) Ã… in 2) connect the molecule into one dimensional chain extended along the c axis and terminal Hg1-Cl1 bond (2.369(2) Ã… in 1 and 2.4295 (9) Ã… in 2) linked to adjacent ones by intermolecular interaction into a chain parallel to b axis in 1 and a axis in 2. (Fig 2). So, the Hg atom adopts an Hg[Cl]3[S] coordination environment in this compound with the highly distorted tetrahedral geometry of the Hg(II) center that can be better described as a seesaw structure which two chloride atoms and Hg atom [ Hg1, Hg1, Cl2] is planar, one chloride and sulfur atoms in the pivot position. The different bond distance from the  µ-chloride atoms performed and refer to asymmetry of the halogen bonds (2.5904 (17), 2.6820 (17) Ã… in 1 an d 2.4852 (7), 2.8273 (8) Ã… in 2) and they are compared to the terminal bond of Hg-Cl slightly extended. Some selected bond angles specify the distorted tetrahedral geometry at the Hg(II) center in complex 1 are as follows: Cl1—Hg1—S1 130.91 (7) °, Cl1—Hg1—Cl2 110.98 (7) °, S1—Hg1—Cl2 104.59 (6) °, Cl1—Hg1—Cl2i 108.29 (8) °, S1—Hg1—Cl2i 105.96 (6) ° , Cl2—Hg1—Cl2i 87.47 (5) °, Hg1—Cl2—Hg1i 92.54 (5) ° and P1—S1—Hg1 98.40 (8) °. In ligand L1, the phosphorus atom has a distorted tetrahedral [N]P(S)[O]2 configuration with the bond angles in the range of 101.77 (18) ° [O2—P1—S1] to 115.80 (19) ° [O1—P1—S1]. The P=S bonds of ligand are in a trans orientation is showing respect to each other and that the sulfur atom is coordinated to the mercury center. As a result of coordination to the mercury center, as expected, the P=S bond length (P (1)–S (1) 1.97 (9) Ã…) is slightly longer than that of the free ligand The crystal structure of the complex 1 generated by the O1†¦S=P interaction along c-axis. As a result of these interactions, One-dimensional chain structure is produced. The presence of Hg-Cl and Hg-S moieties in the complex lead to the formation weaker intermolecular C-H†¦Cl-Hg , C-H†¦S-Hg interactions between the neighboring 1D chain along b-axis that create a two-dimensional array in the crystal lattice. Scheme 2. Schematic presentation of bisthiophosphoryl ligands 1 (right), 2 (left) Fig. 1 Asymmetric unit of complex 1(right) and 2 (left) are shown Fig.2 Representation of one-dimensional chain of complex 1 along the c-axis. Colour keys for the atoms: Hg †¦., P orange, O red, N blue, C light grey, H light blue Fig. 3 The title complex 1, with displacement ellipsoids drawn at the 50% probability level Fig. 4 The title complex 2, with displacement ellipsoids drawn at the 50% probability level Table 1. Crystal data, data collection and refinement for complexes 1 and 2 Table 2 Selected bond lengths (AÃÅ'Ã…  ) and angles ( °) for complex 1 Table 3 Selected bond lengths (AÃÅ'Ã…  ) and angles ( °) for complex 2

Waiting for Godot is Not an Absurdist Play :: Waiting for Godot Essays

Waiting for Godot is Not an Absurdist Play      Ã‚  Ã‚  Ã‚  Ã‚   Samuel Beckett's stage plays are gray both in color and in subject matter. Likewise, the answer to the question of whether or not Beckett's work is Absurdist also belongs to that realm of gray in which Beckett often works. The Absurdist label becomes problematic when applied to Beckett because his dramatic works tend to overflow the boundaries which scholars attempt to assign. When discussing Beckett, the critic inevitably becomes entangled in contradiction. The playwright's own denial "that there is a philosophical system behind the plays" and his explicit refusal "to reduce them to codified interpretations" suggests, one could argue, that to search for such systems or interpretations in Beckett's work is, at best, a fruitless endeavor (Beckett quoted. in McMillan 13). Let me suggest, however, that Beckett's own statements and criticisms not be taken as a deterrent to the study of his work. His objections threaten only those interpretations which "redu ce" his work. The challenge for the critic, then, is to evaluate and analyze Beckett in such a way that his works are not reduced but enhanced. The problem with designating Beckett's work as Absurdist is, precisely, that this interpretation reduces his work. When a critic describes a work as "Absurd," she does not simply mean that the work is "outrageous" or "nonsensical" or merely silly. Coined by American critic Martin Esslin, the term "theater of the Absurd" can be defined as a kind of drama that presents a view of the absurdity of the human condition by the abandoning of usual or rational devices and by the use of nonrealistic form....Conceived in perplexity and spiritual anguish, the theater of the absurd portrays not a series of connected incidents telling a story but a pattern of images presenting people as bewildered beings in an incomprehensible universe. (Holman 2) In the introduction to The Theatre of the Absurd, Martin Esslin provides a comprehensive explanation of "Absurdist" theater. He quotes Albert Camus' jThe Myth of Sisyphus: A world that can be explained by reasoning, however faulty, is a familiar world. But in a universe that is suddenly deprived of illusions and of light, man feels a stranger. His is an irremediable exile, because he is deprived of memories of a lost homeland as much as he lacks the hope of a promised

Malthusian View Relevant Today?

â€Å"Malthusian views of the relationship between population and food remain relevant today. † Discuss this statement. According to Malthusian theory of population, population increases in a geometrical ratio, whereas food supply increases in an arithmetic ratio. This imbalance would lead to widespread poverty and starvation, which would only be checked by natural occurrences such as disease, high infant mortality, famine, war or moral restraint. However, this theory is wrong in circumstances now, because it only considered two factors—food and population. But these two factors can be overcome by different ways.Other factors such as improvements in technology proved him wrong. He was right at his time but development made him wrong. If it wasn't for outside influences on population growth and food supply, his mathematical reasoning which proved his theory and was right. Firstly, as I had just said, food production has increased in many different ways, unimaginable in M althus’ time. For one, food technology has rapidly improved. The emergence of Genetically Modified food (GM Food) has boosted food production greatly. GM crops can be planted even in the most undesirable places, in low developed countries like Africa and Brazil.GM crops are also enhanced so that they are pest resistant, hence increasing crop yield. From this you can already see that GM crops cannot only increase food production, living standard can also be increased. Food production has also been increased by draining marshlands, reclaiming land from the sea, cross-breeding of cattle, use of high-yielding varieties of crops, terracing slopes, growing crops in greenhouses, using more sophisticated irrigation techniques such as hydroponics, growing new food such as soya, making artificial fertilizers, farming native crop and animal species, and fish farming.From this, you can see that although population has maybe exceeded the â€Å"optimum†, there is no decrease in food supply and living standard. Moreover, concerning the aspect of population, there are actually many means of population control nowadays that weren’t there in Malthus’ time, resulting in a slowing momentum of population growth. Firstly, there is the use of birth control methods, such as condoms, contraceptive pills, and abortion. These methods are common and widely used, and also easy to access. This way, the population can be controlled through the number of births.There is also the increased education among people for safe sex, so couples will not conceive â€Å"surprise babies† and can effectively limit the number of births as well. Moreover, the status of women has changed. Women are now of a higher position than in Malthus’ time, and they will not be as likely as before have babies. This is because they have other things in mind, mostly their work, than raising a child or having a family. Migration is also made possible globally nowadays due to commu nication and technology (i. . transport), resulting in a more balanced spread of people and hence lowering the chance of a place having too few food and too many people. In conclusion, I do not agree with the statement above. It may have made sense in the time of Thomas Malthus, but it is not relevant in modern times because many things have advanced in a momentum that Malthus has not been able to predict, especially in terms of technology and gender equality. So to make it clear, I don't think the statement is correct.

My First Day in College Essay

One day, while I was laying peacefully on my bed, my mother came in with a letter from Florida A&M University. I didn’t really want to speculate anything because a few days before I received a letter from another college saying that I wasn’t accepted. Nevertheless I was still excited when I opened it and even more so when I read that I had been accepted. So without much hesitation I packed up and headed to Tallahassee. When I arrived my mother and I took care of registration and a plethora of things you have to manage as a new student. After all the hassles of college registration were completed my mother departed for home and I was left by myself to attend college. What a great feeling! Little did I know what I had on store for the next day, my first in college. The time was around 6:30 am, my alarm rang and it suddenly hit me that I’m now in college. I got out of bed a little earlier than I normally would have to because I knew nothing more than which classes that I was supposed to attend. As I prepare myself for a day of school I noticed my roommate’s door was open. I went asked him a little about the bus situation, he told me that I should just walk in the morning because the bus isn’t that reliable at times. That later turned out to be very true, I have taken the bus to school since I’ve been here at FAMU. So I began walking to class but as I walked I saw a few people waiting for the bus and I started to question my roommates theory about the bus, yet I kept walking toward campus. As I get to campus I’m in complete and utter dismay because I knew what my class schedule was but I didn’t actually know where the classes were. So as I walk pondering on where to go I happen to see a building that says housing. I walk into the building and luckily there was someone there. I look on my schedule and asked where the building was of what I thought was my first class. One of the gentlemen took me outside and showed me the building. I thank him sincerely and went about my way. I walked all the way to the building and sat down because I noticed that I had a little time before the class started. I just happen to take look at my schedule again and I noticed that the class that I’m actually waiting for is my second class. At this point I’m very upset with myself because I asked  for the wrong class. So I walked reluctantly back to the housing office hoping that they would help me again. As I walked back I’m thinking to myself â€Å"I hope they’re not too busy to help me†. When I get back into the office luckily it was a different person there so I ask them were this building was. She told me but she was very unclear and I wasn’t sure what she was talking about. Her almost exact statement was â€Å"It’s near the gym†. I wasn’t sure if the gym had rooms in it or what. So as I go toward the gym and a guy asks me where a class was, I say with a confused look on my face â€Å"I don’t know† so he asked somebody else and they helped him out. At one point it sounded like we had the same class so I followed him. This class was actually in the gym, so I stood there for a while and I overheard somebody saying that it was an aerobics class so I left in search of my class yet again. Next I leave that class to find somebody else to help me out a little. I find someone and although he was very vague on giving directions also I managed to find the class. Remarkably I still managed to make it to the class on time. Finally I took a seat and the instructor started speaking. I realized that the person who is speaking isn’t even the instructor of that class, she was out that day. So the substitute hands out the syllabus and an overview of chapter one. All in all I’d say I spent 15 minutes in that class. Thinking back, I had spent more than 15 minutes just searching for the class. As I walked toward my other class I realize that my two trips to housing where actually a good thing, because I already knew where this class was. In this class I had a very interesting teacher. He was a very loquacious man and said he didn’t write anything down on the board nor did he repeat anything, so you had to get it right the first time. After about 45 minutes of that it was time for me to go home. So walked back to my room and took a well deserved nap. That concluded my first day at FAMU. Overall this university is a great place to further your education although, like any other institution of higher learning, it does have its faults. My first day was filled with confusion and challenges but I managed to get  though it as will any other first day student. Generally I think this will be a great experience for me and ultimately it will help me in pursuit of my career dreams.