The Slave Of The North And South - 947 Words

Abolitionist came from middle class families, particularly those of New England Stock. They viewed slavery as a national sin; quoted from the book, â€Å"an evil that mocked American ideals of liberty and Christian morality.† Reformers who were antislavery of the North and South created the American colonization society, the removal of freed blacks to Africa. Henry Clay, James Madison, and President James Monroe lead the organization. Their goals were to make America free and all white. Even though the American Colonization Society had supporters, it did not succeed. The African Americans did not stand by while this happened, they fought back and confronted the colonizers with their assumptions that â€Å"free black people were unfit to live as citizens in America.† Most of the African Americans who lived in American, were native born, which to them meant that they belonged in America. Free African Americans established some 50 abolitionist societies that presented refuge to fugitive slaves, and launched the first African American newspaper in 1827, Freedoms Journal by David Walker, a free black man who published this to Appeal the the Colored Citizen of the World. He insisted, â€Å"America is more our country than it is the whites, we have enriched it with our blood and tears.† Thus, created a comeback that exploded in the summer of 1831, Nat Turners Rebellion. From both sides, a small group of antislavery white people lost hope of colonization and boarded on a new method. Returning toShow MoreRelatedWhat Make The Different Of Sla ves Between North And South America?843 Words   |  4 PagesWhat make the different of slaves between North and South America in the 1760? Northern and Southern slavery colonies in the United States differed in the treatment and culture. Most slaves are taken for farming or other agricultural work while a handful acquire slaves to serve in households. South American Slavery In 1760’s, around 20% of the total population of states where slavery occur are composed of African Americans although most of the African American population are found in the southernRead MoreThe Differences Between The United States And The North And Slave Owners Of The South2502 Words   |  11 Pages During the 1800s The United States of America faced a great divide, with slave states concentrated in the South and free states occupying the North, both sides differed greatly. While the foundation of the South was built and relied on the principles of slavery, the North was vastly different in that the region was built upon a system of industry and manufacturing, where all workers were employed and gainfully compensated. Although these two regions of the country were supposed to stand united,Read MoreNorth vs South1028 Words   |  5 PagesNorth vs. South Compare and Contrast The north and south were very different from each other socially and economically. They each had their won interpretations of the Constitution and their differing views creating much conflict. Each conflict gave the two regions their own reasons for entering a Civil War. First of all, economic circumstances were very different between the north and the south. The north gradually had become an economy revolving around manufacturing and commerce; they focusedRead MoreThe Slavery Of The North And South Between 1700 And 17991072 Words   |  5 Pagesnations incorporated provisions for slavery within their structure of governance. As slavery took roots in the North and South between 1700 and 1799, it influenced political, social and economic structures of the two regions throughout the 18th century. Towards the end of 17th century, European masters embarked on granting independence to their colonies. As the European colonies in the North gained independence, residents of the independent states acquired cheap land that was left by their colonialRead MoreEssay on Emancipation1140 Words   |  5 Pagessociety between the North and the South. The war divided the country between the North (Union) and South (Confederate). There were many factors that led to the war and the chief ones were political, social, and economic differences between the North and the South. Slavery was a major issue that triggered the American Civil War. Basically the South wanted and needed it and the North did not want it at all. The South was going to do anything they could to keep it. Slavery and slave trades had becomeRead MoreWhat Caused The Civil War? Slavery? Politics?Social Conflicts?Maybe1628 Words   |  7 Pageshappened. It was called the Civil War. The Civil War was between the North and the South about slavery. The North was antislavery, but the South was all for slavery. The North wanted to free the slaves to help fight the war, but the South was not fond of that. Some would believe that they would talk it out; however, they both decided to have a four-year war about it. Although many feel that slaves were only used to help the North in the Civil War, in reality, they determined how it came about. Read MoreThe End Of The Civil War1483 Words   |  6 Pagesbetween the North and South. This line differentiated everything from crops to religion. A s the country expanded and evolved this line not only become clearer but also started to cause more conflict. Eventually it became clear that the North was industrializing and the South wanted to remain an agrarian society. Leading up to the civil war was basically a sibling rivalry of push and shove. One day the South would start to implement slavery in a disputed or free territory and he next the North would beRead MoreFrederick Douglass : The Cause Of The American Civil War998 Words   |  4 Pagessocial disputes between the North and the South. The morality of the issue of slavery was one which was highly debated. The North found that slavery was immoral and should be abolished. Frederick Douglass, a former slave, in his speech on â€Å"The Meaning of July Fourth for the Negro,† holds little back and criticizes the happening of the white man in celebrating freedom yet enslaving African Americans (Doc. 4). Be mindful that this is a speech that was given by a former slave to an audience that primarilyRead MoreThe North And South Were Divided Into Two Sections Essay914 Words   |  4 Pagesthe Antebellum period, the North and South were divided into two sections. The North opposed slavery while the South believed that it ultimately benefitted society, creating conflicting views on many different issues. The issues that were brought about during the antebellum period between the North and the South were centered around what type of societies slavery created. Although the North and South had some similarities during the antebellum period, the North and South were consistently more differentRead MoreEssay about Causes of The Outbreak of the American Civil War1129 Words   |  5 PagesCivil War The deep south had strong opinions on issues on which the south had other feeling on, one of the main issues was that of slavery. The north had an obvious disagreement with the south over the issue of slavery, this started at the very beginning of the union with the south saying that slaves had been used for years in ancient Greece and Rome. Southerners felt that it was a more distinguished way of life and thought that the north did not like the idea of slavery

Immune Of Doubt By Rene Descartes - 916 Words

Immune to doubt In his meditation writing, Rene Descartes tries to find that one thing that is absolutely certain and therefore is immune to doubt. The way in which he attempts to do this is by doubting everything that he knows to be true until the mere action of doubting that thing becomes a contradiction in itself. Since it is unrealistic, and maybe logistically impossible, to doubt every single thing that he holds to be true in this world, Descartes starts by rejecting everything that he would consider to be fundamental and he declares, in his writhing, that everything is unreal because doing this knocks down the foundation of his knowledge. The foundation of his knowledge, for all he knows, might be true but since he has not proven it to be true yet, it would be easier to start in a clean slate and build undoubtable knowledge from scratch. Descartes eventually comes to the conclusion that the one thing that is immune to doubt is that he is a thinking thing. In making this assertion, Descartes ha d to establish that he exists and subsequently make several enquiries about his attributes and be able to demonstrate that he can only be sure of his ability to think. In the process of questioning his own existence Descartes starts by denying the existence of his body and his senses, perhaps the two most important things that we humans associate with our being. He biases these denials on the fact that he had dreams before that had seemed just as vivid as ‘real life’ perhaps heShow MoreRelatedRene Descartes And Skepticism Argument763 Words   |  4 PagesEssay 1 Skepticism, in general, is the theory that knowledge is impossible without certainty. Rene Descartes aimed to prove skepticism wrong by using his method of hyperbolic doubt, which stated that you should only believe certain things that are immune from doubt and throw out anything that may be doubted. In his mediations, he then came up with two different arguments from this method: the dream argument, and the evil demon argument. These skeptical arguments are not intended to be a denial ofRead MoreBakit hangad ng mga bansang Asyano na magkaroon ng pambansang Wika?5719 Words   |  23 PagesRenà © Descartes (1596—1650) Renà © Descartes is often credited with being the â€Å"Father of Modern Philosophy.† This title is justified due both to his break with the traditional Scholastic-Aristotelian philosophy prevalent at his time and to his development and promotion of the new, mechanistic sciences. His fundamental break with Scholastic philosophy was twofold. First, Descartes thought that the Scholastics’ method was prone to doubt given their reliance on sensation as the source for all knowledgeRead MoreTheoretical Relationship Between The Mind Body1193 Words   |  5 Pagesthe highest within college students, and this theory explains that sometimes the mind affects the body, and vice versa. In other words, the body and mind are separate, and they affect one another. One philosopher who supported this theory was, Rene Descartes; by stating, â€Å"We are physical beings because we are extended in space. We are mental beings because we think.† Another theory according to Andrew Gummow and Adrian Janit is Materialism, which its position is that the only physical matter is realRead More The Free Will in Meditations on First Philosophy by Descartes3767 Words   |  16 PagesFree Will in Meditations on First Philosophy by Descartes I In Meditations on First Philosophy, Descartes takes the reader through a methodological exercise in philosophical enquiry. After stripping the intellect of all doubtful and false beliefs, he re-examines the nature and structure of being in an attempt to secure a universally valid epistemology free from skepticism. Hoping for the successful reconciliation of science and theology, Descartes works to reconstruct a new foundation of absoluteRead MoreEssay on The Concepts of Belief, Certainty, and Knowledge1942 Words   |  8 Pageswhat cannot be seen and is rationalism’s fundamental philosophy of life. To be able to reason based on a logical and rational premise is crucial to arriving at a conclusion that serves its purpose of increasing our knowledge. Rationalists like Renà © Descartes are particularly impressed with areas of knowledge such as logic and mathematics, which seem to be both certain and useful[4] and claim that reason provides belief of a high epistemic status, thu s being able to develop subjectively comprehensiveRead More50 Harmful Effects of Genetically Modified (Gm) Foods14312 Words   |  58 Pagesproducts, why can t we also manufacture living organisms, and using the same or similar principles? Why not take this assembly-line process to the next logical and progressive level? What s wrong then with the advance of genetic engineering? No doubt, with hybridizations conscious life is manipulated. But living organisms continue to make some primary genetic decisions amid limited selections. We can understand this with an analogy. There is an immense difference between being a matchmaker andRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesshort to medium term), the better off we’ll be. The workplace is no place for fantasies. COUNTERPOINT here are employers and employees who show little regard for each other. That each side can be uncaring or cavalier is hardly a revelation. No doubt such cynical attitudes are as old as the employment relationship itself. But is that the norm? And is it desirable? The answer to both these questions is â€Å"no.† Says management guru Tom Peters, â€Å"Bottom line: loyalty matters. A lot. Yesterday. Today

Creating A Constructivist Classroom Education Essay Free Essays

string(30) " manners and personalities 2\." Abstractions: Constructionism claims that scholars are able to build cognition most of course and wholly while they are building some artefacts. This paper explains that cognition acquisition is a procedure of design that is facilitated when scholars are actively engaged in planing cognition instead than simply construing or encoding it i.e. We will write a custom essay sample on Creating A Constructivist Classroom Education Essay or any similar topic only for you Order Now Learners benefit the most from the larning procedure when they are the interior decorators of the instructional experiences. Constructivist instructors encourage pupils to measure how the activity is assisting them derive understanding. By oppugning themselves and their schemes, pupils become adept scholars as they learn how to larn. The pupils so have the tools necessary to go life-long scholars. Educational Technology can help pedagogues in making a constructivist larning environment. It offers a enormous sum of information, tools for creativeness and development, and assorted environments and forums for communicating. Through engineering, pupils can show themselves and their creative activities and they can reply inquiries that they are presenting for themselves. Hence, this paper tries to set forward the fact that Constructivist pattern is made easier with engineering because it promotes collaborative, synergistic and student-centered acquisition. Cardinal words: Constructionism, instructional experiences, life-long scholars, collaborative, student-centered acquisition. Introduction: Education is at the meeting of powerful and quickly switching educational, technological and political forces that will determine the construction of educational systems across the Earth for the balance of this century. The handiness of engineering may take instructors to integrate constructivist patterns in their schoolroom. Rakes, et.al. ( 1999 ) found that the sum of engineering available, the degree of engineering accomplishments of the instructors, and the usage of engineering were straight related to utilize of constructivist methods in the schoolroom. They province, â€Å" engineering can supply the vehicle for carry throughing constructivist instruction patterns † . Technology complements constructivism by supplying on-going information and tools for pupil creativeness and development, which contributes significantly to an addition in pupil larning results. It serves as a powerful tool for constructivism ‘s cardinal rule that pupils learn by making. Constructivis t pattern is made easier with engineering because it promotes collaborative, synergistic and student-centered acquisition. The usage of engineering in the schoolroom besides has a positive consequence on pupil attitudes because they feel more successful, are motivated to larn and hold better assurance ( Dwyer, et Al, 1991 ) . In today ‘s digital economic system, the ability to entree, adapt, and make cognition utilizing engineering is critical to a pupil ‘s success. Significance OF CONSTRUCTIVIST VIEWS OF LEARNING: Merely late has it become executable to see constructivism rules within the context of technology-mediated higher instruction ( Gunawardena, Lowe A ; Anderson, 1997 ; Blanchette A ; Kanuka, 1999 ) . This is due chiefly to progresss in communicating engineerings ensuing in an effectual agencies to implement constructivism rules, which would be hard to carry through with other media ( Driscoll, 1994 ) . Specifically, communicating engineerings have the capacity to supply an synergistic environment that can back up instructional methods required to ease constructivist rules. For these grounds, constructivism has become a popular epistemic place for many pedagogues who are utilizing technology-mediated acquisition. Unfortunately, pedagogues who take on the challenge of seeking to do sense of the literature on constructivism frequently find it to be an overpowering escapade. There are a assortment of epistemic places that coexist in the literature on how we construct knowledge – many utilizing the same constructivist label. Conversely, there are many different labels used to depict the same cardinal thoughts built-in in many constructivist places. Adding to the labeling confusion is another job: some of the instruction literature describes constructivism as a set of instructional schemes, some describe constructivism as a acquisition theory, and others describe constructivism philosophically – or as a manner we come to understand ourselves and our environment. The undermentioned literature reappraisal identifies the Hagiographas on constructivism that are notable. Hagiographas were identified as notable when they made of import theoretical points about the usage of constructivism for technology-mediated acquisition. Constructivism positions larning as a personal, brooding, and transformative procedure where thoughts, experiences, and points of position are processed into something new. In this doctrine, instructors are the facilitators for the pupils ‘ acquisition ( Sandholtz et al. , 1997 ) instead than the provokers. In the knowledge-constructed schoolroom, the pupils work together, sharing the procedure of larning non merely with their equals but with parents and others ( Sandholtz et al. , 1997 ) . The literature is rich with illustrations and grounds back uping the claim that cognition is constructed and non transferred. This attack to acquisition has become known as constructivism ( Jonassen, 1999 ; Riel A ; Fulton ; Schank, Berman, A ; Macpherson, 1999 ) . Learning takes topographic point in every schoolroom. The job is that it is frequently non what we expected would be learned ( Smith, 1998 ) . The constructivist larning environment contains a job that is cardinal to the sphere of survey, theoretical accounts of the acquisition procedure by an expert, and is scaffolded by a manager or more adept scholar that extends the ability of the scholar ( Jonassen, 1999 ) . Balakrishnan ( 2001 ) investigated the usage of constructivism and engineering in project-based acquisition in simple schoolrooms and found that instructors ‘ planning and pattern of project-based acquisition activities are focused more on multiple instructional activities and less on integrating of constructivism and engineering. Julius ( 2001 ) investigated how constructivism was evidenced in the beliefs, perceptual experiences, and patterns of in-between degree instructors who were considered to be effectual instructors. The consequences revealed that constructivists held consciousness of the function of both pupil and instructor in impacting the cognitive development in pupils. Classrooms using a constructivist attack to pedagogy would be pupil centered ( Bransford, 2003 ) . PRIORITIES OF EDUCATIONAL TECNOLOGY IN CONSTRUCTIVIST PRACTICE: The four precedences are: Thatch for Intellectual Development 1. Critical and originative thought accomplishments development 2. Demonstrated competences in nucleus course of study 3. Effective usage of engineering in the schoolroom in support of larning 4. Application of larning accomplishments to relevant, real-life state of affairss Make Learning Meaningful 1. Appreciation of diverseness of larning manners and personalities 2. Appreciation and application of appropriate instruction manners 3. Giving pupils the chance to have their acquisition experiences 4. Developing a passion for life-long acquisition Use Authentic Assessment 1. Set high criterions for ego and pupils 2. Developing a dynamic attack to a changing universe 3. Demonstrate competences through public presentation 4. Promote active engagement in our democratic society Focus on Students Becoming Manufacturers and Subscribers 1. Lend to others in category in and community 2. Foster value as an person and as a conducive member of society 3. Use larning accomplishments in real-life state of affairss and for existent wagess 4. Interact/team with other instructors and community members. ROLE PLAYED BY EDUCATIONAL TECNOLOGY IN CONSTRUCTIVIST CLASSROOM: a-? Paradigm displacement in position of the learning procedure: Paradigm displacement in position of the acquisition procedure coupled with applications of the new information engineerings, may play an of import function in conveying educational systems into alignment with the knowledge-based, information-rich society. The general impression sing the usage of computing machines in instruction is that it may best be used as a tool for drill and pattern plans supplementing the instructional procedure. In such instructional procedures, the scholar receives information already programmed inside the computing machine following an algorithm. Although some sum of interactivity is ensured, the general feeling is that in such instructional procedures, computing machines control the acquisition construction giving the scholar really small room for creativeness, doing him a inactive receiver of information. There is a demand to research the potencies of this device beyond these traditional impressions i.e. the meaningful designing of computing machine based instructional procedures with increased pupil engagement. Besides, it is non the drawn-out use on the device that would guarantee the coveted acquisition instead the nature of these larning undertakings, which would transform and enrich the instructional procedures. Computer application plans can be used to plan larning experiences to develop originative and critical thought and be used as ‘mind tools ‘ that can be used by pupils to stand for what they know and to prosecute in critical thought about the content. a-? Use of ICT in altering the function of the instructor from ‘prescriptor ‘ to that of ‘orchestor ‘ of acquisition: In schoolrooms today, the function of the instructor needs to alter from the traditional function of prescriptor to that of orchestrator of larning – which necessitates the designing of ICT integrated schoolrooms advancing higher order cognitive accomplishments. The focal point ought to be more on enquiry-based attacks frequently traveling beyond the prescribed course of study to dig and seek replies to the job under concern but now from different positions. This methodological analysis is disputing both for the instructor every bit good as for the scholar but finally the procedure of self-learning ensures a more strict attack and deeper apprehension of facts. The focal point is more on the procedure of information acquisition, the critical and analytical thought involved in geting information from multiple beginnings, analysing any information and so planing the acquisition results in aesthetic presentations. Such a theoretical account of larning focal points more on the proc edure over the merchandise, geting information from multiple beginnings, analytical and critical thought and eventually a comprehensive rating measuring different countries of pupil academic growing. a-? Development of educational portfolio through the usage of ICT: An educational portfolio is one such typical invention that can advance constructivist acquisition in the otherwise traditional schoolroom. It is a combination of a figure of larning undertakings and a digest of the results achieved as a consequence of the procedures undergone therein. A critical constituent is the accent on ‘process ‘ over ‘product ‘ and the changeless contemplation of the scholar as he moves from one phase to another in the realisation of the aims. The other important characteristic is the acquisition of information from multiple beginnings and the necessary constituent of changeless informations analysis before continuing to the undermentioned phases in the development of the educational portfolio. Appraisal of larning results besides is a comprehensive one taking into history different countries of scholar academic growing as a consequence of the procedures being carried out from designation of ends to acquisition of relevant information a nd eventually its processing and airing. a-? Promoting portfolio appraisal through ICT: Portfolio appraisal is a comprehensive mode of pupil rating integrating a assortment of larning undertakings with appropriate and timely proviso of the necessary guidelines to finish the same within accorded standards and allotted clip bounds. Portfolio Assessment, with a focal point on growing and development over clip, implemented through choice, contemplation and review of category work, along with end puting and self-evaluation. These are public presentation enablers that define the acceptable criterions expected from the scholar and therefore specify the way that he needs to follow to accomplish excellence. What differentiates the educational portfolio from the traditional signifiers of appraisal is the designing of the portfolio around a set of criterions and larning ends which are non the direct results of the schoolroom instructional procedures, instead an enterprise to guarantee pupil higher order acquisition as a consequence of these instructional procedures. Function Direction Construction Classroom Activity Teacher-centered ; didactic Learner-centered ; synergistic Teacher Role Fact Teller ; expert Confederate ; scholar Student Role Listener ; ever the scholar Confederate ; sometimes the expert Instructional Emphasis Facts ; memorisation Relationships ; enquiry and innovation Concept of Knowledge Accretion of facts Transformation of facts Presentation of Success Measure Quality of understanding Appraisal Norm-referenced ; multiple-choice points Criterion-referenced ; portfolios and public presentations Technology Use Drill and pattern Communication, collabor- ation, information entree and retrieval, look a-? Educational engineering advancing multiple positions of acquisition: With the aid of educational engineering the accent is on cognition building, non reproduction ; the composing of information instead than the infliction of cognition ; multiple outlooks instead than multiple workbooks. The instructor must fix with inventive foresight, and imperative penetration in order to excite and imitate effectual brushs that resemble existent life instruction. Wyld, S. and Eklund, J. ( 1997 ) .A province that: â€Å" facing scholars with jobs from multiple positions can advance the pertinence of their cognition across changing state of affairss. Learners have to work with the same construct in different environments at different and with different ends. So they are expected to develop cognitive flexibleness and to bring forth multiple positions of their cognition. † a-? Educational engineering making constructivist schoolroom through active acquisition: Learners can non build cognition merely by passively having, geting, or accepting it ; A nor by inertly listening nor heeding.A Knowledge is non formed during the transmittal of it.A Therefore the accent for direction must be on the creative activity of significance and understanding while meeting new information or new contexts.A Active scholars need to be involved bypartaking, take parting, building and cooperating.A Jonassen ( 1996 ) states that scholars must be given chances to be active in ways that will advance autonomy, creativeness and critical analysis of jobs necessitating a solution.A Wilson ( 1997 ) , created a list of chances for the scholars to develop more active buildings of meaning.A They included simulations, scheme and role-playing games, toolkits and phenomenaria, multimedia larning environments, knowing acquisition environments, storytelling constructions, instance surveies, Socratic duologues, training and scaffolding, larning by design, acquisition by learning, group cooperation, collaborative acquisition and holistic psychotechnologies. a-? Educational engineering advancing collaborative acquisition chances: Collaborative work allows for schoolrooms to be more concerted than competitive.A Students begin to see one another as resources instead than beginnings of ridicule.A The societal context within which a scholar resides is important to their accomplishment. Strommen A ; Lincoln ( 1992 ) A found that: â€Å" Constructivism has led to the extra find that powerful additions are made when kids work together†¦ ..children are able to reflect on and luxuriant notA merely their ain thoughts but those of their equals as good. Children come to see their equals non as rivals but as resources. † To understand a construct to the point of being able to explicate it to others, is when existent acquisition has occurred and personal cognition has been acquired.A Lunenberg ( 1998 ) believes the value of collaborative acquisition is in the chance for scholars to lucubrate on their ain thoughts every bit good as those of their peers.A Worldwide coaction is besides actuating for both pupils a nd instructors as it provides an appealing manner for pupils to derive internet accomplishments while go toing to regular schoolroom activities. The worldview of the pupil can be expanded because of the nothing cost of pass oning with other people around the Earth. Decision: Educational Technology provide an array of powerful tools that may assist in transforming the present stray, teacher-centered and text-bound schoolrooms into rich, student-focused, synergistic cognition environments. To run into these challenges, schools must encompass the new engineerings and allow the new ICT tools for larning. They must besides travel towards the end of transforming the traditional paradigm of larning. To carry through this end requires both a alteration in the traditional position of the acquisition procedure and an apprehension of how the new digital engineerings can make new larning environments in which pupils are engaged scholars, able to take greater duty for their ain acquisition and building their ain cognition. Constructivism modifies the function of the instructor so that instructors help pupils to build cognition instead than reproduce a series of facts. The constructivist instructor provides tools such as problem-solving and inquiry-based acquisition a ctivities so that pupils can explicate and prove their thoughts, draw decisions and illations, and convey their cognition in a collaborative acquisition environment. 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Compare vs. Contrast Active vs. Passive Studen free essay sample

The morning before my swimming sectional meet I lay in bed at home. I knew at that moment my shoulder was injured. As I lay in bed, my body shakes and screams from the tension in my shoulder. Heart pounding and nerves were on fire. I knew this was no ordinary pain. Little did I know that one shoulder injury would diminish my dreams and keep me from becoming a swimmer at Indiana University. I started swimming competitively early on with the high school kids when I was in 7th grade. I was starting two- a -day practices, conditioning, and attending the workouts. I knew swimming was my whole life and I wasn’t going to let anyone or any injury bring me down. When I entered high school, I swam all the time; The Center Grove High School pool felt like a second home to me. The only problem with swimming for long periods of time and starting so young was that it wasn’t good for my developing muscles and shoulders. We will write a custom essay sample on Compare vs. Contrast Active vs. Passive Studen or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In the back of my mind my worst fear while swimming was always injuring my shoulder, because I had heard horror stories of swimmers who can no longer swim because they over use their shoulder. Never the less I was always positive, and thought nothing would ever happen to me. If something ever felt wrong or different, I would never whine or complain; I would just suck it up and go on with my race or practice. My junior year, I noticed a knot in my shoulder and it was affecting my stroke and how I would race at practice and meets. I never really said anything to my parents or coach because I was scared to let them or the team down. I continued to swim my junior year and ended up moving forward to sectionals, and my coach thought I had the potential to make it to state. The morning of sectionals, I woke up in pain; I couldn’t move my shoulder. I told my parents, and they didn’t think I should swim in sectionals that day, but I was bound and determined to make it to state. I wanted to make my coach proud and did not want to let my teammates down. I ended up swimming my event, the 100 freestyle, and missed the state cut by ne place, coming in 4th. That moment was when I gave up. I knew deep down that my shoulder was done for and I couldn’t continue to swim like I use to. My confidence was shot and my dreams of swimming were shattered. In the days to come my parents took me to the doctor for my shoulder because it was still bothering me. The injury was so bad; the doctor was surprised I was even swimming my junior year. He was disappointed in me that I didn’t come in and get it looked at earlier, and he said I could have gotten therapy, and there would have been a possibility that I could have kept swimming. Then He hit me with the worst news I’ve heard in a long time, â€Å"You tore your rotator cuff, which lead to severe tendonitis, and you can’t continue to swim or it will only get worse. † This meant that I had over used it and my fear of injuring myself happened to me right then and there. It hurt me and upset me knowing I couldn’t swim in college, and I could have prevented this small shoulder issue, but instead I ignored it and acted as if it wasn’t a big deal. I ended up swimming a little in my senior year, participating in a few practices and meets. I wasn’t allowed to go all out or overdo it, and I didn’t try or win like I use to. They knew how much swimming meant to me, so they let me participate. Not a day goes by that I don’t miss swimming. I beat myself up for not speaking up, or going to that doctor’s office earlier. It saddens me that I couldn’t swim in college, because I knew I had the potential to better myself and swim at Indiana University. My dreams were shattered, but a hard lesson was learned.