How to Use your Facebook Homepage Assignment Example | Topics and Well Written Essays - 500 words

How to Use your Facebook Homepage - Assignment Example Add friends-before beginning the process of creating your profile, Facebook will make a suggestion of individuals you would want to add as friends. If you do not recognize any of them, you can skip the step and proceed to the next. You will then be asked whether you want to scan your email accounts for other recognizable users. If you like you can also leave out this step and add friends via Facebook itself. 6. Verifying your account on completion of the account creation process, a newsfeed will appear at the top of the page. Then you have a view of a message notification that an activation email has actually been sent to the email address you signed up with. 7. Finish up filling the rest of the profile-click the link on ‘Edit profile’ that is below your picture in the top-left corner. You can add the information you want to share. Some of the profile options consist of the following: relationship status, hometown, current home, favorite quotes, religious views, and political views. 8. You can also set the privacy options for each piece of information added above on the profile. This is done by clicking the privacy button on the top right corner. This tool permits you to select the individuals to view what you have shared. You can choose to share with friends, the public or a specific group of people (Schenk).

Learning Disabilities of Gifted and Talented Children Research Paper

Learning Disabilities of Gifted and Talented Children - Research Paper Example In 1981, the Johns Hopkins University arranged a tutorial in which experts belonging to both the fields of the giftedness and learning disabilities were called together to consider this issue from various aspects (Brody and Mills, 1997). That was the time when the educationalists expressed interest in addressing the concerns of the gifted children as well as others with the learning disabilities, but the students with both the traits had not received sufficient recognition. The participants of the tutorial mutually consented upon the existence of the students with both the traits and also the fact that they are overlooked because of the conventional trend of assessing the students either for learning disabilities or for giftedness. The dual exceptionality has been defined as â€Å"emerging within the context of moral concern for the civil right of all children to have an appropriate public school education that will help them fully develop their potential for life satisfaction and c ontribution to society†. Children who are gifted and also have the learning disability can be characterized into three main subgroups. The first kind is of those students who are known for their giftedness but they experience difficulties in the school. These children are perceived to be underachievers. Their underachievement is attributed to their lack of motivation, the subjectivity of self-perception and laziness. For a major part of their educational tenure, their learning disabilities remain unidentified.  ... For a major part of their educational tenure, their learning disabilities remain unidentified. As the level of difficulty of the studies increases, things become so difficult for these students that they fall considerably behind their class fellows and thus, they become prominent as students with learning disabilities. The second kind of these students is that in which the students’ learning disabilities are known but their giftedness is unrealized. So this kind is the opposite of the first kind. The population of this kind of students with dual exceptionality is larger than that of the first kind. Baum (1985 cited in Brody and Mills, 1997) conducted a research and found this kind of students to be 33 per cent of the total number of students with learning disabilities. The intellectual abilities of these students are underestimated because of their poor performance in the IQ tests or inadequate assessment of the teachers. These students are not fortunate enough to be referred for the gifted services because their giftedness is never realized. The third kind of students with dual exceptionality is the largest in population. These are the students whose abilities and disabilities cover each other. The students of this kind are educated in the general classrooms and are deemed unsuitable for the services prescribed to the students with learning disabilities or giftedness. These students are thought to possess average abilities. Despite the fact that the magnitude of performance of these students is considerably lower than it can potentially be, they perform good enough to pass and are hence promoted. However, as the level of difficulty of the education increases, these students start to

Psychological Perspectives of Understanding Essay Example for Free

Psychological Perspectives of Understanding Essay Introduction This booklet will introduce you to the main psychological perspectives to the understanding of a child’s behaviour development. Each perspective will be described in as much detail as possible, and the theorist that are linked to them. The main perspectives are; * Psychodynamic * Freud * Behaviourist * Skinner * Cognitive * Piget * Humanist * Rogers, Maslow, Cooley and mead * Social learning The psychodynamic perspective This perspective is very much based on the early work of Sigmund Freud. It is believed that behaviour is made from a child’s subconscious feelings, which all come from life experiences. It is viewed as a child’s problem as an outward and visible symptom of invisible conflicts. All the conflicts may come from trauma, loss, or from a strained/troubled relationship with parents or carers. Children do not have any inner resources that help them understand their feelings completely so they may be shown in inappropriate and difficult behaviour. Sigmund Freud said that â€Å"when a child’s too painful or too difficult feelings are left untalked about, they leak out in difficult and challenging behaviour or in neurotic symptoms.† The source of a painful feeling is buried under a defensive mechanism that is very hard to find in a child; because of this most children do not understand why they are behaving this way. A psychodynamic assessments are always carried out by psychiatrist as they use techniques that are designed to provide an insight into their past. To do this they use the response of the child to make inferences about sub-conscious motives for behaviour. Once they have understood the child’s behaviour the psychologists will start an intervention which will help the child express their feelings instead of it coming through their behaviour. These can be done through the following;  * Build a supportive relationship with a significant adult * Help the child to talk about what they are feeling in an secure environment * Express painful feeling through drama, storytelling, play or cartoons The behaviourist perspective This perspective is based from the work Skinner. It was said â€Å"Law of Effect† is the behaviour that leads to strengthened behaviour which is ignored or unsatisfying which is all weakened. Behaviourists claim that all behaviour of children are learned and can be changed by systems, such as rewards or punishment. There are two types of rewards behaviourists use, these are informal and formal. * Informal – acknowledgement or praise * Formal – clear targets for example stickers, tokens or points which all then lead to bigger rewards. The behaviourists also claimed that the behaviour requires a scientific approach which is completely based on objectivity and experimentation. The methods they were use were considered to be unscientific, so instead it was all placed on observations on their behaviour rather than a searches for the cause of the behaviour through the child’s past. Behavioural assessments in schools involve observation and recording of a child’s behaviour. When they are observing it is all taken down on an observation checklist, which includes the following titles; * Antecedent * Behaviour * Consequences All this is then used to form a baseline for a post-intervention can be assessed. The Cognitive perspective This perspective shows how a child’s develops understanding what is around them. This refers to different mental activities such as; * Listening * Speaking * Learning * Understanding All the theories of cognitive development concentrate on developments of  their intellectual skills. All the skills that we have are the ones that have been learnt through cognitive development. If none of the children have cognitive skills then they wouldn’t be able to put past experiences or plan future events, cognitive development is very much concerned with how the mental processes work and develop. There were two psychologists who studied cognitive development, there name was Jean Piaget and Lev Vygotsky. Jean Piaget was a psychologist who looked at a child’s developing their reasoning skills. Piaget carried out detailed observations of them and as his work started taking shape on how our understanding a child’s intellectual skills and as a result of this he has made changes in education. Piaget understood that cognitive developments occurred in stages, his research concentrated on how children learn and start to gain an understanding of their stage of development to be able to learn new concepts. He identified a four-stage process of cognitive development all the way through childhood. He stated that every child would go through each stage but not at the same time, but he also said that some children would sometimes never reach the later stages. The four stages are; * Sensorimotor stage (0-2 years) * Children at very young ages start to learn by their own activity and movement. Everything babies touch or see they put into their mouths or hold them tight and they examine them closely. A child develops an understanding through something called schema. Schema is a mental construction which contains all the information a child has about a particular aspect of the world. * Pre-operational stage (2-7 years) * At this stage children start to show evidence of thinking but it’s not logical thinking, they are not able to perform mental operations. Children will start to use symbolic behaviour such as pretend play, language and drawings. * Concrete operations stage (7-11 years) * At this stage children are able to understand any ideas in a much more logical way but they sometimes still find it hard to understand concepts. * Formal operational stage (age 12 to adult) * At this stage children are able to think in a way which is more abstract and logical way, they can use reasoning skills; they are applying a general principle to a particular situation. Children are more flexible in the way they think. There are two people who have been highly interested in cognitive styles of therapy. Aaron Beck and Albert Ellis, Aaron Beck has used methods of cognitive behavioural therapy to treat many people who have or are suicidal, depressed or may have personality disorders. Whereas Albert Ellis looked at the different ways to change their behaviour my using methods of Rational Emotive Behavioural Therapy, he used this to show his patients that their feelings were results of different habits by conditioning rather than being realistic. Therapists that use this approach use training and role-play techniques to modify their behaviour. The humanist perspective This perspective makes positive aspects of development and growth, this emphasises a person’s unique experiences to a personal thoughts. There are four psychologists that are specialised in this perspective, these four are; * Carl Rogers * Rogers developed the concept on self-esteem. According to him everyone has an idea of what someone’s ideal self should be. He believed that if your image of your self is the same as your ideal self then you have good self-esteem. Rogers said that the development of self-esteem all depends on positive regard from others, the effect of a child’s self-esteem will come from their parents’ unconditional love and affection. Children will start to cope with different situations as they get older, for example a sense of achievement or failure in either sports or their educational skills. Rogers also considered cultural factors, gender and physical attributes to come to his conclusion. * Abraham Maslow * Maslow’s theory is based on individuals that are being motivated through seeking to develop through five levels of need. The most basic needs are physiological which are survival instinct, which is then followed by safety needs, belonging and loving needs, self-esteem needs and at the very top is personals achievements and growth. * Cooley * Cooley proposed â€Å"looking glass† theory, which means that the behaviour from children to others acts like a looking glass which gives us a reflection of ourselves. It raises people’s self-esteem. * Mead * Mead had the view that everyone has two aspects â€Å"I† and â€Å"me†. This means that â€Å"I† is the social responses of individual and â€Å"me† being the responses and attitudes of others. It was important of the communication with others for the development of self-esteem. The Social learning perspective Social psychology looks at aspects of development such as behaviour such as being in a group, leadership, non-verbal behaviour and aggression. The social perspective looks at the environment, interactions with others that have influenced the child’s behaviour and attitudes. Bandura theory emphasises on the environment and the social steps of learning. His view is that it would be part of a child’s self development, is what they have observed and imitated from people around them.

Advantages and Disadvantages of Fracking

Advantages and Disadvantages of Fracking Research Review Due to the nature of the question its structure appears to be formulaic; one side looking at the potential benefits and the other presenting counter arguments centring on environmental and social impacts. This structure led naturally to researching the potential benefits of fracking first. A good starting point was the official government report Shale gas and fracking[1], this gives a wide overview of the situation regarding fracking in the UK; however the area that is of particular interest for this project refers to the â€Å"Economic implications†. Regular comparisons are made with the United States; where fracking has been implemented on a large scale, dramatically changing their energy landscape for the better. These comparisons have led to the conclusion that â€Å"shale gas was unlikely to be a â€Å"game-changer† as in the US†, this is down to the comparable shortage of land on which to drill in the UK. Suggesting that UK fracking will yield considerably lower economic benefits than the US, despite this according to a May 2013 report referenced in the document a scenario has been put forward â€Å"Where UK shale gas production attracts  £3.7 billion per year and supports up to 74,000 jobs†, clearly showing the potential benefits of fracking. As expected from a government report counter arguments are provided very effectively, this is a vital part of a cost benefit analyse; the main purpose of the document. A large portion of the document is dedicated to â€Å"Environmental considerations†, relating well to the environmental and social impacts section of my dissertation, therefore this source covers arguments both for and against fracking in the UK and will prove very useful when writing my dissertation. Looking at the origin of the source it appears credible, published on the 22nd January 2014 suggests that up to date information has been used, it has also been written by a plethora of different writers, thus decreasing the chances of any bias influencing conclusions. Finally it is an official government document therefore likely to be highly reliable with informed decisions being made following the collation of large amounts of research data. Although the report made clear there is a distinct lack of information regarding fracking in UK, for example â€Å"the amount of shale gas that could be commercially extracted† is not known, possibly making any further assumptions such as how far could fracking bring down energy costs, unreliable as no exact calculations can be made. Shale gas and fracking raised the idea of Shale gas being used as â€Å"bridge† from coal to clearer renewable sources of energy. A similar idea is addressed in Michael Levi’s research paper Climate Consequences of Natural Gas as a Bridge Fuel[2]; this explores the use of natural gas as a bridge fuel. The main function of this bridge fuel is â€Å"smoothing a transition †¦ from fossil fuels to zero carbon energy by temporarily offsetting the decline in coal use†. Levi takes a research orientated approach using hypothetical scenarios to answer this question; he begins with 6 traditional stabilization scenarios before constructing â€Å"six new â€Å"bridge† scenarios† and finally â€Å"six delayed transmission scenarios†. This modelling demonstrates the effects of these different scenarios on CO2 concentration and temperature change; this is significant when assessing the potential benefits of fracking as if it can lower CO2 output and po tentially reduce dependency on coals leading to â€Å"zero carbon energy† it could suggest there is a strong case for it implementation. Again this source presents both sides of the argument, the converse of which is that methane emissions from the extraction of natural gas â€Å"will severely reduce or entirely negate the climate benefits of lower CO2 emissions†. Despite this potential downfall not necessarily fitting my counter argument of the environmental and social impacts, it could be used to evaluate the potential benefits of fracking. Dr Levi, a David Rubenstein senior fellow for energy and the environment, is highly regarded having published many scholarly articles for a number of academic papers such as the Oxford press. Therefore this source seems highly credible as the author has extensive experience in the field of energy and fracking. Despite this there is considerable ambiguity over the conclusions made, he is aware that he has only used a limited number of scenarios and that â€Å"examination of additional scenarios could further reinforce or challenge his result†. Upon appraisal it was evident that a clear fracking debate was emerging, this led me to a particular TED talk entitled The Fracking Debate[3] delivered by Terry Engelder, a leading authority on the Marcellus gas shale play. Engelder believes that the economy will only grow in proportion to its availability to energy and that fracking should be used to fuel this growth. Engelder arguments are not constructed in such a way that champions fracking but instead by deposing its alternatives, for example if America was to implement wide scale renewable energy programs such as solar and wind then it would experience numerous problems. Such as, extensive use of solar panels become susceptible to sudden voltage shocks from the emerging sun causing failure in transmissions systems. He also raises the fact that these are heavily subsidised; unlike fracking. Finally the counter argument over methane emissions from fracking offsetting the reduction in CO2 in Levi’s paper is disproved, Engel der suggests that Co2 emissions will have a far more sever effect on global temperature change as oppose to Methane emissions because of its short  ½ life. In terms of utility this source is highly subjective; Engelder’s has a strong pro fracking stance, which may result in bias thus limiting objectivity. Although having said this the arguments raised demonstrate the potential benefits of fracking are very logical therefore it will prove useful when writing my dissertation. During this TED talk Engelder refers to the book the end of country[4] by shamus McGraw, this provides a valuable case study with personal insight into the effects of fracking on a local scale. McGraw acts a detached narrator recalling the discovery of the Marcellus gas shale play worth an estimated $1 trillion. He demonstrates how some benefited from this discovery selling their land to oil companies, but at the same time explores the complex moral issues behind selling land that generations have relied on, for a quick profit; resulting in it becoming permanently scared. McGaw is an experienced freelance writer; therefore this book is likely to give an accurate account from a neutral perspective avoiding any subjectivity. However he may be prone to exaggeration for dramatic effect, which could influence the reader. On its own The end of country cannot be given considerable weighting as it only refers to one example and is therefore not representative of every Fracking scenario. Although it is a good piece of supplementary evidence to support the arguments raised in my dissertation. These local economic benefits raised The end of country could be seen as a positive. Yet Prof. Susan Christopherson of Cornell University argues that these are short-term and that the communities will suffer in the long run, these views are presented on her Green choices website[5]. She refers extensively to the â€Å"ripple affect† that occurs once natural gas extraction has begun in an area, these include â€Å"Direct effects on property values, the local tax base †¦ costs associated with increased use of infrastructure, especially roads and bridges†. This source will prove extremely useful when examining the social impacts of fracking as it allows a deeper level of analysis looking at the longer term impacts rather than more immediate ones. It could also provide a good link between my two arguments, as on the one hand you have the short term gain but this is countered by the long term impacts. The Green choices movement is a product of Cornell University; therefore we would expect the information provided to be very reliable, having been collated and assed by a number of academics who have devoted many hours of research into these conclusions. However we must consider the number of case studies used to come to these conclusions, if they used a limited number then results may not be representative of all areas. The environmental impacts of fracking are also explored in the Sustainalytics research paper Fracking under Pressure: The Environmental and Social Impacts and Risks of Shale Gas Development[6]. It has subdivided environmental impacts into â€Å"land† and â€Å"water† as well as a specific case study into ground water contamination. It also deals with social impacts such as â€Å"light and noise pollution† from continuously running rigs. However this paper had a disappointing lack of counter arguments, none the less it is still of great use as I am only using to strengthen the Environmental and social impacts side of my argument, thus it is not imperative that in contains counter arguments; the fact that it is a high reliable scholarly article is more important. Although it was published in 2011 so it may be subject to out of date information. The final source to add weight to the environmental and social impacts side of my argument is the ReFINE[7] project; this is the biggest research project of its kind in Europe, dedicated to researching â€Å"the issue of shale gas and oil exploitation using fracking methods and its potential risks†. It not only referred to the already established environmental and social costs of fracking, but also raised some new issues that would add to my argument against fracking e.g. the argument over orphaned wells and who should take responsibility for them. One of most important factors associated with ReFINE is the fact that it has be carried out in Europe rather than America, making it the most relevant source that I have found as I plan to centre my dissertation around fracking in the UK. A common weakness in many of my other sources is that they may not be applicable to the UK. The source is objective, simply presenting the facts rather than trying to influence opinions. After reading the ReFINE paper I decided to try and gain a deeper insight into the implications behind it and try to find out what those behind it personally thought of Fracking in the UK. To do this I emailed the project lead who forwarded me on Dr Liam Herringshaw who was also involved in formulating the project, he agreed to answer any questions I had for him. This is an extremely valuable primary source; however I am aware it is highly subjective as it is only one persons opinion. Therefore I plan to use his responses not to base whole arguments on but rather to support arguments that have already been established. I believe there is no definitive answer to my question; views tend to be a result of the perspective, rather than hardened evidence. I hope that by formulating my ideas in a logical way using my sources both as the basis for my reasoning as well as to supplement my arguments; I will be able to construct a well-balanced argument from which a conclusion made. [1] Edward White, Mike Fell, Louise Smith, Matthew Keep, Shale gas and fracking, (London 2014). [2] Michael Levi Climate Consequences of Natural Gas as a Bridge Fuel , (January 2013) [3] Terry Engelder, The Fracking Debate, video, TED, (June 2013) [4] Shamus McGraw, The end of country, (2012) [5] http://greenchoices.cornell.edu/development/shale/ [6] Sustainalytics, Fracking under Pressure: The Environmental and Social Impacts and Risks of Shale Gas Development, (August 2011) [7] ReFINE project, (2013)

COMPUTER SECURITY ISSUES :: Essays Papers

COMPUTER SECURITY ISSUES Computer Security Issues Facing Alsager Ltd. In upgrading the Alsager Ltd IT facilities, despite numerous advantages that the new systems brings one has to be made aware of the possible threats posing. Virus can effect the system. They are pieces of codes created by hacker to create a nuisances and to another extreme corrupt valuable data. Examples of these can be animated icons flying pass the computer screen and to another extreme can be programmes designed to delete the hard drive. The Computer Virus can be caught through a number of ways. The most highly publicised way, is through the Internet, other ways are through removable storage media, such as floppy disks and zip drives. They can also be caught through computer networks, where a third party from another machine in the network introduces the virus (accidental or otherwise) which then spread throughout the network. The most unlikely way of virus contaminating the system is through malicious employees creating them on the system but this will be discussed later on. There are a number of precautions that can be taken to help prevent this. By simply making employees not to use mobile storage media unless they know where it has been, making them aware that pirated media , shareware/freeware programmes may be potentially dangerous. A talk and leaflet distribution to employees could be useful. If the Alsager decides to connect to the Internet, this would be another potential source for virus and such like. A firewall could be placed on the system to help prevent infection. A more immediate way of preventing virus is to subscribe to a antivirus programmes, although this will not give you 100% percent protection it will help prevent the majority of known virus. An important note to this point, is the importance of getting regular virus updates from the software manufacturer. With the introduction of the IT facilities, the amount of room information takes up is drastically reduced from a whole filing cabinet to a small hard drive. Information can be easily copied and since the advent of the Internet, information does not even have to be on a psychical media to leave the building. This therefore makes it much more easier to copy and take out valuable information. All the companies details, there accounts and their customers account are prone to the risk. A single person can take out all the information on a zip disk or even a floppy disk depending on the size of the file.

Gender Equity Essay -- essays papers

Gender Equity From the day that individuals are born stereotypes of males and females are impressed upon them. Most people believe that males are supposed to be competitive, aggressive and logical thinkers among other masculine traits. Females on the other hand should be sociable, passive and emotional thinkers. People all over the world accept all of these stereotypes of females and males. These stereotypes also carry over into the way teachers conduct their classrooms. In education both genders have advantages and disadvantages in different areas. Most people believe that boys receive more attention then girls. Male students seem to talk more then females during class. They also tend to call out answers and therefore are given more attention in one perspective. Teachers also do not correct girls as frequently because teachers think that it will hurt girls’ feelings. When teachers give boys more constructive criticism this stimulates more intellectual growth, (Kleinfield and Yerian, 1995). Female students favor to collaborate during conversations and like to build on other’s ideas. Females always seem to lag behind boys in two school subjects, math and science. For some reason our society have greatly stereotyped women as being inadequate and incapable of possessing these skills. Girls do not become independent problem solvers and do not do well in high-level cognitive tasks. In result girls develop a bad attitude towards math and science and think of it as a male domain (Silvey and Smart, 1982). Teachers also can contribute to this loss of interest in these subjects. Sometimes teachers tend to assist girls with difficult problems to avoid feelings of disappointment. Teachers also seem to call on boys to answer more cha... ...ereotypes about boys and girls, such as mathematics being a male domain. Students should realize that no mater what sex they are anything is possible if they set their mind to it. If students believe these stereotypes and yet they do not fit into that particular mold they might try to hide their strengths of weaknesses. Sometimes students can use these stereotypes as an excuse not to do well in a particular subject or area. Bibliography Barrs, Myra, and Sue Pidgeon. Reading the Difference. Maine: Stenhouse, 1994. Coleman, James S. Equality and Achievement in Education. San Francisco:Westview, 1990. Klienfield, Judith S., and Suzanne Yerian. Gender Tales. New York: St. Martin’s, 1995. Shapiro, June, et al. Equal Their Chances. New Jersey: Prentice-Hall, 1981. Silvey, Linda, and James R. Smart. Mathematics for the Middle Grades. Virginia: Reston, 1982

Claims to Equality: Langston Hughes’ Utilization of the Word “I”

The black man has struggled for a long time to be considered equal to the white man.   Being called â€Å"African American†, and being given the same rights as other ethnicities in America, is the legitimization of his claim to his American heritage.   â€Å"I, Too† and â€Å"Theme for English B† are some of the poems written by Langston Hughes, an African American poet and writer who is interested in putting a higher stake on the claim by creating poetry which boosts the place of the black man in literature.   â€Å"I, Too† and â€Å"Theme for English B† proclaim the equality of the black man to the white man, but while â€Å"I, Too† sounds like one man conversing with anyone, â€Å"Theme for English B† is addressing the white man directly, in the person of the professor.â€Å"I, Too† may seem like one side of a conversation, but the determination to be recognized as an equal is not any weaker.   There is a quiet confid ence in the narrator when he says â€Å"Besides/ they'll see how beautiful I am/ and be ashamed– /I, too, am America† (Hughes, I. Too lines 15-18).   The â€Å"besides† at the beginning of the stanza makes it conversational and relaxed.   In the first stanza, the narrator says â€Å"but I laugh/and eat well/and grow strong (Hughes, I. Too lines 5-7)† in response to the segregation that black people are suffering.   Though the poem may sound relaxed, the â€Å"treatment† is â€Å"not casual† because it â€Å"speaks of the oppression of the black people and relates to any oppressed group in America† (Mitchell and Henderson 28).Though the laugh that the narrator uses to respond to adversities seems to be too carefree on his part, he is not without a plan.   After all, he talks about getting stronger.   The fight to equality here is not loud, but quieter and more planned.   It can be as serious as an underground plan for a pro test or as simple as improving oneself in order to show that black people are equal to any other race.   The poem itself is testament to that quiet move to prove equality.   Hughes uses the â€Å"I† in his poem not to limit the poem or to become â€Å"introspective†, but like Anglo-American poet, Walt Whitman, to expand.â€Å"Theme for English B† is a more direct claim to equality, made possible through the narrator’s letter to his white professor.   It is a man’s claim to his inheritance, despite being considered by others as unworthy of it because he does not have the expected qualities of an heir.   â€Å"Theme for English B† is said â€Å"to explode the notion of a racially pure self despite the white writing instructor’s insistence on it in the text’s opening exhortation† (Jarraway 833).   The first stanza is the writing instructor’s assignment:   â€Å"Go home and write/ a page tonight./ And let that page come out of you—/ Then, it will be true† (Hughes, Theme for English B lines 1-4).The rest of the poem is the response of the narrator, who believes that since he is young and the only black student in his university, his ideas may be considered unlike those of his professor’s and his classmates’; the ideas, after all, come from a different background.   However, he still believes that no matter how different he is to his writing instructor, they are the same – equal:  Ã‚   â€Å"But it will be/ a part of you, instructor. / You are white—/ yet a part of me, as I am a part of you./ That's American./ Sometimes perhaps you don't want to be a part of me./ Nor do I often want to be a part of you. But we are, that's true!† (Hughes, Theme for English B lines 28-35)   Equality is not limited to being alike because no matter how their colors are different, the professor and the narrator are both Americans, and of course, both hu man.   The poem is about equality in America, but it can well be equality in the world with the narrator declaring himself as a human being with human traits and rights.The two poems from Langston Hughes’ collection of poetry, which speaks about how black people live, struggle and celebrate, are similar in their objective to describe a narrator that moves forward in his goal of being recognized as an equal.   Though Hughes makes use of the â€Å"I† in the wider sense of the word, his writings are also very autobiographical in the sense that his narrators reveal his own views on the state of black America.  Ã‚   What makes his poetry wider and less introspective is the importance of the topics themselves, and their effects on many people and to societal change.The two narrators’ uses of â€Å"I† differ in energy and mood.   The narrator in â€Å"I, Too† claims equality but has a more passive role in the quest for that recognition.   Nevert heless, he has a positive attitude and does not let discrimination destroy him; instead, he strives to be stronger in order to prove himself equal.   On the other hand, the narrator in â€Å"Theme for English B† uses â€Å"I† in relation to â€Å"you†, the other, the white man.   He uses the two pronouns to emphasize the similarity underneath the surface.   Instead of staying put and reacting towards discrimination and segregation, he actively confronts the professor who represents white people.Langston Hughes’ has effectively used â€Å"I† to strongly claim the black man’s rights in America.   In the two poems â€Å"I, Too† and â€Å"Theme for English B,† he shows that no matter how the black man declares his equality, be it passive or active, he is undoubtedly equal to any other man from any other race despite outward differences.Works CitedHughes, Langston. â€Å"I. Too.† n.d.Hughes, Langston. â€Å"Theme for English B.† n.d.Jarraway, David R. â€Å"Montage of an Otherness Deferred: Dreaming Subjectivity in Langston Hughes.†Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   American Literature, Vol. 68, No. 4 (December 1996): 819-847.Mitchell, Arlene Harris and Darwin L. Henderson. â€Å"Black Poetry: Versatility of Voice.† The English  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Journal, Vol. 79, No. 4 (April 1990): 23-28.