5 Reasons Teaching Might Not Be For You

5 Reasons Teaching Might Not Be For You Teaching can be immensely fulfilling work. The idea of shaping young minds and guiding kids toward their own futures (not to mention having summers off) leads a lot of people into the teaching field. However, not everyone is cut out for this kind of work. The last thing you want is to discover that you aren’t up to the task while standing in front of a class your first day on the job. It’s best to decide whether or not you’re teacher material before even pursuing a degree in education. Here are 5 issues that may make you decide that teaching is not for you.1. You’re not adaptable.One plus one will always equal two. The alphabet will always start with A and end with Z. World War II will always begin in 1939. The information you teach may never change, but the way you teach it certainly will. Perhaps your particular administration will demand you rewrite that lesson plan you submitted or the school’s curriculum has changed. Perhaps what works for a cl ass of well-behaved students will not work for an unruly one. A teacher must be able to adapt to any number of predictable and unpredictable situations. If you don’t think you’re sufficiently flexible, then teaching probably isn’t for you.2. You don’t like homework.Your students won’t be the only ones who’ll have tons of homework. A teacher’s workday rarely ends at the sound of the bell. There will be papers and tests to grade and lesson plans to prepare. Excited to have your summers off? Well, don’t get too excited, because your summers will be spent doing professional development work and getting ready for the next school year.3. You are not 100% comfortable with kids.As they say, kids can be cruel. And they don’t just pick on each other. Students may have it in for their teachers as well, and the monkey-see-monkey-do nature of the classroom may lead good kids to mimic the behavior of the bad ones. Before you know it, your class is out of control and it’s your job to rein it in. Some people have an innate ability to do this. They are natural-born teachers. However, if the thought of playing zookeeper to a room full of squealing, nasty (and perhaps even insulting) young people sounds terrible to you, you may want to choose another career path.4. You want to get rich.Do you want to make loads of money? Well, you aren’t going to get rich as a teacher. The average starting salary of a teacher in the U.S. is just $36,000, and teachers can spend hundreds of out-of-pocket dollars on class supplies. That isn’t to say that the job is not rewarding in countless other ways, or that the worth of a job is measured by the amount of a paycheck, but if making bank is your ultimate goal you’ll unfortunately have to look elsewhere.5. You can’t deal with parents.Maybe you love the kids†¦ but the parents? Not so much. This can be a real problem, since a teacher’s job of ten involves managing parents. When it comes to their children’s educations, parents can get pretty emotional or downright out of control. You might have a mom yelling at you or a dad breaking down in tears. Upping the â€Å"ick factor,† a parent might even hit on you. Such situations are tricky to navigate, and you never want to blame the student for a parent’s inappropriate behavior. If you become a teacher because you think kids are a dream and adults are a nightmare, you might be in for an unpleasant surprise when you have to deal with both on a regular basis.

15 Rain Quotes to Drench Your Heart in Pure Joy

15 Rain Quotes to Drench Your Heart in Pure Joy Rain makes the whole landscape look fresh, green, and glistening. While people huddle under their umbrellas, trying to get to work, the child inside wants to throw away their rain gear and enjoy the pinpricks of raindrops on their face and the puddles that follow. Water is the elixir of life, and those of us lucky enough to enjoy regular rain may not recognize how remarkable it really is. Rain is the source of our food, the only liquid we use to stay clean and healthy, and very possibly the reason life evolved on Earth. Its also the source of wonderful songs such as  Singing in the Rain, Umbrella, Raindrops Keep Falling on My Head  and so many others. Next time the drops start to fall, soak yourself in the pure, unadulterated drizzle and let your worries wash away. Hum a tune as you walk in the rain, and feel your spirit soar. Share these rain quotes with your friends and help the rain god cast a spell of magic. Rain Quotes From Famous People Henry Wadsworth Longfellow A feeling of sadness and longing that is not akin to pain, and resembles sorrow only as the mist resembles the rain. Bill Rodgers I ran my fastest marathon in the rain. Saint Basil Many a man curses the rain that falls upon his head, and knows not that it brings abundance to drive away the hunger.   Halle Berry Id like to be able to use Storms powers for good, like have it rain more in Southern California. We could do with it. David Copperfield Im just waiting for people to start asking me to make the rain disappear. Clint Eastwood If you think its going to rain, it will. Langston Hughes Let the rain kiss you. Let the rain beat upon your head with silver liquid drops. Let the rain sing you a lullaby. Dave Barry It always rains on tents. Rainstorms will travel thousands of miles, against prevailing winds for the opportunity to rain on a tent. William Shakespeare For the rain it raineth every day. Satchel Paige Dont pray when it rains if you dont pray when the sun shines. Roger Miller Some people walk in the rain, others just get wet. Henry Ward Beecher Rain! whose soft architectural hands have power to cut stones, and chisel to shapes of grandeur the very mountains. Rachel Carson A rainy day is the perfect time for a walk in the woods. Mark Twain It is best to read the weather forecast before praying for rain. Rabindranath Tagore Clouds come floating into my life, no longer to carry rain or usher storm, but to add color to my sunset sky. John Updike Rain is grace; rain is the sky descending to the earth; without rain, there would be no life. Munshi Premchand Trees bear fruits only to be eaten by others; the fields grow  grains, but they are consumed by the world. Cows give milk, but she doesnt drink it herself - that is left to others. Clouds send rain only to quench the parched earth. In such giving, there is little space for selfishness.

Great sphinx Research Paper Example | Topics and Well Written Essays - 750 words

Great sphinx - Research Paper Example This is one of the oldest and the world’s largest statues ever known in the history. However, the time frame and the builder of this sculpture is not known in the history but according to historians this statue was built during the reigning period of King Pharaoh on the west bank of river Nile in Giza. The Great Sphinx is almost 65 feet tall in height with a width of 20 feet and 260 feet in length (http://www.sacred-destinations.com/egypt/giza-sphinx). The sculpture of Great Sphinx is mythological representation of the faith that people believed in. According to historians, people used to worship the Great Sphinx for believing it as a mystical solar power. However, some historians believed that King Pharaoh built this huge sculpture to leave an impression of his splendor, dignity and authority on the minds of his enemies. The Great Sphinx holds a high position in world’s history. It is a magnificent piece of art produced by Egyptian builders. The Great Sphinx transmits the historical message of King Pharaoh’s divinity and authority on the region. The message conveyed by the enigmatic sculpture is mysterious and mystical in some ways. According to historians, this enigmatic sculpture faces the east side which shows a strong eternal connection between the Rising Sun and the ruler. It also represents the ancient thinking that light always wins over darkness. However, it is also believed that the image represents the magnificent and divine power of the King (Charles Orser). It was an old Egyptian myth that the Great Sphinx stands as the â€Å"Guardian of Giza plateau with its face towards the direction of the rising sun. It was the centre of the solar worship which was surrounded by different other temples. The Sphinx’s face is constructed into a lion’s face which was considered as the symbol of â€Å"solar power† in ancient Eastern civilizations. In Early Egyptian Dynastic period, the king or the

Hooke's Law Essay Example | Topics and Well Written Essays - 1000 words

Hooke's Law - Essay Example The resistance force is directly proportional to the amount of stretch of the material being stretched. This relationship is described by Hooke’s law of Elasticity which states that, ‘when an object such as a spring or a metal is stretched by a distance say x, the restoring force, F which is exerted by the object is directly proportional to the stretch until the material reaches the elasticity limit’ (Pickover, 2008). Elastic limit is the point at which beyond it, the material is not restored to its original shape. This relationship is indicated in equation below in which F stands for restoration force, x is the stretch length and k is the constant of proportionality. From Newton’s second, force is directly proportional to mass, i.e. , Replacing F with mg in Hooke’s law equation, the equation becomes This can be re – arranged to give Plotting a graph of extension versus mass gives a straight line whose gradient is the ratio of since g is known , which is the elasticity constant can be calculated by dividing gravitational field strength by the slope. Also, the Hooke’s law can be interpreted by the equation Whereby F is the force, K is the elastic constant and x is the extension / stretch. Plotting a graph of force against the stretch distance results in a line passing through the origin of the graph and its gradient is k, which the elasticity constant of the material. The elasticity constant of a material varies with the type of the material. In this experiment, the elasticity of various materials will be investigated by studying the extent to which they obey hook’s law (Raymond & Chris, 2011). Also, the periodic motion of a spring will be studied. Apparatus The following apparatus were used in this experiment, Metre stick mass hanger Steel spring 10 g and 100 g masses Retort stand Rubber cord Methodology One end of the rubber cord was fixed firmly onto the retort stand while the other end attached to the mas s. This is as indicated in the diagram below. The relaxed length, of the rubber cord was measured with no mass attached and then determination of suitable mass ranges to be utilized in measuring the rubber cord extension was done. The masses were then successfully applied onto the rubber cord and the extension length recorded. Several masses were added successfully and the length extension measured making sure the cord is not overloaded to prevent permanent deformation. This procedure was repeated using two different springs and the resulting data were recorded in form of a table as below. Results and discussion Results for spring 1 Extension, x (m) Mass 0.0093 2 0.0225 4 0.0415 6 0.0588 8 0.0710 10 From the graph, a graph of force against extension was plotted as below. The equation of the resulting graph is . This implies that the slope of the line is 0.6538, thus the constant of elasticity, k is 9.81/0.6538=14.9088. Spring 2 results Mass Extension(m) 0 0 2 0.002644 4 0.005288 6 0 .010575 8 0.013219 10 0.015863 The equation of the resulting graph is. This implies that the slope of the line is 0.0017, thus the constant of elasticity, k is 9.81/0.0017=57.7. Spring 3 Results Mass Extension 0 0.00 2 2.64 4 5.29 6 10.58 8 13.22 10 15.86 The equation of the resulting graph is This implies that the slope of the line is 1.66 and therefore It’s expected that the graph passes through the origin, but in this case,

Psychological Perspectives for Health and Social Care Essay Example for Free

Psychological Perspectives for Health and Social Care Essay Psychologists uses a range of perspectives and approaches when studying how individuals think, feel and behave. Some researchers may focus on one specific perspective, whilst other researchers study a more diverse approach that may incorporate multiple points of views. Each perspective aims to offer explanations for different aspects of human behaviour. The behaviourist approach’s influence to health care The behaviourist approach is based on the concept of explaining behaviour through observation and the belief in which our environment is what causes us to behave differently. The behavioural learning model learning is the result of conditioning. The foundation of conditioning is that a reward following a desirable response performs as a reinforcer and increases the possibility that the desirable response will be repeated. Reinforcement is said to be the core of the behaviourist approach. Furthermore, once a desired behaviour established, irregular reinforcement maintains the behaviour. The behaviourist theory approaches are frequently used in weight loss, smoking cessation, assertiveness training and anxiety-reduction programs. The significance of frequently and consistently rewarding desired behaviour immediately and not rewarding undesirable behaviour is crucial to the success of a behaviourist approach to learning. The principles of classical conditioning have been applied in many therapies. As its name suggests, behavioural therapy is focused on human behaviour and looks to eliminate unwanted or abnormal behaviour. Typically this type of therapy is used for those with behavioural problems or mental health conditions that involve unwanted behaviour. Examples of this include: addictions, anxiety, and methodical desensitization for phobias, aversion therapy and obsessive-compulsive disorder (OCD). Practitioners of behavioural therapy believe that behaviour is learned and can therefore be un-learned through therapy. As well as the behaviour  itself, behavioural therapists will look at thoughts and feelings that lead to the behaviour or occur as a result of the behaviour to comprehend the issue at a greater level. Aversion therapy is a form of treatment that utilizes behavioural principles to eliminate unwanted behaviour as it follows, if all behaviour is learned it can be unlearned. In this therapeutic method, the unwanted stimulus is repeatedly paired with discomfort. The objective of the conditioning process is to command that the individual associates the stimulus with unpleasant or uncomfortable sensations. There are many reasons why behaviour could perhaps be unlearned; this could be due to behaviour in which is destructive or undesirable. These undesirable behaviours come about as individuals associate them with pleasure; the brain learns that, such as, drinking may allow one to feel relaxed a lowers stress levels. This is somewhat fine, however if one becomes reliant on the substance and it begins to take a dominant part in one’s life then this has become an undesirable behaviour. It is one’s choice to unlearn that alcohol equals pleasure. Aversion therapy goes about eliminating this behaviour by attempting to break the association between alcohol and pleasure. The therapy, in the case of alcoholism, involves the patient drinking while together having a negative stimulus directed. The negative stimulus could be an emetic drug (one that causes the patient to vomit when drinking alcohol) such as an emetic drug, one that encouraging vomiting when alcohol is consumed like disulfiram (a synthetic compound used in the treatment of alcoholics to make drinking alcohol produce unpleasant after-effects), or an electric shock administered whenever the patient drinks. In short, then he patient is punished for drinking and, for the same reason a parent punishes a child, a successful outcome is to reduce or completely eliminate their undesirable behaviour. The cognitive approach’s influence to health care Cognitive therapy for depression has its roots in the cognitive theory of depression (Beck, 1967). It is an active, structured, problem-focused, and  time-limited approach to treatment which is based on the premise that depression is maintained by negatively biased information processing and dysfunctional beliefs. Treatment is designed to help patients learn to think more adaptively and thereby experience improvements in affect, motivation, and behaviour. The effectiveness of cognitive therapy for depression has been demonstrated in over 30 clinical trials (Dobson, 1989). The general approach in cognitive therapy for depression involves guiding patients through a number of structured learning experiences. Patients are taught to monitor and write down their negative thoughts and mental images to recognize the association between their thoughts, feelings, physiology, and behaviour. They learn to evaluate the validity and utility of these cognitions, test them out empirically, and change dysfunctional cognitions to reflect a more adaptive viewpoint. As therapy progresses, patients learn to identify, evaluate, and modify underlying assumptions and dysfunctional beliefs that may have predisposed them to depressive reactions. The therapist also teaches (or reactivates) adaptive coping skills such as breaking down large problems into smaller, more manageable steps, and decision-making by cost-benefit analysis. Activity scheduling, self-monitoring of mastery and pleasure, and graded task assignments are commonly used early in therapy to help patients overcome inertia and expose themselves to potentially rewarding experiences. Patients typically require approximately eight sessions to gain a reasonable level of mastery with the model and the skills involved. A significant reduction in symptoms often occurs during this initial stage of therapy. The remaining sessions are used to evaluate and modify dysfunctional beliefs that impair functioning and make the patient vulnerable to future depressive episodes, build relapse prevention skills, and discuss termination issues. According to my research, many patients show a remission of symptoms in 8-12 sessions. A full course of treatment is considered to be 14-16 sessions although severe cases can take longer. Maintenance of treatment gains is enhanced by occasional booster sessions during the first year after one’s termination. The humanistic approach’s influence to health care Humanist learning theorists view learning as a function of the whole person and believe that learning cannot take place unless both the cognitive and affective domains are involved. The individual’s capacity for self-determination is a vital segment of the humanist theory. For example, the humanist theory is used to help post myocardial infarction (a syndrome that involves the inflammation of the sac surrounding the heart); patients regain a sense of personal control over their health care management. The focus of the humanistic perspective is on the self of one individual which translates into you, and your perception of your individual experiences. This approach argues that one is free to choose his own behaviour, rather than responding to environmental stimuli and reinforcers. Issues dealing with one’s self-esteem, self-fulfilment, and requirements are seen as dominant. The key focus is to assist one’s personal development. Two major theorists associated with this view are Carl Rogers and Abraham Maslow. All patients grow with success and do better when achievements are recognized and reinforced. Respecting the whole person in a supportive environment can encourage learning. Learning is also fostered through structuring information appropriately and presenting it in meaningful segments with appropriate feedback. There are a vast variety of conditions that should be encountered before an individual can develop on becoming self-actualized. According to the ‘needs hierarchy’ described by Abraham Maslow, individuals must first secure their basic organismic needs (including adequate food, clothing and shelter necessary to keep them alive). Having achieved the essentials, they next build up and work to achieve: a feeling of adequate safety, a sense of belonging (to one or more social groups and relationship), and a sense of self-respect and social respect. Self-actualization, the drive for one to do all that he desires to do with his life, is something that only occurs as a influence of behaviour after all the earlier needs are adequately satisfied and a state of contented happiness is achieved. For instance, the media create unrealistic, and for most individuals  unattainable ‘ideal’ image, especially for women and adolescent girls. The majority of models exposed publicly are greatly below the ‘normal’ weight for their age and height. In the humanistic vision, human dysfunctions are caused by a faulty or interrupted development process; essentially human issues regarding to immaturity, or commonly of the social/emotional variety. The aim of humanistic therapy is to promote social or emotional maturity and growth. Through assisting service user’s to resume their disrupted developmental processes in healthy directions, patients are helped by professionals in order to grow up and out the of the immature mental and emotional states that contribute to the pain one may feel or cause pain upon others. The psychodynamic approach to health care Anxiety is a feeling of worry, extreme nervousness, or unease about something with an uncertain outcome. The condition gives of an uncomfortable feeling of fear or an approaching disaster and could perhaps negatively reflects the thoughts and bodily reactions an individual may encounter when presented with a situation that is unable to be managed. When an individual experiences the feelings of anxiety, their thoughts may often actively assess the different situations without intentionally doing so; the individual may too develop predictions of how they will cope founded on past experiences. Despite the fact that some anxiety is a normal response to difficult and stressful circumstances, whereas the anxiety level is abnormally high an individual may lack the awareness of how to effectively control the issue. Anxiety can take many forms, and several of these may consist of: An intense physical response due to the arousal of the nervous system leading to the physical symptoms (which may involve the racing of a heartbeat). A cognitive response referring to the thought about the issue and the individuals ability to manage with it. Those which encounter the condition of anxiety may often feel negative about most situations and think unenthusiastic thoughts. A behavioural response which could consist avoidance or unusual behaviour including aggression, restlessness or  irrational behaviour. An emotion response reflecting the high level of distress the individual is confronted with. There is just not one cause of anxiety, however there are a number of factors that could contribute to the development of anxious thoughts, feelings and behaviour. The many factors comprise of: Hereditary many research has suggested that those with a family history of anxiety are more likely to also develop anxiety. Biochemical reasons Research suggests that individuals who experience a high level of anxiety may have an imbalance of chemicals in the brain that regulate feelings and physical reactions. Certain life experiences Particular life experiences can allow individuals more vulnerable to anxiety. Events such as a family break-up, abuse, ongoing bullying, and/or workplace conflict can be stress factors that challenge a persons coping resources and leave them in a vulnerable state to experiencing anxiety. https://www.psychology.org.au/publications/tip_sheets/anxiety/ References: Euromed Info [Online] Available from: http://www.euromedinfo.eu/behavioral-cognitive-humanist-approaches.html/ (Date accessed 19/01/15) Cognitive-behavioural approaches and weight management: an overview. (2000) [Online] Available from: http://www.ncbi.nlm.nih.gov/pubmed/10918780 (Date accessed 19/01/15) Cognitive Therapy for Depression [Online] Available from: http://www.apa.org/divisions/div12/rev_est/cog_depr.html (Date accessed 19/01/15) What Is Aversion Therapy? (2015) [Online] Available from: http://psychology.about.com/od/typesofpsychotherapy/f/aversion-therapy.htm (Date accessed 09/02/15] DEPRESSION: MAJOR DEPRESSION UNIPOLAR VARIETIES (2015) [Online] Available from: http://www.swamh.com/poc/view_doc.php?type=docid=9714cn=5 (Date accessed 09/02/15) Humanistic Approach (2015) [Online] Available from: http://www.psychologistworld.com/issues/humanistic-approach.php [Date accessed 09/02/15] Theory in Humanistic Psychology [Online] Available from: http://www.depression-guide.com/humanistic-psychology-therapy.htm [Date accessed 11/02/15] Psychotherapy (2015) [Online] Available from: http://www.gulfbend.org/poc/view_doc.php?type=docid=10441 [Date accessed 11/02/15] Aversion Therapy Alcoholism Drug Therapy (2013) [Online] Available from: http://www.the-alcoholism-guide.org/aversion-therapy.html [Date accessed 11/02/15]

Abortion Or Theath Who Knows :: essays research papers

Man''s inhumanity to man is everywhere. I firmly believe that people on this earth should be treated and respected equally. People are all unique. They come from different backgrounds, have different beliefs and ideas, but treating others in such an inhuman way, as the Jewish were in the concentration camps is cruel and should have never happened. I believe that the killing of several million people during the Holocaust could have been prevented by the means of more involvement from the other countries. When German gained great power, many of the countries did not pay attention. Germany started World War II and countries like England and France, knowing quite well the rise in Germany''s power could cause mass destruction wouldn''t do anything about it until it was too late. Countries should have bonded together and stop the horrible torture and killings. Why didn''t the more powerful countries stop Germany sooner? Some countries just didn''t want to get involved until later. Experiencing a slow economy and lack of funds, they didn''t want to get into a costly war, but this lack of quick involvement resulted in tragedy. Preventing this genocide and anti-Semitism, I think would take a lot of work and effort for many of the countries but it would spare so many lives. The other countries should have recognized the threat Germany posed when Germany broke the Treaty of Versailles agreement. Quick action could have saved more than six million lives by stopping Hitler and the Nazi party. After the Holocaust, the people who survived the concentration camps should have received their properties back. Germany should have given the survivors some money so they wouldn''t have to start from ground zero. Why did the people living in Germany allow this to happen? Hitler blamed the Jewish people for the cause of Germany''s problems and the people believed him, electing a government who was trying to destroy an entire race. Germans who were against anti-Semitism should have gathered a political party to fight for the Jews. Some of their friends and neighbors were taken from their homes and forced into a concentration camp. If they had at least tried, they might not live their lives with regret thinking what if they had done something different, and then maybe; just maybe the Jews might not have died. It was not just Hitler and the Nazi''s that treated man inhumanely. It is happening all around the world with cults such as the Ku Klux Klan who killed because of the dislike of another race.

Everything That Rises Must Converge by Flannery O Connors

In Flannery O†Connors† â€Å"Everything That Rises Must Converge†, the character of Julian sees his mother as racist and narrow-minded due to her sheltered upbringing and lack of knowledge and education of the black struggle for equality. He feels that due to his education that he has a higher understanding of social structure and inequality that his mother lacks, and he loathes her for this reason. However, despite his higher education, he still depends on his mother for financial support even as a grown man, and has a repressed emotional dependency on her. This is the inner character conflict that Julian faces. In reality, Julian is as facetious and narrow-minded as his mother, he simply refuses to come to terms with this harsh reality, and as a result he plays off his own inadequacies and shallowness on his mother, by criticizing her and having a negative and depressing view of her. He must come to terms with his repressed dependency on his mother and deep-seeded feelings of failure and personal inadequacy. Unfortunately, it takes the event of his mother†s stroke to realize that Julian must take care and depend on himself, and realize that he and his mother are almost identical in their social views and failures. The first instance of Julian†s facetiousness is seen on the walk to the bus station with his mother on their way to her weight reducing class. His mother finds herself on the topic of the recent African American civil rights movement, and how she remembers when she lived in the south on a rich plantation with two hundred slaves. Julian tells her to stop talking about it, showing his non-racist and modern views, unlike his mother. However, he finds himself thinking of how the old plantation house must have looked before it became run down and abandoned, â€Å"Negroes were living in it. But it remained in his mind as his mother had known it. It appeared in his dreams regularly†(O†Connor 1082). He fantasizes about the plantation mansion†s glory days, an obvious example of how his external behavior is different than his inner true feelings and wishes. As Booth illustrates, â€Å"what kind of man is it, we ask, who always belies his true feelings? His life is full of such contradictions†(1634). Julian lies to himself to cover his true self, that of a shallow failure. Then, after Julian and his mother get on the bus, a second instance of his inner-failure and true pathetic character is demonstrated. Despite his supposed high education and writing talent, he depends on his mother for money and shelter, and sells typewriters. His mother is shown on the same parallel of facetiousness as she comments on the bus to another passenger, â€Å"He wants to write but he†s selling typewriters until he gets started . . .. I tell him that Rome wasn†t built in a day†(O†Conner 1084). Despite the obvious personal failure, despite a college education is denied internally by Julian and externally by his mother, playing off Julian†s failure as taking his time. Julian pushes out his failure when put on the spot by entering a â€Å"mental bubble in which he established himself . . . From it he could see out and judge but in it was safe from any kind of penetration from without†(O†Connor 1084). Julian goes on to daydream about various scenarios that he could upset his mother by bringing an African-American into there lives, such as dating a black woman, further punctuating his false belief of racial equality using blacks as experiments. A second instance of Julian†s repressed racism is seen when an African-American man enters the bus and Julian attempts to engage him in conversation to spite his mother, however, this action shows that Julian really does not view African Americans as people. Despite his assertions of social awareness, he views blacks as guinea pigs to be used to test his mother†s tolerance of his actions. When a second African-American enters the bus, this time a woman with a child, the final instance of Julian†s insecurities and dependencies is realized. Upon exiting the bus Julian†s mother insists upon giving the African-American woman†s child a penny. This may be seen as a gesture of condescension, or that she thinks the black mother and child are poor, but in reality, it seems to simply be a friendly gesture she would do to any child, despite color. The black woman snaps in return, shouting at Julian†s mother that her child does not take money from anyone. This shock of rejection from an African-American causes her stroke, and in return, Julians epiphany. After he realizes what has happened, he comes to terms with his failures and dependency, he discovers he truly loves his mother, he shouts, â€Å"Darling, sweetheart, wait! â€Å"(O†Connor 1091). He then enters a world of â€Å"guilt and sorrow†(O†Connor 1091). His previous thoughts that he had no emotional dependency on his mother, that he was superior to her, are shattered in his realization of his true self. His journey to self-identity is complete, and he must now care for at least his mother, but most importantly, himself.