Who I Am To Become free essay sample

My sister Sabina is infuriatingly perfect. She graduated with a 4.0 GPA and received a full four year scholarship for volleyball; and so, in her junior year, when she called our mother to declare her major it was expected that she would be as perfect as ever, but it stumped my mother. You see, my sister has a bachelors in business, and my mother asked, without any attempt to soften the blow, â€Å"Who in god’s name will that help?† Any other suburban family would have rejoiced, and not just because they had someone to do their taxes. But my family can only be described as†¦ different. So, when asked the question of what higher education will do for me, my answer must follow suit. Every member of my family has a job of service. Grandma Helen used to say it was from our Catholic roots but one way or another they serve. We will write a custom essay sample on Who I Am To Become or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Uncle David is in the military, Aunt Jerry is a teacher, my mother was a Social Worker and is now a teacher, and my Grandmother was a nurse. In fact nearly every member of my family has been or is a teacher or nurse. And then of course my Great Grandmother who taught nursing. Nothing is respected more, and nothing is expected more, than helping those around you. My sister plans to use her business degree to manage a hospital. I suppose peer pressure takes a positive turn in this case. I hope to become a paramedic; and from there, possibly, a nurse. Because when I was twelve years old, I was diagnosed with an incurable disease. I remember the people who took care of me, I remember their heart felt enthusiasm. The feeling that I mattered, that I was not a burden, I was a necessity. Your career does not need to save the world, to help one person is to help the world. Ecology is my second interest. To hope for people in the future, always a hopeless optimist. So, why will I pursue a degree? The answer is simple: bees are dying. The earth is warming, glaciers are melting, one in seven children don’t know where their next meal is coming from, it is legal to discriminate against LGBTQ people in the majority of US states, and gun violence has now claimed more lives than all US wars. How do I have the audacity to look this world in the face and hope to change it? Because I remember the words my grandmother uttered to me in mass on Sunday: â€Å"The kingdom of heaven resides in the hearts of man.† It is my duty to do whatever I can to help other people, and the best way I can do that is to learn as much as I can. So, if I am to spend hundreds of thousands on a piece of paper it better change something in the world.

Robert G. Ingersoll, America’s Preacher of Freethought

Robert G. Ingersoll, America’s Preacher of Freethought Robert Ingersoll was born in Dresden, New York.  His mother died when he was only three years old.  His father was a Congregationalist minister, adhering to a Calvinist theology, and also an ardent abolitionist.  After the death of Robert’s mother, he moved around New England and the Midwest, where he held ministerial positions with many congregations, moving frequently. Because the family moved so much, young Robert’s education was mostly at home.  He read widely, and with his brother studied law. In 1854, Robert Ingersoll was admitted to the bar.  In 1857, he made Peoria, Illinois, his home. He and his brother opened a law office there. He developed a reputation for excellence in trial work. Known for:  popular lecturer in the last 19th  century on freethought, agnosticism, and social reform Dates:  August 11, 1833 - July 21, 1899 Also known as:  The Great Agnostic, Robert Green Ingersoll Early Political Associations In the 1860 election, Ingersoll was a Democrat and a supporter of Stephen Douglas. He unsuccessfully ran for Congress in 1860 as a Democrat. But he was, like his father, an opponent of the institution of slavery, and he switched his allegiance to Abraham Lincoln and the newly-formed Republican Party. Family He married in 1862. Eva Parker’s father was a self-avowed atheist, with little use for religion. Eventually he and Eva had two daughters. Civil War When the Civil War began, Ingersoll enlisted.  Commissioned as a colonel, he was the commander of the 11th Illinois Cavalry.  He and the unit served in several battles in the Tennessee Valley, including at Shiloh on April 6 and 7, 1862. In December of 1862, Ingersoll and many of his unit were captured by the Confederates, and imprisoned.  Ingersoll, among others, was given the option of release if he promised to leave the Army, and in June of 1863 he resigned and was discharged from service. After the War At the end of the Civil War, as Ingersoll returned to Peoria and his law practice, he became active in the radical wing of the Republican Party, blaming the Democrats for Lincoln’s assassination. Ingersoll was appointed Attorney General for the state of Illinois by Governor Richard Oglesby, for whom he had campaigned. He served from 1867 to 1869.  It was the only time he held public office.  He had considered running for Congress in 1864 and 1866 and for governor in 1868, but his lack of religious faith held him back. Ingersoll began to identify with freethought (using reason rather than religious authority and scripture to form beliefs), delivering his first public lecture on the topic in 1868. He defended a scientific worldview including the ideas of Charles Darwin. This religious non-affiliation meant that he was unable to run successfully for office, but he did use his considerable oratory skills to give speeches in support of other candidates. Practicing law with his brother for many years, he was also involved in the new Republican Party. In 1876, as a supporter of candidate James G. Blaine, he was asked to give the nominating speech for Blaine at the Republican national convention.  He supported Rutherford B. Hayes when he was nominated. Hayes tried to give Ingersoll an appointment to a diplomatic job, but religious groups protested and Hayes backed down. Freethought Lecturer After that convention, Ingersoll moved to Washington, D.C., and began to split his time between his expanded legal practice and a new career on the lecture circuit.  He was a popular lecturer for most of the next quarter century, and with his creative arguments, he became a leading representative of the American secularist freethought movement. Ingersoll considered himself an agnostic.  While he believed that a God who answered prayers did not exist, he also questioned whether the existence of another sort of deity, and the existence of an afterlife, could even be known.  In response to a question from a Philadelphia newspaper interviewer in 1885, he said, â€Å"The Agnostic is an Atheist. The Atheist is an Agnostic. The Agnostic says: ‘I do not know, but I do not believe there is any god.‘ The Atheist says the same. The orthodox Christian says he knows there is a God, but we know that he does not know. The Atheist cannot know that God does not exist.† As was common in that time when out-of-town traveling lecturers were a main source of public entertainment in small towns and large, he gave a series of lectures that each were repeated many times, and later published in writing.  One of his most famous lectures was â€Å"Why I Am an Agnostic.†Ã‚  Another, which detailed his critique of a literal reading of the Christian scriptures, was called â€Å"Some Mistakes of Moses.†Ã‚  Other famous titles were â€Å"The Gods,† â€Å"Heretics and Heroes,† Myth and Miracle, â€Å"About the Holy Bible,† and What Must We Do to Be Saved? He also spoke on reason and liberty; another popular lecture was â€Å"Individuality.†Ã‚  An admirer of Lincoln who blamed Democrats for Lincoln’s death, Ingersoll also spoke about Lincoln.  He wrote and spoke about Thomas Paine, whom Theodore Roosevelt called a â€Å"filthy little atheist.† Ingersoll titled a lecture on Paine With His Name Left Out, the History of Liberty Cannot Be Written. As a lawyer, he remained successful, with a reputation for winning cases.  As a lecturer, he found patrons who funded his continued appearances and was a huge draw for audiences.  He received fees as high as $7,000. At one lecture in Chicago, 50,000 people turned out to see him, though the location had to turn 40,000 away as the hall would not hold so many.  Ingersoll spoke in every state of the union except North Carolina, Mississippi, and Oklahoma. His lectures earned him many religious enemies. Preachers denounced him. He was sometimes called â€Å"Robert Injuresoul† by his opponents. Newspapers reported in some detail his speeches and the reception of them. That he was the son of a relatively poor minister, and made his way to fame and fortune, was part of his public persona, the popular image of the time of the self-made, self-educated American. Social Reforms Including Women’s Suffrage Ingersoll, who had earlier in his life been an abolitionist, associated with a number of social reform causes.  One key reform he promoted was women’s rights, including the legal use of birth control, women’s suffrage, and equal pay for women. His attitude towards women was apparently also part of his marriage. He was generous and kind to his wife and two daughters, refusing to play the then-common role of a commanding patriarch. An early convert to Darwinism and evolution in science, Ingersoll opposed social Darwinism, the theory that some were â€Å"naturally† inferior and their poverty and troubles were rooted in that inferiority. He valued reason and science, but also democracy, individual worth, and equality. An influence on Andrew Carnegie, Ingersoll promoted the value of philanthropy. He counted among his larger circle such people as Elizabeth Cady Stanton, Frederick Douglass, Eugene Debs, Robert La Follette (though Debs and La Follette were not part of Ingersoll’s beloved Republican party), Henry Ward Beecher (who did not share Ingersoll’s religious views), H.L. Mencken, Mark Twain, and baseball player â€Å"Wahoo Sam† Crawford. Ill Health and Death In his last fifteen years, Ingersoll moved with his wife to Manhattan, then to Dobbs Ferry. While he was participating in the 1896 election, his health began to fail.  He retired from law and the lecture circuit, and died, probably of a sudden heart attack, in Dobbs Ferry, New York, in 1899.  His wife was at his side.  Despite rumors, there’s no evidence he recanted his disbelief in deities on his deathbed. He commanded large fees from speaking and did well as a lawyer, but he did not leave a great fortune. He sometimes lost money in investments and as gifts to relatives. He also donated much to freethought organizations and causes.  The New York Times even saw fit to mention his generosity in their obituary of him, with an implication that he was foolish with his funds. Select Quotes from Ingersoll Happiness is the only good. The time to be happy is now. The place to be happy is here. The way to be happy is to make others so. All religions are inconsistent with mental freedom. The hands that help are better far than lips that pray. â€Å"Our government should be entirely and purely secular. The religious views of a candidate should be kept entirely out of sight.† â€Å"Kindness is the sunshine in which virtue grows.† â€Å"What light is to the eyes - what air is to the lungs - what love is to the heart, liberty is to the soul of man.† â€Å"How poor this world would be without its graves, without the memories of its mighty dead. Only the voiceless speak forever.† â€Å"The Church has always been willing to swap off treasures in heaven for cash down.† â€Å"It is a great pleasure to drive the fiend of fear out of the hearts of men women and children. It is a positive joy to put out the fires of hell. â€Å"A prayer that must have a cannon behind it better never be uttered. Forgiveness ought not to go in partnership with shot and shell. Love need not carry knives and revolvers.† â€Å"I will live by the standard of reason, and if thinking in accordance with reason takes me to perdition, then I will go to hell with my reason rather than to heaven without it.† Bibliography: Clarence H. Cramer.  Royal Bob. 1952.Roger E. Greeley.  Ingersoll: Immortal Infidel. 1977.Robert G.  Ingersoll. The Works of Robert G. Ingersoll. 12 vols. 1900.Orvin Prentiss Larson. American Infidel: Robert G. Ingersoll.  1962.Gordon Stein.  Robert G. Ingersoll, A Checklist. 1969.Eva Ingersoll Wakefield.  Letters of Robert G. Ingersoll. 1951.

Business Websites. Tupperware and Rubbermaid Web Site Comparison Assignment

Business Websites. Tupperware and Rubbermaid Web Site Comparison - Assignment Example This has been made possible through online marketing and selling strategies that firms put in place to ensure they sustain their businesses in this competitive global marketplace. There are many business websites that are visible to billions of people across the world. Therefore, the ease at which a customer finds required information is very critical in online marketing. For this reason companies ought to give detailed information the product and its benefits to customers. This entirely depends on website design. An easily usable, navigable, appealing, and interactive business website reaches more clients than static and poorly designed websites. The main reasons for developing a business website is to market a company’s products and services, increase the customer numbers reduce costs and generate more revenue (Bidgoli, 2011). To this end, businesses with websites to a larger extent target both local and global market. This is true for both Tupperware and Rubbermaid. However , Tupperware have extensive target market that includes all countries in the world. It website does not have different sub domains for countries. Nonetheless, the fact that the website can only be translated to English and Spanish limit its market to the countries whose majority of their population speak these two languages. On the other hand, Rubbermaid targets countries with strong economies across the world. This is evident by the listing of specific countries in its website. For instance, Japan, United Kingdom, Brazil in Asia, Latin America and Europe respectively. However, given that its website can be translated in four languages, English, French, English and Dutch, Rubbermaid has an expanded market. In addition, the two companies target households. This is because most of their products are household goods such as freezers, cutlery and microwave. The home pages of Tupperware and Rubbermaid contain the some of the products sold by the two companies. Tupperware displays its fre sh product together with a few kitchen tools. However, under ‘Shop’ menu, it has listed a number of products. These include freezer, cutlery, lunch solutions, and microwave. This is a clear indication that this company deals in fresh foods and kitchen appliances. It has captured this clearly by displaying a product in each category on its site. However, for Rubbermaid, the most visible products on its website are cleaning tools. Others are featured and reviewed products which keep changing depending on purchases. By making cleaning tools appear in hope page, the company is showing that these tools are its main products or they are the most popular brands. As such, they ought to be in the first page because they are most sought. The other products are found in ‘Shop Products’ where the products are displayed according to categories. On product comparison, Rubbermaid sells a variety of products ranging from house hold goods to commercial goods. Both Tupperwar e and Rubbermaid home pages do not give price details for any product. Meaning, a customer using price and product as search words would perhaps not see the two websites on the first page of search engine. However, under each product listed ‘Shop’ menu on Tupperware’s website there is a price attached to it. For instance, the price of freezer mate as displayed on the site is 29 dollars. By including prices, Tupperware, reduces clients decision making time since relevant information is availed. A client does not need to call or send inquiries before performing the purchase. Conversely, Rubbermaid does not provide prices

CAREER PLAN Essay Example | Topics and Well Written Essays - 1750 words

CAREER PLAN - Essay Example I took up Business Management at Webster University because of this interest to know more on running a business, understanding what it takes to establish and develop your products, getting the whole team work towards propelling the products to market success. I have also been interested in marketing, and how advertisements work to make the client notice different brands and products. I have always had passion for business. There is something about creating your own means of livelihood and making goals for this business that catches my interest to learn more and understand the subject. These are also the very reasons why I have set an eye towards pursuing higher education tackling business management. Moreover, my interest in learning about other countries’ culture and economics prompted me to seek more knowledge on international business and trade, with the goal of someday being able to establish a career in global marketing management. For now, the goal is to get the necessar y masters degree and apply the learnings in my current job as Sales Manager at General Motors in KSA. Obtaining a Master’s Degree does not only mean having another milestone to place in my resume, but more importantly to show that there happened a knowledge enhancement that I could apply in my future endeavors. While having related work experience is important, having a good grasp on the principles of Business Management is equally important for me to be able to compete with other colleagues also vying for career development. A Master’s Degree is necessary because it is a requirement for potential promotion. More and more people obtain a post graduate degree to be more competitive, to have the edge over those who do not. This is understandably so because a Masters Program allows students to enhance skills acquired from hands on experience in their respective jobs. This decision to take up Masters Program is also timely because my journey as a student would be simultane ous to my growth as professional. The two facets of my life complement each other. Fiver years from now, I see myself still with my current company, still doing Sales and Marketing. More importantly, I see myself facing bigger tasks, probably handling more accounts and having my own team of Sales People, achieving sales forecasts and getting more accounts. General Motors sees a rise in automobile sales in 2011 (General Motors Sees 54% Surge in Saudi Car Sales 2011), and as a sales person, I see the potential despite the global economic crisis. The strength of the brand is one of its keys to success, and I believe that General Motors will continue to compete with Japanese brands. This is also why I want to be part of this company that is still evolving and reinventing itself to suit the requirements of the target market. With this vision in mind, I have to ensure that I continue to be highly aware of the latest in the industry where I am in now. I will apply all concepts and learning s from graduate school to actual situations. Market analysis will generally revolve around the auto industry, touching topics on manufacture and distribution. To see that the automobile industry still has growth potential makes me feel assured that I am in the right track and with the right company. It is also in this light that I want to become better versed in Information Technology, to use

A Comparative Analysis of 18th Century French and English Chairs Essay

A Comparative Analysis of 18th Century French and English Chairs - Essay Example These were heavily inspired by the reigns of kings Louis XIV, Louis XV and Louis XVI. Elsewhere in England, 18th century brought prosperity of unprecedented scale that led to a huge increase in the production of furniture with a distinctive English style. These styles are the Queen Anne style, Sheraton style and Chippendale style (Harwood, May and Sherman). The French chairs during this time were characterized by different leg styles. During King Louis 14th reign, French cabinet maker Andrà © chalets Boulle created revolutionary furniture that had legs which were figural, baluster and claw. Also, Louis 15th chairs retained the same leg formation of figural, baluster and claw. Furthermore, the Louis 15th rococo style chairs had a signature ‘S’ shaped cabriole leg, shaped like an animals hind legs. The chairs during King Louis the 16th however had straight fluted legs (Stevens). Meanwhile, the primary construction material that was used in Louis 14th chairs during the baroque period was wood from chestnut, walnut or oak. These were sometimes left natural or were painted bright colors such as red, green or coated silver and even gilded. In addition, precious woods and ebony were imported into Paris to be used as construction materials while pear and natural woods were used in the provinces. The finish often consisted of various metal and animal materials such as pewter and silver, along with tortoise- shell, horn and ivory (Clauston). Louis 15th rococo style chairs also used some of the material found in Louis 14th chairs including wood crafted from oak or walnut. In addition to oak and walnut, cherry, ash, plum, chestnut and olive were also used. Louis 16th neoclassical chairs used walnut, ash and burled. Other construction materials used include steel, copper and bronze (Clauston). The posture and form of the 18th century French chairs was varied. During the era of Louis 14th, the chairs had modest curves and straight lines were prominent (Stevens).

Overrepresentation Of Minority Students In Special Education Programs

Overrepresentation Of Minority Students In Special Education Programs Overrepresentation or disproportionality of minority students in special education programs is an ongoing problem that has plagued our nation for several decades. Overrepresentation can occur in many areas but is most prevalent when considering a students ethnicity. Disproportionality refers to the extent to which membership in a given à ¢Ã¢â€š ¬Ã‚ ¦ group affects the probability of being placed in a specific disability category (Oswald, Coutinho, Best, Singh, 1999, p. 198). For example, government reports have revealed that African American students constitute over 14% of the school-age population yet they represent 20% of the students placed in special education (Losen Orfield, 2002). Klinger et al., (2005) reported that African American students are twice as likely than White students to be labeled as mentally retarded, one time more likely to be labeled as learning disabled, and over one and half times as likely to have an emotional or behavioral disorder. Disproportionate representation of ethnic and racial minorities has historical connections to educational segregation and discrimination. Dunn (1968) first raised concerns about this issue in the sixties. He described the disproportionate number of minority students being labeled as mentally retarded and placed in self-contained classrooms which raised significant educational and civil right concerns. Ferri and Connor (2005) have also maintained that disproportionality has historical roots. After schools were integrated in 1954, following the Supreme Courts decision in Brown v. Board of Education, the number of African American students placed in special education programs increased. Students were being grouped or placed according to their academic ability. This practice resulted in many African American students being grouped together in low ability tracks and many were subsequently referred for special education services. Hence, over referring African American students for special education became another way to resegregate students of color. Some people would argue that placing a student in special education would greatly benefit the student because he or she would receive more individualized attention to address their disability and other needs. However, disproportionality often presents negative implications for minority students. Once African American students are identified as having a disability, deemed eligible for special education services, and placed in a special education setting; they are more like to remain in special education classes throughout their years in school. They are more likely to receive a watered down curriculum that is not as rigorous as the curriculum that the students in general education receives. These students are segregated from their general education peers when placed in more restrictive settings. Disabled students are often stigmatized and treated differently by other students in their schools. Lastly, to further exacerbate the problem, overrepresentation may also cause some students t o be misclassified or inappropriately identified as having a disability. Disproportionality is a complex problem that has been linked to multiple factors depending on the school and/or school district. Probable causes of disproportionality include psychometric test bias, socio-demographic factors, unequal opportunity in general education, and cultural mismatch between teacher and student (Skiba, et. al, 2008). Research has also suggested that bias at the prereferral stage of the special education eligibility process is a cause for disparity of African American students being placed in special education (Darley Gross, 1983). As a former special education teacher, I have participated in several meetings with a purpose of deciding which placement is appropriate for a student previously identified as having a disability. On several occasions, I have asked the referring general education teacher his or her reasons for referring the student for special education services and was surprised to receive such vague and potentially bias explanations. For example, on e teacher told me that she referred a student for behavioral issues because at times, he was stubborn and refused to do his work. Another teacher told me that she referred a student because he presented challenging behaviors such as talking out without permission and he often contradicted the teachers answers or explanations to the class which infuriated the teacher. When questioned further about the interventions used before referral, the teachers response were more ambiguous and peppered with a lack of knowledge of appropriate intervention strategies. The purpose of this study is to determine the personal characteristics of the general education teachers that have the greatest influence on their decision to refer minority students for special education. The study will address the following research questions through a mixed method of qualitative and quantitative research: To what extent if any, does a general education teachers years of experience, teaching level, training in classroom management and intervention strategies, education level, ethnicity, age, and gender impact disparity at the prereferral stage of the special education eligibility process? What impact does a general education teachers efficacy and perceptions of minority student characteristics bias their referral of minority students for special education services? What is the placement rate of the students being referred for special education services by the general education teachers? This study will focus on the students being referred for academic and/or behavioral issues because these are the main reasons why minority students are referred for special education services. As a result of this study, I hope to be able to extend the available literature on potential teacher bias during the prereferral stage of the special education process. My ultimate goal is to decrease the numbers of African American students being referred for special education services when the referral is not warranted or questionable. Conceptual Framework Disproportionality is a widespread problem that continues to affect minority students. Patterns of consistent disproportionality are evident and have been studied extensively for years. Oswald et al. (1999) examined the magnitude of overrepresentation by analyzing extant data from the 1992 Elementary and Secondary School Civil Rights Compliance Report to describe the extent of disproportionate representation of African American students labeled as seriously emotionally disturbed (SED) and mildly mentally retarded (MMR). They also wanted to determine the extent to which economic, demographic, and educational variables at the district level were associated with disproportional identification for this ethnic group. Zhang and Katsiyannis (2002) used data extracted from three federal government publications to find out whether or not there have been any recent improvements or changes in overrepresentation of minorities in special education. Although, there has been some debate concerning how disproportionality should be measured and the extent of the problem, overrepresentation continues to occur with no definitive causes. Researchers have also been unsuccessful in ident ifying real solutions to eradicate this phenomenon. Previous studies have examined many aspects of disproportionality including bias in problem solving and the social process of student study teams and teacher efficacy and student problem as factors in special education referral. Yet, research is somewhat limited and has mainly focused on the magnitude and possible causes of disproportionality. There appears to be a gap in the literature when examining personal factors that affect the general education teachers decision to refer a student for special educations services. This study will fill this gap by examining factors that influence referral and subsequently results in disparity. An in-depth analysis of teachers efficacy and perceptions of minority students will also be examined to determine if these factors impact disproportionality. The cognitive theory of social learning coined by Alfred Bandura will inform my approach to understanding the phenomena of disproportionality with regards to teacher efficacy. Teacher efficacy will be analyzing to determine its role in the prereferral stage of the special education process. I will examine the general education teachers belief that he or she may or may not be capable of bringing about desired changes in their students. Teacher efficacy will take account of two dimensions, judgments and personal beliefs. Disproportionality will also be approached from an ecological perspective framework to understand how special education referrals are influenced by personal characteristics of the referring teacher. The teacher factors that will be explored will also note the influence of ascriptive characteristics, characteristics that cannot be changed such as age, gender, ethnicity, etc., on disparity.

Did You Say Library Anxiety? - Part Two :: Essays Papers

Did You Say Library Anxiety? - Part Two The discussion thus far has centered on some of the barriers that contribute to library anxiety. What are librarians learning from the study of this pervasive problem? The literature suggests that library anxiety impacts academic success or failure through learning styles and behavior anomalies. In addition, studies are showing how library anxiety is teaching librarians that best practices exist for areas such as bibliographic instruction. Graduate students and undergraduates alike experience library anxiety. Qun G. Jiao and Anthony J. Onwuegbuzie have conducted numerous studies on this subject and found that certain behavior anomalies are linked to library anxiety, such as perfectionism and academic procrastination. It has been concluded that for socially prescribed perfectionists, the library is a threat for them and there exists a relationship between perfectionism and library anxiety . This is also consistent with the results of Mellon’s study which reported that library anxious students feel that only they are inept at using the library while other students do not experience the same problems, and that this ineptness is a source of embarrassment and should be kept secret. These feelings result in a reluctance to seek help from librarians fearing that their ignorance will be exposed. In turn this anxiety, in all likelihood, leads to library avoidance. Library avoidance behavior has also been found in the phenomena of academic procrastination. Fear of failure and task aversion resulting in procrastination has been found to be related to barriers with staff, affective barriers, comfort with the library, and knowledge of the library. Although it is unclear whether this is a causal relationship, it provides evidence that there are more than just time management and study skill issues involved, but includes cognitive-affective components. These are only two examples of behavior anomalies shown to be linked to library anxiety. The broader perspective here is that library anxiety can lead to scholastic underachievement in students who are nervous about seeking help from a librarian and therefore tend to produce lower quality work. Constance Mellon’s groundbreaking work in 1986 was the first to not only identify library anxiety, but to discover how it affects the learning process. While designing an instruction program, she discovered that anxiety students felt about the research process was considerably lessened after contact with a librarian. She then developed exercises to be done in the library and added information into these sessions about the phenomena of library anxiety assuring students that is was a common occurrence.