The Shame of the Nation: A Summary, and Analysis

Jonathan Kosol's interest for teaching profession and activism was triggered after the killing of three young civil rights activists in Mississippi in June of 1964 while he was working as a grade four public school intern intern in Boston, Massachusetts. His experience as a teacher in one of Boston's urban segregated schools has made him an insight to the sight of children of minorities, which motivated him to address the issue of segregation, and inequalities that exist in public schools that has continued to plague the nation till the present day.

School Segregation
According to him, he visited approximately 60 schools in 30 districts in 11 different states. Most of his visits were in the South Bronx of New York City, Los Angeles - California, Chicago, Detroit - Michigan, Ohio, Seattle - Washington, Boston - Massachusetts and Milwaukee. In the schools he visited, he observes that the conditions have grown worse for inner-city children in the 15 years since federal courts began dismanting the landmark ruling in Brown v. Board of Education. He notes that the number of white students in urban public schools have increasingly declined with the shifting pattern of white middle class families from urban to suburban communities since the 1960's (white flight). He talks of the irony of school population in relation to the leaders of integration, which the schools bear their names, like Thurgood Marshal Elementary School in Seattle Washington with 95% minority students. According to him, the overwhelming majority of students in urban public schools in the United States are students of color. In Detroit for example, 95% of students in public school are either black or Hispanic. In Chicago, the figure is 87%, Washington is 94% while New York is 75%. He pointed out the cynicism in the "small school initiative" like the Center School in Seattle that was perceived as a "tie-breaker" of school segregation that "attracted 83% white and 6% black enrollment when it opened in 2001, in a city where whites are only 40% of high school students district-wide ". (p. 277). In comparing the Center School with African / American Academy in another section of the city where black students make up 93% and whites make up 3% of the enrolment, the location of the center school and its curriculum offers many opportunities to students. "The Center school which is sited in a cultural complex known as the Seattle Center, offers an impressive academic program to prepare its graduations for college while also provides a wide array of opportunities for students to participate in science projects, theatrical productions, music, ballet , and other cultural activities ", (p.278) while such opportunities are lacking in the African-American Academy. "The school in a sense represents a local version of 'your own Liberia' ... the African American Academy is using a highly direct method of instruction that, in some respects similar to the approach used in Success for All" (p. 279) . He argues that after decades of persistent struggle against school segregation by educators and civil right activists, social and economic policies have continued to aid the growing trend of school segregation.

Inequities
Kozol laments the lack of basic resources and amenities in the urban public schools - restrooms, clean classroom, hallways; appropriate laboratory supplies, up-to-date books in good condition and classroom supplies and material. According to him, this lack of resources moves some teachers to spend between $ 500 - $ 1000 of their own money every academic year to purchase the supplies and materials in the case of Winton Place elementary school in Ohio. He argues the overcrowding of students in a classroom. For instance in Chicago, it's not uncommon to see classrooms with as many as 54 students coupled with the fact that most of the teachers are unqualified.

Kozol also points out the issue of lack of pre-school opportunities for a large number of students because the federally funded head start programs were denied them. He also shows the disparity for money spent on a student, and its effect on state testing. In the case of New York State, the average spending on a student in the city is $ 8,000 while that of the suburb is $ 18,000. Also in New York, the inequities in expenditure between 2002 and 2003 are: NYC $ 11,627, Nassau County $ 22,311, Great Neck $ 19,705. The salitudes of teachers in poor and wealthy school districts follow the same pattern. While the average salary of school teachers in poor communities is $ 43,00, the salary of teachers in the suburb like Rye, Manhurst and Scarsdale in New York ranges from $ 74,00 to $ 81,000. Even the issue of fundraising is a factor in the disparities among schools in poor and wealthy communities. Whereas schools in wealthy neighborhoods could raise up to $ 200,000, schools in poor districts could only raise $ 4,000.

Adaptive Strategy Curriculum
Kozol questions the ratione behind the scripted programs that have been adapted into the minority school system. "Authentic Writing", "Active Listening", "Rubric for Filing", "Accountable Talk", "Zero Noise" etc., according to teachers account, they are meant to follow the scripted lesson to bring formality and structure to the learning environment which raises the anxiety levels of both students and teachers. The high standard language and higher expectations with little support, has taken over the moral and ethical values ​​that use to be the integral part of the curriculum. "used by most schools has become part of the daily rituals and practices that are fashioned to boost students moral. Students from the under-performing schools are encouraged to memorize phrases like" I am smart "," I am confident "to raise their self -confidence and academic performance. This according to him has formed the framework used to identifying the causes of the under-achievement of students of color. encouraged to use "strict Skinnerian controls" to manage and teach students in their classrooms, and which job it is to pump some "added-value" into undervalued children. (p. 285)

In close semblance to the above is the business-like outlook "work related themes" that is being created in these schools, "market driven classes", "sign contract", "take ownership of their learning", "pencil manager", " classroom manager "," building managers "," learning managers "etc. This kind of corporate outlook portrays students as "assets," "investments," 'productive units,' or 'team player' according to Kozol.The knowledge and skills, which the students acquire, are seen as "commodities" and "products" to be consumed in the "educational market place." Kozol argues that educational administration should in no way be equated with factory production line, and advices that "teachers and principals should not permit the beautiful profession they have chosen to be redefined by those who know far less than them about the hearts of children. "(p. 299)

High stick testing
The issue of teaching for testing has replaced the essence of teaching for learning in public schools. According to Kozol, "In some schools, standardized testing begins in the kindergarden. Courses that are not included in the high stake testing are often not taught any more or they are completely removed from their school curriculum, like arts and music. , naptime and / or recess has been reduced or taken out completely to allow more time for the preparation of state standardized test. Even teachers meetings are geared towards the discussion of effective strategies to prepare students for quarterly assessment tests or reviewing state and district standards. Teachers are encouraged to attend workshops and conferences in regards to the testing to acquire more knowledge on how to integrate their teachings to the state testing standards.

In the bid of all the educational superiority imposed on the students, they are also tracked and labeled. Labeling the children from level one (lowest) to level five (highest) places them into categories supposedly for further instructions. Instead of being given adequate attention regarding their labels, it is used as a description of their academic stance. "She's gone down to level two," "She's a level one." The issue of academic tracking and labeling in these schools poses a huge obstacle in creating equity and democracy in a learning environment. According to Kozol, learning is taught as "a possession" not something one "engages" in. Students are encouraged to select "a career path" during their freshman year, so as to tailor their course work. Neverheless, there is little encouragement on the career path of college education. For example, the case of Mireya who attends Fremont High in Los Angeles, while she aspires for a college education, she is rather placed into voluntary classes - sewing and hairdressing. She tells Kozol "I hoped for something else." "Why is it that students who do not need what we need get so much more? And we who need it so much more get so much less?" She questioned.

In view of all these structured teaching strategies imposed on the urban public schools by the administrative body, both teachers and students exhibit robotic behaviors in order to achieve the set goals of the planners. Teachers who tend to veer out on these stipulations face disciplinary actions and could possibly lose their jobs. Students who do not adhere to the rules and follow the prescribed pattern face the risk of not passing their tests. Overall, there is loss of creativity and ingenuity in the classroom. Kozol points out that it would rather take a reflection than a miracle to set the schools on the right track again. He argues that desperate schools can not be turned around by the arrival of a charismatic, tough talking principal. "There are hundreds of principals in our urban schools who are authentic heroes ... but there is a difference between recognizing the achievements of able school officials and marketing of individuals as saviors of persistently unequal system".

Ray of Hope
After questioning and critiquing the re-segregation of urban public schools in America, Kozol pointed out a few schools, teachers, principals, administrators and human rights activists he had met in the course of his study that gives hope to the feasibility of school integration. According to him, "Virtually all the truly human elements of teacher motivation have been locked out of the market misperceptions that control so much of education policy today. But when we go to the schools in which these market ideologies have been valiantly resisted, we are reminded of a set of satisfactions and devotions that are very different from the ones that dominate the present discourse about urban education. " (p. 297) ... "These are the schools I call" the treasured places. "They always remind us of the possible." (p. 300).

He acknowledges the definitions made in most school districts since after visits over three years. At PS 65, a new curriculum that focuses on the need of the children had been introduced. The hand-held timers and scripted lesson plans have been taken out, and actual writings of children are displayed in the walls. He also recalls the efforts of some school districts in Milwaukee and Louisville where school leaders have promoted desegregation across district lines.

Kozol sees every hope in teachers and administrators like Louis Bedrock (which he dedicates this book to), Miss Rosa the retired principal of PS 30, Fern Cruz the new principal of PS 65 and others for their dedication and persistence in fighting for the right course of education for the minority. He also acknowledges the contribution of black activists like Congressman Lewis who have voiced out publicly and written books that expose the persistence of segregation in America.

In his epilogue, he wrote "A segregated education in America is unacceptable". "Integration is, it still remains, the goal worth fighting for" (p. 316).

The Shame of the Nation: An Analysis

I find this book very revealing, intriguing, insightful, and at the same time one sided and opinionated, but in summary, it is very informative. This book is an outcome of a good ethnographic researcher who not only puts energy in his work but also has passion in the subjects of his work - the students. The empirical analysis of this book rests in the inequality that is salient in the American society. Race, class, culture, gender and economic status which have formed the measuring tape of individuals' worth in the American society have become the bedrock of the administrative bodies in the formulation of policies. Policies like education, housing, income and property taxes, transportation etc. have been so carefully formulated to include and exclude some members of the society. These policies of course favor the dominant group, which are whites and disfavor the targeted group which is mostly blacks and Hispanic.

It takes a critical mind to understand the game in the policies. Taking for instance the funding of community urban schools from property taxes from the community, one has to first, think of the nature of the properties in such a community, who owns them, what shape, and of what value they are. If the majorities of those properties are individually owned and are of good shape and value, the expectation is that they will yield good tax for the community. On the other hand, when the government owns such properties, little can be realized in property tax in such a community, and that in turn affects the sourcing of the school. This is the game of politics in perpetuating inequality as we have seen in this book.

Who would expect that the administration that tends to speak in favor of equal education has a hand in making it unequal? That the prophecies of "No Child Left Behind" and "Equal Opportunity for All" are only frivolities? Who would imagine that some teachers and education administrators could be so robotic that they question their ingenuity and creativity in the face of manipulation, except for a revealing book like this? In addition, how can anyone comprehend the damage that has been done by these administrative inconsistencies over the years?

There is an insight into the social, economic, and cultural capital powers of the society in this book. Parents who are more informed, educated, with good jobs and better means have more say in the education of their children than those with little or no education and means. They surf for good schools for their children, organize themselves as the parent bodies of the school, and intervene in matters that are not favorable to their children, for instance, they raise money to employ more teachers and advocate for less number of children in a class. They come up with one voice to exclude others from integrating into their children's schools and sometimes take out their children from a school that are getting more minority enrolment as the case may be. They are less dependent and more challenging to the school administration and government than the parents with fewer capitals. The parents of the minority who have fewer capitals, complain and rarely mostly on the school administration and government to make the necessary adjustments in their children's schools. The system fosters posterity of family status.

In this atmosphere of stratification, while the dominant group acts up to maintain its status, and the targeted, subordinate poor group agitates its position, the children suffer the struggle. A wider gap is created between the rich and the poor. While the children of the dominant group perceive themselves as fortunately, they are less 'educated' than the poor children who see it all. They face lesser chances of integrating and facing realities of multiracial society and as such are less likely to accommodate differences in future. On the other hand, the minority poor children get more skeptical and cynical when matters of equity arise. In the case of the little Bronx boy who wrote Kozol, "You have all the things and we do not have all the things," and the high school student from California who told his classmate "You're a ghetto, so you sew. " The disparities in their educational experiences raise innumerable questions in their heads, which only the government can comprehend in that while their parents may be 'guilty' of not possessing the where-withal, the students are innocent. Kozol's study goes to predict that going by the present pace in educational strategy in America, inequality will persist; integration will be minimized, and desegregation will not only be a nightmare in schools but would be nipped in the bud in the society in future if they are not addressed now. He goes to say, "This nation needs to be a family, and a family sets down for its dinner at a table, and we all deserve a place together at that table."

Having enumerated the classical work of Kozol in diagnosing the blatant, ugly passion inequities in our public urban schools that plagues America today, I need to point out the one-sided, opinionated view of the issue. In a situation like this, no one person can be all right and the other all wrong, there needs to be a balance of 'a little to right and a little to the left'. In the entire book, Kozol addresses the structural approach to educational inequality that sees the school and government administration as the factor that has perpetuated the problem, little suspicion if any, of the cultural approach to the discourse with parents and students contribution. Although there were a few reasons of all white public schools, there was little emphasis on their interactions, though one might argue that they have all the necessary amenities available for them in comparison to the minor schools that have little amenities.

I call this one sided and opinionated in the sense that the subjects of the matter visa vie poor minority parents and their children, are not addressed as potential input to the problem and as such potential contribution factors to the solution. If in a capitalist society like America where opportunity is laid down for everyone for grabs, the 'majority' of the minority group keeps complaining of marginalization of resources, there is a problem somewhere permanently imposed limits. The problem could be in derivation of comfort in dependence or reliability on false sense of security. The core word is value. As regards to the parents, many of them depend on the system and can not walk their ways out to independence and instill that value of independence in their children. A culture of poverty has evolved among this minority group and they seem very comfortable in such a zone. So who makes the extra money for their children's comfort?

The children as well due to lack of role models from their parents, do not deem it fit to strive and conquer the inevitable, they embrace violence and they keep on finger pointing like their parents instead of realizing that education not agitation is their only access to high status in the society. I believe that a focus on re-orienting the children of the minority group in exploring educational opportunities no matter the limitations that they face would help in getting them back on the right track. On the other hand, if they should be contented, respectful, curtail violence, and love themselves, that would attract more empathy to them from whatever administration that is in place and they can be in their own schools without any white and feel good just the same. Understandably, the structural approach often times shape the cultural, which is unstable based on economic resources that yields self-support and autonomy.

Jesus Taught the Law of Attraction - Part 1

The Law of Attraction is a popular phenomenon that promotes the theory that you can attract anything you want into your life by thinking about it. Now, this is a 30,000 foot view of the Law of Attraction, because upon closer inspection, there are many other factors that are needed to insure success for manifesting what you want into your life. Religious fundamentalists have criticized the Law of Attraction because of its emphasis on seeking material possessions and because it looks like the Law of Attraction places the power of creation solely upon the individual, as opposed to God, which is not a concept embroidered in fundamentalist religious ideology .

The Law of Attraction gained its popularity by the huge success of the book and movie, "The Secret". If you use only "The Secret" as an argument against the Law of Attraction due to the movie / books simplicity of LOA (Law of Attraction) principles and the hedonistic tone of the movie, I may have to agree. But, the true value of "The Secret" was the mass exposure the book / movie provided to the general public about the concept of LOA. Before the "The Secret" was produced, the idea itself of being a participant in your own life design was totally alien. There is no doubt that the prevailing attitude of our current culture, whether you're religious or not, is that we are all victims in a tough world, and I thank "The Secret" for opening the door of opportunity to see the world differently .

The initial first look at the principles of the Law of Attraction in "The Secret" was a good introduction, but ironically the true principles of the Law of Attraction have been around for over 2000 years, in fact, they were taught to us by Jesus . The Law of Attraction, when studied deeply and from a metaphysical level, is really an opportunity to live our lives the way that Jesus taught us to do, infinitely and abundantly.

"But seek ye first the kingdom of God, and His righteousness; and all these things shall be added unto you." (Matthew 6:33)

At first glance, Jesus words above might simply that we have a huge task to fulfill before we can get to the good part for us, (things added until you). But although the above words from Jesus holds more to it than we thought possible before.

Many traditional religions teach that life is successful, happy, fulfilling, etc., or not, by the manner in which we conduct ourselves according to the religious rules / principles, and by doing so, we create a positive or negative flow into our lives . (seek the Kingdom of God first THEN the you will be rewarded accordingly). Yet, a devoutly religious person may do everything their religion says they should do, and yet still experience great hardships and suffering in their lives. This is sometimes attributed to being the will of God or part of a plan that God has for you. Or, these hardships may be because you clearly have not been "seeking the Kingdom of God first". While there may be some spiritual sanction in the text for these traditional religious beliefs, the precept that you are not a participant in your own life design, other than to live by the rules mandated in order to receive your blessings in this life or the next , is highly subjective and clearly interpretive. Religious themes leave out the fact that as a child and image of God, that you, yourself, have amazing power as well. The find God principle taught in almost all religious belief systems, is what I call the top down approach to spiritual connection. God is above and we are below and it is our responsibility to reach out to God by following these rules and opening our hearts and then all should be pretty good for us in the here and after after. In the approach, we start with a baseline of separateness and use religion and ideology as a way to connect to God. In other words, we do not go to church to learn about our power because of our inseparable relationship with God, instead we learn what God has done for us already, separately from us, to encourage us to connect to a relationship with God.

The notion of learning about God, and I mean connecting to God in a serious intimate and powerful way, comes by first looking inside ourselves and therein finding God. This is what I call the bottom up approach to connecting to God. In this approach, our baseline starts with us being ALREADY connected and using our own Divine power within to discover and awaken to God and the Divine Universe, which includes the LOA principles. It is in this approach to spiritual connection and personal empowerment that true LOA processes begin.

So another interpretation of our earlier Bible verse that may more closely align with our innate power and divine inheritance is:

"But seek ( discover, obtain ) ye first the kingdom of God, ( the divine power of God manifested in you ) and his righteousness; ( God's qualities, such as worth, value, abundance, and joy that is already within you ) and all these things ( human and spiritual wants and needs related to what you find within you ) will be added to you. " (Matthew 6:33)

And to support the kingdom of God verbiage (because without the following words from Jesus, the kingdom of God could be construed to be some faraway or unknown place), Jesus clarifies for us where the kingdom of God is located.

"Either shall say, Lo here! Or, lo there! For, behold, the kingdom of God is within you." (Luke 17:21)

The Law of Attraction also teaches that in order to manifest the things that we want to see realized into our lives, we must go within as well. The greatest LOA teachers will equate the powerful visualization and certainty of our strongest desires to a heartfelt calling from your inner divine being. Manifesting a new trinket for pure pleasure may be possible by the power of a strong energetic will, but this parlor trick is not a true Law of Attraction principle. LOA principals operate from a fundamental covenant that God and man, cooperatively manifest from the infinite possibilities available within each one of us (kingdom of God within).

The exact Law of Attraction definition simply states that "like contracts like", which is another way of saying that we live within our true beliefs. So, the best start for a successful LOA practice is to think and act from our existing beliefs (go within). Certainly it is possible with a strong belief, and an undeniable firm conviction, to manifest just about anything. But for those only looking for a new distractions and material possessions to manifest for the purposes of status, ego gratification, or neediness, then you have missed the true power of the Law of Attraction. You may be able to apply LOA principles to get what you want, but then next day, the want will still be there. The bottom line is you can think and attract all you want, but the core element of practicing a successful and strongly beneficial Law of Attraction practice is first starting within to manifest from a divine and authentic belief system. Know where your power comes from, which is from the kingdom of God within you. Applying the LOA principles from a position of divine strength, by going within, to see the enfoldment of all the "things" that will be added to you (through our beliefs), is the Law of Attraction being practiced as Jesus taught.

Now, the next steps in a successful Law of Attraction practice were also taught by Jesus in many different examples in the Bible. We will address the next fundamental step of LOA principles, which is your belief in the power of manifestation and what you are manifesting, in Part 2 of this article. For this article, the main concept to consider is this: The Law of Attraction is a process of living a life of unlimited potential within your own Divine authority (kingdom of God within). We all have the ability to do this, but the reasons we are unsuccessful at it are: we ask and desire from an inauthentic mindset (our desires do not match a true need that wants to be met), we do not really believe in the process or in the thing that we are asking for, and we do not "live" within the Divine authority to create the life we ​​want. All of these problems with the LOA process will be addressed in the next segment of this article and additional teachings of Jesus will be referred to demonstrate how Jesus also taught the Law of Attraction.

Summary

Law of Attraction - Like Attract Like

Step One - Before you go manifesting things like, days off from work, cars, money, or for your ex-husband to get the crabs, you MUST identify what you really want and where the want comes from. Want that comes from neediness, resentment, revenge, unworthiness, fear, and lack, are inauthentic wants (meaning they come from the ego and not from the divine higher self), and you may succeed in manifesting some of your wants but they will never satisfy the authentic need. This does not mean you can not manifest material "things", it just means that your manifestation must come from "within" to be a true Law of Attraction principle in action. This is why Jesus instructs us to find the kingdom of God (within) before the things are added to us. Know where your power comes from and understand what your true wants are.

Proverbs 29:18, "Where there is no vision, the people perish."

How To Make Great Money Part Time Buying And Selling Domain Names - Part One

This truly is the business to get into in 2005. It's a red hot opportunity that savvy investors can make a killing on when you know how. And this article will walk you step-by-step through the money-making process.

Don't be put off by the term "investors". I'm not talking big money down here. As long as you've got a spare £5 a week then great money can be made for only half an hour of your time. Like the sound of that? Thought so.

There's a few ways you can make money buying domain names and selling them on for profit. And I mean PROFIT. You'll see why people will be scratching at your door to buy off you in just a moment.

Let's start with the basics.

All domain names are only registered for a limited amount of time.Registrars can choose to use the name for a period of between 1-10 years. After this the rights to these domain names expire and the user has to renew the name again. If they don't do this it will be placed on hold for a short time and then deleted. This means it is then available for anyone who wants to buy it!

This Is Where You Can Cash In!

20,000 expired domain names are made available each and every day. Some of them are very attractive and well-established names.

Example. Last year the owners of Race.com carelessly didn't renew their registration fee. It was grabbed (the term used to describe purchasing an expired name) by a savvy 'investor' for a few pounds and sold for thousands and thousands back to the old owner.

The owner was willing to pay huge sums for to the investor because he had built up qualified traffic over X amount of years and didn't want to lose all the previous custom.

Now I admit that making a sale for thousands is rare, but is certainly possible.

The likeliness is that you can buy a domain name and register it for £5-£50 and then sell it on for anything from £150 - £1000. Do this with five domain names a week, and your looking at a big sum of money for only a couple of hours work.

It's not just businesses that have carelessly let their domain name that will buy off you. It's other businesses too that will buy the name to get the old owners' traffic. It's a legitimate way of increasing your customer base.

And if the old owner and a new potential owner get into a bidding war...well..the sky really is the limit.

So there's two main reasons why people will be willing to pay YOU a couple of hundred pounds for a domain name.

a) They carelessly let the domain name expire. That means that they will pay you to get the name back to ensure that they don't lose their existing traffic that they may have built up over years and years.

B) They are a business in the same field as the one that has let the name expire and therfore will pay you to secure the exisitng custom of a rival.

Here's step-by-step how you go about this fantastically profitable part time business.

There are several sources of expired domain name information and reserach tools, some free and some that require a payment of a fee.

http://www.wehavethem.com supplies lists of names due to be deleted. http://Www.DeletedDomains.com allows you to do some searching free and more extensive searching for a $99 annual fee.You can search for names that are due to be deleted and also allows you to bid on newly deleted names that have already been grabbed by other 'investors'.

What you are looking for is an expired domain name with traffic in the last month of anything over 1500. Ensure that the site is an actual consumer site. There's no point buying a domain name if the previous site wasn't selling any goods.

If you see a site that had tens of thousands of visitors in the last month GET IT. The likeliness is that the previous owners will be itching to get their name back off of you due to its obvious success.

Also if you see a name with a large qualified traffic thats due to expire and has a high traffic volume use an automated grabbing system such as http://www.snapnames.com and http://www.pool.com. These will ensure the second they become available you will have registered them. The cost is about $60 but only if they get the names for you. Definately worth it in my eyes.

Remember you could easily sell the name for hundreds, maybe thousands.

In part 2 we'll take a look at how you go about selling the names once you have acquired them. But in the mean time here's a few domain names which were up for sale at the time of writing this article. Now obviously not all names sell for this much, but it's a very real possibility that you could stumble across a gem in your business.

my.com $750,000

lovelife.com $350,000

fights.net $16,000

diet.us $35,000

askdoctors.com $7,500

dietary.info $6,000

lovemaking.info $10,000

textmeassage.net $17,000

ejobmarket.com $1,800

smokers.tv $5,000

teens.org $22,000

raregifts,com $20,000

The profits in this business are like no other. Now it's your turn to get your hands on your share in the billion dollar industry of buying and selling domain names.

Until next time...

Jonathan Street

Automotive Rapid Prototyping Fail First Paradox

New product development and innovation is much more difficult and time consuming than most other business activities. Automotive rapid prototyping greatly advances learning speed and reduces the risk of new automotive parts development.

Historically, the automotive industry has been using rapid prototyping as an important tool in the automotive parts design process. The extremely fast-paced automatic design cycles require an extremely fast prototyping system which can produce car parts fast and inexpensively.

The main objective of automatic prototyping is to learn quickly: how a new automotive product behaves in its natural working environment, before transferring the prototype to the production line. Many times, mistakes are learned only after a new automated part is launched. This is the main explanation for poor automotive parts design, from product mismatch, poor engineering and function or finish, and overpriced production. In order to accelerate the learning curve, before these costly automated prototyping mistakes are made, one must accelerate and facilitate feedback loops from tests in the lab and market trials.

Automotive Manufacturing Technologies

Working with an assortment of rapid prototyping equipment, automated prototyping engineers utilize the most advanced 3D printers, in their quest for perfect form, function and utility. Working in advanced manufacturing centers, the automotive engineers use the technology to verify what they are doing, and, equally important, to save tremendous depths of time, and money.

Automotive Rapid Prototyping Compresses Development Time

The advantages of 3D rapid prototyping model creation versus viewing a cad / cam model on a computer screen is palable. Automotive parts engineers get together discuss the pros and cons of a rapidly produced automotive parts model and discuss the pros and cons of the design, as they pass it around, twisting and viewing the prototype, and decide if that is what they had in mind. This way, problems get solved up front, before going to the assembly line! Once determined that the automotive prototype design is a go, the model can then be sent to a die maker.

Automotive Prototyping and the Die Maker Process

The die maker can not use model to make the die, but because they have it in their hand and can look at it and feel it, they can determine where the parting lines will be and exactly how much steel they will need to produce it. The timing of the die process is greatly compressed.

Examples of Automotive Rapid Prototyping Parts

· Engine castings and parts

· Car Engine parts

· Auto Mechanical parts

· Car Dashboards

· Car Handles and Knobs

· Auto Body Components

· Car Trim parts

Fail first Paradox in Automotive Rapid Prototyping

The automated rapid prototyping paradox is to fail sooner rather than later. By failing earlier, the design engineers unexpectedly succeed in accelerating the project; this greatly reduces development cost risk. By considering all automotive prototype failures as learning experiences, the engineer has much less stress, knowing that they are practicing the old adage, that success comes from ninety-nine percent failure and introspection.

Why Are Computers A Necessity Now?

Computer systems now a days are everywhere. We can find that in places we can not see or would not expect to find them. This gadget are no longer specialized tools used only by scientists or engineers like before. They are not hidden behind sealed-walls under a climate-controlled environments anymore. They are a fact of life that companies can not live without and even individuals like us. It is a common thread that ties together our education, work, and home life. Thus, computer literacy becomes significant, with computers touching almost every facet of our lives. But why is it that computer literacy is very cruel?

Why do we need to spend time and energy studying books, enrolling to computer crash course, and becoming "computer literate?" Technically, to be "literate" means to have knowledge of that subject, wherein you understand its basic terms and concepts. We are not born with such knowledge and abilities, but it is hard to imagine living without computer skills today. Considering the fact that Computers are an essential part of business today, whether you are an auto mechanic or a surgeon, a journalist or a pilot. Like cars, that take us to work everyday, we also rely on computers more with each passing year. If there are still who do not use computers regularly, chances are great that you will soon.

But who will be the one to benefit from computer literacy? First, is the increased employability. Here, the basic computer knowledge along with specific job skills are mainly considered by the employers because a person would be more trainable in and adaptable to the computerized work environment. Next, is greater earnings potential, wherein, as you increase your computer skills, you become more valuable worker, especially if focused on high-tech skills like programming, software / network administration, hardware maintenance and many more. However, it does not follow that you must be a computer expert to increase your earnings. Skills that involve application of the computer to specific tasks are highly valued. Another benefit is that, it has a greater access to resources. Always bear in mind that computers are incredible learning tools, especially when you have access to data on CD-ROMs or the Internet. PC can be used to access vast knowledge bases on almost any topic, search archives of information dating back decades, even take online courses for credit.

You will also have a greater control of your assets, by using the power of the Internet and even a little knowledge only of computers, you can manage your personal finances and indulge your interests in ways that were not possible back years ago. Here, you can control of every dollar you earn through online banking and investing. Online shopping as also another benefit that makes it easier to buy something without tiring yourself & spending so much time going to stores with yourself. There are also new technologies that enable you to monitor your entire household via PC - to set your air conditioner or alarm clock, start your coffee maker or sprinklers, and even activate your alarm system. With this range of growth of computer technologies, we can not deny that we now live in an information society - where information is considered to be an extremely valuable community. The key players in this information-based economy are those who control important information, or those who simply know how to access and uses it. Computer knowledge and skills you can build with that literacy are vital to success in this society, not just in our working lives, but in the ways we learn, manage our finances, and improve our standard of living.

Although there are still many professions that do not rely on computers, they are becoming fewer all the time. Remember that computers do not need to take the form of PC, so there is a good chance that your career path will bring you in contact with some type of computer because many of the tools in today's' workplace are computer technology. That's why it is very important to have a basic understanding of computer technology. No matter what your career choice is, you can benefit from a knowledge of computer hardware and software, and how these components function together. Even your job does not require you to work directly with a computer, this knowledge may help you to envision new ways of using computers in your work, that would result in a more productive work environment. This can also lead you to career advancement opportunities. But still, if you think that this case is overstated, that computers are not being used that much, you should consider that computers are popping up in places & professions that my seem unintentionally.