Cochlear implants and the debate within the deaf community. Arguing Research Paper

Cochlear implants and the debate within the deaf community. Arguing that cochlear implants have been beneficial for the deaf community - Research Paper Example The external components of the implant contains a microphone that is to be worn behind the ear of the patient, attached to a magnetic transmitter, which is attached to the earpiece and a sound processor. Once the implantation is complete, an audiologist uses a computer to set the speech processor for the patient. The audiologist sets the processor and programmes it to the appropriate levels of auditory stimulation between sound received from environment and brain nerve cells (Cochlear 1; Ouellette 1248). Once the processor is set, the microphone receives sounds from the environment and sends it to the speech processor, which then performs computation, and transforms the sound to electrical codes and digital format. The digital codes are sent to the outer ear component as coded signals bypassing the ear hairs. The magnetic transformer behind the ear then takes these codes, transforms them to electrodes arrays, and interfaces them to the cochlea. Then the internal device in the cochlea takes these arrays and stimulates the auditory nerves fibers that are connected to the brain, whereby the arrays are sent by the auditory nerve of the person to the brain for interpretation (Cochlear 1). This paper seeks to establish that cochlear implants technology is beneficial to the deaf community despite their opposition to the implants during their inception. In order to alleviate fears of the deaf community there have been improvements in cochlea implants technology over time and hence increased rate of success to patients who have undergone the procedure. Ideally, the procedure is meant to be applied to infants born deaf or those who have developed deafness in their early days. This is because cognitive development of a child into their senses and environment occurs between the ages of 0-3 years. Hence, if the procedure is undertaken during this

A history of Latin America Essay Example for Free

A history of Latin America Essay It was during the European colonial expansion that Brazil fell under Portugal as a colony. Colonization in Brazil spanned the period between 1500 to year 1815. Portugal was interested in Brazil for a number of reasons that included the hope of getting minerals, raw materials as well as slave trade and labor to among other interests. The colonization of Brazil had some effect on the native way of life, with most of these effects having had a lasting effect to date. It’s worth noting that from the history of Brazil, France also had an interest in Brazil but could not stand up to Portugal which had taken the control of this part of the world through the signing of a treaty. The Portugal king known as king Manuel 1 who was reigning then wanted the colony to be ruled under a system of 15 hereditary captaincies- a fit that failed to work due to large-scale failure. The system gave way to royal enterprise in 1549. The following essay describes the causes and the effects of the Portuguese colonialism in Brazil. Causes of colonialism There are a number of things that preceded the Portuguese entry into and colonization of Brazil. Following the signing of the treaty of Tordelsillas in the year 1494 that facilitated the division of the world between Spain and Portugal, all land falling to the east was taken up by Portugal while Spain took up the land on the western side. In the year 1500, a navigator, Captain Pedro Alvares Cabral in charge of a fleet of 13 ships trailing the route taken by Vasco da Gama to India, landed in Brazil. He possessed this land for king Manuel 1 as an overseas colonial land for Portugal. His possession of the land made it a colonial land for Portugal (Sweet 2007p233). The Portuguese expressed their interest in Brazil due to the presence of raw materials that proved to be valuable for Portugal. One of the raw materials that Portugal got from Brazil includes the Brazilwood tree from which dark wood and red dye could be extracted. The Brazilwood was readily available in the Brazilian rainforest where it grew naturally. The red dye was exported to Europe where it was useful in staining luxurious textile for trading. The dark wood was sought for commercial purposes as well- specifically for sale within the European markets. The Portugal colonial system was also interested in growing sugar cane from Brazil for use in making of wine and for exporting to Portugal. An interest in other agricultural products of the nature of cash crops also interested the Portugal royal government that was reigning under the king Manuel 1 to take up Brazil as a colony. The cash crops drawn from Brazil included cotton and tobacco. These two cash crops were exported to Europe for sale in the European market. Portugal was interested in Brazil due to the prospect of getting slaves for labor and trade. The plantations in Europe required free labor that slaves could provide. Portugal marked Brazil as a potential area where for getting slaves for their plantations in Europe or for trading them. Even though the Portugal authorities had managed to transact some of the slaves with a Brazilian origin, the coming of the Jesuits in Brazil greatly led to the fall of the trade since they were opposed to the trade. This forced the Portugal authorities to embark on importing slaves from West Africa. At the same time, labor was greatly needed in the sugar plantations in Brazil. The natives provided this labor in exchange of scissors, axes, mirrors and knives while some were captured and forced to provide the labor as slaves (Morris 2006p34). Another reason why Portuguese had an interest in Brazil was because they were hoping to get minerals that they could use for their industries in Portugal or sell them in the European market. Though initially no minerals were found, some deposits of gold and later diamonds were found in the 18th century in the interior of Brazil by the bandeirantes. The area where gold deposits were found is known as the Minas Gerais mines. Deposits of diamond were found in 1729 in a village known as the Tujico village- the present day Diamantina. The French had expressed an interest n the land of Brazil as it was attracted to the Brazilwood and the prospect of mining some minerals from the land. This forced Portuguese to take up the land for establishing colonial rule in it before the French powers could take it over. Even though Portuguese had already possessed the land of Brazil, the heavy presence of the French military along the cost of Brazil forced the Portuguese to set the colonial powers and use military power to evacuate the French from the Brazilian coast (Leftwich 1999p156). Effects of Portuguese colonialism in Brazil The presence of the Portuguese colonial power in Brazil affected a number of the native life of the people in Brazil. Colonialism led to the widespread and adoption of the catholic faith in worship. This was a result of the coming of the Jesuits, who were led by the first governor, Tome de Sousa. The Jesuits made a great representation of the religious enterprise, setting missions within Brazil and actively converting the natives into the catholic faith. Another consequence of the Portuguese colonial powers in Brazil is the death of a great number of people due to wars that pervaded the colony. The natives were opposed to the colonial powers and therefore staged resistances that led to the death of many natives. An example of the native revolts is the Guarani war of the year 1756 where the native were fighting the Portuguese authorities as a protest against slave trade. The native guaranis were assisted by the Jesuits who also opposed slave trade and labor (Chasteen 2001 p251). The colonial era in Brazil also played a great role in the proliferation of the people of the African origin in Brazil. Since Brazil drew a lot of slaves from the West African region to work within the plantations in Brazil, a very large number of Africans settled within the Brazilian land after the slave trade was abolished since they had no way of going back to Africa even when they were set free (Freyre 2008 p458). There was a proliferation of infectious diseases that were brought by the colonialist from Europe to Brazil. The natives had no natural immunity against these diseases and this led to the death of a great number of natives from these foreign diseases. The colonial powers also led to the embrace of the sugar cane growing in agricultural sector for export. Since sugar cane had such a high demand within the European market, the expansion of the sugar cane sector drew great profits. This sector however received a blow and fell once the Dutch and the French started cultivating and exporting sugarcane to the European market. Since Antilles- the area where Dutch and the French produced the sugar was much closer to Europe, the sugar prices fell drastically towards the end of the 17th century and the beginning of the 18th century during which time the sugar industry on Brazil fell. The colonial powers within Brazil also led to the founding of the Rio de Janeiro city in the year 1565 by the governor general Estacio de Sa’. He established Rio de Janeiro as the capital of Brazil in the year 1763 from Salvador. At the same time, a number of changes took place with the cities in Brazil. The estados – states- in Brazil had been divided and separated so that they were headed by the city council prior to the year 1763. The city councils were composed of top figures within the Brazilian land including the merchants, land owners and business men. Since Brazil was to big to be administered by the royal government, there arose a need to divide this area into smaller estates. The states of Brasil, Maranhao, and Grao-para were unified into Brazilian viceroyalty in the year 1763 and Rio de Janeiro was set as the capital of these cities. This helped to destroy the divisions that were created in the early days of the colonial invasion (Freyre 2008 p457). There was the creation of a number of towns in south Brazil. Some of the towns created include Colonia de Sacramento, Alores islands, and Porto Alegre among other towns. As essay shows, there are a number of major changes that took place with the expansion of the Portuguese power in Brazil. The native Brazilians abandoned their cultural way of life and adopted the life that the Portuguese were living in terms of dress code, food eaten, and the religion adopted (Keller 2006p517). Conclusion Expansion of the European powers into the rest of the world during the colonial era led to major changes and experiences into the areas that these countries set their colonial power. In the case of Brazil, changes that took place were experienced over the whole range of the living including their social living, political life and religion among other areas. The effect of the colonial powers is still felt in Brazil to the present day. References Chasteen J (2001) Born in blood and fire: a concise history of Latin America, Norton p251 Freyre G (2008) The masters and the slaves (Casa-grande senzala) Brazilian civilization, University of Texas p457, 458 Keller (2006) Colonization study, founding of new societies. Ginn Company p517 Leftwich A (1999) Redefining politics; populace, property, and power, Taylor Francis p156 Morris H (2006) History of Colonialism from the Earliest Times Present Day, University of Michigan p34 Sweet W (2007) A history of Latin America. The Abingdon Press p233

Personal Narrative: A Past Relationship :: essays research papers

My preffered companions are books or music or pen and paper.I have only a small circle of close friends,few of whom i get along together.They could easily be counted "misfits." To be plain,I found it quite easily to doubt my ability to have any sort of "close bond."After the closing festivities of "The Lead America conference,"this past summer,on the night before we were scheduled to leave,a girl i had met by the name of Jade,during the program's course approached me.She came to my room and sat down on my bed and announced that she was debating with herself whether she wanted me to become her boyfriend. She wanted my reaction,my opinion.I was startled,to say the least, and frightened.I instantly said,"No."I told her I on no account wanted this and that I would reject any gestures she made towards starting a relationship.I would ignore her entirely,if need be.I elaborate that I don't know the meaning of an relationship and I started rationalizing about past relationships.She never left the room,then I knew she wanted to hear what she wants to hear.To my surprise,she did not leave instantly.Instead,she hugged her knees with a disconsolate countenance,and she rocked back and forth on my bed,while hugging her knees. I watched her from across the room.She rocked,and I watched.Doubts crept upon me.Opportunity had knocked and the door was still locked.It might soon depart."I lied,"I said."I was afraid of what might happen if we became involved.But it's better to take the chance that to be afraid."Then her face was lit as if it was christmas.She told me she knew i had lied.I had made her realize,though,how much she actually wanted me to be her boyfriend.We decided to keep up a relationship after The Lead America Conference.Even then,I was not sure which had been the lie.Now i think that everything I said may have been true when I said it.But I'm still not sure.I learned,that night,that I could be close to someone.I also realize,now,that it doesn't matter whether or not that person os a misfit,the nly important thing is the feeling,the only important thing is the feeling,the closeness,the connection.

Montessori VS Gibson: Education and Perception

Maria Montessori and Eleanor Gibson are two of the primary education theorists in the last 100 years.   Both are female, which was rare in their fields at the time, and both contributed to education and learning theories in ways that are still widely used today.   However, each has a different perspective on education, and a different and unique contribution to the field of educational research.   Overall, there are many significant similarities and differences in the educational theories created and implemented by Montessori and Gibson.Montessori was born in Italy in 1870.   She attended medical school there despite protests about her gender, and was the first woman to ever become a doctor in Italy.   After medical school, Montessori went on to work with poor children.   She noticed that many of these children could not necessarily benefit from medical care, but could benefit from educational opportunities that they did not have.   After noticing this, Montessori went on to teach children and develop a system of education that is used throughout the world today.Her early success in teaching was met with surprise, as even she had been skeptical that her methods would work.   The progress that these economically poor children showed was amazing to her, and to others who came to see what they could do.   In fact, efforts were so successful that Montessori went on to open up other ‘poor houses’ around Italy, and later, in other countries.   Towards the end of her life, she traveled around, teaching the ‘Montessori method’ to other teachers in countries throughout the world (Cossentino).Gibson was born in America in 1910.   As a child, she was discouraged from attending school because of her gender, but persevered and attended anyway.   After secondary school, she attended Yale and eventually earned a Ph.D. in developmental psychology.   Gibson then began to work with children and animals, doing experiments to see what babies knew from birth and what was learned.Her most famous experiment is the â€Å"visual cliff,† where a drop-off is set up and covered by glass.   Babies aged 6 to 14 months are placed at the edge and encouraged to crawl onto the clear glass.   However, all babies refused, suggesting that they could perceive depth from birth.   Gibson used the information she gathered from these experiments to investigate the way people learn and perceive their environment.   Gibson’s experiments are still being carried out by her students today (Gibson).Maria Montessori created a method for teaching children that today is used to educate children from birth through age 18, although it is mostly commonly used for ages three to six.   The general principle is to allow a child his freedom to work at his own pace, on the activities he chooses.   Several age-appropriate activities are possible, and the child chooses what he is interested in and investigates it thorough ly.   Children at work are never interrupted, and individual work takes precedence over group work.   Additionally, all groups are multi-age, with three ages in one group.   The most common age group is the three to six year old ages.   These groupings exist so the older children will teach the younger children, advancing both of their learning (www.montessori.edu).Gibson’s approach to education is different.   Her studies focused on perceptual development and innate knowledge in babies rather than education later in life, although her theories had implications for education later in life.   Gibson is known for starting the field of perceptual development in psychology, as little was known about it at the time.   Most doctors and psychologists assumed that to babies, the world was nothing more than a confusing buzz of sounds and sights, and that they could not make any sense of it or perceive it at all in the way of adults.These doctors assumed that babies learn ed to perceive as they aged and were taught about the world around them.   Gibson performed many experiments throughout her years as a researcher that disproved this view and brought about a brand-new view of perceptual development.   She wrote two books, one in 1967 on her research thus far, and one in 1991 that summed up what she had done in her lifetime (Gibson).The major difference between Montessori and Gibson is that Montessori was a doctor who specialized in teaching children based on their individual needs throughout their lives, while Gibson primarily focused on what children already knew when they were born and was not overly concerned with later life, as older children had already been studied more.   Gibson does, however, focus some on the processes of education throughout life, although primarily in what children know at birth and how this affects the way they learn later in life.They were similar, though, in their belief that children were different than others t hought.   Children were not stupid, were not blank slates, and did not need help in learning everything.   Children were born with innate abilities to learn and to perceive.   Gibson and Montessori both furthered this idea through their work.   Both women also helped to show that children could work seriously, even from a young age; that their attention spans are long enough and their perceptions are good enough to learn on their own.Gibson did further experiments, mostly with infants, and often with animals, as certain types of experiments are not ethical in humans.   One significant finding was in how human children learned to read and recognize letters.   Gibson theorized that children would learn by seeking out the features that are different about the letters, or â€Å"contrastive features.†Ã‚   She came upon this theory based on experiments with animals that showed this was how they learned to recognize colors, patterns, and other objects.   It turned out that this was, indeed, how children learned, by recognizing different features in the letters to distinguish one from another (Spelke).Also, Gibson was trying to focus on the ‘mechanisms which operate in all learning (Gibson).’   Her goal was to discover, through her research on perception, how exactly humans learned, and how figuring this out could benefit them in some way.   This research was crucial later to show how much people really knew and were capable of learning at all ages.Montessori did not focus nearly as much on how children perceived, but on how they learned (which is, in general, what Montessori and Gibson have most in common).   Montessori emphasized that all children learned differently and needed an environment which nurtured this.   Children who are put in an environment and allowed to learn what they chose tended to choose to learn as much as possible.   Montessori also emphasizes creativity through learning to do a number of different thi ngs, and to learn them correctly.   For example, music lessons can be a part of Montessori if a child chooses; but the teachers encourage the students to learn to play an instrument correctly, not to use it for an unorthodox purposes, like using a violin as a hammer (www.montessori.edu).Additionally, Montessori focuses on work, rather than play in her education model.   Most preschools believe that children learn through random play, while Montessori emphasizes purposeful work even from the young ages in order to investigate and learn about the world (Cossentino 63).Both methods are based on the premise that children know more than they are given credit for.   Gibson was sure that children could understand and perceive far more than psychologists thought they could, and her experiments showed that this was true.   In fact, Gibson did experiments on animals that proved even further what the experiments with babies began to show.   Gibson took newborn kids (baby goats) and p laced them on the visual cliff, and even at birth they would not go over it.She also placed kittens on the cliff once they were old enough to move and see, and they would not go over it.   Gibson reared some animals in complete darkness for awhile, and some would still not go over the cliff when they entered the light.   Kittens were an exception to this.   For a few days, they crawled across the whole surface and did not notice the cliff; after that, they, too, stopped going over the edge.   Gibson tried to place them on the cliff right away, so they would learn that crawling onto the glass was safe, but once kittens could see better, even though they knew the glass was safe from previous experience, they still would not go across it once they could see the cliff, suggesting that the perception of this drop is innate and not learned (Spelke).Innate ability is the key to Gibson and Montessori.   Both believed that children had innate ability to learn, to recognize, and to know.   Montessori built her schools on this premise.   In fact, many schools have children who are discovering and understanding subjects that adults think are far beyond their capabilities at a young age.   Elementary age students may teach themselves advanced mathematics or science concepts, ideas that are usually taught in high school.   The Montessori method encourages children to use their innate curiosity and ability to investigate to find out about their world and learn as much as they can about it (www.montessori.edu).Children are unusually intelligent and have strong capabilities.   They are not born with no knowledge, no skills, and no ability to learn.   Both Gibson and Montessori’s research showed that this is true.   Children are born knowing things, and born with a thirst to know more things.   Children learn by perceiving the world around them and continuing to try things out until they figure out how it works, and why.Montessori had an early i dea about how children learned, and created a system to teach them in that natural way.   Today’s Montessori schools are all across the world, at every age group, public and private.   Montessori still means that children learn individually, even when they are in high school.   Students who study by the Montessori method tend to score above average on standardized tests (despite a complete lack of teaching to the test) and tend to get into good colleges and succeed well in life.This is because students are given the opportunity to work individually from a young age, which leads to self-motivation.   Self-motivation is the most crucial part of the theory; children will learn far more if they are doing it on their own, based on intrinsic motivation, rather than extrinsic motivation.   The Montessori method promotes this intrinsic motivation from the beginning (www.montessori.edu).Gibson’s work, which came later, explained in psychological detail what Montessori seemed to ‘innately know,’ just as her students innately knew about the world around them.   Gibson’s experiments shed light on the way children perceived their world and how much they actually knew and understood before anyone taught them.Today, many people are still a bit skeptical about the ideas put forth by these two women.   However, many of the major educational and psychological movements are based on the work that both women did in their individual fields.   Gibson’s experiments have given way to a plethora of research in cognitive and perceptual psychology, specifically aimed at trying to figure out how infants and animals really think and understand.The result of all of these years of experiments and programs it that children are better prepared to learn about their world in a way that makes sense to them.   Children are better focused, better behaved, and learn more, better, and more quickly when their natural abilities are recognized and respected.  Ã‚   Children in Montessori classrooms or those with teachers who believe in their ability to think, learn, and perceive without explicit teaching thrive better than those who have teachers who think they are merely blank slates, empty vessels waiting to be taught to look, listen, think, and perceive.The educational world has both Gibson and Montessori to thank for their new insights into teaching young children.   Both women made significant contributions to the field at a time when women were not welcomed into medical fields.   Both women had to fight for their right to an education, and both women were intelligent enough and savvy enough to get their degrees and conduct their programs despite opposition.   Without them, education would not be what it is today.BibliographyCossentino, Jacqueline M. (2006).   â€Å"Big Work: Goodness, Vocation, and Engagement in the Montessori Method.†Ã‚   Curriculum Inquiry.   36, 1, 63 – 92.Gibson, Eleanor J. (1940). â€Å"A Systematic Application of the Concepts of Generalization and Differentiation to Verbal Learning.† Psychological Review.   47, 196 – 229.Gibson, Eleanor J. (1934). â€Å"Retention and the Interpolated Task.† American Journal of Psychology.   46, 603 – 610.â€Å"The International Montessori Index (2006).†Ã‚   Accessed December 18, 2006.   Website: www.montessori.edu.  Spelke, Elizabeth (2003).   â€Å"Gibson’s Work: An Extended Reply to Helmholtz.†Ã‚   Association for Psychological Science, 16, 4.

Foundation and Empire 23. The Ruins Of Trantor

The location of an objective upon the great world of Trantor presents a problem unique in the Galaxy. There are no continents or oceans to locate from a thousand miles distance. There are no rivers, lakes, and islands to catch sight of through the cloud rifts. The metal-covered world was – had been – one colossal city, and only the old Imperial palace could be identified readily from outer space by a stranger. The Bayta circled the world at almost air-car height in repeated painful search. From polar regions, where the icy coating of the metal spires were somber evidence of the breakdown or neglect of the weather-conditioning machinery, they worked southwards. Occasionally they could experiment with the correlations -(or presumable correlations)- between what they saw and what the inadequate map obtained at Neotrantor showed. But it was unmistakable when it came. The gap in the metal coat of the planet was fifty miles. The unusual greenery spread over hundreds of square miles, inclosing the mighty grace of the ancient Imperial residences. The Bayta hovered and slowly oriented itself. There were only the huge supercauseways to guide them. Long straight arrows on the map, smooth, gleaming ribbons there below them. What the map indicated to be the University area was reached by dead reckoning, and upon the flat area of what once must have been a busy landing-field, the ship lowered itself. It was only as they submerged into the welter of metal that the smooth beauty apparent from the air dissolved into the broken, twisted near-wreckage that had been left in the wake of the Sack. Spires were truncated, smooth walls gouted and twisted, and just for an instant there was the glimpse of a shaven area of earth – perhaps several hundred acres in extent – dark and plowed. Lee Senter waited as the ship settled downward cautiously. It was a strange ship, not from Neotrantor, and inwardly he sighed. Strange ships and confused dealings with the men of outer space could mean the end of the short days of peace, a return to the old grandiose times of death and battle. Senter was leader of the group; the old books were in his charge and he had read of those old days. He did not want them. Perhaps ten minutes spent themselves as the strange ship came down to nestle upon the flatness, but long memories telescoped themselves in that time. There was first the great farm of his childhood – that remained in his mind merely as busy crowds of people. Then there was the trek of the young families to new lands. He was ten, then; an only child, puzzled, and frightened. Then the new buildings; the great metal slabs to be uprooted and tom aside; the exposed soil to be turned, and freshened, and invigorated; neighboring buildings to be tom down and leveled; others to be transformed to living quarters. There were crops to be grown and harvested; peaceful relations with neighboring farms to be established- There was growth and expansion, and the quiet efficiency of self-rule. There was the coming of a new generation of hard, little youngsters born to the soil. There was the great day when he was chosen leader of the Group and for the first time since his eighteenth birthday he did not shave and saw the first stubble of his Leader's Beard appear. And now the Galaxy might intrude and put an end to the brief idyll of isolation- The ship landed. He watched wordlessly as the port opened. Four emerged, cautious and watchful. There were three men, varied, old, young, thin and beaked. And a woman striding among them like an equal. His hand left the two glassy black tufts of his beard as he stepped forward. He gave the universal gesture of peace. Both hands were before him; hard, calloused palms upward. The young man approached two steps and duplicated the gesture. â€Å"I come in peace.† The accent was strange, but the words were understandable, and welcome. He replied, deeply, â€Å"In peace be it. You are welcome to the hospitality of the Group. Are you hungry? You shall eat. Are you thirsty? You shall drink.† Slowly, the reply came, â€Å"We thank you for your kindness, and shall bear good report of your Group when we return to our world.† A queer answer, but good. Behind him, the men of the Group were smiling, and from the recesses of the surrounding structures, the women emerged. In his own quarters, he removed the locked, mirror-walled box from its hidden place, and offered each of the guests the long, plump cigars that were reserved for great occasions. Before the woman, he hesitated. She had taken a seat among the men. The strangers evidently allowed, even expected, such effrontery. Stiffly, he offered the box. She accepted one with a smile, and drew in its aromatic smoke, with all the relish one could expect. Lee Senter repressed a scandalized emotion. The stiff conversation, in advance of the meal, touched politely upon the subject of fanning on Trantor. It was the old man who asked, â€Å"What about hydroponics? Surely, for such a world as Trantor, hydroponics would be the answer.† Senter shook his head slowly. He felt uncertain. His knowledge was the unfamiliar matter of the books he had read, â€Å"Artificial fanning in chemicals, I think? No, not on Trantor. This hydroponics requires a world of industy – for instance, a great chemical industry. And in war or disaster, when industry breaks down, the people starve. Nor can all foods be grown artificially. Some lose their food value. The soil is cheaper, still better – always more dependable.† â€Å"And your food supply is sufficient?† â€Å"Sufficient; perhaps monotonous. We have fowl that supply eggs, and milk-yielders for our dairy products – but our meat supply rests upon our foreign trade.† â€Å"Trade.† The young man seemed roused to sudden interest. â€Å"You trade then. But what do you export?† â€Å"Metal,† was the curt answer. â€Å"Look for yourself. We have an infinite supply, ready processed. They come from Neotrantor with ships, demolish an indicated area-increasing our growing space – and leave us in exchange meat, canned fruit, food concentrates, farm machinery and so on. They carry off the metal and both sides profit.† They feasted on bread and cheese, and a vegetable stew that was unreservedly delicious. It was over the dessert of frosted fruit, the only imported item on the menu, that, for the first time, the Outlanders became other than mere guests. The young man produced a map of Trantor. Calmly, Lee Senter studied it. He listened – and said gravely, â€Å"The University Grounds are a static area. We farmers do not grow crops on it. We do not, by preference, even enter it. It is one of our few relics of another time we would keep undisturbed. â€Å" â€Å"We are seekers after knowledge. We would disturb nothing. Our ship would be our hostage.† The old man offered this – eagerly, feverishly. â€Å"I can take you there then,† said Senter. That night the strangers slept, and that night Lee Senter sent a message to Neotrantor.