Wednesday, December 25, 2019

The Pain of Personal Narrative Essay Topics for Middle School

The Pain of Personal Narrative Essay Topics for Middle School If you are feeling puzzled and confused not knowing what things to write about, have a peek at the most eye-catching issue and solution essay topics. Certainly, the most crucial thing in regard to the total paper is its content. This is mainly because each and every book, article or private thought has a point of view it attempts to deliver to the reader. As a way to compose a worthy essay revealing a specific problem and your opinion concerning its solution, you ought to know how to do this the proper way. Everything that is truly important for creating your paper successful is to convince your intended audience on the ground of your private opinion. Last, the combining title connects the prior ones and makes a more powerful effect on readers. Some students utilize the very first idea that arrives in their head and work on it, but the outcome isn't profitable. Bear in mind, however, that convincing your intended audience about something which you don't know for sure isn't the ideal way to compose your paper. No matter your distinctive trait, if it enables you to stand from the crowd, it's well worth sharing. So, why don't you benefit from this. What You Need to Do About Personal Narrative Essay Topics for Middle School Starting in the Next Ten Minutes Edit your narrative when you have completed your narrative, ensure you revise it. It doesn't imply that you can copy them. Write about the way the conflict felt to you and what happened as a consequence of it. You also need to describe what the story shows about your loved ones, your values, and what exactly you share with one another. So, it's a significant foundation for assorted epic stories! Reread the full narrative. How to Choose Personal Narrative Essay Topics for Middle School There isn't one topic that has to be utilised in writing a personal narrative essay, because most writers choose a topic that has particular meaning in their opinion. The most frequently encountered paper writing service that the bulk of our clients require is essay writing. There's no need to discover extraordinary stories to compose a narrative essay that's interesting to read. In case you're given work to compose a narrative story in school, it is going to be a terrific chance to hone your storytelling abilities and showcase your wisdom and comprehension of the subject issue. Writing stories about the important relationships in their lives can be an additional great way for students to create ideas. If you think about creating titles easy and you don't require any narrative essay prompts college or higher school students want to follow, it truly is great. Students will discover that it's simpler to write about topics that they're interested in, and it'll make the researching process much simpler. Therefore, many students and employees decide to acquire inexpensive essay rather than writing it themselves. Conclusion In the event you have any questions about how to compose a narrative essay or what's a narrative essay, the points mentioned previously can help you to develop a captivating story. Listed below are advice on how to begin a narrative essay. There are plenty of procedures for making an excellent title that will underline the most important idea of the personal narrative essay topics you're examining. The part of a descriptive title, generally, is to briefly characterize the topics for the narrative essay you're working on. If you are searching for great topic ideas you could use in your own personal narrative essay, then you've landed to the proper page. When you pick a topic you're passionate about it can help you compose an exceptional and captivating story. It isn't always easy to select a very good topic and story for this kind of essay. Deciding upon the subject of your essay offers you an advantage in the feeling that you're able to write about something you're passionate ambitious.

Tuesday, December 17, 2019

My Leadership Style Has Changed Over The Years - 814 Words

Every time I read information that pertains to leadership, I always question what I can do better. My leadership style has changed over the years. I believe that I use a combination of styles. I currently lead a staff of 21 employees. As a whole my approach is affiliative and democratic, with a little pacesetting. I also combine the coaching style with employees that welcome this type of leadership. When I first started with this institution two and a half years ago, many processes were performed manually and employees were frustrated with the workload. Upon gaining their respect and proving to them that I was willing to assist in implementing new processes and automation to make their tasks easier, I had their buy in. I am definitely an extroverted leader who engages others. A team of employees was assembled to discuss issues, projects, as well as new loan products and initiatives. Bi-weekly meetings are conducted to assign responsibilities, set target dates and work collab oratively as a team to get results. This process has made them feel as though they are part of a â€Å"bigger picture† rather than just doing their day to day responsibilities. This year, volunteers for the committee were solicited. This allows others in the department a chance to participate if they want to. The results are put on a white board in the department so that all can see the accomplishments. Our budget goals are also displayed with graphs on this board. It is my belief that theShow MoreRelatedLeadership Styles And Finding The Right One For You1235 Words   |  5 PagesLeadership Styles and Finding the Right One for You There are many forms of leadership styles in the workplace. According to Gardner, â€Å"leadership is how one can persuade another to pursue the leaders or corporations goal or objective (Gardner, 1996). In this paper, I will explore and compare various leadership styles. Furthermore, I will determine what I believe are the most important aspects of the different leadership styles. In addition, I will identify what my leadership styles are alongRead MoreLeadership Vision in the Hall of Fall700 Words   |  3 PagesLeadership is venturing out into unknown territories and making new pathways, using knowledge, experience and wisdom to motivate followers to accomplish a shared vision. My leadership hall of fame showed me that leadership style dominates my Hall of Fame list. The three words most prevalent on my list were dependable, conscientious, and trustworthy. My list included mainly teachers and coaches from my youth and the main reason they are the ones that come to mind has t o do with the relationshipsRead MoreLeadership Styles From The Television1395 Words   |  6 Pagesbook, will be identified. Leadership theories will be used to evaluate my selected leader to determine what characteristics and leadership abilities helped this leader become successful. I will also include an evaluation of my own leadership style and identify what my individual leadership characteristics are. The plan will be developed to improve my leadership style based upon the findings of my chosen leader’s leadership style compared to my own. Leadership Style Leadership influences a group ofRead MoreI Think Paul Exemplifies A Situational Leader811 Words   |  4 PagesChristians and non-believers. Paul uses the directing style when addressing Christians, and he models prayer (King James Version: Book of Colossians, 1). He uses the coaching style when approaching the born-again Christians, encouraging them to actively seek forgiveness (Book of Col., 1). Paul’s toil in the establishment of the early Christian Church exemplifies his supporting style (Book of Col, 1). Finally, Paul demonstrates delegating style when he offers is Final Instructions (Book of Col., 4)Read MoreTransformational Leader And Servant Leader1447 Words   |  6 PagesAs a leader, I am motivating, interactive, and charismatic. I thrive off my ability to help others achieve their goal and I also inspire the group as a whole to pursue one vision, together. I consider myself to be a combination of a transformational leader and servant leader. As defined in the text by Borland, transformational leaders motivate followers to change or transform, are responsible to the individual needs of followers, inspire followers, and align the goals of the organization, leaderRead MoreLeadership Style And Vision Of Leadership Styles1163 Words   |  5 PagesLeadership Style and Vision My leadership style is a combination of two of the leadership styles mentioned in this module. The transformational leadership style mostly exemplifies my style and personality. However, I have implemented situational leadership based on the skill level of the teachers assigned to my school and happenings within the community. Changing minds.org states that transformational leadership is more of a selling style. Transformational leaders have a vision, sellRead MorePersonal Leadership Statement: Becoming an Educational Leader983 Words   |  4 Pagesconcrete life story† (Contino, 2004, p. 85). My vocational life story has developed over the past forty years with my first job at twelve babysitting six children to where I stand today teaching home economics at Chowchilla high school. â€Å"I build my own life story through the decisions of projects I undertake† and the choices I have made regarding my career path (Contino, 2004, p. 85). Someone looking from the outside at my wandering path might believe of my career changes seem a bit radical. MovingRead MoreThe Business World By Richard L. Daft1377 Words   |  6 PagesThroughout history leadership styles have changed to help keep companies strong in competitive markets. In the textbook titled Leadership, author Richard L. Daft discusse d what leadership is, â€Å"Leadership involves influence; it occurs among people; those people intentionally desire significant change; and the changes reflect purposes shared by leaders and followers† (Daft 2015, p. 5). What Daft is saying is that people who can lead other people to success in a changing environment is leadership. Each companyRead MoreThe Nurse Leader Who Hired Me Into My Current Position1646 Words   |  7 PagesFor my leadership paper I decided to focus on the nurse leader who hired me into my current position. I felt like this particular nursing leader would be a good fit for this paper because she saw leadership potential in me and hired me into a leadership role even though I had no prior leadership experience going into the job. I feel that it is important to recognize a member of management who is able to see qualities inherent in people that they might not even be able to see in themselves. TheRead MoreEssay about Gandhis Leadership Styles1408 Words   |  6 Pages For this paper I want to characterize Gandhi’s leadership styles, analyze them and try to put into context the relevance of his leadership. In the movie, the application of his leadership was social. Gandhi wanted to unite India towards a democracy and most importantly towards freedom. At the end, he achieves this goal and he was the main trigger for the successful completion of this goal. I believe that Gandhi was a true leader, referring to the class definition of leader. Gandhi had a clear path

Monday, December 9, 2019

The Works free essay sample

I have always been a member of the church, but I was never was quite involved in the works of the church until a few years back. Before I started getting into missions and programs, I did not realize the effects that it would have on people I came in contact nor did I know the effect it would later have on me. In the past year I was involved in two Missions one far and one very close to home. Throughout my winter breaks, I was at Mission Arlington spreading God’s love. In Arlington I helped with moving food and donations for local soup kitchens and food lockers and such. I also helped with a program for kids called Rainbow Express. I saw many little kids and teens come to Christ from very bad situations at home and made me really cherish the loving parents that I have at home. We will write a custom essay sample on The Works or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Mission Arlington definitely had a great effect on me, seeing the smiling faces on people who I helped even though theyliterally had nothing to be smiling about. Mission Arlington definitely put things into perspective for me. About mid-summer I went to Seattle with my church. There we helped with cleaning up the city and parks and helped out with local churches. seattle had almost the same effect on me, except the people there seemed to think that they deserved help and were pretty demeaning to the whole scheme of things. this made me realize that help isnt always going to be cherished. I have helped in many other programs that are local, like for example â€Å"Healthy Kids,† was a program that I gave most of my summer to. Healthy Kids gives kids a healthy meal during the summer everyday. This helps with poor families who cant afford a healthy meal for their kids. These experiences have definitely changed me as a person by bringing me closer to Christ and has given me a want to provoke change in others. I definitely believe that I have effected the way people see christians and have provoked change in their heart throughout my missions and programs both local and far away. I hope this makes me a great candidate for your scholarship.

Sunday, December 1, 2019

The Influences Of Tolkien In T Essay Example For Students

The Influences Of Tolkien In T Essay The Influences of TolkienThe influences of Tolkien are many and great, but of them all, three stand out most; his great love of nature that sprung from his experiences as a youth in the English Countryside, his acute sensitivity and desire to master language, and his involvement in trench warfare in the Great War. Tolkien himself vehemently denied that the war affected his story at all. The real war does not resemble the legendary war its process or conclusion. If I had been inspired or directed in the development of the legend, then certainly the ring would have been seized and used against Sauron.;Tolkiens love of language persisted throughout his life from his child hood years till adulthood. When he was a boy he would study Welsh names that would rush by on railway coal cars, and as an older academic scholar he took to discovering the mystery of language in its northern embodiments. Tolkien tells us as a boy that he loved to rewrite and rethink Norse and Greek mythology in his ow n manifestations. Possibly what Tolkien is most praised for is fantastic mastery of language. He created two languages for his imaginary race of elves, and they both came from one central language that was derived from the fake history of the story. This fact gives the languages an incredible sense of realism. Tolkiens fantasy world was derived from his memory of his childhood, where he spent his time in delectation of the english countryside. The remembrance of his time spent at Sarehole instilled in Tolkien a great love of nature and simplicity, which made the foundation for a main theme of his The interrelationships of the noble and simple;. All of his noble creatures such as his elves and hobbits exercise respect and understanding of nature. Living through the Great War and experiencing first hand trench warfare provided the inspiration for the monumental conflict that took place during The Lord of the Rings. The terrible experience of the war must have seemed to Tolkien to be a thing of pure evil with new weapon of destruction tat ravaged the english country side that he loved so dearly. To him the war represented the evil dark privation of light. In Tolkiens eyes the machine of war stemed from mans hunger for power and control over the elements which is itself a conflict with the laws of the creator. We will write a custom essay on The Influences Of Tolkien In T specifically for you for only $16.38 $13.9/page Order now Adoration and respect of nature, his love and mastery of language, and his traumatizing experience in trench warfare during World War I all come together to influence his three major works of fiction, The Lord of the Rings. Tolkien uses many themes in the story that relate to his influences. The inescapability of involvement relates to how the US and many other countries were drawn into World War I. The possibility of real loss relates to how much was destroyed during the war, life and property.

Tuesday, November 26, 2019

How to Write a DBQ in APUSH in FIVE EASY STEPS Essays - Free Essays

How to Write a DBQ in APUSH in FIVE EASY STEPS Essays - Free Essays How to Write a DBQ in APUSH in FIVE EASY STEPS Read the prompt Brainstorm OI using categories Read the documents and place in the categories Write thesis Write essay STEP ONE: Read the questions Read the question. (What am I supposed to answer in my essay?) Pay attention to verbs! **Review IB terms on the board. STEP TWO: Brainstorm Similar to what we do for the FRQ, we brainstorm for the DBQ FIRST. You are required to demonstrate a thorough knowledge of the TOPIC not just the documents! You can use the pre-write structure. (T-chart, venn diagram, etc.) STEP THREE Read the documents. Its a good idea to take little notes in the margins about the main idea of each. That way you dont spend time later re-reading each one. Be careful to pay attention to APPARTS stuff. Underline author/date to save time. As you go, jot down which category each doc goes into. STEP FOUR: Thesis Use the formula to guide you. (X, However A, B,C therefore, Y) You need to do TWO things in a thesis: Say what you are going to write about (this is where you answer the question- Y) Say how youre going to answer the question (this is where you set up your answer- ABC) STEP FIVE: Write the body Each paragraph should have a category. NEVER write chronologically. You should answer the question using the documents AND outside information DONT RELY ON THE DOCS ALONE! Avoid direct quotes. If you do use them, you must apply them to the prompt! Write a conclusion if you have time.

Saturday, November 23, 2019

Cute Breakup Quotes - Overcome Negative Feelings

Cute Breakup Quotes - Overcome Negative Feelings The fire has long died down. Love has gone poof! Only the dying cinders of the has-been romance remain. What do you do? When love becomes a burden, it may be wise to surrender. A little pain is better than a lifetime of compromises. Let these cute breakup quotes assuage your feelings, help you get closure or at least provide a temporary distraction.   George Bernard ShawA broken heart is a very pleasant complaint for a man in London if he has a comfortable income. Alexander HamiltonA promise must never be broken. Albert CamusBlessed are the hearts that can bend; they shall never be broken. Fanny CrosbyChords that were broken will vibrate once more. Langston HughesHold fast to your dreams, for without them life is a broken winged bird that cannot fly. Lucinda WilliamsI guess you could write a good song if your heart hadnt been broken, but I dont know of anyone whose heart hasnt been broken. Sally FieldI think thats very sad, that I havent allowed my heart to be broken.I have broken a few. Otomo No YakamochiBetter never to have met you in my dream than to wake and reach for hands that are not there. SocratesThe hottest love has the coldest end. Oscar WildeHearts live by being wounded. Kahlil GibranEver has it been that love knows not its own depth until the hour of separation. Robert BrowningTake away love and our earth is a tomb. Oscar WildeThe heart was made to be broken. Marcus AureliusReject your sense of injury and the injury itself disappears. Richard WilburWhat is the opposite of two? A lonely me, a lonely you. Rupert BrookeAnd I shall find some girl perhaps, and a better one than you, with eyes as wise, but kindlier, and lips as soft, but true, and I daresay she will do. Graham BellWhen one door closes, another opens; but we often look so long and so regretfully upon the closed door that we do not see the one which has opened for us. LamartineSometimes, when one person is missing, the whole world seems depopulated. Robert FrostFamilies break up when people take hints you dont intend and miss hints you do intend. Lord ByronThe heart will break, but broken live on.

Thursday, November 21, 2019

SOUTHWEST AIRLINES Essay Example | Topics and Well Written Essays - 1250 words

SOUTHWEST AIRLINES - Essay Example This in turn led to a correction in the industry’s long-haul pricing structure where at times airlines were forced to offer prices lower that their costs. The deregulation of the airline industry in 1978 has been a failure and the airlines are more like public utilities than ordinary businesses (Roberts, 2008). SWA operated out of Texas and was doing much better than the regulated airlines because of fewer regulations in the state. The industry today is full of uncertainties with airlines merger becoming common. The greatest strength of SWA is its superior asset utilization. Its flight schedule structuring is such that its turnaround is 20 minutes. SWA flies its planes 20 to 30 percent more hours than other major airlines. They have fewer employees per aircraft, fly fewer passengers per employee and have more available seat miles per employee (Pfeffer, 2005). They do not use the standard hub-and-spoke model like most carriers but have the a point-to-point route network and is thus able to minimize the domino effect of flight delays thereby maximizing asset utilization (Kearney, 2008). Another major strength is highly motivated workforce. SWA achieved success not from economies of scale but the airline is known for its very productive, very motivated and unionized workforce (Bacon, 2001). They encourage individuality and they encourage leadership. The employees always come first with the company and the customers a respected second (Miles & Mangold, 2005). A failure is accepted as natural and pardonable at SWA (Bunz & Maes, 1998). They are encouraged to take responsibility for their acts and celebrate mistakes as well as triumphs. The culture of the firm and the dedication to the employees sees the airline through any obstacles and challenges (Singh, 2002). The recent soaring of fuel price has disturbed the airlines industry globally. Eight US airlines have gone out of business in less than a year, one is in bankruptcy and many others are

Tuesday, November 19, 2019

Worksheet 1 (architecture) Essay Example | Topics and Well Written Essays - 250 words

Worksheet 1 (architecture) - Essay Example From Old Main in the Gothic Revival style to the new Performance Hall a range of architectural design can be found. The Family Life Building built in the 1935 was Art Deco. Every building was built in a specific style. The outside might be redone, but many of the buildings are remodeled on the inside alone. Thus the buildings stay true to historical outer facades, but are updated to be modern on the inside. The Manon Caine Russell Kathryn Caine Wanlass Performance Hall is a fairly new addition to the USU. It is the USU Performance Hall. The glass, steel, and concrete geometrical form a terrific acoustical hall for performances. The 400 seat hall is perfect for sound quality. The suspension of all mechanical systems either with pads or springs detracts any vibrations or extra sounds. The Performance Hall was created solely for the best acoustical effects possible. Old Main is my favorite building for several reasons. First, the building had a fire in the 80’s. Instead of tearing the building down, the building was restored. I believe that more old buildings need to be maintained and restored instead of being torn down. Old Main has been remodeled on the interior over the years. Most things need to be maintained. Buildings are no exception. One example of a remodel is the bells. In the tower bells have been located since 1904. Today electronic bells can be heard every 15 minutes during the day. The remodels have made Old Main into a modern building on the inside, while remaining a Gothic Revival tribute on the outside. The oldest building on the Utah State University campus is Old Main. This Gothic Revival building dates back to 1889. The building has been renovated and added on to several times. The building, despite being over a hundred years old, still functions. Old Main currently houses USU administration and main offices for USA departments. The original mission of the university was to promote land-grant or agriculture. The USU was originally the

Sunday, November 17, 2019

Homeschool vs Public School Essay Example for Free

Homeschool vs Public School Essay In this paper I plan on describing education and how it has shaped me. How education effects everyone depending on their situation, whether they are rich, poor, white, black, healthy , or disable . There is a type of education for everybody. In all three essays the authors taught us through the characters they used, the hardships and discrimination that they insured trying to seek an education if they were not considered in the right classification in society. They have taught us that nothing can stop us and we can reach to the stars for anything we want to do as long as we  have the will power. As you read my essay you will see some of my own mothers hardships that she went through for us so we could get a good education. The essay tells you how you should go about to choose your education too. It proved in the essay Finishing School by Maya Angelou, how hard it was to be poor and black and get an education or be recognized in society. Even though her Mistress tried to dishonor her by changing her name and disgracing her in front of her friends Angelou had no intention on standing still for it. She might be black but she was not to be put down . She was just as smart or smarter as her mistress as far as she was concerned and no one had any right black or white , rich or poor to discriminate or change anything about her. This was a lesson Angelou taught us to do standing up for ourselves no matter how hard it may be Our education is well worth it and so are we. In the essay Indian Education by Sherman Alexie, he had it hard on the reservation. First he was picked on in school by his peers,,which is something a lot of us go through. As he got older he turned the tables and went through many hardships in his education. Finally to succeed and going to public school. He had to change his ways and get a proper education in order to become something in life. Alexie learned from discrimination and peer pressure. He learned what he had to do to make his life better and how to improve it . All the hardships Alexie, Angelou and Smith-Yackel went through did not stop any of them, they kept going and that is what is I think what makes our education the same Teachers have a way with teaching as told in the essay The Banking Concept of Education by Paulo Concept of Education (Home School vs. Public School 3 Friere. As told in the essay Friere points out how Four times Four is Sixteen can just be words unless put to use by the student . It is not just up to the teacher to teach us but up to us to take in what the teacher is trying to teach us. However, at the same time it goes without saying if a teacher knows only one way of teaching which may be memorization then that may be the only way a student can learn . So as student I think it is up to us to learn as much as we can. The teacher can only do so much, we have to do the rest . I think that is what Friere is also trying to point out to us. It is not only up to the teacher but up to us as the student too. The essay written by Bonnie Smith-Yackel My Mother Never Worked, is the one that really touched my heart the most. This is my favorite one. My mother was like Martha in many ways. Although my mother had epilepsy all of her life she volunteered to do everything for everyone. My mom was on disability but did not let that keep her down. It was society that tried to keep her, down but she refused to let them hold her back. She was a stay at home mom and did everything for us . She babysat for neighbors, friends and family. She was there at a moment’s notice if anyone had a sick child and needed her. She was a wonderful mother and wife. She went to college for child development and got her associates degree. When we started school she went to school with us every day and volunteered from eight in the morning till we got out of school each day. My moms dream was to be a teacher but because of epilepsy and disability she could not. She could still volunteer though but not get paid for her services. This did not bother my mom. To her she was still fulfilling her job as a teacher. \ When I was a child I went to public school. I learned a lot while in elementary school and some of middle school. As I got older I cared less about my education and more about fitting in. I grew up in Michigan and went to school there until the middle of the eighth grade. Starting in about the seventh grade school started being more about who was more popular and who likes who, or look at those cheap shoes that girl is wearing. For me I was more concerned about being cool and Concept of Education (Home School vs. Public School) 4 fitting in, than caring about my education. In the middle of eighth grade my family moved to Arkansas. This was very hard on me. I missed my friends very much and didnt want to start a new school. My grades did improve for a while, but that was only because I didnt have any friends to focus my attention on. I focused more on my school work. However this did not last long. I didnt fit in because it was a very small town and I was a shy kid. I then started skipping school. When my mom found out she decided to put me in home school. Education was important to her and my dad. She always wanted to make sure I succeeded in life She got me up every morning just like as if I was going to school. I had the same hours as any other student in public school. My vacations were based around the public school. If the public school had a snow day or holiday I was allowed to have that day off. Home school was good for me because I had one on one teaching which I did not have in the public school. I needed that because of me being so shy and at times I would not raise my hand if I had questions. In home school I had my mom and dad to help me. I could focus better on my school work because I was not distracted or afraid of not getting anything done . I had hands on  learning with my mom, and my dad incorporated projects to go with her lessons. I remember my dad and making a computer out of sugar cubes and Styrofoam , volcano, castles out of toilet paper rolls and a lot of other projects. I was never really good in English although believe it or not my mom was very good . My mom taught me the basics of school work, while my dad taught me about cars , how to plant a garden, and taking care of animals such as pigs, chickens, cows. We had a garden with fruits and vegetables, I learned to cook for large family. I was in FFA and I won the BBQ chicken semi- finals. I learned how to live in society. I worked and had a job too. My mom taught me much more then what you can learn in a book . She taught me lives lessons just like Martha taught her children in My Mother Never Worked. She gave me the skills I needed. I learned to use those skills and so here I am today working at Lakeland Hospital now for 10 years Concept of Education (Home School vs. Public School) 5 and finally going to college and studying for a nursing Career. Audience Analysis With education comes how we the parent, teacher and student will educate or be educated. One of the toughest decisions that youre going to face as a parent is that youre going to have to decide where to send your kids to school. However, most parents at least consider the choice to choose either private school, home school or public school. You as a parent can weigh the options of what you think would be better for you and your childs education. To do this you and your child might want to weight the factors that play a part in the pros and cons of public school and home school and what is best for you and your child. As a parent you may feel that public  schools have too many peer problems. Kids may argue with peers or pick up bad habits in public schools. There are so many children to one teacher it is hard to give one on one to the child that is quiet and needs help but wont ask and they get lost in the school system. Your child may have health issues, like diabetes or other disabilities therefore when lunchtime comes it is hard for your child if he or she has diabetes or foods he or she can not have and is forced to eat what there or just take a sandwich from home and be the outsider. As a parent or student you need to weigh what is  best for the both of you. Home schooling may be the answer in this case. Home schooling is a great way to bring a family closer together, but you have to make sure your kids (and you) are getting the social interaction they need. You can set a school schedule that suits your family, travel together when its best for all of you and enjoy more family and life together. You also need to make sure you have the type of relationship with your child to listen to instruction from you as a teacher instead to a parent, You as a parent have the option to teach your child anything  from bible (which most public schools do not allow) to the basics school book skills to life skills. As a working parent public school is probably better . Transportation is provided, so there is no need Concept of Education (Home School vs. Public School) 6 to worry about having a car. School buses will pick up your child to and from school. For some parents the choice is easy because of the funds and the availability of the parents time. Public schools provide the kids with an opportunity to great activities , this is important to many of you as parents and as students . Many of you want your children in activities and  think this is important. Public school gives you this option , so this you might want to take into consideration also. All around development is easier in public schools. If you are worried about feeding your child at school and you are low income, they have low cost or free breakfast and lunches for your child too. So basically it is up to you on the education of your children. There are pros and cons. In Conclusion: Some kids do best when they are able to combine different options to complete their education. In order to choose the right type of school, you need to weigh all of the options  open to you. My sister Amy went and graduated from public school with honors. My sister Christal received a GED. , she choose to work. School was hard for her. I have an adopted sister Janice who was in special ed , she went to public school but was in special classes and received a special diploma . Now days you can do both of two worlds my sister (Chasity) has PCOS and Diabetes which made her miss a lot of school so she is doing through Coloma High School , a Coloma Virtual Academy which is a home school but works with the public school too. . She goes  to school to pick classes, participates if she wishes, can graduate with her class, but her Doctors appointment’s and her health problems will no longer prevent her from her education. So my mom is home schooling her in a different way than she did me. They made a different choice of education for her. They both were good choices but for different reasons. That is why you should look into the situation before deciding what to do. As a parent your child is not the same as anyone else so they may require a different type of education just like my sisters and I did. It is you and your childs choice.

Thursday, November 14, 2019

Richard Floridas The Rise of the Creative Class :: Architecture Design Essays

Richard Florida's The Rise of the Creative Class Richard Florida's The Rise of the Creative Class gives a very interesting look into the science behind creativity and a thorough understanding of the creative process. According to Florida, creativity is a cognitive ability separate from other mental functions and all aspects related to intelligence. Creative potential does benefit from intelligence though but creativity is still a capacity inherent to all but in varying degrees for each person. Creativity requires self-assurance and the ability to take risks, however, because people utilizing creativity are usually going up against orthodox ideas about things and are challenging the norm and receiving a lot of criticism for these innovations. One must be sure of their self to maintain belief in their innovation through all this criticism and must be willing to take a risk in introducing their product of creativity to the market in the face of all this criticism. Florida claims there are four steps to the creative pr ocess. The first is preparation in which the person intently studies the task at hand getting a good grasp of the concept in their mind. The next step is incubation which is still a relatively unknown process of how this works in the mind but what is known is that one must consciously and subconsciously study the concept in their mind. The next step is illumination in which the person sees a new synthesis for this concept. The final step is verification or revision which include all work after the illumination step. I found it interesting that creativity is largely based on experiences and creativity favors people with an intellect with diverse experiences and perspectives because of this. This is because creativity requires the synthesis of different perspectives to create something new and useful. I also found it interesting that many highly creative environments in the past such as China and the Islamic world have died out because of social and economic conditions and thes e places now are not thought of as creative and intellectual centers anymore. I also found the concept of New Growth Theory to be very interesting in that it is essentially the empowerment of every person through the power of ideas and intellectual property although this theory seems slightly optimistic when it is compared to Karl Marx's goal of the proletariat overthrowing the upper classes.

Tuesday, November 12, 2019

Medical Billing and Coding

Medical Billing and Coding Medical billing and coding is one of today’s high paying careers. The definition for Medical – code is descriptions that physicians and the heath care providers, and facilities use to describe healthcare procedures and diagnosis into numeric or alphanumeric designations. Coding is the descriptions of diseases, injuries and procedures into numeric or alphanumeric codes, there are three basic steps in locating codes. First we locate the term in the Alphabetic Index, then verify the code number in the Tabular list, finally assign the code when it has been verified by the physician and the coder. We must locate the term in the Alphabetic Index. In coding the correct codes and to be paid by the insurance company the coder must code accurately and precisely so the first step in coding it to locate the main tern in the Alphabetic Index of the coding book. If a main term cannot be located, then try searching for sub terms, notes, or cross- reference. A coder can refer to any notes in the Alphabetic Index. When the code is located it must be verify in the Tabular list coder then will review the title of the chapter, section, and category to make sure that the correct code has been identified. The coder will read and follow instructional notes and refer to any other codes as instructed if the coder is unsure it is then discuss with the physician. Once the main term is verified the coder then will assign the code to be used for several different reasons: reporting medical necessity for services performed, identifying conditions to alert the healthcare provider, and to supply date for clinical care, research and education purposes. â€Å"The importance of consistent, complete documentation in the medical record cannot be overemphasized. Without documentation accurate coding cannot be achieved. †

Sunday, November 10, 2019

Theater Play of the 1960 Broadway Musical Bye Bye Birdie

Who will ever forget Susan Watson? Or Dick Van Dyke? Or Chita Rivera and Dick Gautier? These very renowned Broadway actors and actresses played the key roles in the theater play Bye Bye Birdie (1960) that, for more than fifty years now, has been successfully revived and passed on from generation to generation. Would you ever forget the 1950s rock sensation of America? The vibrant era of the number one American rock star Elvis Presley? Well, of course Elvis Presley wasn’t there in the play, but Conrad Birdie—played by the gorgeous Dick Gautier—looked and sang and acted like Elvis Presley.The first time I saw a poster of the original theater play, I even thought the actor was, indeed, Elvis Presley. There are so many aspects of them that appeared the same. Well, so much for Elvis Presley†¦ As I was saying, Dick Gautier played the key role of Conrad Birdie who was supposed to be a gorgeous and dazzling rock star of the 1950s. All the teenage girls were struck b y his beauty and his sex appeal, yet when they heard that he was about to leave and join the U. S.Army, the girls of Sweet Apple, Ohio were so horrified at the news to the extent that Conrad had to give a farewell performance for his very devoted fans, the next time he guests live at the Ed Sullivan television program. One very fortunate fan of him will get a free kiss from the astounding Conrad Birdie. His manager, Albert Peterson who was played by Dick Van Dyke, decided that the lucky girl should be the sexy and luscious Kim McAfee, who is actually Susan Watson of the original Broadway version of the play.I might have to say that I preferred Ann Margaret to play the role of Kim McAfee in the movie version of the Broadway theater play. Ann Margaret was very attractive and charismatic. Do we still have to ask why she was chosen to give a solo number at the very start of Bye Bye Birdie? Well, 22-year-old Ann Margaret was in her yellow dress, and with all her charm and magnetism, flir ts her way through the camera and straight to the eye of the beholder, which is the audience. That’s how the play starts, and I think I have seen her first song for about†¦ uh†¦ twenty times?Nope, don’t think of anything else†¦ I was merely in the process of getting out the true magic of the song. Then next in line would be the songs ‘The Telephone Hour,’ ‘How Lovely To Be A Woman,’ ‘Put On A Happy Face,’ and ‘A Healthy, Normal, American Boy’ for Act I. Then for Act II would be songs like ‘What Did I Ever See In Him? ’, ‘A Lot of Livin’ To Do’, which is my favorite, also the songs ‘Baby, Talk To Me’, ‘Spanish Rose’ and, finally, Albert’s love song for Rose Grant, the song ‘Rosie’.

Thursday, November 7, 2019

Hitlers Killing Factories essays

Hitlers Killing Factories essays Hitlers rise to power following World War I was nothing short of mercurial. He was able to rise to this position of dominance by offering Germans a chance to shed the fetters imposed upon them by the Treaty of Versailles. As a master of rhetoric and deception he was able to place the blame for the loss of World War One on the subversive forces within Germany. Number one on this list of subversives were the Jews. Through propaganda in support of nationalism and social Darwinism he made it obvious that Germany must rid itself of negative forces that reduced the purity of the master race. In this way the Jews became scapegoats of Germanys decline and decay socially, politically and militarily. The leaders of the Riech deemed it neccessary to remove the blemish on their pure society, covertly at first and then successively in a more principled and well orchestrated program of genocidal activity, known to them as the Final Solution. Hitlers idea to eradicate the Jews was conceived long before he became Chancellor in 1933. Murdering an entire people was a daunting, but for Hitler, a necessary task designed for the restoration of Germany and the master race. The logistics and economics behind the plan of mass genocide required the investment of excessive amounts of time, labour and money. Despite the high cost of the operation Nazi leaders felt the solution must be imposed in order to cleanse the Fatherland. Social restrictions, exclusion and alienation were the first of the progressive steps taken to disenfranchise German Jewry. In the face of the threats of an escalating war in the east and the entry of the United States into the global conflict following Pearl Harbor, the answer to the Jewish question became increasingly imminent as Hitler felt he no loner needed to shroud his intentions. The Final Solution was the vision of Adolph Hitler, but its architects were Reichsfuhrer SS Heinrich Himmler...

Tuesday, November 5, 2019

Biography of Frederick Douglass

Biography of Frederick Douglass The biography of Frederick Douglass is emblematic of the lives of slaves and former slaves. His struggle for freedom, devotion to the abolitionist cause, and lifetime battle for equality in America established him as perhaps the most important African-American leader of the 19th century. Early Life Frederick Douglass was born in February 1818 on a plantation on the eastern shore of Maryland. He was not sure of the his exact birth date, and he also did not know the identity of his father, who was assumed to be a white man and likely a member of the family who owned his mother. He was originally named Frederick Bailey by his mother, Harriet Bailey. He was separated from his mother when he was young, and was raised by other slaves on the plantation. Escape From Slavery When he was eight years old he was sent to live with a family in Baltimore, where his new mistress taught him to read and write. Young Frederick demonstrated considerable intelligence, and in his teens he was hired out to work in the shipyards of Baltimore as a caulker, a skilled position. His salary was paid to his legal owners, the Auld family. Frederick became determined to escape to freedom. After one failed attempt, he was able to secure identification papers in 1838 stating he was a seaman. Dressed as a sailor, he boarded a train northward and successfully escaped to New York City at the age of 21. A Brilliant Speaker for the Abolitionist Cause Anna Murray, a free black woman, followed Douglass northward, and they were married in New York City. The newlyweds moved onward to Massachusetts (adopting the last name Douglass). Douglass found work as a laborer in New Bedford. In 1841 Douglass attended a meeting of the Massachusetts Anti-Slavery Society in Nantucket. He got onstage and gave a speech which riveted the crowd. His story of life as a slave was delivered with passion, and he was encouraged to dedicate himself to speaking out against slavery in America. He began touring the northern states, to mixed reactions. In 1843 he was nearly killed by a mob in Indiana. Publication of Autobiography Frederick Douglass was so impressive in his new career as a public speaker that rumors circulated that he was somehow a fraud and had never actually been a slave. Partly to contradict such attacks, Douglass began writing an account of his life, which he published in 1845 as The Narrative of the Life of Frederick Douglass. The book became a sensation. As he became prominent, he feared slave catchers would apprehend him and return him to slavery. To escape that fate, and also to promote the abolitionist cause overseas, Douglass left for an extended visit to England and Ireland, where he was befriended by Daniel OConnell, who was leading the crusade for Irish freedom. Douglass Purchased His Own Freedom While overseas Douglass made enough money from his speaking engagements that he could have lawyers affiliated with the abolitionist movement approach his former owners in Maryland and purchase his freedom. At the time, Douglass was actually criticized by some abolitionists. They felt that buying his own freedom only gave credibility to the institution of slavery. But Douglass, sensing danger if he returned to America, arranged for lawyers to pay $1,250 to Thomas Auld in Maryland. Douglass returned to the United States in 1848, confident he could live in freedom. Activities In the 1850s Throughout the 1850s, when the country was being torn apart by the issue of slavery, Douglass was at the forefront of abolitionist activity. He had met John Brown, the anti-slavery fanatic, years earlier. And Brown approached Douglass and tried to recruit him for his raid on Harpers Ferry. Douglass though the plan was suicidal, and refused to participate. When Brown was captured and hanged, Douglass feared he might be implicated in the plot, and fled to Canada briefly from his home in Rochester, New York. Relationship With Abraham Lincoln During the Lincoln-Douglas debates of 1858, Stephen Douglas taunted Abraham Lincoln with crude race-baiting, at times mentioning that Lincoln was a close friend of Frederick Douglass. In fact, at that time they had never met. When Lincoln became president, Frederick Douglass did visit him twice at the White House. At Lincolns urging, Douglass helped recruit African-Americans into the Union army. And Lincoln and Douglass obviously had a mutual respect. Douglass was in the crowd at Lincolns second inaugural, and was devastated when Lincoln was assassinated six weeks later. Frederick Douglass Following the Civil War Following the end of slavery in America, Frederick Douglass continued to be an advocate for equality. He spoke out on issues related to Reconstruction and the problems faced by newly freed slaves. In the late 1870s President Rutherford B. Hayes appointed Douglass to a federal job, and he held several government posts including a diplomatic posting in Haiti. Douglass died in Washington, D.C. in 1895.

Sunday, November 3, 2019

Election of 1912 (American History) Research Paper

Election of 1912 (American History) - Research Paper Example n be said to have led to â€Å"the birth of modern American politics† which espoused a pure democracy where the people would be the main decisive factor in decisions made by the Federal Government in social and economic matters. In matters of race relations though, the onus was placed upon local bodies to decide as they wished to. Theodore Roosevelt also championed â€Å"peoples aspiration for social justice† (Sidney M. Milkis, 2002) and for this he was willing to make extreme sacrifice and called upon all leaders to do so. A very important aspect of the election was the direct appeal made by individuals for the post of president. This was made explicit when Roosevelt came to the party convention without an official notification of his nomination, in a break from past traditions, when party nominees stayed away from proceedings, until notified of their candidacy. This was another attempt at doing away with institutions such as political parties, and instead handing over power to the people and creating the concept of direct contact between the leader and people. The greatest departure from tradition was Roosevelt’s proposal to allow public to recall judicial decisions, in the wake of the defense of property rights by a pugnacious judiciary. He called for a referendum on court rulings, both state and federal, handing over power to the people â€Å"to amend their fundamental law so as to adapt it progressively to the changing needs of the people.† (Sidney M. Milkis, 2002) In spite of the elections being a four sided race, the Progressive party led by Roosevelt, in spite of loss at the hustings, created the modern American elections as well as electorate. This is testimony to Roosevelt’s belief in a government where people call the shots although it may not have seemed so at the

Thursday, October 31, 2019

The concept of Time Management Essay Example | Topics and Well Written Essays - 1000 words

The concept of Time Management - Essay Example To facilitate the creation of a life steady with one’s deepest needs and values, there is need for an individual to lay down priorities and subsequently adhere strictly on them. How a person spends his/her time is very essential. In fact, during an interval of time, people require a time log in order to see if their time goes to waste. Having a good proportion of one’s time used up on urgent as well as important matters instead of on petty and less lucrative activities is very important. Additionally, one should seriously assess the persons to whom he/she devotes most of his/her time. This paper delves into the concept of time management; the skills needed in good time management, ways of using time properly as well as the dos and don’ts while managing time. Beardsley suggests four time redemption tricks. He stresses on the need for one to make lists of all his/her projects, noting down even those tasks that are not obligatory. One should not allow his/her inbox to box him/her in. This implies that a person should not let his/her basket of chores to man him/her. A person should simply get to the bottom of the in-basket one time every day and pick one item at a time and should not concentrate on any other item till he/she finishes the first. He adds that a job requiring not more than two minutes to complete should be handled immediately. He suggests that a person should make a review of roughly thirty minutes at every week-end in addition to making an update of his/her lists. Some skills are a must have in proper time management. These skills are the abilities that one should be acquainted with and solve his/her time management dilemmas. Possessing good time management skills enables a person to exercise control over one’s own time as well as life, in addition to one’s stress and his/her energy levels. An individual can effortlessly become accustomed to surprises as well as new opportunities. It is important to note that one ca nnot inherit these time management skills. Instead, one can only learn them and a person can never learn the principle of time management until he/she becomes a victim. As Martin asserts, the severest handicap to time management is procrastination – one should just get started and many of his/her problems will slowly disappear. There are some rules that one should keep in mind in order to become an effective time manager. To start with, a good time manager should delineate priorities and schedule his/her activities. It is wise for a person to make out the first priority classes and do anything to achieve them and to do away with second priority classes. Furthermore, an individual should shun generating impossible situations. People do this by finding themselves trapped to carrying out too many activities. People should as well define their priorities in addition to shunning distractions and loss of the main point (Martin, N.p). According to Kuther, there is a remedy to those who inadvertently create impossible situations. She argues that once a person prepares his/her lists, he/she may realize that he/she have much more on the ground than what he/she was thinking. In such a situation, she advises that one does not have to embark on everything. He/she can take a hold on a small number of it for a while, some even a much lengthy time while he/she may not even execute others at the end of the day. She says that the secret towards achieving a consistent progress on a person’s chores is to separating each task into easier component tasks. Kuther further notes that writing down everything that one wants to accomplish

Tuesday, October 29, 2019

Boatright Essay Example | Topics and Well Written Essays - 500 words

Boatright - Essay Example Therefore, since the individual assumes the risks involved, he can be said to be contributorily negligent (Edwards, Edwards, and Wells, 2008). Individual autonomy incorporates moral and political values that dictate how individuals govern themselves, irrespective of their role in social structure, as well as political alienations. In addition, an individual’s moral principles and responsibilities, and the legality of political weight are critical in self-governing the individual (Christman, 2011). Kant investigates the ideas and concepts surrounding morality and elucidates commonsense ideas that are crucial in coming up with our moral judgments. In the case under study, the individual may have been under intense pressure to find a job because of the need to fend his family and himself. However, he was well aware of the risky conditions that were combined with the job he accepted. Based on the doctrine of volenti, the individual cannot be able to bring a claim to his employer because of his assumptions on the risks involved (Miller & Jentz, 2009). The plaintiff already accepted to take the risks involved in exchange for the job. Lundmark (1998) asserts that assumption of the risk is a volitional act, and it cannot be present if the claimant has no knowledge or awareness of the impending dangers associated with the job at hand. This doctrine provides a complete defense for the defendant since the individual can be held to have voluntarily accepted the risks involved with the job. However, in case the defendant is found to have committed any form of negligence, damages sustained by the plaintiff can be viewed to be inconsistent. Kant draws his views from moral philosophy and provides general judgments that are deemed to be deeply held. In addition, Kant argues that the moral judgments should be widely accepted and acceptable to

Sunday, October 27, 2019

Effects of ESOL Teaching on Social Integration

Effects of ESOL Teaching on Social Integration The effects of ESOL teaching on learners in relation to social integration, identity and social cohesion Introduction This paper will investigate the affect that current ESOL teaching practice can have in terms of impacting on a variety of diverse groups of learners. It is important to consider that ESOL provision is taught across a number of disciplines and exists in various capacities within colleges, community settings, in the workplace and even prison and detention centres. The types of learners undertaking ESL courses represent a rich mix of backgrounds and come with a number of incentives to learn English. For the benefit of focusing on an area that is potentially vast in its research, this dissertation will concentrate predominantly on the UK systems and the teaching of diverse communities that represent different ethnicity, cultural background and citizenship. Breaking the Language Barriers published by the DfES in 2000 documents the findings of a report into ESOL provision in the UK and identifies a number of issues that needed addressing. The report categorizes ESOL students into four types of learner: Settled communities Refugees and asylum seekers Migrant workers Partners and spouses of students. (DfES, 2000) From these categories they determined that a great many ESOL students particularly refugees and asylum seekers experienced a range of problems including; financial, legal, social, physical and mental issues and clarified that they were marginalized, often excluded and living in poverty, subject to frequent discrimination and racism. (Sourced from: http://www.niace.org.uk/Projects/esol-enquiry/documents/ESOL-Committee-Issues.doc, Date accessed, 21/11/08 What the report also highlighted was the variable levels of teaching ability, which has been attributed to the shortage of adequately trained teachers, the lack of use of the learners’ first language as a learning resource and the lack of support for students with special learning needs. (Sourced from: http://www.niace.org.uk/Projects/esol-enquiry/documents/ESOL-Committee-Issues.doc, Date accessed, 21/11/08 The way in which the link between social cohesion and teaching can be made is perhaps best summarised by the work of Dagenais et al in Intersections of Social Cohesion, Education, and Identity in Teachers, Discourses, and Practices. There paper examines the debate surrounding government policy on promoting social cohesion. It exemplifies programmes in Canada where local and national schools and teachers work with professional agencies to develop policy directives that are geared around building social cohesion practices within a bilingual and multicultural framework. Dagenais et al took this developmental work a stage further by undertaking teacher-researcher collaboration to determine how teachers utilize both their own cultural backgrounds as well as their student’s backgrounds in order to achieve an inclusive classroom setting. Teachers were seen to adopt learning techniques which were innovative in their ability to incite inclusion. Consequently the research project conclu ded that teachers have the ability to help inform policymakers, researchers and other learning practitioners about the link between ‘identity, language and education implicated in social cohesion projects’ (Dagenais et al, 2008) The link between social cohesion and teaching is not a modern concept. Historically it has played a significant role from the mid nineteenth century to the present day. Jewish settlers arrived in Victorian London and were assisted by voluntary organisations and a small series of published self-help texts. The next wave of refugees came about from those fleeing persecution in the Spanish Civil War and to escape Nazi Europe. It was during this time between the 1930’s and the 1950’s that the Berlitz guide and the linguaphone emerged. Over the next couple of decades following the post-war immigration to the UK the government began to respond as to local education authorities and the birth of the official ESOL teacher came about during the 1960’s. (Sourced from: http://www.niace.org.uk/publications/C/CriticalHistory.asp, Date accessed, 22/11/08) Ten years later and the Russell Report was published. The Russell Report of 1973 was to ‘prove a milestone in adult le arning in the UK’. With Russell emphasising the special needs of adults and the necessity to provide for them by developing a variety of courses at different levels. (Sourced from: http://www.niace.org.uk/Publications/R/Russell.asp, Date accessed, 22/11/08). This was an important decade again in terms of refugees entering the UK from Latin America, Uganda, Cambodia and Vietnam. The 1980’s witnessed the abolition of the Industrial Language Training and adult and community education was experiencing one of its most vulnerable periods. But at the same time other community languages were being recognized. During the 1990’s there was a significant move towards recognizing ESOL which was positioned within the newly established Adult Basic Skills Strategy Unit within the central government education department. (Sourced from: http://www.niace.org.uk/publications/C/CriticalHistory.asp, Date accessed, 22/11/08) Today this exists as The Skills for Life Strategy Unit which is based in the Department for Innovation, Universitiesand Skills and has been operational under its new identity sinceNovember 2000. The Unit works in tangent with other partner organisations including the Prison Service, Qualifications and Curriculum Authority and the Learning and Skills Development Agency in addition to voluntary and civil service. Its main objective is to take forward the Government’s Skills for Life agenda. In short it encourages continual improvement with literacy, languageand numeracy skills both at a national and local level. The Skills for Life Strategy Unit is categorized thus: Access and Inclusion ESOL Policy Learner Achievement Learner Engagement and Communications Level 2 and Level 2 PSAs Migration Strategy Quality and Teacher Education Workplace Engagement and Public Sector (Sourced from: http://www.dcsf.gov.uk/readwriteplus/who_we_are, Date accessed, 22/11/08) It is from the perspective of the twentieth century that this paper will scrutinize the historical relationship between ESOL provision and the wider community including its modern day responsibility to contribute to the framework of social cohesion and inclusivity. Chapter one will concentrate on the existing evidence to suggest that there is a definite need to enhance current learning experiences for those people in society who may be at risk of exclusion or requiring greater understanding of their social, political and cultural background where the teaching of the English language is concerned. Recent research and investigative projects working with minority groups and diverse learners will be explored for consideration in the broader argument to suggest legitimizing these theories. Chapter two will then examine what is currently being achieved in relation to forward thinking and strategic change taking into consideration the moves by government and learning bodies to begin the process of applying new curriculum and teaching developments that respond to the needs of a wider community of learners. Chapter One: Identifying problems and issues amongst learners and tutors The purpose of this chapter will be to outline an indication of the types of problems that exist for a variety of people in terms of how they are taught ESOL, to identify the characteristics and needs of the learners by way of case studies and examples. Consequently the teaching methods, ESOL curriculum and identified issues in these areas will be analysed. The perceptions of English Language teaching vary greatly between different societies in accordance with their demographic, political situation and the sanctioned education systems of the country. For example in the United States second language tuition is considered the medium through which non-English speaking children are fast-tracked into English in the shortest amount of time, with little scope for quality of provision. (Julios, 2008) To give another example, Pacific communities born into New Zealand life are currently facing a crisis with ESL provision in that while English is important to them economically and socially they are being denied their ancestral culture by losing their language and until further research has been carried out in this field it is feared the long-term issues of the teaching of English to Pacific ESL learners will remain problematic. (Sourced from: http://www.clesol.org.nz/2008/CLESOL08SaturdayAbstracts.pdf, Date accessed, 21/11/08) It is not just basic fundamental issues relating to culture or quality of teaching practice, other complications arise when learners have other specific learning needs which can further limit their academic success on an ESL course. For example individuals may experience low levels of literacy, no formal educational background or unfamiliarity with the standardized Roman-script. Recent studies in the UK reveal that within a cross- section of ESOL classes. ‘59 per cent of learners have had 11 or more years of Education, with 23 per cent having more than 15 years in education. Males were more likely than females to have no qualifications 37 per cent compared with 32 per cent of females’. (DfES, 2005) Some of these individuals may be survivors of torture and trauma as well as being older in years and require more time and attention in the classroom. The educational researcher McPherson determined that ‘classes formed on the basis of a range of characteristics which indicate a slow pace of learning, will often result in such a disparate group that their different language and literacy needs will not be effectively met.’ (Hinkel, 2005) Refugees, asylum seekers and migrant workers as well as established settled communities want to learn English. Amongst these individuals there exists a huge diversity as well as some obvious common themes like those already touched upon. All of which bring with them a set of needs and different expectations as to what students require from a course of ESL teaching. Their backgrounds and life histories are often complicated. A number of ESOL Pathfinder projects were commissioned in 2002 across ten locations in England with the intention of contributing to the Government’s Public Services Agreement Target to ‘improve the literacy, language and numeracy levels of 2.25 million adults between the launch of Skills for Life in 2001 and 2010’ (DfES, 2005) The ESOL initiatives were evaluated later that same year and stressed the diversity of learning characteristics within this sector, with interesting figures emerging about the slightly increased numbers of women than men undertaking the courses. This suggests that there may be a number of challenges for women trying to support their children at home. Gender in itself is another significant point of interest in this study as many women can be believed to have lived in England for a number of years and have never learnt the language or only speak elements of it, these women are often most recognized in Pakistani and Bangladeshi communities where they have very different cultural responsibilities and therefore less opportunities to attend beneficial ESL courses. (Heath and Cheung 2006) In particular women who are asylum seekers or refugees can experience tremendous isolation and feel restricted with access to health services, not being able to speak the language as well as being potenti ally more vulnerable to abuse or violence from a cultural perspective. The ESOL evaluation revealed that almost half of all learners were less than thirty years of age emanating from a broad sphere of ethnic origin. This ethnic breakdown included White and other students totaling 16 per cent, African, 15 per cent, Pakistani, 13 per cent and Other Asian 13 per cent. The Learner Survey revealed over fifty-four different first languages spoken by learners. Half were married or living with a partner and one in six were living away from their partner who resided outside of the UK. (DfES, 2005) The 2008 NIACE report ESOL: the context and issues also corroborates this evidence and adds that students of English are learning for a variety of purposes which include securing or progressing into long-term employment, supporting their children, being able to access services, being able to integrate more into their surrounding community and aspiring to embrace the British culture and British political systems. (Sourced from: http://www.niace.org.uk/lifelonglearninginquiry/docs/Jane-Ward-migration-evidence.pdf, date accessed, 21/11/08 Most recent studies reflect the need to improve on the way in which ESOL is delivered and encouraged for the benefit of the inclusion of a variety of needs and abilities. It is clear however that this issue has been apparent for a number of years which makes the prospect of re-developing curriculum provision and teaching methods in this complex area of teaching particularly difficult. ESOL has inherently adopted a style which serves a purpose, designed for the masses often to be delivered and completed within a limited timeframe. In 1989 a study of 13 Adult Education ESOL centres across the UK were investigated focusing on bilingual migrant learners. This early analysis captured the attitudes and motivations of these learners and emphasized their desire to maintain their mother tongue and heritage whilst being taught the language and customs of their new host country. (Lal Khanna, et al, 1998) One of the most interesting and informative research projects to date in this area is reflected in the Adult Learners’ Lives (All) working with people who are learning within adult literacy, numeracy and ESOL groups to understand and appreciate their concept of the learning experience in relation to their wider lives; covering the regions of Blackburn, Lancaster and Liverpool. As part of this initiative a recent commissioned piece of research was carried out amongst ESOL students who were enrolled on an evening class at Blackburn College. The findings of this report share some of the most important data in existence relating to primary first hand interviews with students. The outcomes reveal both positive and negative opinions relating to ESOL provision, which essentially can be interpreted in both a positive and negative light. The participants believed that more than anything their work experience had provided them with the best opportunity to encourage their learning of the English language an was much less restricted that the classroom. For many this was their only chance to utilize the language outside of the classroom. The learners were critical about the amount of provision available and found it affected their learning capabilities. One participant in particular, Mahmood found that working all day and then studying English in the evening prevented him from finding a vocational course in a different practical subject that could increase his chances of gaining better employment. In terms of issues relating to their background and culture, many familiar examples of diversity were apparent across the group as were their complex needs and considerations. Frederick carried the scars of war in his country and suffered considerably both physically and psychologically. Despite this his motivation levels were extremely high. Iqbal came to England in order to be with his new wife. The transition from his old life and professional career had left him very dissatisfied. Proving earlier references to gender and cultural relationship issues Ammara was studying at degree level and had been instructed by her husband to discontinue with it. This had repercussions on here work life which she had to compromise with and learn English accordingly. Below are some of the edited extracts detailing the participant’s interviews taken from this report. Frederick’s story: ‘Frederick came to England for the reasons above and more. He arrived in England with nothing. He didn’t have permission to work, couldn’t speak the language and had no friends or networks. His first step of integration in to the country was his attendance on an ESOL course at Blackburn College. Despite his desperate situation he was anxious to start again and enrolled almost immediately upon his arrival in Blackburn. Although he was aware of the importance of learning English he found the classes very difficult at first: â€Å"It was my first time, the first time it was so difficult.† In spite of his worries he continued the classes and vastly improved his English during his first year here. Also significant was the beneficial effect ESOL classes had on his social life. He made many new friends, who helped ease the loneliness of living in a new country, and gave him an extra chance to practice his English.’ Ammara’s story: ‘Ammara sees a close relationship between education and work. She clearly perceives education and training as a stepping-stone into work. She has shown that she is quite adept at completing courses and using the obtained qualifications to find work. Her biggest problem is language related. She had quite a good decent overall level of English when she arrived in England particularly with regards to reading and writing. Due to the high level of education she obtained in Pakistan she was able to complete the courses she took here easily because she had a good level of literacy skills in English. The language issues she is facing these days arise from her limited oral grasp of English and this appears to be most noticeable to her in her working life. With regards to work and language, Ammara feels she can manage but feels she regularly encounters difficulties. She has numerous concerns about language. She feels very unconfident about her use of grammar and structure when she is speaking. She believes that despite having a good knowledge of English, her speaking ‘imperfections’ lead to a barrier to her professional development. She also thinks that what she describes as a limited vocabulary is a barrier to communication and explanation. This has various implications for Ammara in the workplace. Because she lacks confidence she believes that her language prevents her from using her initiative at work, and so she ‘keeps quiet’. â€Å"sometimes I know somebody is wrong and even if the person is senior, I can explain but I just kept quiet because I feel like everyone is picking on me.† She also thinks that people’s perceptions of her professionally will change just because of her language proble ms.’ Mahmood’s story: ‘While he was waiting for the Home Office to grant him permission to work, Mahmood was unemployed for six months. He used this time to start English classes and familiarise himself with his new country and surroundings. Upon receiving his ‘leave to remain’ and permission to work from the Home Office he got a job at a sewing factory in Blackburn, where he still works. His role is to sew medical paraphernalia such as bandages and neck braces. He says that initially he found this job quite easy, as he was able to use the skills and experience gained from his sewing job in Afghanistan. He does however worry about his future. He says there is little chance of promotion in this job and therefore he is keen to look for different work. He has started to think about a change. When asked about his future ambitions with regards to work, Mahmood says he would like to do a building job. He thinks that this will be difficult for him to achieve because he doesn’t feel he has enough experience. He doesn’t feel that the experience he gained from his sealing job in Afghanistan will be of use to him here, as he believes that methods of building vary from the two countries. Mahmood is aware that he will have to do a course to help him achieve his aims, but has little knowledge about the courses available to him and thinks that it will be difficult to do a part time course, work full time and continue with his English classes. Mahmood believes that his job in England has had a positive impact on his language. He gets indirect language support from his work peers: â€Å"and if I’ve got any problem with any word, pronunciation they will help me.† He is able to use informal English at work in a mostly friendly atmosphere. He is also positive about the support he has gained from his boss with regards to his language. He says that right from the start of his employment his boss encouraged him to attend English classes. If overtime clashes with his twice weekly evening English class then his boss is always flexible, he will say, â€Å"OK you don’t have to work you go to college.† Mahmood is extremely aware of his language needs and is very motivated to improve. He told me that he uses friends at work to practice language covered in class, and his level of motivation can be seen in his 100% attendance in English class and the huge improvements he has made over the last two years. (Sirling, 2005) Accessed from: http://www.literacy.lancs.ac.uk/workpapers/wp08-esol-blackburn.pdf What is visibly obvious here are the feelings, aspirations and characteristics of a group of learners who may well require much of the special attention to teaching that this paper is attempting to argue. Although an already fairly advanced English language speaker, Ammara could like so many others at that level benefit from tutoring in just a few specific areas of English acquisition and at a time of the day when she does not have to juggle her family and several other jobs. And we see with Frederick that despite finding it hard to study and adjust to the cultural and social restraints of a new country he has actually achieved a sense of community and belonging by way of attending ESOL classes. It is clear that it must not be assumed that all migrant peoples, asylum seekers and diverse ethnicities should be labeled marginalized and socially excluded as there are many who do not experience this type of isolation. Nonetheless it is dependant on the type of teacher, classroom environment and delivery techniques which need to be made consistent in their quality and accessibility. Returning to Jane Ward’s ESOL into Context paper, she is very specific about the issues relating to the shortage of specialist ESOL teachers which impacts on the overall quality of provision across the UK with long waiting lists and minimized teaching time occurring in a number of venues offering ESOL tuition in urban areas. Rurally too where many migrant workers are being placed on entry to the country there is an inadequacy where teaching experience and expertise to deal with theses communities exists. Ward also stresses that in rural areas ‘learners accessing vocational programmes too often encounter subject tutors who have little awareness or training in language learning.’ (Sourced from: http://www.niace.org.uk/lifelonglearninginquiry/docs/Jane-Ward-migration-evidence.pdf, date accessed, 21/11/08 Chapter Two: Solutions and future provision Just as the former chapter dealt with the identification of the problems and consequences of inadequacies with ESOL teaching in respect of achieving a holistic and inclusive approach, this chapter will seek to establish potential solutions and recommendations for taking forward initiatives for future change within the current ESOL sector. This will be achieved by way of exploring current government objectives and responses to recent research which has exposed the levels of insufficient delivery within the sector. In 2003 the National Research and Development Centre for Adult Literacy published a comprehensive review of recent research projects carried out in the field of Adult ESOL. In particular that which ‘focuses on learners who need English for the UK workplace, for study in further and higher education and for living in the community. The review mainly concentrates on research that has taken place in the last 15 years and it has attempted to include all of the research that has been carried out within the UK. As most of this has been fairly small scale or not directly concerned with pedagogy, research that has been carried out in the USA, Australia, Canada and Europe is also included and its relevance to the UK context is discussed.’ (Sourced from: http://www.nrdc.org.uk/content.asp?CategoryID=424ArticleID=353, Date, accessed, 22/11/08) The recommendations that emerged from this review have been summarised below: It is recommended that a large scale study of actual practice in different settings is carried out. Alongside this larger study there should be a number of smaller ethnographic studies of good practice in ESOL classes, covering: learners with little prior experience of the written language; bilingual literacy provision; workplace courses; and language support on mainstream courses. The aim of these studies is to provide accounts that can be disseminated to other practitioners. There should be ongoing research into the relationships between teaching and learning in formal contexts. This could be based around a programme of practitioner research, with support from established researchers. This research should explore: specific classroom tasks to address issues of accuracy and fluency in the spoken language an investigation of different media of learning, including written materials and new technology learners discursive experiences and practices outside the classroom, and how classroom practices can take account of them learners expectations and learning strategies. And that primarily there is a need to track learners in terms of their learning ability and experience (both in and out of the classroom) as well as gleaning specific information relating to them as individuals, the key aims being to determine: learners who arrive in the UK with professional qualifications and experience, but low levels of English learners whose first language is an English based Creole or dialect learners with trauma. (Sourced from: http://www.nrdc.org.uk/content.asp?CategoryID=424ArticleID=353, Date, accessed, 22/11/08) This is a refreshing indication that learning practitioners are now heavily involved in a dialogue that recognises both the necessity to investigate further into the practices of ESOL and its students nationally. This also compliments the Government’s new commitment within its ‘Community Cohesion and Migration, 2007-08’ report which makes recommendations as well as recognising localised ‘Further Education Colleges, as the centres of ESOL training in the front-line for new arrivals, in particular as they are often the first official agency encountered.’ The report goes on to clarify that teaching staff working within ESOL should be providing ‘support and help to new arrivals and referral to other agencies’. The Government continues in its conviction for change by allocating funding to this area of support. (House of Commons Report, 2007) This is however not sufficient action for many academics working in the field. As Linda Morrice demonstrates in her paper Lifelong learning and the social integration of refugees in the UK: the significance of social capital. Morrice challenges the UK Government on its recent measures to account for the inclusion and integration of refugees in the face of an increasing migrant population. She refers to the learning issues of refugees and argues that current education systems and opportunities do not adequately address the issues that they face and declares rather that ‘for refugees to become integrated and useful members of society requires a shift away from the present focus on formal, individualised education provision to a greater recognition of informal and social learning opportunities’. (Morrice, 2007) Alongside this â€Å"Discourses on social cohesion widely acknowledge that public education systems provide critical contexts for constructing social cohesion among their diverse communities† (Dagenais et al, 2008 p 85). What this seems to show is that ESOL provision to date may be serving the political ends of British society by covert mechanism of social control. In her paper Action Research: Exploring Learner Diversity Pam McPherson carried out a class-room project in an Australian adult migrant English language class. It succeeded in profiling as well as discovering the learning needs of disparate learners. She trialed a number of teaching exercises and different learning techniques from course design, resources and even the room layout. In terms of responding to students with limited formal education and low levels of literacy, she suggested the following actions should be taken and integrated into ESOL courses: Assessment and referral schemes that can identify special needs at entry into the programme Bilingual assistance for course information, goal clarification, language and learning. Low intensity courses A teaching methodology that has explicit goals, the development of language learning strategies and spoken and written language for community access Teachers trained to identify special needs and develop appropriate strategies to meet them. Recognition within the certificates in spoken and written English in order to achieve language goals related to settlement needs and the need for further education and training. (Hinkel,2005) McPherson also recognises a specific type of approach for asylum seekers and those who have experienced trauma and the tortures of War. That their physical, Social and psychological needs require specialist attention. Assuming that many of these individuals are likely to feel overwhelmed, out of control as well as possessing memory loss and poor concentration it is likely that they will have difficulty with the amount of control and concentration that is associated with language learning. (Hinkle, 2005) Perhaps a solution might be to make ESOL classes more flexible and the level of participation and communication compliant with the needs of the students. Many of McPherson’s findings inspired the government in Australia to make significant changes to their systems of resettlement and language instruction. What then have the g

Friday, October 25, 2019

Kudler Fine Foods Database Project Essay -- on-line ordering system bu

Kudler Fine Foods Database Project Background and Business Application Proposal Kudler Fine Foods is an upscale specialty food store, servicing the fine food conesouer from their three California locations. Kudler's business objective is to maximize profits by offering the highest quality products at competitive prices. Through adding the on-line ordering system, Kudler hopes to boost profits by increasing their customer base beyond customers in their local areas. The Kudler on-line ordering system will add three important advantages to Kudler customers. First, the on-line ordering system will allow current Kudler customers to access the system, place their order, and have it ready for pickup when they arrive at the store. The second benefit for Kudler?s on-line clientele is the added convenience of local delivery service. This feature, allows the customer to place their order and select a timeframe in which the order will be delivered to their home or place of business. The third and final new offering from Kudler will be worldwide shipping. Using major shippin g companies, such as Federal Express, UPS and DHL, Kudler will provide next day shipping to customers from around the world. Database Revisions to support Application Proposal In order to implement these new services, the current Kudler database needs to be examined and revised. The current database is in a Microsoft Access format and provides a basic inventory system, as well as a list of current customers...

Thursday, October 24, 2019

Foundation’s Edge AFTERWORD

(for now) AFTERWORD BY THE AUTHOR This book while self-contained, is a continuation of The Foundation Trilogy, which is made up of three books: Foundation, Foundation and Empire, and Second Foundation. In addition, there are other books I have written which, while not dealing with the Foundations directly, are set in what we might call â€Å"the Foundation universe.† Thus, the events in The Stars, Like Dust and The Currents of Space take place in the years when Trantor was expanding toward Empire, while the events in Pebble in the Sky take place when the First Galactic Empire was at the height of its power. In Pebble, Earth is central and some of the material in it is alluded to tangentially in this new book. In none of the earlier books of the Foundation universe were robots mentioned. In this new book, however, there are references to robots. In this connection, you may wish to read my robot stories. The short stories are to be found in The Complete Robot, while the two novels, The Caves of Steel and The Naked Sun, describe the robotic period of the colonization of the Galaxy. If you wish an account of the Eternals and the way in which they adjusted human history, you will find it (not entirely consistent with the references in this new book) in The End of Eternity. All the books mentioned existed as Doubleday hardcovers, to begin with. The Foundation Trilogy and The Complete Robot are still in print in hardcover. Of the others, Pebble in the Sky and The End of Eternity are included in the omnibus volume The Far Ends of Time and Earth, while The Stars, Like Dust and The Currents of Space are in the omnibus volume Prisoners of the Stars. Both omnibus volumes are in print in hardcover. As for The Caves of Steel and The Naked Sun, they are included in the omnibus volume The Robot Novels, still available from the Science Fiction Book Club. And all are in print in softcover editions, of course.

Wednesday, October 23, 2019

Fables and Short Stories. the Fox and the Grape vs. a Pair of Tickets

Reading Fables and Short Stories Fables, parables and short stories all tell a story and all try to relay a meaningful message or moral. Fables tend to be shorter, use animals and clearly state the moral the author is trying to portray. Parables also tell a story and portray a message, but it basically illustrates a moral or religious lesson. Therefore, I guess it is safe to say that all parables can be fables but not all fables can be a parable. Short stories however tend to be a lot longer than a fable or parable and also use a lot of literary elements.These elements are plot, settings, point of view, characters, dialogue and others. In this essay, I will be talking about Aesop’s fable, â€Å"The Fox and the Grapes† and Amy Tan’s short story, â€Å"A Pair of Tickets. † I will try to explain the morals for each story and how the author portrays these morals. Aesop’s fable, â€Å"The Fox and the Grapes,† is a very short fable with a really bi g moral. It is simply a story about a famished fox trying to find food. He finally stumbles upon ripe grapes. However, instead of complaining that they are out of his reach, he concludes that they were inadequate and not good for eating.The reason this fable catches my attention is because I am amazed on how Aesop can put such an important moral in the fable by using a fox and grapes. Also, the fable is so short but also has such a big meaning. I believe there are many morals in the stories, such as, you can’t always get what you want. However, the main moral of this story, which is very clearly stated, is, â€Å"it is easy to despise what you can’t get† (Aesop 7). Since this fable is so short and has such a powerful moral, it is very easy to remember, making it very easy to retell. This fable also has such a hysterical plot twist and this is what makes it a great fable.The fox is supposedly so hungry but when he can’t reach the grapes, he all of a sudden is not hungry anymore and does not find the grapes appealing. This is why I think ‘plot twist’ is the most important part of a fable because it is when the moral is given to us. The short story, â€Å"A Pair of Tickets† by Amy Tan is about an American woman of Chinese descent who is struggling to accept her Chinese heritage. Jing-mei is the protagonist in this story and she is traveling to China with her father to meet her family and to understand her Chinese culture. The element that is most intriguing to me in this story is symbolism.I realize this when Jing-mei is on a train in China to go visit her family and it is so hot that the makeup on her face begins to literally melt off her face. â€Å"But I had not expected the heat in October. And now my hair hangs limp with humidity. I wear no makeup; in Hong Kong my mascara had melted into dark circles and everything else had felt like layers of grease. So today my face is plain, unadorned except for a thin mist of shiny sweat on my forehead and nose† (Tan 148). I believe the melting of the makeup symbolizes her acceptance of her Chinese heritage and is becoming a whole new person.It also symbolizes that she is growing up and finally realizing how important your heritage is to you and how it shapes the person you are. While Jing-mei is on this trip, I think she begins to realize that her family is more like her than she thought. When she meets her father’s family, her cousin Lili, she says, â€Å"I hold up the Polaroid camera, beckoning Lili with my finger. She immediately jumps forward, places one hand on her hip in the manner of a fashion model†¦ † (Tan 150). I think this is when she first realizes that maybe she isn’t that much different than her family in China.She probably thinks back at when she was younger and remembers that she had pose in the same manner her cousin Lili did. The other realization Jing-mei has that her family and China isn’t t hat much different than her and America is when she enters the hotel. â€Å"The hotel is magnificent. A bellboy complete with uniform and sharp-creased cap jumps forward begins to carry our bags into the lobby† (Tan 151). The hotels are as nice as she has most likely seen in America. She was most likely expecting a small hotel with nothing but a bed in the room. The hotel is also like a shopping mall with a bunch of shops in it.I believe all these things make Jing-mei realize she isn’t that different then the family she never knew and how important family is. In conclusion, Aesop’s fable, â€Å"The Fox and the Grapes, as well as Amy Tans short story, â€Å"A Pair of Tickets,† have a moral. Obviously, it is easier to find the moral in the fable, which is, it is easy to criticize something you can’t have. Howev11er, I believe the moral in â€Å"A Pair of Tickets,† is never lose sight of where you came from, always remember that family comes f irst and that you’re background and where you come from helps build your character.I don’t think it is wrong to reduce a short story to a simple ‘moral’ as one usually does in a fable or parable. I believe every writer writes his or her story to make a point or to teach a lesson. I think the writer is happy when the reader learns a lesson from his or hers stories. When writers use plot, setting, characters, or other literary elements, I believe they do this to paint a clearer picture for the reader so the reader can really understand the moral the author is trying to relay through the story.