The Act Of Playing And Learning - 1010 Words

â€Å"Play is often talked about as if it were a relief from serious learning, but for children, play is serious learning.† (Mr. Rogers) Children love to play with toys because it is an important form of communication. It is through this act that children can create a life in a world of fantasy and imagination. They can have an enjoyable relationship between playing and learning. The act of playing enables the process of the child s learning since it facilitates the construction of physical, cognitive, and socio-emotional development. Nowadays, there is a wide variety of toys available in stores. We can find different types, prices, and benefits. Almost every child has at least one favorite toy at home that can become a very important part of the childhood time. It is very important for parents to be aware that companies have manufactured specific toys for each type of age. For example, Vtech sells a very interesting toy, Go! Go! Smart Wheels. This toy is suitable for ages 1-5 years old, and it helps children to develop motor skills. Physical activity is important for the overall development of children. Go! Go! Smart Wheels has many manipulative features such as pushing the vehicle. The infant will bend down, move around, sit down, and stand up. These activities will strengthen the fine motor skills of the child. The best way for a kid to develop their motor skills is by playing and having fun. Another great feature of Go! Go! Smart Wheels is its cognitive developmental. ItShow MoreRelatedMedia Violence And Aggressive Behavior986 Words   |  4 Pageseffective methods of informal observational learning and also correlate with youth exposed to violence. Violence in the media is going to be considered if it fires violence in the real world. Yet, there are many investigations concluding that the relationship between media violence and aggressive behavior is strong (Anderson et al., 2008; Dubow et al., 2010; Fanti et a., 2009). One of the most thorough researches on the effects of observation learning and aggressive behavior is the classic experimentRead MoreSummary of a New Board Game for Children Essay839 Words   |  4 Pagesfour (4) different categories which are General Knowledge, Food, Language and Entertainment. Their ability will be tested in answering the questions raised while playing the board game. The children will need to answer the questions based on the position that they have landed. In order to play this game, the children will need 2 playing board, 1 nine sided dice, 8 avatars which are 4 cones and 4 coins, penalty cards, chance cards, 1 set of questions and answer sheets as well as 1 set of game manualRead MoreMy Passion For Playing Guitar848 Words   |  4 Pages Learning to play a guitar Name Institution Date Learning to play a guitar My passion for playing guitar directed me to consider the words of Abraham Lincoln that Nothing in this world is impossible to a willing heart. This were very important wise words that kept resonating in my heart and mind as I looked in to the negative comments that were likely to deviate my aspirations of learning how to play a guitar. When I reflect back in my achievements as well as my past life, IRead MorePlay Is Important For A Child s Development1747 Words   |  7 Pagesthat children’s interaction with their peers while playing was beneficial because the children were learning from each other. Piaget’s theory focused on the cognitive development of children. However, Vygotsky focused on the sociocultural development of the student. Vygotsky believed that, â€Å"make-believe play required children to initiate an imaginary situation and follow a set of rules to play out the situation; the child is able to act separately from reality† (Frost, Wortham, ReifelRead MoreVideo Games And Its Effects On Education Essay1665 Words   |  7 Pagesto give learning material to students in a way that they understand. Most students don’t care about their education because they think it’s boring and unnecessary. Students feel if the homework or lesson is too hard they won’t give it their best work. We should use video games as a new source of teaching. Students can benefit from video games because it’s a fun interactive way of learning, improves a student s thinking ability, and increases participation. FUN INTERACTIVE WAY OF LEARNING Video gamesRead MoreThe Effects Of Violent Video Games On Children And Adolescents Essay1325 Words   |  6 Pagesin the past decade is violence in video games and how violent video games influence aggressive and violent behavior in children and adolescents. Some psychologists believe violent video games influence violent behavior in children through social learning and modeling behaviors after characters in video games that â€Å"glorify† violence and criminals (Schultz Schultz, 2013, p. 331). Other psychologists argue that other factors, such as poor socioeconomic status and negligent parents, are the main factorsRead MoreThe Child Care Center Is A Fabulous Place For Children1059 Words   |  5 Pagesart work on with a lip for markers. Children should know one or multiple colors by age 4. Board games were piled on a shelf that included many learning games that involved math skills. Activities such as the math games help develop the cognitive mind on problem solving and me mory. However, cognitive development is intellectual abilities, including learning, memory, language development, problem solving and intelligence (Feldman (2014). Early development is critical periods in life. There was a sectionRead MoreKermit and the Keyboard969 Words   |  4 PagesThe Learning Processes of Kermit As I read the story of â€Å"Kermit and the Keyboard† I began to think of the learning processes that he engages himself in as he tries to accomplish learning task as it relates to playing the keyboard. In this story three cognitive theories can be recognized, analyzed and they are all believed to produce different learning outcomes. These three theories are the Cognitive Information-Processing Theory, The Piaget’s Theory of Development as it relates to learning andRead More Role-Play: A Strategy for Teaching Social Studies Essay1635 Words   |  7 Pagesmore effective teaching strategy in social studies classes, appropriate for all levels, is through role-playing. Role-playing is often overlooked by teachers because it is a student-centered learning strategy that requires teachers to be skilled in classroom management. However, there are many advantages to role-playing that can transform students attitude and enhance their experience in learning social studies. Direct teaching is a straightforward and time efficient approach to teach studentsRead MoreVideo Games : An End Of The Year Tradition1307 Words   |  6 PagesDo you want your child learning how to make successful â€Å"kills† at school? Do you want your child running around free of responsibilities because they are too caught up in some violent shooting game? Do you want your child spending their free time murdering people in video games that are nearing closer and closer to reality? This is exactly what some students do in their day. Some high schools in New York have adopted the ritual of role-playing killer games as an end of the year tradition. Violent

Bob Dylan An Influence for a Generation Free Essays

string(144) " and protest music in the early 1960’s then moved through to electrified folk-rock in the mid and late 1960’s and early 1970’s \(Kamin\)\." â€Å"A person is a success if they get up in the morning and gets to bed at night, and in between dose what he wants to do† –words spoken by the singer/songwriter Bob Dylan. Being a man of success himself, yet a very humble and simple man, changed the way people view musical quality. Dylan was awarded with the number one song in the twentieth century with those lyrics from his masterpiece Like a Rolling Stone, by Rolling Stone Magazine. We will write a custom essay sample on Bob Dylan: An Influence for a Generation or any similar topic only for you Order Now His poetic words were heard all across the world, inspiring all who heard his voice. Telling tales of political and civil injustice, Dylan’s words brought normal everyday life a new sense of hope through tough times in a person’s life. Discussed will be the early era of Dylan from his unique musical talents during his childhood which drove him to his writing pieces, himself as an inspirational and motivated leader of the 1960’s and how his powerful music makes him one of the most influential musicians of all time. In the beginning, Bob Dylan was born Robert Allan Zimmerman on May 24th, 1941 in Duluth Minnesota (Heatly, 126). Dylan was raised in a middle-class family to his parents Abraham and Beatrice Zimmerman (Martin). His father owned Zimmerman Furniture Appliance Company in the small town of Duluth, but the family was forced to move to the nearby town of Hibbing after he lost the business due to him becoming ill with polio in 1946 (Kooper). Dylan was raised in Hibbing, Minnesota from the age of seven and lived there for most of his childhood (Heatly, 126). Raised in a small town, Dylan was musically inclined and had a great significance in music at an incredibly young age which brought him to learn many various instruments at the same time. He took piano lessons when first moving to Hibbing, but became impatient with the teacher so decided to quit lessons and began to teach himself how to play piano, guitar and harmonica; without surprisingly knowing how to read music (Martin). With his yearning for music, Dylan was largely influenced by the late-night radio broadcasts of the country, blues and rock-and-roll, during his mid-teens (Heatly, 126). Some of his favorites were the blues musicians, which included Muddy Waters, Howlin’ Wolf and Jimmy Reed (Martin). Dylan’s favorite musical idol was Woody Guthrie, who was a socially-conscious singer/songwriter of â€Å"This Land is Your Land† and several other protest songs (Heatly, 126). Always knowing he wanted to be a musician, Dylan tried to play in many bands as possible during high school and throughout college as well. In 1959, just before enrolling in college, he served a brief stint playing piano for the rising pop star, Bobby Vee (Kooper). With some musical experience, Dylan participated in several high school rock bands while studying at the University of Minnesota with a high interest of American folk music (Heatly 126). While in college, Dylan discovered the bohemian section of Minneapolis know as Dinkytown (Kooper). An after Dylan explored the talent that came out of Dinkytown; Dylan was inspired to quit the University of Minnesota and became a full-time musician. Dylan traveled to the East Coast, playing at several Greenwich Village coffeehouses and was gaining rising fame (Heatly, 126). He went by the phony name of Bob Dylan, which was picked out after the Welsh poet Dylan Thomas. Dylan picked him because he liked many of Thomas’ poems (Kooper). During his travels between coffeehouses, Dylan was determined to meet up with musician Woody Guthrie. Guthrie, who was actually in a New Jersey hospital dying from a neurological disorder called Huntington’s Chorea. Dylan was able to speak to Guthrie, his idol, before he passed away†¦ but never explained in detail of their only and final conversation between each other (Heatly, 126). With his multiple coffeehouse performances, his career took off and still soars to this day. Bob Dylan became a common name and his skills of music and lyrics became widely known; which make you wonder what was said between him and Guthrie? Bob Dylan is a very skillful songwriter, usually expressing his ideas through his well known protest songs. His protest songs often dealt with problems caused by social and political injustice, which include â€Å"Blowin in the Wind and â€Å"The Times They Are A-Changin† (Martin). The Civil Rights Movement took very kindly to Dylan’s songs, so well that they wanted him to be a part of the cause for quality. His best known work of the 1960’s took on a musical shadow so large it shaped into a political influence. It was such a huge influence, the Civil Rights Movement adopted his song â€Å"Blowin in the wind† as their anthem for equality and peace (Ayoub). Dylan accepted his place in the Civil Rights Movement and gathered the attention of the people to the movement. Frequently performing at the Civil Rights rallies in the early 1960’s which included the March on Washington when Martin Luther King gave his â€Å"I Have a Dream† speech on August 28th 1963 (Rathbone). Dylan became a powerful voice to all the working-class people in America during the 1960’s. He had several protest songs that had political content that both reflected and influenced the concerns of a generation of younger people such as the Civil Rights movement, anti-nuclear weapons campaign and the anti-Vietnam War movement (Rathbone). Dylan was a prominent part of the radical change during the 1960’s reform and was greatly recognized for his participation such as receiving the Tom Paine Award by The National Civil Liberties Committee for his contribution and achievements (Rathbone). All throughout Bob Dylan’s musical career, he has created and molded new types of different styles of music together. His inspiration was to intimidate the music of his own music idol, Woody Guthrie. He wanted to be a socially conscious singer/composer just like Guthrie (Heatly, 126). As the times changed, Dylan became a musical chameleon. He was able to conform to the changes in the popularity in music. Dylan’s career started with folk and protest music in the early 1960’s then moved through to electrified folk-rock in the mid and late 1960’s and early 1970’s (Kamin). You read "Bob Dylan: An Influence for a Generation" in category "Essay examples" After the Civil Rights, most fans found Dylan’s folk music more admiring and significant than anything he had ever wrote; popularity formed by creating the raw-sounding combo of vocals, harmonica and guitar. That mixture alone has kept his music career last him forty-seven years (Rathbone). Dylan did not want to stop there; he wanted to evolve into the new generation of music. Dylan cross-pollinated folk and country music with electric rock, creating an entirely new dimension of popular music (Heatly, 126). He liked to mix sounds and experiment different styles to meet his high expectations of creativity. He created the new style called â€Å"folk-rock† mixing his original folk sound but began to play electric guitar to embrace rock-and-roll (Dylan). Some Dylan fans did not approve of his switch but happened to still remained a musical sensation with a wider audience. Dylan and his band also caused an uproar at the Newport Folk Festival in July of 1965, when they began to perform with electric instruments instead of traditional acoustic ones. After being heckled by the crowd, they left the stage after only playing three songs (Martin). Dylan kept his optimism up with his fan-base and continued to play his electric instruments. To win back his fans, â€Å"Like a Rolling Stone† was a United States hit, cementing his reputation as a lyricist but added his new sound among the electrical instruments of guitars and organs (Ayoub). His musical career had its ups and downs, but his fans rolled through his many experimented musical styles. Dylan’s voice and songwriting were still raw but were mixed with the realms of traditional folk, country, blues, rock-and-roll and gospel (Kamin). A Bob Dylan song is more than just a catchy tune to whistle to. Dylan was possibly the most influential singer/songwriters of his era (Dylan). Not only did he create a respectable musical rhythm, his lyrics were his area of expertise. He wrote very poetic and sometimes even abstract but often-philosophical lyrics of astute commentary and therapeutic introspection that spoke to masses during an era of social unrest, political upheaval and radical change (Heatly 126). Dylan had many techniques to keep his audience engaged with his poetic lyrics, by performing his allusive, poetic songs with his nasal spontaneous vocal style and electrical bond. He enlarged pop music’s range and vocabulary while creating a widely limited sound. While accomplishing all of that, he still had the ability to challenge, influence and surprise his listeners (Wenner). In his earlier lyric writings, he focused on the societal issues during his protest era. The songs were broken down into a simple folk melody combined with lyrics questioning the social and political status quo. These songs were very native and unsophisticated in their nature, catching the attention of the zeitgeist of the 1960’s (Ayoub). All of his music was interpreted differently but he reached an elevated standard of lyric writing also the role of the singer/songwriter as well (Heatly, 126). While a fine interpreter of songs, Dylan was not considered a beautiful singer. Many of his own songs when first reaching the public were sung through other artists. Dylan’s fans could get past his singing, only because they were amazed how he could write such wonderful lyrics. Dylan’s music was also more popular though other artist that covered his songs such as Joan Baez, Pete Paul Mary, Guns n’ Roses, The Byrds and Jimi Hendrix, because adding an able singer to his wonderful lyrics made his music very popular to a wider group of fans (Ayoub). Dylan was hailed the Shakespeare of his generation, due to his intellectualism of classic literature and poetry that showed though his music; even if he was not the artist performing the song (Kooper). It was subsequently common for a band to cover Dylan’s songs in the mid-1960’s, that CBS started to promote him by saying â€Å"Nobody sings Dylan like Dylan. † Whoever sang his songs were immediately recognized as his and a good part of his fame rested not only on his lyrical excellence but on the underlying attitude of Dylan (Ayoub). Even though many artists covered his songs, Dylan had his own techniques to sing his songs. He sang in what he called the â€Å"taking blues† and story-telling format in most of his first few albums such as â€Å"The Freewheelin’ Bob Dylan† and â€Å"The times They Are A-Changin† (Dylan). Dylan had many other trademarks and techniques that signified his music. One of his newer types of songs was a lengthy and impressionistic still retaining an element of social commentary but added dense metaphorical landscape like the songs â€Å"Chimes of Freedom† and â€Å"Mr. Tambourine Man. He exhibited his dry wit and inhabited by a sequence of grotesque, metaphorical character (Ayoub). Dylan’s many styles of lyrics have all contributed to his success as a musician. The music Dylan made revolutionized rock, as his lyrics were analyzed, debated, and quoted like no music before him. Dylan chewed up traditional folk and spat out literary and folk traditions still used today (Wenner). Bob Dylan was given a lot of recognition and praise for his achievements and gain throughout his musical career. There are so many musical facets he discovered and always pushed his musical talent to the limit. Not only had Dylan achieve a high musical status, but he is highly looked upon in society for his contribution for the Civil Rights movement. He gave a voice to the working-class to fight for peace and help give a reason for freedom to the minorities. Dylan’s musical talent is beyond any other, as being able to compose his own music and create a whole new genre of music for an ever-changing society of his time. Along with his musical style, his lyrical masterpieces gave his listeners a mass of different trademarks in his lyrics. Every song he has written, all the way from his first protest song to his upbeat electric songs along with his metaphorical and abstract songs, has changed the standard of a singer/songwriter. All throughout his career, Dylan has given a voice to the working people, by creating new genres of music and is the ideal singer/songwriter of the 1960’s. As the ambiguous man he was, he had more questions than answers. At the end of the day, Bob Dylan would always say â€Å"All I can do is be me, whoever that is. † He knew he was a man of radical change, but he did not know he could change the world with a piece of paper, a pencil and a guitar. How to cite Bob Dylan: An Influence for a Generation, Essay examples

“Bitch” by Carolyn Kizer free essay sample

The poem â€Å"Bitch† by Carolyn Kizer, published in 1984, is one that truly grasps the reader’s attention, beginning with the title itself. The overall tone of this poem intertwines the feelings of sadness and anger and also reveals quite a bit about the speaker’s past. The speaker is referring to her inner self as the â€Å"bitch† and her hurt condition is clearly present throughout the poem. She uses words such as â€Å"bark, growling, slobbers and whimper† to drive this meaning across to the reader. It is in the speaker’s own representation of her inner self as a â€Å"bitch,† one that not only â€Å"bark[s] hysterically,† but also may â€Å"whimper,† and even â€Å"cringe. The speaker is easily inclined to remember past memories from the relationship and struggles with revealing her inner emotions and putting on a calm outward appearance. This is an experience which is quite familiar to me, as a reader. I am often faced with the choice of being a bitch to someone (ex-boyfriend, annoying relative, a backstabbing friend etc) and showing how I truly feel or being a controlled and relaxed young woman. Kizer uses the imagery of a dog throughout the poem to show the speakers different emotions. Bitch begins by describing an encounter between the speaker and an ex-lover. Lines 1 and 2 (â€Å"Now, when he and I meet growling†) reveal that these two have not kept in contact over the years. Although the speaker feels hurt and angry about the past, she tells herself to control her emotions. She is fighting with herself to not let her true feelings show. Should she scream out in anger or break down in tears to express her hurt state? Or should she stay quiet and maintain her calm nature? There is obviously tension present in these first few lines. At this point in the poem, the reader does not know how or why this relationship ended, but the break-up clearly hurt the â€Å"bitch† more than it hurt her lover. The speaker displays an outward appearance of kindness and self-control, while she is really growing more and more furious inside (lines 5 and 6). My voice says, â€Å"Nice to see you, as the bitch starts to bark hysterically†). In line 7 (â€Å"He isn’t an enemy now†) the speaker is telling herself that she should not be dwelling on the past because her ex can’t hurt her anymore. The â€Å"bitch† seems to be doing fine in controlling her emotions until line 9 when her ex-lover asks her: â€Å"â€Å"How are the children? They must be growing up. † An immediate change of tone occurs here. There is an internal struggle going on between her heart and her mind. The speaker’s mind is telling her to be polite to her ex, forget the past and move on. The bitch’s heart, on the other hand, is keeping her from moving on and causing her to struggle with feelings of desire. This is clear, for example, in lines 10-13: â€Å"At a kind word from him Down, girl! Keep your distance. † The speaker knows that if she accidentally gets to close to this ex-lover by having feelings again, she will only end up getting hurt. Kind words and gestures can often be deceiving and I have learned that unfortunately charming people are dangerous. I have been hurt numerous times by such personalities by only looking at their kind side and ignoring other flaws. The bitch is warning herself to not get caught up in this trap of feelings again. Quite a bit of information about the past is exposed in (lines 17-21): â€Å"†¦ She is basically loyal†¦ Until he was ready to play. † This means that the speaker was always loyal and kind to her lover, but he was bored with her and still thought that she was not good enough. The imagery here is being compared to the relationship between an owner and his loving and loyal dog. Some words that emphasize this relationship are â€Å"running†, â€Å"lay at his feet†, and â€Å"ready to play†. A bitch is always ready to do what one wants and it is clear that this was the sort of relationship that the speaker and her lover had. If he wanted her to wait for something, she was willing to wait. If he needed something, she would get it for him. If she was given an order, she would immediately act upon it. The image of an obedient dog comes to mind while reading these ending stanzas. Although the speaker is struggling with feelings of anger and repression, she still desires reconciliation. Her emotions are running wild with memories of her past, but she knows she can’t express them. She wants to be the bigger person in this uncomfortable situation because she knows she will end up getting hurt again if she barks or whimpers. In the final lines of the poem, from lines 28 to 34, the speaker reveals her final thoughts and emotions of the past and, especially, for this man, whom she cared for. The speaker seems to have given up her tender feelings for him. As she reveals these aspects, she also gives the readers and the â€Å"bitch,† or at least the woman that she was, some information on this man she has been speaking to. The readers learn that the unidentified man has perhaps remarried? (Line 31) Since the bitch sees that he has moved on with his life, she knows that it is only right that she does as well. This is unraveled in the ending of the poem. After fighting with different emotions, the poem ends with the speaker leaving and feeling indifferent about this man. The underlying idea of not expressing one’s true feelings is also present throughout. Ultimately, the theme of Bitch is desiring closure and obtaining it. This poem was very relatable in the sense that we all struggle to control our feelings and emotions, but must realize that it is often better to be the bigger person in some situations and not the Bitch.

MIchael CoppolaBlock 2A Essays - Software, Online Advertising

MIchael CoppolaBlock 2A The Effects of AdBlockers on The Internet Advertizing Business Eric Griffith states, "Blocking ads on our site, ... directly impacts the bottom lineand puts our site, our staff, and our future at risk. The same goes for thousands of sites, including big names like The New York Times and Fox News. These large outlets have a huge audience, yet still make a pittance online, so imagine the outcome for a bunch of smaller, online-only venues," Internet advertising has been greatly exhausted by the growing community of AdBlock developers. Adblocking is a new way for users to easily remove advertisements from their favorite webpages before viewing them. Although adblock can harm websites by lowering their revenue, they should be used in moderation to remove intrusive or excessively annoying advertisements. "AdBlock and AdBlock Plus has made it possible for Internet users to quickly and easily block pesky and often considered annoying advertisements when consuming content on the Internet" according to Guillaume Bouchard. As an add-on in any browser, Adblock blocks HTTP and HTTPS requests from the IPs that are kept on a list by the developers of AdBlock and AdBlock Plus, that are known for being the source of the plethora of banners, pop-ups, and certain flash applications (Eric Griffith). Users can choose to add or remove certain sources, decide whether ads can be displayed or not on chosen websites, and in newer versions, select an advertising intensity for a site. AdBlock is a simple yet effective utility that anyone can use. Adblock appeals to users who don't like the look of ads scattered among their page. This is proven shown by the "rise in AdBlock adoption rates from a PageFair and Adobe 2014 report, users are increasingly casting their vote to reduce the amount of Internet spam." as stated by Guillaume Bouchard. Advertisements can pop-up, getting in the way of your work, makes annoying and unexpected sounds and make respectable websites seem like foolery and games. Advertizing can appear in the form of commercial videos before watching your requested content, sometimes forcing you to watch up to 40 seconds of advertizing before you begin your video. With all of these things dripping into your website and making a mess, they'll need to use a substantial amount of data and bandwidth, causing your mobile data plans to run short early and websites on your desktop ages to load, much slower than expected. Since these advertisements source from other servers, this means you could be accessing two, thr ee, five websites more than you need to just to fill your page up with throbbing advertisements. These issues like load times, popups and annoying sounds and animations make adblocking that more appealing to users. We have reached an AdBlock reckoning, where websites have crumbled out of their existence. Advertisements are helpful when they show useful sales and websites that the user may be interested in. Over the years, advertising has become synonymous with the Internet. Some users may not even notice or find it annoying. More importantly, well-targeted advertising can be informative and useful to users (Bouchard). The thing is, people don't even mind helping the websites, just rather doing it by other means, when Ken Fischer said "We made the mistake of assuming that everyone who is blocking ads at Ars is doing so with malice. As it turns out, only a few people are, and many (most?) indicated you are happy to help out." after the experiment ARS had conducted where people using AdBlock were required to pay a fee to continue viewing the site without ads by joining a subscription service by them. "Most importantly, publishers will become picky about what ads they run. Adblock Plus is turn ed on by default but it allows users to disable it on any page." according to Ilya Vedrashko. But more stubborn websites will move around this. She believes "A technology arms race. A counter-technology will be developed to allow publishers to detect and perhaps disable the ad-skipping functionality. At the very least, publishers will demand that readers turn their ad zappers off in exchange for viewing content. Advertising networks will learn how to disguise their addresses to fool the black list [sic]." At

The Hagia Sophia essays

The Hagia Sophia essays When most people think of the great Byzantine Empire, they picture the wonders of the Hagia Sophia. The temple is a living masterpiece still standing as it once did hundreds of years ago. Records say the first to build it was Emperor Constantius, but after the temple was destroyed in 532 Emperor Justinian sought to build a new church. His goal was to build the greatest church to ever stand. Emperor Justinian entrusted this great undertaking to two men, Anthemius of Tralles and Isiodorus of Milletes. Scientist, architect, scholar, engineer, and even artist, these two men used all these talents to create the design for the Hagia Sophia. They both supervised one hundred master builders and ten thousand labors as well as the richest of the world being poured in for the temple. In the surprisingly short time of five years, ten months, and four days, the temple was completed on December 27th 537. Putting all formalities aside, Emperor Justinian excitedly rushed into the church to proclaim, Solomon, I have outdone thee! For a while the grand church endured earthquakes, fires and numerous additions. When the Turks conquered Constantinople in 1453 they converted the old church into a mosque for Islamic worship. Many changes were made during this time. An altar was built to face Mecca, minarets were built to surround the temple, and even a library and a primary school were built. On February 1st 1935 the Hagia Sophia entered its current phase as a museum. For over 1,000 years an indestructible symbol of peace the Hagia Sophia has stood proudly as it does today. ...

The Great Gatsby Summary

The Great Gatsby Summary F. Scott Fitzgerald’s novel The Great Gatsby takes place among the New York elite during the Roaring Twenties. The story, told from the perspective of a naà ¯ve young narrator, focuses on a mysterious millionaire, the woman he loves, and the self-absorbed denizens of their wealthy neighborhood. Chapters 1-2 Nick Carraway, a World War I veteran and recent Yale graduate from the Midwest, moves to New York in the summer of 1922 to work as a bond salesman. He rents a small home on Long Island in the neighborhood of West Egg, which is largely populated by wealthy, self-made men. Nick is intrigued by Jay Gatsby, who lives in the lavish mansion next door. Gatsby is a mysterious recluse who throws massive parties but never makes an appearance at any of them. Across the bay, a distance away but directly across from Gatsby’s dock, there is a green light that seems to draw Gatsby’s attention. After settling in, Nick drives to the other side of the bay to the mirroring neighborhood of East Egg, where his flapper cousin Daisy Buchanan lives. Daisy is married to the arrogant and mean-spirited Tom Buchanan, a former college classmate of Nicks. Nick discovers that Daisys dock is the source of the green light. Daisy introduces Nick to her friend Jordan, a professional golfer who gives Nick a crash course in their social circle. Nick also learns that Tom is unfaithful to Daisy. Tom has a mistress named Myrtle Wilson who lives in the â€Å"valley of ashes- the stretch of land between West Egg and New York City, where poor workers live surrounded by industrial waste. Despite this new knowledge, Nick goes with Tom to New York City, where they attend a party at the apartment Tom stays in with Myrtle for their assignations. The party is hedonistic and crass, and the evening quickly devolves into a violent fight between Tom and Myrtle. After Myrtle repeatedly brings up Daisy, Toms barely concealed anger bubbles up and he hits Myrtle until he breaks her nose. Chapters 3-4 Nick finds himself at one of Gatsby’s parties, where he runs into Jordan and finally meets Gatsby himself. Both Jordan and Nick are taken aback at how young Gatsby is, and Nick is particularly surprised to realize that he and Gatsby served in the same division during the war. This shared history seems to generate unusual friendliness in Gatsby towards Nick. Jordan tells Nick what she knows of Gatsby’s past. She explains that, when Gatsby was a young military officer preparing to fight in Europe, Daisy was part of a group of debutantes doing volunteer work alongside the soldiers. The duo shared a flirtation, Gatsby fell in love, and Daisy promised to wait for him to return from the war. However, their different social backgrounds- Gatsby from humble origins, Daisy from a wealthy family- precluded a relationship, and Daisy ultimately met and married Tom. Jordan goes on to explain that ever since returning from the war and making a fortune, Gatsby has been throwing lavish parties in hopes of attracting Daisys attention from across the bay. So far, though, his plan has not worked, and he has been relegated to gazing at the green light on her dock. Over time, Nick begins dating Jordan, and Gatsby and Nick strike up a friendship. Despite their different life experiences and world views, Gatsby and Nick share an optimism that borders on naà ¯vetà ©. Since Nick is Daisy’s cousin, Gatsby uses their connection as a cover to arrange a meeting for himself with Daisy. Nick willingly agrees to the scheme and invites Daisy over to his house for tea, but doesn’t tell her that Gatsby will be there. Chapters 5-7 The reunion between Gatsby and Daisy is awkward and uncomfortable at first, but over the course of the summer, they begin a full-fledged affair. Gatsby confides in Nick that he wants Daisy to leave Tom for him; when Nick reminds him that they cant recreate their past, Gatsby insists that they can- and that money is the key. Daisy and Gatsby are successful in keeping the affair under wraps for a while, but one day, Daisy accidentally speaks about Gatsby in front of Tom. Tom immediately deduces that his wife is having an affair and flies into a rage. Tom uses Daisy as a weapon, telling Gatsby that he could never understand the kind of history that Tom has with Daisy. He also reveals the truth of how James Gatz, a poor officer, became Jay Gatsby, the millionaire: bootlegging alcohol and possibly other illegal dealing. Tom forces Daisy to make a choice then and there: him or Gatsby. Daisy insists that she has loved both men, but chooses to remain in her stable position married to Tom. She drives Gatsby back to Long Island in Gatsby’s car, while Tom drives with Nick and Jordan. This proves to be a fatal mistake. Myrtle, who recently had a fight with Tom, sees them driving by and runs out in front of Gatsby’s car, trying to catch Tom’s attention and reconcile with him. Daisy doesn’t stop in time and hits Myrtle, killing her. A panicked and distraught Daisy flees the scene, and Gatsby reassures her that he will take the blame for the accident. When Nick arrives and gets the details, he goes to check on Daisy. He finds Daisy and Tom calmly eating dinner together, apparently reconciled. Chapters 8-9 Nick returns to check on Gatsby, who mournfully tells him about his first, long-ago courtship of Daisy. Nick suggests that Gatsby leave the area alone, but Gatsby refuses. He says goodbye to Nick, who heads to work for the day. Myrtle’s suspicious husband George confronts Tom. George tells Tom that he believes the yellow car that killed Myrtle belonged to Myrtle’s lover. He explains that he has long suspected that Myrtle was unfaithful, but never figured out who she was having an affair with. Tom informs George that the yellow car belongs to Gatsby and gives him Gatsby’s address so that he can get his revenge. George goes to Gatsby’s home, shoots Gatsby, and kills himself. Nick organizes Gatsby’s funeral, but only three people attend: Nick, an anonymous partygoer, and Gatsby’s estranged father, who expresses pride in his late son’s achievements. Later, Nick runs into Tom, who openly admits to sending George Wilson to Gatsby. Tom says that Gatsby deserved to die, and he expresses more unhappiness about losing his apartment in the city than all the death and trauma. Having come face-to-face with the careless people of West Egg, Nick feels that the true â€Å"dreamers† have died along with Gatsby. He moves away and returns to the Midwest.

Multiplier-accelerator models Essay Example | Topics and Well Written Essays - 500 words

Multiplier-accelerator models - Essay Example Keynes argued that level of output will increase due to multiplier relationship between output and autonomous consumption. (Hartley, J. et al. 1998). Change in output due to change in investment can be described in following manner: The Accelerator model is based upon the assumption if current economic activity increases, it will allow entrepreneurs to expand productive capacity by investing into additional capital stock . The Acceleration principle also outlines that there will be an increase in the output level with the increase in investment and there will be an additional investment when output increases. The above relationship suggests that consumption comprises of overall autonomous consumption and the propensity to consume with respect to the past income of an individual. Samuelson’s model therefore outlines different parametric conditions under which economy can move and as such economic cycles can occur. Samuelsson’s model is considered as incomplete as a theory of regular cycles because of its inability to predict regular business cycles however, it is still considered as one of the key advances in macroeconomic theory. Lloyd Metzler’s model was based upon his famous Inventory Cycle principle and suggested that the precise inventory policy as chosen by the producers might have an impact on the economic cycles. This model outlines that the change in output is a relationship between the consumption and investment and investment comprises of the investments made in inventory considering capital stock as constant. (SÃ ¸rensen, and Whitta-Jacobsen, 2010). Hicksian Model was also another attempt to understand the business cycles and how consumption and investment actually have an impact on the income level. Hicks assumed that the consumption is the function of past income while investor attempts to maintain a stock of capital in relation with the income. The combination of income and consumption therefore can generate oscillation in income or

Business Research Methodologies Resit Essay Example | Topics and Well Written Essays - 1500 words

Business Research Methodologies Resit - Essay Example Research Methodology Research Design Research Philosophy The research shall contain elements of both positivism and interpretivism. The interpretivism philosophy is quintessential to our understanding of how and why international students arrive at a preference for certain mobile phone over another in London. This research incorporates identifying and analyzing the factors behind mobile phone selection by international students in London which have not yet been discussed in the context of UK in various past studies. Since this requires significant level of involvement, the subjective element associated with interpretivism will remain dominant. At the same time, the lack of objectivity related with using the interpretivist approach makes it necessary to adopt a quantitative approach and positivist philosophy for the establishment of our research instrument. Research Approach An inductive approach shall be used to identify common factors behind choice of mobile phones in London by inte rnational students which shall be picked up from raw data with subsequent generalizations made for the entire group. Key factors shall be grouped into categories such as cost, availability etc. from raw data and theory shall be developed capturing those factors that are judged to be significant by the researcher. Since the nature of research is qualitative, multiple interpretations may be made from open-ended data obtained through focus groups. Therefore, the findings shall be in large part interpreted in the context of the researchers’ prior experience and/or assumptions. Research strategy Reflecting a blend of positivist and interpretivist approach in our research, a combination of research strategies shall be used including surveys and focus groups. While the surveys are a reflection of the positivist approach, focus groups are suggestive of an interpretivist approach. Inferences regarding the factors that affect choice of mobile phone by international students in the UK s hall be made and relationships between these factors shall be determined using quantitative techniques. Focus groups have been defined as a series of discussions that are systematically planned and that obtain target audience’s perceptions in a particular area of interest under an environment that is tolerant and â€Å"non-threatening† (Krueger & Casey, 2009). The focus groups shall enable the identification of open-ended, sub-conscious responses from the students that they would otherwise not reveal through direct questions. Projective techniques such as those using images of various types of mobile phones (flip cover, sliding, QWERTY keypad, big screen) shall be shown along with various brands including Samsung, Nokia, Apple, Blackberry and others. This exercise particularly attempts to unravel social motivations such as peer pressure in their new place of study as well as the effect of factors such as security (little/no thefts) and supporting infrastructure such as mobile hotspots and e-shopping that may not be available in the countries to which these foreigners belong. Data Collection As suggested earlier, data shall be collected using focus groups and surveys. The surveys shall include both interviews and questionnaires.

Death of a Salesman - Discuss the Importance of Dreams in the Play Essay Example for Free

Death of a Salesman Discuss the Importance of Dreams in the Play Essay The American Dream is strongly linked to a consumer culture and capitalism, and this is the main theme of the play. Dreams are the main structure of the play. Dreams can be many things; they can be divided into two types. They can be your hopes and ambitions, fantasies, hallucinations, and can also the dreams in your subconscious mind whilst you are asleep. The American Dream is what Willy bases his life on. The only way for him is up. Dreams seem to motivate the characters actions, they express and explain their past and present behaviour. The American Dream is the most important part in A Death of a Salesman. Willy strives to achieve for himself and his sons, Biff and Happy, to be rich and successful having money to pay off all the bills and not being in debt is the ideal. The American Dream is literally having the best of everything, owning your own car and land, being popular and having the opportunity and qualifications to be successful. All the way through the play Willy strives for The American Dream. He idolizes two people. His name was Dave Singleman. And he was eighty-four years oldAnd old Dave, hed go up to his room, yunderstand, put on his green velvet slippers-Ill never forget-and pick up his phone and call the buyers, and without leaving his room at eighty-four he, made his living. The other is his elder brother Ben who had found wealth colourfully, romantically, by walking into the jungle and discovering diamonds. To Willy therefore success means two things being rich and being popular. Willy strives to the point of obsession to achieve this end. This obsession of The American Dream pressurises Willy to bring up his sons to think the same and like a tree, the branches representing his sons reach up towards this dream and the subsequent pressure it puts on them. Biff begins to doubt The American Dream when he says its me, Im a bum and Im one dollar an hour. Biff realizes that life is not always happy and sometimes you just have to settle with what you have got. Willy still thinks Biff will actually achieve all the aspects of his dream. Biff tries to tell him Pop! Im a dime a dozen and so are you! Willy responds Im not a dime a dozen I am Willy Loman, and you are Biff Loman! Willy will not accept this and tries to shut and block out what Biff is saying. He cannot work out that there are an exceptional few that achieve the The American Dream. Happy is totally absorbed in his fathers dream, and tries to believe that he will achieve it. Happy tells Biff that he cannot be promoted. All I can do now is wait for the merchandise manager to die. He does not appear to be working for promotion and is stuck in a dead end job. The author uses Bernard, Charleys son as a story contrast to the two Loman brothers. Willy refers to him as an aneamic and says although he gets the best marks at school he is not as popular and does not have the personality of Biff and Happy. But the complete opposite happens when they finish school and get into the big wide world. Bernard becomes part of the Supreme Court. Oh, just a case I got there, Willy. Bernard was a hard working school pupil who seemed to have achieved the dream and also got married and had two children. This proves that popularity and a likeable character is not enough for the American Dream. Both Biff and Happy have many hopes and dreams dominated by their father Willy. Biff tries to fulfill his fathers dreams in the beginning. Well, I spent six or seven years after high-school trying to work myself up. Shopping clerk, salesman, business of one kind or the another. This repeats the theme of the play that one cannot live by anothers dream. What the hell am I doing, playing around with horses, twenty-eight dollars a weekAnd now, I get here, and I dont know what to do with myself. Biff is so confused with life because he was brought up to believe that he should be manager of a big company and will always be rich and successful. He seems to like his job in the open space but thinks that he should be earning more money than he is. Happy is like his brother Biff, lost but in a different way. He is thirty-two and is totally absorbed in his fathers dreams and ambitions. Happy continually boasts about his sex life. About five-hundred women would like to know what was said in this room. he tells Biff. Happys dreams are like his bosses. He should be able to build a large estate and then sell it two months after, because he doesnt like it and then start to build another. The two boys hopes and dreams come from their father. They were brought up to want the very best and are force-fed the wrong hopes and ambitions from childhood. The hopes and dreams that the Loman family have, have affected their lives in many different ways. Biff tries to live up to his fathers expectations but seems to realize that he cannot live other hopes. Happy is the only person with a steady job. Even though he is achieving one part of The American Dream he is lonely and keeps telling Linda and Willy Am gonna get married Pop. He is not content because he still wants everything beyond what his job can provide. He seems to still be absorbed in his father dreams. Willy is all talk and never achieves anything. He blames people for his downfalls in life. The only way he thinks he will resolve all of his problems in life is to commit suicide. Hopes and ambitions are extremely important for the people in the play as they are always striving for success. At the end of the play Biff says at Willys funeral He had the wrong dreams. All, all, wrong. Willy needed to accept that he could not live his dreams and had to settle with what he had and make the best of the situation. Willys memories affect the main structure of the play. There are many types of stagecraft to show the difference between the past and present. Lighting is used in the way that in the present times the stage is very dull and gloomy showing misery and unhappiness. The stage is shown as bright and lively at the points of Willys daydreams and hallucinations of the past. Sounds depend on the mood of the occasion, faint and lifeless sounds seem to be in the background when the play is in the present. The tone of the music changes when Willy goes into the past, it appears chirpy and happy. Clouting plays an important role. The clothing also depended on the mood of the character the colours of the dress indicates what temperament they were in. Willy seems to always be in the past, this is because he feels its a refuge from the life that he is really living in and all the problems in it. The flashbacks Willy gets are all describing what happened in the past and show how the other characters were. I got it, Pop. And remember, pal, when I take of my helmet, that touchdown is for you. Biff tries to impress his father; this shows that Biff was always the centre of his life at this time. These flashbacks show the sides of the characters in the play that we have not seen before. The flashbacks also show the way Willy has brought up his two sons. Willy brings Biff and Happy up in the hope that they will fulfil The American Dream, that popularity and good personalities will get them good jobs. This affects them in later life because they still believe that this doctrine will get those good jobs but it can not. Happy depends on the death of others higher ranked than him for promotion rather than his own skills. The past events are never shown as they actually happened, they are shown the way Willy interprets them. Willy seems to distort the event when Biff finds Willy and The Woman in the bedroom in Brooklyn. He does this to try and block out the bad thoughts, and create a past he can hide in from others. Dreams are so important in the play because they seem to link everything together The American Dream, Hopes and Ambitions and Daydreams, Fantasies and Memories. Throughout this play, Miller is saying to the audience that our society, promotes things to strive for that are way beyond the reaches of that person. Peer pressure is mainly what drives us to want more and the best of everything, getting into debt. Miller says that the characters in the play are affected by the dream, The American Dream. Although the play was written over fifty years ago in 1949, it still has relevance today. In the 1950s, capitalism was taking hold after the Second World War; today commercialism still has a powerful hold in the Western worlds culture. I think Miller is telling us to live our lives according to our own dreams and not others.

The Endless Torture of Animal Experimentation :: Argumentative Persuasive Essay Examples

The Endless Torture of Animal Experimentation Is using animals in medical research necessary? Some people would say yes, others would say no... but who's right? No matter what one thinks or believes this question still remains, yet to be answered. At first this question seems like its answer lies within ones opinion and only that, but if you look closer there is a lot more to it than opinion. Feeling sorry for the animals is definitely where it starts for people who don't agree with animal testing; but that's not where it ends. Scientists and medical researchers say that animal testing is the future to finding cures. They also believe it is cruel to use animals to test our products on but there are no other options. Using animals for testing helps them figure out what will work and not work on humans. Using animals can help find cures faster and help prevent more human deaths. Although some people believe that's true, I have a different opinion. While reading articles from different doctors, I discovered that using animals in the medical area hasn't helped humans near what people think it has. Just because animals are living breathing creatures like us, doesn't mean their systems are anything like ours. In fact, they're not anything like ours. There has been testing after testing done on animals to help find cures and medicine that will work on humans. After all that... what do we have to show for it? A puzzle with missing pieces that we are not going to find... not this way. Ray Creek, a board -certified doctor, explains why the use of animals actually slows down medical research. "The simplest explanation is that animal experiments provide misleading data. At best, they tell us a good deal about how animals experience disease, but they rarely tell us something of value that can be applied to humans. Animal tests provide additional data, but not a higher level of accuracy." This very subject is something that I have always thought of, but never thought I was right. What good is it going to do us to use animals to test medicines on if it's not even helping? Another statement Ray Creek said was that "The General Accounting Office several years ago concluded that animal tests do not accurately predict how dangerous a drug will be in humans. In other words, drug tests on animals do not protect humans from harmful medications.

Does the No Child Left Behind Act Meets its Objectives? Essay

Introduction to the Study Signed into law by President George W. Bush last January 8, 2002, the ‘No Child Left Behind Act’ or ‘NCLB act’ has been the latest and is considered as the most momentous and major initiative in the Federal education policy. It is a revision of the former ‘Elementary and Secondary Education Act’ more notably known as the ‘ESEA’ passed on 1965. The law’s enactment is based upon the general purpose of ensuring that every child studying in America’s public schools will be able to reach the standards of learning set upon and common to wherever state the child resides. The primary goals of this act aside from reaching high quality of education is to excel primarily in reading proficiency and mathematical skills by the end of 2013-2014. Specifically, it intends to increase reading comprehension and proficiency of all third grade students by the same year.   It also wishes to improve the proficiency of all limited English speakers. The act also requires that by the year 2005 to 2006, all teachers in the United States Public schools shall be highly qualified. This means that all teachers shall pass the minimum qualifications set by the act which includes, ’a bachelor’s degree, a full state certification and demonstration of subject-matter competency for each subject taught and a report of the teacher’s progress in the annual report cards’ (Paige, 3). This paper intends to dwell into the objectives set by the act and to look deeply on its effectiveness, perceived flaws and possible reforms. In its six year of existence, the law has generated both praise and criticism from the general public. The efficiency of the act has since been debated. Its effectiveness is questioned mainly due to the lack of budget and resources, poor implementation and manipulation of results. The NCLB looks forward in helping the different States in strengthening the reading programs from grades 3 to 8, creating charter schools, establishing before and/or after school programs, developing professional and high quality education through teacher’s preparedness and parental participation. For the states to receive federal funding they are required by the NCLB Act to create ways of assessing the basic skills of students in certain grades. With this regard, the standards of education is not set by the national government or authority, instead, it is based upon individual criteria of each states. Statement of the Problem As of the moment there are several controversies surrounding the effectiveness of the NCLB act even after studies and results of research shows an increase in reading proficiency and mathematical skills of the students in American public schools. The main objective of this research project is to try to understand if the NCLB act is meeting its goals. Background of the problem It is believed that in the six years since the enactment of the NCLB act it has so far produces problems on the issues on education rather than resolves them. The act is a ‘federal effort to support the primary and secondary education in the United States (Paige, 1).’ Fundamentally, it is outlined to accommodate the ‘four-common-sense pillars: accountability for results, an emphasis on doing what works based on scientific research, expanded parental options and expanded local control and accountability (Paige, 1).’ The act is funded upon the participation of the States on the program, this ought to reflect that the standards are set and enforced effectively. It is believed that by so doing, the States would enforce and tighten their standards to achieve the desired goals of the act. Those who cannot comply with the standards would need to undergo a ‘scientifically based research’ that will aim on ‘developing a plan to turn around school (Paige, 2)’. The school that will be consider as ‘in need of improvement’ will have to ‘spend at least ten percent of their Title 1 funds to assist teachers (Paige, 2).’ Since the act provides a system of rewards and punishments for participating schools and states, issues’ regarding test scores manipulation has challenge the validity of practicing and participating in the act in general. To be able to determine the proficiency and skills of the students the States needs to give them a standardized exam. Given that the test is made by each State, there is a possibility that they will lower the standard of their test to be able to meet the standards set by the act. Another important issue that is being voiced by a majority of critics involves the focus in achieving basic and technical skills mainly in Mathematics and English language. This might affect the ability of the child to explore other areas of education. Also, since the test is standardized in States, there is a problem regarding the skills and abilities of local natives. People have different talents. People vary in their ability to adapt and to learn. Forcing a specific education to the majority of the people will logically result to a cut back in other areas of education, skills and abilities. Although, Mathematics and English are very important skills, there are things that are being sacrificed because of the narrowing down of the curriculum. Theoretical Basis for the Study The theoretical basis for this study will be grounded in the law and the learning theory. So far, the federal law has found that the NCLB act, as most statesman claims is not fully funded. As mentioned by the American Federation of Teachers or AFT, ‘the promise to fund NCLB remains unfulfilled. This shortfall has undercut the efforts of states, districts and schools at a time when they are working to meet new, rigorous requirements for students and teachers (www.aft.org).’ Learning theorist such as that of Skinner seems to be the framework that shall be used to follow the NCLB program. Skinner believes that pleasant experiences cause positive behavior while punishments are effective negative reinforces. Nonetheless, this type of learning theory has long been debunk and is not an effective means to teach students. As Roxanne Everhard mentions in a formal paper: Like many K-12 classroom teachers who try to use the constructivism approach to teaching, I do my best to provide an atmosphere where students are able to explore and integrate knowledge into their own prior experiences. Constructivism is a learning theory that is more inclined on a facilitator-based learning. This learning theory tries to show that there are times when test results do not necessarily reflect the capability and achievements of students. In this view, one can asses, that the NCLB may indeed create a narrowing of curriculum, it might even hinder some students from achieving their full potentials. Research Questions What are the objectives of the No Child Left Behind Act? What are the effects and implications of the said act on the overall quality of education in the United States? What are the necessary changes and/or revisions that need to be done? What are the general effects, negative and positive, of the NCLB to the students so far? Limitations Limitations are foreseen upon the national data and statistics that is needed to show that there are indeed a decreasing pattern in the quality education of the American population. However, this will not greatly affect the research since, there are enough internet access and literature on the data of drop outs or push out of students starting 2002 in public schools in order to attain or meet the NCLB standards. Some states might have available data regarding health problems or issues regarding the effects of NCLB on the student, however, some states do not. Research Design/Procedure Descriptive Research: Descriptive research attempts to describe systematically the facts and characteristics of a given population or area of interest, factually and accurately. Descriptive research is used in the literal sense of describing situations or events; its data base is solely descriptive. The researcher makes a systematic analysis and description of the facts and characteristics of a given population or event of interest. The purpose of this form of research is to provide a detailed and accurate picture of the phenomenon as a means of generating hypotheses and pinpointing areas of needed improvements. (Person, 2008) It does not necessarily seek or explain relationships, test hypotheses or make predictions. Population This includes the number of students enrolled in public schools from the year 2002 to 2008. It shall also include the number of drop outs, discharged or push out students. Definition of Terms The No Child Left behind Policy as defined by the U.S. Department of Education is a landmark in education reform designed to improve student achievement and close achievement gaps. Push outs are students who are push out of school and referred to another school in order to achieve the set standards by the NCLB Act. Scientifically based research, is a methodological research base on research which determines what programs are effective and what are not. This is contrary to qualitative research which uses anecdotes, surveys and case studies. Narrow Curriculum means that there are subject areas that are being left behind in favor of a more rigid program that includes only a few subjects. Organization of the Study Chapter two will present a review of related literature which includes the claims and articles in favor and not in favor of the NCLB Act. The next chapter will then specify the methods of research and the appropriate designs and procedures in researching for this study. The fourth chapter is basically presentation of findings from analysis of the given data regarding the methods and deficiency in meeting the objectives of the NCLB Act. The last chapter will give the conclusion and some remarks on the implication of the finding to the effectiveness of the ‘No Child Left Behind Act’. Works Cited American Federation of Teachers. NCLB—Let’s Get  It Right. http://www.aft.org/topics/nclb/index.htm Berliner, D.C. & Biddle, B.J. (2002). What Research Says About Unequal Funding for Schools in America. Education Policy Reports Project. Retrieved November 10, 2006, from ERIC database. Conway, Judith. (1997). Educational Technology’s Effect on Models of Instruction. Retrieved March 3, 2008, from http://copland.udel.edu/~jconway/EDST666.htm Everhard, R. Formal Paper: Do effective learning theories have to be left behind in our quest to satisfy the requirements of NCLB’s technology component? 2003. Flesher, J. Education Secretary Says ‘No Child Left Behind’ Critics are Whiners. From Associated Press, June 3, 2004. Furger, R. NCLB: Law and Evolution. Edutopia Magazine. 2007. Gallagher, J.   J. No Child Left Behind and Gifted Education. Roper Review 26.3 .2004. Retrieved on March 3, 2008, from Questia.com Holzberg, Carol S.No Child Left Behind: A Must Know Web Guide for Administrators. 2003. Technology and Learning, 2, pages 6-8.   Hyde, S. No Child Left Behind: A Review. Feb. 29, 2008. Retrieved on March 3, 2008, from http://curriculalessons.suite101.com/article.cfm/no_child_left_behind_a_review. McCracken, N. Surviving Shock and Awe: NCLB vs. Colleges of Education. From English Education, January 2004, pages 104-118. Mills, M. Educating Language-Minority Students. 2003. Mocilnikar, L. Gifted Children and NCLBNo Child Left Behind, Except the Gifted Ones. 2006. Retrieved on March 3, 2008, from http://parentingagiftedchild.suite101.com/article.cfm/gifted_children_and_nclb National Center for Education Statistics. Dropouts’ rates in the United States: 2000. Retrieved on March 3, 2008. Retrieved from the World Wide Web: http://nces.ed.gov/programs/digest/d07/tables/dt07_103.asp National Clearing House for Bilingual Education. No Child Left Behind Act of 2001, conference report to accompany H.R. 1, report no. 107-334. 2001. National Center for Fair and Open Testing. Reality Teasting-NCLB. Retrieved on March 3, 2008, from http://www.education.com/reference/article/Ref_Reality_Testing_NCLB/. New York State Education Department: Core Curriculum. Retrieved March 3, 2008. Retrieved from the World Wide Web: http://www.emsc.nysed.gov/ciai/cores.htm Nolet, V. and McLaughlin, M. J. Accessing The General Curriculum: Including Students with Disabilities. 2005 NEIRTEC. (n.d.). Technology Briefs for No Child Left Behind Planners. Retrieved November 26, 2003, from http://www.neirtec.org/products/techbriefs/index_html.asp NYSUT News Wire. Rothstein: NCLB is ‘dead’. 2007. Retrieved on March 3, 2008, from http://www.nysut.org/cps/rde/xchg/nysut/hs.xsl/endingthegap_8801.htm. Paige, T. No Child Left Behind: A Tool Kit for Teachers. Diane Publishing. 2004. Person. Lecture Notes. 2008. Peterson, P. No Child Left Behind? : The Politics and Practice of School Accountability. 2003. Robertson, J. Teachers Feeling ‘Extra Pressure’.† The Kansas City Star .2003. Stein, S. The Culture Of Education Policy. 2004. Spring, J. Political Agendas For Education: From The Religious Right To The Green Party. 3rd Ed. Routledge. United State Department of Education. Four Pillars of No Child Left Behind. Retrieved March 3, 2008 from, http://www.ed.gov/nclb/overview/intro/4pillars.html U.S. Commission on Civil Rights. Closing The Achievement Gap: The Impact Of Standards-Based Education Reform on Students. Performance.   Diane Publishing. 2004. U.S. Department of Education, Office of Elementary and Secondary Education, No Child   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Left Behind: A Desktop Reference, Washington, D.C., 2002.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Retrieved March 3, 2008, from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.ed.gov/admins/lead/account/nclbreference/index.html?exp=0 Wilson, M. NCLB: Taylor-Made for De-Skilling Teachers. Retrieved on March 3, 2008. Retrieved from http://www.ncte.org/about/issues/slate/117626.htm. Woods, B. Book Review: Perspectives on the Mistreatment of American Educators: Throwing Water on a Drowning Man  by Norman Dale Norris. Retrieved on March 3, 2008, from http://louisville.edu/journal/workplace/issue6p1/woods.html Wright, P., Wright, P. and Heath, S. Wrightslaw: No Child Left Behind. 2006.   

How to write a essay Essay

Getting into college could be as easy as memorizing the alphabet just like a preschooler. But, getting into college with a scholarship is a whole different thing. From the thousands of college applicants aiming for a scholarship, how will you make your essay application stand out? There are millions of essay examples over the internet but, you need to come up with an essay that will get you that scholarship. Tips on How to Write a Good Scholarship Essay: 1. Read instructions carefully College application can become a common thing for you. You might actually get the feeling of doing the same thing over and over like answering the same question for the nth number of times. No matter how similar college applications are, you have to read and understand the instructions well. If you want to land on a good school for college with a scholarship, everything starts with reading and comprehending the instructions. 2. Organize your thoughts After reading the instructions, it’s time to line up your thoughts to make an effective essay that will get you that scholarship. Look for essay samples on the internet or in books. Have a sort of survey from resources that will help you fill in the contents of your essay. It is difficult to start writing an essay, but with organized ideas, you can do it efficiently and effectively. 3. Make an outline When you get a general idea of the essay contents, you can now make an outline of specific details that will be included in your composition. Essay examples usually present general ideas down to the specific. Having an outline is very helpful to keep your essay consistent and focused on a particular topic. 4. Discuss every topic based on the instruction Paying attention to details or instructions is actually part of writing the essay for a scholarship application. Make sure that every topic asked in the essay questions is discussed in the whole composition. Remember that you only have one chance of writing an essay that will make a lasting impression on your college application. 5. Use simple language format and make sure your grammar is perfect Do not try to impress readers of your essay. Even if you are in college, you are not expected to use highfaluting words, but rather make your sentences simple and clear. No matter how technical your vocabulary is but poor grammar is an indication of a lousy essay. 6. Avoid bragging about your achievements Although it is important that you include your achievements as this will help your scholarship application, however you only need to do this if you are asked to do so. Avoid bragging, instead, talk about your achievements simply. It is also good to include the lessons you have learned in gaining such success. 7. Have someone edit and check your work To ensure that you are submitting an essay that will get you the scholarship, have an expert check your work. An editor or a previous professor can help you improve and validate how excellent or poor your essay is. Essay Writing First paragraph — Introduction The first paragraph is essential in capturing the attention of your readers. It is called an introduction as it gives an overview of what your essay is all about. The first paragraph should be similar to an â€Å"About Me† part of a reading material. Make it as simple as possible and dynamically connected to your next point. Second Paragraph – Important Details The second paragraph should support your introduction. This section includes more detail and usually the start of elaboration for every point or question. Say for example, state reasons why you should qualify for the scholarship; state your accomplishments; why are you choosing a particular course and the like. Third paragraph – Future Goals The third paragraph should speak of your future goals and your vision after pursuing a college degree. Goals have to be specific, and should reflect an action plan after your college graduation. Fourth paragraph – The Best Candidate End your essay by stating reasons why you are the best candidate to be chosen for the scholarship. State two to three main points from the previous paragraphs. Do not forget to note your appreciation for the readers of your essay for taking the time to read your essay. Composing your ideas and putting them in writing is never easy. It can be stressful and puts on a lot of pressure, especially when your future depends on this essay for a scholarship grant. There are many essay examples you can find on the web today.

Welfare essays

Welfare essays Welfare is government programs that provide money, medical care, food housing, and other necessities for needy people. People who receive welfare include children, the aged, the blind, the disabled, and others who cannot adequately provide for themselves and their families. Most welfare in the United States comes from agencies of the federal and state governments. They are also funded by payroll taxes on workers and their employers. Federal and state governments in the United States help the needy through about sixty public assistance programs. Most people receive assistance chiefly through four major programs. These are (1) Medicaid, (2) Aid to Families with Dependent Children, (3) Supplemental Security Income for the aged, blind, and disabled and (4) the Food Stamp Program. The question now is, is Welfare appropriate? There is much criticism on the welfare system. It ranges from a number of economic and social issues. Some people criticize welfare programs for not providing high enough benefits to eliminate poverty. Many critics of the welfare system charge that providing a steady income to needy people encourages idleness. Some people cheat the system by not reporting all the income they earn. I am one of those many critics that are very disappointed with the governments welfares food stamp program. The food stamp program is supposed to help low income households buy more and better food than they could otherwise afford. Each participant household receives a certain number of coupons called, food stamps. The federal government issues the stamps. The number of stamps a household receives varies with the familys size, income, and expenses. Cooperating grocery stores accept the stamps like money for food purchases only. On every food stamp booklet there is a statement. For example: Make Healthy choices that fit your lifestyle ...

Chekhov the Fox and Visions of Transcendent Humanity

Chekhov the Fox and Visions of Transcendent Humanity Anton Chekhov might look like a hedgehog when he returns time and again to the theme of universal humanity and its future path. But Chekhov as ‘the humanist writer’ does not really work towards a unified concept of mankind’s ultimate fate. Rather, the thinking men in his stories and plays present their own diverging and overlapping visions of human purpose. In a most Chekhovian manner, these perspectives are often frustrated or denied by the essential incommunicability of each man’s point of view. It then seems that Chekov’s narrative voice is more suited to the fox’s role, as it presents a polyphonic and individually refutable set of perspectives on a common theme. For some of Chekhov’s characters, the fate of man is fixed and predetermined, for others it is the uncertain product of generations’ toil. For some there is a religious drive to improving the current lot of humanity, and for others it is a biological or social imperat ive. Chekhov’s restless exploration of what humanity’s future means to different people proves that he would rather celebrate the philosophical diversity of his zeitgeist than constrain the intellectual developments of his age to a single framework. Perhaps the most tellingly individualized view of humanity’s future in a Chekhov text is found in The Seagull. Kostya’s notion of the â€Å"World Soul† is an abstracted and dramatized vision of the standard Western theological and philosophical trope of mankind’s convergent destiny. Whether expressed in the biblical model of the rapture, in the political ideal of manifest destiny, or in the latest theories of a technological singularity, there has been a throughline in Western thought that structures humanity’s future as a unified turn to the greater good. Kostya’s play-within-a-play defines his version of this fateful unity as the â€Å"dreams of what will be two hundred thousand years from now† (99). Nina’s character introduces herself as an allegorical projection of unified life in a lifeless world: â€Å"The bodies of all living things having turned to dust, eternal matter has transformed them into stones, water, clouds, and all their souls have merged into one. That great world soul – is I† (100). Then she speaks of the predestined action of this unified force: â€Å"in the cruel, persistent struggle with the devil, the principle of the forces of matter, I am destined to be victorious; then matter and spirit shall merge in glorious harmony† (101). However muddled or phantasmagorically contrived it comes across to his fictional audience, Kostya’s authorial voice tells Chekhov’s audience that the ultimate goal of humanity is to religiously transcend the physical realm. Whether or not Kostya himself literally believes in such a goal does not matter, his writing nevertheless produces that individual view of human transcendence. Kostya introduces this transcendence as inevitable and out of the influence of currently living humans, in contrast with the views of some other Chekhov characters. Doctor Astrov, in Uncle Vanya, expresses the opposing opinion most strongly, taking personal responsibility for the future of the environment and, by extension, human happiness: â€Å"Man is endowed with reason and creative powers . . . I realize that the climate is somewhat in my power, and that if, a thousand years from now, mankind is happy, I shall be responsible for that too, in a small way† (175), Likewise, Vershinin in The Three Sisters, argues that his â€Å"dream . . . of the life that will come after us† in â€Å"a thousand years – the time doesn’t matter† will arise because humans are â€Å"living for it now, working . . . suffering, and creating it† (264). This argument is against Tuzenbach’s assertion that there will be no such transcendent future, regardless o f whether modern man works for it or not: â€Å"Not only in two or three hundred years, but in a million years, life will be just the same as it always was† (265). The fox-like attributes of Chekhov’s oeuvre are evident in the way his characters’ conflicting opinions contribute to an intertextual argument on a specific strand of philosophy. If Chekhov were a hedgehog, his dramas might then guide this argument towards one triumphant vision of human destiny. Instead, the armchair philosophers in The Three Sisters give no finality to the subject, with Vershinin concluding that â€Å"in any case, it’s a pity youth is over† and Tuzenbach saying â€Å"It’s difficult arguing with you, friends! Well, let it go† (266). Astrov becomes disillusioned with his own argument, telling Elena that is that â€Å"there’s nothing to understand, it’s simply uninteresting† (201). And most disappointingly, Kostya’s play is seen only as â€Å"decadent ravings† by his audience of family members (102). Chekhov’s great dramas define him as a fox because they not only develop many angles of his philosophical theme, but also present each distinct approach to the subject in the utterly fallible voice of a fictional character. As with many Chekhovian short story characters, the thin kers in these plays find that their lofty opinions count for naught when they cannot be properly communicated to another person. This trend denies the ultimate validity of each fictional viewpoint, such that even if there were consensus between all characters in different plays on the subject of humanity’s common future, it would still be impossible to pinpoint a singular perspective running through Chekhov’s theatrical work. The short stories that introduce variant perspectives on universal humanity are even more telling of Chekhov’s ‘foxiness.’ Their third-person narrative forms allow the author to more explicitly point out the incomprehensibility, and hence illegitimacy, of a character’s opinion to anyone outside of his personal perspective. The Black Monk features the most exaggerated instance of this narrative technique. Kovrin’s apparition descends upon him to explain that he is a divinely chosen genius whose work will lead manki nd â€Å"some thousands of years earlier into the kingdom of eternal truth† (35). Combining Kostya’s vision of religious transcendence with Astrov’s belief in the necessity of individual labor, the Black Monk’s divine mandate represents yet another strain of â€Å"the immortality of man† that is pursued literally and as a symbol of mortal progress throughout much of Chekhov’s fiction (35). The narrative, however, makes it clear that this belief is not to be taken at face value, because it originates, exists, and is expressible solely in the mind of its one believer. After accepting the mantle of genius, Kovrin questions the man that he knows to be a hallucination, â€Å"What do you mean by eternal truth?† and the third-person narrator proclaims that â€Å"the monk did not answer. Kovrin looked at him and could not distinguish his face. His features grew blurred and misty. Then the monk’s head and arms disappeared; his body seemed merged into the seat and the evening twilight, and he vanished altogether† (36). We see here that Kovrin’s vision of universal humanity is not even fully formed, because his ghostly guide disappears without revealing to him its entire meaning, thus introducing doubt to the reader that Kovrin is capable of pursuing such a vision. Throughout the story of The Black Monk, Kovrin and the narrator both acknowledge that th e titular spirit exists only in the mind of the overworked philosopher. That narrative position, combined with the fevered, imperfect nature of Kovrin’s convictions, connotes the incommunicability of a personal belief in human transcendence. Whereas theatre allows characters to say aloud thoughts with which the audience or the author are clearly intended to disagree, narrative fiction enables the reader to see a viewpoint that is invalidated even further by its deviation from consensus reality. The incommunicability of transcendental belief can also be found in the thematic subtext of two earlier Chekhov stories, Dreams and Gusev. It’s interesting to note that in Dreams Chekhov’s characters locate the impossible, shared vision of perfected humanity in the distant past rather than the future: â€Å"have these visions of a life of liberty come down to them . . . as an inheritance from their remote, wild ancestors? God only knows!† (48). Here is another testament to Chekhov’s foxiness; between texts, he radically varies the specifics of their common philosophical theme. Dreams features the focalized ponderings of an odd tramp who sets the tone for the story when he says of the inexplicable motives of his mother: â€Å"She was a godly woman, but who can say? The soul of another is a dark forest† (45). As he is escorted through a literal dark forest, the tramp quixotically attempts to communicate to his soldier captors the vision of freedom and brotherhood that has taken root in his own soul. But, being in a Chekhov story, he travels one step forward and two steps back in pursuit of this merging of perspectives. The tramp succeeds at first in getting the soldiers’ imaginations to join his in â€Å"painting for them pictures of a free life which they have never lived† (48). But then, because â€Å"perhaps he is jealous of the vagrant’s visionary happiness† one of the â€Å"evil-boding fellow travelers† starts to argue against the realism of the tramp’s utopian escape (48). The shared vision fails because the soldiers cannot â€Å"force their minds to grasp what perhaps God alone can conceive of: the terrible expanse that lies between them and that land of freedom† (48). Here, Chekhov suggests another possibility for why these dreams of human transcendence are impossible to uphold – besides the madness, disillusionment, or indifference of the dreamer. It may simply be out of the scope of human cognition to share an understanding of the struggle needed to reach a perfect world. Gusev contains no explicit reference to a vision of mankind’s ultimate goal, but it does share with the other texts a humanist message that is denied by miscommunication. Pavel Ivanych, a righteous dying man, attempts to impress upon the titular soldier that his conscription is inhumane, for â€Å"it is not plans that matter but human life. You have only one life to live and it musn’t be wronged† (256). Gusev fails to grasp the metaphysical implications of the injustice pointed out by Pavel Ivanych and seeks only to argue that the specific duties of his conscription are not too harsh. This intellectual disconnect between the two men is established earlier in the story, when in response to Pavel Ivanych’s diatribes against those he sees responsible for human suffering, it can only be said that â€Å"Gusev does not understand Pavel Ivanych; thinking that he is being reprimanded, he [responds] in self-justification† (255). Pavel Ivanych, like the tramp before him, and Kovrin and the dramatic figures after him, is a true Chekhovian humanist. All his attempts to share his belief in the proper way of living are frustrated by the uniqueness of his way of thinking. Chekhov the fox shows yet another way for a humanist vision to be denied: it is the surrounding environment of petty minds and morals that makes Pavel Ivanych’s quest for common humanity a self-defeating one.

Integrated and Interdependent Global Economy Essay

Integrated and Interdependent Global Economy - Essay Example It not only saves time, energy and money, but also induces overall growth to the economy. It is not one country that will be benefitted, but all the countries who are involved in the bilateral trade will be immensely benefitted from the same.   Globalization has made a major impact on the world economies. The shift has been mainly towards a more integrated and interdependent economy. Here the market and the production unit must be merged together to give an integrated effect. Also, the geographical factor has been considered when this interdependency aspect has been implemented. This is a good concept because the economy has been merged to source the local services and products and make it available to the huge global market and also to take advantage of the individual national distinctiveness and the other factors of production like energy, land, capital, and labor.   In this perspective, the matter of outsourcing refers to the concept of sharing of the production and service operations in an overseas country and also it helps in hiring the employees in a different location rather than employing the people in-house. The processes and functions, which   are being outsourced most often, are supply chain by 36%, learning - training by 31%, information technology by 43%, finance and accounting by 21%, human resources by 25% and customer relationship management by 13%.   The free trade generates gains for all the countries which take part in the system of free trade, but as the factor of globalization moves throughout the U.S. financial system, many people dispute the effect of outsourcing on the jobs they hold.