The Women s Rights Movement - 2643 Words

Feminist have only ever wanted one thing, to be treated equally as their male counterparts. In school settings the only part of the women’s rights movement that is really discussed is the suffrage movement. There were a lot of women involved in the fight for equality, Susan B Anthony being the most recognized today. There is a hidden American history to the women’s rights movement, women of color were equally involved as white women. As Terrell once stated, â€Å"A white woman has only one handicap to overcome, a great one, true, her sex; a colored woman faces two-her sex and her race† (Conger). Women of color have been active, present voice within feminism, despite American history not giving them credit. Feminism was separated into waves, the first, second, and third wave. Before it was called the first feminism, it was called the women’s rights movement. This movement began in the 1830s. First wave feminism is mostly known for women gaining the right to vote. During this time, Susan B. Anthony along with Elizabeth Stanton and Matilda Joslyn Gage wrote a 1500-page anthology called The History of Women’s Suffrage (Conger). Out of all the women who helped write a piece of it, only one was a woman of color; Sojourner Truth. Women were also fighting for the right to claim land, have trade rights or any other kind of economic freedom. These were important issues to women, but women of color had more other issues they were trying to combat other than just economic oppression. TheyShow MoreRelatedThe Women s Rights Movement702 Words   |  3 Pagesthat the women’s rights movement in the United States failed to accomplish its goals in the early –mid 19th century because the slavery issue was never resolved is unfounded. In the early-mid 19th century, women began to demand change in American society, as they challenged the traditional roles of women politically, socially, and economically. - political, social, and economic change {Challenged the traditional views of women - pushed the boundaries – public sphere/life of women changed dramaticallyRead MoreThe Women s Rights Movement874 Words   |  4 Pages1848 to 1920, the women’s rights movement demonstrated the first true act of feminism, founded by a group of women rights activists to combat against women’s suffrage in the United States. By the 1960’s radical feminists also known as the woman’s liberation movement once again took up the fight for equality amongst men and woman, yet by the late 1990’s early 2000’s it had begun to change, losing its primary focus of fighting for a woman’s right, and becoming a burden on women today. The blowback fromRead MoreThe Women s Rights Movement1659 Words   |  7 Pagesmen and women, the women’s rights movement in Pakistan has just begun. People are starting to protest against discriminations that women face in their daily lives that disable them from having a voice in society. Some of these discriminations involve men being able to divorce their wives without her consent, women’s voices having half the weight of a man’s in court, and female heirs inheriting less money or property than a male heir (â€Å"Sharia†, 9). Groups like the Pakistani Women’s Rights OrganizationRead MoreThe Women s Rights Movement Essay987 Words   |  4 Pagesthat occurs is that women were never given the opportunity to voice their opinion on what kind of job that they should do. In addition, voting at this point of time for women was quite impractical. The wartime was a difficult time for women who wanted to capitalize on an opportunity. They wanted a job to prove to men that they are much stronger. However, there was hope when the U.S. woman’s rights movement began. A woman by the name of Elizabeth Cady Stanton started the movement at Seneca Falls, NewRead MoreThe Women s Rights Movement1366 Words   |  6 PagesW omen’s Rights Movement The equality women have today did not just happen over night.In this passage there will be evidence of an impowering fight that women over came to say WE ARE IMPORTANT TO!! All the brave strong women that fought this battle, along with the obstacles women still face today.Also the surprising fact that women’s rights also consists of racism and sexual orientation.This movement was necessary, and is truly an accomplishment in history. The first outbreak of confidentRead MoreThe Women s Rights Movement1091 Words   |  5 PagesAmerican history, women have constantly been suppressed. It was believed overall that women were not supposed to work, but to stay home, cook, clean, make clothes, and take care of the child(ren). Basically, a woman was considered her husband’s property. It was not until 1920s that women were finally able to get the rights they deserve, such as birth control, new divorce laws, and ultimately the right to vote, which was the main focus of the Women’s Rights Movement. This movement consisted of manyRead MoreThe Women s Rights Movement1547 Words   |  7 PagesFlorida SouthWestern State College The Women’s Rights Movement What was the significance of the Seneca Falls Convention on the Women’s Rights Movement? Jennifer Flores AMH2010 Mr. Stehlin 16 November 2015 The Women’s Rights Movement began in 1848 with the first assembly of women and men gathering to discuss the civil, social, and other conditions of women. The Seneca Falls Convention was the start of the women’s movement. The two women who organized this event were Lucretia Mott andRead MoreThe Women s Rights Movement1420 Words   |  6 Pageswomen’s rights movement in the United States in the early –mid 19th century did not fail to accomplish its goals, as slavery was not an issue women wanted to resolve (address?) In the early-mid 19th century, some women began to demand change in American society (as they challenged the traditional roles of women politically, socially, and economically?) -political, social, and economic change {challenged the traditional views of women - pushed the boundaries – public sphere/life of women changedRead MoreThe Women s Rights Movement1620 Words   |  7 Pageshas improved over the last several years in the broader culture and by police, self-blame and shame has persisted among victims, leaving them just as unwilling to come forward.†(Gray. para. 10) The women’s rights movement is still going strong, and there have been major accomplishments for women within the last several decades. In 1968, the fair housing act made it no longer possible for a woman to be turned down by a landlord based solely on her being female. In 1986, the legal definition of ‘sexualRead MoreThe Women s Rights Movement881 Words   |  4 PagesThe Women’s Rights Movement, 1848–1920 1. â€Å"The first gathering devoted to women’s rights in the United States was held July 19–20, 1848, in Seneca Falls, New York.† 2. Principal organizers : Elizabeth Cady Stanton (a mother of four, the Quaker, abolitionist ) 3. Social and institutional barriers that limited women’s rights: family responsibilities, a lack of educational and economic opportunities, and the absence of a voice in political debates. 4. Stanton and Anthony created the National Woman

Common Errors in English Language Learning and Use †the Philippine Context Free Essays

For half a decade, I have spent significant time working with and studying English as Second Language (ESL) learners in several contexts – online, corporate, and academic. In the course of interfacing with these different types of students, several interesting features arise in the study of the learners’ language, most especially errors in writing. In this article, I will give a brief background of the errors of the learners. We will write a custom essay sample on Common Errors in English Language Learning and Use – the Philippine Context or any similar topic only for you Order Now I will also try to encapsulate some of my observations and experiences in dealing with language errors and probably suggest ways on how to appropriately address them. Hopefully, this will be an eye opener to a lot of English language teachers and practitioners that errors are important in both learning and teaching ESL. The Context The influence of mass media, which use English as a medium for communication has greatly contributed in the development of the English language in the Philippines. Several broadsheets and magazines, FM radio shows and late night newscasts in English are just a few manifestations that the language is indeed alive in the local media scene. Furthermore, the prevalence of business process outsourcing (BPO) industries is also a validation that the country is home to thousands of bilingual customer service representatives who deliver quality customer service to English-speaking clients. Philippine education, however, does not have the same story. Through the years, teachers and school administrators have tried different strategies to improve the English language proficiency of their students. But based on observation and research, there is incongruence between the strategies and the language practices in Philippine schools ; for instance, â€Å"most colleges and universities claim that their medium of instruction (MOI) is English but there is often no explicit school policy articulating this (Bernardo and Gaerlan, 2006:21). † This, in return, results in the decline of English proficiency, leaving educators and teachers with unresolved problems regarding standard policies and procedures in using the English language in the academe. On Errors and the Learners’ Language (Interlanguage) Errors are considered significant features in acquiring, learning, and teaching a second language. It has been customary for students and teachers to talk about errors in the language classroom, most especially in writing classes. Teaching professionals often feel frustrated with the quality of the language of their students’ essays. , For some, errors are signs of failure while others believe that they are indications of and opportunities to understand the very complex process of learning to communicate in a second language. One methodology in studying the learner’s error is by doing Error Analysis (EA) or â€Å"the process of determining the incidence, nature, causes and consequences of unsuccessful language† (James, 1998:1). Brown (2000:218) states that errors may result from several sources, two of which are: â€Å"interlingual errors of interference from the native language and intralingual errors within the target language, context of learning and communication strategies. To simply put it, the first kind refers to the second language errors that reflect native language structure while the second one, results in faulty structures that do not follow the standards of the target language. It is also a must to acknowledge the kind of language that learners produce in order to come up with a holistic study of the learners’ errors. Larry Selinker labels this as interlanguage or â€Å"the separateness of a second language learners’ system, a system that has a structurally inte rmediate status between the native and target languages† (1972 in Richards, 1974:31). With this, it will be easier for teachers to understand where learners are coming from and also for them to come up with possible solutions to address these errors. The Classroom Experience In the English classroom, where formal learning takes place, I have encountered several â€Å"unique experiences† in dealing with errors in academic writing. Filipino college students are very innovative in constructing English sentences that often result in several interlingual and intralingual errors. Take for instance the following excerpt from a student’s composition: Me in my friend was stranded at the gate 3 of fort Bonifacio because the jeepney cannot pass over because of the heavy flood that if we measure is in a waistline and in some place in a neckline. Me and my friend was just stay in the jeepney hoping and waiting that the rain would stop for us to go home. † It is quite obvious that the student has committed several intralingual errors such as: a. Misused pronoun (Me and my friend – My friend and I) b. Faulty capitalization (fort Bonifacio – Fort Bonifacio) c. Wrong conjunction (Me in my friend – â€Å"and†) . Incorrect verb tense (was just stay – stayed) e. Lack of punctuation (Me and my friend was just stay in the jeepney (,) hoping and waiting that the rain would stop(,) for us to go home. f. Inventing new vocabulary and usage (pass over which means â€Å"to pass through†; waistline which should be â€Å"waist deep†) The student also used her knowledge of the first language (in this case Tagalog) to write in English. For example, the compound subject â€Å"Me and my friend† is a direct translation of the Filipino phrase â€Å"Ako at ang kaibigan ko†. This is a concrete example of an interlingual error. It is really tedious to mark essays that contain numerous errors but these things must be pointed out in order to improve the language abilities of students. Moreover, by studying these kinds of errors, it will be easier to diagnose certain areas that need reinforcement. Some Possible Solutions As a teacher and researcher, I have realized that it is imperative to put utmost importance to the errors that ESL students commit in academic writing. Studying these errors may mean finding probable solutions to address them. The following are some suggestions that other teachers can do in their own classrooms: 1. Analyze and rectify the errors found in the learners’ compositions by following specific â€Å"linguistic criteria or the formal features of a language† (James, 1998:206). With this on hand, a basis for assessing and correcting the errors of students will be available. 2. After analysis, provide supplementary materials that will help reinforce language proficiency. This can be done by addressing specific areas of concern like grammar, lexis, usage, and mechanics. This will be helpful most especially to struggling students that are having difficulties in understanding the complex rules of the target language. 3. It is also a must to recognize individual differences inside and outside the classroom. Finding time to connect with students will also help in understanding the nuances of the languages that they use. Knowing how they interact and being able to cope with their interests will give the teachers several insights as regards the learners’ language. . Finally, continuous research and error analysis can lead to a development of a standard material based on empirical data. This will help address the most frequent errors that learners commit in specific linguistic areas. References: Bernardo, A. Gaerlan, M. J. (2006). Teaching in English in Philippine higher education: The case of De La Salle University-Manila. Hong Kong University. Brown, H. (2000). Principles of language learning and teaching. England: Longman. James, C. (1998). Errors in language learning and use. London: Addison Wesley Longman Limited. Selinker, L. (1972). Interlanguage in error analysis: Perspectives in second language acquisition. Jack C. Richards, (Ed. ). London: Longman Group Limited. Author’s Profile Mark Arthur Payumo Abalos teaches college English, writing (expository, research and technical), oral communication, and literature at the Far Eastern University – East Asia College and De La Salle – College of St. Benilde in Manila, Philippines. He also works as an English language program facilitator at John Robert Powers International and an IELTS consultant at the PALMS Australian Immigration Services. He used to be a full-time Educational Consultant for the Language and Literacy Programs of Scholastic Publishing. He obtained his bachelor’s degree in English Studies: Language from the University of the Philippines – Diliman. His master’s research focuses on the significance of interlanguage grammar and error analysis in developing ELT materials. You can reach him at markarthurabalos@gmail. com. How to cite Common Errors in English Language Learning and Use – the Philippine Context, Essays

Judgement of ethics Analysis Essay Example For Students

Judgement of ethics Analysis Essay Category:PhilosophyPaper Title:judgement of ethicsText:Almost everyone has heard of the two great philosophers, Plato and Aristotle. Few people though, know much about their life long achievements. Their ownpersonal beliefs and philosophies. In order to understand them, we must fistexamine the background of the two philosophers. Plato was born to an aristocratic family in Athens. When Plato was a child,his father died, and his mother married Pyrilampes, who was an associate of thestatesman Pericles. As a young individual Plato had political ambitions, but hebecame disillusioned by the political leadership in Athens. He eventually becamea disciple of Socrates. Socrates spent his time talking to people about ethicaltopics. He hoped by this means to discover definitions of the virtues, thinkingthat in learning what virtue is he would become virtuous and that this wouldmake his life a happy one. He also hoped to expose other peoples false conceitof knowledge about ethical matters, thinking that such conceit prevented themfrom becoming virtuous and happy. Socrates appealed to some people, but herepelled many others; he also came to be associated in the public mind withanti-democratic factions in Athens. In 399 BC, Socrates was tried on a charge ofimpiety, convicted, and put to death. Plato witnessed the death of Socrates atthe hands of the Athenian democracy in 399 BC. By accepting Socrates basic philosophy and dialectical style of debate: thepursuit of truth through questions, answers, and additional questions. In 387Plato founded the Academy in Athens, the institution often described as thefirst European university. It provided a comprehensive curriculum, includingsuch subjects as astronomy, biology, mathematics, political theory, andphilosophy. Aristotle was the Academys most prominent student. During his lifetime, he had wrote many books towards philosophy, however The Republic is theone of more important work in the history of European thought. In essence, itdeals with the central problem of how to live a good life; what is justice inthe State, or what would an ideal State be like, and what is a just individual?These questions also encompass of arts should be encouraged, what form itsgovernment should take, who should do the government and for what rewards, whatis the nature of the soul, and finally what godly sanctions and afterlife shouldbe though to exist. However, we must not forget the other great philosopher, Aristotle. He wasbornin 384 BC. at Stagirus, a Greek colony and seaport on the coast of Thrace. His fatherNichomachus was court physician to King Amyntas of Macedonian, and from thisbeganAristotles long association with the Macedonian Court, which considerablyinfluencedhis life. While he was still a boy his father died. At age 17 his guardian,Proxenus, senthim to Athens, to complete his education. He joined the Academy and studiedunderPlato, attending his lectures for a period of twenty years. In the lateryears of hisassociation with Plato and the Academy he began to lecture on his ownaccount,especially on the subject of rhetoric. Although he studied under Plato. Aristotlefundamentally disagreed with his teacher on just about everything. He couldnot bringhimself to think of the world in abstract terms the way Plato did; above allelse, Aristotlebelieved that the world could be understood at a fundamental level throughthe detailedobservation and cataloging of phenomenon. That is, knowledge. At the death ofPlato in347 BC, he had wrote many different book. Among them all, one of whichconsidered tohave greater inference over other is The Politics. In the contest of The Republic, Platos major political work, is concernedwith the question of justice and therefore with the questions what is ajust state and who is a just individual? The ideal state,according to Plato, is composed of three classes. The economic structure of thestate is maintained by the merchant class. Security needs are met by themilitary class, and political leadership is provided by the philosopher-kings. Aparticular persons class is determined by an educational process that begins atbirth and proceeds until that person has reached the maximum level of educationcompatible with interest and ability. Those who complete the entire educationalprocess become philosopher-kings. They are the ones whose minds have been sodeveloped that they are able to grasp the Forms and, therefore, to make thewisest decisions. Furthermore, Plato associates the traditional Greek virtues with the classstructure of the ideal state. Temperance is the unique virtue of the artisanclass; courage is the virtue peculiar to the military class; and wisdomcharacterizes the rulers. Justice, the fourth virtue, characterizes society as awhole. The just state is one in which each class performs its own function wellwithout infringing on the activities of the other classes. Plato divides thehuman soul into three parts: the rational part, the will, and the appetites. Thejust person is the one in whom the rational element, supported by the will,controls the appetites. An obvious analogy exists here with the threefold classstructure of the state, in which the enlightened philosopher-kings, supported bythe soldiers, govern the rest of society. The Odyssey And The Pearl: Loyalty EssayAristotle continues by making several general points about the nature ofmoral virtues, such as desire regulating virtues. First, he argues that theability to regulate our desires is not instinctive, but learned and is theoutcome of both teaching and practice. Second, he notes that if we regulate ourdesires either too much or too little, then we create problems. Moreover, heargues that desire regulating virtues are character traits, and are not to beunderstood as either emotions or mental faculties. At the heart of Platos philosophy is his theory of Forms, or Ideas. Ultimately, his view of knowledge, his ethical theory, his psychology, hisconcept of the state, and his perspective on art must be understood in terms ofthis theory. Platos theory of Forms and his theory of knowledge are sointerrelated that they must be discussed together. Influenced by Socrates, Platowas convinced that knowledge is attainable. He was also convinced of twoessential characteristics of knowledge. First, knowledge must be certain andinfallible. Second, knowledge must have as its object that which is genuinelyreal as contrasted with that which is an appearance only. Because that which isfully real must, for Plato, be fixed, permanent, and unchanging, he identifiedthe real with the ideal region of being as opposed to the physical world ofbecoming. One consequence of this view was Platos rejection of empiricism, theclaim that knowledge is derived from sense experience. He thought thatpropositions derived from sense experience have, at most, a degree ofprobability. They are not certain. Furthermore, the objects of sense experienceare changeable phenomena of the physical world. Hence, objects of senseexperience are not proper objects of knowledge. Platos own theory of knowledge is found in the Republic, particularly in hisdiscussion of the image of the divided line and the myth of the cave. In theformer, Plato distinguishes between two levels of awareness: opinion andknowledge. Claims or assertions about the physical or visible world, includingboth commonsense observations and the propositions of science, are opinionsonly. Some of these opinions are well founded; some are not; but none of themcounts as genuine knowledge. The higher level of awareness is knowledge, becausethere reason, rather than sense experience, is involved. Reason, properly used,results in intellectual insights that are certain, and the objects of theserational insights are the abiding universals, the eternal Forms or substancesthat constitute the real world. Nevertheless, At the heart of Platos philosophy is a vision of reality thatsees the changing world around us and the things within it as mere shadows orreflections of a separate world of independently existing, eternal, andunchanging entities called forms or ideas. Ordinary objects are what they areand have the features they do in virtue of their relation to or participation inthese more fundamental realities. Forms are the proper objects of knowledge orunderstanding, and the desire to attain understanding of them is the properdominant motivation in a healthy and happy human life. The apprehension andappreciation of formal reality makes life worth living; it also makes one moral. However, unlike his teacher Plato, Aristotle was much concerned with naturalphenomena. He was impressed in particular with living creatures: their abilityto develop in specific predictable ways after they have come into being, to liveout lives of characteristic types, and to leave behind replicas of themselves. Aristotle developed many of the ideas distinctive of his thought-change, nature,matter and form, causation, potentiality and actuality in the effort to describeand explain these regularities, and much of his philosophy is concerned withdeveloping the implications of these ideas and with applying them, in hisethical and political writings, to the specific case of human beings. Thephilosophies by both philosophers presents a tremendous amount of intelligenceand knowledge within themselves. However, when it comes down to their ethic ofbeliefs, it would still be highly debatable in present day. Philosophy

The Christian Concept of a Creator free essay sample

This paper discusses that Christianity teaches man to believe in one Supreme Being who is the sole Creator of the Universe. This paper illustrates that Christianity believes firmly in the concept of the Creator. The author then compares this concept with the views of Sigmund Freud and William James. He states that both Freud and James held theories which are in conflict with Christian beliefs. Sigmund Freud was one such man who totally dismissed religious beliefs because in his research on psychology, he did not find any evidence to support the existence of Creator. Therefore in his view Creator was nothing more than a manifestation of mans childhood neurosis. He felt that since as children, we all need to believe in the concept of loving caring soul, that is why we start believing in Creator but as we grow older, the roots of this idea weaken and some of us start doubting religious beliefs. We will write a custom essay sample on The Christian Concept of a Creator or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

Which AP Classes Should You Take Planning Guide

Which AP Classes Should You Take Planning Guide SAT / ACT Prep Online Guides and Tips So you’ve decided you want to add an AP class to your schedule. Maybe you want to take even more than one! Good for you – taking AP classes is a great way to start challenging yourself in high school. Now comes the hard part: choosing which AP class (or classes) you should take. This guide will walk you through different factors to consider and help you decide on the best AP classes to take. What Steps Should You Take When Deciding on AP Classes? There's a lot more to choosing AP classes than just choosing a course that sounds interesting or that your friends are taking. AP classes can have big benefits, like strengthening your college applications and earning you college credit. However, if you don't choose your AP classes wisely, you could end up in a class that is overwhelming, boring, and/or drags down your GPA because you can't get a high grade in it. By carefully considering which AP classes to take, you can maximize the benefits you get from them while minimizing the drawbacks. Below are six steps you should take to ensure you've considered all the major factors needed for choosing the best AP classes for you. #1: Consider Your Strengths Before you even look too closely atyour school’s available classes, start by thinking about what topics interest you and which subjects you tend to do well in. AP classes can be very difficult even if you're interested in the subject material, so it would be especially challenging to get yourself to study for something you really dislike, even if you think taking a particular AP class will look good on a college application. Instead, you should aim for AP classes that you are interested in and think you can do well in. Explore our list of AP classes to get started. Also think about your favorite classes so far in high school or even back in middle school. Classes you enjoy are a good predictor of the type of AP class you will like and do well in. #2: Learn What Prerequisites You Need Once you have considered your own personal strengths, also think about classes you have taken that could prepare you for an AP class. You shouldn’t jump into an AP class unprepared! Often your school will mandate prerequisites anyway, like requiring pre-calculus before you can take AB or BC Calculus. Some schools even require you to take a placement test to get into certain AP classes! If your school doesn’t have prerequisites, or if you’re having a hard time deciding between classes, think about all of your past preparation. It can be more than just one prior class. For example, if you’ve taken honors English each year since seventh grade and also write on the school newspaper, you would likely be well prepared for AP English Language or AP English Literature. Conversely, say you took Honors Biology last year and didn’t do too well. AP Biology will probably be challenging for you, even though you technically have the prerequisite under your belt. So unless you like biology and are up for the challenge, you shouldn’t force yourself through AP Bio just because you think it will look good on your transcript. In short, consider both your school’s mandatory prerequisites and your own broader preparation. Try and aim for classes you think you are very prepared for, especially if this is your first AP class! Since in an AP class, you will also have to learn how to study for a cumulative exam – in other words a single test that covers a year of material – you should make sure your first AP class is in a subject you do well in. Don’t underestimate the added challenge of the AP exam. #3: Consider Other Skills Certain AP Classes Will Require In this discussion about prerequisite courses, you might be wondering about AP courses like Human Geography, Economics, Computer Science, Psychology and Statistics, which often don’t have direct prerequisites. When considering those classes, think about the skills you have built up – because again, even if your school doesn’t have a prerequisite for those AP classes, you still shouldn’t walk in unprepared. Learning to code in Java for AP Computer Science will likely be a brand new experience, so you should come prepared with strong logic and problem-solving skills! For example, if you want to take Computer Science, Statistics, or Economics, a strong math background is important. Even though you won’t spend tons of time in those classes solving equations, the logic and skills you learn in math classes are necessary to take on CS or Economics. For Psychology, think about how well you do in science and social studies, and also consider how good you are at memorizing things, since you’ll have to master the structure of the brain. For Human Geography, consider how well you do in geography and history courses and whether you enjoy them. Also consider your ability to take a broad idea and apply it to a concrete case study – as an example, are you able to pick out patterns in historical events? This is a skill you will need for Human Geography. To learn more about individual AP courses and the material they cover, see the AP student website. As you read course descriptions, think about how they relate to other classes you have taken and the skills you have. #4: Learn What Specific AP Classes Are Like at Your High School You should also consider which classes are offered at your school and what their reputations are when choosing AP classes. For example, at my high school in Salt Lake City, AP BC Calculus was known as a challenging class with lots of homework. During the second semester, you had to take it for two class periods! In contrast, AP Physics was seen as laid-back, and students were expected to manage most of the studying on their own. Students who needed structure thrived in Calculus, while others who liked to work more independently did well in Physics. But the reverse was also true – some students got burned out by BC Calc, and others didn’t have the motivation to study for Physics and so even though they passed the class, they failed the AP test. That AP Physics class was also famous for building trebuchets and testing them out during school hours. In short, teachers approach AP courses differently. Some expect their students to manage their own studying, like in a real college course. Others make sure their students are prepared by assigning a ton of work. As you choose AP classes and learn about their reputations at your school, think about your own study habits and what kind of classroom environment will help you do your best. There are many other school-specific factors to consider: who teaches the AP classes? What are their pass rates? How hard are the classes themselves to pass? How many students take the class each year? These are questions you can take to your guidance counselor, the AP teachers themselves, teachers who teach the prerequisite classes, or even upperclassmen friends. (Though don’t rely just on student word-of-mouth, since it can be biased!) If your school is adding an AP class for the first time this year, think carefully before taking it – it’s always tough teaching a class for the first time, especially an AP class. There might be some growing pains that first year as the teacher works out the curriculum. Veteran AP teachers are often a safe bet, because they will have strategies for preparing students for the exam. Often they will be involved in AP grading as well, so they will have lots of insight into how to pass the test. #5: Think About How Busy You Are AP classes are big time commitments, especially in the spring (see our post on test dates for tips on dealing with the spring time test crunch). Some teachers require extra study sessions, including on the weekends, to give you time to take practice tests. So before signing up for a slew of AP classes, think about the other commitments you already have. Especially if you have a very time-consuming sport or extracurricular activity, taking more than two or three AP classes could overload your schedule. Even if you have friends who are taking several AP courses, don't feel like you have to keep up with them. Keep your own strengths and limitations in mind. It’s better to pass two exams than to fail four! If you’re not sure if you’ll have the time to take on an AP class, talk to your parents/guardians (or a guidance counselor or teacher if you have a good relationship) for advice. Also find out if you will be able to switch out of the course mid-year if you realize you don’t have enough time for it. #6: Think About Which APs Best Fit Your College and Career Goals AP Exams are a great way to begin exploring future college and career options. They are also a great way to signal on your college applications that you are considering what you want to study in college and are developing the skills for college classes. When I was in high school, I was positive I wanted to study political science or international relations in college. So in addition to activities like Debate and Model United Nations, I also took AP classes like Statistics, World History, US History, US Government, Human Geography, and Environmental Science. All of these courses helped me explore topics and issues that college political science courses tackle, and also gave me skills – from the ability to analyze a poll to being able to break down an article’s viewpoint and bias – that prepared me for political science. Remember to keep your end goal in mind! On my college applications, I was able to show my interest in political science with both my extracurricular activities and the advanced classes I was taking. In addition to my test scores and GPA, being able to show colleges I was serious about what I wanted to study helped me be successful during the application process. In short, think about your future goals and how your class choices now can support them. AP classes are a concrete way to demonstrate on your applications that you are serious about a certain major and have the skills to pursue it. To take another example, if you want to be a doctor, tackling AP Biology and AP Chemistry can give you a taste of what the pre-med major will be like, and you can get a sense of whether you would be up for it. It will also show college admissions officers that you are serious about pre-med. If you’re stuck between two AP choices that otherwise seem good (you’ve taken the prerequisites and they have good teachers), go with the one that you think will be more relevant to your major or future goals. Also keep in mind that taking an AP Language exam, if you’re ready, is a great way to show second language proficiency to colleges. Many colleges offer credit for AP language, so it can free up time for other classes. Summary: The Best AP Classes for You We've covered a lot of important factors in determining which AP courses are the best for you to take. You should first look to your strengths and prerequisites to see what you naturally have a good shot at doing well in. Then, you should look at your personal schedule and find out the reputation of AP classes at your school to figure out which classes you can handle, and which ones are out of reach. Finally, you should consider what kind of applicant you want to appear as to colleges. This will help you plan your coursework to support your goals. What’s Next? Learn more about how AP exams are scored to help you choose. Also check out our post about how many AP classes you should take for advice on an AP schedule for the most selective schools. If you’re serious about APs, you should also be thinking about the SAT and ACT. The first step is deciding which test to tackle, which you can do with our guide. Once you’ve chosen between the ACT and SAT, come up with a target score to help you study! Use our guides for the SAT and ACT to come up with a score based on your top choice schools. If you're shooting for the Ivy League, learn more about the kind of scores you will need. 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Comparative Analysis Essay

Comparative Analysis Essay Comparative Analysis Essay Comparative Analysis Essay: The Basics The old adage tells us, Cognition comes through comparison. Really it is hard to qualify anything as absolute in our world. As long as there are people with their unique tastes, preferences and views, there will be comparison and of course comparative analysis. Perhaps no writer, actor, musician or painter ever escaped comparison with someone else. For this purpose a comparative analysis essay and a comparative analysis paper are usually written. As you might have guessed the comparative analysis essay includes not only writers personal opinion but also critical comparative analysis. The main goal of the comparative analysis essay is a comprehensive analysis of works, for instance books, and their comparison. Comparative Analysis Essay: What Can You Write About? Homogeneity of comparison objects. Most probably you understand that it is impossible to compare an orange with a tank or a cookie with plutonium, but sometimes the verge is not that obvious. Thus before you start analyzing the objects, make sure they are homogeneous. Practicability of the comparison. For instance, Mozart and Stevie Wonder have a lot in common: both are genius and famous composers, both play piano, and etc. But does the comparative analysis of these people make sense? What is the use of it? Therefore, make you comparative analysis essay practical: Key points for the comparison and analysis. The comparison of principle characters, styles, techniques, word pictures anything you consider to be important for your comparative analysis essay may be a key point. The key points will help you in the final text of the comparative analysis essay, but you do not have to emphasize them separately use them for simplification and systematization of your work. Personal opinion. The essay requires the expression of your personal viewpoint. The comparative analysis in this case is only the tool of thoughts expression. If you do not mention your personal opinion in the comparative analysis essay, then why did you write it? Comparative Analysis Essay: Final Advice With the help of the recommendations in this article you will be able to write the comparative analysis essay on any topic better and faster. With each new experience in writing the comparative analysis essay you will develop your own methods and principles. Analytical and comparative skills will stand you in good stead in real life. And finally instead of I like this more than that you will provide an argumentative comparative analysis on the topic. Read more: Descriptive Essay Sample Deforestation Essay Conformity Essay Writing Editing Revising an Essay

Intro to Criminal Justice Module 5 online Essay Example | Topics and Well Written Essays - 500 words

Intro to Criminal Justice Module 5 online - Essay Example Among the courts is the appellate court belonging to the general court. The literature has revealed the Supreme Court together with the court of appeals as components of this category of courts. According to the source used, the Supreme Court is the premier court in Carolina. The fact that it has a chief justice is an evidence for its highness. The chief justice works in unison with several other justices (Www.nccourts.org 4). They together sit as a body in Raleigh with the sole aim of listening to cases appealed from courts such as the district, as well as the superior courts. The Supreme Court deals with cases of legal significance and does not have a jury. The decision they make after hearing these cases ought to be printed and distributed to diverse locations in outsized volumes. The fifteen judges comprising the court of appeals play a noteworthy role in hearing cases. The fifteen judges are normally in panels, and each of these panels has three judges. Similar to the Supreme Court, it also handles cases that also question the constitution. The main purpose for its formation was to reduce the faction of responsibilities accorded to the Supreme Court. Additionally, the court handles convictions concerned with death cases. North Carolina superior court is a different level of court that hears different cases from those heard by the two courts discussed above. This court has general jurisdiction (Www.nccourts.org 5). The state of Carolina is composed of several superior court districts endowed with the responsibility of handling matters allied to elections. This category of courts hears cases involving massive money such as $ 10, 000. Several other categories of cases heard in this court level include the corporate receiverships and injunctions. The establishment of North Carolina district courts was solely for administrative, as well as electoral reasons. This category of courts has authority over civil cases concerned with controversies in money, but

Assignment Example | Topics and Well Written Essays - 250 words - 152

Assignment Example Executives should also not walk away empty handed following the collapse of a company since they are not directly involved in the company’s failure. Collapse of major companies during the last economic crunch was caused mainly by external business forces. Such forces are beyond the control of the management staff. A hefty severance packages can also be viewed as a tool for attracting top talent to a company. An ideal business environment operates under the laws of demand and supply, which necessitates competition (Hirschey, 2009). In business, competition not only applies to the market, but also in recruitment and retaining of top talents. In addition, business decisions such as hiring top CEO’s is a form of risk taking, which businesses are compelled to take. The level of risk that a company can accommodate, determines its income margins. Thus, top CEO’s are not responsible for the misfortunes of a company. In any of such occurrences, responsibility should be extended to all top-level managers and supervisors. This is because they are also involved in the company’s decisions making

Writing From Macbeths Point Of View - GCSE Essay Example for Free

Writing From Macbeths Point Of View GCSE Essay Was that a dagger swimming into the cold chambers of my imagination? Or am I just a lunatic? The answers lingered in my brain, spiralling out of control, making me faint, as I inhaled the black starless sky. The deep careless thoughts caressed my body; as the cold air embraced my white speckled soul. The dagger pierced its way into my thoughts, allowing darkness to fill my soul. I felt myself fighting above the surface, as if I were drowning, being pulled back from underneath. Am I drowning in my sins? Or the sea made tears of sorrow, after the deed is done. It was as if the shackles made of daggers tightened its grip, every time I tried to scream for help, devouring my soul even further into the deep, dark thoughts, I had once forbidden myself from. My heart, severely at unease, smashed itself against its cage. Lady Macbeth is not right. I shall not let it be right. Such thoughts were never right. How dare she question my love, my manhood, my pride? With these very hands, I stripped this kingdom of war, and yet she belittles me with her little games. If that does not make me a man, then I do not know what does. I did not become Thane of Cawdor by chance. I earned this, with every ounce of manhood I have. I sought victory in war, and found it, yet I cannot find victory in the battle of my thoughts. I penetrated my sword through the neck of an enemy, and smeared my fists in warm, rose red blood. I could easy do the same to gain what I lust. Yet she asks if I am a man? Such a question shall bring me both victory and death. I closed my eyes. Darkness crept behind my eyelids, causing me to shiver with guilt. I felt like my lungs gave up on my body, my breath uneven, I tried to discard the thoughts of encouragement, yet they crept behind me, lurking behind me. I am a man, a host and a shadow. I should not be allowing my deepest desires to overtake the palms, which had saved the man I wish to put to rest. My brain ran in circles restlessly, revisiting the bitter ambition that sank to the bottom of my stomach, burdening me. It creeps over my innocent soul, trying to cover it with dark colours. As if the devil had gifted me, possessing my beliefs and my ideology. It enveloped me, into a world of fear, letting the numbing pain of culpability seep into my body. I need more. More is needed to be a manto be more than a mana King. I’m dancing to the devils tunes, and I know they will laugh. The devils tunes resembled that of what the witches had said, racing through my brains repeatedly. The realisation of my gullible soul brought in fears that I could not handle. I was in my dark zone and could not break free the chains of destruction. Why did they have to plant the seed of hope into my heart? It is now sprouting, being watered by my ambition. T he water droplets fell one by one, as I held my head, strong yet wearily, hanging across the edge of the balcony; with every drop I wished it washed the dirty thoughts that encaged me from being faultless Macbeth. Yet I yearned to be King Macbeth. A King of kindness, a King of just and a King of sympathy. But in doing so will result in my status, my pain and my death to be intensified by the wrath of God. Going against the King, was like going against God. But I do not agree with the natural order. It was just utter nonsense from my perspective. Surely it will come back to sting me, where it hurts most for it is written in my destiny, written to bring shred my dream of a long life, into mere pieces of a shameful king. I cannot defend myself from this urge. If I am a man, I will do it. I am a man. A man with the contaminated desires planted in his mind, by evil. But will I be a man after it? Let’s find out.

African Drumming :: essays research papers

The music culture model can be used to view music not as a part of culture, but culture as a part of music, which gives a better understanding to outsiders trying to comprehend another society’s music. The first component of the music culture model is ideas about music; this topic is subdivided into music and the belief system, aesthetics of music, context, and history. The second aspect is activities involving music in that culture. The third facet is repertories of music, which includes styles, genres, texts, composition, transmission, and movement. The last part of the music culture model is the material culture of the music, that is, what physical objects are used. By applying the music culture model to the war drumming of the Ewe people of Ghana, a greater appreciation of both the Ewe culture and their music can be attained.   Ã‚  Ã‚  Ã‚  Ã‚  The first aspect of ideas about music is how music relates to the belief system of the people. In the Ewe tradition, music helps people get in touch with their ancestors and feel the power of life. Ancestors are very important to the Ewe because one’s ancestors have the power to work both good and evil on a descendant’s life; therefore, ancestors must be pleased through music. The power of life is also important to the Ewe because most natural things are seen as holy, and the energy force that runs through nature can be tapped through music.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The second idea about music in the music culture model is aesthetics. In the Ewe culture, powerful music is regarded as â€Å"good† music. The force of drumming in a song like â€Å"Agbekor,† for example, helps remind the people of past war victories and bravery shown on the battlefield, an important concept for the Ewe people.   Ã‚  Ã‚  Ã‚  Ã‚  The next aspect examined by the music culture model is the context of the music. Typical Ewe drumming performances are presented at funerals and festivals, where the aim is to reach the spirits of one’s ancestors. Music is a social element for these people, and performances are held for entire villages.   Ã‚  Ã‚  Ã‚  Ã‚  The final idea about music in the music culture model is the history of the music. Drumming is one of the most historically important facets of Ewe culture. In the past, drumming has given the Ewe people freedom by way of intimidating their captors, as well as victories in the battlefield, and the blessings of ancestors. African Drumming :: essays research papers The music culture model can be used to view music not as a part of culture, but culture as a part of music, which gives a better understanding to outsiders trying to comprehend another society’s music. The first component of the music culture model is ideas about music; this topic is subdivided into music and the belief system, aesthetics of music, context, and history. The second aspect is activities involving music in that culture. The third facet is repertories of music, which includes styles, genres, texts, composition, transmission, and movement. The last part of the music culture model is the material culture of the music, that is, what physical objects are used. By applying the music culture model to the war drumming of the Ewe people of Ghana, a greater appreciation of both the Ewe culture and their music can be attained.   Ã‚  Ã‚  Ã‚  Ã‚  The first aspect of ideas about music is how music relates to the belief system of the people. In the Ewe tradition, music helps people get in touch with their ancestors and feel the power of life. Ancestors are very important to the Ewe because one’s ancestors have the power to work both good and evil on a descendant’s life; therefore, ancestors must be pleased through music. The power of life is also important to the Ewe because most natural things are seen as holy, and the energy force that runs through nature can be tapped through music.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The second idea about music in the music culture model is aesthetics. In the Ewe culture, powerful music is regarded as â€Å"good† music. The force of drumming in a song like â€Å"Agbekor,† for example, helps remind the people of past war victories and bravery shown on the battlefield, an important concept for the Ewe people.   Ã‚  Ã‚  Ã‚  Ã‚  The next aspect examined by the music culture model is the context of the music. Typical Ewe drumming performances are presented at funerals and festivals, where the aim is to reach the spirits of one’s ancestors. Music is a social element for these people, and performances are held for entire villages.   Ã‚  Ã‚  Ã‚  Ã‚  The final idea about music in the music culture model is the history of the music. Drumming is one of the most historically important facets of Ewe culture. In the past, drumming has given the Ewe people freedom by way of intimidating their captors, as well as victories in the battlefield, and the blessings of ancestors.

Hitler Slept Late: And Other Blunders That Cost Him the War

For those who subscribe to the theory that Hitler quite literally lost World War II through his own actions, or even inactions, will discover from the beginning some substantial flaws in the very composition of Hitler’s plan of the domination of other nations.While many sources- including the introduction of this research- glibly state that Hitler was seeking to take over the world, the practical reality of such a goal is that it could not happen at the hands of any army that has ever picked up a weapon.With this simple, indisputable fact in mind, the point comes to the forefront that Hitler lacked a strategic focus in his plans of domination.   Hitler himself surely envisioned a scenario whereby he controlled the entire planet and placed everyone under Nazi rule, but realistically, beyond the nations of Europe which Hitler occupied, he simply could not have maintained any sense of control over, for example, Asia, the British Empire, and the like, not to mention North Americ a.Any type of hold that he would have on these additional territories would likely be short-lived, for Germany itself was a nation that was recovering from the brink of economic, military and political disaster when Hitler came to power and began his quest to overtake the rest of â€Å"the world†.Another key factor that supports the sheer impossibility of Hitler’s occupation and domination of the world, at the time of World War II, lay in the form of the Empire of Japan.  It cannot be forgotten that one of the key reasons that Japan attacked the United States military installations at Pearl Harbor, Hawaii, which was not part of the US at that time, was in retaliation for increased American involvement in the Philippines and other lands which Japan considered as their own.Judging from the challenge that Japan threw at what was then the most powerful military machine in the world- the American military machine- it is highly probable, if not definite, that Japan eventua lly would have gone to war with Germany if Hitler had enjoyed any substantial level of success in World War II, for Hitler most certainly would have turned against Japan in a quest for total control of every nation of the world.Perhaps, World War III would have come out of such a conflict, or perhaps the two powers would have literally destroyed each other, creating yet another power vacuum in the world stage.   While all of this is theoretical, an important point is to be derived from the theory- Hitler’s grand plan, because of its lack of focus and resources, in hindsight appears to have been doomed from the start.Hitler as His Own Worst EnemyIn April of 1945, as Hitler cowered in his underground bunker, occasionally enveloped in darkness as the bombs of his enemies knocked out the artificial power generators which gave Hitler a lifeline to the outside world, the thought surely must have occurred to him that he was to blame for much of what had come to pass.  The theory that Hitler may have been his own worst enemy is actually a fact, based upon research into writings that look into the psyche and personality of Hitler, as well as his leadership skills.A fact that cannot be ignored is that by the mid 1930s, Hitler had already begun to lose some grip on the power that he held over the German people; this is proven by his defeats in the mid 1930s at the hands of the Poles and Czechs when he attempted to occupy the Rhineland (Duffy).   It would not be until 1939 that Hitler would occupy Poland, and even in that, the seeds of his eventual demise were planted.The reason for this can be found in a treaty which Hitler signed with Stalin of Russia, agreeing to share control of Poland with the Russians.   Once Hitler took over Poland in 1939, he essentially pushed the Russians out of the picture, claimed all of Poland for Germany, and basically lit the fuse that began the process leading to a total European war some 2 years later (Duffy).The negligence of the treaty with Russia on the part of Hitler not only makes the point that he was in fact his own worst enemy, but also presents another fascinating â€Å"what if†, which have become so popular among historians of late.The â€Å"what if† concerns a possible outcome if Hitler had chosen to listen to others who counseled him to honor the treaty with Russia and share occupation of Poland.   For the cost of a relatively small nation like Poland, Hitler would have gained, or retained to be more precise, the favor of Stalin and the Russian army, also a major military force to be reckoned with in the 1940s.Therefore, if Russia were on the side of Germany once World War II came into full swing, it is a strong possibility that Hitler would have had the powerful ally that he so desperately needed in order to swing the outcome of the war to his favor.   At the very least, it can be theorized; Hitler would not have found himself hiding underground from the explosions of Ru ssian bombs and the bullets fired by Russian soldiers.Earlier, it was eluded that Hitler, as part of being his own worst enemy, neglected in many cases to heed the advice of his staff, such as in the case of the occupation of Poland and the subsequent entanglements with Russia.Hitler in fact had a second chance to avert war after his occupation of Poland, when he was given a deadline by Britain and the United States to vacate Poland or face possible military intervention.   Hitler was counseled on the advantages of less involvement in Poland, yet even in the face of many consequences and few tangible benefits to be gained, he still stood on the insistence that he was right and that his approach to the issue of Poland was in fact the best course of action.What can be said of a man who has a great deal of responsibility, the potential to change the course of world history, and will not seek the advice, or heed the advice, of others?This is indicative, many would argue, of serious pe rsonality flaws, and this is something that is hard to argue.   Perhaps one of the most shocking, almost to the point of being funny reasons that Hitler likely defeated himself is the fact that during the most pivotal moments of World War II, he slept- literally.Hitler Slept LateThe title of the book which formed the thesis for this research actually has its basis in fact-Hitler did sleep late.   While this in itself does not sound like much to discuss, it is when the fact that Hitler slept late is placed in the context of some of the most important, pivotal moments in the German war effort.The most glaring of these exists in the June 6, 1944 Allied invasion of the beaches of Normandy- D-Day, as it has come to be known.   On that day, as the German war machine sustained major damage, Hitler was nowhere to be found, as he had given explicit orders that he needed sleep and not to disturb him.Additionally, once Hitler awoke and was told of the situation, accounts say that he was more concerned with entertaining visiting dignitaries than he was in responding to the attack; all of this occurred in the midst of additional information which indicates that Hitler knew the attacks were coming, and did very little to prepare for them or to respond once they came (Duffy).ConclusionThe analysis of Hitler’s actions, inactions, attitude and skills make a compelling case for the defeat of Hitler by no other than Hitler himself.   The old adage of those who do not learn from history being condemned to repeat it is highly fitting when one looks at Adolf Hitler; for he had at his disposal experienced leaders and resources, but he chose to, ultimately, defeat him.While it is impossible to know what would have happened if Hitler triumphed, we now know, in conclusion, what happened because he did not.Works CitedDuffy, James P. Hitler Slept Late: And Other Blunders That Cost Him the War. New York: Praeger Publishers, 1991.

Contributing to the UCF Community

What qualities or unique characteristics do you possess that would allow you to contribute to the UCF community? If there has been some obstacle or â€Å"bump in the road,† in your academic or personal life, please explain the circumstances. Embodying the qualities of a woo, developer, and competitor, I believe that I could further strengthen the UCF community. As a woo, I win others over- enjoying the challenge of meeting other people and not stopping until they do like me. Rarely at a loss for words, learning everyone’s names and finding things in common motivates me to continue making connections and making a stranger a friend.The characteristics of being a woo lead me to be a developer- seeing the potential in everyone. I understand that no two people are the same, and so when I do meet people I hope to help them in the growth to succeed. As a competitor, it allows me to be the developer I am because I don’t like to stop until I know what I came to do is fini shed. I am completely aware of others around me and thrive off their energy and competitiveness as well. I would take these characteristics and implement them into UCF.I would teach others to be yourself and embrace meeting others, enable the endless possibilities within each individual, and race to the finish line of anything you do with all your might. All my life was based around sports; they were the cheese to my Cheetos and the peanut butter to my jelly. After many captain positions, MVPs, and 1st place trophies, I entered my senior year of high school. However, I tore my ACL at one of the first football practices of the year. When the doctor told me I tore my ACL, I couldn’t believe what I heard.â€Å"Crutching† as fast as I could as if it were the last quarter of the game, I went home and researched what I could do to recover quickly. Each time I watch sporting games and a player goes down, that snapshot in time reoccurs in my mind as if it were featured on ESPN ’s Not Top 10 Plays and achieving that number 1 spot. Everything that I worked for now was just a fumble; I realized that I could not just rely solely on sports for achievements in my life- rather, have that athletic talent be my crutch to success.

Class Tardiness

Class Tardiness Abstract Class tardiness has remained a perpetual problem throughout the history of learning. Although much literature has been expended over issues of indiscipline within the school system, very little has centered on tardiness mainly evolving around absenteeism, drugs, gang links, gun control and violence.Advertising We will write a custom research paper sample on Class Tardiness specifically for you for only $16.05 $11/page Learn More This study therefore attempts to extend research on class tardiness by discerning the basic questions regarding promptness in school and class attendance by students by initiating a study using 3rd graders at a public school in New Jersey. The methodology applied was action research whereby both students and parents were integrated in the study. The results were quite remarkable revealing a tremendous turnaround of the tardy students becoming punctual after the introduction of a prompter. The study was however limited by tim e constraints and lack of independent validation. Nonetheless, the study was instructive and gave indication that the dilemma regarding tardiness can be fairly lessened if not eradicated. Problem Statement The issue of class lateness or tardiness has remained an unending topic with teachers and administrators perplexed on how to deal with the phenomenon. I thus resolved to investigate the reasons why this problem of tardiness is so persistent. By unraveling these issues, I hope to propose a more lasting solution to this eternal dilemma hence assist all the stakeholders resolve the predicament. Conclusion And Recommendations The general objective of this research is: To determine why students are tardy in school and class attendances. The specific objectives are: To determine the influence of teachers and school administration in students tardiness To examine the role of family or parents influence on the tendency of students to be tardy. Purpose of the Study The purpose of this action research is to establish why tardiness has persisted to be an incessant problem in learning despite various measures taken by school administrators and teachers to curb it. By applying an inclusive action research methodology, the study can determine how to resolve the problem of tardiness thus assist the various stakeholders plagued by undisciplined students.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Research Questions After careful review of the available literature and the inherent problem, the following two research questions were determined as most relevant to the study. Will the alarm clocks initiative have any effect on classroom attendance? Will seeking the parents’ assistance in the purchase of the alarm clocks happen as expected? Scope of the Study Class tardiness and absenteeism remain an infinite quandary ever since the start of schooling. Students arriving late in class constantly reveal a lack of personal commitment, inherent domestic problems, or other psychological problems while disrupting lessons for others. The study applies intervention measures that aims at generating reasonable prognosis of how to reduce or eradicate the problem as identified. Literature Review Within our school system, teachers and school administrators have always tackled the issue of class tardiness and absenteeism though the latter has being deemed more urgent due to incidents of drug abuse, gang enrollment and gun violence. Nevertheless, the issue of tardiness continues to plague many schools as school and class attendance rates continue being high in most jurisdictions. Tardy students tend to disrupt the whole class thus also affecting the grades of punctual students. This is particularly significant since interruptions are at the beginning of the lessons when as Wong (2004) explains is the most crucial time for students to disseminate lessons . Slavin (2003) consequently emphasizes the importance of teachers setting the tone for lessons during the start of the lesson. Most analysts therefore agree that tardiness is great disrupter of learning and is the precursor for future tardy behavior for the culprits (Eggen and Kauchak, 2005), (Wong, 2004), (Wolfgang, 2001), (McKeachie and Svinicki, 2005). A study by MacNeil and Prater (2001) revealed that, â€Å"both principals and teachers viewed absenteeism and tardiness as their most serious problems† (p. 5). The authors thus proposed for all stakeholders to take a more proactive role in enforcing discipline within schools in view of the escalating problem. Being punctual is not only an obligation for students, but also a part of personal etiquette, reverence, character, significance, and valuable while tardiness reveals a lack of dedication by the student to learning.Advertising We will write a custom research paper sample on Class Tardiness specifically for you for only $16.05 $11/page Learn More With class tardiness becoming a habit rather than an exception, Wolfgang (2001) has asserted that the onus is on teachers to instill discipline in class that can greatly reduce issues of tardy students. However, Wong (2004) has a different view arguing that cases of tardy students should be left to natural ending whereby the students will be forced by circumstances to change their attitude for the better. Wong thus insist grades should not be used as a deterrent but rather other approaches like awarding certificates with students being made aware of the import of punctuality and potential rewards rather than the negativity aspects. Eggen and Kauchak (2001) are also against extreme severe punishments for tardiness since some students are sometimes quite ignorant of their actions. However, they assert discipline must be upheld and the intervention timely and consistent to make the student aware of the need to be punctual. Lack of p roper class management can lead to severe state of tardiness becoming the norm rather the exception. Wong (2004) who reemphasize the critical years of adolescence when the child’s future is molded to be vital for all time supports this argument. Eggen and Kauchak (2001) have also emphasized the need for teachers to be effective role models for the students, as incidences of their own tardiness will be generally mirrored by the children. Dai and Sternberg (2004) have reiterated the need to motivate students to shun being tardy. Charles (2005) advocates for evoking â€Å"curiosity as the greatest motivator for learning† (p. 103). This makes learning exciting by means of diversity and freshness in the lessons in class . Students can be motivated to compete against other classes and with each other as an impetus to advance their class attendance and boost grades. Slavin (2003) thus agrees that exiting classrooms can be tremendous motivators for students who will be eager t o get the next lesson hence will be always punctual.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Methodology The design of this study was classroom action research. Hendricks (2009) defines this type of action research as that used by teachers within their classrooms for the proposed express purpose of enhancing performance. Through the action research process, ideas gained from the study can be shared with colleagues. The research centered on the three classes of 3rd graders in the school which the researcher labeled as Class X, Y, and Z to avoid bias and hence create anonymity. Limitations of the Study The researcher was limited by the lack of control of the main instrument for the survey, the alarm clock that was to be operated by the subject students hence offering instances of neglect or ignorance. The study was also dependent on the cooperation of the parents and fellow teachers thus leaving the researcher reliant on their expediency. Lastly, time constraints limited the research in generating sufficient ground for a conclusive hypothesis. Summary This chapter has introdu ced the research topic, the scope of the study, the research questions, methodology used, the limitations to the study, and the literature review. The next chapter will center on a comprehensive literature review. References Charles, C. M. (2005). Building classroom discipline (8th ed.). New York, NY: Pearson Education, 97-98, 103, 136-137. Dai, D. Y., Sternberg, R. J. (2004). Motivation, emotion, and cognition: Integrative  perspectives on intellectual functioning and development. Mahwah, NJ: Lawrence Erlbaum Associates, 11-14, 198, 304. Eggen, P., Kauchak, D. (2001). Educational psychology: Windows on classrooms  (5th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall, 220-223, 238-239, 243-245, 468-469, 498-499, 507. McKeachie, W. J., Svinicki, M. (2005) McKeachies teaching tips: Strategies,  research and theory for college and university teachers. Upper Saddle River, NJ: Merrill/Prentice Hall, 124-127, 136-137, 141-147, 226-227. MacNeil, Angus J. and Prater, Doris (2001). Teachers and Principals Differ On the  Seriousness of School Discipline: A National Perspective. Clear Lake: University of Houston. Slavin, R. E. (2003). Educational psychology: theory and practice (7th ed.). Boston: Allyn and Bacon, 97, 369-377, 508. Wolfgang, C. H. (2001). Solving discipline and classroom management problems:  Methods and models for todays teachers (5th ed.). New York, NY: John Wiley, 85-88, 233-235, 243. Wong, H. K. (2004). The first days of school: How to be an effective teacher. Mountainview, CA: Harry K. Wong, 133-135.

C.S. Lewis and His Theology on Jesus Essay -- believe, church, christian

‘What are we to make of Christ?’ There is no question of what we can make of Him, it is entirely a question of what He intends to make of us. You must accept or reject the story,† (Lewis, 8). C.S. Lewis was a man who believed in Jesus, the Trinity, and making it known through his actions and his words that changed Christianity and its theology as a whole. In the beginning of his journey, C.S. Lewis believed that God was one big mystery. Jesus was not in the picture, and God was just some foreign name. Like many of us, we can approach God as an unopened present hidden in a closet. If we take a peek, we will see that it is there. If we do not, we will not know unless we hear about it. There are times when you think about checking it but do not. There are also times you take a peek and forget about it. But sometimes, you check it, open it, and get excited- really, really excited, but we do not know whether or not we should open it. He struggled with Atheism as much as he did Christianity. He chose to stick with what he wanted to know more of- Atheism. Lewis had a lack of belief in the existence of Jesus of God or any of it. One day, everything changed. Lewis wrote in  Surprised by Joy,  "I did not know what I was letting myself in for. A young man who wishes to remain a sound Atheist cannot be too careful of his reading. There are traps everywhere.... God is, if I may say it, very unscrupulous,† (37). Unscrupulous, meaning having or showing no moral principles; not honest or fair (Webster), his view on God was lacking and skewed. He wanted to continue his young life being an Atheist even in the midst of knowing God had his hand on his life whether he wanted to admit it or not. Our culturd the same importance to the experiences, (BBC). Overall, C.S. Lewis’ beliefs in God were incredibly real, raw, and honest. He inspired others to figure out who God was to them, and who God is to us. He challenged the people around him. Referring C.S. Lewis to culture now and although he has passed quite some time ago, his stories live on for believers and non-believers. Most known for his Chronicles of Narnia series, he has opened up eyes of many people. His theology and heart collide to continue showing God’s name and face wherever you go. Whether you believe or not, you know who C.S. Lewis is. An incredible life lived, and an incredible legacy that lives on. His belief in God and the Trinity, and his powerful message to the world through the power of his words will continue to test believers and non-believers to live a life filled with incredible purpose.

Court History and Purpose Essay Example | Topics and Well Written Essays - 1000 words

Court History and Purpose - Essay Example In the United States of America, courts are organized into two systems; the state and federal court systems. In this respect, the U.S. court system is organized in dual or has a two-tier structure as noted by Siegel, Schmalleger and Worrall (2011). The state courts have the responsibility of hearing cases that do not involve the federal government or several states. The two tier system historically came about as original colonies surrendered their independence to the central government while maintaining jurisdictional distinction. The development of courts in the U.S. is a result of several factors. Some of the elements that have played a role in court development in this respect include common law, early legal codes, and precedent (Siegel, Schmalleger & Worrall, 2011). Common law tradition that is applicable in the U.S. today originated in England (law.berkeley.edu., 2012). This tradition was applied in British colonies in the middle ages. On the other hand, civil law tradition orig inated in the same period in continental Europe. The tradition was applied in European colonies including Portugal and Spain and later was adopted by numerous countries including Japan and Russia. Civil law systems have legal codes that are comprehensive and that are constantly updated. Civil law outlines the framework within which judges work and make rulings with legal scholars and legislators playing the more critical roles in the system. Civil law originated in Latin and was applicable to all citizens of Rome. In time, ancient Roman law principles were adopted by Europeans in an effort to meet modern needs (Stein, 2009). With the practice of civil law in Europe became common practice, local customs found a significant role as a basis for the development of law. The U.S. legal system is firmly grounded on common law tradition as practiced in England in the early days (law.berkeley.edu., 2012). In as much as common law relies on a few statutes, most decisions made in this respect are based on precedent. This means that the courts today make decisions on issues based on similar cases that have been decided in the past. Generally uncodified, common law has been practiced in courts based on court records, and year books. As an example, Louisiana state law is founded on civil law (codified law) owing to the fact that the state was previously a territory for the Spanish and French (law.berkeley.edu., 2012). California on the other hand has a state civil code that is based on traditional Roman civil law although the law as practiced is mostly common law. The state’s current community property law, for example, is based on the legal customs of ancient Spain as opposed to English common law (law.berkeley.edu., 2012). As can be seen from the examples given above, the common and civil law traditions as applied in the U.S. courts have a rich history and are associated with ancient foundations of modern law. Role of courts in criminal justice Criminal justice enc ompasses the set of government institutions and practices that are dedicated to the maintenance of social order, crime prevention, and sanctioning of those who contravene the law. While several organizations and government agencies form part of the criminal justice system, one of the main players in this respect is the court. The court plays a major function in criminal justice system. The separation of the roles of elements of the criminal