Tuesday, November 26, 2019

Things fall apart 8

Things fall apart 8 In looking at Things Fall Apart, and its representation of two entirely dissimilar groups of people, cultural superiority is questioned. When diverse cultures cross, there is controversy concerning which way of life is better. One culture may feel that the way of life they have been living is better than the other. However, it is not for any ethnicity to say their society is better than another. In fact, a group may actually be causing harm to another by simply trying to prove their culture is better. It is clear that for the Ibo people, the Ibo culture is best for their lives. This becomes evident by observing how the natives view and respect their culture, how the government of the Ibo tribe functions, and how the Christian culture disrespects the Ibo.Achebe provides examples of how the natives feel about their own culture. They highly respect their culture and religion.English: ibo logo

Saturday, November 23, 2019

The Scandinavian Connection

The Scandinavian Connection The Scandinavian Connection The Scandinavian Connection By Sharon A chance remark by a Swedish friend about English loan words in Swedish set me on the trail of borrowings of Swedish origin that have entered the English language. There are a few common ones: angstrom a unit of length named after a Swedish scientist flounder a type of flat fish gauntletis believed to originate from gatlopp. The expression run the gauntlet refers to a military punishment where someone would run between two rows of soldiers who would strike at hime gravlax smoked salmon lingonberry from lingon orienteering the sport that combines navigation with racing originates from Sweden smorgasbord a buffet with certain types of food; has a more general meaning in English tungsten chemical element; the name means heavy stone. There are also several words of Norwegian origin in English, including: aquavit a very alcoholic drink; the name derives from the Latin for water of life fjord a geographical formation floe an ice formation lemming a type of rodent quisling a traitor, named after Vidkun Quisling ski the equipment used for skiing slalom a downhill skiing technique featuring twists and turns Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Writing a Reference Letter (With Examples)Peace of Mind and A Piece of One's Mind9 Forms of the Past Tense

Thursday, November 21, 2019

Paper on Accounting Issue Essay Example | Topics and Well Written Essays - 750 words

Paper on Accounting Issue - Essay Example a. Strategic Decisions - Accounting has always been an integral part of the decision making process in any business endeavor. Whether it is to start, expand, diversify, downsize or liquidate one, most of the options taken by management are hinged on financial issues. b. Tactical or Operational Decisions - The cases mentioned above however, are those seen when one looks at the business as a macrocosm, on the other hand, there are more prevalent and specific accounting issues once the business process is dissected into segments. We can expound on this by citing issues at various stages in the business determining the best product mix to achieve optimum profit in Sales and Marketing, choosing the most efficient mode of shipping products to various locations, questions on whether to acquire new equipment vis-à  -vis upgrade of existing or to increase or reduce inventory level in Materials Management to name a few. C. Cost Benefit Analysis - This form of analysis requires that every aspect of the proposal be given a financial value to enable the proponent to frame an argument in terms of costs and benefits (BNET) A. Rationale – The deliberation of this case study aims to determine whether the status quo provides the better option or if the proposal of the proponent can best improve the inventory, i.e., malt, picture of the company. The process by which this can be established is thru a Cost Benefit Analysis â€Å"assessing the financial viability† (ADB Handbook 123) of the proposal. B. The Status Quo – Bubbly Beer Inc. buys malt from BRLI Corporation twice a month at 100,000 kilograms per shipment. This ordering pattern allows them to maintain an inventory level of 15 days. Presently, malt costs US$24 per kilogram. C. Presentation of the Alternative - BRLI Corporation proposed to Bubbly Beer Inc. a 10% discount for every kilogram over and above their normal order if the latter can advance their second order this month. While the total sales for BRLI

Tuesday, November 19, 2019

The role of education within society especially in regard to the Essay

The role of education within society especially in regard to the interests of pupils and the social life - Essay Example The ability of children to respond to the challenges of school environment has been found to be differentiated in accordance with the conditions of the particular environment, as depended on the rules of education applied in the specific area, the support provided by teachers but also the personal perceptions and mode of behaviour, as being influenced by the family. Current paper focuses on the examination of the relationship between education and the interests of pupils; the potential relationship between education and social life is also reviewed, at the level that education is a critical part of each social framework. It is revealed that education can have a different role in different social conditions, meaning the social ethics and culture. Moreover, education is likely to be affected by the structure and the rules of each educational site, a fact that indicates the potential autonomy of educational institutes as of their priorities and principles. Also, it is verified that the interests of pupils are likely to be differently promoted in each school not only because of the existence of different social rules and ethics but also because of other factors, such as the infrastructure of each school (Heywood 2000), the perceptions of teachers (Chandra and Sharma), the local culture (Leclercq 2003) and the trends in local community (Nasr 1994), which may intervene more or less in the development of rules and principles of education.... In fact, education has been proved as being able to influence not just the life of individuals but also the life of the society. From this point of view, particular emphasis has been given on the identification of the criteria under which education can affect the life of humans but also the characteristics of societies within specific political conditions. Of particular importance seems to be the use of education as a means for achieving personal targets, meaning the development of specific skills and competencies but also the acquisition of valuable knowledge. In accordance with Noddings (2011) the first elements of the philosophy of education can be identified in the views of Plato. It is explained that Plato aimed to answer the following question, which is critical for the philosophy of education: ‘who should be educated and how’ (Noddings 2011, p.14). The analysis of Plato on education is based on the following principle:’ the human talents are analyzed along with the society’s needs so that to identify the role of education within a particular society’ (Noddings 2011, p.14). The above view on education is characterized as rather Utopian, taking into consideration the continuous changes on social needs and beliefs. On the other hand, John Dewey set more realistic criteria for deciding the structure and the priorities of education within modern societies. In accordance with the above theorist the actual role of education in the development of social and private life can be identified through the following method: the study of ‘the consequences of our choices’ (Noddings 2011, p.14). At the next level, Bailey (2010) noted that the potential effects of education on social life and on pupils

Sunday, November 17, 2019

Production of a Database of Styles and Guidelines for the Mountain Collegian Essay Example for Free

Production of a Database of Styles and Guidelines for the Mountain Collegian Essay This study was conducted primarily to produce a database of styles and guidelines for Mountain Collegian (MC) that would aid the publication in making its own stylebook. In the realization of this study, first, a survey questionnaire was floated to identify the areas needed by the publication. Based on the data gathered through the said survey questionnaire, the 10 areas identified by the respondents, the current members of the publication, were capitalization, abbreviation, acronyms, bylines and credits, names and titles, italicization, numerals, dimensions, punctuation, and reported speech. After the ten areas of style needed by the publication were identified, issues of MC from 2000 to 2010 were analyzed for the determination of consistent and inconsistent styles practiced by the publication. Two issues for each editor-in-chief were used. Thus, a total of 20 issues and 340 articles were used for the analysis. The analysis showed that many consistent styles are practiced by MC in areas of capitalization, abbreviation, acronyms, and punctuation. The consistent styles identified were automatically included in the database as these are manifestations of the practice and journalism culture that MC has. However, despite the many identified consistencies in styles, many inconsistent styles were also noted. With these inconsistencies, a survey questionnaire was created to determine the preference of MC on styles that are inconsistent. It is recommended that the other areas of journalism styles of Mountain Collegian be looked into and analyzed for consistency. The Mountain Collegian (MC), the official student publication of Benguet State University, believes in the virtues of clear and effective communication. Thus, it constantly strives to uphold accuracy, precision and consistency in writing for it believes that these are stamps of professionalism in the practice of campus journalism. Existing under this principle and guided by the importance of sharpening the meaning of facts and news stories, MC relentlessly reminds its student journalists not to be casual about language usage, English for that matter, and to exercise precision of language. However, there are strong oppositions regarding this matter. Writers and even some academicians themselves claim that the constant stress on proper English is merely a form of snobbery and has no place in the fast-paced world of journalism. Also, adhering to rules of a constantly evolving language in the practice of journalism is deemed irrelevant as many writers- particularly the young blood of journalists- think of these rules and styles as suppressive forces obstructing their creativity. However, Stovall (2002) said that style is not a rigid set of rules established to restrict the creative forces in the writer. Style imposes a discipline in writing that should run through all the activities of a communicator. It implies then that the communicator is precise not only with writing but also with facts and with thought. Paying attention to the details of writing – and getting those right – means that a writer is likely to be paying attentions to facts, context, and meaning. Style, as pointed by the United Press International Stylebook, is the intangible ingredient that distinguishes outstanding writing from mediocrity. In addition, Stovall said that adherence to a constant style is vital to the society. He quoted Thomas W. Lippman in the preface of The Washington Post Deskbook on Style saying, â€Å"A newspaper is part of a society’s record of itself. Each edition lives on in libraries and electronic archives to be consulted again and again by the scholars and journalists of the future. The newspaper is thus the repository of the language, and we have a responsibility to treat the language with respect. The rules of grammar, punctuation, capitalization, spelling, and usage set down here are our way of trying to meet that responsibility. Thus, clear story-telling and language is at the heart of good journalism. Theodore M. Bernstein said that writing should be treated like a precision instrument; it should be sharpened and it should not be used carelessly. Since consistency and precise word usage are also utterly important in communication, perceived misuse of English, which is the language of international journalism, and inconsistencies in style then shall not cause readers to veer away and be distracted from what is more important – the creative and focused aspects of the message. Furthermore, according to the BBC News Styleguide (2010), the best journalists appreciate that writing well is not a tiresome duty but a necessity. Consistency. Precision. Accuracy. These therefore are the fundamental reasons why it is vital for a publication, for MC for that matter, to have a set of rules, styles, and guidelines. Since its establishment in 1965, MC has not produced its official style book yet although attempts were made to do so. The style book, though, just what it is – is merely a guide. It is not a collection of rules and regulations. It is not a dictionary and it is not a list of what is acceptable and what is not. In a world that’s awash with poor usage, a stylebook sensitizes the writer to the use of language toward achieving the nobility of the practice of journalism. For The Mountain Collegian, a stylebook will serve not only as the brick and lumber of its house but also most importantly as an archive of decades of not only responsible but also language sensitive practice of journalism. This shall serve as a record of MC’s editorial practice handed down by generations of student journalists that have shaped MC to what it is today.

Thursday, November 14, 2019

Downsizing And Reengineering The American Public And Private Sector Ess

Downsizing And Reengineering The American Public And Private Sector Wheels of Industry Over the past decade, more and more American organizations are downsizing and reengineering as a means of eliminating excesses in corporate staffing, bureaucracy, and expenditures. This is true today whether it’s a for-profit company or not-for-profit company. Constant change is a new way of life as companies strive to meet customers needs and the ability to successfully innovate, time after time to achieve competitive advantages. Moreover, American companies are facing a fierce global environment and are downsizing to achieve cost-lowering efficiencies to render their firm more fit to combat tenacious global competitors. American organizations are also downsizing in an effort to cope with fundamental and structural changes in economies and markets.1 Because downsizing and reengineering is excessively used in today’s organizations, we must not mistakenly confuse the two terms, and since American organizations are faced with the problem of massive overhauling, we must understand the meaning and the purpose of both. We must also consider the fundamental approaches organizations use in implementing downsizing. In addition, we must look at the cost benefits to the organizations, as well as the competitive advantages are that achieved. Moreover, while little emphasis of the employee is considered in terms of workforce reduction, there is a need to look at the adverse affects on the employee and the personnel problems that organizations incur due to the aftermath of downsizing. Downsizing is associated and often confused with numerous terms. The term "downsizing" was coined to define the scaling down of the car by sizes by automobile manu... ...ture. AMACOM American Management Association, 1987 (Pg. 55-67). 6Cohen, Steven and Eimicke, William. The New Effective Public Manager. Jossey-Bass Publishers. San Francisco, 1995 (197-199) 7Tomasko, Robert M. Downsizing: Reshaping the Corporation for the Future. AMACOM American Management Association, 1987 (Pg. 88-89). 8Tomasko, Robert M. Downsizing: Reshaping the Corporation for the Future. AMACOM American Management Association, 1987 (Pg. 40). 9Tomasko, Robert M. Downsizing: Reshaping the Corporation for the Future. AMACOM American Management Association, 1987 (238-245). 10Cohen, Steven and Eimicke, William. The New Effective Public Manager. Jossey-Bass Publishers. San Francisco, 1995 (Pg. 103-109). 11Cohen, Steven and Eimicke, William. The New Effective Public Manager. Jossey-Bass Publishers. San Francisco, 1995 (Pg. 109-111). Downsizing And Reengineering The American Public And Private Sector Ess Downsizing And Reengineering The American Public And Private Sector Wheels of Industry Over the past decade, more and more American organizations are downsizing and reengineering as a means of eliminating excesses in corporate staffing, bureaucracy, and expenditures. This is true today whether it’s a for-profit company or not-for-profit company. Constant change is a new way of life as companies strive to meet customers needs and the ability to successfully innovate, time after time to achieve competitive advantages. Moreover, American companies are facing a fierce global environment and are downsizing to achieve cost-lowering efficiencies to render their firm more fit to combat tenacious global competitors. American organizations are also downsizing in an effort to cope with fundamental and structural changes in economies and markets.1 Because downsizing and reengineering is excessively used in today’s organizations, we must not mistakenly confuse the two terms, and since American organizations are faced with the problem of massive overhauling, we must understand the meaning and the purpose of both. We must also consider the fundamental approaches organizations use in implementing downsizing. In addition, we must look at the cost benefits to the organizations, as well as the competitive advantages are that achieved. Moreover, while little emphasis of the employee is considered in terms of workforce reduction, there is a need to look at the adverse affects on the employee and the personnel problems that organizations incur due to the aftermath of downsizing. Downsizing is associated and often confused with numerous terms. The term "downsizing" was coined to define the scaling down of the car by sizes by automobile manu... ...ture. AMACOM American Management Association, 1987 (Pg. 55-67). 6Cohen, Steven and Eimicke, William. The New Effective Public Manager. Jossey-Bass Publishers. San Francisco, 1995 (197-199) 7Tomasko, Robert M. Downsizing: Reshaping the Corporation for the Future. AMACOM American Management Association, 1987 (Pg. 88-89). 8Tomasko, Robert M. Downsizing: Reshaping the Corporation for the Future. AMACOM American Management Association, 1987 (Pg. 40). 9Tomasko, Robert M. Downsizing: Reshaping the Corporation for the Future. AMACOM American Management Association, 1987 (238-245). 10Cohen, Steven and Eimicke, William. The New Effective Public Manager. Jossey-Bass Publishers. San Francisco, 1995 (Pg. 103-109). 11Cohen, Steven and Eimicke, William. The New Effective Public Manager. Jossey-Bass Publishers. San Francisco, 1995 (Pg. 109-111).

Tuesday, November 12, 2019

English coursework (Oscar Wilde) Essay

In an essay of 3-4 pages discuss how Oscar Wilde uses stereotypes and concepts from traditional fairy-tales and in invert them in his short stories. In the majority of Oscar Wilde’s fairytales there are numerous stereotypical characters and concepts. In an exemplary fairytale there is the philanthropic character, who is very important to the format of fairytale, for instance a Prince or King, This individual usually, forms an advantageous partnership with a bi-character such as Princess, Queen, Frog, or a Wizard, this may work in reverse in some fairy tales where e.g. the Princess is the leading character and the King is the sub-role. The enemy of the protagonist is called as a villain whose only existence in a fairytale is to try and prevent the leading character and his/hers acquaintances from saving the day or more importantly the world. The evil being is primarily associated with negative images for example bad manners, ruthless personality, or the trademark evil express of amusement. In contrast the valiant hero/heroine is linked with a clean depiction. Witches, Dragons, and Wolves are more often than not portrayed as Villains. Fairy-tale writers use techniques in which they lead the reader to believe that the hero/heroine will prevail in the battle against evil, because the story gives the impression that the villain is superior to the central character. Almost ever fairy-tale begins with the opening phrase ‘Once Upon a Time’ and end with ‘†¦and they live happily ever after.’ Use of these phrases result in the reader instantaneously recognises that it is a fairy-tale. Castles are prominent buildings in fairytales because most of fairy-tales were written in medieval-times where castles were the biggest buildings you would see, and they are also related to Kings and Queens. Wilde makes extensive use of traditional fairy-tale characters, which do not exist in real life, in his stories such as ogres, giants and talking birds. I think Wilde choose to do this because he knew bizarre creatures put the message of his choice across much easier to the readers, children in particular. I know this from ‘The Happy Prince’ and ‘The Selfish Giant’ where the winter season is given human characteristics and actually given a voice to speak: â€Å"He is too selfish†. What separates Oscar Wilde from other writers in Victorian times is that he uses traditional fairy-tale characters to address contemporary issues to express his opinion. In ‘The Happy Prince’ Wilde embarks upon the difficulty of poverty and privilege, which were disregarded subjects in that era. When the Prince was alive he lived in the palace of San-Souci, here he wasn’t allowed to see the outside world, that didn’t bother the Prince because there he had everything he wanted and needed. He was very happy this led to people naming him the Happy Prince: â€Å"My courtiers called me The Happy Prince, and happy I was indeed, if pleasure be happiness. In the Palace no grief would enter, his courtiers fearing the happy prince would see true misery and sadness. The Prince lived a very luxurious and rich life and was easily pleased with his wealth. When he died they made a statue of him and placed high above the city. From this position he had a respectable view of everything. This meant that he was able to life outside the Palace: Beggars starving, children being abused, poverty all this made the Happy Prince grieve because he was powerless to stop any of this as he was a statue. Here Wilde makes a direct comparison between the rich and the poor. Wilde does this to make the reader sympathise with the poor people: When the Swallow flies over the city he sees rich people sitting in the warmth of their expensive residences and beggars sitting outside of their gates. The Swallow also spots to children hungry and cold lying in each others arms for warmth under a bridge to seek shelter from the heavy rain, but they are told to leave by the watchman, and they walk back out into the rain. Incidents like this make the Happy Prince cry every single day as he sits and watches the wretchedness of the city. Wilde sends the message that human fickleness is a weakness in ‘The Happy Prince’. As a statue the Happy Prince was very beautiful and expensive. His body was covered in leaves of fine gold, he has two bright sapphires as eyes and a large red ruby encrusted in his sword-hilt. The Happy Prince was admired by many people in the city as a consequence of this awe-inspiring appearance. A mother says to her child: â€Å"Why can’t you be like the Happy Prince† She uses the Happy Prince as a role model for her son, little does know of the Happy Prince but him being a very expensive statue. This show how people judge based on small assumptions of physical appearance only. Eventually the Happy Prince loses all his fine possessions, as he has given them away to those whose needs are greater, and two townsfolk spot the statue. They decide to take it down; they compare its value to that of beggars: â€Å"As he is no longer beautiful he is no longer useful†. The Arts Professor believes that without beauty the statue is useless. This indicates that they didn’t place the statue above the city as a symbol representing something with a deep philosophical intent, but merely as an appealing decoration for the city. Wilde also shows some fickleness and its consequences in ‘The Nightingale and the Rose’ where the nightingale observes a young student who is in love with his teacher’s daughter. He wants to give her a rose which symbolises his love for her, but cannot afford one. The nightingale sympathises for the young student, he decides to go through agony and in the end sacrifice his life to get that rose for him. The student receives the rose, and goes to the professor’s daughter to ask her if she will accept his rose, but she frowns and says that she has been given far better gifts from another man. The student walks away in disgust and throws the rose into the gutter where gets flattened by a cart-wheel. The nightingales sacrifice was in vein. The student decides to exclude himself from ever loving again and he dedicates the rest of his life to studying philosophy. This tale has had an important morale stressed by Oscar Wilde. He uses a dramatic ending to emphasise his point. He undoubtedly shows the destructiveness of a fickle nature. The fairytale ‘The Selfish Giant’ explores selfishness and ignorance by portraying the stereotypical character of a giant as a ruthless monster in some part of the story. Wilde uses little children to contrast the enormous giant’s dominance. When the giant arrives at his castle he finds children playing innocent games in his garden. The giant furiously chases them away and builds a high wall around his garden. As a result of this no seasons but winter enters his doomed garden. As summer, autumn and spring comes and goes one constant climate remains in the giant’s garden and his only. Wilde uses the endless winter a metaphor for the ongoing sentence of the giant’s misery, that winter has sentenced him for being selfish and cruel to the children. The giant soon realises his that all that time he was away, the little children had been preserving his garden and now that they were away it was winter forever. He figures this out when he sees one of his trees blossoming because a group of children climbed upon it. The giant apologises to the children and breaks down the stone fence: â€Å"†¦and my garden shall be the children’s playground for ever and ever†. The giant’s change of heart causes his garden to blossom and allow the ‘other’ seasons to enter accordingly. When the giant dies, he goes to paradise. Wilde does this to stress the story’s morale and message by showing that if you stop being selfish you will be rewarded. Wilde does use many traditional fairytale conventions but still his stories are different from the tradition in a variety of ways. Traditionally the good triumph when they have made a noble sacrifice. Wilde doesn’t necessarily do this. In fact he tends to not do it at all. This is evident in ‘The Nightingale and the Rose’ where a nightingale unselfishly sacrifices his life for something as minor as getting a red rose to a student who is in love. In the end the student is rejected by the girls he loves, and the nightingales sacrifice was in vein. This story shows that Oscar Wilde will write sorrowful endings if he has to emphasise his point. A reasonable amount of Wilde’s tales do not introduce the story with the phrase ‘Once upon a time†¦Ã¢â‚¬â„¢ and conclude it with ‘And they all lived happily ever after.’ Wilde is very attentive in the ways in which he opens a fairy tale, but when it comes to ending one he usually goes with a harsh approach, and does not include psychological twists. In a world of magic and wonder Wilde does not exclude the use of religious imagery, this is hardly ever done in fairy tale. For example; when the Happy Prince and his little assistant the swallow both die doing their heroic deeds. God orders an angel to bring Him the two best things in the city the angel chooses the Happy Prince and the Swallow, because they were recognised for doing good deeds and therefore rewarded with an entry to God’s paradise. In the ‘Selfish Giant’ we also see Wilde’s strong belief in God, when the giant dies and allowed entry in Paradise by God, because the giant has become a better individual. I think Wilde does this because he himself believes that good things come to those who deserve it, and he wants to encourage the readers to believe in that too. This is especially aimed at younger readers. Though Wilde’s stories are fairy tales they bare a resemblance to modern day life. In the beginning of storytelling fairy tales were used as a form of entertainment and written for that purpose as well. Where Wilde’s tales differ is when the tales carry a message hidden behind a great storyline, this not only done to give the reader a good read but also to teach and educate things that they perhaps didn’t know or had a different perspective of. Nowadays stories always have these messages in them, but Oscar Wilde was one of the first to introduce this style of story-formatting, as readers crave for more than just a good story. The drama and intensity was also quite unusual elements Wilde added in his tales. These days drama is an essential ingredient to almost every genre of literature, Wilde was one of the first to discover this, which is one of many reasons why his tales are still loved and admired across the world to this day.

Saturday, November 9, 2019

Difference of girls and boys in school Essay

How do boys and girls experience school? Somewhat differently it seems, because their learning styles tend to differ somewhat. Although individual differences always trump gender-related differences, here are some differences between the ways boys and girls in K12 grades classrooms behave that have implications for teaching and learning. Girls are more likely to Boys are more likely to 1. be good listeners -a trait that serves them well in today’s language-rich classrooms. 1. do well when using mathematical-logical thinking. 2. print neatly and follow directions carefully. 2. settle for messy handwriting and disorganized work. 3. sit calmly in their seats. 3. need space to spread out their materials; move around in that space. 4. gather facts before they draw conclusions. 4. deduce conclusions from general statements. 5. need concrete examples when learning abstract principles. 5. be comfortable with mathematical symbols and general ideas in math. 6. need to talk about their subject before beginning a writing project. 6. lose focus on a writing task and spend little time talking about what they plan to write. 7. work well in cooperative groups. 7. Prefer to work alone; argue over who will lead when working in a group 8. entertain themselves during boring parts of the school day. 8. act out and disrupt the class when bored. 9. pay attention to more than one activity at a time. 9. find it hard to concentrate on learning when they are upset. 10. discuss problems with a teacher. 10. act as if they don’t care about learning when they are confused or frustrated. At a primary school Manning, a small town 65 miles east of Columbia, South Carolina, second grade teachers Holly Garneau and Anna Lynne Gamble are convinced that segregating elementary-age boys and girls produces immediate academic improvement—in both genders. Eager to capitalize on their past progress, the two created a teaching plan for the upcoming semester. The kids will be in a coed environment for homeroom, lunch, and recess, then  divide up for four hours each day to learn their math, science, reading and social studies. But first, Garneau and Gamble need the parents’ approval. That’s where David Chadwell, South Carolina’s coordinator of single gender education, comes in. He doesn’t argue the politics of the issue. He emphasizes the science â€Å"These (learning) differences are tendencies, not absolutes. That is important,† he tells the group. â€Å"However, we can teach boys and girls based on what we now know because of medical technology.† Just as he’s explained to hundreds of parents and teachers across the state, Chadwell patiently walks the Manning crowd through how boys and girls perceive the world. â€Å"They see differently. Literally,† he begins. Male and female eyes are not organized in the same way, he explains. The composition of the male eye makes it attuned to motion and direction. â€Å"Boys interpret the world as objects moving through space,† he says. â€Å"The teacher should move around the room constantly and be that object.† The male eye is also drawn to cooler colors like silver, blue, black, grey, and brown. It’s no accident boys tend to create pictures of moving objects like spaceships, cars, and trucks in dark colors instead of drawing the happy colorful family, like girls in their class. The female eye, on the other hand, is drawn to textures and colors. It’s also oriented toward warmer colors—reds, yellow, oranges—and visuals with more details, like faces. To engage girls, Chadwell says, the teacher doesn’t need to move as much, if at all. Girls work well in circles, facing each other. Using descriptive phrases and lots of color in overhead presentations or on the chalkboard gets their attention. Parents tilt their heads, curious to hear more. Boys and girls also hear differently. â€Å"When someone speaks in a loud tone, girls interpret it as yelling,† Chadwell says. â€Å"They think you’re mad and can shut down.† Girls have a more finely tuned aural structure; they can hear higher frequencies than boys and are more sensitive to sounds. He advises girls’ teachers to watch the tone of their voices. Boys’ teachers should sound matter of fact, even excited. Chadwell’s voice sounds much more forceful as he explains. Chadwell continues. A boy’s autonomic nervous system causes them to be more alert when they’re standing, moving, and the room temperature is around 69 degrees. Stress in boys, he says, tends to increase blood flow to their brains, a process that helps them stay focused. This won’t work for girls, who are more focused seated in a warmer room around 75 degrees. Girls also respond to stress differently. When exposed to threat and confrontation, blood goes to their guts, leaving them feeling nervous or anxious. â€Å"Boys will rise to a risk and tend to overestimate their abilities,† he says. Teachers can help them by getting them to be more realistic about results,† he says. â€Å"Girls at this age shy away from risk, which is exactly why lots of girls’ programs began in the private sector. Teachers can help them learn to take risks in an atmosphere where they feel confident about doing so.† It’s an aha! moment for many of the parents, who seem to understand. These differences can be accommodated in the classroom, Chadwell adds. â€Å"Single gender programs are about maximizing the learning.† Mar. 5, 2008 — Although researchers have long agreed that girls have superior language abilities than boys, until now no one has clearly provided a biological basis that may account for their differences. Share This: 811 For the first time — and in unambiguous findings — researchers from Northwestern University and the University of Haifa show both that areas of the brain associated with language work harder in girls than in boys during language tasks, and that boys and girls rely on different parts of the brain when performing these tasks. â€Å"Our findings — which suggest that language processing is more sensory in boys and more abstract in girls — could have major implications for teaching children and even provide support for advocates of single sex classrooms,† said Douglas D. Burman, research associate in Northwestern’s Roxelyn and Richard Pepper Department of Communication Sciences and Disorders. Using functional magnetic resonance imaging (fMRI), the researchers measured brain activity in 31 boys and in 31 girls aged 9 to 15 as they performed spelling and writing language tasks. The tasks were delivered in two sensory modalities — visual and a uditory. When visually presented, the children read certain words without hearing them. Presented in an auditory mode, they heard words aloud but did not see them. Using a complex statistical model, the researchers accounted for differences associated with age, gender, type of linguistic judgment, performance accuracy and the method — written or spoken — in which words  were presented. The researchers found that girls still showed significantly greater activation in language areas of the brain than boys. The information in the tasks got through to girls’ language areas of the brain — areas associated with abstract thinking through language. And their performance accuracy correlated with the degree of activation in some of these language areas. To their astonishment, however, this was not at all the case for boys. In boys, accurate performance depended — when reading words — on how hard visual areas of the brain worked. In hearing words, boys’ performance depended on how hard auditory areas of the brain worked. If that pattern extends to language processing that occurs in the classroom, it could inform teaching and testing methods. Given boys’ sensory approach, boys might be more effectively evaluated on knowledge gained from lectures via oral tests and on knowledge gained by reading via written tests. For girls, whose language processing appears more abstract in approach, these different testing methods would appear unnecessary. â€Å"One possibility is that boys have some kind of bottleneck in their sensory processes that can hold up visual or auditory information and keep it from being fed into the language areas of the brain,† Burman said. This could result simply from girls developing faster than boys, in which case the differences between the sexes migh t disappear by adulthood. Or, an alternative explanation is that boys create visual and auditory associations such that meanings associated with a word are brought to mind simply from seeing or hearing the word. While the second explanation puts males at a disadvantage in more abstract language function, those kinds of sensory associations may have provided an evolutionary advantage for primitive men whose survival required them to quickly recognize danger-associated sights and sounds. If the pattern of females relying on an abstract language network and of males relying on sensory areas of the brain extends into adulthood — a still unresolved question — it could explain why women often provide more context and abstract representation than men. Ask a woman for directions and you may hear something like: â€Å"Turn left on Main Street, go one block past the drug store, and then turn right, where there’s a flower shop on one corner and a cafe across the street.† Such information-laden directions may be helpful for women because all information is relevant to the abstract concept of where to turn; however, men may require only one cue and be distracted by  additional information. Boy and girl babies differ from the time they are in the crib. Richard Restak studied these differences in babies from birth to twelve months and published his findings in the now classic book The Brain: The Last Frontier (Grand Central Publishing, 1988). He found that boy babies demonstrate early superiority in visual acuity and possess better spatial abilities in dealing with three-dimensional space. Boy babies also perform better in gross motor body movements. He found girl babies to be more sensitive to sounds (especially their mother’s voice) and more attuned to the social contexts of situations (faces, speech patterns and tones of voice). Girl babies speak sooner and develop larger vocabularies. Inborn Learning Styles Dr. Rita Dunn, Director of the Center for Study of Learning and Teaching Styles at St. John’s University in New York, and Dr. Kenneth Dunn of Queens College, have spent nearly 25 years in the study of learning styles. They identify the most common learning styles as Auditory, Visual and Tactile. From their studies, the Dunns have observed that learning styles are inborn and run in families, and can be observed as early as the first year of life. Of the children I have evaluated in my own practice, over 80 percent demonstrates a learning style that is either identical to that of one parent or a blend of both parents’ styles. Ten percent demonstrate the learning style of a close relative, such as a grandparent or uncle. Listeners, Lookers and Movers Listeners, Lookers and Movers are the terms I use for Auditory, Visual and Tactilelearners, respectively. Listeners are attuned to sounds and words. They talk early, have large vocabularies and learn to read with ease. From the first year of life,Lookers are drawn to color, shape and motion. They display excellent eye-hand coordination, and can be expected to excel at math and computers. As babies,Movers often crawl, stand and walk ahead of schedule. They are well-coordinated and confident in their bodies, but their affinity for moving poses problems for them in structured classroom settings. Male vs. Female Learning Styles While external circumstances can have an impact on a child’s preferred  learning style, some generalizations are possible. Girls tend to be auditory learners, more attuned to sounds, and as a result talk earlier than boys. From the time they begin formal schooling, girls excel in auditory subjects, such as reading, which require the ability to break words into individual sound units, and then blend them back into a whole. As auditory learners, they perform well in classroom settings that demand attention to teacher instructions. As adults, they often lean toward careers in communications. Male broadcasters, courtroom attorneys and speech-language pathologists prove that there are exceptions to this rule. Beginning at birth, boys tend to be visually alert and take a whole body stance to learning. As visual learners, boys tend to excel in visual subjects, such as spelling and math. Spelling requires accurate visual recall of the patterns of words, and success in math hinges on the ability to mentally visualize and manipulate quantities. As adults, males tend to favor visually precise fields, or favor fields where they can be physically active. However, female airline pilots, accountants and landscape designers prove exceptions to this rule. Learning and Teaching Strategies Left to their own devices, children, over time, tend to settle into a preferred way of learning to the point of screening out less favored types of information. Whenever a child gets set in a particular way of learning and begins to screen out auditory, visual or tactile information, he or she is at risk of being labeled learning disabled. Children do not â€Å"outgrow† their preferences for learning in a particular way. In fact, without help, as they progress through the grades, they tend to become more set in their learning style ways. Children can, however, become more flexible in their approach to learning when adults encourage them as early as possible to welcome auditory, visual and tactile information.

Thursday, November 7, 2019

Through the Storm Essays - Storm, Winter Storm, Greenville

Through the Storm Essays - Storm, Winter Storm, Greenville Through the Storm There has not been another day like January 28, 2009, in Greenville, North Carolina. The town experienced a storm that covered Greenville with more than ten inches of snow. I was not prepared to encounter a difficult situation in which my life would be at risk due to my inexperience with driving in the snow. I took my chances and drove myself to school knowing that every weatherman was informing every driver to seek refuge and stay home during the storm. Needless to say, a great lesson was learned that day because I then understood that I need to take precautions when dealing with a hazardous situation rather than putting my life and the lives of others at risk. It all started at the beginning of the spring semester when I used to attend Chowan University, located in a small town called Murfreesboro around seventy miles away from my hometown, Greenville. Every Monday through Thursday, I drove an hour and a half to get to my classes and then rushed back home at the end of the day, hoping to be back before sunset. The driving conditions were not bad, but being in the car for so long eventually bothers anyone. It was going to be a regular day until early that morning, the weatherman announced: There is an approach of an unexpected storm where there is a non-estimated percentage of snow that will be accumulated throughout the day. So be prepared! The news did not strike me as important since I was rushing to get ready and start my day at school. I knew that I could not miss a day of class due the importance of presenting a project that I had been working on for about two weeks. I drove about fifty miles and there were huge amounts of snow already accumulated in the road. Just before arriving to school, I received a call from my advisor telling me to stay home because classes were cancelled due the storm. I was so disappointed with myself, the weather, and the school because all I had left to do was to turn back around through a gas station and head back to Greenville. While driving, I realized that the road was covered with black ice which made my car slip in the road several times. Just when I started to slow down, a tree branch fell just few feet ahead of me so I pressed the breaks and I lost control of the car and flipped twice into a ditch. I was dazed and confused from what had just happened, but I was okay. The car was still standing. I got out of the car and I realized what had just occurred. I took a moment to think about everything that had happened to me and I praised the Lord for His protection since it could have been far worse. Now it is clearer to me about taking extra precautions when there is hazard of driving through a snow storm.

Tuesday, November 5, 2019

How to Write a Diversity Essay 4 Key Tips

How to Write a Diversity Essay 4 Key Tips SAT / ACT Prep Online Guides and Tips If you’re applying to college, you've probably heard the phrase "diversity essay" once or twice. This type of essay is a little different from your typical "Why this college?" essay. Instead of focusing on why you've chosen a certain school,you'll write about your background, values, community, and experiences- basically, what makes you special. In this guide, I explain what a diversity college essay is, what schools are looking for in this essay, and what you can do to ensure your diversity essay stands out. What Is a Diversity Essay for College? A diversity essay is a college admissions essay that focuses on you as an individualand your relationship with a specific community. The purpose of this essay is to reveal what makes you different from other applicants, including what unique challenges or barriers you’ve faced and how you’ve contributed to or learned from a specific community of people. Generally speaking, the diversity college essay is used topromote diversity in the student body. As a result, the parameters of this essay are typically quite broad. Applicants may write about any relevant community or experience. Here are some examples of communities you could discuss: Your cultural group Your race or ethnicity Your extended family Your religion Your socioeconomic background (such as your family’s income) Your sex or gender Your sexual orientation Your gender identity Your values or opinions Your experiences Your home country or hometown Your school The area you live in/your neighborhood A club or organization of which you’re an active member Although the diversity essay is a common admissions requirement at many colleges, most schools do not specifically refer to this essay as a diversity essay.At some schools the diversity essay is simply your personal statement, whereas at others it's a supplemental essay or short answer. It's also important to note that the diversity essay is not limited to undergraduate programs. Many graduate programs, too, require diversity essays from applicants. So if you're planning to eventually apply to graduate school, be aware that you might have to write yet another diversity statement! Diversity Essay Sample Prompts From Colleges Now that you understand what diversity essays for college are, let’s take a look at some diversity essay sample prompts from actual college applications. University of Michigan At the University of Michigan, the diversity college essay is a required supplemental essay for all freshman applicants. Everyone belongs to many different communities and/or groups defined by (among other things) shared geography, religion, ethnicity, income, cuisine, interest, race, ideology, or intellectual heritage. Choose one of the communities to which you belong, and describe that community and your place within it. University of Washington Unlike U-M, which requires a full-length response to its diversity essay prompt, the University of Washington asks only for a short answer. UW also offers advice on how to answer the prompt. Our families and communities often define us and our individual worlds. Community might refer to your cultural group, extended family, religious group, neighborhood or school, sports team or club, co-workers, etc. Describe the world you come from and how you, as a product of it, might add to the diversity of the University of Washington. Tip Keep in mind that the University of Washington strives to create a community of students richly diverse in cultural backgrounds, experiences, values, and viewpoints. University of California System The UC system requires freshman applicants to choose four out of eight prompts (or personal insight questions) and submit short essays of up to 350 words each. Two of these (#5 and #7) are diversity essay prompts that heavily emphasize community, personal challenges, and background. For each prompt, the UC system offers tips on what to write about and how to craft a compelling essay. 5. Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement? Things to consider: A challenge could be personal, or something you have faced in your community or school. Why was the challenge significant to you? This is a good opportunity to talk about any obstacles you’ve faced and what you’ve learned from the experience. Did you have support from someone else or did you handle it alone? If you’re currently working your way through a challenge, what are you doing now, and does that affect different aspects of your life? For example, ask yourself, "How has my life changed at home, at my school, with my friends or with my family?" 7. What have you done to make your school or your community a better place? Things to consider: Think of community as a term that can encompass a group, team or a place- like your high school, hometown or home. You can define community as you see fit, just make sure you talk about your role in that community. Was there a problem that you wanted to fix in your community? Why were you inspired to act? What did you learn from your effort? How did your actions benefit others, the wider community or both? Did you work alone or with others to initiate change in your community? Think about your community: how has it helped you? What have you done for it? University of Oklahoma Freshman applicants to OU are not required to answer this diversity essay question but can if they wish to be considered for scholarships. The University of Oklahoma is home to a vibrant, diverse and compassionate University community. Our President, David L. Boren, refers to our strong community as "the OU Family." Please describe your cultural and community service activities and why you chose to participate in them. Duke University In addition to having to answer the Common Application or Coalition Application essay prompts, applicants to Duke University may (but do not have to) submit short answers to two prompts, both of which are diversity college essay prompts.The maximum word count for each is 250 words. Duke University seeks a talented, engaged student body that embodies the wide range of human experience; we believe that the diversity of our students makes our community stronger. If you'd like to share a perspective you bring or experiences you've had to help us understand you better- perhaps related to a community you belong to or your family or cultural background- we encourage you to do so. Real people are reading your application, and we want to do our best to understand and appreciate the real people applying to Duke. Duke’s commitment to diversity and inclusion includes gender identity and sexual orientation. If you would like to share with us more about either, and have not done so elsewhere in the application, we invite you to do so here. Pitzer College At Pitzer, freshman applicants must use the Common Application and answer one of two supplemental essay prompts. One of these prompts is a diversity essay prompt that asks you to write about your community. At Pitzer, five core values distinguish our approach to education: social responsibility, intercultural understanding, interdisciplinary learning, student engagement and environmental sustainability. As agents of change, our students utilize these values to create solutions to our world’s challenges. ... Reflecting on your involvement throughout high school or within the community, how have you engaged with one or more of Pitzer’s core values? University of North Carolina at Chapel Hill At UNC, both freshman and transfer applicants must submit short answers (200-250 words) to two of four prompts. One is a diversity college essay prompt that wants to know more about the influence of your background on your current self. What about your background, or what perspective, belief, or experience, will help you contribute to the education of your classmates at UNC? The Common Application Many colleges and universities, such as Purdue University, use the Common Application and its essay prompts. (Note that the Common App essay prompts for the 2017-18 application cycle will be the same for the 2018-19 cycle.) One of its essay prompts is for a diversity essay, which can be anywhere from 250 to 650 words.This prompt has a strong focus on the applicant's identity, interests, and background. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. ApplyTexas ApplyTexas is similar to the Common Application but isonly used by public colleges and universities in the state of Texas. The application contains multiple essay prompts, two of which (A and B) are diversity college essay prompts that ask you to elaborate on your environment, a community, and your personal identity. Essay A: What was the environment in which you were raised? Describe your family, home, neighborhood or community, and explain how it has shaped you as a person. Essay B: Most students have an identity, an interest, or a talent that defines them in an essential way. Tell us about yourself. Be the red apple. What Do Colleges Look for in a Diversity Essay? With the diversity essay,what colleges usually want most is to learn more about you, including what experiences have made you the person you are today and what unique insights you can offer the school. But what kinds of specific qualities do schools look for in a diversity essay? To answer this, let's look at what schools themselves have said about college essays. Although not many colleges give advice specific to the diversity essay, many provide tips for how to write an effective college essay in general. For example, here is whatDickinson Collegehopes to see in applicants' college essays: Tell your story. It may be trite advice, but it’s also true. Admissions counselors develop a sixth sense about essay writers who are authentic. You’ll score points for being earnest and faithful to yourself. Authenticity is key to writing an effective diversity essay. Schools want you to be honest about who you are and where you come from; don’t exaggerate or make up stories to make yourself sound "cooler" or more interesting- 99% of the time, admissions committees will see right through it! Next, here’s what Wellesley College says about the purpose of college essays: Let the Board of Admission discover: More about you as a person. The side of you not shown by SATs and grades. Your history, attitudes, interests, and creativity. Your values and goals- what sets you apart. It’s important to not only be authentic but to alsoshowcase "what sets you apart" from other applicants- that is, what makes you you. This is especially important when you consider how many applications admissions committees go through each year. If you don’t stand out in some positive way, you'll likely end up in the crapshoot, significantly reducing or even eliminating your chances of admission. And finally, here’s some advice fromtheUniversity of Michiganon writing essays for college: Your college essay will be one of nearly 50,000 that we’ll be reading in admissions- use this opportunity to your advantage. Your essay gives us insights into your personality; it helps us determine if your relationship with the school will be mutually beneficial. So tell us what faculty you’d like to work with, or what research you’re interested in. Tell us why you’re a leader- or how you overcame adversity in your life. Tell us why this is the school for you. Tell us your story. Overall, the most important characteristic colleges are looking for in the diversity essay (as well as in any college essay you submit) is authenticity. Colleges want to know who you are and how you got here; they also want to see what makes you memorable and what you can bring to the school. Coffee not required for writing an excellent diversity essay. How to Write an Effective Diversity Essay: 4 Tips Here are some tips to help you write a great diversity college essay and increase your chances of admission to college. #1: Think About What Makes You Unique One of the main purposes of the diversity essay is to present your uniqueness and explain how you will bring a new perspective to the student body and school as a whole. Therefore, for your essay, be sure to choose a topic that will help you stand apart from other applicants. For example, instead of writing about your ability to play the piano (which a lot of applicants can do, no doubt), it’d be far more interesting to elaborate on how your experience growing up in Austria led you to become interested in classical music. Try to think of defining experiences in your life. These don’t have to be obvious life-altering events, but they should have had a lasting impact on you and helped shape your identity. #2: Be Honest and Authentic Ah, there’s that word again: authentic. While it’s important to showcase how unique you are, you also want to make sure you’re staying true to who you are. What experiences have made you the person you are today? What kind of impact did these have on your identity, accomplishments, and future goals? Being honest also means notexaggerating (or lying about) your experiences or views.It's OK if you don't remember every little detail of an event or conversation. Just try to be as honest about your feelings as possible. Don't say something changed your life if it really had zero impact on you. Ultimately, you want to write in a way that's true to your voice. Don't be afraid to throw in a little humor or a personal anecdote. What matters most is that your diversity essay accurately represents you and your intellectual potential. #3: Write Clearly, Correctly, and Cogently This next tip is of a more mechanical nature. As is the case with any college essay, it’s critical that your diversity essay is well written. After all, the purpose of this essay is not only to help schools get to know you better but also to demonstrate a refined writing ability- a skill that's necessary for doing well in college, regardless of your major. A diversity essay that's littered with typos and grammatical errors willfail to tell a smooth, compelling, and coherent story about you. Itwill also make you look unprofessional and won’t convince admissions committees that you're serious about college and your future. So what should you do? First, separate your essay into clear, well-organized paragraphs. Next, proofread your essay several times.As you further tweak your draft, continue to proofread it. If possible, get an adult- such as a teacher, tutor, or parent- to look it over for you as well. #4: Take Your Time Our final tip is to give yourself plenty of time to actually write your diversity essay. Usually, college applications are due around December or January, so it’s a good idea to start your essay early, ideally in the summer before your senior year (and before classes and homework begin eating up your time). Starting early also lets yougain some perspective on your diversity essay.Here's how to do this: once you've written a rough draft or even just a couple of paragraphs of your essay, put it away for a few days. Once this time passes, take out your essay again and reread it with a fresh perspective. Try to determine whether it still has the impact you wanted it to have.Ask yourself: does this essay sound like the real you, or someone else? Are some areas a little too cheesy? Could you add more or less detail to certain paragraphs? Finally, giving yourself lots of time to write your diversity essay means you can have more people read it and offer comments and edits on it.This is crucial for producing an altogether effective diversity college essay. Conclusion: Writing Diversity Essays for College A diversity essay is a college admissions essay that revolves around an applicant’s background and identity, usually within the context of a particular community. This community can refer to race or ethnicity, income level, neighborhood, school, gender, sexual orientation, etc. Many colleges- such as the University of Michigan, the University of Washington, and UNC- use the diversity essay to ensure diversity in their student bodies.Some schools require the essay, whereas others accept it as an optional application component. If you'll be writing diversity essays for college, be sure to do the following when writing your essay to give yourself a higher chance of admission: Think about what makes you unique- try to pinpoint an experience or opinion you have that'll separate you from the rest of the crowd in an interesting, positive way Be honest and authentic- avoid exaggerating or lying about your feelings and experiences Write clearly, correctly, and cogently- proofread, edit, and get someone else to look over your essay Take your time- start early, preferably by the summer before your senior year, so you can have more time to make changes and get feedback from others With that, I wish you the best of luck on your diversity essay! What’s Next? You understand how to write a diversity essay- but what about a "Why this college?" essay? What about a general personal statement?Our guides explain what these essays are and how you can produce amazing responses for your applications. Want more samples of college essay prompts?Read dozens of real prompts with our guideand learn how to answer them effectively. Curious about what a good college essay actually looks like? Then check out our analysis of 100+ college essays and what makes them memorable. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Sunday, November 3, 2019

Christian worldview Essay Example | Topics and Well Written Essays - 500 words

Christian worldview - Essay Example God blessed them and ordered them to multiply in number, fill and control the whole earth. Humans were also to have dominion over all the created things, both living and non-living (Genesis 1:26-28) (Version, 2011). According to the Bible, God has chosen humans to be the leaders and rulers of the world. They have the authority to rule over all the living creatures on land and in the sea. Humans have more dignity than all the created animals in the sea and on land. Despite the fact that humans are more rational and have been chosen to be rulers over all other creatures, this does not give them the authority to harm other animals or living creatures. A suitable rationale for all human beings is created by the biblical worldview. One of the common problems in the Christian worldview is suffering. The vast population of the universe assumes that suffering results from human sin. The issue of personal suffering is widely addressed by Jesus in John chapter nine. In this chapter, the disciples assumed that the man’s blindness was because of his sins. In the chapter, Jesus explained that the blindness of the man was not as a result of the sins of the man’s parents but a way through which God’s works were to be demonstrated (John 9:3). Jesus argued that man’s suffering would not go to waste, but would instead be used to glorify God in his life. The illustrations reveal that man’s suffering is not because of his or her sins. However, God utilizes suffering to remind human beings that sins have adverse consequences. In conclusion, human value, suffering and authenticity play a significant role in the thoughts, beliefs and existence of human beings. The faith on which Christianity is based is cogent and practical. It offers solutions to varied questions that relate to the heart and mind. All human beings survive by faith. People may have faith in themselves, the government or a supernatural being. Other people have faith in