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Authentic Paper Writing Service – Join Us and Get Assisted Now Writing analytical essays requires keenness. Otherwise, you risk going out of the topic, consequently scoring lower marks. This aspect is one of the things that our writers often observe because we care much about our clients. To ensure that you get a good grade, we often assign the best writer with enough qualification to handle your paper depending on the subject matter. Besides, we have good analytical essay topics that every client can choose from. This concept works in an event the question is open, and you are tasked with choosing your subject matter. Our service is one of the best in the online market, and we never disappoint. Many students often review us positively, thanks to our quality work. Importantly, when given a subject that requires analysis, it is feasible to read it repeatedly to understand what is required fully. Some of the topics for analytical essay can get you started whenever you face this kind of problem. The steps stipulated below are fundamental when writing an analysis paper. Understand objectives Decide on what you want to write Brainstorm for ideas Design an interesting thesis statement Think about supporting evidence Write an outline of the paper You will receive advice and guides if you join us. Here are 5 tips to get you started: Some people think that an analytical paper is merely a summary of events. Well, this notion is false. Do not summarize at all. To ensure that you are doing everything correctly, read your essay, and denote whether it sounds much the same as that of the main source. To avoid this, relate it to your points. A killer thesis statement is another way to let it stand out. Ensure that it has a topic, what is being analyzed, and conclude your findings appropriately. This way, your audience will have an explicit clue on whatever you are trying to discuss throughout the paper. To practice this concept, you can choose one of the easy analytical essay topics from our website and then practice. The paragraphs that follow it are supposed to back your thesis. So, write a topic sentence that directly answers the thesis. Think about interesting topics. Also, this is where the outline of your paper will serve you well. Define well your claims, that are evidence delving much on the main topic sentence. They are divided into smaller parts, but the information must be coherent and logical. Your outline will still prove crucial at this point. Lastly, conclude well your paper. Do not create a new idea in this portion. Instead, summarize your main points as is in the body of the paper. Our Tutors Will Create an Interesting Analytical Essay Topics for You The main recipe for success in achieving a top grade analysis paper is to create an interesting topic. 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The 3 Best Extracurricular Activities for Your College App

The 3 Best Extracurricular Activities for Your College App SAT / ACT Prep Online Guides and Tips Extracurricular activities are an important part of your college application. The things that you choose to do outside of the classroom help college admission officers understand your personality in a way that your grades and test scores can’t show. With so many activities to choose from, how do you know which ones are going to make the biggest impact on your application? Do colleges prefer students with traditional activities like sports and student council, or are you better off if you have something unconventional on your activity list? If you're unsure about how to strategize a list of activities that will make an impact on your application, read on to see the three best extracurricular activities that will really get you noticed. What Are the BestExtracurricular Activities to Have on YourCollege Applications? Many students worry that they have to play a sport to get into a good college, or that there are some specific extracurricular activities that college admission advisors consider an automatic admissions ticket. If you have suspected that this kind of activity bias exists, I have good news: colleges do not really care which specific activities you choose to do. However,they are hoping to understand certain things about you through your activities. Your extracurricular activities show colleges aspects of your personality that your grades and test scores can’t. Though admissions officerscan also get to know about your â€Å"intangible† qualities through your essays and letters of recommendation, extracurriculars are important because they show that you walk the walk. Think you have leadership skills? Well, your extracurricularsare where you prove it. There are a few specific things that colleges are always hoping to see in their students’ activities. They include: Passion. Your activities are supposed to be a reflection of you and what you care about. Admissions officers can usually tell when you're just doing activities to pad out your resume. Colleges love students who are passionate because, more often than not, they are the ones who will stick with something through thick and thin and go on to change the world. You can show passion by focusing on a couple activities and dedicating a significant amount of time to them. Leadership. Leaders are the people who will be at the forefront of change and the first to take on new challenges. Since colleges are looking to educate and shape the leaders of tomorrow, they love to see students who are taking initiative to be leaders through their extracurricular activities. You can do this by leading a group or activity, being in charge of a project, or otherwise motivating or directing other students. Impact. How have you changed your activity for the better? Have you expanded membership or the amount of activities your extracurricular does? If you saw a problem, did you fix it? Once again, colleges are looking for the people who are going to change the world someday. In your activities, you can show them that you're the type of person who takes something and leaves it better than you found it. If you need some inspiration to help find a great extracurricular, we have a list of hundreds of activities that you can try. With commitment, over time you could show the above qualities in any of the activities on the list. But if you'd like more guidance, there is a surefire combination of activities you can pursue in high school that will show off a range of your best traits. In fact, as long as you have thesethree types of activities, you won’t have to worry nearly as much about what else you choose to do with your free time during high school! The Perfect Extracurricular Activity Combination For students who are unsure about what types of activities to pursue in high school, you can easily impress admissions officers by making sure that you have the following three kinds of activities on your list. They are: The Academic Activity The Community Service Activity The Personality Activity Colleges are out to find students whoare mature, have a good sense of direction and purpose, and have a strong sense of self. Students like this know what their passions are, are willing to put in the time and effort to make an impact in their chosen extracurriculars, and are more likely to be leaders. Though there are many valid combinations of extracurriculars out there and you will not be penalized if you do not follow the above structure, this combination of activities allows you to show off your personality and talents while also showing an awareness of and concern for the larger world. To show why this is the perfect combination, let's examine each activity in a bit more detail and discuss why it impresses admission officers. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. The Academic Activity The first key type of extracurricular activity is the academic activity.This is an activitythat is somehow related to what you're hoping to study in college. What Are Some Examples? For example, if you want to get a degree in journalism, you could be working foryour school newspaper. A math major could participate in Math Bowl or some other competitive form of the subject. A future medical student may have volunteered at the local hospital. Why Should You Do It? There's no better way to provethat you're really interested in your chosen field of study than to show admissions officers that you live and breathe it already on a daily basis. Remember that old saying that work isn’t work as long as you’re doing what you love? By doing an extracurricular related to your studies, you're showing that you have real passion for the topic and know what you're getting yourself into. Why Do Colleges Love It? Colleges want to admitstudents who are hard-working, passionate, and who will potentially be innovators in that field in the future. This is a great way to show that your studies are also your passion. You aren’t just pursuing that engineering degree because it’s going to make you money someday; you’re pursuing it because if you didn’t you wouldn’t be the person that you need to be. Students who are actively and passionately involved in their studies through an extracurricular are much more likely to make a difference in the field and potentially change the world. The Community Service Activity This activity is an extracurricularthat allows you to volunteer your time to work with people or for a cause in your community. What Are Some Examples? There are hundreds of ways to do community service. It’s important to choose something that is related to a cause you actually care about and that you'll be able to commit to long enough to make an impact. Examples range from volunteering at a senior center, to tutoring students after school, to working in wildlife conservation. If you need more examples, check out our guide tothe nine best places to do community service. Why Should You Do It? There are a lot of benefits for high school students who are ready to put time and effort into community service. Service learning can be a great way to reinforce ideas that you've learned in the classroom. You can develop skills that will be necessary forcollege, such as critical thinking and problem-solving skills. Many students say that they experience personal development through community serviceand become more responsible andempathetic. Studies have also shown that people who volunteer reap health benefits because they feel better about themselves. See more about the benefits of community service for high school students here. Why Do Colleges Love It? Community service is a great extracurricular that can show that you're a concerned citizen and aspiring leader. Keep in mind that colleges are always looking for students who are going to be making a difference in the world. Community service shows that you have already taken the first step to do that. By showing that you cantake charge when you see an issue in your community and are willing to put in the time and effort needed to make a change, you're showing initiative, dedication, and perseverance. These are all traits that will help you be a successful student in college and an impactful human being well after you graduate. The Personality Activity This is an activity that showcases something special about youand your interests. What makes you tick? What's your secret passion? What Are Some Examples? Any activity that you do solely because you love it counts as a personality extracurricular. This is your chance to show colleges what you're passionate about. These activities may be surprising at first because they don't necessarily have anything to do with what you want to pursue academically or professionally. While an aspiring engineer may list her love of building robots as her personality activity, it's equally true that an aspiring astronomy major may have a passion for working backstage in theater productions. As long as it's an extracurricular you love doing, it can be used as a personality activity. Why Should You Do It? Personality activities are a chance for you to do something that's important to you and that you really love. There’s more to you than just what you intend to study. Everyone is moved by different things, and it’s important to pursue these passions. These activities are all about you and allow you to develop confidence and a sense of self that you might not get in the other activities. Why Do Colleges Love It? Colleges want to see the person behind the application, and this is where the personality activity comes in. Collegesare also concerned about creatingvibrant campus communities, and one way of doing this is admitting students with a lot of different interests who will be able to participate and contribute toareas beyond just what they're studying. They will appreciate that you have taken the time to develop these side passions and see you as a motivated and interesting person. The Bottom Line These three types of activities are a good place to start if you're stumped by how to make an impressive resume for college. But keep in mind that any combination of activities is just as valid - as long as you remember tomake a commitment, show leadership, and havean impact! What's Next? If you want a more basic grounding in what extracurriculars are, check out our explanation of why you need to have extracurricular activities. Need some more inspiration for activities? See our complete list of extracurricular activities. Got your activities under control, but worried about how the application works? See our guide to writing about extracurriculars on the Common App. Struggling to write about extracurriculars on your college application?Check out our in-depth guide to crafting a compelling narrative about your extracurriculars. Read it for free now:

Project report about the proposed design of an environmentally Term Paper

Project report about the proposed design of an environmentally friendly HYBRID car that works by Fuel and Battery nd nicknamed ( - Term Paper Example Properties of option 1 and 2†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.17 Figures: Figure 1: BMW Turbo Charged Engine†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Figure 2: Naturally Aspirated Engine†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦10 Figure 3: Hybrid Car Engine†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.11 Figure 4: Hi-Eco Car Engine Storage System†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦.12 Figure 5: Power Control Unit†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦13 Figure 6: Inductor Motor†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...14 ... These include long range, high power output and minimized battery charging hours. It also uses solar panel to charge the lithium-ion batteries. Its power efficiency is about 90%, meaning most of its energy will perform useful work of rotating the motor. The design follows six steps approach which begins from problem definition to selection of the best solution. The engine contains three main component; power control unit, energy storage system and inductor motor. This engine has a better score; 493 points against 385 points for hybrid engine which is also considered eco-friendly. These score provided the basis for selection of Hi-Eco car engine as the best solution. 5 INTODUCTION Automobiles consumes huge amount of global energy resources. Most of this energy is non renewable meaning they cannot be replaced through natural or any artificial process. Consequently, the over reliance on hydrocarbon as the main source of fuel for automobiles is unsustainable. This situation is worsened b y the prediction that hydrocarbon reserves will diminish in about 100 years to come. However, sustainability is just but one of big issues the world is grappling with about is fuel as the main source of energy in transportation sector. The cost of petroleum products is still beyond the rich of many people in the world. Countries spend billions of dollars exporting importing fuel at the expense of other social program. This situation is not changing any soon because the global consumption of fuel products is on a steep rise. Apart from cost and sustainability issues, pollution remains one of the greatest problems associated with fuel energy. Pollution is directly linked to green house effect which is responsible for climate change. Fuel powered

Week 8 diss 2 Essay Example | Topics and Well Written Essays - 250 words

Week 8 diss 2 - Essay Example Cybercrime is criminal activity which makes use of the computer and the internet. This includes the illegal downloading of music or video files, creating and distributing viruses on computers and may be as grave as stealing millions from online bank accounts (TechTerms.com, n.d.). It differs from insider trading in that it uses the computer as a target, accessory or a weapon. (Cybercitizenship.org, n.d.). If the government will not control insider trading, there is a possibility that the stock market may crash, which will have a detrimental impact on the economy of a country. Furthermore, investors might think twice before investing in the stock market; thus, investments in the stock market may be scarce, again creating a negative impact on the economy. In October 2006, Megan Meier committed suicide as a result of a cruel cyber hoax (ABCNews.com, 2007). It started when Megan befriended a cute boy, Josh Evans on the social networking site MySpace. After more than a month-long relationship, Megan received an email from Josh stating that he did not want to be friends with her anymore because she was not nice to her friends. Megan saw several electronic bulletins posted saying nasty things about her. Megan could not handle the stress and depression; thus, she hanged herself in the

See below Essay Example | Topics and Well Written Essays - 750 words

See below - Essay Example I was wrong. I never thought I would ever leave the Philippines. I was brought up by parents who were completely supporting of my holistic needs – as well as those of my siblings. I am the eldest in the brood with one feisty brother and one totally gregarious sister. I was the timid one; wholly and totally satisfied to be confined in my neat and cozy shell. My parents were both working in the old commercial district of Manila. I remember bidding them daily goodbyes as I was barely awake, stirring sleepily from our shared bed. I was confidently placed under the tender, loving care of my maternal grandmother, who, together with a totally high-tempered grandfather, made sure that my day was full with fun activities to keep me away from mischief. A routine and ordinary day comprised of watching chicken being fed in the backyard, playing hide and seek, getting a mandatory siesta, indulging in native delicacies as snacks, and patiently waiting for the return on my parents from work. The sheltered and traditional practice of child care that was applied partly contributed to the shy behavior. Entering school one month late was another. My working mother must have missed the fact that I was already old enough at five to enter kindergarten. The feeling of being watched and stared at by a bunch of school kids who were already familiar with each other gave me a traumatic experience about early education. I refused to socialize and fairly developed interpersonal skills. I was always anxious to go home and return to my safe refuge. My family was my life. Both parents were the eldest in their respective nuclear families. Both have seven siblings. Our nuclear family lived with my maternal familial lineage. Growing up meant sharing every possible thing with relatives: shelter, food, time, entertainment, stories, laughter, sorrows, emotions, bonds, life. Every meal was a feast to behold – taking into account the number of people sharing the meal, despite the modest y and simplicity of the blessing. Every night was spent in front of the black and white television set watching programs that were legends in their own rights: Hawaii Five-O, Six Million Dollar Man, Wild Wild West, Mission Impossible and local programs. I was never aware that there would come a time when we would all part ways. My godfather, who was also my uncle, first left for the United States to try his luck. I could barely understand what that means – except that he would leave his motorcycle and entrusted it to his brother. My auntie, a very skilled baker, who loved to bake all sorts of pastries: pineapple pies, cakes, waffles, was the next to migrate to the U.S. I will never forget that she was the person who introduced me to one of my most loved cakes of all time, Sans Rival. I can still remember the afternoon she started preparing to bake it. The ingredients were lined up in structured order: butter, flour, sugar, cashew nuts, among others. I was so excited to taste the cake that smelled so good and took so painstakingly long to prepare. I realized that was the first and last time I would savor the recipe from her. Marriage, death, and simply growing up were other reasons for parting. I was already in my teens when I tried to get in touch with relatives who lived in America. I missed them so much that I dreamed of being reconnected with them. The failing health of my parents likewise provided the impetus for a persistent

Incorporating Student Voices into Education Systems

Incorporating Student Voices into Education Systems â€Å"†¦language is the primary technology of communication.† Winch et al., 2004 6.1 Introduction to the Discussion This chapter uses its space to develop some of the issues raised by the research that has gone into the dissertation. If it is contentious, it is in order to ask questions about issues where the answers are not yet available, and develop a deeper understanding of the concepts. This includes: the reality of Student Voice as a supported and integrated concept, rather than as a manipulated concept for integration the validation of alternative education as an ideal place for Student Voice the questions of Partnerships and how this is being politically channelled whilst not perhaps given the strength of foundation it deserves and needs 6.2 Student Voice: Integration for Learning or Integration for Policy As the dissertation showed, there are strong theoretical underpinnings for the value of incorporating Student Voice into educational systems, especially when seen in a constructivist light. The surprise is that it has taken so long. However, the study has also shown that it is not always as easy as anticipated to re-format a school’s approach. There are worries and concerns surrounding the actual reality of adapting an existing system to incorporate Student Voice. There are the teachers concerns of devaluing learning at the cost of social development. There are fears about loosing control and upsetting the status quo. On the other hand, there are also those who embrace the concepts of freedom of learning choice and student contribution. As Martin, Worral, and Dutson-Steinfeld (2005) put it, it is now too late to put the lid back on Pandora’s Box. The danger is that the tide may follow the easiest path, rather than listening to the voices that are more difficult to hear. Cruddass (2001) argued that these voices may have the greatest contribution to make. After all, if Student Voice is a method of integration, it is surely fairly pointless directing it towards those who already have their avenues for communication and are well entrenched within the system, when those just outside need to be provided with a way in. It perhaps reflects some of the cultural values when it comes to who the system wants to provide a voice for and who it does not. For the Westernised education systems, changes in the socio-economic climates have brought about a: shifting balance of power, caused by information and communications technology and learners access to alternative sources of knowledge, reduced public funding, globalisation and commercial imperatives. Latchem Hanna 2001, p. 1 One could perhaps add that as the public funding has gone down, the gap has been filled by an incremental increase in policy documentation and political rhetoric. It seems that the onus is put on the schools to follow the recommendations, and increasingly to fund these demands themselves. That aside, listening to young learners, and understanding what they are communicating has most probably been a part of the repertoire of what Haberman (1995) termed star teachers long before it become encapsulated in documentation. The discussion is whether the value put on Student Voice is a passing phase or is getting the attention it so richly deserves. 6.3 Alternative Education and Student Voice This section of the discussion returns to the use of an environmental education format as a means of combining positive communication strategies through the use of different formats, such as a conservation park and school. It has taken some time for alternative educational formats to receive official consideration, and this has demanded a considerable change in mind set. For example, as more people have come to understand the necessity for a complete change with regard to the place of humans in the environment, the ideals of education driven by sustainability have become less the realm of extremists and more the essentials for good sense. If one were to take this a step further, a developed form of education such as that potentially offered by the Park could become less of an alternative, and more of a mainstream consideration. This is one reason that this dissertation has explored the environment as a means of generating attitudes and ‘raising voices’, rather than a que stioning of knowledge gained through the Activate Programs. Using the Park as the example, this study found that the Activate Programs were effective in communicating a positive attitude towards each other based on involvement with a specific environment. Rather than a sense of environmental consideration, there was a sense of connection amongst students to the Park. Although environmental knowledge was not measured, the results of working in the environment contributed to the Observational sections that informed some of this dissertation showed changes in awareness. One of the important factors was the ‘culture’ of familiarity that developed amongst those students who were regulars on the Activate programs. They developed a better understanding of the Park and knew more what to expect when they visited. This meant they not only had different expectations that those less familiar with the Park, but that they started to show a leadership and peer attitude that supported the Activate ethic. This working in the environment system, when designed carefully and driven by the right personalities, appears to strongly support the idea of a more mainstream approach to an ‘outdoor classroom’. This ‘culture of communication’, as it could be called, aims to be enabling and empowering for students. It not only encourages positive connections to develop between the students and the environment, it also gives them practical opportunities to see what they can do. This is a vitally important point for students from schools where they are all too often given information, but have no way of acting upon it in a positive and constructive way. In the Park, there is the combination of Student Voice as an over-current to the Activate activities. For example, the Lion group consists of some very challenging students who would not normally co-operate together. Yet at the Park, as the following quote shows, they do. There is a continual level of communication that seems to equate to a very different reality to the one found at school: It is very encouraging to see some of our students in this program and then see how different they are in their behaviour and attitude back in a classroom/school setting. In the classroom they can be the disruptive/troubled student and yet at the Park these same students have been the Leaders and are willing to help/show and guide new/younger student of this group. At the beginning of our program we had a hard, troubled group but as time evolved they have built relationships and furthered skills they didnt know they had. Teacher Interview 2006 Expectations were integrated with communication. Where there was insufficient communication between the Park and school staff, false expectations could be generated and this was an area that needed tightening up as it could lead to confusion. However, the outcomes for attitude have been predominantly positive. Not one teacher, student, parent or support staff wanted to see the programs stop and the majority like them as they are. 6.4 Does Parent Partnership’s Help Thanks to the SEN and Disability Act (DfES 2001), parents and carers now have avenues that will help them find out the options available for their SEN child. Parent Partnership Services (PPS) (see e.g. Worcestershire County Council’s online Parent Partnership Service) are designed to deliver statutory rights including: ..information, advice and guidance on SEN matters to allow them to make informed decisions about their child’s education. PPS can also help prevent difficulties from developing into disagreements. Rogers et al. 2006, p. 1 There are obvious advantages to a partnership approach (Roger et al.2006: Wolfendale 2002: Wolfendale Cook 1997). It enables a more holistic approach to the students’ whole learning experience and thereby includes their social and emotional status as well as the environmental and cognitive. But, as Rogers et al. (2006) show in their assessment of PPS, the methodology of integrating PPS still needs work and is highly variable. With regard to this dissertation, the discussion focuses on the positive contribution of parents and carers when they are involved with the student’s education at school whilst stopping short of advocating that teacher’s lesson plans be available to parents: Schools should make information available to parents on what they can expect from schools and individual pupils’ progress. This might include access to lesson plans and learning materials and should be available as and when parents want to access it. DfES 2006b, p. 24 If the goal is that of the ‘personalised learning’ (DfES 2006) currently advocated, with all it’s emphasis on partnership, then it may well be that teachers will have to re-evaluate what their planning is for. It would seem entirely acceptable, in deed necessary, for parents and carers involved in this partnership approach to be well acquainted with what is about to be taught. yet this sounds more and more like sending the parents back to school themselves. Perhaps the ideal is a school planning document that outlines the curriculum content and its anticipated coverage, subject to curriculum changes of course, that is specifically prepared for community involvement. The fact that Partnership is being advocated above Student Voice perhaps suggests that one format is easier to manage politically than the other. In fact, the following DfES (2006b) Figure 4 shows that pupil voice is more an element of learning an a cognitive descriptive than a part of all-round learni ng. These are just three of the issues put forward for discussion and it is anticipated that much more work will be done on these in the future. 7 CONCLUSION This study has been a learning journey in itself. The first thing the study demanded was learning to listen properly to students and not interpret what they were saying by my own standards. The added dimension of the zoological park provided a fascinating contrast with student’s styles and types of communication and how they changed at school and at the Park. The following is a brief summary of where we are now and what needs to be considered in the future. We now know that a democratic system equips students better, be they in a special school or mainstream, for a post educational reality. Part of this democratic system involves the right to speak on one’s own behalf and have one’s view listened to and, when appropriate, acted up. At its best, Student Voice works as a means of holistically integrating students in their education. Whilst Student Voice motivates, it also allows and encourages students to take responsibility for their learning. The dissertation has shown that this works at a variety of levels. In the classroom, the study identified some of the strong links between student intrinsic motivation and the power of choice. Where the student is involved in selection and method of learning, they are more likely to become and remain enthusiastic. It should go without saying that it is equally important for SEN students to have these same rights, even if the means of communication are different. This means official su pport (i.e. funding) is necessary for schools to be able to resource themselves sufficiently to cater for all Student Voices. As discussed, this issue of funding is a particularly thorny one and seems to get hidden beneath the shifting sands of politics, covered with a blanket of rhetoric and Government sponsored research. However, it is a step along the way towards changing ‘mind sets’ towards Student Voice. There is also the issue of teacher attitudes. Many teachers are more used to being heard and less familiar with the type of listening Student Voice requires. Some find it hard to validate student opinion. Despite all the research done into Student Voice, and the obviously better ‘fit’ it makes in contemporary society, there are still those who are frightened by the change in the status quo, or who’s training has not encompassed this, or who resent more official requirements. In fact, in a contemporary, humanistic and individualised paradigm, it seems increasingly strange that choice as a concept does not underpin the UK educational system. Therefore, one of the recommendations for the future has to more professional development for those teachers that need it. Teacher training itself is constantly subject to change and has the challenge of both preparing students for the reality of working in schools and establishing the current pedagogic approach. For example, it may be hard for a new teacher with a passion for listening to students to adapt to work in a more traditional school setting. With regard to settings, the dissertation showed that location and environment have a distinct impact on students. This led to the design of a new school which combined both the in-class educational formats and the outdoors activities, be those agricultural, environmental, or simply outside. In summary, the future of Student Voice and its best use in the UK educational system needs to take into consideration: Teacher training and continued support for new and existing teachers through professional development. Make the formats for student voice more user-friendly and introduce them professionally – do not expect all schools to be able to adapt their format automatically. Finance and long term support. What lies before us and what lies behind us are tiny matters compared to what lies within us. Oliver Windell Holmes

Character Development Essay examples -- Personal Narrative Essays

Character Development at Harvard The primary purpose of education is to provide an environment in which students can develop the skills and acquire the knowledge they need to fulfill in our changing society. We strive to provide opportunities for individuals to make decisions and encourage them to satisfy their academic needs responsibly and effectively." - Everett High School philosophy Vague mission statements seem to be the staple of most institutional philosophies. However, the above philosophy of my high school makes it clear that its purpose was to equip students with "skill" and "knowledge" to function in society and in further academic pursuits. On the other hand, Harvard University states that it is the university's responsibility to preach community and social values to students - that it is a vital component of an undergraduate education. Harvard supports moral education for a life of "usefulness and reputation," and the university's mission statement relates the importance of moral education in the full higher-educational experience. College graduates should adopt a higher tone and spread the value of our higher education and of our social class. The Harvard statement makes reference to "reputation," it is clear that universities uphold the idea of moral education and character development in order to bolster their public image. I absolutely agree with the necessity of colleges and universities to promote community activism and to encourage graduates to act out a life that reflects well on their universities, although I do not believe that it is solely the responsibility of the university to instill such values in its graduates. All organized social groups should encourage community ... ...r voices heard in elections and local politics. A society that places trust in its college graduates to be useful and to reflect a good reputation of both society and the graduate‚s institution of higher learning is valuable only if the university makes an attempt in good faith to encourage values of community involvement. Only with active attempts to engage political, social, and moral discussion can graduates actually go out into the world with the experience and skills to impact society. It is not enough for society to expect college graduates to be more than academic giants, but society itself (in the form of other institutions) must encourage citizens to lead useful lives. They must advocate a life that enhances the repute of the individual and the institution. The most feasible institution for such a statement to be made in is the University.

Aviation High School Parent Questionnaire Essay

Since Daniel was very young, he has always had an interest in how and why things work. Throughout his life, he has had some great opportunities to not only build on this curiosity, but also to gain other skills. Daniels recent excitement in Aviation High School is the latest example and hopefully opportunity to build on his interests. Daniel has been very active in Boy Scouts. He currently holds the leadership position of Patrol leader where he is in charge of a group of about 8 other scouts. This has built a strong leadership trait in Daniel and provided him many opportunities to grow as an individual. He has been able to camp, hike, canoe, and enjoy the outdoors while experiencing a strong team environment. We also have had many great adventures as a family which have influenced Daniel. I travel for work quite frequently and have to pleasure of sharing it with my family occasionally. This has allowed Daniel to visit many different areas and experience living and exploring those areas. Along with Daniels general interest in things, these trips have sparked new curiosities and allowed him to investigate his current ones. Though not intentional, Daniel has also moved schools during elementary twice. This has forced Daniel to start fresh with no friends and in a new environment. Daniel has excelled in this, and has developed great skills for meeting new friends and taking advantage of new opportunities. Now, Daniel does not hesitate going into a situation where he doesn’t know anyone. As a parent I am very proud of the person my son has developed into, and am extremely excited to watch as he continues his grows. I want to provide him with the best experiences and atmosphere to do this. Daniels interest in attending Aviation High School matches my goal to provide this to him.

Civil War Battle of Stones River

Civil War Battle of Stones River The Battle of Stones River was fought December 31, 1862, to January 2, 1863, during the American Civil War (1861-1865). On the Union side,  Major General William S. Rosecrans  led 43,400 men while Confederate  General Braxton Bragg  led 37,712 men. Background In the wake of the Battle of Perryville on October 8, 1862, Confederate forces under General Braxton Bragg began retreating south from Kentucky. Reinforced by troops under Major General Edmund Kirby Smith, Bragg ultimately halted at Murfreesboro, TN. Renaming his command the Army of Tennessee, he began a massive overhaul of its leadership structure. When complete, the army was divided into two corps under Lieutenant Generals William Hardee and Leonidas Polk. The armys cavalry was led by the young Brigadier General Joseph Wheeler. Though a strategic victory for the Union, Perryville resulted in changes on the Union side as well. Displeased with the slowness of Major General Don Carlos Buell actions following the battle, President Abraham Lincoln relieved him in favor of Major General William S. Rosecrans on October 24. Though warned that inaction would lead to his removal, Rosecrans delayed in Nashville as he organized the Army of the Cumberland and re-trained his cavalry forces. Under pressure from Washington, he finally moved out on December 26. Planning for Battle Moving southeast, Rosecrans advanced in three columns led by Major Generals Thomas Crittenden, George H. Thomas, and Alexander McCook. Rosecrans line of advance was intended as a turning movement against Hardee whose corps was at Triune. Recognizing the danger, Bragg ordered Hardee to rejoin him at Murfreesboro. Approaching the town along the Nashville Turnpike and Nashville Chattanooga Railroad, Union forces arrived on the evening of December 29. The next day, Rosecrans men moved into line two miles northwest of Murfreesboro (Map). Much to Braggs surprise, Union forces did not attack on December 30. For December 31, both commanders developed similar plans calling for a strike against the others right flank. While Rosecrans intended to attack after breakfast, Bragg ordered his men to prepare to advance at dawn. For the assault, he shifted the bulk of Hardees corps to the west side of Stones River where it joined with Polks men. One of Hardees divisions, led by Major General John C. Breckinridge, remained on east side to the north of Murfreesboro. The Union plan called for Crittendens men to cross the river and attack the heights held by Breckinridges men. The Armies Clash While Crittenden was in the north, Thomas men held the Union center and McCooks formed the right flank. As his flank was not anchored on any substantial obstacle, McCook took measures, such as burning additional campfires, to deceive the Confederates as to the size of his command. Despite these measures, McCooks men bore the brunt of the first Confederate assault. Beginning around 6:00 AM on December 31, Hardees men moved forward. Catching the enemy by surprise, they overwhelmed Brigadier General Richard W. Johnsons division before Union resistance began to mount. To Johnsons left, Brigadier General Jefferson C. Davis division held briefly before beginning a fighting retreat to the north. Realizing that McCooks men were not capable of halting the Confederate advance, Rosecrans canceled Crittendens attack at 7:00 AM and began flying around the battlefield directing reinforcements south. Hardees assault was followed by a second Confederate attack led by Polk. Moving forward, Polks men met significantly stiffer resistance from Union forces. Having anticipated an early-morning attack Brigadier General Philip H. Sheridan had taken the necessary precautions. Sheridan Hazen Hold Mounting a vigorous defense, Sheridans men turned back numerous charges by the divisions of Major Generals Jones M. Withers and Patrick Cleburne while holding a small cedar forest that became known as the Slaughter Pen. By 10:00 AM, as Sheridans men battled, the bulk of McCooks command had formed a new line near the Nashville Turnpike. In the retreat, 3,000 men and 28 guns had been captured. Around 11:00 AM, Sheridans men began to run out of ammunition and were compelled to fall back. As Hardee moved to exploit the gap, Union troops worked to plug the line. A bit to the north, Confederate attacks against the brigade of Colonel William B. Hazen were repeatedly turned back. The only part of the original Union line to hold, the rocky, wooded area held by Hazens men became known as Hells Half-Acre. As fighting quieted, the new Union line was essentially perpendicular to its original position. Seeking to complete his victory, Bragg ordered part of Breckinridges division, along with units from Polks corps, to renew the attack on Hazen around 4:00 PM. These assaults were repulsed with heavy losses. Final Actions That night, Rosecrans called a council of war to determine a course of action. Deciding to stay and continue the fight, Rosecrans revived his original plan and ordered Brigadier General Horatio Van Cleves division (led by Colonel Samuel Beatty) to cross the river. While both sides remained in place on New Years Day, Rosecrans rear and supply lines were continuously harassed by Wheelers cavalry. Reports from Wheeler suggested that Union forces were preparing to retreat. Content to let them go, Bragg limited his actions on January 2 to ordering Breckinridge to clear Union forces from the high ground north of town. Though reluctant to attack such a strong position, Breckinridge ordered his men forward around 4:00 PM. Striking Crittenden and Beattys position, they succeeded in pushing some of the Union troops back across McFaddens Ford. In doing so, they ran into 45 guns arrayed by Captain John Mendenhall to cover the river. Taking severe losses, Breckinridges advance was checked and a swift Union counterattack by Brigadier General James Negleys division drove them back. Aftermath of the Battle of Stones River The following morning, Rosecrans was re-supplied and reinforced. Convinced that Rosecrans position would only get stronger and fearful that winter rains would raise the river and split his army, Bragg began retreating around 10:00 PM on January 3. His withdraw eventually halted at Tullahoma, TN. Bloodied, Rosecrans stayed at Murfreesboro and did not attempt a pursuit. Deemed a Union victory, the fighting raised Northern spirits following the recent disaster at the Battle of Fredericksburg. Transforming Murfreesboro into a supply base, Rosecrans remained until embarking on the Tullahoma Campaign the following June. The fighting at Stones River cost Rosecrans 1,730 killed, 7,802 wounded, and 3,717 captured/missing. Confederate losses were slightly less, numbering 1,294 killed, 7,945 wounded, and 1,027 captured/missing. Extremely bloody relative to the numbers engaged (43,400 vs. 37,712), Stones River saw the highest percentage of casualties of any major battle during the war. Following the battle, Bragg was severely criticized by other Confederate leaders. He only retained his post due to President Jefferson Davis inability to find a suitable replacement.

A guide to the differences between UK and US English - Emphasis

A guide to the differences between UK and US English A guide to the differences between UK and US English According to playwright George Bernard Shaw, the UK and the US are ‘two countries divided by a common language’. We may not need translators to converse, but you can save potential embarrassment or confusion by learning some of the writing differences. Most UK-English speakers know that ‘colour’ (not ‘color’) and ‘centre’ (not ‘center’) are correct, but should it be ‘benefited’ or ‘benefitted’, ‘travelling’ or ‘traveling’, ‘recognise’ or ‘recognize’? You may not be able to rely on the spell check for the answer. Our UK and US English guide reveals the main differences between our use of punctuation, grammar, some vocabulary and spelling. Use it to discover what to do when the rules are not clear cut.

Initial conclusions regarding whether or not terrorist groups are Essay

Initial conclusions regarding whether or not terrorist groups are likely to use WMD - Essay Example The disastrous events of September 11, 2001 and other similar attacks on the American nation and on our allies provide proof to that claim. These increasing threats to our very lives have made us adopt better measures on security front although the possibility of another terrorist attack looms consistently over us. In forcing their own ideologies onto free men these terrorists have no regard for loss of human lives including that of women and children, as witnessed throughout our struggle against them these tyrants would use any means necessary to inflict fear amongst us. The use of Weapons of Mass Destruction (WMD) against the United States is dominantly the most considerable threat. These WMDs in form of biological, nuclear and chemical weapons are not easy to acquire but non-state actors belonging to enemy states such as Iran and North Korea or friendly states such as Afghanistan, Pakistan and others consistently try to get their hands on these weapons in order to inflict destruct ion on a massive scale. In an interview with CNN, Secretary of State Hillary Clinton highlights the concern of WMD when she asserted he biggest threat to America’s national security doesn’t come from North Korea or Iran but from trans-national non-state actors (Clinton 2010). She proclaimed, â€Å"Most of us believe the greater threats are the trans-national non-state networks, primarily the extremists, the fundamentalist Islamic extremists who are connected to al Qaeda in the Arab Peninsula or al Qaeda in Pakistan and Afghanistan. They continue to try to increase the sophistication of their capacity, the attacks that they’re going to make and the biggest nightmare we have is that one of these terrorist member organizations within this syndicate of terror will get their hands on a weapon of mass destruction† (CNN 2010). In the pages that follow we will comprehensively examine the use to weapons of mass destruction and the possibility of terrorists using them against the

Information Security Essay Example | Topics and Well Written Essays - 3750 words

Information Security - Essay Example Although a voluminous amount of information which talks about cyber attacks has already been presented, there exist several lapses involving properly recognizing security defense weaknesses and how perpetrators breach computer security. Hence, the purpose of this paper is to address the aforementioned topics, which were not discussed in the previous work. Apart from reviewing security bypass strategies, a study design and possible ways to analyze future data will also be addressed. In the context of computers, the security of data will be difficult to manage if the criteria for proper management will not be converted to something that is measurable. Thus, the quantitative aspects cannot be overlooked because these will allow the researchers to better assess the strength of the system to put off any form of security breach to the system or its capability to hold off cyber attacks. This paper starts off with a brief review of the different research method designs: qualitative, quantitative, or both, and an explanation of the importance of each design over the other. After which, the research questions will be presented, followed by a detailed description of how the research design will be implemented including the inherent limitations and validity issues of the chosen design. Prior to discussing the process of data collection, the functions of the researcher will be briefly tackled. Thereafter, an explanation why the mixed method design was chosen over the other approaches will be provided, wherein the validity and quality of the data that will be retrieved using the said methodology will be established. Moreover, the ways of managing the collected data will also be described. A discussion of the mixed method design, in the context of holistic perspectives will follow, which will be used as a guide to analyze the retrieved data. It has been well established that the preconceived notions of the researchers over which research design to use, how