The Pact Essay Essays

The Pact Essay Essays The Pact Essay Essay The Pact Essay Essay The reason this book was written was not to entertain us with their life, but to inspire people who dont believe in their selves. Dry. Sampson Davis, Dry. George Jenkins, and Dry. Rammer Hunt want to share their story to show people that you can truly do anything if you put your mind to it. Growing up in Newark, New Jersey was not easy for these three boys. The streets were dangerous, each of their familys had money issues, and they had broken homes. There werent many people who pushed and inspired these boys to do great things. George became inspired to be a dentist when e was just a young boy. Rammer relied on his grandmother, who he called Mac to help him throughout his life. In high school, there was a presentation from Sexton Hall about an Educational Opportunity Program. The POP had a program called the Pre-Medical/Pre-Dental Plus Program. This program helped people who didnt have enough money to start medical school. George, Sam, and Rammer decided to make a pact they were going to medical school. George, Sam, and Rammer changed their outlook on life after going through the premedical program and completing medical school. They grew up on he streets trying to stay out of trouble, and somehow managed to push themselves to becoming doctors. There were many instances where they got in trouble with the police. They had problems with drugs and alcohol in the area, as well as getting robbed. After making the pact to go through medical school, they realized how important it was to straighten out their lives each time they got in trouble. They had faith in each other and more importantly their selves. They were encouraged by many people along their journey of becoming doctors. The road to becoming doctors and dentists was without a doubt very tough. However, it was a learning experience. When George, Sam, and Rammer went back home after succeeding in their schooling, they realized how their lives could Of turned out. They learned to succeed in something as hard as media school; you need the support of others. Having a group of trustworthy friend with the same goals as you, and adults who believe in you is what will push you through the hard times. They learned they couldnt be afraid to lean on their friends when they needed them. When they needed help and support they couldnt be afraid to ask for it or show they needed it. George, Sam, an Rammer also learned that communication is the key. You cant go through lie alone; you need to open up to people and be honest with those you trust. Most importantly, they learned how to believe in yourselves and your friend If you have faith in yourself, you will go much farther than if you think you cant. Overall, The Pact, written by Dry. Sampson Davis, Dry. George Jenkins, and Rammer Hunt was a great book. The message in this autobiography was true inspiring. It taught me that you dont have to have a beautiful childhood to become successful. It is never too late to turn your life around. The only tail I didnt enjoy in this book was the changing of authors. It became confusing keep up with what events happened to each person. However, I did like hoi, you could see the different perspectives of each of them. I would defiantly recommend The Pact to others. Especially, if they need help believing they can achieve something. This book has a great message and is inspiring to al that read it. Could of turned out. They learned to succeed in something as hard as medical school; you need the support of others.

20 Verbs Smothered by Bes

20 Verbs Smothered by Bes 20 Verbs Smothered by â€Å"Be†s 20 Verbs Smothered by â€Å"Be†s By Mark Nichol Below are phrases in which a form of â€Å"to be† plus an adjective (or a preposition and a noun) and, often, a preposition can easily be replaced by a simple form of the verb (occasionally accompanied by a preposition), resulting in a more concise statement: 1. Before: â€Å"She is able (or unable) to think for herself.† After: â€Å"She can (or cannot) think for herself.† 2. Before: â€Å"This rule is applicable to both scenarios.† After: â€Å"This rule applies to both scenarios.† 3. Before: â€Å"They are authorized (or empowered) to speak on our behalf.† After: â€Å"They may speak on our behalf.† 4. Before: â€Å"The company is benefited by this policy.† After: â€Å"The company benefits from this policy.† 5. Before: â€Å"The agreement is binding upon both parties.† After: â€Å"The agreement binds both parties.† 6. Before: â€Å"The compound is derived from a chemical reaction.† After: â€Å"The compound derives from a chemical reaction.† 7. Before: â€Å"We are desirous of your reply.† After: â€Å"We desire your reply.† 8. Before: â€Å"She is in agreement with us.† After: â€Å"She agrees with us.† 9. Before: â€Å"He will be in attendance at the event.† After: â€Å"He will attend the event.† 10. Before: â€Å"Their behavior is indicative of what you can expect from them.† After: â€Å"Their behavior indicates what you can expect of them.† 11. Before: â€Å"He is in error in his account of the incident.† After: â€Å"He errs in his account of the incident.† 12. Before: â€Å"It was in existence at that moment.† After: â€Å"It existed at that moment.† 13. Before: â€Å"She is influential on his artistic style.† After: â€Å"She influences his artistic style.† 14. Before: â€Å"I am in possession of some incriminating evidence.† After: â€Å"I hold some incriminating evidence.† (In this case, â€Å"I possess . . .† in place of â€Å"I am in possession of . . .† would imply ownership, not temporary possession, which is what the original sentence implies.) 15. Before: â€Å"My colleague is in receipt of the document.† After: â€Å"My colleague received the document.† 16. Before: â€Å"The mechanism will soon be operative.† After: â€Å"The mechanism will soon operate.† 17. Before: â€Å"The company was in violation of several regulations.† After: â€Å"The company violated several regulations.† 18. Before: â€Å"The committee was productive of a thorough report.† After: â€Å"The committee produced a thorough report.† 19. Before: â€Å"This advertising campaign will be effectively promotive of the product.† After: â€Å"This advertising campaign will effectively promote the product.† 20. Before: â€Å"We are supportive of your efforts.† After: â€Å"We support your efforts.† 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 Grammar category, check our popular posts, or choose a related post below:How Many Tenses in English?Work of Art TitlesHow often is "bimonthly"?

How does changing the ways in which we connect to others offer us new, Essay

How does changing the ways in which we connect to others offer us new, positive possibilities How does it affect us negatively - Essay Example There are plenty of ways to connect nowadays, though the old traditional one is coming face to face for a conversation – it enables the fullest effect and the most genuine emotions. However, it is often impossible because of the distance, lack of time or other factors. Nowadays, technologies offer the mankind a thousand options and opportunities – for work, shopping, entertainment and communication. One doesn’t need travel to another part of the country or even the world to see and talk to his/her relatives as it is now possible to call them on the phone, e-mail them or write on Facebook. Keeping in touch with friends is also much easier via social networking technologies, and prompt professional communications are guaranteed as cellphones, faxes and computers are always at your fingertips. In general, technology has been playing a significant role in our lives recently, and its importance continues to increase. Growing popularity of the World Wide Web make us mo re and more addicted to the new ways of communication and connecting to people. In fact, our entire social life beginning with childhood is now dominated by technological means of communication, which produces a complex and dubious effect on us. Technologies as new ways of connecting to people may either offer opportunities or impose difficulties on people, and this issue is considered in works of Sherry Turkle and Adam Gopnik. Adam Gopniks essay, â€Å"Bumping into Mr. Ravioli†, offers a look at the issue of overwhelming technologies, perpetual busyness caused by them and the state of suspension in communication between people. Turkle elaborates on related ideas in her book, â€Å"Alone Together† (the fragment of which was offered for reading), promoting the idea that technologies crowd our lives overwhelming us and making us tired of life they make possible. Thus, technological means of communication and connection to the outer world produce an ambiguous mixed effect on

Why did European states engage in a process of economic integration Essay

Why did European states engage in a process of economic integration Are the original reasons still valid today - Essay Example The competition was expected to increase in the integrated market was expected to result to productive allocation of the economic resources. Integration was aimed at providing the investors with incentives to invest in innovations improving the dynamic efficiency of the economy. The consumers in the market benefited from the integration as the prices were low and there was more variety of goods and services. The internal market has played an important role in promoting integration though the potential has not been exploited fully. This paper gives an outlook at the reasons why the states engage in market integration, the benefits and shortcomings. There has been a constant relation between the political system and the legislative system over the past few decades resulting to the implementation and formulation of internal programmes and policies that contribute to integration. Law and politics are seen to interact and this has led to the laying down of policies that lead to the strengthening of the regional integration through increased competition, regional policy and industrial policy as explained by Geradin (2004). This has led to drastic improvements in the agricultural sector, fisheries, social systems and the environment. The level of justice has improved leading to the overall changes in the home affairs of the member states. This has led to the adoption of a common currency and market liberalisation in the region. This is however a representative since in most sectors there is a portfolio of initiatives instead of having a single one encompassing many policies. The European Union was initiated in the 1980s with the publication of the White Paper that mainly dealt with the establishment of a common market. This was mainly to fight against the political, monetary and economic crisis experience in the past decades. The union helped in the restoring confidence in the European market and improving the performance of

Golden Snub-Nosed Monkey Essay Example for Free

Golden Snub-Nosed Monkey Essay If you visit Qinling Mountain and walk through the forests, you may see some golden figure swinging from trees to trees. They are golden snub-nosed monkeys, which I think are the most beautiful kind of primates in the world. Golden snub-nosed monkeys are famous for their golden hair and pale blue faces. Another obvious characteristic of this kind of monkeys is that there are no bones in their noses. With these features, you can easily recognize them. Golden snub-nosed monkeys are about 66-76cm in length, but their long tails are 56-72cm long. Male monkeys are 16. 4kg, while female monkeys are 9. 4kg. (Chinese golden monkey – interesting fact) They are usually founded in groups in temperate places such as conifer and broadleaf deciduous, so their mainly food is leaves. However, they eat different food in different seasons, such as fruits, seeds and buds. (G. S. M Taxonomy, Morphology, Ecology online) Golden snub-nosed monkeys are kind of vulnerable animals because they have many natural enemies like goshawks, wolves, leopards and foxes. Voice and actions are two main ways they use in communication. (G. S. M Behavior online) If you hear high screams, probably there are predators approaching monkeys. Golden snub-nosed monkeys are rare and endangered and have already been listed in IUCN (International Union of Conservation of Nature and Natural Resources). According to the research, they have three main threats, which are lumbering, residential areas and hunting. (Yongcheng, L. Richardson, M. 2008) What’s more, it is believed by some people that golden snub-nosed monkeys’ fur can cure rheumatism, an illness that makes joints or muscles stiff and painful. These years, many nature reserves have been set up to protect them. But because golden snub-nosed monkeys can only produce one baby each time, the amount of them is increasing slowly. They need more care and love and we humans are deserved to do that.

Exams Are Unfair Assessments Of Progress :: essays research papers

Exams Are Unfair Assessments of Progress   Ã‚  Ã‚  Ã‚  Ã‚  Most educators believe that exams are the best way to judge a student's ability. They believe that students' ability can be judged depending on the marks or grades that students get in the exams. They also think that studying for exams can help students review and absorb the things they have learned. Actually, many people hate exams because they disagree that exams are realistic tools for rating progress. The three main reasons for me to believe that exams are unfair assessments of progress are: the effects of pressure, the reliability of the exam result and the purpose of study.   Ã‚  Ã‚  Ã‚  Ã‚  First of all, exams cause too much pressure for students. Some students commit suicide before they take an exam because they do not have self-confidence to face to the exam. Some students commit suicide after their exams because they can not get good marks in their exams and they can not stand the pressure of their parents. In addition, many students usually forget all of the things that they have already learned when they are taking their exams because they are too nervous, but they can remember all the things again after they finish their exams. Also, many students suffer insomnia because they are too worry about their exams. They do not have enough sleep, so they can not do well in their exams. Secondly, the exam results of the students are not reliable. Some students cheat in the exams. For example, they just copy the answers from their cheating papers to their answer sheets. Although their answers are correct, they do not really know the answers. Also, some student guess what questions might appear in the exams and only study that part of the course material. They can get good results in their exams without studying hard if they are lucky. Furthermore, many students get poor results in the exams because they do not have enough time to finish the exam papers, but not because they don't know the answers. The marking standard of examiners is also very unsteady. Sometimes, the marking standard might depend on the emotion of the examiners.

Uniform Commerical Code (UCC)

The UCC refers to the Uniform Commercial Code which originally created in year 1952 by the National Conference of Commissioners on Uniform State Laws and the American Law Institute, which are two national nongovernmental legal organizations (Steingold, 2013). These two private entities recommend that the 50 state governments adopt the UCC; however, it does not become law unless it’s enacted by the state. The UCC is a â€Å"comprehensive statutory scheme which includes laws that cover aspects of commercial transactions† (Cheeseman, 2012, p. 161).The UCC divided into nine main articles; general provisions; sales and leases, negotiable instruments, bank deposits and collections, funds transfer, letters of credit, bulk transfers/bulk sales, documents of title, investment securities and secured transactions (Steingold, 2013). The UCC contains many fundamental rules with over a hundred different sections with the two main provisions being the UCC article 2 (sales) and article 2a (leases). If the states want to conduct business transactions such as borrowing money, leasing equipment, establishing contracts and selling goods, these are excellent sections to use under the UCC.Why UCC is necessary By the turn of the 20th century, as the national economy grew, there seem to be a need, and it became necessary to regulate business transactions in a uniform way (Kent, 2013). The UCC believed to become necessary in order to protect business well as individuals, for uniformity, with a primary purpose to make business laws highly consistent across all the American fifty states by making business activities more predictable and efficient.In the words of the UCC itself, the Code intended â€Å"to simplify, clarify and modernize† commercial law, â€Å"to permit the continued expansion of commercial practices†¦Ã¢â‚¬  and â€Å"to make uniform the law among the various jurisdictions† (Steingold, 2013, para. 1). This unified act, UCC, is an effort t o harmonize the law of sales and other commercial transactions within the United States of America in all fifty states (US Legal, Inc. , 2013). Harmonizing the state laws considered also as being of important due to the prevalence of commercial transaction that extend beyond just one state; for example, one state may manufacture the good, another state may warehouse goods, the next state may be use to sell goods, and the last state to deliver the goods.The UCC goal is to achieve substantial uniformity in commercial laws, and at the same time it allows the states the flexibility to meet circumstances locally by modifying the UCC’s text as enacted in each state. The reason the 50 states have adopted the UCC Given what's known about the law of contact verse Uniform Commercial Code, it’s believed that the reason that the 50 states and territories have enacted some versions of UCC is because it addresses most aspects of commercial laws and aspects of uniformity.In addition, the UCC rules applies directly or indirectly to so many transactions concerning business offers goods and/or services (including software) or products that most state more than likely feel it to be a good idea to comply because it brings uniformity. The UCC provides links directly to the state statues and once the state legislature adopts and enacts UCC it then becomes a state statute law and coded. Benefits & detriments of the UCC replacementOne significant benefit to UCC replacing the traditional law of contracts is that there is no development of contract forms. By adopting the UCC, other benefits are; interstate transactions, standardized commercial expectations, commercial stability, cost reduction and international trade. â€Å"The Uniform Commercial Code contributed significantly to the establishing of uniform laws governing commercial transactions from one state to the next: therefore, interstate commerce is more effectively and efficiently undertaken† (Broemmel, 201 3, para.2).UCC also makes commercial transaction less complex, simpler and by using the UCC it will help the states facilitate their sales of good, any banking transaction, as well as other areas within the UCC easier. All business can enjoy standardized commercial expectations because of the state laws governing commercial transaction uniformed. In addition, the UCC develops a strong sense of commercial stability because the UCC requires a contract for a sale of goods over $500 be in writing (Broemmel, 2013, para. 4).As well, because of the commercial standardization created by the Uniform Commercial Code, other benefits of the UCC; cost reduction and price control (Broemmel, 2013, para. 5). Lastly, the benefit for international trade, â€Å"the UCC allows for expedited international trade because of the establishment of a uniform system of commercial law in each of the states, both the export and import of goods into the United States undertaken more efficiently, with significant ly less red tape and in a more cost-effective manner† (Broemmel, 2013, para.6).On the other side, from the commerce standpoint, the disadvantages to the UCC replacing the traditional law of contracts comes into play when it comes to consideration, it potentially does not take everything into account that may be of interest to the state, causing a conflict of laws. Another concern is with the change of technology, and the UCC needs to maintain a pace with the change of technology as methods by which commerce conducted changes.As well, when it comes to UCC filings, Dunn & Bradstreet states â€Å"it is one of their determinants features on their credit report† (Business. com Media, Inc. , 2013). â€Å"A UCC filing is a business document, filed to the Secretary of State, to enact a lien on a business† (Business. com, Media, Inc. , 2013, para. 2).

Educational Theory: Essentialism and Perennialism Essay

Abstract Keywords phies. Applications of Essentialism and Perennialism that include roles and impacts on certain groups including students, teachers, and administrators are outlined. A conclusion is offered that analyzes current philosophical viewpoints and a solution is offered to teachers that frames present philosophical thought to inform and support teachers in creating a successful classroom environment aimed at promoting achievement for all students. Philosophical Overviews Essentialism Perennialism Philosophical Overviews Central to all academic disciplines and the formation of ideas are the philosophies that guide our values and beliefs regarding a given academic discipline. Public education in the United States is guided by five main philosophical viewpoints. These philosophical viewpoints include: †¢ Essentialism, †¢ Progressivism, †¢ Perennialism, †¢ Existentialism, and †¢ Behaviorism. The guiding philosophies of education reflect not only the internal assumptions of the individual teacher, but they also construct the culture of schools and school districts. Clashes occur when guiding philosophies conflict. Philosophies are also tied to an individual’s or organization’s underlying values, which values are difficult to change, unless an internal transformation occurs within an individual or an organization. Another influence of change in a given school occurs when a new administrator brings their own philosophy to the educational environment that is different than previously held beliefs. However, the overarching determinants for philosophies that drive the public education system are derived from the university or college education program. Any real or substantive transformation in public education environments typically occurs, because of changes in higher education philosophies. These philosophies are derived from the original philosophers who wrote about the philosophy and reflect a much earlier time and societal construct. In response to changing societal views Applications Students Teachers Administrators Issues Barriers to Essentialism in America’s Classrooms Barriers to Perennialism in America’s Classrooms Conclusion Terms & Concepts Bibliography Suggested Reading Abstract An overview of Essentialism and Perennialism, their philosophical definitions, historical underpinnings, and their role and impacts on student learning in public school education environments is presented. Also presented is a brief overview of potential applications of Essentialism and Perennialism and their relationship to specific subjects, which are â€Å"basic subjects.† Further analyzed are ways public education has been impacted by different philoso- Keywords Education Educational Foundations Essentialism Life-long Learning Perennialism and internal value systems governing philosophies that inspire the teacher’s relationship with the student, philosophies for many educators and institutions have changed from teacher-centered to more student-centered beliefs. Essentialism and Perennialism are two philosophical viewpoints contributing to education foundations and these are examined in this paper. Essentialism William Bagley was considered the founding philosopher of the Essentialist movement. Bagley’s philosophy of education argued that students should learn â€Å"something† in addition to the process of thinking. The philosophy also asserted that other philosophies over-emphasized the process of learning instead of content knowledge in the curriculum (Null, 2003). The movement â€Å"essentially† began with Bagley’s deeply held value that education should teach knowledge from the past, because if students were separated from past knowledge the future of democracy would be endangered. Bagley and other Essentialists believed that education should be rich in basic curriculum content and the need for stricter discipline in the educational environment. The Essentialist philosophy became popular when the American society had been challenged by the Great Depression. Bagley argued that the duty of education should be teach to democracy and these teachings should offset the overemphasis on growth and individualism (Bagley, 1934, 123 – 126). In fact, in his writings, Bagley was resolute in reminding educational professionals that a healthy democracy was dependant on strong curriculum content. In his first book, The Educative Process, Bagley wrote, The charge of â€Å"loose† schoolcraft and a demand for a return to the older and harsher educative methods frequently recur in contemporary educational literature. Under the present regime, it is asserted, drill and discipline have become obsolete terms, effort is at a discount, and the net result is a loss of stamina and a weakening of the moral fiber. The harsher methods, it is maintained, have been justly eliminated†¦.Both parties to this controversy appear to have neglected some very important data that have been accumulated during the past ten years by the now unpopular and much-abused cult of â€Å"Child Study,† and this neglect is the more unfortunate because the light that child study throws upon the main questions at issue renders these heated and speculative discussions quite superfluous (Bagley, 1905, 184 – 185). Sadker and Sadker (1994) reported that present day American Essentialism accepts the social, political, and economic structure of American society and culture and is a fairly conservative philosophy. Essentialists believe that the role of educators is to instill traditional American values like the â€Å"respect for authority, perseverance, fidelity to duty, consideration for others, and practicality† (p. 369). In the classroom, the educator’s role may be impacted by these beliefs in two ways. First, in a classroom constructed by this philosophy, parents would potentially see traditional disciplines like math, science, history, foreign language, and literature being taught. Second, the teacher’s role in the Essentialist classroom would be to serve as a model for the students in intellectual and moral capacities. Based on these conclusions, the Essentialist educator’s goal is that all students will possess basic skills, an extensive body of knowledge, and disciplined pragmatic minds ready to meaningfully contribute to a democratic society in America. The overarching theme of American Essentialist teaching is to center on learning and applying basic skills in the real world. Parents most likely will not see very much teacher creativity or student choice in the Essentialist classroom, because teaching is based on an information delivery model that students receive and apply. Also, parents would probably not see a proclivity toward differentiation for the diverse learner. In some Essentialist classrooms, educators have blended Perennialism into the framework of their instruction. Perennialism Perennialism is based on the philosophies of Plato, Aristotle, and St. Thomas Aquinas. According to Rohmann (1999), Aquina’s primary goal was to reconcile faith and reason or philosophy and revelation (p. 23). There are also two types of Perennialists: those who maintain a religious approach to education like Aquinas, and those who follow a more secular view developed in the twentieth century by two well-known educational philosophers, Robert Hutchins and Mortimer Adler. According to William F. Buckley, Jr. (2001), Mortimer Adler read Plato’s works while working as a secretary to the editor of the New York Sun, and resolved to become a philosopher. Later, Adler partnered with Robert Hutchins, then president of the University of Chicago. Together these two philosophers advocated for a new of thinking and embarked on a philosophical journey that ultimately changed the shape of public education (p. 54). Their philosophies extended a new way of thinking known as Perennialism. Specifically, Hutchins and Adler promoted the Secular Perennialist view. Secular Perennialists advocate education as a means of constructing a common foundation of historical thought and reason directed at transforming the student’s paradigm or way of thinking. Secular Perennialist thinkers believe that in order to ensure societal survival, all citizens must be exposed to and taught ways of thinking that will secure individual freedoms, human rights, and responsibilities true to the nature of a Democracy. According to Hutchins, these beliefs do not come from text books. He stated: The products of American high schools are illiterate; and a degree from a famous college or university is no guarantee that the graduate is in any better case. One of the most remarkable features of American society is that the difference between the â€Å"uneducated† and the â€Å"educated† is so slight (Hutchins, 1954). To support this premise, Mortimer Adler wrote: The two major obstacles to reform have been mentioned elsewhere. One is the persistent failure of educators to recognize that a proportionate equality of results can be achieved when children who differ markedly in the degree of their educability are given the same quality or kind of schooling. The other is the persistent refusal of the educational establishment to replace the scheme of grading that puts a student in his or her niche on the bell-shaped curve by an assessment of the student’s achievement wholly in terms of that student’s capacity without reference to any other individual’s achievement (Adler, n.d.). Essentially, Perennialism teaches concepts and focuses on knowledge and the meaning of knowledge. A classroom constructed from this format typically espouses a traditional philosophy where a teacher answers questions and inquires from the students in order for them to gain an understanding. This format allows students to gain the ability to develop a full â€Å"range of rational powers.† While students learn the â€Å"profound and enduring† ideas present throughout time, there is little emphasis on those who learn discipline by using textbooks (Shaw, 2006). Philosophically, Perennialism seems to espouse personal development and internal transformation rather than focusing on specific disciplines. The crux of Perennialism seems to initiate multiple ways of thinking about given curriculum, rather than a â€Å"one-size fits all approach† and dedication to one set of ideas taught through one specific curriculum. The Perennialist might freely enact debate and see the act of thoughtful debate as an advantage in response to reading a given text, because the debate itself would allow students the opportunity to think about specific texts and form their own processes of thoughts and conclusions. Within this framework, it can be theorized that the Perennialist classroom would encompass the drive for reflective thought based on inquiry. It can be argued that the overarching goal of the Perennialist classroom is to promote opportunities for students to interpret, question, and think, in order to prosper keen insights and renewed thinking about old ideas. A parent, sending their child to the Perennialist classroom would inevitably see an orderly teaching environment adhering to specific rules and common forms of basic curriculum driven by thoughtful debate, inquiry, and teacher driven student introspection. Based on the evidence supporting Perennialism as a traditional philosophical model, a parent most likely would not see differentiated thinking strategies employed for the non-traditional thinker. After reviewing literature that described these philosophies, and seeking to understand the established philosophies regarding educational foundations in public schools in the United States, it is easily arguable that both of these philosophies of Essentialism and Perennialism can be readily discerned in classrooms across Amer-ica. It can can also be elaborated that most higher education teacher training courses have been founded on the premise of inquiry and thought, underscored by established, district approved or state mandated curricula, which are also supported by Essentialism and Perennialism. However, after reviewing the literature and contemplating deeply, multiple conclusions can be drawn and applications suggested for students, teachers, and administrators. Applications Students It can be theorized that educational philosophies drive the classroom environment of all classrooms in all educational environments. These educational philosophies are largely driven by specific values that individual teachers hold, which are derived from the teacher’s internal assumptions. The teacher’s internal assumptions drive attitudes governing student-teacher relationships, student discipline, and student learning. These internal assumptions and value systems are the clay that shapes that classroom environment and all of the attitudes held within. For students, they may never understand why conflict exists within the classroom environment between themselves and a teacher, in the case of a student with diverse needs or non-traditional thinking patterns. In addition to experiencing conflict within a classroom environment, students may be struggling with a myriad of family issues, learning issues, and internal conflict. The classroom and the teacher-student relationship may be the primary source for the student to learn and relate. In the face of this conflict, students may not be able to clearly articulate their conflict. Quite simply, some types of philosophies invite fewer kinds of interactions and student-teacher relationships. Students may not understand how or why their classroom has been formed in accordance with specific philosophical underpinnings. An argument could be made that students would benefit from a deeper understanding regarding why the classroom environment has been constructed in a given framework. Teachers should consider sharing their philosophical viewpoints with students in order to allow students the opportunity to reflect on specific attributes of the classroom environment, teacher attitudes, and student expectations. This kind of communication could occur regardless of the philosophies that teachers hold regarding other types of classroom contructs. For teachers struggling with one type of philosophical construct in terms of motivating students or building positive relationships with parents, communicating their philosophical viewpoint could be helpful for alleviating tension and conflict to allow students a window of insight into why the classroom has been designed in accordance with specific guidelines. Teachers In most teacher education formation courses, students formulate a philosophy statement of how their classroom will be designed. Many times, student teachers will be able to test their philosophy during the student teaching experience. However, most students are only given a limited overview of specific philosophies that might shape their philosophical view. Typically, specific philosophies like Essentialism, Progressivism, Perennialism, Existentialism, and Behaviorism taught in undergra duate programs are taught in an introductory foundations course or in conjunction with educational psychology classes. The philosophies taught in university classes are typically guided by the philosophy of the given philosophical platform adopted by the university education department. Based on these assumptions, teachers need to understand that the initial philosophies that guide their educational platform most likely will evolve and transform as the educator matures and new ways of thinking are constructed. It is possible that a teacher’s philosophies will grow or completely transform as the teacher recognizes the specific needs in the classroom environment and decide to meet all of the needs in the classroom. Teachers originally dedicated to one philosophy may later find themselves adopting a multi-philosophical approach that will govern their classroom approaches. Understanding the philosophies of the teaching discipline is useful for multiple reasons. First, it is helpful to know that philosophy springs from our ideas as humans. These are the â€Å"intangibles that fuel our thoughts, theories, philosophies, beliefs, ideologies,† and an overview of the the thinkers who articulated them. It can be argued that ideas â€Å"are the foundations of our culture. They inspire our thoughts and inform our beliefs. Many of them form the very basis of our identity† (Rohmann, 1999, p. ix). These intangibles are central to how we view ourselves and those in relationship with us. Most likely, these relationships will impact attitudes toward students and colleagues. Teachers need to critically understand that many of the conflicts that arise in schools and between school personnel are tied to the philosophies we hold that result in a clash of ideas. When one teacher holds a dramatically different view of their role than another teacher, conflict may occur. One of the central conflicts currently present in education exists between the external culture of the federal government mandating specific demands that edu cators must meet. Teachers often hold a very different view regarding mandated testing or standards established by No Child Left Behind. Teachers often view these mandates as inhibitors for creating a research based, thought provoking classroom resulting a student-centered, â€Å"learningful† educational environment. Solutions to these dilemmas are not readily obtainable, but the beginning of understanding arises from knowing ourselves and our individual philosophies regarding education and our role as teachers. Administrators Administrators are central to preparing the educational environment for teachers and students. Philosophical constructs are the building blocks for this preparation. Even in graduate programs preparing administrators for leadership, these formative philosophies are not readily taught. Only when administrators seek understanding or prepare a thesis or increase their educational preparation to better understand philosophical viewpoints can they begin to learn the culture of the school over which they preside. These philosophies govern all interactions within a school and determine attitudes of all adults within the educational set- ting. The nature of conflict is derived when philosophies clash. For new administrators entering a school setting in which conflict is prevalent, it would be helpful to understand the philosophical underpinnings that guide the cultural construct. Only after these philosophical underpinnings can be analyzed will a new philosophical platform emerge to guide the leadership of the school. For administrators, philosophical constructs influence district policies and district relationships. Occasionally, conflict arises when philosophical viewpoints are opposed. In addition to the administrator’s role in overseeing the school staff, administrators must also balance their role in a larger context. Before entering into administration, professionals should apply for positions in districts with matching philosophies. Issues Both the Essentialist and Perennialist philosophies appear to be much more teacher centered than student centered. These philosophies also reflect a much earlier time in American history when cultural mandates significantly influenced established philosophies of specific eras and generations. For other various reasons, barriers exist that preclude full integration of either model. Barriers to Essentialism in America’s Classrooms Based on the background of Essentialism and its underpinnings, the philosophy adopts a highly conservative construct, which potentially clashes with the political philosophies of today’s educational setting. The central concept of Essentialism seems to be a â€Å"back to basics† approach to traditional educational concepts. The academics of the philosophy are mainly driven by the notion that American schools should transmit the traditional moral values and intellectual knowledge that students need to become model citizens. It can be argued that Essentialists believe the role of education is to instill traditional American virtues as respect for authority, perseverance, fidelity to duty, consideration for others, and practicality. In this type of classroom, it can be asserted that â€Å"a system of diversity† would be difficult to achieve, and individuals with special education needs would experience difficulty in having their needs met. Based on the need for today’s classrooms to meet the needs of a variety of students, these are significant barriers that are not easily overcome despite the notion that Essentialism formed the foundation of the American education system and its response to preparing workers to work in factories and farms. These ideals were highly representative of early American culture and an early societal and cultural construct. However, many of these traditional American values have shifted in their composition to include more diversity in thinking, cultural construct, and societal composition. Barriers to Perennialism in America’s Classrooms Neither Essentialism nor Perennialism allows the students’ interests or experiences to substantially dictate what is taught. While the Essentialist philosophy focuses heavily on curriculum basics, Perennialism focuses more on forming critical, analytical thinkers. Well known Perennialist philosophers urged schools to spend more time teaching about concepts and explaining how these concepts are meaningful to students. However, the methodologies utilized by Perennialist thinkers to teach students to think critically are based on Socratic methodologies that most students in today’s culture could potentially view as outdated, despite the fact that many of today’s classrooms are based on the cultural norms that Essentialism and Perennialism have integrated in educational norms. In overcoming barriers to implementing Perennialist philosophical constructs, teachers should consider ways of inviting differentiated thinking processes for all students. Conclusion Essentialism and Perennialism are both heavily utilized in America’s classrooms along with an eclectic combination of the other educational philosophies. Philosophies that construct classrooms shape ways of teaching and set the backdrop for how and what students learn. In all educational environments, all of the main philosophies provide a framework for establishing classroom practices. One of the main issues in integrating philosophies is that the multiple differences in classrooms scatter the way in which students receive information and could potentially hinder how and what students learn from classroom to classroom. In order to create the most relevant learning experience for students, teachers should investigate the relevant educational philosophies, learn the specific philosophies that influence educational strategies integrated in specific learning environments, identify the philosophical constructs that seem to identify their specific ways of thinking and then utilize a philosophy that is well founded and arguable based on researched evidence of how students learn best. Essentially and perennially, the job of educators is to work for students. Best practice would suggest that the most informed philosophical background designed for each classroom dynamic would theoretically produce the best educational setting for the group of students served. Flexibility and research based practices typically inform best classroom results. Perennialism: Perennialism can be described as an educational philosophy aimed at teaching students ways of thinking that will secure individual freedoms, human rights, and responsibilities true to the nature of a Democracy. Bibliography Adler, M. J. (n.d.). â€Å"Reforming education—No quick fix,† Retrieved January 1, 2008 from Center for Applied Philosophy: The Radical Academy, http://www.radicalacademy.com Bagley, W. C. (1905). The educative process. New York: Macmillan. Buckley, Jr., W. F. (2001). Mortimer Adler is dead. National Review, 53(15), 54. Retrieved January 1, 2008 from EBSCO online database, Academic Search Premier. http:// search.ebscohost.com/login.aspx?direct=true&db=aph&A N=4891604&site=ehost-live Hutchins, R. M. (1954). Great books: The foundation of a liberal education, NY: Simon & Schuster. Null, J. W. (2004). Social efficiency splintered: Multiple meanings instead of the hegemony of one. Journal of Curriculum and Supervision, 19(2), 99 – 124. Retrieved January 1, 2008 from EBSCO online database, Academic Search Premier http://search.ebscohost.com/login.aspx?dir ect=true&db=aph&AN=11801482&site=ehost-live Rohman, C. (1999). Ideas: A dictionary of important theories, concepts , beliefs, and thinkers. New York: Random House Books. Sadker, M., & Sadker, D. (1994). Teachers, schools and society. New York: McGraw-Hill. Shaw, L. J. (2006). Five Educational Philosophies. Retrieved January 1, 2008 from http://edweb.sdsu.edu/LShaw/ f95syll/philos/phprogr.html

Spanish Astronomy Vocabulary Words

Spanish Astronomy Vocabulary Words Because much of ancient Western knowledge about the heavens comes to us from or through people who spoke Greek or Latin. Because of this many of the Spanish words related to planets, stars and other aspects of astronomy will seem familiar as they are borrowing from Latin and Greek as well. Here are some of the most important Spanish astronomical words: Astronomical Bodies - Los cuerpos celestes Alpha Centauri - Alfa Centauriasteroid - el asteroideBig Dipper - la Osa Mayor (The Spanish name means the great female bear.)binary star - la estrella binariablack hole - el agujero negro, el hoyo negrocomet - el cometa (Note that la cometa refers to a kite.)constellation - la constelacià ³ncosmic rays - los rayos cà ³smicosdwarf planet - el planeta enano (Enano here functions as an invariable adjective.)galaxy - la galaxiagamma radiation, gamma rays - la radiacià ³n gamma, los rayos gammameteor - el  meteoro, el bà ³lidoMilky Way -   la Và ­a Lcteamoon -   la luna  (capitalized  la Luna  when referring to Earths moon)nebula -   la nebulosaneutron star - la estrella de neutronesNorth Star - la estrella Polarnova - la novaplanet -   el planetaquasar -   qusar, quasar, cusar, cuasarred dwarf -   la enana rojared giant -   la gigante rojasatellite - el satà ©litesolar system - el sistema solarstar - la estrellasun - el sol (el Sol when ref erring to Earths sun)sunspot - la mancha solar (a mancha is a stain)supernova - la supernovauniverse - el universowhite dwarf - la enana blanca Our Solar System - Nuestro sistema solar asteroid belt - el cinturà ³n de asteroidesasteroids - los asteroidesCeres - CeresEarth -   la TierraEris - ErisJupiter - el Jà ºpiterMars - el MarteMercury - el Mercuriomoon - la LunaNeptune - el NeptunoPluto - el Plutà ³nrings of Saturn - los anillos de SaturnoSaturn - el Saturnosun - el SolUranus - el UranoVenus - el Venus Other Terms - Otros tà ©rminos albedo - el albedoastronaut - el/la astronautaastronomy -   la astronomà ­aBig Bang - el Big Bang, la gran explosià ³ncrater - el crterdark matter - la materia oscuraeclipse - el eclipsefull moon - el plenilunio, la luna llenagravitational field -   el campo gravitatoriogravity - la gravedadlight year- al aà ±o luz  (los aà ±os luz in plural)magnetic field - el campo magnà ©ticonew moon - la luna nuevanuclear fusion - la fusià ³n nuclearorbit - la à ³rbitared shift - el corrimiento al rojo, el desplazamiento hacia el rojorevolution - la revolucià ³nsolar flare - la erupcià ³n solarspacecraft - la nave espacialspace probe - la sonda espacialspace shuttle - el transbordador espacial, la lanzadera espacialspace station - la estacià ³n espacialtelescope - el telescopiotheory of relativity - la teorà ­a de la relatividadtwinkling (of stars) - el centellearvacuum of space - el vacà ­o del espaciowormhole - el agujero de gusano (This is an example of a calque.)zodiac - el zodiaco, el zodà ­aco

Develop a solid career in customer service

Develop a solid career in customer service So you’ve decided customer service is the career for you! That’s great news, particularly if you’re a people person with a talent for handling different personality types. But be careful: the nature of your day-to-day work can often make it feel as though your career isn’t progressing forward. You’re so busy hopping from customer interaction to interaction, putting out fire after fire, that at the end of the day it seems like you’ve hardly made it closer to the goalposts. They seem to reset in the same place every day. If you’re along for the ride on this rapid-fire, non-stop, go-go-go ride, it can be really easy to get too burned out to try and plan your future career growth. Here are a few things you can do to make sure you’re moving forward, and not just treading water.First, decide where you ideally want to land.The field of â€Å"customer service† is actually relatively new, and is evolving at a rapid rate. There are tons of options available for you. Schedule yourself time on a recurring, frequent basis, to ask yourself what you actually want to end up doing in the longer term. Do you have a particular position or company you’d like to pursue? Then talk to your boss (or a trusted mentor) about how you can work toward your bigger goals. Don’t waste your time- if you don’t know what you want, it’s impossible to start planning how to achieve it. The sooner you figure it out, the sooner you can begin working towards more specific goals.Then, devise a specific plan.Whichever direction you choose, start strategizing and networking until you figure out a rough game plan of how to move that way. If you’re interested in management, for example, you can talk to people who’ve started where you are on the front lines and made it up to leadership roles. Ask to hear their stories. And if managing people doesn’t interest you, that’s fine! Start honing y our skills in your area of speciality, building your resume (and pursuing opportunities that will help you do just that), and building your brand. Become the go-to person in the industry that interests you the most.Finally, make the most of your time- wherever you are.Just because you’re in support now and don’t want to stay there indefinitely doesn’t mean it isn’t an important stepping stone to further opportunities. Starting out at entry-level is actually an asset. Having a support job on your resume shows that you’ve been in the trenches and know what it’s like to interface with clients day in and day out. Plus, in interviews you can talk about how you’ve honed the most important soft skills and tricks of the trade- empathy and patience.And just remember: even if you end up making a career just where you are- in support and interfacing with the customer- you can still work toward finding the most ideal position within that domain. If this is where you end up, you won’t necessarily have stagnated- you’ll have grown.

Directors remuneration Assignment Example | Topics and Well Written Essays - 1750 words

Directors remuneration - Assignment Example But, before that director’s role must be defined. Section 741 of the companies Act (CA) 1985 defines the term director: any person occupying the position of director, by whatever name that position occupying person is called (Corporate and business law (UK), exam kit, 2007/08). Primarily, this definition does not much focus on the definition of the director rather it emphasizes on the function the person performs; this stipulates that whether he is a director or not. Remuneration may include the following benefits received by directors: gains on the exercise of share options; benefits either received or receivable under long-term incentive schemes; payments received for the loss of office (as defined in the section 215); benefits and contributions receivable for the purpose of providing benefits , with respect to the past services of person as director or in any other capacity while director; (legislation.gov.uk, web); consideration paid to or consideration receivable by third parties for making available the services of a person as director or in any other capacity while director. The above given elements amounts to remuneration and benefits received by a director. ... e auditable part of the directors’ remuneration report, How much of information relating to the directors’ remuneration is to be included in the report. Additionally, it is the duty of any director of a company and any other person who is or has at any time in the preceding five years been a director of the company, to bring into the notice of the company of such matters either relating to himself as may be significant for the purposes of regulations under this section. If a person in the above mentioned capacity makes default in complying with these regulatory requirements commits an offence; as a result, he is liable and accountable on summary conviction; as a result, he would be fined for that offence according to the level 3 on the standard scale. Approval and signing of directors’ remuneration report The board of directors is authorised to approve the directors’ remuneration report and this report must be signed on behalf of the board by a director or the secretary of the company (under section 422 (1), chapter 4, Annual accounts, Companies Act 2006(c.46)). In most of the quoted companies, it is the responsibility of the company secretary to sign the directors’ remuneration report. In case, the secretary of the company is not available, any director may be authorised to sign on behalf of the board. If a directors’ remuneration report is approved but it is unable to satisfy the requirements of the Act, every directors of the company commits an offence who knew that the report did not qualify the requirements, or who failed to take appropriate steps to ensure the compliance with the Act requirements. Any person found guilty of an offence under this section will be responsible and may face a legal action provided in the company’s law. Quoted companies: