Fraudulent Chats With Unlike A essays

False Chats With Unlike An expositions Your remaining in the lunch line and who happens to be before you, however Natalie Smith, that young lady you can't stand, all that she does just rankles you. Indeed, even the idea of her brings these upsetting considerations, that can't be that solid, such as needing to take her by her little, blonde braids and swing her off from the most elevated structure, making those little blushing cheeks recolored with blood, this carrying the greatest smile to your face. Being her bubbly, sprightly self, she pivots, gives you the most splendid grin, and goes about as though its a shock to see you. This all follows with one of those phony discussions. Everybody has needed to have one, so I am certain all of you comprehend what I am discussing. You both realize you couldn't care less for each other, yet you continue with a well disposed, How have you been? What have you been doing? fake discussion. I especially despise when I find these individuals. What I rather do, is go to them and state, I truly don't care for you and I realize you don't generally like me, I could mind less, my life will go on, I truly have no explanation at all to converse with you, so please... move to one side! This obviously is the pleasant method of putting it. Furthermore, its actually a basic answer for escape those hopeless discussions, with the fakes that like to put on fronts. Those individuals that like to be pleasant to everybody. Saying something like this, would without a doubt set these individuals in their places and they will come to see that possibly not every person is a Mary Poppins daylight day in and day out. You can simply be forthright, you wont need to battle to grin to the individual you most disdain, you wont need to act like you care about what they did during their get-away. In the event that they went para cruising off in Hawaii, except if the little ropes on their parachute sn apped and there little, delicate body went smashing down on the chilly, energetic water, in a split second slowing down each bone in their body. At that point you would not need to converse with them, however wouldn't need to see their ... <!

Sun Tzu Biography

Sun Tzu Biography Sun Tzu and his Art of War are considered and cited in military technique courses and corporate meeting rooms far and wide. There’s only one issue †we aren’t sure that Sun Tzu really existed! Surely, somebody composed a book called The Art of War a few centuries before the BC. That book has a particular voice, so it is likely crafted by one writer and not an arrangement. That creator likewise seems to have had huge useful experience driving soldiers into fight. For simplicity’s purpose, we will call that creator Sun Tzu. (The word Tzu is a title, identical to sir or ace, as opposed to a name - this is the wellspring of a portion of our vulnerability.) Conventional Accounts of Sun Tzu As per conventional records, Sun Tzu was conceived in 544 BCE, during the pre-summer and Autumn Period of the Zhou Dynasty (722-481 BCE). Indeed, even the two most seasoned known sources about Sun Tzus life vary with respect to his place of birth, nonetheless. Qian Sima, in the Records of the Grand Historian, asserts that Sun Tzu was from the Kingdom of Wu, a beach front express that controlled the mouth of the Yangtze River throughout the Spring and Autumn Period. Interestingly, the Spring and Autumn Annals of the Lu Kingdom express that Sun Tzu was conceived in the State of Qi, an all the more northerly beach front realm found roughly in present day Shandong Province. From about the year 512 BCE, Sun Tzu served the Kingdom of Wu as a military general and specialist. His military victories motivated him to compose The Art of War, which got famous with tacticians from every one of the seven opponent realms during the Warring States Period (475-221 BCE). Overhauled History As the centuries progressed, Chinese and afterward additionally western history specialists have reexamined Sima Qians dates for Sun Tzus life. Most concur that dependent on the particular words he utilizes, and the war zone weapons, for example, crossbows, and the strategies he depicts, The Art of War couldn't have been composed as ahead of schedule as 500 BCE. Moreover, armed force leaders throughout the Spring and Summer Period were commonly the lords themselves or their nearby family members - there were no expert commanders, as Sun Tzu seems to have been, until the Warring States Period. Then again, Sun Tzu doesn't make reference to rangers, which showed up in Chinese fighting around 320 BCE. It appears to be no doubt, at that point, that The Art of War was composed at some point between around 400 and 320 BCE. Sun Tzu likely was a Warring States Period general, dynamic around one hundred or one hundred and fifty years after the dates given by Qian Sima. Sun Tzus Legacy Whoever he was, and at whatever point he composed, Sun Tzu has impacted military masterminds in the course of the last 2,000 years and that's only the tip of the iceberg. Convention asserts that the primary sovereign of bound together China, Qin Shi Huangdi, depended on The Art of War as a vital guide when he vanquished the other warring states in 221 BCE. During the A Lushan Rebellion (755-763 CE) in Tang China, escaping authorities brought Sun Tzus book to Japan, where it enormously affected samurai fighting. Japans three reunifiers, Oda Nobunaga, Toyotomi Hideyoshi, and Tokugawa Ieyasu, are said to have contemplated the book in the late sixteenth century. Later understudies of Sun Tzus procedures have incorporated the Union officials envisioned here during the American Civil War (1861-65); Chinese Communist pioneer Mao Zedong; Ho Chi Minh, who made an interpretation of the book into Vietnamese; and US Army official cadets at West Point right up 'til today. Sources: Lu Buwei. The Annals of Lu Buwei, trans. John Knoblock and Jeffrey Riege, Stanford: Stanford University Press, 2000. Qian Sima. The Grand Scribes Records: The Memoirs of Han China, trans. Tsai Fa Cheng, Bloomington, IN: Indiana University Press, 2008. Sun Tzu. The Illustrated Art of War: The Definitive English Translation, trans. Samuel B. Griffith, Oxford: Oxford University Press, 2005.

New This Week Grammar Warm-Ups, Choice Boards, and Science Poetry

New This Week Grammar Warm-Ups, Choice Boards, and Science Poetry Julie, Head of Content and Curriculum, shares the content that's new on TeacherVision this week. We have ten elementary grammar warm-ups, three new Math choice boards, and a Science Poetry lesson just in time for National Poetry Month. by Julie Mason Whether you just came back from Spring Break or you are looking forward to time off next week, we have new resources to support your curriculum planning and instruction. Here’s what is brand new on TeacherVision this week.   Elementary Grammar Warm-Ups Get it here There are ten warm-ups for your students in this packet that was created  by an English teacher and grammar expert. Each exercise is designed to take students from five to seven minutes, the time that is usually spent on a bellringer or activator. However, you can also use these short exercises during a Daily 5, Station Rotation, or work on them together as a whole class. A teacher’s answer key is included, and the warm-ups cover the following topics: Common and Proper Nouns What’s the Subject? What’s the Predicate? Possessive Nouns Pronoun-Verb Agreement What’s the Adjective? Commas With A Series Adjective or Adverb? Capitalizing Proper Nouns What Type of Sentence? Math Choice Boards TeacherVision Advisory Board Member, Tara, is an elementary school teacher in Pennsylvania with fourteen years of experience teaching third grade. She has created Math choice boards that each contain nine activities to support your students to practice perimeter, fractions, and time. She designed them for grades 3-5, but they can be modified to meet all your students’ needs. She recommends using them during guided Math centers, for homework, or for early finishers. Fractions Choice Board Get it here Students will demonstrate their understanding of equivalent fractions, comparing fractions, and fractions as whole numbers. Perimeter Choice Board Get it here Students will demonstrate their understanding of finding perimeter and designing shapes with a given perimeter. Time Choice Board Get it here Students will demonstrate their understanding of setting clocks, telling time, and finding elapsed time. Tara has also created three additional choice boards: Division, Multiplication, and Geometry. To learn more about what choice boards are, and how to use them, check out: New This Week: Three Math Choice Boards. Science Poetry Packet Get it here April is National Poetry Month, and usually it’s the English and elementary teachers that are teaching poetry in their classes. However, poetry isn’t just for Humanities. TeacherVision Advisory Board Member, Sara, has designed a creative and interdisciplinary lesson where students use Science keywords to write three different types of poems: Haiku, Acrostic, and Tanka. Designed for upper elementary, and middle school students, this lesson can be modified for your high school students as well.   We are curating and designing new content for you every day at TeacherVision. Is there something you’d like to see? Drop me a line at teachers@fen.com. I’d love to hear from you. What are you teaching this week? Share with us on Instagram, Facebook, Twitter, and Pinterest. Julie Mason is the Head of Content and Curriculum for TeacherVision. She brings an expertise in blended and personalized learning, instructional coaching, and curriculum design to the role. She was a middle and high school English teacher for eight years and most recently taught at Dana Hall, an all girls school in Wellesley, MA. She was a blended and personalized learning instructional coach for K-12 teachers at BetterLesson for two years, and she has presented at The National Principals Conference, ISTE, and ASCD where she shared her expertised on how instructional coaching builds teacher capacity in K-12 schools. She has extensive experience designing and facilitating professional development for teachers, and she oversees the TeacherVision Advisory Board.

Professional Ethics - 2616 Words

Professional Ethics Paper Carolyn Smith HCS/478 August 15, 2011 Ann-Marie Peckham Professional Ethics Paper The purpose of this paper is to discuss the relationship among professional values, ethics, and legal issues. A person’s personal values and ethics can influence their professional values and ethics in the workplace. Finding the right balance between personal and professional views in the workplace will help foster a successful career. This paper will cover relationships between legal and ethical issues as well as personal values and professional ethics. Relationships between Legal and Ethical Issues According to Wacker-Guido amp; Watson (2010), there are eight ethical principles that nurses encounter when making†¦show more content†¦Alerting professional bodies or to structures internal to an organization about poor practice or other issues of concern, is wholly acceptable. Nurses have a moral obligation and must recognize and challenge medical authority if it is the best thing to do for the patient (Chiarella amp; McInnes, 2008). According to Wacker and Watson, (nd. pg. 70) legal concepts are equally important as ethics concepts in forming a framework for practice in health care settings. A general definition of law is that it concerns rules and regulations by which a society is governed. These rules and regulations are made by individuals and are capable of being changed or modified. Legal issues differ from ethical issues in that laws are external to the individual because they entail the rules and regulations of society as a whole, and laws are concerned with one’s conduct and actions as opposed to the motives and values of the individual. The question asked is â€Å"What did the person do or fail to do?† rather than â€Å"Why did the person act as he did?† Finally, the enforcement of laws is much stronger that enforcement of ethics; laws are enforced through courts of law, statutes, and state boards of nursing. The law recognizes that a competent individual mustShow MoreRelatedEthics Paper : Professional Certifications1286 Words   |  6 Pages Ethics paper Professional Certifications In the physical therapy field, it is very important to continue education to better understand the need to be effective in restore mobility, relieve pain and reduce the need for surgery and prescription drugs. Being knowledgeable increases marketability. The great thing about physical therapy is that it is needed in hospitals, private practices, outpatient clinics, home health agencies, schools, sports and fitness facilities, work settings, and nursingRead MoreThe professional Ethics2426 Words   |  10 PagesProfessional Ethics There is general recognition of the fact that journalists have responsibilities not only vis-à  -vis their own convictions but also towards the public. Summarily, four kinds of responsibility may be defined: contractual responsibility in relation to the media and their internal organisation, a social responsibility entailing obligations towards public opinion and society as a whole, responsibility or liability deriving from the obligation to comply with the law and responsibilityRead MoreCareer Ethics : Professional Ethics1491 Words   |  6 PagesPROFESSIONAL ETHICS Professional ethics in aviation isn’t something that is thought about every day. Ethics affects all of us and the choices that we make. Ethics in our careers and even in our personal lives depends on you to make better choices by considering the rights and well-being of others you work with and live with that may be affected by our decisions. From time to time people do the wrong thing, it’s our human nature to commit a mistake. Some mistakes are unintentional but human errorRead MoreCode Of Ethics And Professional Conduct1274 Words   |  6 PagesReview of the Code of Ethics and Professional Conduct of BIP The Code of Ethics and Professional Conduct (CEPC) has been formulated on the basis of article 44, 45, 46, 47 of BIP constitution, to secure the rights and benefits of the Planners community in Bangladesh. CEPC not only provide guidance and support to the members of BIP on their lead in the professional field but also offers assurance to the client who avails the services of Planners. Members have the opportunity to express their opinionRead MoreProfessional Ethics10396 Words   |  42 PagesJournal of Accounting, Ethics Public Policy  Ã‚   Volume 3, Number 1 (Winter 2003), pp. 1†26 Ayn Rand and Contemporary Business Ethics   Ã‚   Stephen R. C. Hicks Introduction: business and the free society Advocates of the free society think of business as an integral part of the dynamic, progressive society they advocate. In the West, the rise of a culture hospitable to business has unleashed incalculable productive energies. Business professionals have taken the products of science and revolutionizedRead MoreEthics Code Of Professional Ethics980 Words   |  4 Pagesimportance of AICPA’ â€Å"Code of Professional Ethics† and its components, and the influence of management perceptions on firms’ ethical environment (p. 919). Introduction. The authors study business ethics, compliance with ethics code, ethical issues, and ethical behavior of company management. The researchers concern with ethical believes of company employees and executives, and growing number of legal proceedings due to ethical issues. The ethics code help professionals maintaining independence andRead MoreDuty Ethics And The Professional Military Ethic822 Words   |  4 Pagesto dominate the contemporary debate: outcome ethics (or consequentialism), duty ethics (or deontology) and virtue ethics. Passing under criticism these three concepts allows evaluating my own philosophy and comparing its compliance to the professional military ethic. Duty ethics or deontology assesses all actions based on a series of rules. This concept views the morality of any action from one angle, the respect of rules. On other words, duty ethics is the set of rules governing a group, the conductRead MoreThe Professional Codes Of Ethics805 Words   |  4 Pageslives. According to â€Å"Chapter 1† in the professional codes of ethics section, there are different helping profession and each one has their guidelines of ethics to follow. It’s a good thing to want to help people and to work in the helping profession, but to help minimize the damage that could occur there are professional codes of ethics and laws put in place. Summary The focus of â€Å"Chapter 1† consisted of helping practitioners learn professional ethics which was pointed out on the first pageRead MoreProfessional Ethics Essay1208 Words   |  5 PagesWhat Are Professional Ethics The nature of ethics in a professional setting are a frame work of agreements and understandings that have come together in order to ensure a mutually beneficial relationship between all parties. This is the case in any kind of business relationship was well as the in the field of the helping profession. However I think it is more so the case in the helping profession than any other due to the nature of the relationship. In a business venture the parties are more or lessRead MoreProfessional Ethics Paper1903 Words   |  8 PagesProfessional Ethics Paper Barbara Morrissey HCS/478 January 23, 2012 Ann-Marie Peckham Professional Ethics Paper Medical professionals have a responsibility to their clients to deliver safe, quality care with regard for patients’ individuality, needs, and desires. Patients seek out professional health care with their own goals in mind. Their goals may not match ours, but we as health care providers have a duty to inform and treat our clients with competence and afford them the utmost dignity

The End Of A Road Trip Essay - 1645 Words

At the end of a road trip/journey, young adults are reminded of whom they are and what shapes them by doing the activities they are most interested in during a trip of helping a friend move away to a different state. School has just ended; it’s a beautiful summer day when suddenly a call from a friend leads me the next day in a car for a road trip. Bringing a book, drawing utensils and a camera to pass the time thinking, I probably won’t need to use it at all. Not knowing at the time that this trip would end up being very eventful like a car breaking down in the middle of a very hot day on my way home. Many people have different artistic tastes that help them, identify them as a person. My artistic tastes in reading, drawing, and photography have taught me to be patient, adventurous, and calm. First, reading taught me to be patient in the different situations I happen to get myself into. Ever since I was really young I’ve enjoyed reading, it’s always been one of my favorite pastimes. Whenever I was bored or impatient for an event that was going to happen my parents would hand me a book so I would distract myself and I wouldn’t be so impatient all the time. Then I would end up being engrossed in reading that book I would forget what was happening around me and where I even was at in that moment. One could be talking to me and I wouldn’t even notice it’d be like they were talking to a tree. I would spend hours reading until someone tried really hard to snap me out of it, for IShow MoreRelatedAdvantages Of Long Road Trip829 Words   |  4 PagesTips to Stay Comfortable During Long Road Trips Road trips are the best. When you have the open road ahead of you, all the possibilities in the world are at your reach. One of the best experiences of your life can take place on the road. However, sitting in the car isn’t always the most pleasant experience and road trips can have their ups and downs. You want to have fun and look your best but the car journey just isn’t always the most glamorous or comfortable place to do it. If you want to ensureRead MoreA Visit On A Road Trip Across Canada1507 Words   |  7 PagesVisit On A Road Trip Across Canada As the second largest country in the world, you better believe that Canada has plenty of roads for road trips! From the beautiful Rocky Mountains in the west, the Maritime towns along the east, and the tundras of the north, Canada has just about everything. The most daunting task might be trying to figure out just where exactly you want to go on a road trip. To help you figure it out, here is a list of 15 amazing places to visit while on a road trip across CanadaRead MoreUnplanned Roadtrip760 Words   |  4 PagesUnplanned Road trip The most people take risks to go on a road trip; some people believe it’s not important. Road trip is one of the most excited events. Road Trip is full of fun and people suffer through, some different experience. I was too excited when; I went last time with friends on a road trip and had lot of fun but planning play great role in road trip. On the Sunday morning, it was raining outside and I was getting bore at home. I called my friend and make a plan for road trip. I pickRead MoreRoad Trips in Literature: Fear and Loathing in Las Vegas and Travels with Charlie970 Words   |  4 PagesRoad trips are known to be fun adventures. When someone says they are going on a road trip people expect them to go and see amazing places and then come back. Fear and Loathing in Las Vegas by Hunter S. Thompson, Travels with Charley by John Steinbeck and On the Road by Jack Kerouac are about road trips but these trips are not about the adventure. Duke from Fear and Loathing in Las Vegas, Sal from On the Road and Steinbeck from Travels with Charley all go on road trips because of the American driveRead More Fort Bragg: My First Road Trip Essay1739 Words   |  7 PagesFort Bragg: My First Road Trip When you are a teenager you reach a certain point in your life when you want to be independent. You get this feeling that you want to do something on your own to prove you can. When I was seventeen, in the fall of 2001, I had that feeling that I needed to do something on my own. I needed an adventure to show everyone that I was old enough to be on my own for once. I needed something exciting and new. I talked to my friend Annie and we came up with aRead MoreSummer Road Trip1174 Words   |  5 PagesMy Summer Road Trip The late June Texas sun was hot as it came through the window of my Caliber. I had begun my road trip to the lake house in Mineola early that morning. I had dressed for comfort, wearing my blue shorts and my favorite worn out tee, I knew it was going to be a long hot drive. As I drove down the road, I soon realized that I had never been anywhere alone before. This was a new feeling to me, one of strength and fear rolled into one. While fighting the traffic to get out of townRead MoreShort Story : Memoir 1155 Words   |  5 PagesMemoir Early morning towards the end of June last year, it was family rodeo back home where my mom grew up at. We had always gone back to that town and that rodeo since i was a yee young lad, around 5 or 6. We used to go see my grandma, but she died when i was 10. Anyways, it was my mother, my brothers, sister and her family, me and my girlfriend. Well, the car we were suppose to drive 5 hours north with was very cramped for all of us, so i asked my girlfriend if we could borrow her new car sheRead MoreThe Red Convertible Short Story Analysis Essay774 Words   |  4 Pagesdrove the car on a summer road trip all over the country including Alaska and back. â€Å"We’d made most of the trip, that summer, without putting up the car hood at all. We got home just in time.† (Erdrich 327) Not only does this passage show the condition of the car being very well, but the relationship between Lyman and Henry being strong as well. During the whole road trip the brothers were very content with each other. They stopped and enjoyed their freedom on the road at every chance they got, andRead MoreJack Kerouac s On The Road With Sal Paradise1154 Words   |  5 PagesKerouac’s On the Road with Sal Paradise, the narrator, in his travels throughout the United States trying to escape the rigors of his old life. An issue arises for Paradise because every time he begins to settle down somewhere the place turns old and his desire for movement returns. Paradise’s desire for movement eventually becomes second nature to him. He thrives on the uncertainties of the road and the people he sees only get passing reactions and glances at him from other people on the road. ThroughoutRead MoreMy Day At A Wax Museum Essay1308 Words   |  6 Pagesgoing over spring break?† â€Å"Where?† I asked my mom. â€Å"We’re going to St. Louis to visit a Wax Museum.† Her voice was enthusiastic, and she was too hyper to go on the trip. When she informed me about this outing I was not excited. I loathe leaving Kansas City. There’s nothing to do. You’re perched on your butt in the car for hours on end, and there’s nothing to look at but farmland and the occasional cow. Over time, the journey begins to get boring; you’re exhausted for a considerable length of time

Forward the Foundation Chapter 6 Free Essays

15 Cleon was no longer quite the handsome young monarch that his holographs portrayed. Perhaps he still was-in the holographs-but his mirror told a different story. His most recent birthday had been celebrated with the usual pomp and ritual, but it was his fortieth just the same. We will write a custom essay sample on Forward the Foundation Chapter 6 or any similar topic only for you Order Now The Emperor could find nothing wrong with being forty. His health was perfect. He had gained a little weight but not much. His face would perhaps look older, if it were not for the microadjustments that were made periodically and that gave him a slightly enameled look. He had been on the throne for eighteen years-already one of the longer reigns of the century-and he felt there was nothing that might necessarily keep him from reigning another forty years and perhaps having the longest reign in Imperial history as a result. Cleon looked at the mirror again and thought he looked a bit better if he did not actualize the third dimension. Now take Demerzel-faithful, reliable, necessary, unbearable Demerzel. No change in him. He maintained his appearance and, as far as Cleon knew, there had been no microadjustments, either. Of course, Demerzel was so close-mouthed about everything. And he had never been young. There had been no young look about him when he first served Cleon’s father and Cleon had been the boyish Prince Imperial. And there was no young look about him now. Was it better to have looked old at the start and to avoid change afterward? Change! It reminded him that he had called Demerzel in for a purpose and not just so that he might stand there while the Emperor ruminated. Demerzel would take too much Imperial rumination as a sign of old age. â€Å"Demerzel,† he said. â€Å"Sire?† â€Å"This fellow Joranum. I tire of hearing of him.† â€Å"There is no reason you should hear of him, Sire. He is one of those phenomena that are thrown to the surface of the news for a while and then disappears.† â€Å"But he doesn’t disappear.† â€Å"Sometimes it takes a while, Sire.† â€Å"What do you think of him, Demerzel?† â€Å"He is dangerous but has a certain popularity. It is the popularity that increases the danger.† â€Å"If you find him dangerous and if I find him annoying, why must we wait? Can’t he simply be imprisoned or executed or something?† â€Å"The political situation on Trantor, Sire, is delicate-â€Å" â€Å"It is always delicate. When have you told me that it is anything but delicate?† â€Å"We live in delicate times, Sire. It would be useless to move strongly against him if that would but exacerbate the danger.† â€Å"I don’t like it. I may not be widely read-an Emperor doesn’t have the time to be widely read-but I know my Imperial history, at any rate. There have been a number of cases of these populists, as they are called, that have seized power in the last couple of centuries. In every case, they reduced the reigning Emperor to a mere figurehead. I do not wish to be a figurehead, Demerzel.† â€Å"It is unthinkable that you would be, Sire.† â€Å"It won’t be unthinkable if you do nothing.† â€Å"I am attempting to take measures, Sire, but cautious ones.† â€Å"There’s one fellow, at least, who isn’t cautious. A month or so ago, a University professor-a professor-stopped a potential Joranumite riot single-handedly. He stepped right in and put a stop to it.† â€Å"So he did, Sire. How did you come to hear of it?† â€Å"Because he is a certain professor in whom I am interested. How is it that you didn’t speak to me of this?† Demerzel said, almost obsequiously, â€Å"Would it be right for me to trouble you with every insignificant detail that crosses my desk?† â€Å"Insignificant? This man who took action was Hari Seldon.† â€Å"That was, indeed, his name.† â€Å"And the name was a familiar one. Did he not present a paper, some years ago, at the last Decennial Convention that interested us?† â€Å"Yes, Sire.† Cleon looked pleased. â€Å"As you see, I do have a memory. I need not depend on my staff for everything. I interviewed this Seldon fellow on the matter of his paper, did I not?† â€Å"Your memory is indeed flawless, Sire.† â€Å"What happened to his idea? It was a fortune-telling device. My flawless memory does not bring to mind what he called it.† â€Å"Psychohistory, Sire. It was not precisely a fortune-telling device but a theory as to ways of predicting general trends in future human history.† â€Å"And what happened to it?† â€Å"Nothing, Sire. As I explained at the time, the idea turned out to be wholly impractical. It was a colorful idea but a useless one.† â€Å"Yet he is capable of taking action to stop a potential riot. Would he have dared do this if he didn’t know in advance he would succeed? Isn’t that evidence that this-what?-psychohistory is working?† â€Å"It is merely evidence that Hari Seldon is foolhardy, Sire. Even if the psychohistoric theory were practical, it would not have been able to yield results involving a single person or a single action.† â€Å"You’re not the mathematician, Demerzel. He is. I think it is time I questioned him again. After all, it is not long before the Decennial Convention is upon us once more.† â€Å"It would be a useless-â€Å" â€Å"Demerzel, I desire it. See to it.† â€Å"Yes, Sire.† 16 Raych was listening with an agonized impatience that he was trying not to show. He was sitting in an improvised cell, deep in the warrens of Billibotton, having been accompanied through alleys he no longer remembered. (He, who in the old days could have threaded those same alleys unerringly and lost any pursuer.) The man with him, clad in the green of the Joranumite Guard, was either a missionary, a brainwasher, or a kind of theologian-manque. At any rate, he had announced his name to be Sander Nee and he was delivering a long message in a thick Dahlite accent that he had clearly learned by heart. â€Å"If the people of Dahl want to enjoy equality, they must show themselves worthy of it. Good rule, quiet behavior, seemly pleasures are all requirements. Aggressiveness and the bearing of knives are the accusations others make against us to justify their intolerance. We must be clean in word and-â€Å" Raych broke in. â€Å"I agree with you, Guardsman Nee, every word. But I must see Mr. Joranum.† Slowly the guardsman shook his head. â€Å"You can’t ‘less you got some appointment, some permission.† â€Å"Look, I’m the son of an important professor at Streeling University, a mathematics professor.† â€Å"Don’t know no professor. I thought you said you was from Dahl.† â€Å"Of course I am. Can’t you tell the way I talk?† â€Å"And you got an old man who’s a professor at a big University? That don’t sound likely.† â€Å"Well, he’s my foster father.† The guardsman absorbed that and shook his head. â€Å"You know anyone in Dahl?† â€Å"There’s Mother Rittah. She’ll know me.† (She had been very old when she had known him. She might be senile by now-or dead.) â€Å"Never heard of her.† (Who else? He had never known anyone likely to penetrate the dim consciousness of this man facing him. His best friend had been another youngster named Smoodgie-or at least that was the only name he knew him by. Even in his desperation, Raych could not see himself saying: â€Å"Do you know someone my age named Smoodgie?†) Finally he said, â€Å"There’s Yugo Amaryl.† A dim spark seemed to light Nee’s eyes. â€Å"Who?† â€Å"Yugo Amaryl,† said Raych eagerly. â€Å"He works for my foster father at the University.† â€Å"He a Dahlite, too? Everyone at the University Dahlites?† â€Å"Just he and I. He was a heatsinker.† â€Å"What’s he doing at the University?† â€Å"My father took him out of the heatsinks eight years ago.† â€Å"Well-I’ll send someone.† Raych had to wait. Even if he escaped, where would he go in the intricate alleyways of Billibotton without being picked up instantly? Twenty minutes passed before Nee returned with the corporal who had arrested Raych in the first place. Raych felt a little hope; the corporal, at least, might conceivably have some brains. The corporal said, â€Å"Who is this Dahlite you know?† â€Å"Yugo Amaryl, Corporal, a heatsinker who my father found here in Dahl eight years ago and took to Streeling University with him.† â€Å"Why did he do that?† â€Å"My father thought Yugo could do more important things than heatsink, Corporal.† â€Å"Like what?† â€Å"Mathematics. He-â€Å" The corporal held up his hand. â€Å"What heatsink did he work in?† Raych thought for a moment. â€Å"I was only a kid then, but it was at C-2, I think.† â€Å"Close enough. C-3.† â€Å"Then you know about him, Corporal?† â€Å"Not personally, but the story is famous in the heatsinks and I’ve worked there, too. And maybe that’s how you’ve heard of it. Have you any evidence that you really know Yugo Amaryl?† â€Å"Look. Let me tell you what I’d like to do. I’m going to write down my name on a piece of paper and my father’s name. Then I’m going to write down one word. Get in touch-any way you want-with some official in Mr. Joranum’s group-Mr. Joranum will be here in Dahl tomorrow-and just read him my name, my father’s name, and the one word. If nothing happens, then I’ll stay here till I rot, I suppose, but I don’t think that will happen. In fact, I’m sure that they will get me out of here in three seconds and that you’ll get a promotion for passing along the information. If you refuse to do this, when they find out I am here-and they will-you will be in the deepest possible trouble. After all, if you know that Yugo Amaryl went off with a big-shot mathematician, just tell yourself that same big-shot mathematician is my father. His name is Hari Seldon.† The corporal’s face showed clearly that the name was not unknown to him. He said, â€Å"What’s the one word you’re going to write down?† â€Å"Psychohistory.† The corporal frowned. â€Å"What’s that?† â€Å"That doesn’t matter. Just pass it along and see what happens.† The corporal handed him a small sheet of paper, torn out of a notebook. â€Å"All right. Write it down and we’ll see what happens.† Raych realized that he was trembling. He wanted very much to know what would happen. It depended entirely on who it was that the corporal would talk to and what magic the word would carry with it. 17 Hari Seldon watched the raindrops form on the wraparound windows of the Imperial ground-car and a sense of nostalgia stabbed at him unbearably. It was only the second time in his eight years on Trantor that he had been ordered to visit the Emperor in the only open land on the planet-and both times the weather had been bad. The first time, shortly after he had arrived on Trantor, the bad weather had merely irritated him. He had found no novelty in it. His home world of Helicon had its share of storms, after all, particularly in the area where he had been brought up. But now he had lived for eight years in make-believe weather, in which storms consisted of computerized cloudiness at random intervals, with regular light rains during the sleeping hours. Raging winds were replaced by zephyrs and there were no extremes of heat and cold-merely little changes that made you unzip the front of your shirt once in a while or throw on a light jacket. And he had heard complaints about even so mild a deviation. But now Hari was seeing real rain coming down drearily from a cold sky-and he had not seen such a thing in years-and he loved it; that was the thing. It reminded him of Helicon, of his youth, of relatively carefree days, and he wondered if he might persuade the driver to take the long way to the Palace. Impossible! The Emperor wanted to see him and it was a long enough trip by ground-car, even if one went in a straight line with no interfering traffic. The Emperor, of course, would not wait. It was a different Cleon from the one Seldon had seen eight years before. He had put on about ten pounds and there was a sulkiness about his face. Yet the skin around his eyes and cheeks looked pinched and Hari recognized the results of one too many microadjustments. In a way, Seldon felt sorry for Cleon-for all his might and Imperial sway, the Emperor was powerless against the passage of time. Once again Cleon met Hari Seldon alone-in the same lavishly furnished room of their first encounter. As was the custom, Seldon waited to be addressed. After briefly assessing Seldon’s appearance, the Emperor said in an ordinary voice, â€Å"Glad to see you, Professor. Let us dispense with formalities, as we did on the former occasion on which I met you.† â€Å"Yes, Sire,† said Seldon stiffly. It was not always safe to be informal, merely because the Emperor ordered you to be so in an effusive moment. Cleon gestured imperceptibly and at once the room came alive with automation as the table set itself and dishes began to appear. Seldon, confused, could not follow the details. The Emperor said casually, â€Å"You will dine with me, Seldon?† It had the formal intonation of a question but the force, somehow, of an order. â€Å"I would be honored, Sire,† said Seldon. He looked around cautiously. He knew very well that one did not (or, at any rate, should not) ask questions of the Emperor, but he saw no way out of it. He said, rather quietly, trying to make it not sound like a question, â€Å"The First Minister will not dine with us?† â€Å"He will not,† said Cleon. â€Å"He has other tasks at this moment and I wish, in any case, to speak to you privately.† They ate quietly for a while, Cleon gazing at him fixedly and Seldon smiling tentatively. Cleon had no reputation for cruelty or even for irresponsibility, but he could, in theory, have Seldon arrested on some vague charge and, if the Emperor wished to exert his influence, the case might never come to trial. It was always best to avoid notice and at the moment Seldon couldn’t manage it. Surely it had been worse eight years ago, when he had been brought to the Palace under armed guard. This fact did not make Seldon feel relieved, however. Then Cleon spoke. â€Å"Seldon† he said. â€Å"The First Minister is of great use to me, yet I feel that, at times, people may think I do not have a mind of my own. Do you think that?† â€Å"Never, Sire,† said Seldon calmly. No use protesting too much. â€Å"I don’t believe you. However, I do have a mind of my own and I recall that when you first came to Trantor you had this psychohistory thing you were playing with.† â€Å"I’m sure you also remember, Sire,† said Seldon softly, â€Å"that I explained at the time it was a mathematical theory without practical application.† â€Å"So you said. Do you still say so?† â€Å"Yes, Sire.† â€Å"Have you been working on it since?† â€Å"On occasion I toy with it, but it comes to nothing. Chaos unfortunately interferes and predictability is not-â€Å" The Emperor interrupted. â€Å"There is a specific problem I wish you to tackle. Do help yourself to the dessert, Seldon. It is very good.† â€Å"What is the problem, Sire?† â€Å"This man Joranum. Demerzel tells me-oh, so politely-that I cannot arrest this man and I cannot use armed force to crush his followers. He says it will simply make the situation worse.† â€Å"If the First Minister says so, I presume it is so.† â€Å"But I do not want this man Joranum†¦ At any rate, I will not be his puppet. Demerzel does nothing.† â€Å"I am sure that he is doing what he can, Sire.† â€Å"If he is working to alleviate the problem, he certainly is not keeping me informed.† â€Å"That may be, Sire, out of a natural desire to keep you above the fray. The First Minister may feel that if Joranum should-if he should-â€Å" â€Å"Take over,† said Cleon with a tone of infinite distaste. â€Å"Yes, Sire. It would not be wise to have it appear that you were personally opposed to him. You must remain untouched for the sake of the stability of the Empire.† â€Å"I would much rather assure the stability of the Empire without Joranum. What do you suggest, Seldon?† â€Å"I, Sire?† â€Å"You, Seldon,† said Cleon impatiently. â€Å"Let me say that I don’t believe you when you say that psychohistory is just a game. Demerzel stays friendly with you. Do you think I am such an idiot as not to know that? He expects something from you. He expects psychohistory from you and since I am no fool, I expect it, too. Seldon, are you for Joranum? The truth!† â€Å"No, Sire, I am not for him. I consider him an utter danger to the Empire.† â€Å"Very well, I believe you. You stopped a potential Joranumite riot at your University grounds single-handedly, I understand.† â€Å"It was pure impulse on my part, Sire.† â€Å"Tell that to fools, not to me. You had worked it out by psychohistory.† â€Å"Sire!† â€Å"Don’t protest. What are you doing about Joranum? You must be doing something if you are on the side of the Empire.† â€Å"Sire,† said Seldon cautiously, uncertain as to how much the Emperor knew. â€Å"I have sent my son to meet with Joranum in the Dahl Sector.† â€Å"Why?† â€Å"My son is a Dahlite-and shrewd. He may discover something of use to us.† â€Å"May?† â€Å"Only may, Sire.† â€Å"You’ll keep me informed?† â€Å"Yes, Sire.† â€Å"And, Seldon, do not tell me that psychohistory is just a game, that it does not exist. I do not want to hear that. I expect you to do something about Joranum. What it might be, I can’t say, but you must do something. I will not have it otherwise. You may go.† Seldon returned to Streeling University in a far darker mood than when he had left. Cleon had sounded as though he would not accept failure. It all depended on Raych now. How to cite Forward the Foundation Chapter 6, Essay examples

Gatsby 17 Essay Example For Students

Gatsby 17 Essay The â€Å"American Dream† in The Great GatsbyF. Scott Fitzgerald sees the American Dream as something corrupt, and not easy to achieve. The American Dream is made up of a long social ladder, and it is often impossible to be accepted at the top of this social ladder. In The Great Gatsby Fitzgerald portrays Gatsby as a good example of the American Dream.† However, there is a fine line between what many think is the American Dream,† and what Fitzgerald thinks is the American Dream.† There is a difference between Gatsbys American Dream,† and the ideal American Dream of others. The American Dream can be perceived in a number of different ways. It can be optimism for the future. Some people start out with nothing, work honestly toil night and day, and sometimes never achieve anything. There are also people that have their familys financial support to educate them. Finally, there is the illegal way of achieving the American Dream. † Gatsby felt that the illegal way was the most appealing to him. There are a number of passages that lead us to infer Fitzgeralds view of the American Dream.† Near the beginning of the story, Nick drops the first hints that lead us to infer Fitzgeralds view of the American Dream.† Only Gatsby, the man who gives his name to this book, was exempt from my reaction-Gatsby, who represented everything for which I have an unaffected scorn. If personality is an unbroken series of successful gestures, then there was something gorgeous about him, some heightened sensitivity to the promises of life, as if he were related to one of those intricate machines that register earthquakes ten thousand miles away. This responsiveness had nothing to do with that flabby impressionability which is dignified under the name of the creative temperament- it was an extraordinary gift for hope, a romantic readiness such as I have never found in any other person and which it is not likely I shall ever find again. No- Gatsby turned out all right at the end; it is what preyed on Gatsby, what foul dust floated in the wake of his dreams that temporarily closed out my interest in the abortive sorrows and short-winded elation of men. (6)In this passage, Nick feels sympathy for Gatsby. He feels sympathy for Gatsby because Gatsbys American Dream is to be wealthy, and to be accepted into Daisy and Tom’s social class. That social class is exactly what Nick scorns. Jay Gatsbys goal is to be accepted in this diabolical and deceitful social class. This was Gatsbys American Dream. † The only way Gatsby would have a chance at winning Daisys heart would be to enter this elite social class. Fitzgerald does not portray the â€Å"American Dream† as something unattainable, but he portrays it as something that is not necessary to be happy. Fitzgerald does not think that the â€Å"American Dream† is something so terrific that everyone should strive to achieve it. In Fitzgerald’s eyes, the â€Å"American Dream† is something that is not for all people. Fitzgerald did not attain the â€Å"American Dream,† yet he is fine. The â€Å"American Dream† forces people to make poor decisions in an attempt to climb their way out of poverty and into the upper echelon of the American social structure. In Gatsby’s case, the â€Å"American Dream† grabbed a hold of him so tightly that when he actually achieved it; he did not actually want it any more. F. Scott Fitzgerald’s The Great Gatsby is a caution for generations to come that they do not have to follow anyone else’s dreams, but they should follow their own.

The Trial in To Kill a Mockingbird Essay Example

The Trial in To Kill a Mockingbird Essay Boring, slow and pointless are what many people think of the first 15 chapters in the novel ‘To Kill A Mocking Bird’. Well, I have news for you, without the first half of the novel we would not have been introduced and shown all the little details about Maycomb and the people in it. The novel introduces all the different themes needed in order to carry on into the second half of the novel. We explore key themes including race, determination, compassion, tolerance, respect, empathy and equality. All of which are carried on throughout key events in the rest of the novel. Chapter 3 explores the themes of tolerance, respect, and empathy.Which are all vital to the rest of the novel. In this chapter Scout learns valuable lessons about tolerating and respecting people and their ways, no matter how different or how much you disagree with them.This is shown in the quote, ‘He ain’t company, Cal, he’s just a Cunningham -‘ ‘Hush your mouth. Don’t matter who they are.’† Here Scout learns that is doesnt matter who a person is, you should always respect them, she tells Calpurnia that Walter is just a Cunningham, making him not company, but Calpurnia tells Scout that is doesnt matter who he is, he is still company. This is important as this is then carried on into the rest of the novel, as it changes Scouts view on other people and changes her way of thinking. She also learns to have empathy for other people and not judge people. As shown in the quote We will write a custom essay sample on The Trial in To Kill a Mockingbird specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Trial in To Kill a Mockingbird specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Trial in To Kill a Mockingbird specifically for you FOR ONLY $16.38 $13.9/page Hire Writer â€Å"You never really understand a person until you see things from his point of view until you climb into his skin and walk around in it† This example is a key lesson in the book. This lesson is putting yourself in someone else’s shoes, it teaches Scout to look past the surface and really understand who the person is and what they really are before judging them. This lesson is important as it again changes Scouts view and thinking, which therefore influences the course of e

Expert Interview with Andy Greenberg About Recruiting and Hiring

Expert Interview with Andy Greenberg About Recruiting and Hiring Andy Greenberg, CEO and president of The Recruiting Division, took the time to talk with us about his company, recruiting and hiring trends. With 17 years of experience in the field of recruiting, Andy has valuable, insightful information to offer. Heading The Recruiting Division, Andy works closely with clients and candidates to consistently find the best for the best. Here he shares a bit about that process.What’s different about The Recruiting Division that makes it so successful?We extend the capabilities of a contract recruiter with a unique solution that is team-based and on-demand. The result is a more flexible, scalable and cost-effective way of engaging a contract recruiter. What are three attributes that employers want to see in a job candidate?Intellectual curiosityPassionFlexibilityHow about three qualities they’d rather not see?InflexibilityArroganceInability or unwillingness to bring something extra to the roleWhat do you look for in a job candidate?Abilit y to self-assess, meaning that they are able to understand and articulate their strengths, weaknesses, boundaries and their own internal brandPassion!Ability to convincingly articulate why and how their background, skills and experience will translate into success for the positionWhy is it key for companies to have good relationships with recruiters like you to find the best team?Contract recruiters like those here at The Recruiting Division are able to act as a fully accountable, seamless extension of a client’s team, since we are not motivated or paid by placement fees or commissions, nor are we bound by the typical contingency-based agency model that necessitates alignment with candidates as opposed to HR and hiring managers.Are you seeing any particular hiring trends lately? If so, please tell us a bit about them.Although the economy has certainly improved, employers are still very cautious in their hiring and are willing to wait for candidates that meet all of the criter ia on their list.There is still strong demand for information technology and sales professionals, and we are also seeing an increase in temporary hiring as a result of the Affordable Care Act. Another interesting trend is a growing number of companies that are bringing jobs back to the United States after frustrations with offshoring.From a recruiting perspective, we are seeing a huge interest in social recruiting. Besides LinkedIn, Twitter and Facebook, there are a host of social aggregation and deep web mining tools that recruiters are flocking to, including SwoopTalent, Gild, TalentBin, Talenthook and HiringSolved.Why is timeliness so important in the hiring process?That’s a double-edged sword. On the one hand, there is a cost associated with a company not being able to achieve its goals due to a lack of manpower. But on the other hand, there is also a cost associated with rushing the hiring process and hiring sub-par employees. We are all doing our best in the search for the holy grail of hiring top talent as quickly as possible.How do you go about finding the top talent to place?For starters, make sure that your recruiters themselves are top talent. Think about it – it takes top talent to be able recognize top talent.Those who know me know that I love to arm my recruiters to the teeth with lots of cool tools like the ones mentioned above. That said, I am the first to admit that a great recruiter can work their magic simply by using LinkedIn and nothing else. The key to LinkedIn is learning how to target the right people and then message them softly and professionally. Your goal should be to achieve a response rate of at least 30%. And anything less than 20% means that you are spamming and not doing relationship-sourcing.Also make sure that you know your company’s brand and can articulate it effectively throughout the entire sourcing and vetting process. Candidates that are in demand know that they have choices, and they are looking fo r employers with a compatible brand, mission and values.Along with company branding, do your best to provide a great candidate experience. Candidates are sharing their interview experiences on social media sites like Glassdoor and Vault, and your ability to attract top talent can be either enhanced or stymied by your reputation on social media.

A Small Community Business Essay Example | Topics and Well Written Essays - 250 words

A Small Community Business - Essay Example A Small Community Business The local stores, farms, and their cooperatives in our location greatly benefit from the existence of Ice Cream Heaven because Mr. Haynes sources his milk, dairy products, and other restaurant and cooking needs directly from the local business suppliers. Ice Cream heaven gives off that American vibe that can only see in Pop Tate's ice cream parlor in the Archie comic books. Just as our community evolved over time, so did the menu and other offerings of the restaurant. Having started out as purely an ice cream scooping station, these days it boasts of meal menus and sandwich snacks for those quick fix meals that the busy parents and students in our neighborhood requires. What is even more admirable about the business is that it hires workers from within our community. Ice Cream Heaven has 20 high school part time job type of employees that admirably helps our local families from lower income brackets survive and boosts our local economy. The annual sales of Ice Cream Heaven should be around $250,000 or more a year because of the combined income from their ice cream scooping station, ice cream gallon sales, and sit down clients. Mr Haynes told me that the taxes he pays the community has helped maintain the local park and kept the community library in business by adding computer systems for the benefit of the local public school. Ice Cream Heaven has been an integral part of my childhood and continues to be a memorable place for me as I mature into an adult. This is the place where my parents and I often had my birthday dessert when I was a child.

Effects of oil spillage to the Dalian population Research Paper

Effects of oil spillage to the Dalian population - Research Paper Example The Chinese annual consumption of oil and its allied resources has been on an upwards trend due to the rapid industrialization in places such as Dalian reaching heights of nearly 6.66% per annum (Lu, 2004). The aftermath of the catastrophic oil spillage had great repercussions for the Dalian population because it disrupted all their socioeconomic activities while negatively affecting their health and overall quality of lives adversely. The Dalian oil spillage, however, is not the only one to occur in the recent years since other great oil spills have been reported all over the world with equal devastating effects on the surrounding cities and populations; for instance, the Deep-Water Horizon crisis in the gulf is one of them (Lustgarten, 2012). This paper will explore the effects of the oil spillage on the Dalian population by highlighting the adverse negative impacts of the oil spillage on the environmental as well as the socio-economic aspects of life in the city. Precisely, this p aper will highlight the manner in which the Dalian population was affected by the oil spillage in terms of the disruptions in their socioeconomic activities, particularly in crucial areas of the city’s economy such as in the tourism and fishing industries. Similarly, this paper will examine the effects of the oil spillage on the Dalian population in terms of its negative health effects as a result of the contamination of water sources and air by traces of oil following the spillage. Despite the numerous proactive disaster response initiatives taken by Chinese authorities to maintain the safety of human life and to stabilize the situation at the Xingang Port, the Dalian oil spillage resulted to adverse consequences not only for the environment, but also for the Dalian population (NTS Alert, 2010). Generally, the oil spillage resulted to adverse socioeconomic impacts, which greatly affected the lives of the population in the surrounding Dalian area; oil

An integral part of teaching

An integral part of teaching How and why we assess our children has a massive impact on their life in education and consequently on how and what we plan and teach, and how children learn. The National Curriculum defines assessment as an integral part of teaching and learning (1999, p.17), emphasising the value of assessing the process of learning and teaching as well as the outcome. Suggestions on a range of assessment strategies and tools are included in the curriculum but to enable teachers and schools to continue the development of good assessment practice, more detailed guidance is necessary. To begin with it is perhaps necessary to define assessment as any process used to inform teachers as to a pupils progress and learning. There are many different types of assessment, usually discussed as different purposes of assessment while these assessments certainly differ in several significant aspects; they are united in their aspirations of making a positive contribution to bringing about learning. There are two main forms of assessment; formative and summative. I have observed both types in the classroom, recognising that the key to excellent assessment practice is to understand what each form and their methods contribute. From these observations I understand that in order to become successful in my pedagogy I need to construct my teaching to maximise the success of both formative and summative assessment in my classroom. To allow me competently use both assessment for learning and assessment of learning I must develop a range and knowledge of assessment purposes and strategies which I will now discuss. Formative assessment can provide a snapshot moment by moment picture of the success of teaching and learning. It provides the two way dialogue between educator and child, the knowledge which enhances pedagogy allowing teaching to become relevant and timely. Assessment for Learning in particular will be a clear focus for me as I look for opportunities to strengthen my own teaching practice, having observed first hand the strong contribution AfL, which the National Strategies defines as a natural, integral and essential part of effective learning and teaching and is a key element of personalised learning. Teachers and children continually reflect on how learning is progressing, see where improvements can be and identify the next steps to take (2004), can make towards effective teaching. It makes the difference between self-assured and stimulated pupils, and disenfranchised pupils who are uncertain of the rationale behind the learning objective. The case for clearly communicating the learning outcome to the class is picked up on by Clarke (2006). In my own experience and observation, this results in making learning relevant especially when the learning intention is placed in the context of previous and future learning. It also helps to illuminate which areas of subject knowledge are required to teach at which time and how this information or teaching of skills is to be structured. Clarke also recommends that the teacher works with children to identify success criteria. These are used to supply feedback to both pupils and the teacher regarding the extent to which the learning objective has been met. Consequently, the use of formative assessment enriches the process of teaching, planning and curriculum development. It can inform not only the short term goals for the class, but also the negotiated curriculum, as children are encouraged to become active learners by reflecting on their own progress and motivation. It must be stressed that not all assessment needs to be quantitative, nor does it need to be recorded .The teachers own reflective process is a vital part of assessment. The purpose of summative assessment is to illustrate that pupils have met their learning goals or reached a certain standard of accomplishment. Formative assessment in basic definition is the collection and use of evidence about the learning in relation to the explicit objectives and outcomes of a lesson. This type of assessment can then be used and interpreted by the teacher to identify what the pupil has achieved, any gaps in knowledge and to decide what steps are needed to enable the pupil to reach their potential and unit outcome. I have observed formative assessment being used to inform teachers of pupil progress and to enable them to adapt their planning and teaching to their childrens needs. The aim of formative assessment is to impact positively on pupil learning and effective pedagogy. There is a growing amount of evidence suggesting that formative assessment raises both progress and attainment levels Assessment begins in this way in the Early Years Foundation stage (EYFS), where in 2003; the Foundation Stage Profile (FSP) was introduced. The FSP consists of 13 scales relating to creative development, knowledge and understanding of the world, personal, social and emotional development, physical development, language and literacy and mathematical development. Children are assessed on each scale and their progress towards achieving early learning goals is judged. During my previous experience in my base school, I have observed how a pupil profile is built up over the EYFS, so that evidence can be used formatively and later summarised against the performance descriptions of the scales for reporting at the end of each term. Through my experience of the EYFS I have seen how teacher-based this form of assessment is, as the evidence accumulated for each child is derived from on-going learning activities. This normally takes place through the use of observation sheets and post-its. Occasi onally, a more formal assessment takes place where the teacher asks the child in question if they can perform a specific task, the evidence from which is then logged and used as assessment data, however these are still situated within the normal day to day routines of the children and no cause of distress. (Q 11 12) In comparison to the FSP, the assessment children experience in Key Stages 1 and 2 varies greatly and summative assessment plays a greater role. Summative assessment is the assessment of learning and is used to record the achievements of individuals at a particular point in their learning (usually at the end of a topic, term or year). Rather than a steady trickle of specific learning goals, it refers to a broader learning outcome which has been achieved over a longer period of time. In contrast to the singular outcomes of formative assessment, summative assessments are used in several different ways, some relating to individual pupils and some to aggregated results of groups of pupils. At the end of both Y2 and Y6, children are expected to undertake external tasks and tests in mathematics and English (SATS). The results of Key Stage 2 SATS in particular are a cause of immense pressure for both pupils and teachers, as they are reported and used to inform national statistics. It is only at the end of each Key Stage that pupil attainment must be reported in terms of national curriculum levels; however there is also a statutory requirement to provide parents with a summative report once each year. Many schools choose to include within this the levels children have reached during the academic year this trend has been reinforced by the use of optional SATS for years between 2 and 6. In addition to the assessment and tracking of individual pupils, test results (KS1 and KS2 SATS) are used to evaluate the effectiveness of the education provided by teachers, schools and local authorities and compared nationally. The results of these examinations have huge implications and c onsiderable importance for teachers as the results are used to inform targets which schools must take accountability for meeting. There are established Government national targets for the percentage of children achieving a level 4 in the key stage 2 tasks which schools are required to set targets for. The consequences of not achieving these targets are severe, with schools become subject to OFSTED inspections and categories, with lack of attainment becoming the main cause of a school being placed in special measures. (Q 11 12 13) In order to avoid such consequences, teachers are facing constant pressure to ensure children are achieving age related expectations, amid fears that they will fail to hit Government targets. Children in our primary schools are in danger of being taught a limited timetable as some schools and teachers focus on teaching to the test. This is despite recommendations by OFSTED that while à ¢Ã¢â€š ¬Ã‚ ¦some schools are able to prepare pupils for tests without sacrificing the wider curriculumà ¢Ã¢â€š ¬Ã‚ ¦but an emphasis on the core subjects limits what pupils do, particularly as teachers prepare them for key stage 2 exams (Marley 2008) As well as placing pressure upon teachers, national testing has a huge impact on pupils. It can cause a lack of motivation for lower ability children, as well as a view of learning as product rather than process for all children. There is much attention focussed on those children who are performing just beneath age related levels, while those who are either too far above or below the target level suffering a lack of attention. For my son, and for most 10-year olds in the country, the next nine months will be à ¢Ã¢â€š ¬Ã‚ ¦a sterile, narrow and meaningless exercise in drilling and cramming. Its nothing to do with the skills of his teacher who seems outstanding. Nor do I blame the school. Its called preparing for Key Stage 2 SATS (2006) It is clear that the emphasis has to be placed back on teaching rather than targets and tests. How then do we ensure the progress and attainment of the children in our schools without narrowing the curriculum? Assessing pupil progress (APP) has been accepted as recognising the differing purposes and audiences for assessment on both a day-to-day and periodic time scale. On a day-to-day capacity it provides a closer view of pupils, enabling teachers to support childrens learning through use of effective classroom intervention. Periodically it reviews a broader range of pupils work, which in turn can inform planning and enable teachers to monitor progress and attainment. The purpose of APP is to support effective planning; teaching and learning, The use of informed and consistent target setting will continue to play a crucial part in ensuring that teachers know what to teach to allow children to achieve their aims by guiding and challenging them. In my base school APP is used to support this aim, ensuring that targets are both appropriate and relevant to individuals. Similarly APP can be used to identify gaps in a pupils learning, allowing teachers to reflect upon their own teaching, especial ly in those cases where there are common mistakes and misconceptions on the part of the pupils. APP also reinforces Assessment for Learning (AfL) as a daily occurrence, leading to a more constructive impact on teaching and learning. In national guidance there is an increasing emphasis on the role of APP in tracking and recording performance. Whilst most schools recognise the opportunities to increase their teacher assessments consistency and reliability, it will take time for APP to become second nature to staff. However, the overarching aim of APP is clear it aims to enable us to recognize and celebrate overall progress in an aspect of learning, rather than just assessing learning of the most recently taught and learned. (Q 12 13 26a) As well as internal methods of assessment, schools have access to national and local data in forms of the raiseonline and national and local benchmarking data. This enables schools to pinpoint how well they are doing and any improvements they could and should make. Schools can make comparisons, not only on a national level but also against schools with similar levels of deprivation (eligibility for free school meals) or schools with similar levels of contextual value added. Supporting all schools improvement processes by providing a variety of methods to analyse their performance data as part of the self evaluation form (SEF). It is necessary however to interpret benchmarking data with care as rather than providing schools with the answers it is more likely that it would help them identify questions and issues that may need to be investigated. Whilst comparing data between schools may give accurate portrayals of a schools performance, it does not necessarily account for it. (Q 13) It is my opinion, after research and school based observations, that a successful assessment is an open one, where everyone involved, from staff to pupils are aware to some extent of what and how evidence is to be assessed. It is essential that we are completely transparent about the need for and purpose of assessment and why it is carried out in particular ways. Feedback to pupils is key in formative assessment, as it is only by showing pupils the steps they need to take in order to reach the next steps in their learning that we as teachers can bring about learning. While we cannot learn for the students, we can use feedback to make adjustments to our planning and teaching, enabling students to access the curriculum with all the tools they require. Even the very youngest pupils can be given some explanation of the assessment process, which in turns enables children to both self and peer assess. Self and peer assessment includes pupil involvement in both setting the success criteria and how they will show that they have been successful, empowering them to take control of their own learning. There are huge advantages to this type of assessment, the most significant of which are that it develops lifelong evaluation skills whilst supporting independent learning increases pupil motivation by involving them in the assessment process treats assessment as part of learning, so mistakes are seen as opportunities rather than a sign of failure. reduces the amount of teacher assessment but improves the quality. In my base school I have observed a number of self and peer assessment strategies including children marking each others work, the use of a traffic lighting system, suggesting improvements to each others work and reflecting upon their own. Of course there are possible issues surrounding the use of peer and self assessment, with many believing that it should be used only for formative assessment as it is possible that children may allow friendships to affect their objectivity. It is necessary that teachers use peer and self assessment to support their own assessment, teaching and planning rather that relying upon it completely. (Q 28) Through my reading and observations during my time in school, it has become clear to me that there is no part of interaction which is not assessed. Though this may not seem manageable, the variation of assessment strategies that I have witnessed, I have come to the realisation that assessment does not always have to have a written outcome. Instead, it suggests to me that assessment can bring about conscious teaching and informed planning. My developing understanding of a range of assessment strategies including APP, self and peer assessment , AfL among others, will enable me to use day-to-day assessment to provide the pupils in my care with instant feedback, relevant next steps, appropriate support and individual targets, allowing me to adjust my planning in line with the needs of those in my care. (Q 26a, 12, 13, 19) Although I believe that some form of summative assessment is necessary in schools, I believe that on many occasions grades, marks and levels are assigned to pupils work more often than strictly necessary when it may be more appropriate to provide formative feedback. This is something I intend to avoid in my own practice, especially as I have experienced the use of excellent formative assessment in my base school. I have found that feedback given in this way to inform a target is highly effective in motivating pupils, and goes some way towards personalising learning. Furthermore it builds confidence and the long-term aim of helping children to become independent learners. It is essential then, to ensure good teaching and learning, that assessment involves a great deal more than just testing. It should be a continuing process that encompasses many activities, both formal and informal, designed to monitor and improve teaching and in turn the bringing about of learning across all areas o f the curriculum.(Q22, 25a) Teaching will inevitably be focused on what s assessed. When conducted by testing this impact is bound to have a narrowing effect on what is taught because tests only sample the learning outcomes and include those outcomes more easily assessed by tests. If teachers use a much wider range of assessment methods, the result can be much more positive.

Bloomberg and the Soda Law Essay

The soda law introduced by Mayor Bloomberg to ban the sale of sodas larger than 16 fl. oz. at restaurants across the city will have zero to minimal economic impact on people who are currently buying them. The soda ban will have an extremely small net positive economic impact on businesses. And the rationale behind this is the fact that whoever drinks more soda will acquire more soda, regardless of how big or small the drink is. A 20 fl. oz. soda, when banned will be replaced by a 16 fl. oz. cup of soda. How much soda an individual drinks may even increase if instead of drinking just one 20 fl. oz. soda, he decides to get a refill of his 16 fl. oz. soda, something that most restaurants allow. The benefits projected for the society from this law, that may reduce obesity are preposterous. The cost of soda for restaurants is roughly $0. 0132 per ounce (see Appendix). On a 20 fl. oz. soda, the net cost to the restaurant is about $0. 22 (Appendix). A 20 fl. oz. cup of soda at an establishment such as McDonald’s, perhaps the main target of this law, sells for roughly $2. 50. Once the 20 fl. oz. cup is gone, it will be replaced by the 16 fl. oz. cup, but at the same price. The restaurants will re-label the 16 fl. oz. cup as the new large, introduce a 12 fl. oz. cup as a medium and keep the 8 –ounce cup as a small. But will this add significantly to the revenues of the restaurant? It is very unlikely, since the customers will just get refills for their 16 fl. oz. cups. The only economical benefit for the restaurant might be the people who do not refill their cups and this is minimal since the cost of soda is just a rounding error for most restaurants. This law is ineffective because it does not stop the consumer from consuming any less soda from what was being consumed before. The economic impact on the society will be in the red because of the hundreds and thousands of dollars spent on structuring the bill, the flawed methodologies of research that determined a small cup would result in less consumption of soda, and finally the money spent by various groups opposing or supporting this law. To effectively tackle the problem of obesity, the government needs to look at other avenues. Soda is a big cause of obesity, it is made of sugar and has calories, but the ban on a larger serving is not the solution. An effective solution would be to raise the taxes on sodas. Another solution is to ban refills, thus prompting the customer to purchase another soda, which will either discourage the purchase or add more to tax revenues collected by the government. In turn, this tax revenue can be used to build jogging tracks, exercise equipment and other recreational facilities for the community. Another option for the government is to advertise the ill effects of drinking soda and promote healthier alternatives such as fruit and vegetable juices at affordable prices at those restaurants. There are several other options for soda drinkers to consume the same amount of soda when this law is enforced. Restaurants and movie theatres give free refills, convenience stores such as 7-11 are exempt from this law, and grocery stores still sell the large bottles and cases. The answer to this problem lies in educating the people about the ill effects of soda and only then will this law be economically beneficial for the society. This law does not have any health benefits that can be converted in to economical benefits for the society. Appendix: â€Å"Costing Out Soda & Free Refills – How to Price Soda. † Wholesale Food & Restaurant Distribution by Pate Dawson Company. Pate Dawson Company, 2009. Web. 10 Oct. 2012. .

Desert Biome

De iomee ert B s n g rick Bor By: E Period:2 Where is the desert biome located Usually located in U. S. A, South America, Africa,Europe,Austalia,and Asia. located in hot, dry locations around the Earth. Deserts cover about one fifth of the Earth's land surface. What's the climate like? All deserts are dry, arid places, but some may be cold depending on the location. Desert regions usually only receive 10 inches of rain per year. A very low latitude climate. Usually have average temperature over 64Â ° F(18Â ° C). The climate is formed by high-pressure zones in which cold air descends.Who lives in the Desert? The animals that live in the desert such as camels, snakes, lizards, scorpions, coyotes, armadillos, hawks, and kangaroos, have special adaptations that allow them to survive the extreme temperatures and conditions that present in a desert. There's also things like plants such as cactus, ocotillo a leafy green plant that produces flowers) and shrubs. Plants in the desert are for ced to make many adaption's in order to survive in this dry, hot land. Some adaption's are when rain falls they sprout at that moment. SpecialityReceives a extremely low amount of perspiration. More water is lost by evapotranspiration. Deserts can be Cold or hot. Cold deserts are usually covered in snow or ice. classified by their geographical location and dominant weather pattern. Sand covers about only 20% of earths deserts. Antarctica is actually the biggest desert. level of biodiversity I believe the level of biodiversity is hot and dry. Not to many living things live in the desert, because of heat. Deserts don't really have plants because it rarely rains. Animals that can live in the heat can sustained the deserts biodiversity.

The Audio Lingual Method For Teaching English Language...

A variety of researched methods for teaching English Language Learners (ELLs) exist and most of them tend to claim communicative language use as their main goal, but this goal is not clearly evident in every method that claims it due in part to differences that arise from linguistic focuses versus psychological viewpoints. Of the various methods we have studied, the Audio-Lingual Method (ALM), Community Language Learning (CLL), and Communicative Language Teaching (CLT) are noteworthy for the similarities and differences in their histories and underlying principles. The Audio-Lingual Method for teaching ELLs is an oral-based method that was researched by Charles Fries of the University of Michigan in 1945. The underlying ideals of this method come from the study of structural linguistics and later the conditioning of behavioral psychology. The main action of this method is drilling students with grammar through repetition. ALM consists of students repeating sentences constructed by th e teacher; the teacher is in complete control of student learning. In this method a student’s L1 is not welcomed in the classroom; in fact, the underlying ideal is that the L1 can interfere with L2 learning, so to avoid negative transfer, students are bombarded with L2 stimulus in quick succession. ALM sees the L1 as a problem for students to overcome. Seeing this method in action, student responses are quick; they repeat after the teacher, possibly not knowing what it is they are saying.Show MoreRelatedGrammar-Translation Method, Audio-Lingual Method and Direct Method1724 Words   |  7 PagesThree of the earliest teaching methods were the Grammar-Translation Method, the Direct Method, and the Audio-lingual Method. Discuss these three methods. 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