Greek Microsoft Case Study Example | Topics and Well Written Essays - 4500 words

Greek Microsoft - Case Study Example He/she will be responsible for the AntiPiracy organization to maximize efficiency of AntiPiracy programs externally throughout customer segments and Reseller's channel & internally for all employees driving AntiPiracy education and readiness campaigns (eg. what is Intellectual Property (IP), SW Asset management (SAM) etc). In addition, for building an external, cross-industry coalition and managing relationships with third party influential's to maximize the impact that we have on government engagement efforts targeting local and foreign influencers to combat piracy." Ten years ago the specific sub was rather small (30 employees). The General Manager was the leader and followed all Microsoft guidelines for personnel and management. This sub was particularly important for the Middle East Africa region therefore there was an interest from the headquarters for the sub's profits and sales turnover. After a major reengineering the sub moved to the EMEA (Europe Middle East Africa) region and its importance was significantly reduced. The Antipiracy Manager's position lost its importance since it became a subordinate of Small and Medium Enterprises Manager (SME) instead of the General Manager as it was before. The work environment, prior to the move to EMEA, was comfortable and employees felt they had initiative and their efforts were rewarded accordingly. When the sub moved to EMEA, a new General Manager took over the position as the old one resigned. The new GM did not have any experience of the software industry (his experience was in Digital, PC hardware) and his leadership style was different. He made his decisions based solely on his Direct Reports feedback without cross checking the info he had and without having first hand experience. This fact plus his non software experience created a very negative work environment. Employees' performance appraisal was based on their good or bad working relationships with the managers and not on objective and measurable criteria. People started playing "politics" instead of being productive. As a result, the sales turnover of the sub, after having seven consecutive years increase, was reduced significantly. The new GM was fired after having only two years work experience at the sub. Brief analysis of the theory of Emotional intelligence and the role of a positive environment. D. Goleman (2000) defines Emotional Intelligence as the ability to recognize our own feelings as well as the feelings of others, to create motives for ourselves and to handle correctly our feelings and our

The impact of ICT on the local community Essay Example for Free

The impact of ICT on the local community Essay Introduction I live in the borough of Waltham Forest. Waltham Forest is quite an advanced community in terms of technology. Technology is used for various things, whether to make them more efficient or to provide a better service. Walthamstow is a small town located within Waltham Forest, which also harbours Leyton and Leytonstone. It is located to the North East of London and bordered to the north by Chingford, to the south by Leyton and Leytonstone, to the east by Epping Forest, to the west by Tottenham and the River Lea valley. Walthamstow is identified by the London plan as one of the 35 major centres in Greater London. Walthamstows market is one of the longest daily outdoor markets in Europe and dominates the High Street. There are various shops lined along the high street with some high-end chain brands to several individually opened stalls that specialise in food, fabrics, household goods and other such stuff. The Mall in Selborne Walk is the largest place in the area to find lots of different brand shops selling high-end goods manufactured and produced to the mass public via corporations instead of individual businesses. The individual businesses tend to be all located outside on the high street. The central library has also recently been refurbished and modernised. It was expanded from 2006-2007 to hold a wider range of books to serve to the public and provide a much better service. Walthamstow also contains other things such as post offices, arcades, funfairs, charity events and a variety of different schools. These include the Frederick Bremer School (a coalition formed in 2008 of the two schools Aveling Park and Warwick School for Boys), Forest School, The Holy Family Technology College, Kelmscott School, Walthamstow Academy, Walthamstow School for Girls, Willowfield School and Sir George Monoux College. There is also the Walthamstow Town Hall. The town hall is used for a variety of things, from important council meeting to being rented for other reasons of necessity e.g. during the Muslim holiday, Eid, the Town hall was used as a place of mass prayer. The National Rail and London Underground Stations include Walthamstow Central Underground and National Rail station, Blackhorse Road Underground and National Rail station, Walthamstow Queens Road, Wood Street, Highams Park and St James Street. The biggest would be the Walthamstow Central Underground and National Rail station which is, as the name states, in the central of the town. It is located near the location of the main bus stations that go around the whole town and near the Selborne Walk Mall. This makes it quite an efficient place as people can travel throughout the town simply after arriving at the station. The station in particular is located on the East end of the Victoria Line, being the last stop. The bus services are also quite complex. There exists a full infrastructure Hopper Service and a multi point-to-point network which is serviced to and from the main bus terminal in Walthamstow Central to a cross network passing through the centre and the outskirts. The five pieces of technology I will be investigating, assessing and evaluating will be the following: * Oyster-card/Travel system * Librarian system * ATM machines * Waltham Forest Council website * CCTV/Metropolitan website Oyster card/Travel system The Oyster card system is a system that functions throughout all of London, within the Tube and Bus services. It is a form of electronic ticketing which uses a database system to track travel information, linking it back to the owner of the corresponding oyster card, and charges them to the appropriate degree for the travelling expenses of the services they used. Oyster cards generally need to be topped-up to be used and works similar in this function to a debit card. The following travel systems incorporate the Oyster card: London Underground, buses, the Docklands Light Railway, London Overground, trams, certain river boat services and the majority of National Rail Services within the London Fare Zones. The Oyster card generally appears as the blue card seen above. It can be used as a single-ticket, period tickets and travel permit. It is also integrated with a Smart card system which uses certain data in the Oyster card to be able to, without using contact, be detected by Oyster card machines. Buses and train platforms use Oyster card machines to scan the card. Once the beep is identified, the person is let through. However, there are also different versions of Oyster cards which also come with different prices and a different appearance. For example, the card to the right is an example of an 11-15 age group Oyster Card and is what all Oyster card holders in that age period hold. In this card, a photographic identification is needed. How the Oyster card and London travel system meets the communitys needs The Oyster card is a small, portable, easy to carry card that carries on it the data of all your travelling expenses and money stored on the Oyster card system. Not only this, but it also holds the advantage over tickets of being cheaper and providing discounts, with buses being completely free for 11-15 year olds. All of these provide the incentive to switch from the out-dated ticket method to the modernised Oyster card system. What this does for the community is provides them with a much more efficient and cheaper system. An oyster card can be topped up to a maximum of à ¯Ã‚ ¿Ã‚ ½90. This would be equal to about 45 single tickets but the oyster card is capable of carrying this all in one simple card that stores data inside it. People can be much more organised with this system and save a lot of money in the long run. They can keep track of their travels and how much they are spending. Its portability is another thing that is extremely valuable to people who use the Oyster card system. People dont need to go and purchase a ticket and sort it all out. All they need to do is get their oyster card, tap it on the system and their travelling business is sorted! It makes travelling using public services much more simple for anyone using it. The smart card feature instils a small bit of data into the card, meaning that its data can be detected with the oyster card readers the government installs. People dont have to take their oyster card out of their wallets as the card reader can detect the card through wallets. This makes things easier, especially in crowded buses. The hassle of taking everything out, locating the card and removing it can overcomplicate things and waste time. The smart card feature takes away this long process and gives people the ability to simply tap and move on. The travel system incorporates a countdown system on trains and buses to allow people to approximately see when the bus/train will arrive, whether itd be late, early or on time. People can use this to know when to be present at the station so they can have time to do other things and know when to be back at the station. This gives people the chance to spend their time wisely instead of waiting at a station not knowing how long left to wait and not wanting to miss the train or bus, either. The countdown system on the train is more accurate as its all computerised but on buses, most of them are used via a time schedule on paper. The countdown system essentially allows people to organise their time, plan out much more thoroughly their journey and avoid being late to appointments. Theres a site created by the government that goes along with the travel system called Transport for London, accessed from www.tfl.gov.uk. This site has information about everything regarding the oyster card system, the train system and in general, any public transport facility in all of London. But other than information, it also has a travel planner allowing you to plan a journey, avoiding any problems such as closed lines or to be aware of any accidents that have currently took place. This allows you to plan a safe, fast journey with no obstacles delaying you. This helps people to be punctual on their journey. The site also allows you to log on and view your information. Using this, you can check the money on your Oyster Card and top it up using a credit card. This means that you can pre-plan your journey to make sure you have enough money preventing any problems when travelling. You can also find other information on the site regarding oyster cards, e.g. losing the card, replacing the card, benefits and many more. Buses have the ability to be manually stopped at certain stops but also have the choice to go past the stops. This means that unnecessary stops where no one needs to get off or no one needs to get on can be skipped thus saving time and allowing people to get to their desired destination faster. People can plan where they want to stop or skip the stop if need be. There is also the emergency stop which stops at any location in case something dangerous happens. This allows people to get off the bus in case of a casualty of some sort. As mentioned in the countdown system, buses have quite a strict schedule they need to follow. The schedules are all listed in each bus stop or on the tfl.gov site so people know when a certain bus will arrive. This can be more useful than the countdown system as the schedules stay the same every day. This means that people can plan their journey right to the dot and get to the station right when the bus arrives. People know when exactly to arrive, so they arent too early or too late. This saves them time. Summary * While not completely necessary to use public transport in Waltham Forest, it provides the incentive of discounted use of trains and buses, with buses being completely free with an 11-15 Oyster card * Easy to carry and easy to handle on buses and trains * Smart card feature allows a much easier contact/purchase of transport service, only needing a touch of the Oyster card and nothing more * Countdown system in buses and trains give people a lot more preparation and organisation to their daily schedule * Transport system has its own website-Transport for London-that displays all kinds of information and latest news regarding the transport system * Buses can be manually stopped and requested to stop at certain stops and if no requests are made, no stops happen thus saving time and helping people get where they want to faster * Buses all follow a strict schedule so people know when to expect a bus to arrive and at exactly what minute of the hour How it fails to meet the communitys needs A lot of times, you naturally assume that the bus will stop. However, if there is no one needing to be picked up or no one who has pressed the button to stop the bus, then the bus would simply carry on. This can cause a lot of people to be late due to carelessness which happens quite a lot. People have to stay alert when their stops are coming by otherwise the bus might simply pass it before they realise. Oyster cards are small and can be lost quite easily. They also cost quite a bit to replace and take up to a week for a new one to arrive. This can put a halt to travelling plans or force you to spend extra on buying tickets. Oyster cards, when lost or stolen, can still be used unless reported stolen. As a lot of buses or trains dont generally check if the ID/photograph matches, someone can easily just use your oyster card for their own travelling needs and use up your own money supplies topped up on the oyster card. While buses have a schedule, they can ruin it by coming late. This can be due to an emergency, an accident or just simple traffic. They can also come early causing some people to miss the bus and theyd have to wait for the next one. This can cause a few problems for people in terms of punctuality. Summary * Manual stops cause you to miss yours and ruin your schedule * Oyster cards cost a lot of money to replace and are quite easy to lose * Oyster cards can easily be used by a thief using your own money without being detected * Buses can ruin schedules by coming late due to an accident of sorts Conclusion The Oyster card/travelling system is extremely useful for a citizen in London. Its an extremely advantageous system to have and people benefit tremendously. It saves a lot of money for people in contrast to the previous ticket system and makes peoples travel much more organised and safe. People can premeditate their plans and journeys and plan through any foreseeable interruptions. The community find it much more beneficial in terms of arriving on time. Walthamstow Library/Librarian system A library is essentially a building or room containing books, periodicals and occasionally DVDs or CDs ranging from music to movies for people to loan for a period of time. It can also be a place to study, access computers, access a WiFi connection and lots more, depending on the library. The library in Walthamstow is called the Walthamstow Library. It is located on the Walthamstow High Street, one of the biggest high streets in the country. This means it is easily accessible to a large range of people as the high street is linked to a lot of transport facilities. Its area is extremely efficient as it can take advantage of the large amount of shoppers and shops in the area. It is open every day apart from Thursdays and Fridays. As well as providing the usual functions a library would, it also provides events to kids and even adults in the area such as specialty classes (computer, reading etc.). But the most beneficial thing a library provides to its community would be the loaning of books, DVDs and other such things which is essentially controlled by the librarian system. The library system in Walthamstow also connects with the library systems in other towns in London. They all share one database. Having worked in Leytonstone Library, I had access and in-depth experience to how exactly the librarian system works in the community. The library system works in correspondence with a library card which links to a database called OpenGalaxy. This database contains information of all the people who signed up to any of the libraries in all of London, unless they use another database. It also contains information of all the books in London that have been sent to the library. These books are then linked to each person in the database when they either loan or return it. The library can easily track each book and who it is currently loaned to using this system. How Walthamstow Library and the Librarian system meets the communitys needs The OpenGalaxy system essentially allows anyone, as long as they have simply signed up for a free library card, to loan a book, CD or DVD. Books are free to loan and CDs and DVDs come at a small charge. This allows people who cant afford to buy such things to simply borrow them and give them back. People have free or cheap access to things they usually would have to pay for. People of all kinds are allowed to enjoy books due to the library. People can use this system to reserve books from libraries not just in their local one, i.e. Newham Library and such as the system is connected between all the branches. This means that it is much easier to track a book you might not be able to find elsewhere as there is a large source in which you are searching in. People can also have internet access via laptops due to the public WiFi connection in the library. People who dont usually have access to such privilege can do so via the library. They can do all sorts of things to the internet e.g. research, study or even play games. There is also a quiet room where these people can go so they wont be disturbed in any way. People can find a place to go to where they can focus and not be distracted. The library also gives people free access to computers as long as they have a library card. People are given the chance to work on these computers if they dont have one themselves and its all a free service. This means that people who cant maintain their own computer or internet are given the chance to via a library. The library becomes an important place for people like this. The library also offers children/adult sessions on various things like singing groups, computer classes etc. These can be extremely helpful for busy parents who can simply leave their children here where they would be looked after and socialise with other kids. Adult sessions also mean that uneducated people can be taught how to do certain things that are necessary in this modern age e.g. use a computer which is an essential skill to keep up with the fast modernisation of the world. People who dont have access to a printer or photocopier at home can use the library. This means that people save money on not having to purchase their own printer and photocopier as they can simply use the library. People can print out work or photocopy posters and such using the library. Summary * People can loan a large variety of books, CDs and DVDs * People can use this system to reserve books not limited to their local branch * People can use the library to connect to WiFi * People can use the computers free of charge as long as they have a library card * People can use the quiet room to study in the library * People can take advantage of the librarys children or adult sessions * People can take advantage of the photocopying/printing privileges How it fails to meet the communitys needs The library has a minimal amount of faults as they are a funded public service to the community and do well in serving and providing to the general public. However, there are a few. For example, a library card has your library identity in it. If it gets lost or stolen and goes unreported, people can take books and not return them all under your name, thus giving you the blame. Also, the library card is extremely harsh with overdue books. If a book goes overdue, you have to pay a large fine or you cannot use the loaning system any longer. This fee soon increases if you dont pay and eventually becomes impossible to pay for some people as they would either refuse or just not bother with such a high amount. People would also have to pay an exaggerated amount if they lose the book. This can be a problem to people who cannot afford to simply pay this money, stopping them from loaning any more books. Summary * Library cards can be easily lost or stolen and used to steal books under your name * Pay a large fine for books you have lost or not returned within the due date Conclusion The library is a place with many uses and helps the needy who cant afford their own resources. It is an extremely valuable asset to the community as it provides a place to gain knowledge, finish work and study in peace. ATM machines ATM machines, also known as the automated teller machines, are public and easily accessible machines that give you the ability to access your bank account without the need of going to a banker, cashier or any kind of human interaction. They generally work via a pin number and an insertion of the credit card into the ATM. It then displays your credit card credentials, balance and gives you the option to withdraw and deposit your desired amount. How ATM machines meet the communitys needs With the ATM machine, people save the time by not having to go to a bank and wait in a long queue. An ATM machine simply does all these things for you. You can check your balance and withdraw plus deposit money. Its a very efficient method of transferring money from your bank account. Its a quick, fast and simple method to use. The ATM machine has easy instructions to follow to use it so even the most novice person can use it just by following the instructions given. You simply have to enter your credit card, pin number and then the action you want to take. This makes it easy for a lot of people to transfer money and saves a lot of time. Its located in a lot of ideal and efficient areas, such as outside a supermarket. This allows people to use them when theyre in a dire need of money without having to do something elongated such as going to a bank to withdraw a simple amount of money. If you forget some money you need, you can simply go to one of the easily accessible ATMs which are located in a wide area. This saves people a lot of hassle. The ATM machine can print receipts so if there are any errors due to a technical difficulty, you have proof that the transfer did take place. This saves a lot of problems that occur with the ATM machine and allows the transfer to be much more secure. If people stole your credit card, they could just take it to an ATM machine; steal all the money, leave the credit card and run away. The need of a pin number, which should only be known by the owner of the card, prevents this. A lot of credit card fraud is negated this way. Summary * Negates the need of the prolonged method of going to a banker * Quick, fast and simple to use * Located in a lot of areas allowing you to withdraw money in a large variety of places * Allows you to get money out when you most need it, meaning you dont have to carry large amounts of money wherever you go and put yourself at risk * Printable receipts so you can have proof of withdrawal or deposit in-case a problem occurs * Need of pin number prevents a lot of fraud How it fails to meet the communitys needs However, credit card fraud still takes place even with the need of a pin. It is easy to peek over and see what exactly the pin number is. This can also work with fake ATM machines to steal a lot of money from people. ATM machines are located in a lot of different places so itd be hard to tell if an ATM machine is fake or real. People can easily be taken advantage of in this way. Con artists can place ATM machines and use it to steal or copy a credit card and take a pin number and use it to steal lots of money from the credit card. People can easily be stolen from in this way. People are also easy targets to being mugged. If you are seen coming from an ATM machine, people assume you are carrying a mystery amount of money on you. This puts you as an ideal target for thieves who see you coming from an ATM machine. Thats why it is very dangerous to use one in a secluded area. The efficient, easy use of an ATM machine to withdraw cash can also be a big downside. With the ease of money transfer which is supposed to be securely stored, it might tempt you to withdraw too much for personal needs. ATM machines are strategically located outside casinos so when people gamble, they might be tempted to withdraw more money, especially with how easy it would be. Summary * Easy to fraud despite the need for a pin * Fake ATM machines placed in random locations by thieves and con artists might be used * Easy target for theft if seen coming from an ATM machine * Can tempt you to spend too much, especially if placed outside something such as a casino Conclusion ATM machines can be seen as being essential to a community as they allow the community to transfer money much faster and stops banks from being overcrowded. However, a lot of ATM machines in unsecure locations may put you at the risk of credit card fraud. So, while using them might be useful in terms of saving time and practicality, you are also put at the risk of being a target of criminals. Waltham Forest Council website The Waltham Forest council website is an extremely useful website that can easily be accessed from any computer, as long as they have internet. It provides help with living in the community and information regarding lots of things, such as education, jobs, leisure, information on services in the community e.g. timetables, open dates, events, and many more. People can access a feature called My services where they can do many things such as apply for housing, jobs, parking permits etc. to paying council tax and checking business rates and paying off parking fines. It provides a lot for this community and supports the whole communitys needs in lots of different ways. How the Walthamstow Forest Council website meets the communitys needs The vast amount of information which the site holds involving the borough is staggering. Anything you need to know is located on this site. You can learn about events, shops, clubs, schools and many more. People can use the site to find out all they want about the area they live in. People have access via this site to do things related to fines, taxes and other such things. This means that people wont have to get out of their house to do such things. It can all be paid via the website. This is extremely efficient and saves the community a lot of time. People can use the site to find any vacancies in the area in different areas of the job market. They can have up to date information on when a vacancy opens and do all they can to try and find a job, whether it be part time or full time. This is extremely useful to the large amount of unemployed who can simply find any open jobs using this site without having to go to job centres and such. Parents can look up education and find the best schools to go to in the area for their children using the site. They can find which school would fit their exact location and needs. This is extremely useful and helpful to children as parents can choose which school would suit their child best. You can find any current events or news that happen in the borough via the site. You can keep up to date with anything that happens. This beats the need for newspapers and makes sure people dont miss any community events. Summary * A large amount of information pertaining to the borough * Access to services and ability to do things such as pay fines and taxes which saves time doing it in real life * Find jobs in your area * Look up schools in your area * Find out any current events happening in the borough How it fails to meet the communitys needs The website does not necessarily have any disadvantages. But it does need an internet access which a lot of people still dont have or know how to use. Summary * Needs internet access Conclusion People, living in not just Walthamstow, but the whole of Waltham Forest benefit greatly from this site. They can keep up to date with their lives and know everything going on in the surrounding area. They can find out about jobs, education and other important factors of life. CCTV/Metropolitan website The CCTV system and the metropolitan website both work in keeping finding and keeping crime off the streets. CCTV, which stands for closed circuit television, is a system which uses video cameras to monitor a certain location which happens by sending the footage to the corresponding office it is connected to where it is viewed by the security of that particular place. For example, they could be cameras showing footage of a school, a supermarket or any other office environments. CCTV is generally used for surveillance. They are generally in places where there are risks of crime taking place. The metropolitan site is used to help capture crimes not seen by CCTV cameras or lacking evidence. People can report crimes and also stay confidential. This can allow people to supposedly snitch without the fear of being caught for snitching. How CCTV and the Metropolitan website meets the communitys needs When a criminal sees that a CCTV is in the area, they think twice about committing a crime. This is the first step CCTVs do in reducing crime. The fear of being caught on camera stops the crime from happening in the first place. If a crime is captured, then it can be used as evidence in a court case. It can be shown to prove that a person did commit a crime and help put the criminals behind a bar. This makes the community much safer not only knowing that CCTV would capture the crime if it took place but also that the criminal is locked up behind bars. The method of sending the video feed captured on a video camera back to where its being monitored is quite efficient in that its effective and fast at sending the information back. This makes it easier to capture criminals as the system works in a speedy way. Places such as schools where kids are most vulnerable are kept safe. If a stranger appears or something extremely dangerous happens, CCTV can be used to find the culprit. Dangerous people such as child molesters are found and arrested making school safer and making the kids feel much more secure being in school. The most effective use of the CCTV is that it can be placed in a large variety of places, watching crime from even the most dangerous areas. This allows it to be able to reduce crime no matter where it takes place. The metropolitan website aims to make London a much safer place. This provides reassurance in the community and they have access to a lot of the resources located in the site. People are able to confide in crimes while keeping their identity a secret. This stops people from being scared of being caught for snitching which can provide harsh consequences for the snitch in relation with his friends. The anonymity provides reassurance and a sense of security. Summary * The simple presence of CCTV deters criminals * If it captures a crime, it can be used as evidence * Efficient method of sending camera feed to the corresponding connection where it is being monitored * Keeps places such as schools safe * Can be placed wherever it needs to be * The website aims to keep London safe * Allows people to confide in crimes theyve witnessed while staying anonymous * Provides reassurance to people who are having from witnessing a crime How it fails to meet the communitys needs However, people do complain that CCTV makes for a lack of privacy for people. People feel that it invades what should be personal space. It is also quite expensive and advanced to set up as a whole. The CCTV system requires skill and knowledge of ICT to be able to set up properly and also a lot of money. Summary * Invasion of privacy * Expensive to set up * Can be quite advanced to set up Conclusion Overall, CCTV and the Metropolitan website work extremely well in keeping London secure and crime free. People are less worried about crime wherever they go and it adds an assurance to people knowing they are being protected.

Success Factors for International Students in the UK

Success Factors for International Students in the UK INTERNATIONAL STUDENTS NEED MORE THAN PROFICIENT VOCABULARY AND GRAMMAR TO BE SUCCESSFUL IN A BRITISH UNIVERSITY The English language is both a bridge and barrier for international students. As well as it allows to cross borders and access education in variety of fields. Although, many people believe that international students need more than proficient vocabulary and grammar to be successful in a British university is acceptable, I think in reverse manner and agree to given statement. Different kinds of courses place differing language demands on. Government authorities in the UK seem to be under ever-greater pressure to regulate language proficiency levels to ensure that students entering the country have a reasonable chance of succeeding academics. My inclination is justified in the following paragraphs. Out of all the arguments the strongest one to prove my argument is they should have the listening skills to here fully in their lectures and students are writing on papers in their native language and changing them to English, Through some kind of google translator or similar program. As well as, student is even paying professional services to write their essays for them, and this is all due to a poor grasp of the English. This is to say a student does not have a proficient ability in English grammar and vocabulary, they will not be successful studying in a UK university. A good example for this is Language ability is possibly the most important challenge affecting international students in British higher education. Besides this, I mean lectures were deeply frustrated with the high proportion of language errors appearing in assignments submitted by international students. The other reason to prove my point is international students do not have the linguistic skills to understand comp lex academic texts, meaning they have been unable to achieve good results. Fraudulent tests could also be a problem. Many students were failing due to language, so they decided recently to re-test them upon arrival. Still a barrier to success for international students. The other reason to prove my point is students themselves reported difficulty in comprehending lectures to a combination of poor listening skills and lack of vocabulary. As well as, many international students are struggling linguistically. In addition, the fact to enter British university, in theory must have achieved a certain level of English and standardized tests. The importance of vocabulary is demonstrated daily in and out of the university. In classroom, the achieving students possess the most sufficient vocabulary. On the contrary, some people counter claim the mentioned support. In addition, many students are coached to pass these tests and therefore they are not a true indicator of a students language level. Many international students do not have the linguistic strength to truly achieve a university degree in the UK. In addition, the fact is language proficiency is at the core of writing but, academic writing involves more than an accurate knowledge of grammar. As well as , true problem for international student written assignments in UK universitys is not language related errors, it is their lack of familiarity with academic conventions. For example, such as how to correctly structure an essay, and therefore how to provide an academic argument. On the contrary, some people counter claim the mentioned support. The foremost argument is they do is for international students, reports, essay, and dissertations will have to be written in a style that is unfamiliar to them. Also, own language would not be acceptable for a British reader. Thus, to wrap up the discussion, it can be said that despite even though all international students in the study had been admitted to their degree courses on the basis that their level of English would be sufficient to be successful on the course, the correlation between their scores in the password knowledge test and their academic grade averages was positive or strong and there should be no pretenses that grammatical and lexical accuracy and inaccuracy are inconsequential of course there are good reasons to have relatively wide access to UK universities for international students and to ensure the barrier represented by English proficiency requirements is unnecessarily high. My reasons are logically acceptable. Bibliography Reference 1 https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/314/495 Reference 2 Text 1 from reading and writing pamphlet UNIT 6.1 reading to writing TEXT 1 Reference 3 Text 2 from reading and writing pamphlet UNIT 6.1 reading to writing TEXT 2

Mastering the Art of Losing in Elizabeth Bishop’s Poem, One Art :: Elizabeth Bishop’s One Art

Mastering the Art of Losing in Elizabeth Bishop’s Poem, One Art In the poem â€Å" One Art† by Elizabeth Bishop, the act of losing is raised to the level of an art form. Losing is, according to Bishop, something not to be mastered or dreaded. However, the irony is that Bishop struggles to believe her own hypothesis-- that losing â€Å"... isn’t hard to master...† yet â€Å"... is no disaster...† ( lines 1-3). Naming the poem â€Å" One Art† was done to show that the art of losing is one of many and loss is not to be taken as disaster or failure. Bishop maintains that most physical things, such as keys and watches, possess the inherent the desire to be lost. She knows that society is familiar with everyday loss, such as keys. Mastering this practice seems uniform and Bishop tries to convince that it is not disaster. However in line 10, the diction switches from the third person to being the first person narrator. Now, the loss is personal- that of a person or relationship. She is not only convincing everyone else that loss is no importance but trying and hoping to convince herself as well. The contrast here is, that both physical things and mental desires can be lost, but they should be taken emotionally the same, as suggested. Bishop writes with humor and makes tragedy into a parody. Exclamation marks and a clever rhyming scheme helps to create a silly sing- song poem, justifying that losing things mentally and physically has no shame. In this villanelle the rhyme scheme employed is A-B-A, with continual repetition of the words â€Å"master† and â€Å" disaster", reinforcing the universal point that: The art of losing isn’t hard to master so many things seem filled with the intent to be lost that their loss is no disaster. ( lines 1-3) Stating â€Å"Write It† ( line 19) , â€Å" And Look!† ( line 10) are climactic points in which the speaker wishes to believe herself, that losing really is no disaster, so she must see it, and write it. In the beginning, the poem seems bubbly and unremorseful but as it develops, the speaker shows her real passion for something lost, â€Å".

Religion and World Practice Cannibalism

‘’In the essay Cannibalism It Still Exist’’, Linh Kieu Ngo Explains how the Vietnamese refugees lost their captain on an escape boat. They were forced to survive with very little, after their food and water supply was gone. She explains how the refugees were forced to develop cannibalism by eating human flesh. Even though they didn’t want to eat other human flesh, the refugees had no choice because that was their only way of surviving. Linh also explains how all the Vietnamese refugees died after five month except for one person. Linh went on to say Cannibalism, the act of humans eating humans, still interest people and has long history. Some people may find it odd to eat other humans but for some, cannibalism is like eating any other meat from the supper market. She explains cannibalism in two ways. One is endocannibalism and the other is exocannibalism. Endocannibalism is eating in there own group. Exocannibalism is eating humans outside their group Linh explains that some normal people when in a situation between life and death, eat other human flesh to survive. She went as far to explain different type of cannibalism. Dietary cannibalism accrues when people are captured for others just to eat. Culture cannibalism is when consumed, human eating different part of human body for fertility and ext. Miyanmin people eat their own dead in respect for them. And Miyanmin practice both indo and exo cannibalism. The leopard and Alligator society in South Africa eat human flesh as part of their culture. For example the Leopard and Alligator people honors their people by eating their slaves. Religious or ritual Cannibalism are very different from the other types of cannibalism. Religious Cannibalism has a purpose than just eating other human flesh. And sometimes only one victim gets killed. And ritual cannibalism is very dependent of where in the world you are. For example a South African Indian tribe uses cannibalism as a revenge for the dead. And others use it as part of a funeral ritual. Even though people all over the world practice Cannibalism for different reasons to fit their needs. Whether it’s for religious belief, culture, or dietary reason, people are capable of eating other human flesh. Keep in mind all cultures are somehow connected to cannibalism. But today it is seldom practice.

Marketing reflections

Apart from creating ‘loyalists' who support the company at all mimes, such schemes also aim at enticing customers away from competition (Morgan, 1996). Price, location and convenience are other determinants of customer loyalty. The case study mentioned in the article presents an overall negative picture of loyalty cards In the hospitality business. It says majority of the customers purchased the loyalty cards of the hotel because it provided good value for money and cheap local deals. Despite having high satisfaction, such ‘mercenaries' had very low commitment towards the hotel (Morgan, 1996).It mentions that other means like customizing arrive for each individual, giving same room to regulars, ‘business roundtable dinners', happy hour etc. , with special attention to profitable customers, might be more successful in retaining customers. However, the above doesn't seem to hold true for supermarket chains. Owing to a change in management, Jewel Coco's move to ditch i ts loyalty card and opt for â€Å"everyday low prices† instead was not received very well by the regular customers. They felt that their right to exclusive discount was being taken away from them and thus, Coco lost quite a few customers.

buy custom Impact of Looping on a Urban Middle Schools essay

buy custom Impact of Looping on a Urban Middle Schools essay When Rudolf Steiner founded the first Waldorf Schools in Austria, in the beginning of the 20th Century, the idea of building long term relationships between teachers, students and parents was born. The schools were originally designed to accommodate the children of the Waldoft-Astoria factory workers children. (LAB 1997. p. 3.) There are different other names of the method of allowing children to stay with the same teacher for two-to three years. The most common expression, used by education professionals is looping, however, some call it multi-year grouping or continuous progress. Although in Waldorf schools teachers stayed with the same students through year 1 to 8, today looping lasts for a shorter period of time. There are different methods adapted in Europe, and in Germany, students and teachers stay together through year one to four. Similarly, in Middle and Eastern Europe, there is a system to assign one key teacher to the class for lower grade (1-4) and upper grade (5-8), whi le there are some supporting teachers assigned to teach specialist subjects, like sports, music, languages or science. Providing children with the most supportive environment in school in the years of adolescence has a great importance. Creating meaningful relationships is important, and the more disadvantaged children are, the more crucial role the school and educators would be. Although teaching the same class for more than one year would create extra challenges for teachers, there are many opportunities lying in this method. The transition between classes goes smoother, and instead of trying to understand other educators reports and comments on individual pupils teachers would be able to take children further based on their own experiences. When extra support is needed, the method would be successful, however, the risks are that if the level of education is low, children would be disadvantaged by not getting enough motivation and stimulation to try and achieve better results. General Benefits of Looping When reviewing the efficiency of looping, it is crucial to examine both social and academic aspects. Although staying with one teacher would help children feel more secure, they might miss getting to know other teaching styles and personality types of adults, which would be viewed as a disadvantage. The teachers level of knowledge should also be examined carefully, to ensure they can deliver next years academic projects as well. Prior to the developments in the beginning of the 1900-s, (Grant, Johnson, Richardson, 1996) looping was used, but not to enhance performance or student experience. Duing the 1980-s, looping gained more popularity, mainly in elementary schools. (NMSA, Online.) The advantages of looping consist of the following elements: (NMSA, Online.) time, relationships, student support and engagement. These advantages are detailed below. Time can be saved during the second and third (occasionally fourth) years of tuition, as the educator will not have to spend time on getting to know the strengths and weaknesses of every single pupil. Reviewing class transition documents would be hard when getting twenty new class members to teach, therefore, the teacher is able to focus on delivering the curriculum, instead of socializing. The socialization project might continue during the summer holidays as well, to keep pupils engaged and save even more time getting back to the old habits and orders of school life. (Crosby, 1998) Relationships can be improved between peers, as well as student - teacher and teacher-parent interactions. Working together in the classroom and having more time to build relationships with the teacher would have a positive effect on the sense of security. Social competence can be improved, which is important in the case of disadvantaged and minority children. A greater sense of community can be created for the later adulthood, (Westerfield, 2009) Support and community engagement can also be improved in schools using looping as an innovative development tool. As during adolescence, the frustration level of students grows significantly, returning to the same classroom and knowing what to expect of the teacher would contribute towards a better atmosphere and increased satisfaction. (Forsten et al., 1997.) Concerns Regarding Looping While looping seems to be a simple task in elementary school, in middle schools, like the particular one in question examined by the study, this might be challenging for a teacher, who is used to teaching one subject or particular curriculum. In the school in question, there is an existing shortage of staff, and the number of students did not decrease significantly. This indicates that the stress level of teachers is already high, therefore, a careful consideration should take place, before assigning new and more challenging responsibilities for educators. The staff shortage might mean that teachers need to undertake some additional courses to be able to deliver the knowledge. The school needs to ensure that they keep the level of underachieving students the same across looping classes, to provide equal opportunities for development and achievement. Some researchers argue that studdents might feel left out and they would be cut off new experiences. (Hegde Cassidy, 2004). Conflicts could get worse if teachers and pupils have to deal with issues on a daily basis for longer. The Implications of Looping on Middle Schools Many researchers have already proved the thesis that looping is extremely effective in middle schools. It can promote constructive work, higher parent and student engagement, and this is the main reason agencies recommend this restructuring method for underachieving schools in the USA. There is a need for careful planning and research, as well as introduction and laying the foundation of the project to make the implementation of the new structure successful. The above study was created to examine the implications, development areas and risk factors of implementing looping within urban middle schools. The school examined has not met the required targets for six consecutive years, and a decision was made to reconstruct the system and implement looping throughout year 6 to 8. Although the statistics of the individual school have been analyzed and a careful assessment has been created based on evidence, there is a need for ongoing monitoring of the progress. The importance of parental involvement and communication has been determined, and the study did take into consideration not only quantitative, but also qualitative data as well. The creators believe that without a supportive and inclusive school environment, there is no space for children to grow. Although looping would provide security and consistency for students, special measures need to be put in place, which are included in the recommendations section of the study. After analyzing the progress and decline in academic results, the study found that looping would be a sufficient and positive step to make a difference. Although it is not a system that is designed to be used by any school and it has its own risks, students, parents and teachers would be able to benefit from the changes. Certain risks are also associated with looping, and these were examined from the individual schools perspective to create a guideline for implementation. The framework was developed based on research study results and national statistics. Looping as it is a fairly new method to be used in large population urban middle schools and statistics are limited needs to be closely monitored. Looping itself does not improve academic results, parent involvement and staff commitment levels: the way of implementation, effective communication and advanced support system together with looping teachers ready to go the extra mile for children would. Buy custom Impact of Looping on a Urban Middle Schools essay

South Africas National Holidays

South Africa's National Holidays When Apartheid ended and the African National Congress under Nelson Mandela came into power in South Africa in 1994, the national holidays were changed to days that would be meaningful to all South Africans. March 21: Human Rights Day On this day in 1960, the police killed 69 people at Sharpeville who were participating in a protest against the pass laws- laws which demanded and blacks always carry passes. Many protesters were shot in the back. The carnage made world headlines. Four days later the government banned black political organizations, many leaders were arrested or went into exile. During the Apartheid era, there were human rights abuses by all sides; the remembrance of Human Rights Day is but one step to ensure that the people of South Africa are aware of their human rights and to ensure that such abuses never again occur. April 27: Freedom Day This was the day in 1994 when the first democratic election was held in South Africa, i.e. an election when all adults could vote irrespective of their race, as well as the day in 1997 when the new constitution took effect. May 1: Workers Day Many countries around the world commemorate the contribution made by workers to society on May Day (America doesnt celebrate this holiday because of its communist origins). It has traditionally been a day to protest for better wages and working conditions. Given the role that trade unions played in the fight for freedom, it is unsurprising that South Africa commemorates this day. June 16: Youth Day On June 1976 students in Soweto rioted in protest against the introduction of Afrikaans as the language of instruction of half their school curriculum, sparking eight months of violent uprisings across the country. Youth Day is a national holiday in honor of all the young people who lost their lives in the struggle against Apartheid and Bantu Education. July 18: Mandela Day On 3 June 2009 in his State of the Nation address President Jacob Zuma announced the annual celebration of South Africas most famous son- Nelson Mandela. Mandela Day  will be celebrated on the 18th of July each year. It will give people in South Africa and all over the world the opportunity to do something good to help others. Madiba was politically active for 67 years, and on Mandela Day people all over the world, in the workplace, at home and in schools, will be called upon to spend at least 67 minutes of their time doing something useful within their communities, especially among the less fortunate. Let us wholeheartedly support Mandela Day and encourage the world to join us in this wonderful campaign. Despite his reference to wholehearted support, Mandela Day failed to become a national holiday; but Nelson Mandela International Day was established by the United Nations in November of 2009. Aug. 9: National Womens Day On this day in 1956, some 20,000 women marched to the Union government Buildings in Pretoria to protest against a law requiring black women to carry passes. This day is celebrated as a reminder of the contribution made by women to society, the achievements that have been made for womens rights, and to acknowledge the difficulties and prejudices many women still face. Sept. 24: Heritage Day Nelson Mandela used the phrase rainbow nation to describe South Africas diverse cultures, customs, traditions, histories, and languages. This day is a celebration of that diversity. Dec. 16: Day of Reconciliation Afrikaners traditionally celebrated 16 December as the Day of the Vow, remembering the day in 1838 when a group of Voortrekkers defeated a Zulu army at the Battle of Blood River, while ANC activists commemorated it as the day in 1961 when the ANC started to arm its soldiers to overthrow Apartheid. In the new South Africas its a day of reconciliation, a day to focus on overcoming the conflicts of the past and building a new nation.

Psychology Essay Example | Topics and Well Written Essays - 500 words - 21

Psychology - Essay Example his keen observation passed prophetic statements of the currents of destruction that flowed through the veins of human civilization and Adolf Hitler’s rise to power based on the democratic majority. From my point of view, I feel, that though Freud had made a keen and clear observation by comparing both the â€Å"civilized† and the â€Å"savage† points of view to bring out the salient meaning of what civilization is all about, yet to me the writing seemed to be pessimistic in nature which in turn reflected the widespread and devastating experiences suffered during World War 1. In his work â€Å"Civilization and its Discontents† Freud makes a pertinent attempt to correlate his theories based on human civilization. Being an avowed atheist himself, to him religion was nothing more than a â€Å"collective neurosis† (The Future of an Illusion, Freud, 1927) In his work â€Å"Civilization and its Discontents† he tries his best to tone down and refine his analysis drawn between religion and psychoanalysis and also between an individual and civilization. Here I feel that Freud is somewhat biased with regard to religion because he is an atheist who does not consider God as a superior being. Where religion is concerned I am against Freud’s theory because to me and most other people God is an omnipotent figure and is omnipresent watching over us humans on Earth. In trying to make an understanding of the phenomenon of spirituality, Freud states that it is "a purely subjective fact, not an article of faith." Further proving his atheist attitude towards religion, he states that humans look for paternal affection during childhood and this manifests itself in the adult stages as â€Å"fear of the superior power of Fate." In his views on the relationship shared between civilization and human misery, he says that civilization is what is responsible for all our misery, because we get ourselves organized into a civilized society in order to escape misery and suffering. I personally do

Incidents in the Life of a Slave Girl, Written by Herself by Harriet Essay

Incidents in the Life of a Slave Girl, Written by Herself by Harriet Jacobs - Essay Example To help us understand this, we will tackle three topics; how slavery is more damaging to women than men, life in the North after the escape of Jacobs and how slavery undermined families in the south. Q1 Harriet Jacobs wrote a tale about life as slave and the challenges that she had to experience. The story exposes the bodily and emotional abuses a female has to endure when she is a slave. The story shows how women underwent terrible and traumatizing brutality of slavery than their male counterparts. Jacobs like many other slave women were sexually harassed by their white masters. According to the story, Jacobs was sexually teased and manipulated by Mr. Flint her master. Dr. Flint would usually remind her that she was her property and that he could as well do whatever he wanted with her. This made Jacob’s life to be uncomfortable and fearful. Dr. Flint would meet Jacobs at every turn, and remind her that she belonged to him, and swear by heaven and earth that one day, she will make her agree to her advancements. The situation was so traumatizing that Jacobs could hear Dr. Flint’s footsteps when she was relaxing after a long day of work. Whenever Jacobs would visit her mother’s grave, she would see a dark shadow of Dr. Flint following her. Life was so horrible for slave women that sexual exploitation was a daily affair for them. Jacob and other female slaves were psychologically abused and perplexed. They were subjected to abusive traditions that were thought to be socially right. For instance, for a female slave to be deemed a lady in the south, there were harsh conditions that they had to abide. This made Jacobs be haunted by the loss of her innocence when she was a kid. White females were required to keep themselves pure, and their homes were protected by the law and they had the freedom of choosing their partners. Female slaves on similarly, had no liberty to decide their partners, and it was hard for them to preserve themselves or to kee p themselves pure. Females were made to live in despair. Female slaves had to endure the hardships of motherhood in very harsh conditions. Motherhood set a different experience of women slaves from their male counterparts. Female slaves were subjected to a hard situation whereby they are forced to prioritize their activities Jacobs had to prioritize between being a slave and being a mother concerned about the welfare of her children. After Jacobs had learnt that Dr. Flint wanted to make her and her children slaves, she took the risk of escaping to save the destiny of her children, despite knowing the consequences that would happen to her if she was caught. Jacobs risked her body and mind and lived in complete seclusion in order for her children to be free. Female slaves were in charge of their families more than the slave fathers. The role of slave fathers was not much significant as they were sold far from their families. Q3 Though the north is seen as not supporting slavery, discr imination is very rampant. Whites and light skinned blacks are treated differently from the blacks. Black women were not supposed to mix with the whites in the North. Jacobs remembers a situation when she was the only black maid in a hotel and was unfairly treated. She was shown a seat in the hotel where she sat down, only for the waiter to come and tell her to sit the baby in the chair and to stand behind it on her feet. Jacob was told to wait to be shown where she was to take her meal from, which turned out to be the

Essay 6 Example | Topics and Well Written Essays - 250 words

6 - Essay Example The armies always came out victorious. Crops and houses of the enemy were spared and if there was famine, food was ordered so that those who were newly won find their rule favorable (De Cieza 598). De Cieza also explains that the system of tribute collection for the Inca was very well organized. It is argued that all villages knew where to send their tributes. Incas visited the kingdom with great pomp in greatly adorned rich litters and many people filled the slopes and hills to see his passing calling blessings on him (De Cieza 598). Duran dissimilarly argues that the principle way in which kings and warriors used to obtain glory was soldiery. They had to be the best in destroying armies, taking prisoners and killing. Then they were given rewards, honors and weapons to proof their deeds (Duran 596). In spite of these differences, there are some similarities on their views especially on the severity of punishments on wrong doers. Duran states that adulterers were to be stoned or thrown down into rivers and buzzards while and thieves were to be sold as slaves or killed (595). De Cieza also states that ravishers of women, thieves and conspirators against the Inca were to have their heads cut off or killed in their manner of choice (598). In conclusion, De Cieza seems to appreciate the civilizations of the Incas especially on how well they conquered vast lands without war while Duran tends to focus more on the brutality of the Aztecs especially punishments that they inflicted on their war

Limbic encephalitis Essay Example | Topics and Well Written Essays - 3000 words

Limbic encephalitis - Essay Example It governs the processes like writing, planning and speaking. (Vincent et al, 2008) As the structure and function of the brain is analysed to some extent, it becomes clear that dealing with brain can be complicated and multifarious, particularly in medical terms. â€Å"Encephalitis, an inflammation of brain parenchyma, presents as diffuse and/or focal neuropsychological dysfunction. From an epidemiologic and pathophysiologic perspective, encephalitis is distinct from meningitis, though on clinical evaluation the two often coexist with signs and symptoms of meningeal inflammation, such as photophobia, headache or a stiff neck.† (Lazoff, 2010). Encephalitis thus affects the brain in full or parts and it results into several behavioural disorders of the patient. The anatomy of brain explains that when affected, the brain fails to regulate the vital functions of human life. The form of encephalitis in which the limbic system is affected is called the limbic encephalitis. Limbic encephalitis involves inflammation of the limbic or intermediate brain. Hence, it can be regarded as an anatomical diagnosis rather than a disease caused by common, specific causative. (Vincent et al, 2008) â€Å"Limbic encephalitis is a condition marked by the inflammation of the limbic system  and other parts of the brain.  The cardinal sign of limbic encephalitis is a severe impairment of short-term memory; however,  symptoms may also include confusion, psychiatric symptoms, and seizures.  The symptoms  typically develop over a few weeks or months, but they may evolve over a few days. Delayed diagnosis is common, but improvements are being made to assist in early detection.  Early diagnosis may improve the outcome of limbic encephalitis.† (National Institutes of Health, 2010) Also, limbic encephalitis can be defined as â€Å"a progressive dementia, often preceded or accompanied by agitation, depression and behavioural disturbances. It is

Analysis of the Cask of Amontillado by Edgar Allan Poe Essay

Analysis of the Cask of Amontillado by Edgar Allan Poe - Essay Example The story is depicted in first person narration. The writer makes use of simple diction and weaves the web of words in a manner that keeps the readers enthralled and forces them to read till the end in order to determine the whole story in other words the story catches and holds of the readers’ interest. The plot of the story gradually develops. The story reaches at its climax when it is stated, ‘In niche, and finding an instant he had reached the extremity of the niche, and finding his progress arrested by the rock, stood stupidly bewildered. A moment more and I had fettered him to the granite. In its surface were two iron staples, distant from each other about two feet, horizontally.’ This climax is also the point where Montresor’s intentions and manner in which he will kill Fortunato is revealed to the readers. The author also makes use of irony and foreshadowing which is a technique that further heightens the anticipation of readers to know the upcoming action taking place in the story. As mentioned, ‘the foot crushes a serpent rampant whose fangs are imbedded in the heel.’ This phrase foreshadows the approaching Montresor’s betrayal of Fortunato’s trust. Moreover it is ironic when Montresor says, ‘And I to your long life’ because even when he says so he was plotting Fortunato’s murder.... I continued, as was my wont to smile in his face, and he did not perceive that my smile  now  was at the thought of his immolation’. Symbolism is another stylistic technique that is used by the author. The whole prose is a metaphorical representation of degeneration and desolation of man. The brutal treatment of Montresor is symbolic of the animalistic side of human beings and reiterates the fact that man has turned in to a monster disguised in the body of a human being. He is a self indulgent and selfish creature as his only priority in life is himself as it is also apparent from the beginning lines of the story where it is stated, ‘THE THOUSAND INJURIES of  Fortunato  I had borne as I best could, but when he ventured upon insult I vowed revenge. You, who so well know the nature of my soul†¦Ã¢â‚¬â„¢ This further illustrates the fact that Montresor keeps grudges in his heart and the intensity of his hatred knows no bounds of rationality and sensibility. Chai ns are also symbolic of the shackles of insincerity and selfishness that hold human beings in a death grip hence resulting in a lack of sense of responsibility and sensitivity to others. This degeneration is also demonstrated by the heap of bones that were their in the catacombs. As also stated in the text, ‘From the fourth side the bones had been thrown down, and lay promiscuously upon the earth, forming at one point a mound of some size. Within the wall thus exposed by the displacing of the bones†¦Ã¢â‚¬â„¢ Moreover the clothing of Fortunato is also symbolic of his being a fool since he is attired as a clown or a costume of a fool as mentioned in the story, ‘ The man wore

What counts as knowledge in the arts Discuss by comparing to one other Essay

What counts as knowledge in the arts Discuss by comparing to one other area of knowledge - Essay Example Some of the theories and principles enable thinkers to reflect on what they consider their sources of knowledge. When it comes to arts, and other disciplines, say science, people have to consider and differentiate what they know, from the facts that exist. This paper will review what counts as knowledge in the arts, and compare it to another field of knowledge. In math, for example, the use of statistical data and quantitative instruments can determine what an individual requires to make knowledgeable claims. It is a manner in which human sciences are valued in present times, and as such, relies heavily on true, relevant data. In the arts, there is a difference in how information is interpreted by the user, and how it reflects as part of acquisition of knowledge (Leavy 84). For the arts, it is simply a matter of dealing with what people envision, and how relevant it is from the time it came into being, to the present time. Art is science. This is what many people may argue. For instance, historical information requires the collection of data through science. However, one begs the question; can the information collected or acquired be termed as knowledge? What does the information help an individual achieve in the long run? Some of these questions can bring out the true nature of what in science lies hidden in the art (Leavy 86). There is the underlying fact that people who look for knowledge do so through experiences throughout their lives. They could be positive or negative, and how one chooses to interpret them makes them knowledgeable on some issues. Basic science has reduced the world to a number of theories. There are ways in which information displayed. It can influence the deduction of many aspects of life that one did not know existed. Matter, for example, is an area that has many people confused. Science is supposed to act as a tool of communication in which people can understand the basic elements of their lives. It should be,

Limbic encephalitis Essay Example | Topics and Well Written Essays - 3000 words

Limbic encephalitis - Essay Example It governs the processes like writing, planning and speaking. (Vincent et al, 2008) As the structure and function of the brain is analysed to some extent, it becomes clear that dealing with brain can be complicated and multifarious, particularly in medical terms. â€Å"Encephalitis, an inflammation of brain parenchyma, presents as diffuse and/or focal neuropsychological dysfunction. From an epidemiologic and pathophysiologic perspective, encephalitis is distinct from meningitis, though on clinical evaluation the two often coexist with signs and symptoms of meningeal inflammation, such as photophobia, headache or a stiff neck.† (Lazoff, 2010). Encephalitis thus affects the brain in full or parts and it results into several behavioural disorders of the patient. The anatomy of brain explains that when affected, the brain fails to regulate the vital functions of human life. The form of encephalitis in which the limbic system is affected is called the limbic encephalitis. Limbic encephalitis involves inflammation of the limbic or intermediate brain. Hence, it can be regarded as an anatomical diagnosis rather than a disease caused by common, specific causative. (Vincent et al, 2008) â€Å"Limbic encephalitis is a condition marked by the inflammation of the limbic system  and other parts of the brain.  The cardinal sign of limbic encephalitis is a severe impairment of short-term memory; however,  symptoms may also include confusion, psychiatric symptoms, and seizures.  The symptoms  typically develop over a few weeks or months, but they may evolve over a few days. Delayed diagnosis is common, but improvements are being made to assist in early detection.  Early diagnosis may improve the outcome of limbic encephalitis.† (National Institutes of Health, 2010) Also, limbic encephalitis can be defined as â€Å"a progressive dementia, often preceded or accompanied by agitation, depression and behavioural disturbances. It is

What counts as knowledge in the arts Discuss by comparing to one other Essay

What counts as knowledge in the arts Discuss by comparing to one other area of knowledge - Essay Example Some of the theories and principles enable thinkers to reflect on what they consider their sources of knowledge. When it comes to arts, and other disciplines, say science, people have to consider and differentiate what they know, from the facts that exist. This paper will review what counts as knowledge in the arts, and compare it to another field of knowledge. In math, for example, the use of statistical data and quantitative instruments can determine what an individual requires to make knowledgeable claims. It is a manner in which human sciences are valued in present times, and as such, relies heavily on true, relevant data. In the arts, there is a difference in how information is interpreted by the user, and how it reflects as part of acquisition of knowledge (Leavy 84). For the arts, it is simply a matter of dealing with what people envision, and how relevant it is from the time it came into being, to the present time. Art is science. This is what many people may argue. For instance, historical information requires the collection of data through science. However, one begs the question; can the information collected or acquired be termed as knowledge? What does the information help an individual achieve in the long run? Some of these questions can bring out the true nature of what in science lies hidden in the art (Leavy 86). There is the underlying fact that people who look for knowledge do so through experiences throughout their lives. They could be positive or negative, and how one chooses to interpret them makes them knowledgeable on some issues. Basic science has reduced the world to a number of theories. There are ways in which information displayed. It can influence the deduction of many aspects of life that one did not know existed. Matter, for example, is an area that has many people confused. Science is supposed to act as a tool of communication in which people can understand the basic elements of their lives. It should be,

Reflection on Teaching Essay Example for Free

Reflection on Teaching Essay In order to challenge my theory of teaching I first need very briefly to define it. When I was taught science it was mostly through direct teaching. Any experiments performed were deductive in nature with very little input from me. When I got to college and I started performing experiments then I suddenly started having little epiphanies where facts I had learned off by heart were unexpectedly connected in ways I hadn’t understood before. So I came to think that this was what was lacking at secondary level, the experimental experience that allowed people to physically test the ‘how’ of the world around them. To put it simply people are innately curious and that exploiting this curiosity is the way to teach. From the moment they learn to talk, children constantly ask questions about everything, from â€Å"where eyebrows come from?† to â€Å"what do worms eat?† Asking questions is the way they find things out and this really is just one small step away from learning. From personal experience of teaching I think that Arnstine (1967) was correct when he said â€Å"the arousal of curiosity can lead to learning†¦for learning to occur, curiosity must be guided†. Designing lessons in such a way as to tap into the natural curiosity of students and to connect the topics on the curriculum with their everyday experiences is surely the best way to teach science. I find enquiry / constructivism extremely interesting as it encapsulates the whole get their attention approach but I think it’s misused by an awful lot of people. I think that analogies and real world examples need to be reflective of the scientific concept yet simple enough that the student can grasp it. Also it requires that the student be actively involved, activities must provide the opportunity to demonstrate learning.  Ã¢â‚¬Å"To instruct someone is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that makes po ssible the establishment of knowledge. We teach a subject not to produce little living libraries on that subject, but rather to get a student to think mathematically for himself, to consider matters as an historian does, to take part in the process of knowledge-getting. Knowing is a process not a product.† (Bruner. J, The Process of Education: Towards a theory of instruction 1966: 72) So in approaching this assignment I realise that I am an ardent supporter of teaching through enquiry. I agree with Bruners theoretical framework of building on pre-existing knowledge by presenting new material in a logical manner at a level the student can understand, revisiting topic in stages and building layers of ever increasing complexity. I find the concept of a spiral curriculum to be a sensible one, but also to be at odds with the way in which individual schools plan the teaching of science. There is far too much relience on the text book, with strict adherence to the material inside. I prefer to leave the text book at home, for the student to be assigned reading and questions from it for homework so that it is new and different and provides a slightly different aspect to the same topic. At the very least it will provide the same information as was covered in class in a slightly different manner and provoke recall instead of boredom. A consequence of supporting enquiry is an aversion to direct teaching. Those who support direct teaching say that it is a highly effective method of teaching. The basic components are careful content analysis, sequencing of information and use of appropriate examples, specific instructional formats where both teacher and student responses are scripted and testing to mastery. The part that receives the most criticism is the scripted responses. Here is an example I found at Brainsarefun.com http://brainsarefun.com/Teachtk.html EXAMPLE 1. All: Teacher and students touch the answer to be learned. 2. Teacher: The answer to this question is, 1492. 3. Teacher: When I signal I want you to answer, 1492. 4. Teacher: The answer is 1492. 5. Teacher: What year did Columbus discover America? 6. Teacher: Get ready. Watch the students to make sure all participate. 7. Teacher: Signal by pointing or snapping fingers. 8. All: 1492. 9. Teacher: Thats right, Columbus discovered America in 1492. 10. Teacher: Reward. Good job saying 1492. Make eye contact with individuals. Smile. 11. Teacher: Next answer, or repeat until everyone is participating and firm. If any student is unable to participate or answer correctly, start at the top of the sequence again. Most teachers believe that this type of teaching is too restrictive and prevents the students from developing critical thinking skills. I have to say that on my first reading of this example of direct teaching I was horrified at the way the students were indoctrinated. I knew that this method of teaching was not for me and I continued to develop my lesson plans along the constructivist enquiry model. I researched guided discovery and found that discovery learning is described as an inquiry-based, constructivist learning theory that occurs in situations where the learner draws on their existing knowledge to discover facts and comprehend relationships. Students interact with the world by manipulating objects, wrestling with questions or performing experiments. As a result, students are more likely to remember concepts and knowledge discovered on their own (in contrast to a transmission / direct teaching model). Proponents of discovery learning say it has many advantages, including encouraging active engagement, promoting motivation, autonomy, responsibility, independence, aiding the development of creativity and problem solving skills and is a tailored learning experience that helps minimize classroom management problems. Detractors point out the amount of time needed to teach a topic and that students do not always achieve the intended outcome of the lesson. That is they may draw erroneous conclusions about the investigation they are engaged in. My action research Now that I have explored my theories on teaching I need to test those theories by comparing the outcomes of direct versus enquiry teaching. Ideally in order to compare the two methods I should keep the conditions of the lessons the same and only change the method of instruction. Rigor would  dictate that I teach two groups of students that have been randomly segregated. The students would be in the same year of secondary school and assumed to be at the same academic level. Ability within each group would be expected to mimic normal distribution with some students excelling and some struggling with the curriculum content. Unfortunately in my teaching practice placement I have one class of first years and one class of second years. I am also following a subject plan laid down by the science department in the placement school, which further restricts my research topic. Hence rather than directly compare and contrast two sets of lesson plans that differ in instruction but not content, I shall attempt to make my methods of instruction the subject of the action research. My intention is to design a number of lesson plans along the guidelines of both approaches and to deliver these lessons as independent of personal bias as possible. I shall assess the success of each lesson plan as a measure of student value and under a number of points such as participation, motivation to learn, interest of students, as well as proficiency in summative tests. Bearing in mind my own learning, I will also be critically examining something about my ability to deliver a constructivist lesson; do I do as I say? In assessing participation of students I will make reference to number, frequency and relevance of questions asked. Time spent on-task will be used to measure motivation and interest as will content of questions asked. In line with standard research methods I established a baseline of knowledge on the topic of energy by giving the students a questionnaire which was designed to probe existing conceptions. (more here on the results of the questionnaire) From my understanding of enquiry teaching there seems to be a number of activities that should feature in my lesson plans and I have tried to incorporate these in the enquiry based lesson plans. I have included a list of these activities here and have also identified them in the appropriate lesson plans. Enquiry activities †¢ Think about scientifically orientated questions that are at an appropriate level and ask ‘how’ rather than ‘why’ (teacher provides questions at first) †¢ Gather and consider evidence using the tools of science †¢ Make explanations based on prior gain fact and ‘new’ knowledge gained through the process of enquiry / evidence gathering †¢ Compare  conclusions to currently scientific understanding and account for differences †¢ Communicate and negotiate their findings and explanations with others After the brainstorming session I jotted down as many of the words and phrases as I could during class. Light, wave, geothermal, heat, renewable, sun, plants, photosynthesis, comes from food, plants make it, atomic bombs, it keeps you moving, you are tired without it, it can change, there’s energy in batteries, joules, oil. Then I asked a series of questions designed to clarify facts that they needed to know (3A6 Energy, 3A7 Energy conversion: Junior Certificate Science Syllabus). From the answers it was clear to me that the students could not distinguish between forms of energy and sources of energy. Because the discussion section of the enquiry lesson plan is open-ended I was able to direct questions and highlight information on the board that students could use to ‘discover facts’. I tried to give minimum guidance but I found that the students were floundering and unsure of what they were trying to accomplish. This was a recurring theme during the discovery lesson plans and it seems to me from my readings that this is the main detracting feature of enquiry instruction. Those who oppose constructivist / enquiry instruction such as Kisherner, Sweller and Clark (2006) argue that minimum guidance during instruction does not work and Clark (1989) goes further to suggest that his data shows that ‘lower aptitude students’ show a loss of learning on post instructional testing. My Conclusion It is essential that the teacher do research work, i.e., he should comb the subject of chemistry from end to end for facts and for methods of exposition that will make such facts live and real to his students. (Patrick, W. A. (1924) What kind of research is essential to good teaching? J. Chemical Education, Volume 1, Issue 1, p16.) I have come to the conclusion that there is a need for direct teaching in the classroom in order to build up foundation of facts in long term memory to provide wellspring of knowledge which can be used to provide data when needed. Enquiry or discovery learning encourages the use of this knowledge so that students can put facts together to think critically. Dewey supported inductive teaching as the way to improve scientific teaching for a better educated society and said science lessons should include learning the process of science not just the facts, (Dewey, 1903). By this I believe he meant that the two methods complement each other and need to be used in tandem. But direct teaching cannot be taken as an excuse for unimaginative lessons recycled every year with minimal input from the teacher needed in the delivery. If investigatory activities are designed deductively, ie have only one conclusion, need more here about factors to consider when designing lesson activities.

Changes to the Global Economy

Changes to the Global Economy As an introduction, it is important to remember that the historical background meaning the first and the second World War and the cold war created deep economic problems. The economic global system crossed a lot of significant events, from the great depression to the stagflation. One of the major development in the world economy from 1980 is the massive neo-liberalism wave. We will consider the Washington Consensus as the roots of our analysis. Formulated by John Williamson in 1990, it is a set of economic policies within the international communities working at the World Bank and the International Monetary Fund. It is a redirection of public expenditure priorities toward fields offering both economic returns and the potential to improve income distribution to help failing economies in front of their massive debts. Then, the term was linked with neo-liberalism process or even globalization process. The neo-liberalism that the world is handling was spreaded out from the anglo-saxon world to the Occidental world and then to the whole world and based on the privatization, cross-border trade, reduction of the deficit spending But these system has some limits and in 2008, speculation exploded in USA. The 15th of September, a big investment bank called Lehman Broth ers defaulted, spreading a global financial crisis. US, UK and European governments were involved into rescue plan within institutions avoiding a world paralysis of the system. A second major development in the world economy from 1980 is a switch of the balance of powers between countries. The developed countries run over the developing countries. The economic system permits to enrich the richer and impoverish the poorer but not only between countries but as well within countries. The gap became bigger not only between developed and developing countries but also between poor and rich people within developed and developing countries. It is kind of a vicious circle because the economy part it closely linked to the poverty problem. According to Fisher, â€Å"as far as economics is concerned, the big challenge is poverty[1]†. As an evidence of poverty and global inequalities, there are two main available indicators. The first one, given by the World Bank, is the ratio of absolute poverty. It is â€Å" the percentage of the population living on less than $1.25 a day at 2005 international prices[2]†. At the time the text was written, the ratio consi dered people leaving on less $1 a day at 1993 international prices. Even if from 1987 to 1999, the world ratio of absolute poverty decreased from 28,3 % to 23,2 %, the same ratio without China and in term of absolute number increased from 880 millions to 945 millions. Indeed, Chinas population accounted for 38 %[3] of the world population at that time (19 % today) so nuances between countries need to be specified to have a good understanding of the overall world situation. The second one, given by the United Nation Development program, is the Human Indicator Index. It ranks countries according to their level of development. It measures three dimensions, long and healthy life, acquire knowledge and decent standard of leaving, and integrate into one index[4]. Again, if from 1980 to 2000, the global HDI increased, that does not mean that â€Å"everyone in the developing countries is doing better[5]†. So as a conclusion, indicators have to be manipulated really carefully as well as the weight of every countries and their individual situation. The economic situation is more and more complex because there is an increasing number of emerging countries which are redefining the concept of power. Within the developing countries, there is huge development and wealth inequalities. The BRICs appear to be a consensus within this definition. So who are they? It is in 2001 that the notion appears, permitting to describe a temporary and spontaneous world balance. In 2014, the four BRIC countries became the BRICS corresponding to five countries: Brazil, Russia, India and China. They represent 25 % of the earths land surface, 42 % of the world population and 15% of the world GDP. Each of these five countries offer comparative advantages. Agricultural products for Brazil, energetic resources for Russia and Africa, manufactured goods for China and tertiary services for India. The last ten years, they underwent an important average annual growth whereas the European union one was only 1,5 and became major actors of the world economy. Despite of disparities, they have a lot of assets to weight against the giants of this world. They are nuclear giant, energetic giant, demographic giant and permanent member of the security council. Their economic development can be explained by different reasons. First of all, there were an opening from these countries where before the economy was controlled like Russia, India or China. Then, they increased the work force available at a global level. Finally, they decreased the cost of manufacturing goods and indeed, favoring the growth of other part of the world. These growth increased the demand of goods, consumption and mineral, involving the growth of some other parts of the world. Commercial trade increased by 4 since 1990. They are also fighting for a more fair position within the international organization like united nation security council, and for rebalanced the voting right within the World Bank and the the International Monetary Fund[6]. In spite of their global influence, they are getting out of breath since couple of months. That is why, some economists, like Laurence Daziano[7], predict the coming of a new group of countries, the BENIVMs: Bangladesh, Ethiopia, Nigeria, Vietnam and Mexico These time, Daziano created more clear, coherent, fix and long run criteria. She considers five criteria: economic growth, population of at least 100 millions inhabitants, urbanization (need of infrastructures) and political stability. But it is a realist critic against the BRICS? During the last decades the world has witnessed a worldwide trend away from rather closed economic systems (Import-Substitution Industrialization, Socialist Planned Economies) towards more open and more market-based systems. Why this has happened and what did it bring? To explain this phenomenon, I will support the modernization theory who explains the development notion through an historical origin. Different criteria can explain this evolution: the rise of the US as a superpower after the Second World War and as a model to follow; the birth to many new nation-states in the Third World which were in search of development model, the US identified the threat of communism in post-war Europe and in the Third World believing that economic recovery and modernization and moved them along the path of the US, and thus they would move away from communism; the economic recovery of Western Europe strengthened the ideology. Development is a universal, spontaneous, irreversible process inherent in every single society rather than a concrete historical process taking place in specific societies during specific periods. Development is regarded as an evolutionary perspective. Modernization policies are not only seen as elements of a development strategy, but as un iversal historical forces. It bears a strong resemblance to the transition from feudalism to capitalism in Western economic history. Development implies structural differentiation and functional specialization. The process of development can be divided into distinct stages showing the level of development achieved by each society. There were five stages through which all developing societies had to pass: the traditional society (limited production, absence of modern science and technology, agricultural based, clan-based polity, and fatalistic mentality); the pre-take-off society (many traditional characteristics removed, agricultural productivity increased, effective infrastructure created, new mentality and new class appeared); take-off (most crucial, economic development obstacles removed, national income raised, certain sectors developed faster); the road to maturity (modern technology disseminated from the leading sector, the whole economy moves to mass consumption) and the mass consumption society (today in the West) According to Kornai, this switch from socialism to capitalism brought two obvious positive changes. The first one is that capitalism means democracy. It is historically proved than a democratic model is not possible in an another system than capitalism. Ones of the mains features of a capitalist society is the individual property and market forces. Kornai assesses that â€Å"there has been no country with a democratic political sphere, past or present, whose economy has not been dominated by private ownership and market coordination[8]†. But as a critic, he admits that this condition is not enough by itself in the long run. The second positive contribution of a capitalist system is the mechanic improvement. The dynamic of a capitalist system leads to a wish of increasing the profit and by doing so an improvement of innovation which is bringing  improvement of telecommunitions: facilitate trades, mobile phone, way sheaper and accessible in all aprt of the world. There is a raise of internet, all over and all aprts became possible and more easily accessible. References Janos Kornai. â€Å"What the Change of System From Socialism to Capitalism Does and Does Not Mean†, Journal of Economic Perspectives Volume 12, no 1 (2000): 36 [1]  Stanley Fisher. â€Å"Globalization and its challenges†. AEA Papers and Proceedings Volume 93, no 2 (2003):2 [2]  The World Bank Group. â€Å"Poverty† in Data by Topic, (2014) http://data.worldbank.org/topic/poverty> [10 April 2014] [3]  Fisher, Ibid., 6-10 [4]  United Nations Development Programme. â€Å"Human Development Index† in Human Devlopment Reports (2014) http://hdr.undp.org/en/content/human-development-index-hdi> [10 April 2014] [5]  Fisher. Ibid. 9 [6]  Les dessous des cartes. â€Å"Le basculement de la richesse† (2011) http://ddc.arte.tv/nos-cartes/le-basculement-de-la-richesse> [10 April 2014] [7]  Laurence Daziano. â€Å"Emergents : aprà ¨s les BRICS, les BENIVMs ?† (2014) http://www.franceculture.fr/player/reecouter?play=4813724> [10 April 2014] [8]  Janos Kornai. â€Å"What the Change of System From Socialism to Capitalism Does and Does Not Mean†, Journal of Economic Perspectives Volume 12, no 1 (2000): 36

My Career summary :: essays research papers

EIS  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Jon Bohner EIS Summary EIS  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Jon Bohner   Ã‚  Ã‚  Ã‚  Ã‚  Teaching, I think is a really cool and fun job, but the income is nothing to brag about. It all depends on how you do in high school; it is a good plan to keep at least a 3.5 grade point average.   Ã‚  Ã‚  Ã‚  Ã‚  The next step is to decide what kind of financial aid you want, or maybe you do not even need any. Most colleges start you out with a 2-year plan, to see if it is what you really want to do.   Ã‚  Ã‚  Ã‚  Ã‚  Then if you really get in to the swing of things, and you like what you are doing, there is the four-year plan. Most of the time, students start out in general knowledge, so they can learn a little bit in each area, and then go from there so they know what they really enjoy, and do not mind doing eight hours a day, five days a week.   Ã‚  Ã‚  Ã‚  Ã‚  It takes a lot of determination to become a teacher, that and a whole bunch of patience. Personally, I could not deal with all of the pressures that a teacher has to, dealing with the snotty kids, and the ones who are rebellious and do not listen to anybody and talk back. Then if you still have patience after that, you can go after a bachelor’s degree, the second level of college education. That is what qualifies you to move up from elementary to teaching high school.   Ã‚  Ã‚  Ã‚  Ã‚  Then if you want to go even further you can go back to school to get your graduates degree in the study that you majored in when you were in school for you bachelors degree. Then you have the qualifications to teach at major universities like Yale and Harvard. If you can not get financial aid and you still really want to go to college, you can always go into the military or work for Motorola, they both path for about eighty percent of your education, so all you really have to do is buy your books. I EIS  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Jon Bohner think that college would be really interesting, get away from your parents, go home to see them every once in a while.   Ã‚  Ã‚  Ã‚  Ã‚  If I had to pick on what to major in, to try teaching, it would not be history or geography, trying to remember all of the different countries, remembering all the important dates of when really important things happened. My Career summary :: essays research papers EIS  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Jon Bohner EIS Summary EIS  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Jon Bohner   Ã‚  Ã‚  Ã‚  Ã‚  Teaching, I think is a really cool and fun job, but the income is nothing to brag about. It all depends on how you do in high school; it is a good plan to keep at least a 3.5 grade point average.   Ã‚  Ã‚  Ã‚  Ã‚  The next step is to decide what kind of financial aid you want, or maybe you do not even need any. Most colleges start you out with a 2-year plan, to see if it is what you really want to do.   Ã‚  Ã‚  Ã‚  Ã‚  Then if you really get in to the swing of things, and you like what you are doing, there is the four-year plan. Most of the time, students start out in general knowledge, so they can learn a little bit in each area, and then go from there so they know what they really enjoy, and do not mind doing eight hours a day, five days a week.   Ã‚  Ã‚  Ã‚  Ã‚  It takes a lot of determination to become a teacher, that and a whole bunch of patience. Personally, I could not deal with all of the pressures that a teacher has to, dealing with the snotty kids, and the ones who are rebellious and do not listen to anybody and talk back. Then if you still have patience after that, you can go after a bachelor’s degree, the second level of college education. That is what qualifies you to move up from elementary to teaching high school.   Ã‚  Ã‚  Ã‚  Ã‚  Then if you want to go even further you can go back to school to get your graduates degree in the study that you majored in when you were in school for you bachelors degree. Then you have the qualifications to teach at major universities like Yale and Harvard. If you can not get financial aid and you still really want to go to college, you can always go into the military or work for Motorola, they both path for about eighty percent of your education, so all you really have to do is buy your books. I EIS  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Jon Bohner think that college would be really interesting, get away from your parents, go home to see them every once in a while.   Ã‚  Ã‚  Ã‚  Ã‚  If I had to pick on what to major in, to try teaching, it would not be history or geography, trying to remember all of the different countries, remembering all the important dates of when really important things happened.