Education Timeline Essay Example for Free

Education Timeline Essay Education Timeline Antiria Jenkins HIS324: History of American Education Instructor: Timothy Kilgore November 12, 2012 http://prezi. com/vcesi_y4xome/history-of-american-education-timeline/ Education in the United States has faced great changes toward development in the past hundreds of years. At the beginning, during the Colonial Era, the principles of education were mainly based on those already used by European nations at the time. However, the country began to adopt its own approaches toward teachings given different social, political and religious practices (Rippa 9). 1635The first Latin Grammar School (Boston Latin School): Founded on April 23, 1635, in Boston, Massachusetts, it is known as the first public school and oldest existing school in the United States. The Latin grammar curriculum was designed for boys 8 to 15, based on European Schools in a Puritan area. Schools were to prepare boys for college and the service of God. Protestantism believed that education was needed so that individuals could interpret the bible. 1751American Academy founded by Ben Franklin: The demand of skilled workers in the middle of the eighteenth century led Benjamin Franklin to start a new kind of secondary school, thus, the American Academy was established in Philadelphia. American high schools eventually replaced Latin grammar schools. Curriculum was geared to prepare students for employment. Academies eventually replaced the Latin Grammar Schools and some admitted Women. 783Introduction of Noah Webster’s Speller: Noah Webster published the A grammatical Institute of the English language, also known as, â€Å"the blue-back speller. † This was the most widely circulated of the early American textbooks and like Webster’s American Dictionary it strived to establish a national identity as well as the United States’ linguistic and cultural independence of England. As the first popular American textbo ok, the introduction of Noah Webster’s speller stands as a significant event in the history of American education. 817(April 15, 1817) Connecticut Asylum for the Education and Instruction of Deaf and Dumb Persons: The Connecticut Asylum at Hartford for the Instruction of Deaf and Dumb Persons opens. It is the first permanent school for the deaf in the U. S. Thomas Hopkins Gallaudet and Laurent Clerc are the schools co-founders. In 1864, Thomas Gallaudets son, Edward Miner Gallaudet, helps to start Gallaudet University, the first college specifically for deaf students. 824First State-Supported School Established: Originally named the Boston English Classical School and established in 1821, the school was renamed the English High School in 1824 and also, during that year, became the first-state supported common school. The adoption of the English High as a state-supported common school is a significant event in the history of American education as it was, essentially, the first public school. 1855Abolition of Segregation of Schools in Massachusetts: Following the case of Roberts v. Boston, the state of Massachusetts abolished segregation in their schools. The victory would be the first in a long battle lasting nearly an entire century. This was the first law to oppose segregated schools in the United States and is, therefore, a significant event in the history of American education. 1856The First Kindergarten: In the United States Margarethe Schurz founded the first kindergarten in Watertown, Wisconsin, in 1856. Her German-language kindergarten impressed Elizabeth Peabody, who opened the first American English-language kindergarten in Boston in 1860. The kindergarten was much more influential in the United States and in the northern part of Europe which encouraged the National Education Association to begin a kindergarten department in 1874, and later, teachers founded the International Kindergarten Union in 1892. 1896The Laboratory School of the University of Chicago (First Progressive Laboratory):John Dewey, the father of the progressive education, established the first laboratory school for testing the progressive educational method. This would lead to a popular trend in education adopted by schools during the first half of the twentieth century. Progressive education emphasizes cultivation of problem solving and critical thinking skills through hands-on learning activities. 1905 Carnegie Foundation for the Advancement of Teaching: Founded by Andrew Carnegie in 1905 and chartered in 1906 by an act of Congress, the Carnegie Foundation for the Advancement of Teaching is an independent policy and research center. The Foundation encouraged the adoption of a standard system for equating seat time (the amount of time spent in a class) to high school credits which is still in use today. This system is known as the Carnegie Unit. 1939 The Wechsler Adult Intelligence Scale (first called the Wechsler- Bellevue Intelligence Scale): This scale was developed by David Wechsler and is intended to measure human intelligence reflected in both verbal and performance abilities. It introduces the concept of the deviation IQ, which calculates IQ scores based on how far subjects scores differ (or deviate) from the average (mean) score of others wh o are the same age, rather than calculating them with the ratio (MA/CA multiplied by 100) system. Wechsler intelligence tests, particularly the Wechsler Intelligence Scale for Children, are still widely used in U. S. schools to help identify students needing special education. 1944 The Servicemens Readjustment Act of 1944 (GI Bill of Rights): Bill signed into law on June 22, 1944 by President Franklin Roosevelt during World War II. The GI Bill affords military veterans government funding to pursue or continue educational goals following their service. The GI Bill not only compensates veterans for their service, but has also been responsible for the growth of American colleges and universities. 1954 Brown v. Board of Education of Topeka: On May 17, 1954, The U. S. Supreme court ruled in Brown v. Board of Education that separate schools did not provide equal education to students and therefore banned the segregation of schools nationwide with a ruling of (9–0) decision stated that separate educational facilities are inherently unequal and declared unconstitutional. 1958 Defense Education Act of 1958: The Defense Education Act of 1958 was signed into law on September 2, 1958 by the United States government during the cold war in reaction to the successful launch of the Soviet satellite Sputnik. The Soviets’ scientific success motivated the U. S. government to fund the U. S. Office of Education’s establishment of scientifically and mathematically centered curriculum. The act contained ten titles designed to improve the nations schools. 1964 Civil Rights Act of 1964: The Civil Rights Act of 1964 signed on July 2, 1964 by President Lyndon B. Johnson banned discrimination in all federally funded programs and outlawed major forms of discrimination against racial, ethnic, national and religious minorities, and women. This law helped to further the ruling of Brown v. Board of Education as many schools had continued segregation. The Civil Rights Act of 1964 financially, â€Å"cut-off,† institutions, such as public schools, which promoted discrimination of any and all types and gave leverage to the movement. 1965 The Elementary and Secondary Education Act (ESEA): The Elementary and Secondary Education Act (ESEA) was passed on April 9, 1965 s a part of the War on Poverty. It emphasizes equal access to education and establishes high standards and accountability as well as provides federal funds to help low-income students, which results in the initiation of educational programs such as Title I and bilingual education. 965 The Higher Education Act: The Higher Education Act was signed on November 8, 1965 to strengthen the educational resources of colleges and universities and to provide financial assistance for students in postsecondary and higher education. It increased federal money given to universities, created scholarships, gave low-interest loans for students, and established a National Teachers Cor ps. 1965 Project Head Start: The Head Start program started in the summer of 1965 as an eight week summer program for children from low-income communities going into public school in the fall (Styfco and Zigler, 2003). The program provided preschool classes, medical care, dental care, and mental health services (Kagan, 2002). 1975Education for All Handicapped Children Act now known as The Individuals with Disabilities Education Act (IDEA): requires public schools to make available to all eligible children with disabilities a free appropriate public education in the least restrictive environment appropriate to their individual needs and requires public school systems to develop appropriate Individualized Education Programs (IEPs) for each child which will reflect the individualized needs of each student. 002 The No Child Left Behind Act: On January 8, 2002, NCLB was signed into law. NCLB supports standards-based education reform based on the premise that setting high standards and establishing measurable goals can improve individual outcomes in education. The Act requires states to develop assessments in basic skills. States must give these assessments to all students at select grade levels in order to receive federal school funding. All students are required to meet the standards establish by NCLB at the accountability of educators. 2004 H. R. 350, The Individuals with Disabilities Improvement Act (IDEA 2004): reauthorizes and modifies IDEA. Changes, which take effect on July 1, 2005, include modifications in the IEP process and procedural safeguards, increased authority for school personnel in special education placement decisions, and alignment of IDEA with the No Child Left Behind Act. The 2004 reauthorization also requires school districts to use the Response to Intervention (RTI) approach as a means for the early identification of students at risk for specific learning disabilities. RTI provides a three-tiered model for screening, monitoring, and providing increasing degrees of intervention using â€Å"research-based instruction with the overall goal of reducing the need for special education services (Re-authorization, 2004). The history of education has been influenced multiple times over the past years. In some shape, form, or fashion, the many changes have affected many lives, especially those with disabilities. Going from segregation to desegregation, women involvement in education and fighting for equal education of those individuals with disabilities has not only marked historical events but has brought togetherness among all races and genders. Without these historical events in shaping education, the world would be at a standstill. References Dewey, John. 1938 (1963). Experience and Education. New York: Collier Books Kagan, J. (2002). Empowerment and education: Civil rights, expert-advocates, and parent politics in Head Start, 1964-1980. Teachers College Record, 104(3), 516-562. Re-authorization of the IDEA 2004. Retrieved November 5, 2012 from http://www. nj. gov/education/specialed/idea/reauth/ Rippa, Alexander. Education in a Free Society. Eighth Edition. New York: Longman, 1997. 3-107. Print. Styfco, S. , amp; Zigler, E. (2003). Early Childhood Programs for a New Century. Reynolds, A. , amp; Wang, M. (Eds. ) The federal commitment to preschool education: Lessons from and for Head Start (pp. 3-33). Washington, D. C. : Child Welfare League of America, Inc.

20,000 Leagues under the Sea Review :: Jules Verne Twenty Thousand 20000

20,000 Leagues under the Sea Review â€Å"An enormous things, a long object, spindle shaped, occasionally phosphorescent, and infinitely larger and more rapid in its movements than a whale.† This novel has a setting. The story carries its protagonists across the surface of the globe to the South Pole and back, and far down into the depths of the oceans. The Nautilus itself is the true setting of the novel, it is the imaginative device that makes the action of the novel possible. Designed by Captain Nemo, the electrically powered Nautilus is two or three hundred feet long, capable of speeds far greater than surface ships of the day. Captain Nemo is one of the most fascinating characters in the novel. He’s a builder and engineer of the Nautilus submarine, another fascinating thing, he and his crew speak an unknown language. Professor Pierre Aronnax, assistant professor in Museum of Natural History in Paris, a cunning Frenchman narrating the story. And with the help of his servant, Mousier Counseil. 30 year old servant, â€Å"a true, devoted Flemish boy† who accompanied Aronnax in all his travels. And finally, Ned Land, a Canadian harpooner about 40 years old who joined Aronnax and Counseil on The Nautilus in search of the mysterious marine monster threatening the seas. The basic theme of 20,000 Leagues under the Sea is for people to understand how the unseen part of the world really is. Aronnax takes on the task of identifying and classifying every animal on the planet. Captain Nemo takes his strange submarine into places no man has ever been before, the depths of the ocean. Many life and death experiences made Ned Land feel uneasy about his new life aboard the Nautilus. He was determined to escape. Captain Nemo took them to many exquisite places. They experienced hunting and searching for pearls, VigLo Bay, a hollowed out volcano, and the underwater city of Atlantis. Captain Nemo took them to the

Night World : Secret Vampire Chapter 9

Poppy shifted on her bed. She was unhappy. It was a hot, restless unhappiness that seemed to swarm underneath her skin.Coming from her body instead of from her mind. Ifshe hadn't been so weak, she would have gotten upand tried to run the feeling off. But she had spaghetti for muscles now and she wasn't running anywhere. Her mind was simply cloudy. She didn't try tothink much anymore. She was happiest when shewas asleep. But tonight she couldn't sleep. She could still taste the wild cherry Popsicle in the corners of her mouth.She would have tried to wash the taste away, but the thought of water made her feel vaguely nauseated. Water's no good. Not what I need. Poppy turned over and pressed her face into the pillow. She didn't know what she needed, but sheknew she wasn't getting it. A soft sound came from the hallway. Footsteps. The footsteps of at least two people. It didn't soundlike her mother and Cliff, and anyway they'd goneto bed. There was the lightest of knocks at her door, thena fan of light opened on the floor as the door cracked.Phil whispered, â€Å"Poppy, you asleep? Can I come in?† To Poppy's slowly rising indignation, he was coming in, without waiting for an answer. And someone was with him. Not just someone.Theone. The one who had hurtPoppy worst of all. The betrayer. James. Anger gave Poppy the strength to sit up. â€Å"Go away!I'll hurt you!† The most primitive and basic ofwarning-off messages. An animal reaction. â€Å"Poppy, please let me talk to you,† James said. Andthen something amazing happened. Even Poppy, in herbefuddled state, recognized that it was amazing. Phil said, â€Å"Please do it, Poppy. Just listen to him.† Phil siding with James? Poppy was too confused to protest as James cameand knelt by her bedside. â€Å"Poppy, I know you're upset. And it's my fault; I made a mistake. I didn't want Phil to know whatwas really going on, and I told him I was just pretending to care for you. But it wasn't true.† Poppy frowned. â€Å"If you search your feelings, you'llknowit's nottrue. You're turning into a telepath, and I think youalready have enough power to read me.† Behind James, Phil stirred as if uneasy at the mention of telepathy. â€Å"I can tell you it's not true,† he said,causing both Poppy and James to look at him in surprise.†That's one thing I found out from talking to you,† headded, speaking to James without looking at him. â€Å"Youmay be some kind of monster, but you really do care about Poppy. You're not trying to hurt her.† â€Å"Nowyou finally get it? After causing all this-?†James broke off and shook his head, turning back toPoppy. â€Å"Poppy, concentrate. Feel what I'm feeling. Find the truth for yourself.† I won't and you can't make me, Poppy thought.But the part of her that wanted to find out the truthwas stronger than the irrational, angry part. Tentatively shereachedfor James-not with her hand, but with her mind. She couldn't have described to anyone how she did it. She just did it. And she found James's mind, diamond-bright andburning with intensity. It wasn't the same as beingone with him, the way she had been when theyshared blood. It was like looking at him from theoutside, sensing his emotions from a distance. But it was enough. The warmth and longing and protectiveness he had for her were all dear. So was theanguish: the pain he felt to know that she was hurting-,and that she hated him. Poppy's eyes filled. â€Å"You really do care,† she whispered. James's gray eyes met hers, and there was a lookin them Poppy couldn't remember seeing before.†There are two cardinal rules in the Night World,† he said steadily. â€Å"One is not to tell humans that it exists. The other is not to fall in love with a human. I've broken both of them.† Poppy was aware, vaguely, that Phillip was walkingout of the room. The fan of light contracted as hehalf-shut the door behind him. James's face waspartly in shadow. â€Å"I could never tell you how I felt about you,†James said. â€Å"I couldn't even admit it to myself. Because it puts you in terrible danger. You can't imagine what kind of danger.† â€Å"And you, too,† Poppy said. It was the first time she'd really thought about this. Now the ideaemerged from her muddled consciousness like a bubble in a pot of stew. â€Å"I mean,† she said slowly, puzzling it out, â€Å"if it'sagainstthe rules to tell a human or love a human, and you break the rules, then theremust be some punishment foryou†¦ .†Even as shesaid it, she sensed what the punishment was. More of James's face went into shadow. â€Å"Don't you worry about that,† he said in his old voice, hiscool-guy voice. Poppy never took advice, not even from James. Asurge of irritation and anger swept through her-ananimal surge, like the feverish restlessness. She could feel her eyes narrow and her fingers claw. â€Å"Don't you tell me what to worry about!† He frowned. â€Å"Don't you tell me not to tell you-â€Å"he began, and then broke off. â€Å"What am I doing? You're still sick with the change and I'm just sittinghere.† He rolled up a sleeve of his windbreaker and drew a fingernail along his wrist. Where the nail cut,blood welled up. It looked black in the darkness. But Poppy found her eyes fixing on its liquid beading in fascination.Her lips parted and her breath came faster. â€Å"Come on,† James said, and held his wrist in frontof her. The next second Poppy had pounced and fixed her mouth on it as if she were trying to savehim from a snakebite. It was so natural, so easy.Thisis what she'd neededwhen she was dispatching Phil to get Popsicles andcranberry juice. This sweet, heady stuff was the realthing and nothing else was like it. Poppy suckedavidly. It was all good: the closeness, therich,dark-red taste; the strength and vitality that flooded through her, warming her to her fingertips. But best, better than any mere sensation, was the touch of James'smind. It made her giddy with pleasure. How could she ever have mistrusted him?Itseemed ridiculous now that she couldfeel, directly, how he felt about her. She would never know anyone the way she knew James. I'm sorry, she thought to him, and felt her thoughtaccepted, forgiven, cherished. Held gently by the cradling of James's mind. It wasn't your fault,he told her. Poppy's mind seemed to be clearing with every second that went by. It was like waking up out of a deep and uncomfortable sleep.Idon't ever want thisto end,she thought, not really directing it at James, just thinking it. But she felt a reaction in him-and then felt himbury the reaction quickly. Not quickly enough. Poppyhad sensed it. Vampires don't do this to each other. Poppy was shocked. They would never have thisglory again after she changed? She wouldn't believethat; she refused. There must be away†¦. Again, she felt the beginning of a reaction inJames, but just as she was chasing it, he gently pulledhis wrist back. â€Å"You'd better not take any more tonight,† he said, and his real-world voice soundedstrange to Poppy's ears. It wasn't as muchJames ashis mental voice, and now she couldn't really feelhim properly. They were two separate beings. The isolation was awful. How could she survive if she could never touch hismind again? If she had to use words,which suddenlyseemed as clumsy as smoke signals for communication? If she could never feel him fully, his whole being open to her? It was cruel and unfair and all vampires must beidiots if they settled for anything less. Before she could open her mouth to begin theclumsy process of verbally explaining this to James, the door moved. Phillip looked around it. â€Å"Come on in,† James said. â€Å"We've got a lot totalk about.† Phil was staring at Poppy. â€Å"Are you. . .†Hestopped and swallowed before finishing in a husky whisper. â€Å"Better?† It didn't take telepathy to sense his disgust. Heglanced at her mouth, and then quickly away. Poppyrealized what he must be seeing. A stain as if she'dbeen eating berries. She rubbed at her lips with theback of her hand. What she wanted to say was, it isn't disgusting. It'spart of Nature. It's a way of giving life, pure life. It's secret and beautiful. It's all right. What she said was, â€Å"Don't knock it till you'vetried it.† Phillip's face convulsed in horror. And the weirdthing was that on this subject James was in perfectagreement with him. Poppy could sense it-Jamesthought sharing blood was dark and evil, too. He wasfilled with guilt. Poppy heaved a long, exasperated sigh, and added,†Boys. â€Å" â€Å"You're better,† Phil said, cracking a faint smile. â€Å"I guess I was pretty bizarre before,† Poppy said.†Sorry.† â€Å"Prettyis not the word.,, ‘qt wasn't her fault,† James said shortly to Phil.†She was dying-and hallucinating, sort of. Notenough blood to the brain.† Poppy shook her head. â€Å"I don't get it. You didn'ttake that much blood from me the last time. Howcould I not have enough blood to the brain?† â€Å"It's not that,† James said. â€Å"The two kinds of bloodreact against each other-they fight each other. Look,if you want a scientific explanation, it's somethinglike this. Vampire blood destroys the hemoglobinthe red cells-in human blood. Once it destroys enough of the red cells, you stop getting the oxygenyou need to think straight. And when it destroysmore, you don't have the oxygen you need to live.† â€Å"So vampire blood is like poison,† Phil said, in thetones of someone who knew it all along. James shrugged. He wasn't looking at either Poppyor Phil. â€Å"In some ways. But in other ways it's like auniversal cure. It makes wounds heal fast, makesflesh regenerate. Vampires can live on very little oxygen because their cells are so resilient. Vampire blooddoes everything-except carry oxygen.† A light went on in Poppy's brain. Dawning revelation-the mystery of Count Dracula explained. â€Å"Waita minute,† she said. â€Å"Is that why you need human blood?† â€Å"That's one of the reasons,† James said. â€Å"There aresome†¦some more mystical things human blooddoes for us, but keeping us alive is the most basicone. We take a little and that carries oxygen throughour system until our own blood destroys it. Then wetake a little more.† Poppy settled back. â€Å"So that's it. And it isnatural†¦.† â€Å"Nothing about this is natural,† Phil said, his disgust surfacing again. â€Å"Yes, it is; it's like whatdoyouca!lit, from biologylass. Symbiosis-â€Å" â€Å"It doesn'tmatterwhat it's like,† James said. â€Å"Wecan't sit here and talk about it. We've got to makeplans.† There was an abrupt silence as Poppy realized whatkind of plans he was talking about. She could tellPhil was realizing it, too. â€Å"You're not out of danger yet,† James said softly,his eyes holding Poppy's. â€Å"It's going to take one more exchangeof blood, and you should have it as soon as possible. Otherwise, you might relapse again. Butwe're going to have to plan the next exchangecarefully-â€Å" â€Å"Why?† Phil said, at his most deliberatelyobstructive. â€Å"Because it's going to kill me,† Poppy said flatly before James could answer. And when Phil flinched she went on ruthlessly, â€Å"That's what this is allabout,Phil. It's not some little game James and I are playing. We have to deal with the reality, and the reality isthat one way or another I'm going to die soon. And I'd rather die and wake up a vampire- than die andnot wake up at all.† There was another silence, during which James puthis hand on hers. It was only then that Poppy realized she was shaking. Phil looked up. Poppy could see that his face wasdrawn, his eyes dark. â€Å"We're twins. So how'd youget so much older than me?† he said in a mutedvoice. A little hush, and then James said, â€Å"I think tomorrow night would be a good time to do it. It's Friday-do you think you can get your mom and Cliff out ofthe house for the night?† Phil blinked. â€Å"I guess-if Poppy seems better, theymight go out for a little while. If I said I'd staywith her.† â€Å"Convince them they need a break. I don't want them around.† â€Å"Can't you just make them not notice anything? Like you did with that nurse at the hospital?†Poppy asked. â€Å"Not if I'm going to be concentrating onyou,†James said. â€Å"And there are certain people who can'tbe influenced by mind control at all-your brother,here, is one of them. Your mom could be another.† â€Å"All right; I'll get them to go out,† Phillip said. Hegulped, obviously uncomfortable and trying to hideit. â€Å"And once they're gone†¦then what?† James looked at him inscrutably. â€Å"Then Poppy andI do what we have to do. And then you and Iwatch TV.† â€Å"Watch TV,† Phil repeated, sounding numb. â€Å"I've got to be here when the doctor comes-andthe people from the funeral home.† Phil looked utterly horrified at the mention of thefuneral home. For that matter, Poppy didn't feel toocheerful about it herself. If it weren't for the rich,strange blood coursing inside her, calming her †¦ â€Å"Why?†Phillip was demanding of James. James shook his head, very slightly. His face wasexpressionless. â€Å"I just do,† he said. â€Å"You'll understand later. For now, just trust me.† Poppy derided not to pursue it. â€Å"So you guys are going to have to make up tomorrow,† she said. â€Å"In front of Mom and Cliff. Otherwiseit'll be too weird for you to hang out together.† â€Å"It'll be too weird no matter what,† Phil said underhis breath. â€Å"All right. Come over tomorrow afternoon and we'll make up. And I'll get them to leave us with Poppy.† James nodded. â€Å"I'd better go now.† He stood. Philstepped back to let him out the door, but James hesitated by Poppy. â€Å"You gonna be all right?† he asked in a low voice. Poppy nodded staunchly. â€Å"Tomorrow, then.† He touched her cheek with hisfingertips. The briefest contact, but it made Poppy'sheart leap and it turned her words into the truth.Shewouldbe all right. They looked at each other a moment, then Jamesturned away. Tomorrow, Poppy thought, watching the doorclose behind him. Tomorrow is the day I die. One thing about it, Poppy thought-not many people were privileged toknow exactly when they weregoing to die. So not many people had the chance tosay goodbye the way she planned to. It didn't matter that she wasn't reallydying. Whena caterpillar changes into a butterfly it loses its caterpillar life. No more shinnying up twigs, no moreeating leaves. No more El Camino High School, Poppy thought.No more sleeping in this bed. She was going to have to leave it all behind. Herfamily,her hometown. Her entire human life. Shewas starting out into a strange new future with noidea of what was ahead. All she could do was trustJames-and trust her own ability to adapt. It was like looking at a pale and curving roadstretching in front of her, and not being able to seewhere it went as it disappeared into the darkness. No more Rollerblading down the boardwalk atVenice Beach, Poppy thought. No more slap of wetfeet on concrete at the Tamashaw public pool. Nomore shopping at the Village. To say goodbye, she looked at every corner of herroom. Goodbye white-painted dresser. Goodbye deskwhere she had sat writing hundreds of letters-asproven by the stains where she'd dropped sealing wax on the wood. Goodbye bed, goodbye misty white bed curtains that had made her feel like anArabian princess in a fairy tale. Goodbye stereo. ouch,she thought. My stereo. And my CDs.I can'tleave them; I can't†¦. But of course she could. She would have to. It was probably just as well that she had to dealwith the stereo before she walked out of her room.It built her up to start dealing with the loss ofpeople. â€Å"Hi, Mom,† she said shakily, in the kitchen. â€Å"Poppy! I didn't know you were up.† She hugged her mother hard, in that one momentaware of so many little sensations: the kitchen tileunder her bare feet, the faint coconut smell thatdung to her mother's hair from her shampoo. Hermother's arms around her, and the warmth of hermother's body. â€Å"Are you hungry, sweetie? You look so much better.† Poppy couldn't stand to look into her mother'sanxiously hopeful face, and the thought of food madeher nauseated. She burrowed back into her mother's shoulder. â€Å"Just hold me a minute,† she said. It came to her, then, that she wasn't going to beable to say goodbye to everything after all. She couldn't tie up all the loose ends of her life in one afternoon. She might be privileged to know that this was her last day here, but she was going out just likeeveryone else-unprepared. â€Å"Just remember I love you,† she muttered into hermother's shoulder, blinking back tears. She let her mother put her back to bed, then. Shespent the rest of the day making phone calls. Trying to learna little bit about the life she was about toexit, the people she was supposed to know. Trying to appreciate it all, fast,before she had to leave it. â€Å"So, Elaine, I miss you,† she said into the mouthpiece, her eyes fixed on the sunlight coming in her window. â€Å"So, Brady, how's it going?† â€Å"So, Laura,thanks for the flowers.† â€Å"Poppy, are youokay?†they all said. â€Å"When arewe going tosee you again?† Poppy couldn't answer. She wished she could callher dad, but nobody knew where he was. She also wished she had actuallyreadthe play OurTownwhen she'd been assigned it last year, instead of using Cliff Notes and quick thinking to fake it. All shecould remember now was that it was about a dead girlwho got the chance to look at one ordinary day in herlife and really appreciate it. It might have helped hersort out her own feelings now-but it was too late. I wasted a lot of high school, Poppy realized. I usedmy brains to outsmart the teachers-and that reallywasn't very smart at all. She discovered in herself a new respect for Phil,who actually used his brain to learn things. Maybeher brother wasn't just a pitiful straitlaced grind afterall. Maybe-oh,God-he'dbeen right all along. I'm changing so much, Poppy thought, and sheshivered. Whether it was the strange alien blood in her orthe cancer itself or just part of growing up, she didn'tknow. But she was changing. The doorbell rang. Poppy knew who it was withoutleaving the room. She could sense James. He's here to start the play, Poppy thought, and looked at her dock. Incredible. It was almost four o'clock already. Time literally seemed to be flying by. Don't panic. You have hours yet, she told herself,and picked up the phone again. But it seemed onlyminutes later that her mother came knocking on thebedroom door. â€Å"Sweetie,Phil thinks we shouldgoout–andJames has come over-but I told him I don't thinkyou want to see him-and I don't really want to leave you at night†¦.† Her mother was uncharacteristically flustered. â€Å"No, I'm happy to see James. Really. And I thinkyoushould take a break. Really. â€Å"Well–I'm glad you and James have made up. ButI still don't know†¦.† It took time to convince her, to persuade her that Poppy was so much better, that Poppy had weeks or months ahead of her to live. That there was no reason to stick around on this particular Friday night. But at last Poppy's mother kissed her and agreed. And then there was nothing to do but say goodbyeto Cliff. Poppy got a hug from him and finally forgavehim for not being her dad. You did your best, she thought as she disengagedfrom his crisp dark suit and looked at his boyishlysquare jaw. And you're going to be the one to take care of Mom-afterward. So I forgive you. You're all right, really. And then Cliff and her mom were walking out,and it was the last time, the very last time to saygoodbye. Poppy called it after them and they both turned and smiled. When they were gone, James and Phil came into Poppy's room. Poppy looked at James. His gray eyeswere opaque, revealing nothing of his feelings. â€Å"Now?† she said, and her voice trembled slightly. â€Å"Now.†

Modern Mobile Phones

———————– †¢ Indisputably, ever since the emergence of cell phones people can constantly keep in touch with their loved ones regardless of the distance. One can reach almost everywhere without any difficulty. Additionally, people can immediately get help in case of emergencies. Furthermore, through mobile phones people can lessen their boredom through listening to their favorite music or watching downloaded movies. †¢ Students can now get information faster through the cell phones. This has significantly affected education standards since most of the students use cell phones to cheat during exams. Have you got a mobile telephone? †¢ Chatting on mobile telephones will also lead us to form  a bad habit. We will like chatting. Gradually, we will spend more and more valuable time on chatting. We will leave our  studies aside and spend most of the time on chatting. Finally  we will have no goal except talking in t he phone! This is a long ­lasting bad effect. we don’t have mobile telephones, we can surely  save a lot of time fir more meaningful tasks. †¢ Do you like such a tense living environment? Why  don’t we turn the mobile telephone off an enjoy  a simpler  and more tranquil life? Everyday people die in car accidents because they use cell phones while driving. According to research cell phones are leading factors that cause accidents. †¢   Despite of a danger, people still use cell phones because they want to be always available and keep in touch with other people. †¢ Opponents say that cell phones are good because they give an opportunity to make a call in case of emergency. †¢ Mobile  phone has been the most important invention recent years. It changed our lives tremendously. Modern  mobile  phones can be very small and different shapes.At the beginning they were as big as brick and they weighed over 1kg. †¢ Additionally , due to GPS system able to check our position on the globe with a great accuracy. †¢ On the other hand mobile phones have many disadvantages. They produce magnetic waves which can be the cause of many illnesses. However the most important threat is possibility of addiction. Some teenagers simply can’t stop sending short messages called sms. It may lead to mental dysfunction or hand injuries. †¢ â€Å"I can’t live without my mobile phone! is what I often hear people say as they lament about how mobiles have become an indispensable part of their lives. †¢   I can send a text message or share photos and videos with friends who aren’t living in the same country. My phone calendar keeps my life organised, and even Facebook, Twitter, and instant messaging are now accessible from mobile devices! †¢ With the development of Chinese society and technology, more and more people have owned at least one cell phone. †¢ Every day I can see nearly everyone holds a cell phone in hand at my university or at street.And what do they do with their mobile phones? Most of them just bow their heads and play games or login QQ to kill time. Hence, I am wondering a very serious question: â€Å"is the mobile phone a blessing or a curse? † †¢ My point of view about this question is that the mobile phone can be either a blessing or a curse and it just depends on your choice about how to use it. †¢ Nowadays, the mobile phone combines many functions in one, especially the smartphone. If you have a mobile phone, it means you may have a digital camera, a carry-on library or even a cinema with you.   But the powerful functions of the cell phone are far more than these. It is much easier for us to communicate with our family members, friends or business partners, especially when we are far away from each other. What’s more, we can login the internet to grasp the up-to-date information. †¢ Also, we may use our mobile phones to do some studying. †¢ However, the mobile phone has some shortcomings despite of its merits. The most intuitive and most direct weakness of the mobile phone is the radiation, which does great harm to human beings. I remember vividly a video I’ve watched before.The main content of the video is that a man put four mobile phones together on a table with the shape of a cross and then he put some corn kernels in the center of the four mobile phones. After that, four people called these mobile phones at the same time. An amazing thing happened—-the radiation changed the corn kernels into the popcorns. How terrible the mobile phones’ radiation is! †¢ It is true that having a cell phone is very convenient and helpful most of the time such as emergencies, but not everyone knows of the potenial negative impacts theses phones have on our lives.

Frequent Tests as the Ways to Overcome Procrastination and Anxiety

Frequent Tests as the Ways to Overcome Procrastination and Anxiety Why do students often feel frustration after their final tests? Why are they dissatisfied by their achievements and results? The problem can depend not only on the level of the students’ knowledge but also on the degree of the tension and anxiety which are associated with the preparation and review of the material during the last days before the final examination.Advertising We will write a custom essay sample on Frequent Tests as the Ways to Overcome Procrastination and Anxiety specifically for you for only $16.05 $11/page Learn More In spite of the fact students can orient in the material well, the stressful situation can influence their test results. If there are no weekly or monthly tests during the whole course, students do not have the opportunity to improve their study skills, and the final examination can become the real challenge for them. In his essay â€Å"More Testing, More Learning†, Patrick O’Malley discusses all these cont roversial questions and provides the solution to the problem which is based on implementing more frequent tests during the course in order to control the students’ progress in studying, stimulate their motivation, and improve their study skills. The additional examinations, frequents tests, and quizzes during the course can be discussed as the effective organizational means to improve the students’ performance and the level of knowledge with accentuating the regular work and reducing the possible procrastination and anxiety connected with the final tests. The examinations which influence the final mark of the students for their performance during the definite courses are the main reasons of the students’ worrying at the end of the academic terms. Moreover, the stressful situation of the examination and the inadequate tension during the preparation period often influence the students’ achievements negatively. In addition to that, many students prefer to pr ocrastinate and not to study regularly and efficiently during the course. O’Malley states that â€Å"if professors gave additional brief exams at frequent intervals, students would learn more, study more regularly, worry less, and perform better on midterms, finals, and other papers and projects† (O’Malley 488). In spite of the fact I am not inclined to procrastinate, it is rather difficult for me to recollect all the necessary information during the last days before the examination because of the stressful situation, and the courses with many additional tests are more useful for me.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Thus, brief examinations, additional tests, and quizzes provided by professors weekly or monthly can be considered as the good stimulating factors for the students’ effective performance and activity. These short examinations can be use d for developing students’ study habits and skills and for organizing the students’ academic activity. The necessity of the regular tests during the course depends on the basic principles of studying as the regular and continuous process. Thus, to achieve the best results in study, it is necessary not only to develop the learning skills and examine a lot of information but also to control the progress in learning regularly with the help of the definite tests and short examinations. From this point, final tests are not effective in organizing and controlling the students’ performance during whole course. O’Malley indicates the fact that final examinations and tests â€Å"don’t encourage frequent study, and they fail to inspire students’ best performance† (O’Malley 488). I agree with the point because the necessity of writing tests during the course helps me organize learning the material regularly because I can set definite smal l goals and achieve them while completing the tests effectively. To contribute to the students’ good performance, it is important to develop the system of lectures and discussions as well as tests for controlling the students’ short-term achievements in studying and understanding the material. Students study certain subjects and follow definite courses in order to develop their vision of this or that field, to expand their knowledge, and to improve their skills. However, to be successful in learning the definite material, students should also know how to learn it efficiently. In this case, it is important to work out the system in relation to which students could develop their learning skills. The control of the material’s understanding is the necessary part of this system. According to O’Malley, â€Å"frequent exams are key to developing good habits of study and learning† (O’Malley 489). Analyzing my academic performance, I can state that m otivation is the significant factor for me, and it helps concentrate on the task. Students are able to present the best results in their academic performance when they are highly motivated. The absence of the regular control can contribute to the development of the procrastination habits and to reducing the degree of the students’ involvement in the process of studying. Moreover, the risk of the anxiety during the preparation for the examination is directly connected with the students’ habits to cope with the regular tests during the course.Advertising We will write a custom essay sample on Frequent Tests as the Ways to Overcome Procrastination and Anxiety specifically for you for only $16.05 $11/page Learn More Students’ high academic performance and the good results in the final tests and examinations depend on many factors. Patrick O’Malley presents the arguments that the tradition of using significant examinations after the w hole course without concentrating on the short examinations, brief tests and quizzes during the course can be discussed as ineffective and reducing the students’ learning habits and skills. In spite of the fact many professors can consider such practice as time-consuming, it is one of the most effective methods to control the students’ achievements and their studying process in order to avoid procrastination and anxiety. The students’ learning process is effective not when they prepare only for the final examination at the end of the course because of the absence of certain tests, but when they have to organize the material, use their knowledge, and write tests regularly. That is why frequent tests are more useful for stimulating the students’ motivation and good results. Work Cited O’Malley, Patrick. â€Å"More Testing, More Learning†. Reading Critically, Writing Well: A Reader and Guide. Ed. Rise B. Axelrod, Charles R. Cooper, and Alison M . Warriner. New York: Bedford/St. Martins, 2008. 488-492. Print.

Analysis of the Case Study Situation

This report is based on a case study of such a company which is going through a weak financial situation and the shareholders of the company want to sell out the company. This particular report analyzes the situation on the ethical ground. The situation of the company is analyzed based on the fundamental principles of integrity, objectivity, professional competence and due care, confidentiality and professional behavior. After the discussion, the conclusion is provided based on the findings and at the same time it is also mentioned in the conclusion that which step is ethically and legally suitable for the company for handling this particular situation.   According to the given case study, the company is suffering from such a situation in which the shareholders of the company want to sell out it but the managing director of the company wants to save the company by taking some illegal and unethical steps. The main problem of the company is its slow moving stocks, which are in the inventory for more than nine months. The stocks are already written down but in order to save the company and the employment of many employees, the managing director wants to save the company by selling stocks to the prospective buyers at an inflated stock value. The situation of the finance director is very critical in this situation. In one side, there are the lives of many employees and their families those are dependent on this company. However, on the other side, selling the stocks at an inflated rate and not recording their written down value in the yearend financial records is illegal. If this situation is analyzed on the basis of the fundamental principle of integrity, then it has to be said that the steps suggested by the managing director are not only illegal but also unethical. The principle of integrity suggests that the organizations must maintain the correctness and reliability at the time of preparing the financial records (Warhurst 2015). At the same time, it is also suggested by the principle of integrity that the employees of the organization are responsible for the recordkeeping. Di Pietra (2015) stated that integrity is the choice of the individual. The integrity within a human being et al. shows how much the person is ethical. Therefore, from the integrity point of view, if the written down value of the stocks are not recorded in the yearend record, then it will be unethical. At the same time, if the situation is analyzed with the help of the fundamental principle of objectivity, then also the suggestions of the managing director has to be considered as an unethical suggestion. The principle of objectivity suggests that the financial information and recording need to be independent and unbiased (Oraka and TO 2015). Like the principle of integrity, the principle of objectivity also suggests to maintain the reliable and relevant financial statements. Along with this, it also mentions that in order to identify the authenticity, the financial information of the company can be gathered from various sources. According to Himick et al. (2016), the principles of professional competence and due care suggest that the personnel must use their professional knowledge and skills at the time of providing their services. This principle also states that the professional needs to attain the professional competence and at the same time they need to maintain that also. At the same time, the professional must be careful about their activities because they are responsible to the activities done by them (Wachs 2015). Therefore, from this point of view, it can be said that the finance director of the company must use personal knowledge regarding the recording of stocks. The responsibility of the steps taken will be only on the shoulder of the finance director. Therefore, the finance director must be careful enough at the time of taking any final decision. On the other side, the fundamental principle of confidentiality suggests not to disclose any important information to the third party (who is not directly related to the main business) without having proper verification and appropriate authority (Cooper 2016). At the same time, this particular principle also suggests that any information related to the business should not be used for gaining any personal benefit. Therefore, as per the principle of confidentiality, it can be said that the finance director should not disclose the internal weak situation of the company to the external parties. However, at the same time the finance director must try to make the managing director understand that the suggestions given by he is unethical (Harrison and Van der Laan Smith 2015). Hence, it is the responsibility of the finance director to take ethical decision by maintaining the required confidentiality. The principle of professional behavior states that individuals must obey and act as per the legal or regulatory guidelines of the particular profession (Di Pietra et al. 2015). Along with that, the individuals must try to avoid any kind of action or behavior that shows the discredit in his or her profession (Harrison and Van der Laan Smith 2015). Therefore, if the particular situation is analyzed, then it must be said that the managing director of the company has not maintained the principle of professional behavior. However, the finance director of the company must act as per the principle of professional behavior. This will help to maintain the work ethics and at the same time this will save the finance director from any kind of legal issues.   In the above discussion, it has been identified that the internal financial situation of the particular retail company is not good. The stocks of the company remained unsold for several months and so it became a burden for the company. However, before few months, the company has written down the value of the old stocks. On the other side, by understanding the situation the shareholders of the company want to sale the business but the managing director wants to save the business anyhow.   The suggestions provided by the managing director to the finance director of the company cannot be undertaken as per the fundamental principles of integrity, objectivity, professional behavior, confidentiality and professional confidentiality and due care. However, if the situation is analyzed from all the perspectives, then it must be said that if the company is sold out then many people those are the employee of the organization will be jobless. The families of the employees will face serious problem to survive. On the other side, if the finance director considers the suggestion of the managing director, then also the future of the company will be unsafe and at the same time, this will be a cheat with the shareholders and prospective customers of the company. Apart from these, if the finance director takes the suggestion of the managing director, then that will be also against the professional behavior and ethics. The whole responsibility of the situation will be on the shoulder of the finance director only. Therefore, in such a situation, the finance director of the company must conduct a meeting with the shareholders and managing director and must discuss about the situation in detail. The finance director must state each consequence those will take place if any of the two suggestions provided by managing director and shareholders is taken. If any better idea is not developed then the finance director must act according to the legal and ethical guidelines and in that case, the company must pay some amounts to its employees for the sudden close of the company.  Ã‚   Cooper, S., 2016. Faculty Review of Accounting Principles: A Business Perspective. Di Pietra, R., McLeay, S. and Ronen, J., 2015.  ACCOUNTING & REGULATION. Springer,. Harrison, J.S. and Van der Laan Smith, J., 2015. Responsible accounting for stakeholders.  Journal of Management Studies,  52(7), pp.935-960. Himick, D., Brivot, M. and Henri, J.F., 2016. An ethical perspective on accounting standard setting: Professional and lay-experts’ contribution to GASB’s Pension Project.  Critical Perspectives on Accounting,  36, pp.22-38. Oraka, A.O. and TO, O., 2015. The Impact of Professional Accounting Ethics in Quality Assurance in Audit.  International Journal of Academic Research in Business and Social Sciences,  5(8), pp.64-78. Wachs, M., 2015. Professional Ethics in Planning.  Readings in Planning Theory, p.464. Warhurst, J., 2015. A Study of Ethics for Accounting Students at East Tennessee State University Welfel, E., 2015.  Ethics in counseling & psychotherapy. Cengage Learning.

Male and female psychology ( similarities and differencess between Essay

Male and female psychology ( similarities and differencess between them ) - Essay Example For example, it is often maintained that the females are more perceptive than males and they can understands social situations much better that what males can. Therefore, the psychological differences between men and women offer a significant area of analysis and understanding the various similarities and differences between male and female psychology can help one in developing successful relationship with the opposite sex. This paper makes a reflective exploration of the similarities and differences between male and female psychology in order determine some of the basic aspects in the psychological construction of each sex. Male and female psychology has various elements in common, although the differences between these gender identities are often stressed. Gender identity is fundamentally created by the difference between male and female psychology and biological aspects. In comparison with males, the females have a greater ability to pick up on social cues and they understand social situations better. An understanding of the communication styles of both the sexes reveals the difference between the emotional aspects of the two groups. â€Å"In course of socialization, communication and relationships become more important for women, as compared to men. Gender differences in the amount of communication and stronger orientation of women towards interpersonal communication have been described. Girls are reported to be more relaxed in their communication with boys than vice versa. Moreover, they communicate more passively, but tend to be more friendly and selective.† (Vasyura, 2008). Therefore, the emotional aspects of men and women differ greatly and the gender identity of each sex is determined also by these psychological differences. In conclusion, a reflective exploration of the similarities and differences between male and female psychology confirms that the differences result in the gender identity of each sex. An understanding of these similarities and