Friday, November 29, 2019

6 best practices for essay writing

Students think writing an essay is very difficult task, but in reality, it’s not. Whether you are writing an essay for class, contest, or scholarship you must know about the best practices for writing an essay. It will make easy for you to write high quality essay and score good grades. Keep in mind that you have to be critical while writing an essay and try to add factual information in it to make it authentic and more reliable. If you want to get the best results, then prefer to hire essay writing service from as they have expert writers that will help you to get the best essay for your course. This article enables the writer to know about best practices for writing an essay. 1. Try to pick a catchy essay topic: While writing an essay, it is very important to choose a catchy topic. Most of the time teachers will assign you topics for essay and you have to research the data accordingly. But make sure you search accurate and relevant information. If topic is not assigned, then search the topic related to the current situation so that you can make it more authentic by sharing latest facts. Never forget to see the instructions given by your professor about the essay. If still you feel it’s a difficult task, then take help from Best Essay writing service. There are so many online experts present that you can hire, but make sure to contact the best. 2. Prepare an outline of whole topic: After choosing the topic, now you have to prepare an outline of the essay that you are planning to write. That will help you to organize your thoughts while gathering authentic information. Some people prefer to make a diagram or flowchart of important points, that’s coming into their mind. In this way they will never miss any important point while writing the essay. People who want good grades but they don’t have enough time to do all this research and hard work prefer to hire essay writing services. They have well educated experts that will do all the research on your behalf and assist you in writing most authentic essay for your course. 3. Never forget to write an introduction: While writing an essay never forget about the introduction part. In this part you have to discuss about your topic and the main idea of the essay. Keep in mind that it is very important to keep the introduction short and concise by adding all the important details in it. All you have to do is to briefly explain the entire topic in the introduction paragraph of your essay. Academic writing service have professional and well-educated writers that will help you in writing the best essay. They follow all these instructions and write most authentic essay for you that will become reason for improving grades. 4. Make sure your essay is coherent: Professionals like will assist you in writing a coherent essay that will definitely relate to the assigned topic. But if you are writing essays by yourself, then read it carefully before submitting it and check whether its sentences are making sense or not. These are small hacks that you can apply while writing most authentic and accurate essay for your course or test. Make sure you write all the points logically and all sentences flow naturally in the essay. The best way to check essay is by making a reverse outline. For which you have to write the article first and then make an outline. Best Essay writing service experts use to follow the same procedure. 5. Know what you have to write in the body: Main part of the essay is its body, here you have to explain your topic in detail, make arguments based on facts or figures, and discuss the basic idea of the topic. Keep in mind that you have to divide the essay in different sections that will enable you to easily explain all points mentioned in the outline. Prefer to write the main ideas of your essay as an introductory line of the essay. Next, you have to write every line in the sentence format, but you have to leave two to three lines between each point so that later on you can come back and give detailed examples to strengthen your argument. Professional writing services will help you to write the best essay according to the given instructions. People who don’t have enough time prefer to hire online academic writers to write essays or tests on your behalf. 6. Never forget to write the conclusion: There are so many people who use to forget about writing conclusion of the essay. It is very important to write conclusion in the essay because it will bring a neat closure to your topic and help you in summing up the whole argument. In the last paragraph of the conclusion you have to share the final prospective of the topic in discussion. And make sure conclusion paragraph didn’t exceed from three to five resilient sentences. You have seen in the professional essay writing service they never skip the conclusion paragraph and add authentic statements in their conclusion part. That will give a perfect look and appeal to entire essay and make it look more authentic and reliable based on valid information. All these points will help you to score points in your final marking of essay.

Monday, November 25, 2019

Effect to the Investment Essays - Transport, Volkswagen Group

Effect to the Investment Essays - Transport, Volkswagen Group Effect to the Investment As a result of the diesel emissions scandal, Volkswagen has said it will cut investment by $1.1billions a year. They are now focusing on "repositioned itself for the future" as the efficiency and technology would be the company's watchwords. A greater focus on hybrid and electric vehicles will be given. VW's Dr. Herbert Diess said " We are becoming more efficient, we are giving our product range and our core technologies a new focus, and we are creating room for forward-looking technologies by speeding up the efficiency programme " . According to the Analysis: Theo Leggett, BBC business correspondent, it is no surprise of Volkswagen cutting their investment. It is facing potentially huge fines, class action lawsuits and possible criminal penalties, in the US and quite possibly other countries as well. The 6.5billions Euro to cover the costs of the scandal is said to be enough. Effect to the Trading In order to captivate back customers, the carmaker is offering bigger discounts. The German carmaker has admitted using software to allow diesel vehicles to cheat emissions tests. According to Germany's Automobilwoche , Volkswagen raised discounts up to 1681 euros ($1.896.17) to boost used car trade. This came to an existence because a Volkswagen spokesman said that the promotion in Germany around the same level as competitors. Furthermore, discounts were common measures that allowed company to act in a flexible way to comparable offers from rivals. Thomas Zahn, head of sales and marketing for passenger cars has admitted that Volkswagen had not won back trust as fast as expected. He further says that they have not met the ir own plans and expectations. Effect to the Profit of the Company Earlier in 2016 the car sales of Volkswagen continued to fall and the profit tumbled nearly 20% due to the emission scandal. A year before, the company's profit were nearly 4billions Euro. According to the company, their revenues were decreased about 3.4% due to the decline in their vehicle sales and negative exchange rates. Volkswagen also recorded its first annual loss in more than 20 years for 2015, after the 16.2biliions Euro were set aside to pay for costs related to the scandal. The German carmaker admitted it had installed software to cheat US emissions tests in 11m diesel vehicles. The carmaker will buy back about 500,000 cars and give compensation to the owners under the deal struck with the US Department of Justice.

Friday, November 22, 2019

Causes and Consequences of Chernobyl Incident Research Paper

Causes and Consequences of Chernobyl Incident - Research Paper Example As a fact the power supply was already lowered down almost 15 hours before the experimentation had resumed this time. Later on, this emerged in a news report that the said nuclear reactor was functioning at almost 7 per cent of its full capability. Records indicate that the test begun at 01:23 a.m. local time (The Telegraph 2011). It took not more then the next 60 seconds and a dreadful accident had occurred. The power supply had intensified which led to two disastrous explosions. As a result, highly intensified radioactive substance was also unleashed. The reactor was thoroughly destroyed, leaving behind an immense cloud of radioactive substance that rose to an estimated 3,300 feet straight to the skies. Due to the intense force of the blast, some of the released substance gradually scattered in the surrounding areas yet most of it was able to travel as far as Western Europe (Park 1986). International news agencies became active. The incoming reports strongly suggested that the over all design along with most of the operating functions of this High Power Reactor were outdated and poor. A lack of safety measures and other omissions on the part of reactor’s operating crew were being further added to the latest insights that may have led to this happening. More causes that actually lead to this disastrous accident were clarified after months when Soviet officials declared that the accident was a result of several failures (Park 1986). In the year 1992, a report was put together for the UN nuclear power watchdog, in which chief of the reactor’s statement was also quoted. It read: â€Å"01:24, serious shocks.† This statement that was obtained from the operator log clearly indicates that things were pretty much out of control right after the experimentation had begun. The report further elaborates as the engineer explains â€Å"the rods of Reactor Control & Protection System had actually stopped moving before they had touched the lower limit ene rgy switches.† Later on, it was clarified in a report that was published in the Soviet newspaper that the atomic station was under-staffed during the accident, adding that most of the workers had left due to the upcoming â€Å"May Day holiday† This news added a lot to the situation. Some of the key engineers were also among those that were not present that day (Hoffmann 1986). Few analysts said that it was rather good that a less amount of people were available when the blasts occurred whereas others raised the point that this was probably an additional cause of the explosion. Due to the instant explosion, one of the workers was killed right away. His body was never to be found while another operating member lost his life after few hours following the grieve accident. He was taken to the hospital but could not survive. Firefighting team arrived in a short bit. They started their efforts to somehow extinguish the fire and take over the chaotic situation. More teams were summoned. All these fire-fighters were a target of an abnormal dose of radiation. Thus a total of 28 rescue workers along with plant’s serving members that were present at the sight would die in the up coming weeks. They were more likely to get infected by Acute Radiation Syndrome, commonly known as (ARS). Even though the number of causalities that had taken place and those that were to follow the leakage clearly called for a state of emergency, the Soviet authorities remained silent for another three days. On April 28th, TASS, an official

Wednesday, November 20, 2019

Compare The Story of an Hour and Shiloh Essay Example | Topics and Well Written Essays - 1500 words

Compare The Story of an Hour and Shiloh - Essay Example Mallard, Norma Jean’s behavior in Shiloh is observed and reflected by her husband representing a totally different perspective on the issue. This essay will argue that the combination of female point of view represented by Chopin and male point of view from Shiloh allows seeing the full picture of traditional patriarchal family relationships. Mrs. Mallard, the main character of The Story of an Hour, perceived the news about her husband’s death with tears. However, the picture changes quickly when she goes to her room and reflects on her feelings. First she experiences emptiness and indifference; step by step she recognizes her real feelings in her heart. She finds herself full of â€Å"monstrous joy† and feeling of freedom; she perceives the death of her husband as a relief from her unhappy marriage where she was supposed to sacrifice her life and interests for the sake of her husband (Chopin). Mrs. Mallard does not see any positive sides in her marriage; she even does not know whether she loved her husband of not. Sitting in her armchair, she prepares to start her life from scratch. There are hints in description of the settings that Mrs. Mallard is not going to mourn. On the contrary, everything looks pleasant and even joyful. Ironic title of the story indicates that she does not have much time for the transformation. In an hour, her husband comes back home. Unwilling to get back to old life and shocked by this sudden coming back, Mrs. Mallard dies either because of her â€Å"hear trouble† or, as it is said by the doctor, â€Å"the joy that kills† (Chopin). Alongside with this inner transformation of the main character, Mr. Mallard is not visible in the story. As a result, the story shows only one side of the coin. The other side of this coin is fully represented in Shiloh by Bobbie Ann Mason. The story is narrated from the point of view of Leroy Moffitt, a former truck driver, who spends all days and night at home after a serious road incident. Leroy

Monday, November 18, 2019

Personal organization and time management Essay Example | Topics and Well Written Essays - 500 words - 1

Personal organization and time management - Essay Example Matrix structure-this structure divides people into two different categories, one category is by the specific task they perform and the other is by the team of product they are working with. The major advantage of this structure is that productivity is increased and also the members have greater chances to be more creative and innovative because the members are expected to take responsibility for their work (Galloway,1921). This also allows managers and supervisors to make decisions easily to solve problems through interactions with the group. This is the most important element of all to me. Project-organizational structure-here, the members/workers are grouped together according to the number of staff required to produce a product or complete a task. Each significant task and the number of people it requires is put into consideration while using this structure to ensure that the right people are selected to participate in a particular project. Expect the unexpected-be ready for anything. Most of the time, things do not go as planned due to unavoidable circumstances, therefore it is important to always be ready for inconveniences (Forsyth, 2010). An example is in planning for activities by scheduling time for them. In most cases, lateness may occur due to unavoidable reasons. Therefore, allowing 15minutes earlier in the schedule will cover for any time lost. Avoid procrastination-this applies mostly to tasks that one does not like or tasks that are unpleasant. Instead of postponing them, it is important to do them as soon as possible so as to clear your schedule and make time for more important tasks (Limoncelli, 2009). Once you are done, it leaves you more energised to focus on the important ones. An example is when I did not feel like organising files for every athlete. I pushed the task for so long it ended up piling and I had to use a lot of time to

Saturday, November 16, 2019

Creativity Can Be Nurtured And Developed Education Essay

Creativity Can Be Nurtured And Developed Education Essay A creative process could be defined as an unexpected combination of elements which provides a surprising solution to a problem. (Biltion, 2007) With the development of modem society, especially the emergence of the knowledge economy, poses a new requirement to education. It requires the education, especially the elementary education, to focus on the creativity of students. However, there is a great contradiction between the requirement of the time and the reality, which makes the task more and more essential and urgent to develop creativity. On the task of nurturing creativity, there are diverging points. Some hold on that elementary education could not develop creativity for students, neither is it necessary. Others opposed that the development of creativity is a kind of training to the thinking skill of the students. Both of them might be the wrong cognition after wrong understanding of creativity. In addition, the creativity of students in elementary educational stage is the creativity in the sense of individual, and the importance of the development of creativity should be attached on the creativity of the whole. Meanwhile, creativity is a complex capability which consists of knowledge skills, thinking, as well as personality, and they interact with each other. (Sternberg, 1999) The development of creativity in elementary stage while is a process from low to high is helpful for the development of higher standard creativity of students in future. Thus, not only that elementary education could develop the creativity fo r students, but also that should it attach more importance to the development of students creativity. The responsibilities in creativity development that the elementary education should assume are making students master knowledge skills which are necessary for creating as much as possible, forming the characteristics which are beneficial for creating, and developing personalities which are helpful for creating. 1.2 Essay structure This essay is going to discuss that creativity can be nurtured and developed in three following aspects. Firstly, it will generally discuss whether the factor of elementary education could take the responsibility of creative cultivation. Secondly, whether subject curriculum is the necessity in developing creativity will be debated. Next, it will prove that study evaluation is also an important indicator for creative abilities. At last, this essay will end up with a conclusion. 2. Elementary education 2.1 Suspicions of elementary education There are differences of understanding that elementary education can cultivate creativity for students. There is a view that: creativity is not a training of specific skills so that creative abilities are impossible to foster. (Downing, 1997) This cognition mainly came from the practice of creative capacity building in elementary education. The practice through thinking trainings to cultivate students creativity is subject to a number of queries by Downing. He opposed that it would simplify the development of creativity. It is also found in practice that due to the learning of creative thinking techniques are often highly situated. In fact, setting up to foster innovative thinking is lack of ecological validity, which is difficult to reconcile with real life. Furthermore Weisberg (1997) pointed out: some creative thinking training can indeed improve test scores of individuals in specific tasks. But few studies have shown that such these trainings of nurturing creativity are persisten t or stable and they can be extended beyond the specific test. It is recognized that creative capacity is not skill training in fixed steps so that creativity absolutely cannot be nurtured in this way. Consequently, elementary education is questioned that it cannot cultivate creative ability. There is another view that elementary education lays on the foundation education to future creativities for students. Therefore, the task of higher education is building and shaping creativity so that the stage of elementary education does not need to cultivate creativity for students. (Craft, 2002) The formation of this view, which has two potential logics, is still related to both understanding of students creative ability and the right understanding of the innovative capacity development. On one hand, students will naturally develop their creativity if they have the foundation knowledge and skills. The basic education is mainly for students to construct a good foundation of knowledge and skills, which are primarily based on the results of human knowledge and cultural heritage. Moreover, students would naturally start developing their creativity after they obtain these knowledge and skills. As a result, elementary education does not need to emphasize the development of creative cap acity. On the other hand, there is no significance of individual creativity for students that it is not too late to foster creativity when they finish their elementary education. What students create mainly based on the re-discovery of yielded or former research results. Creativity in students has less social significance so that elementary education would not emphasize the cultivation of creativity as long as they master a solid foundation of various knowledge and skills. As a result, creativity cannot be cultivated in elementary education. 2.2 Arguments of Suspicions In fact, most creativity of students belongs to individual senses of creativity while there are a small number of students who could carry out significant creativities to the whole society. But it will promote creative capability of the social significance. From learned knowledge, creative thinking and personality characteristics, which are conducive to foster creativity in elementary education, students would get innovative knowledge and skills which will become useful basis for the development of creativity in a high level. (Meador, 1997) At the same time, from the acquisition of knowledge and skills students will be inevitably accompanied by a certain quality of thinking as well as the formation of personality characteristics in educational and teaching activities. On the contrary, rigid and systematic ways of thinking as well as blind obedience or conformity to authority of personality characteristics are not conducive to the development of innovative ability for students. Theref ore, creative ability of students in the stage of elementary education is a foundation in high level of creativity development. At the same time, researches of psychology, philosophy and pedagogy also show that there is a crucial period to nurture creative capability. Only seizing that period to train students will better promote their creativity and creative capacity development. Moreover, Eysenck and Keane (2000) noted that learning ability is not an infinite and squander resource for children. If students curiosity as well as their innate senses of questioning have not been awakened or protected but rather severely repressed and obstructed, they would eventually lose out and disappear. Furthermore, the intellectual flexibility, spirit of adventure and self-confidence are very necessary and valuable qualities to explore new things. If they were abused or non-used in a long time, the above qualities will lose their original roles. Although there is less creative capability which co uld own social significance in the lower phase of education, elementary education can still provide good conditions for the development of future innovative abilities in an advanced stage. As a result, it cannot be negated the importance of creativity and creative capacity-building in stage of elementary education let alone as specific tasks in a higher education. 3. Subject curriculum 3.1 Criticism of Subject curriculum However, it is accompanied by obstacles that subject curriculum will inevitably hinder and even stifle creative capability of students. Subject knowledge omitted many areas of exploration while knowledge-oriented presentation is simple. Therefore knowledge of subject curriculum is simplicity of logical links in concepts, facts and principles. It is also believed that the teaching of subject curriculum deviate from experiences of students, which may inevitably lead students to study without motivation. (Ansubel, 2002) Acceptance of learning refers to a phenomenon that main contents which students learned were found by themselves. During the period of learning, which is mainly a process of assimilation of knowledge, how much of the main content is presented to students in a shaped form. Study found the opposite. On the contrary, learning discovery is that the main content in study process is not given but they determined by their own before they internalized the knowledge and skills. T he difference between the two learning styles is whether there is a substantive link between the old and new knowledge. In Ausubels opinion, a meaningful learning process has three conditions: In the first place, students have meaningful learning mindsets in actively psychological preparations for the establishment of substantive combination of the new knowledge with their own cognitive structure of former knowledge. In the second place, there is an appropriate basis for students to assimilate new knowledge in their cognitive structures. Finally, learned new knowledge itself has a logical meaning while there is a clear connection with the relevant knowledge and their cognitive structures in order to be assimilated in appropriate conditions. In other words, as long as students are in active learning states, besides there is an organic link between the acquisition of new knowledge and established experience of old knowledge, it is a meaningful learning. In contrast, rote acceptance of learning is a situation that students are forced to internalize relevant knowledge without the corresponding experience in subject curriculum teaching. Consequently subject curriculum may lead students rottenly accepting study. Moreover, during learning activities the way of thinking could be relatively passive and rigid so that students might be subject to distortions in the development of personality. As a result, subject teaching activities are not conducive to the development of creative ability for students. 3.2 Approvals of subject curriculum Despite there is a phenomenon that students knowledge divorced from their experience in the teaching of subject curriculum so that students accepted rote study. However, this is not a pedagogical necessity to hinder the development of creativity. Students who engage in the combination of experience and academic knowledge would be in meaningful learning that discovery can be carried out. The development of students creative capacity is based on certain knowledge and skills in the stage of elementary education. They are comprehensive so that a certain amount and wide range of knowledge and skills can form a reasonable knowledge structure. Moreover, mastery of knowledge and skills implies that there must be a logical link which is able to achieve a structure, especially an aspect of connected network within knowledge and skill mastery. The characteristic of subject curriculum determined that curriculum study would help students to master and systematically form a comprehensive and struc tured knowledge and skills in a short period. In Kliebards (2004) research, the development of American society required obvious demands of peoples innovative ability in the early 20th century. Therefore most American schools canceled the subject curriculum in teaching activities because the application of knowledge and skills cannot solve real problems and new issues in actual works and life, which is not useful for cultivating students creativity. According to ideas of Rousseaus natural thinking in principles of education, they claimed that the development of creativity should be focus on students interests and needs. Therefore, subject curriculum was replaced by activity curriculum which was divided into nature, Labor and sociality three aspects. However, the education of canceling or seriously neglecting subject curriculum revealed handicaps soon. It was found that activity curriculum easily resulted in one-sided interests and needs for students. Furthermore, the lack of rigorous teaching and learning activities in school education programs may make students not grasp systematically knowledge and skills. In this regard, Klein (1991) pointed out those factors such as: progressive education movement of overlooking traditional curriculum reflected on various embarrassing situations of American education. For instance, academic standards of elementary education were fallen behind other countries. A growing number of college students are inadequate in basic knowledge. In fact some of them were unable to read. Undue emphasis on activity curriculum had been widely criticized. In 1957 the first satellite was successfully launched in the Soviet Union, which has greatly shocked the United States. From the above historical review it can be seen that cancellation or neglect of the subject curriculum is not conducive to systematically master a variety of cultural and scientific knowledge for students, which is an important foundation of solving problems and creativity cultivating. Meanwhile, subject curriculum is the key to academic creativity and personnel training. Why United States emphasis on strengthening the subject curriculum, especially in science, mathematics and foreign language, is to train and develop creative people in high-level scientific and technological areas. Therefore, the cultivation of creative ability cannot neglect subject curriculum teaching, which is an essential component of nurturing creativity. 4. Study evaluation 4.1 negative factors  of academic evaluation Examination is an academic and summative evaluation, which is just an identification and selection of concerned students. Besides, this evaluation is aimed at selecting appropriate education for students, thus it may prematurely differentiate grades of students creativity. (Eikleberry, 1999) As a result, academic evaluation will hinder the future development of creative ability. For example, the development of creativity is also required to focus on the evaluation of students which an important component of academic achievement. It is a process that appropriate and effective methods are applied to judge the value of the study level for students. In other words, it is designed to measure or diagnose whether students have achieved the educational objectives and goals. Examination is one test to evaluate academic achievement. According to Sriramans (2008) research, the outcome of each question is objective. Therefore, the examination is also characterized by only a certain set of evalua tion criteria, which is able to smoothly ensure progress of tests in order to reach the achievement of the tests purpose. Like 3+5=8, 8-2=6. However, only one model answer would hinder creative ability of students because not every student is good at the mastery of math knowledge. Students have to correctly answer questions in only one way of expression in vast majority of the questions in the evaluation. Consequently, examinations necessarily constrain students thinking. In that case, rigid minds are unable to promote the cultivation of creativity so that creative capacities of students would be limited. 4.2 Benefits of academic assessment A single evaluation of academic achievement is not beneficial to the cultivation of creativity for students. A new method is authentic assessment, which is defined as a proper evaluation of performances and manifestations during the learning activities (Villa and Thousand, 2005) There are three factors to reasonable evaluation in the combination of academic and authentic assessment. Firstly, from records and data collection of students personality characteristics which are reflected in the process of learning activities, there could be an obvious evaluation that students are in positive statement or they complete assignments on time. Secondly, to the mastery of sophisticated skills which are generally integrated multi-disciplinary in the use of complex situations, authentic assessment could affirm advantages of the students in study process. Besides, problems which came across can be timely fed back to students, which may overcome existing difficulties and improve creative skills. Fi nally, it can access a mastery and understanding of comprehensive knowledge in addressing real-life problems in the community for students. Through the evaluation of academic achievement which is difficult to measure investigation, their creative abilities and performance will reasonably evaluated. It can be shown that a reasonable evaluation has its own advantages which can identify different personality and characteristics for different students, including creative abilities in various aspects of knowledge learning. Students could also find their insufficiencies through an objective evaluation so that the result could more or less motivate their interests, which is a significant indicator for developing creativity. Meanwhile, creativity located in the intersection of individual, discipline, and field. (Gardner, 1993) At the same time, the evaluation knowledge, skills and personality is a significant expression to the cultivation of innovative capability, which would recover the inefficiency of a single evaluation in academic achievement and promote the development of creativity. 5. Conclusion To sum up, the essay just from a starting point does a research of the creativity development of students in the elementary educational stage. Creativity development should focus on teaching contents, teaching methods, and teaching assessment in the school teaching activities, which is decided by the main tasks of elementary education. Nevertheless, there are different views on these factors. For one thing, it is generally believed that what are helpful for creativity development are activity curriculum, discovery study and authentic assessment. Subject curriculum and study achievement assessment in the old days not only are harmful for development of creativity, but also do block the way for students to create and discover new things. For another, it is also considered that it would be in a difficulty for the totally negating subject curriculum and study achievement assessment. Moreover, this essay takes the divergence of the cognition as the key points, basing on the research of teaching practice and summarization of the practical experience, to express and settle the personal view points by analyzing and clarifying some cognition. It perhaps clearly points on the teaching contents that subject curriculum is necessary for creativity developing rather than that it will baffle students on creativity development. However, single subject curriculum can create the phenomenon of high marks, low ability. On school teaching, it should arrange activity curriculum because these two curriculums joined with each other would be an advantage complementary on creativity development. For teaching method, elementary education does not necessarily baffle students on creativity development. Consequently, the teaching of subject curriculum is mainly objective and useful, but single subject curriculum is not helpful for students creativity development. In addition, creative de velopment needs discovery study while mechanic discovery study is not helpful for creativity development. On teaching assessment, study achievement assessment is necessary for creativity development. On the contrary, unscientific study achievement assessment is handful for creativity development. At last, creativity can be developed and nurtured within the responsibility of elementary education while creativity development should combine subject curriculum and activity curriculum as well as achievement assessment and authentic assessment in a comprehensive and objective method.

Wednesday, November 13, 2019

Rudyard Kiplings The Light Yhat Failed :: Essays Papers

Rudyard Kiplings The Light Yhat Failed Rudyard Kipling is remembered today mostly as a children's author. Kipling's poetry and adult fiction are both worth serious examination; â€Å"The Light That Failed† is probably the most important of his adult novels, in which he apparently makes the clearest statements of his beliefs about art and the purpose of life. It's a pretty bleak picture he paints, cloaked in finery and delight but at the core full of stoic acceptance of misery, hardship and death. While there is a good deal of this that Kipling probably believed, even a casual examination of his own life suggests that this book is more of a bare-bones explication of the fundamental issues than a fully fleshed out portrait of how an artist ought to live. It's particularly telling in light of this that â€Å"The Light That Failed† is dedicated to his mother. How is someone with an artist's soul to live in a world where, despite all protestations to the contrary, not even the love of a mother -- much less that of any other woman -- can be relied upon? Dick Heldar is an orphan, a young savage who is not civilized by the beatings he gets from Mrs. Jennet, his foster-mother, nor by the contempt he receives from his school-fellows for his cheap and shoddy clothing. Coming out of his childhood, he goes off to wander the world, learns to paint, and finds he can see things that others can't, and capture them on canvas. His childhood companion, Massie, who is aptly described as "an atom" -- indivisible and impenetrable -- also learns to draw, but with considerably less success than Dick as she fails to give her whole life and soul to the work. Dick's career is given its first great boost by a chance meeting with Torpenhow, a Special Correspondent for a news syndicate sent to the Sudan to cover the ultimately unsuccessful expedition to relieve Gordon. Torpenhow sees Dick's talents and immediately signs him up to supply drawings for his syndicate at a pittance. In this world of manly men, it's assumed that the strong will struggle forward on the thinest of chances, and the weak will be swept away. Dick and Torpenhow become close friends in the course of the campaign, but in the midst of a battle Dick is wounded on the head and has a moment's flashback to the world of his childhood and Massie, whom he fell in love with shortly before they last parted.

Monday, November 11, 2019

Psychology Essay

1. Describe each of the four kinds of people who intentionally end their lives: death seekers, death initiators, death ignorers, and death darers (about a half-page response). Death seekers are individuals who clearly seek to end their lives.   They are serious about committing suicide; it is not a cry for attention on their parts.   Death initiators are those who believe that they are already in the process of dying.   Some death initiator might be those who are chronically ill or those who have been seriously injured and see no method of cure or healing in their expected life spans.   By contrast, death ignorers do not believe that they will truly â€Å"end† with their deaths.   For such people, dying is merely a step toward another plane of existence upon which they feel that they will be free of pain or illness.   Finally, death darers â€Å"dare† their death to occur through their actions.   They are uncertain about actually committing suicide and take actions that may or may not result in their deaths. 2. Define and Discuss Gender Identity Disorder (about a quarter-page response). Gender Identity Disorder is a rare; it has no single known cause. It may be caused by abnormal chromosomes, hormone imbalances during pregnancy and in childhood, or psychological disorders created by poor relationship formation (WebMD, 2008, par. 2-3).   This disorder results in the individual feeling great discomfort in his or her own body and the desire to live as a member of the opposite sex.   People with Gender Identity Disorder may merely dress as the opposite sex or they may have their bodies surgically altered (WebMD, 2008, par. 2, 4). 3. Describe residual schizophrenia and be very detailed with your response (about a quarter-page response). Residual schizophrenia is what occurs in individuals with chronic schizophrenia, following the disappearance of â€Å"positive† symptoms in which the individual experiences â€Å"heightened† or â€Å"excessive† bodily functions (Epigee, 2008). These symptoms might include hallucinations, feelings of persecution or other â€Å"false beliefs about [their] physical state (somatic delusions) or [they] may feel that [they] have special abilities or powers (delusions of grandeur)† (Epigee, 2008, â€Å"Positive Symptoms†).   Instead, individuals experiencing residual schizophrenia have â€Å"negative† symptoms.   They might refuse to speak or withdraw form social experiences (Epigee, 2008).

Saturday, November 9, 2019

Team player Essays

Team player Essays Team player Essay Team player Essay A team player is a person willing to work, collaborate, and support his peers. First a team player is a hard worker. He will push himself beyond his own limits and demonstrate that a Job is never too hard when we all work together. For example, someone lazy on a team like a coach or a bad player could cause a loss rather than a win by not performing to his fullest potential or not working hard enough to support his peers. Therefore, a team player is always looking to perform at the very best of his skills to help his team be successful. Next a team player cooperates with his team ND works along with it to help his peers complete the task if they need help. For example in a restaurant kitchen everyone needs to be a team player and has to work with the others and help each other if they need a hand to finish an order, in the grill station sometimes there are too many orders for one cook to handle then all so other cooks or the chef step in the station to help the cook pull out the orders . A team player also respects others points of view and opinions which help him grow and helps the others. Finally, a team player Is energetic, and brings encouragement ND support to his team he cheers them up, and is always willing to give a hand to a teammate for example in a baseball team, players train together,pet talk each other, communicate each other to strengthen their relationship as a team . A team player brings security and happiness to the team when hes around and his peers look at him as a figure or an Idol. For example players In a team look up to be the best,respected and admire by his peers. In conclusion, a team player Is willing to support, collaborate and be completely Involved with each member on his team.

Wednesday, November 6, 2019

Lifelong Learning Is no Longer Required for Career Success

Lifelong Learning Is no Longer Required for Career Success Read why lifelong learning is not considered to be important in career development like before. People associate learning with formal education. People are taught the essence of a getting the highest form of education. Formal education is considered an important factor in determining how successful a person will be. In the society, people accord more respect to the person who has formal education since they consider them to have higher chances of being successful in life. When applying for jobs, employers first look at academic qualifications to determine the academic position of the applicant. However, as much as lifelong learning is considered important, there are other factors that contribute to career success. Creativity Does Not Depend on Academic Qualifications Lifelong learning is not considered to be important in career development like before. Employers are not considering credentials to be essential when hiring employees. Additional skills are being looked at, and those who are more rounded are considered to have higher chances of being successful in their careers. Combining Academic Knowledge and Practicality If a person has a creative mind, they might get successful by using their skills. Artists, do not rely on their education but become successful mainly because of their skills. Creativity does not depend on academic qualifications but on how far a person is willing to go with the mind. In entrepreneurship, lifelong learning is not in the top things that make them successful. The top contributing factors to business success are: Being visionary and seeing the bigger picture. Doing things at a fast pace and not wasting time doing irrelevant research. Being determined despite the challenges that come in the way. Pay Attention to the Details that Contribute to the Bigger Picture People who are busy learning all the time tend to miss opportunities that present themselves. Opportunities are available to those who seek them, and lifelong learning prevents people from recognizing these opportunities, and they miss out on the chance to build their career. People who are critical thinkers will take advantage of these opportunities as they present themselves. They will become more successful since they do not rely on constant learning and pay attention to the details that contribute to the bigger picture. Those who do not rely on lifelong learning have certain characteristics. They are creative thinkers and are always coming up with new ideas. They are innovative. They are open minded and work well with others. They focus on the things that interest them and play to their strengths. They are quick to adjust to any changes. Practical and Industrial Experience Those who support lifelong learning claim that it provides people with more opportunities to excel in their careers. Life-long learning provides people with education and literacy that is necessary for career development. Some careers require high education levels to excel in them. Life-long learning is not only formal education but also includes practical and industrial experience in the relevant fields. Some of these careers requiring high levels of education to excel are in the following fields: Medicine Engineering Construction Mechanics and others that require in-depth learning Lifelong learning also enables one to have a broad range of thought making them adapt easily to different environments. Also, the society is more likely to respect a person who is more advanced in their level of education. Through lifelong learning, one has more career opportunities available to them and can use this to get the job they want. Is High IQ a Guarantee of Academic Success Lifelong learning still continues to be an important contributor to the career success of an individual. However, it is important to find balance and not rely wholly on it as there are also other things that influence success. Career success should give a person the chance of doing the work they want and having a comfortable life. For some, this is achieved through lifelong learning while others achieve it through utilizing their skills and talent. Both educated and non-educated people can be rich and successful. It all depends on how well they can balance and their determination to become successful in their relevant careers. Being well rounded will ensure that a person has control over their career and will be in charge of advancing in their careers. Career success will no longer depend solely on the level of education but on the additional qualities of the person.

Monday, November 4, 2019

Entertainment Law Essay Example | Topics and Well Written Essays - 4500 words

Entertainment Law - Essay Example The prime intention of the law concerning intellectual property is to defend the producers along with other creators involved in making intellectual based goods or services through providing them with certain time-restricted rights. The law relating to intellectual property aims at fostering fair trade which would in turn contribute towards making superior financial along with social advancements by a significant level (WIPO, n.d.). Discussion In order to determine the impact of intellectual property law upon the organisers, participants and spectators of festivals in the United Kingdom, it can be apparently observed that the aforesaid law supports the development of the UK in terms of encouraging innovation concerning the application of pioneering technologies in any business field. Furthermore, the law relating to IP in the UK tends to lessen the risks involved in inventing as well as generating new products or brands, stimulate innovation and most significantly facilitate greater financial growth at large. Thus, on a positive note, it can be affirmed that IP law plays a decisive role towards the development of the UK by a greater degree (Hargreaves, 2011). It is worth mentioning that IP law can be duly considered as one of the vital areas of business law which largely affects the organisers, participants and the spectators of the festivals in the UK. This can be justified with reference to the fact that there lays several issues related to IP that generally erupt while conducting festivals in the UK. In this regard, one of the crucial IP related issues can be demonstrated as the unofficial recording of any festival performance in the form of photography or sound recordings. From the viewpoint of the organisers relating to IP law, the protection of IP at any festival by adopting as well as executing effective IP tools comprising copyright, trademarks and performers’ rights can affect or impose extensive impact especially upon the organisers of festival s in the UK by a certain degree. In relation to the participants, the IP law can affect them in terms of providing warning to them and the media regarding the aspect that the traditional knowledge of the performances along with the displays of the participants are not adapted or copied without prior approval of the participants. In addition, it can be stated that apart from the organisers as well as the participants, the IP law also affects the spectators of festivals in the UK by a significant level. This can be justified with reference to the fact that the prohibition of taking the photographs of the participants who perform in the festivals might affect the spectators in the UK by a certain degree. As the spectators possess the desire to have a close view of their respective favourite participants in the form of performers, the restriction towards not providing such facility might eventually affect the spectators of festivals in the UK at large (Janke, 2009). Conclusion Thus, on the basis of the above discussion, it can be affirm

Saturday, November 2, 2019

National Curriculum In Schools In England Essay

National Curriculum In Schools In England - Essay Example A national curriculum is therefore the set of courses that a government sets to apply in all the school levels in a country. This implies the uniformity in the education sector owing to the fact that all the schools in the country offer similar courses to their students and follow similar teaching methodologies in doing so. Curriculums require effective formulation following the adequate assessment of the information needs in the learner among other factors that affect the learning process (GOLBY, GREENWALD, & WEST, 1975). After determining these, the curriculum developers determine the best concepts that every stage of the learner requires ad the best methods of teaching such concepts thereby guaranteeing effective acquisition of knowledge. A curriculum should not burden the leaners by ensuring that the developers constitute the most appropriate concepts for every stage of the learning process thereby guaranteeing optimum learning. This requires the consideration of such pertinent f eatures of the learner as their age and the knowledge gap. Additionally, an effective curriculum introduces concepts progressively thereby ensuring that the learner understands each concept at the most appropriate age. Besides the development of the concepts for the learner, curriculums manage the teachers. A curriculum must consider and set feature requirements for the teacher thereby ensuring that only the most effective teachers impart the knowledge in the learners. A curriculum therefore advises the teachers on the best earning aids for every learning stage and the mode of teaching to ensure a productive system. Additionally, curriculums should always reflect the state of the society within which it is applied in a number of ways, the knowledge in the curriculum must have direct relevance with the environment within which it is used. This implies that the curriculum must envision the knowledge growth through time. An effective curriculum therefore has a period lapse within which it is reviewed. In the United Kingdom, the period is four years a time within which the developers remove certain aspects of the curriculum and replacing them with new concepts. This safeguards the technological changes in the society most of which demand different knowledge from the previous period (WILES, 2009). A national curriculum is uniformly implemented in all the schools in the country. Most countries currently have uniform curriculums in their schools. The construction of such curriculums require the consideration of the demographic factors prevalent in every part of the country most of which may affect the learning process thereby developing an effective curriculum which considers the diversities of the different regions in the country. The United Kingdom is one such country with a uniform curriculum in most of the learning institution. The application of a uniform curriculum presents a number of advantages and have the possibility of improving the quality of education in a country. However, such curriculums have a number of disadvantages most of which may impair the affectivity of the learning process. Despite the provision of a uniform curriculum especially in public schools, the government has no mandate to monitor the activities of private schools most of which formulate and implement their own curriculums. Such disparities imply that learners in the country graduate with diverse knowledge possibly resulting in the lack of uniformity in the subsequent institutions of learning. Despite the existence of such disparities, the education institutions implement a national exam at the end of every stage of the learning stage thereby compelling compliance with the national curricul