Choosing a School Essay

Wanting to further your education, but faced with too many choices? Don’t think you can find the time in your busy schedule? There are many options out there now, that are becoming more popular. Not too long ago online schooling was not looked at as an acceptable method of education by employers. Before 2006 you could not even use a Federal student loan to attend an online school. As time has now shown both types of schooling, online and traditional, provide the same quality of education. Some traditional schools even offer some of their classes online to give you some freedom with your time while still being a part of the campus. Online versus traditional schooling offer different methods of learning that may appeal to students because of the atmosphere and the convenience. While both online and traditional schools do their best to cater to the needs of all their students, there are just some things that cannot be done online. If you are a visual or audio learner either type of school will work for you. If you are a hands on type of learner you might find yourself having an easier time learning in a more traditional school setting. This is not to say that you could not utilize an online school but, you may have a harder time or find it more time consuming having to find ways to turn your lesson into a physical thing that you have an easier time with. You have to be self motivate with an online school as well, the instructor is not at your home to remind you that paper is due in two days. If you need their help you have to try to call or e-mail. For some people not having an instructor at their disposal is not an option, they need someone to be almost looking over their shoulder encouraging them to press on, for this type of student online may not be the way to go. You have to be motivated to go the extra distance and use the resource available to you to further your education. The atmosphere is also different. With an online school you get to create your own atmosphere. If you find music helps you focus play whatever music you want. Have 20 minutes to spare after your shower? You can do your school work in your towel if you like. With an online education you can do your create a place that is comfortable for you. If one day you need to get out of the house you can still do your work just grab your laptop and go to the park, or beach. You don’t have to be tied down to the same building and surrounds with an online education like you do in a more traditional setting. You don’t have to deal with other distracting you, if your study spot has too many distractions move. In a more traditional setting you are confined to the same four walls surrounded by the same people daily. This provides a very structured place to learn but some people may find this boring and uncomfortable. Convenience is another big part of if an online school or traditional school is better for you is time. A traditional school is on a schedule, this makes working a full time job or trying to raise a family more difficult. With an online school you can work you classes into when you have free time. Many online schools have applications that you can use on you smart phone or tablet that will let you keep up on your discussion questions whenever you find yourself with free time. This relieves some of the stress of trying to find time to keep up with your work. Online schooling also provides you with the convinces of choosing what time is good for you to log in. you are a night owl and want to do your work at 3am, just long in. As long as you meet the requirements for attendance and participation, turning all of you assignments in on time, they won’t care what time of day you do your work. There are many of reasons to choose one school over another. It all comes down to your personal preference. Take the time to evaluate your needs and research your options. Every school whether it is online or traditional will better suite one person over another. Take your time; ask yourself the following questions before picking the school you are making a commitment. Do you need direct human interaction or can you just chat online? Will the busy schedule of your life allow you to take large chunks out of your day to go to school or will you have to break it up over the course of the entire day when you have time? These are all things you need to answer for yourself before you can pick a school that will be right for you. Online schools provide a greater freedom, where you are when you long in, when you log in, how active you are in your participation. They also require you to be more self motivated and responsible for yourself. Traditional schools will provide you with a more structured plan, you know when and where you have to be and you are surrounded by human interaction. The instructor is right there for you, if you find yourself needing extra guidance.

To Kill A Mockingbird and Same

To Kill A Mockingbird and Same love's Theme Comparison No matter what time period we are living, there is and always will be diversity, people with different ways of thinking, and discrimination. Both in the story To Kill A Mockingbird, by Harper Lee and in the modern song titled â€Å"Same Love†, by Macklemore and Ryan Lewis, share an obvious theme, Do not worry about what people say about you; it is okay to be different.In the story To Kill A Mockingbird, the Finch family has to face societys negativity in order to stand for what they believe in. During the 1930s, African Americans were not treated the same way as white people. They were looked down on and were not welcomed by most white people, but the Finch family was different. One of the protagonists, Atticus Finch, believed in equality for everyone. He had an African American helper named Calpurnia and treated her as if she was family.Atticus was a lawyer who was asked to defend an innocent African American man win a ca se down South during the 1930s. When the word went around in his little hometown, Maycomb, he and his children had to deal with the racism of the people who lived in Maycomb and the negativity surrounding their feelings toward â€Å"niggers†. This did not stop Atticus or upset him; he simply kept his head up and kept doing what he believed was right, treating everyone equally.The song â€Å"Same Love† discusses a very big topic in society today, accepting gays, just as â€Å"To Kill A Mockingbird† discussed a very big topic for its time, which was accepting African Americans. This song explains how it is to be different from veryone else and how it is to be something that many people think is wrong. In the song it says, â€Å"If I was gay I would think hip-hop hates me. Have you read the YouTube comments lately? ‘Man, that's gay gets dropped on the daily some would rather die than be who they are. Today, a lot of people are afraid to show who they really are because they are afraid of what society will say. However, the song encourages people who are gay to â€Å"Progress, march on! † Just as in To Kill A Mockingbird, â€Å"Same Love† shares the theme do not worry about what people say about you, it is okay to be different. Because the time periods vary ach other, the topic society rages about is different, during the 1930s there was racism and for the year 2013 there is accepting gay marriage and gays in general.There were good hearted people during the 1930s that had the mentality that everyone is equal and they had to deal with a racist society, which consisted of a larger population than the good hearted people. Today there are probably Just as many people who against being gay as there are people who believe that it doesn't matter what sex you like. Which comes to show, that there is always going to be diversity, people witn different ways ot living, hate, and discrimination.

A peaceful woman explains why she carries a gun

Now days world is not safe. According to the CDC, â€Å"non-contact unwanted sexual experiences† are the most prevalent form of sexual violence in the Unites States. Every 2 minutes, someone in the U. S. is sexually assaulted. According to the online studies by Stop Street Harassment, 99% of respondents said that they had been harassed at least a few times. â€Å"A Peaceful Woman Explains Why She Carries a Gun† by Linda Hasselstrom exemplifies a use of having a gun for protection as a last resort. Hasselstrom was justified for her need to own a gun as she wanted to be protected, safe and have a peace of mind. Desire to be protected justified Hasselstrom to get a gun; however, she considered other means of protection first. To begin with, Hasselstrom used improvised means for protection. For example, she had her own â€Å"gun† (spray cans of deodorant) which did not have to be registered. However, one night while camping, the author and her friend, harassed by two young men, decided not to tempt fate and use their â€Å"improvised mace†, but simply leave the camping area. When improvised means of protection did not work, Hasselstrom considered another option- a citizens band radio, a system of short-distance radio communications between individuals which does not require a license. However, she rejected this method of protection providing an example of a woman who got beaten and raped using a CB radio to get help with a flat tire. The last method Hasselstrom considered as a mean of protection was self-defense. For her, kung fu class was a smart decision because on the top of her self-preservation, her height and weight did not give her any benefit. Therefore, looking for protection, Hasselstrom provided the readers with justified steps she took prior to the extreme measure of protection- a gun. Also, the author was well-grounded for her need of a gun because she wanted safety. Firstly, she did not feel safe on her land. While Hasselstrom lived on a ranch in secluded area 25 miles from the nearest town, she, somehow, managed to have uninvited guests on her property. For example, one day she noticed an armed man on her land who wanted to shoot ducks. As a result, she could not feel safe even on her territory. Secondly, as the author was vulnerable even while driving her car, her possession of a gun was reasonable. Hasselstrom provides the readers with examples to prove her right. In one of the examples, an unknown car was following her on her way home, and made her stop by flashing a blinding spotlight in her face. Another example depicts a man who was playing cat-and-mouse with Hasselstrom within 30 miles when she was driving in a desolate part of Wyoming. Thirdly, the fact that Hasselstrom did not feel safe even in public places justified her to own a gun. She provided an example of her and her friend being harassed and scared by men while camping in the West. Moreover, looking for some help from the local rangers, she had to face with their carelessness and unwillingness to protect and help. In addition to Hasselstrom’s desire of protection and safety, there is a desire of peace she was looking for which justified her to possess a weapon. First of all, she could not get a peace of mind being harassed on a daily basis. Whether she was among people or on her property, she faced acts of harassment or danger which took her further away from a peace she was searching for. Then, she could not find a peace of mind if she was constantly stressed out, suspicious and scared about everything. One day the author found deep tire ruts in her yard and garbage in her driveway. More likely, that fact would lead a person like her to suspect that someone unfriendly had an intention to hurt or do her harm. Third of all, Hasselstrom lived in the environment where women did not stand much for a chance of not being harassed. Men in her area worried her, and their harassment would not stop until stronger measures were taken. However, Hasselstrom did not want to be either daily harassed, be another victim of rape or permanently stressed out and scared. Threfore, she believed that having a gun handy would lead her to a peace of mind she was looking for. In conclusion, relying on Hasselstrom’s examples provided in the article, she was justified for her need to own a gun. She had no choice but to use it in dangerous situations to protect herself. When used responsibly, women in the same situation as the author would live protected, safe and with peace of mind they desire. What Hasselstrom’s message was in this article is that no one, man or woman, should live in fear. And in her situation, owning a gun gave her that security.

Post Modern Paradoxs Research Proposal Example | Topics and Well Written Essays - 1000 words

Post Modern Paradoxs - Research Proposal Example esultant concepts such as the social movement based on the modern policies are also undertaken to be able to achieve the aim of determining the issues and concepts that are related to the migration. The post modern paradox presented by Douglas Massey is used to describe the migration status in the international community. Basically, he described the history of immigration mainly on the economic aspect by looking to the motivation of people in relation to migration. These periods of immigration are driven by the different forces in the society, most specially the economic aspects. It has evolved from the trend wherein established nations such as those in the Western Europe sending people and immigrants to explore and conquer less developed nations toward the present condition wherein the less developed nations are the ones who have more people migrating on the basis of the need to work in capital-rich nations considered as receiving regions in terms of migration. In addition to such trends, there are other observations such as the movement of people in the modern era is distributed to different parts of the world. In relation the movements of the people, the movements of the different economic components such as the goods, capital and different forms of technology and information are also included in significant characteristics (Massey 2-6). The South Africa and the movement of the population can be attributed to two main reasons. One is the local migration within the region on the basis of job in certain areas of the continent that had been more developed. The more significant force of migration is related to people that are coming from other countries on the basis of the motivation to further develop the region. In fact, different international organization of economic perspectives and objectives are continuously making the region a site of migration receiving area (Massey 6). The situation in South Africa can be compared to that of the United States

Culture differences and similarities between United States and Saudi Research Paper

Culture differences and similarities between United States and Saudi Arabia - Research Paper Example Thus, there are characteristic cultural differences and similarities between the Americans and the Saudis. However, from a general viewpoint, the differences in culture seem to be more than the similarities. Case in point, the Americans belief and role of religion is different from that of the Saudis. In this regard, the Americans do not attach a significant value to religion in their daily lives. On the other hand, religion is the most important thing amongst the Saudis. Effectively, the religion dictates the rhythm of life to the Saudis and its role in the society and the country is significant. Nevertheless, while too many people think that there is nothing common about the cultures between United States and Saudi Arabia, there are similarities and differences between them. Therefore, this expose elucidates these similarities and differences while focusing on the important aspects of attachment to gas, the way people lived in these two societies, the role of women, and the role of the youths in the two societies. Attachment to gas The world cannot seem to get enough of petroleum and its byproducts. In this case, the use of the product varies from its fundamental intended use as fuel to an essential requirement of products such as lipstick. According to the U.S. Energy Information Administration [EIA](n.d.), Saudi Arabia is the largest net exporter of oil and its products to the world. In this case, this makes the country’s economy rely, almost entirely, on the export of oil. However, the consumption of gas by Americans rivals no other one in the world. In this regard, Americans consumed 24,088 billion cubic feet of gas in 2010. On the other hand, the Saudis total consumption for the same period was 3,096 billion feet (EIA, n.d.). The United States of America ranked first in the world while the Saudis ranked ninth in the total world’s gas consumption (EIA, n.d.). Effectively, this makes Americans appear more attached and hooked to gas in compari son to Saudis as evidenced by these statistics. One of the main reasons is that the United States is a wealthy nation that effectively places low taxes on gas. In addition, the combination of a high population and a poor public transport system in the country effectively makes the Americans obsessed with gasoline for their transport. On the other hand, although the cost of gas in Saudi Arabia is cheaper in comparison to the United States of America, the country has a low population. In addition, its public transport system is effective enough to ensure that more people avoided using private means of transport and effectively cut on the requirements of gas for transport. How people live in the American and Saudi society One thing that is common knowledge is that, the Americans have the most open-minded society over the world. For this reason, America is known as the free world. On the other hand, Saudis appear to live in a close-minded society and effectively try as much as possible to avoid the uncertain future. Therefore, the American society embraces diversity and accepts the differences in people while it takes time for the Saudi society to do the same. Case in point, the current president in America is African-American. This effectively underlines the open-minded nature of the American society and ready to embrace others different from them. On the other han

A marketing research proposal for Tesco 1041 Essay

A marketing research proposal for Tesco 1041 - Essay Example The study incorporates data collected using both primary and secondary techniques of research, which leads to valid conclusion in respect of the objectives of the research work. Tesco is one of the largest retailing brands of the world. The company currently operates in the 12 nations located in Asia, Europe and North America. In terms of profits, Tesco is the third largest retailer of the world (Rogers, Ghauri and George, 2005). In terms of revenues however, the company is the second largest following Wall Mart. Morrison, Sainsbury and ASDA are the primary competitors of Tesco. Tesco sells more than 40,000 food brands in addition to clothing (Humby and Hunt, 2003). It also sells a number of non food retail items such as electronics, cooking appliances, luxury and a number of daily use products. Additionally Tesco is also seen to provide services such as DVD rentals, financing, telecommunication and internet services in a number of regions of operations. Despite its wide range of operations, Tesco is known for its well established distribution network and sound ability to manage its resources effectively. Tesco is already well recognized in many nations of Europe and North America (Dawson, 2006). Despite the dominant position the company holds in the retail marketing sector, Tesco is seen to expand internationally by eying the emerging markets. The international expansion of the company not only entails it into sterner competition but also simultaneously facilitates earning higher profits. Most of the international ventures of Tesco have remained successful where as some have encountered major failures. In order to expand internationally in a more effective manner, Tesco requires to think more strategically and develop plans on the basis of accurate research (Baskaran, 2012). Tesco in the recent times has been considering entering into the markets

Assignment Example | Topics and Well Written Essays - 250 words - 93

Assignment Example The news from countries that are at war is now transformed to assume a face that is more human. Women changed the local stories that have made then public to respond to homelessness, child prostitution and domestic violence and abuse. Women were determined to change the traditions that had dominated the newsrooms for a long time (Chambers, Steiner, and Fleming 11). They argued that [people see what they are seeking and what they are adapted to. Women see perceive things differently from men, and they inclusion in the newsrooms adds a lot of value to the news coverage. They complete the news the content of the news by making all parts of the society visible. They also facilitated the redress of the discriminative nature of newspapers that perceived them as citizens who were in the second class (Chambers, Steiner, and Fleming 8). They now report about those women who are in exceptionally high ranks in any organization, not just using them in adverts to demonstrate the strength of a detergent that can remove all form s of stains. This essay is in total agreement with the fact that women have brought a major transformation in journalism, and the evidence for this is clear. In conclusion, women have brought a new face in the newsroom, by completing the news coverage to all spheres of society. However, they still have not been fully integrated to occupy the top ranks in the journalism

Management Issues in Relation to International Travel and Tourism Essay

Management Issues in Relation to International Travel and Tourism - Essay Example Sustainability Management in Tourism 08 5.1 Depletion of Natural Resources 09 5.2 Emission of Greenhouse Gases 09 5.3 Damaging Ecosystem 09 5.4 How to Develop Sustainability? 10 6. Human Resource Management in TUI 11 6.1 Training 12 6.2 Staffing 14 7. Conclusion 15 Bibliography 17 1. Executive Summary Tourism is probably one of the fastest growing industries with an operational network over the entire globe. Many parts of the world have observed positive effects from tourism because it contains an idea of incessant development and modernism. The industry observed almost over 940 million tourists across the world during 2010 with 4.7% increasing financial receipt, ending by US$919 billion (World Tourism Organization, 2011). Depending upon specific area and region, the international travel and tourism industry has substantial effects on cultural and social aspects of a society. By nature, the industry deals with numbers of management issues and in modern scenario the role of these mana gement issues are increasing day by day. In several perspectives, the industry has also close association with global hospitality industry. This report primarily deals with those key management issues which are frequently related to this industry and tourists. On the basis of data collected through various online and offline resources, the report not only highlights the key management issues but it also describes the sustainable tourism and the recommendations to improve it. The last part of the report is regarding HRM policies of TUI in the perspective of global hospitality. 2. Introduction Since by nature, international travel and tourism industry has a vast horizon of operations, therefore behavior of industry also changes with certain changes in any of its associated field. International travel and tourism involves several key management issues and a close coordination between these management issues is the key to success for the companies. The key management issues include prod uct and service management, lodging, food and beverages control, communication, guest accounting, energy management, safety and security management, and tourism sustainability management. Besides these, industry also observes conventional management issues like human resource, financial, political, and marketing management issues. 3. Objectives The main objectives of the report are to highlight the areas where international travel and tourism industry faces management issues and challenges along with the role of gastronomic tourism in context of global hospitality industry. Sustainability tourism is one of the hot issues of tourism management. The study has the objective to have an overview of it and provide recommendations for its improvement. 4. Discussions and Analysis 4.1 Product Distribution Management Product distribution is the most important aspect in the field of international travel and tourism. Its horizon is very much broad as in terms of product and services, it include s the marketing, advertising, sales, and reservations etc. in modern scenario; information technology has revolutionized the product distribution of tourism. Leading tourism companies like TUI, Hilton International etc offer online reservations system to the tourists. Online websites, broachers, and yellow pages are used for the advertising of the product or services. The scope of travel and tourism is very vast because numbers of other activities like pick and drop from air ports; ATM facility, internet, gymnasium and entertaining are the services which are

Movie analysis Essay Example | Topics and Well Written Essays - 500 words

Movie analysis - Essay Example The successive scenes showing seemingly random acts of shooting with the grainy film used also helped to give an effect that the viewers are watching footages of actual killings. The drawback on Clarke’s film is that it was deemed unusual for such a killing spree to get unnoticed by the police, thus some commented that Clarke’s Elephant was unrealistic. Van Sant’s tribute to the 1989 film by Clarke was much acclaimed by film critics winning at the Cannes Film Festival 2003 because of its timely storyline of school shootings (Mitchell). Patterned after the incident at the Columbine High School, the film was similar to Clarke’s film because of its minimalism and use of tracking shots (Mitchell). Contributing to its effective portrayal of an actual shooting incident were the inexperienced actors in the cast and the same tracking shots used by Clarke in the 1989 version of the film. The conclusion for both films is that they had extensively made an impact on the viewers with Clarke’s and Van Sant’s minimalist style effectively conveying their message through the screen. Clarke’s 1989 Elephant had conveyed the ambience of cold, brutal and unremorseful killings during his time while Van Sant’s version conveyed in a subtler and more dramatic approach the senseless shootings in our time. Both films, as the title connotes, are elephants in the living room or in simpler terms, problems that the society simply chooses to take for granted

BEFORE THE LAW - TRANSLATED BY WILLA AND EDWIN MUIR Term Paper

BEFORE THE LAW - TRANSLATED BY WILLA AND EDWIN MUIR - Term Paper Example The gatekeeper never helps the man from the country in a way ultimately beneficial to the man. Even though he knows, the gatekeeper never tells the man from the country that the gate was made just for the man and allows the man to grow old and infirm before revealing the gatekeeper will shut the door on him. The gatekeeper tells the man from the country that it is possible the man may gain entry one day, but it is never revealed how this might occur. It is never stated that the fleas actually speak to the gatekeeper on the man’s behalf. The more powerful gatekeepers inside do not interact with anyone. Therefore, the common theme that runs throughout this story is the lack of mutually beneficial cooperation among the characters regardless of the scenario. I remember a class in psychology I took at the University of Illinois. A student teacher chose a woman and I to participate in an experiment. The woman and I could not converse among ourselves before or during the experiment. I went first. I was to bid either 0, 1, 2, 3, 4 or 5. The woman was to follow my bid with 0, 1, 2, 3, 4, or 5. We did this 5 times and our responses were marked down side by side. If either her bid or my bid was higher than the other person’s bid, the higher bidder got that amount in dollars. Thus, for example, if I bid 5 and she bid 2, I got $3.00. After I bid first 5 times we repeated the experiment with her going first 5 times. The actual result was that as first bidder, I bid 5 each time for 5 times and she bid 5 each time as well. So I got nothing. When she bid first, she bid 5 and I followed with a bid of 5 each time. It was the same result and she got nothing. Finished, we wondered what this was all about. The student teacher pointed out that if the woman and I had silently cooperated with each other we could have both prospered. Whenever I bid 5, if she bid 0 each of the 5 times I would have gotten $25.

Hip-hop Essay Example for Free

Hip-hop Essay Sociologists say that the styles in music, literature and other arts are reflecting the processes that take place in the society where they emerge. Hip-hop culture gained power in ninetieth America. Nowadays various opinions exist about the nature of this phenomenon. David Abe said in his article ‘Tupac Plus 10: Hip-hop’s Diminished Potential’ that hip-hop had the power to change the world back in ninetieths, but due to commercialization its potential â€Å"had significantly diminished†, while David Brooks wrote about hip-hop romanticizing crime and violence against women, calling it a â€Å"culture of resistance† in his New York Times article ‘Gangsta’. The music of the rebels, of youth that felt they had no place for them in the society they had been raised in, hip hop became a way to express their thoughts and feelings. Hip-hop was music for youngsters who were not afraid to declare they wanted to change the world, and young people rarely share a non-resistance tactic. Hip-hop explained the world was corrupt, but the only way out it offered was active resistance – antisocial behavior and crime. This kind of ideas tends to attract lots of youngsters, and huge flocks of people around some idea tend to attract money. Soon hip-hop became business, like lots of culture phenomena before. The idea of hip-hop has deceased at the moment it became a merchandize available in nearest mall. Young and poor people in USA and outside it usually do not have means to change the world they live in. They dwell in slums, do not have medical insurance, their chances to get decent education and job are poor. Violence becomes their only way to express their anger and disappointment, and a seemingly easy way to get the things they see on TV and in fashion magazines, like expensive closes, gadgets and money. Hip-hop and rap music describe this problem-solving method in detail, and it is often introduced as the right thing to do, the one that makes boy a real man. â€Å"The gangsta is brave, countercultural criminal† – says Robert Brooks. It builds the image of â€Å"strong violent hypermacho male, who loudly asserts his dominance and demands respect†. And it is no wonder this image attracts ghetto teenagers from all over the world. There is some bond between Robin Hood and gangsta, as they both have this image of the noble bandit. Being gangsta means being â€Å"cool†, being powerful and able to change things that ought to be changed, it means becoming respected and significant. Violence especially that against women is seen at this context as one of the ways to prove significance and masculinity, and assert one’s right to get everything desired by force. In the same time Xzibit, a famous American rapper proves that rap and hip hop should not be blamed for its negative imagery. â€Å"If society wasn’t violent†, he says, â€Å"then hip-hop wouldn’t be violent. You can blame hip-hop but we’re like reporters; we tell you what’s going on in the neighborhood, and we tell you how it is. † Xzibit insists that hip-hop is just a mirror, where all the societal imperfections and problems are reflected. Thus the youngsters who listen and sing hip hop are just confessing about the things they see, and the world they are living in. Before blaming rap music and videos for encouraging children and teenagers to commit violent acts, people should try to find out why is this music so popular among them. Why American teens and young adults, at list part of them, want to listen and watch songs, clips, and movies where people abuse, rape and kill each other? Maybe something is wrong with the educational system, as it’s unable to persuade the youth in the futility and danger of violence, to teach them that their goals can be achieved using other methods? Or the problem lies within the society that cannot offer some of its young inexperienced members other sphere for actualizing their potential than that of crime and violence? Some journalists and psychologists prove that rap videos are just one of the ways of â€Å"selling† hip-hop culture. It’s true, that for many of the rap singers their music is just the way to earn money and popularity, thus they fill their songs with the content that sells successfully. Unfortunately, there is always a demand for violence on our market, and hip-hop is a good form for selling it. David Abe noted that: â€Å"†¦the content of the most requested rap songs and videos overrun in an exaggerated manner by rims, jewelry and thongs, as the business model evolved. † Now hip-hop is quite a profitable activity to be involved in, as Forbes. com website announced that in 2006 the earnings of such rap stars as 50cent, Jay-Z, and Sean â€Å"Diddy† Combs were $33 million, $34 million, and $28 million accordingly. It proves that there is quite a demand for the culture of resistance on worldwide market. Actually hip hop culture, which had been a culture of resistance transformed into a notion of culture of resistance that could be sold and bought in the department stores. Now hip-hop is not an element of cultural resistance, it is just an image of a social position, and even a fashion trend. David Abe proves that nowadays hip-hop â€Å"consistently fails to challenge and inspire critical thought in the people who listen to it† †And the more commercialized hip-hop becomes the more fans it has, as the thing that can be bought and sold is understandable to most people, while concepts that require some brain and spiritual efforts for understanding them are not very popular nowadays. At the beginning of the history of this cultural phenomenon it really had potential to change something, to influence the opinions and actions of people. While there were real emotions behind the words of the songs, while singers told about the things they saw, and that bothered them, asking their listeners questions they were encouraged to answer by themselves, hip-hop was an instrument to make world a little better. In the same time there always existed danger that young listeners would accept role models from often violent hip-hop lyrics. But in the end of ninetieths, when money came to hip-hop culture, hip-hop became the culture of people who wanted to look â€Å"cool† and to act â€Å"cool†. Its change-driving potential diminished; nowadays most of hip-hop lyrics telling about violence has no inner sense in it, no ideas of cultural resistance and changing the world, just poor role models for youngsters. Works Cited 1. Abe,D. ‘Tupac Plus 10: Hip-hop’s Diminished Potential’. The Times 2. Brooks, D. ‘Gangsta’ The New York Times 10 November: A29 3. Goldman, L. ‘Forbes And 50 Cent Get Money’. Forbes. 7 Seb 2007. http://www. forbes. com/home/media/2007/09/18/igetmoney-remix-50cent-biz-media-cz_lg_0918bizigetmoney. html 4. Rodriguez, K. Xzibit Defends Rap Lyrics, Hip-Hop Stigmas. 19 Sep 2006. http://www. nobodysmiling. com/hiphop/news/86714. php

Water Conservation Essay Example for Free

Water Conservation Essay United States postal stamp advocating water conservation. Water conservation encompasses the policies, strategies and activities to manage fresh water as a sustainable resource, to protect the water environment, and to meet current and future human demand. Population, household size and growth and affluence all affect how much water is used. Factors such as climate change will increase pressures on natural water resources especially in manufacturing and agricultural irrigation.[1] The goals of water conservation efforts include: To ensure availability for future generations, the withdrawal of fresh water from an ecosystem should not exceed its natural replacement rate. Energy conservation. Water pumping, delivery and waste water treatment facilities consume a significant amount of energy. In some regions of the world over 15% of total electricity consumption is devoted to water management. Habitat conservation. Minimizing human water use helps to preserve fresh water habitats for local wildlife and migrating waterfowl, as well as reducing the need to build newdams and other water diversion infrastructures. Contents [hide] 1 Strategies 2 Social solutions 3 Household applications 4 Commercial applications 5 Agricultural applications 6 See also 7 References 8 External links Strategies[edit] In implementing water conservation principles there are a number of key activities that may be beneficial. 1. Any beneficial reduction in water loss, use and waste of resources. 2. Avoiding any damage to water quality. 3. Improving water management practices that reduce or enhance the beneficial use of water.[2][3] Social solutions[edit] Drip irrigation system in New Mexico Water conservation programs involved in social solutions are typically initiated at the local level, by either municipal water utilities or regional governments. Common strategies include public outreach campaigns,[4] tiered water rates (charging progressively higher prices as water use increases), or restrictions on outdoor water use such as lawn watering and car washing.[5] Cities in dry climates often require or encourage the installation of xeriscaping or natural landscaping in new homes to reduce outdoor water usage.[6] One fundamental conservation goal is universal metering. The prevalence of residential water metering varies significantly worldwide. Recent studies have estimated that water supplies are metered in less than 30% of UK households,[7] and about 61% of urban Canadian homes (as of 2001).[8] Although individual water meters have often been considered impractical in homes with private wells or in multifamily buildings, the U.S. Environmental Protection Agency estimates that metering alone can reduce consumption by 20 to 40 percent.[9] In addition to raising consumer awareness of their water use, metering is also an important way to identify and localize water leakage. Water metering would benefit society in the long run it is proven that water metering increases the efficiency of the entire water system, as well as help unnecessary expenses for individuals for years to come. One would be unable to waste water unless they are willing to pay the extra charges, this way the water department would be able to monitor water usage by public, domestic and manufacturing services. Some researchers have suggested that water conservation efforts should be primarily directed at farmers, in light of the fact that crop irrigation accounts for 70% of the worlds fresh water use.[10] The agricultural sector of most countries is important both economically and politically, and water subsidies are common. Conservation advocates have urged removal of all subsidies to force farmers to grow more water-efficient crops and adopt less wasteful irrigation techniques. New technology poses a few new options for consumers, features such and full flush and half flush when using a toilet are trying to make a difference in  water consumption and waste. Also available in our modern world is shower heads that help reduce wasting water, old shower heads are said to use 5-10 gallons per minute. All new fixtures available are said to use 2.5 gallons per minute and offer equal water coverage. Household applications[edit] The Home Water Works website contains useful information on household water conservation.[11] Contrary to popular view, experts suggest the most efficient way is replacing toilets and retrofitting washers.[12] Water-saving technology for the home includes: 1. Low-flow shower heads sometimes called energy-efficient shower heads as they also use less energy 2. Low-flush toilets and composting toilets. These have a dramatic impact in the developed world, as conventional Western toilets use large volumes of water 3. Dual flush toilets created by C aroma includes two buttons or handles to flush different levels of water. Dual flush toilets use up to 67% less water than conventional toilets 4. Faucet aerators, which break water flow into fine droplets to maintain wetting effectiveness while using less water. An additional benefit is that they reduce splashing while washing hands and dishes 5. Raw water flushing where toilets use sea water or non-purified water 6. Waste water reuse or recycling systems, allowing: Reuse of graywater for flushing toilets or watering gardens Recycling of wastewater through purification at a water treatment plant. See also Wastewater Reuse 7. Rainwater harvesting 8. High-efficiency clothes washers 9. Weather-based irrigation controllers 10. Garden hose nozzles that shut off water when it is not being used, instead of letting a hose run. 11. Low flow taps in wash basins 12. Swimming pool covers that reduce evaporation and can warm pool water to reduce water, energy and chemical costs. 13. Automatic faucet is a water conservation faucet that eliminates water waste at the faucet. It automates the use of faucets without the use of hands. Commercial applications[edit] Many water-saving devices (such as low-flush toilets) that are useful in homes can also be useful for business water saving. Other water-saving technology for businesses includes: Waterless urinals Waterless car washes Infrared or foot-operated taps, which can save water by using short bursts of water for rinsing in a kitchen or bathroom Pressurized waterbrooms, which can be used instead of a hose to clean sidewalks X-ray film processor re-circulation systems Cooling tower conductivity controllers Water-saving steam sterilizers, for use in hospitals and health care facilities Rain water harvesting Water to Water heat exchangers. Agricultural applications[edit] Overhead irrigation, center pivotdesign For crop irrigation, optimal water efficiency means minimizing losses due to evaporation, runoff or subsurface drainage while maximizing production. An evaporation pan in combination with specific crop correction factors can be used to determine how much water is needed to satisfy plant requirements. Flood irrigation, the oldest and most common type, is often very uneven in distribution, as parts of a field may receive excess water in order to deliver sufficient quantities to other parts. Overhead irrigation, using center-pivot or lateral-moving sprinklers, has the potential for a much more equal and controlled distribution pattern. Drip irrigation is the most expensive and least-used type, but offers the ability to deliver water to plant roots with minimal losses. However, drip irrigation is increasingly affordable, especially for the home gardener and in light of rising water rates. There are also cheap effective methods similar to drip irrigation such as the use of soaking hoses that can even be submerged in the growing medium to eliminate evaporation. As changing irrigation systems can be a costly undertaking, conservation efforts often concentrate on maximizing the efficiency of the existing system. This may include chiseling compacted soils, creating furrow dikes to prevent runoff, and using soil moisture and rainfall sensors to optimize irrigation schedules.[9] Usually large gains in  efficiency are possible through measurement and more effective management of the existing irrigation system. The 2011 UNEP Green Economy Report notes that [i]mproved soil organic matter from the use of green manures, mulching, and recycling of crop residues and animal manure increases the water holding capacity of soils and their ability to absorb water during torrential rains, [13] which is a way to optimize the use of rainfall and irrigation during dry periods in the season.

Overcoming Barriers to Inclusion for Physically Disabled

Overcoming Barriers to Inclusion for Physically Disabled Special Educational Needs (SEN) are learning differences, difficulties or disabilities that make it harder for a child to learn than other within their peer group. This could be behavioural difficulties, emotional, social and intellectual difficulties. Defining inclusion refers to the process of educating students with disabilities along with their general peers. The general goal is to allow children with disabilities to be educated with their peers in the regular classroom to the maximum extent appropriate for the learning in the least restrictive environment. For some children this means being with typical peers all day and for others it may mean, mainstreaming. (www.amazon.co.uk 2009) The inclusion process is dependent on the child individual needs; they use an Individual Education Plan (IEP) team for example parents, teachers and other school staff put strategies together for inclusion. The IEP is the basic right of any child with a disability. Physical educational can provide many positive benefits for pupils with or without disabilities. Physical Education (P.E) can provide the opportunity to socialise with peers and develop relationships has well as developing their motor skills. Many children with disabilities do not have the opportunity to socialise outside of school hours or participate in physical activities. They depend on this interaction to meet their social needs. (www.amazon.co.uk 2009) Researchers found that for those who are fortunate to participate in an inclusive education do find themselves to have more self worth. On the downside, teachers attitudes to inclusion have a direct effect on inclusion working. If teachers are not open and tolerant to the childs physical needs the child will not be has relaxing and benevolent. Teachers need to be patient with students who learn at a slower pace and accept the responsibilities of incorporating activities to suit regardless of ability level. Its imperative that teachers sees the children first then recognise the disability. Many disabled children were considered has ‘in educable until 1970. Before 1970 children were segregated from their families and put into ‘special hospitals or institutions. In 1978 the Warnock Report was the biggest ever investigation into SEN (Special Educational Needs), this report put the issues of integration of disabled children in mainstream schools for the first time. (inclusion.uwe.ac.uk) Nearly 30 years after Baroness Mary Warnock ‘inclusion into mainstream school, she acknowledges that ‘inclusion had failed. Mary Warnock stated and admitted that ‘schools did not always provide properly for children with disabilities and proposed a radical review of the system. (Guardian 2008) Since the revision of the SEN code of practice there have been several changes for the better. SENCO, head teacher and governing body with other members of staff have an imperative responsibility in the role of providing an inclusive education for those with disabilities. SENCO welcomed the SEN code of practice but they were still concerned with some of the difficulties they were facing in implementing the code. The difficulties they were facing were the lack of resources, time constraints and low status. However the codes of practice have become more effective in their provision for pupils with disabilities by setting them new targets. In recent years teaching assistance has been working alongside teachers to give extra support for children with SEN. Having the extra support in classrooms helps secure mainstream education for all instead of segregation into separate ‘special schools. John OBrien an inclusion consultant says that adults have an important role in helping children to build responsible relationships with each other, especially when those relationships are across a social fracture line like race, gender and disabilities. Developing (inclusion.uwe.ac.uk 2009) inclusion means ending segregation, inclusion is a developing process and is concerned with breaking barriers to help learning increase. During the 1980s and 1990s there was much investment in new special schools to meet the needs of children with learning and physical disabilities. The motivation for these separate schools was that mainstream education was unable to provide the additional support and care that was required. Since the start of the 21st century there has been a political shift in thinking with many special schools closing or merging with their nearest primary or secondary school or college. The social aspect of education is crucial to all learners and that a persons learning or physical difficulties are best met in an inclusive social environment. (www.pedagogy 2009) There are a range of barriers that children face, the three I looked at were inclusion, barriers to inclusion and multi agency working. Inclusion came into force in 1990 and the purpose for this new legislation was to eradicate potential barriers. This was so children could benefit fully from an effectual inclusive education. The belief behind the new legislation was to include all regardless of their impairment to a full time education and for them to grow to the best of their ability. Even though society has moved forward there is still some segregation. Current legislation should be seen in a chronological context as part of a slow process of change for the better. Some barriers children also face are the lack of motivation due to it being painful and tiring for them. However for sensory and learning disabilities the world may seem disorganised and baffling because of their impairment. Another barrier children also face is over protective parents, treating their children childlike and unable. Therefore it is often a great concern for parents when their disabled child starts to express and assert themselves. For many disabled children it is important part of their life to express their identity and feeling (inclusion.uwe.ac.uk 2009). The aims of the Multi Agency Services are to work for disabled children. The services are to provide families with an effective team of supporters to help families in managing their disabled childrens complex health care needs at home. The multi agency is working and making a significant difference to children and their families. However a number of social and emotional barriers for families still remain. (pg 78 making a difference). Mainly families still struggle with daily routines (such as sleep deprivation) to trying to sort out social activities for themselves and their disabled child. The multi agency service had enabled families to short breaks and day trips to elevate some of the pressure of being their childs twenty four hour carer. There are also some families with a disabled child or children who receive no support with help in calming benefits despite being on a low income. Some families felt that there was a lack of co-ordination and flexible support from the multi agency services thus leaving them to suffer emotional pressure. Even though Multi Agency Services had helped some children they are still faced with a multiple of barriers. The barriers they face where exercising their basic human rights, this included feelings that they could not have the rights to communicate, the rights to be independent, the rights to develop friendships and relationships, and to participate in ordinary leisure and recreational activities and the right to be consulted and informed about their care and support. (pg 78 Making a Difference). Although there is still room for improvement within the multi agency service, Overall families that have been involved with the agency have reported that they felt their quality of life had improved. The models of disability provides a framework for understanding the way in which people with impairments experience disability, This helps society to understand the impact society has on impairments. There are two main models which are the social and medical model. The social model has been designed by disabled people. People with a disability says that barriers exist within society and the way society is organised. Before the social model had been developed disabled people felt that they had to voice their opinions because society would discriminate and exclude them from society. The aim for the social model is to remove barriers so that a disabled person can have the same opportunities has everyone else. Society has started to change because a person with impairment can use public transport and gain full access to building thus making them no different to an able bodied person. Under the medical model disabled people are defined by their illness or medical condition. Disabled people are often seen as the problem in society and that its them who should learn to adapt to society and not society to them. The medical model view that disabled people need to be cured or cared for and professional justify that its acceptable for a disabled person to go into a specialised school or being isolated at home where only their basic needs are met. The professionals determine which school the child will attends and the sort of education supplied. The professional are the ones creating some barriers has it will limit their opportunities, thus creating stereotypes who will pity, fear and patronise them instead of working together for a inclusive environment. (www.fepdfscotland In conclusion barriers are starting to be knocked down and people with impairments are starting to be heard. Disabled children want to be respected and listened to and to be able to play with friends, to feel safe and be comfortable. Some other potential barriers were that children faced were feelings of segregation has they would be left out of day to day activities. Some people take for granted that having a disability would prevent the children from having fun thus resulting in isolation. Some families also reported that they did not know where and how to get help and the other barriers they face were actually persuading someone that help was needed. Their Families also found that the provisions they were finally provided with was too little and too late to make the best possible improvement to the quality of their everyday life. For the disabled child parents they found that they miss out on full entitlements to benefits because some services tended not pass on the proper informa tion needed. Some other potential barriers families have faced were the very long waiting list for intervention, equipment and adaptions which meant the loss of integration for children and their needs. Families with disabled children have a real struggle with finding the right services and information to suit their childs needs and when they do finally get the right sort of help they always have to repeat their painful stories to different members of staff. Some services tend to work towards their own priorities rather than what best for the child, this is a particular issue in the transition from childhood to adulthood where they need to consider options of accommodation and employment depending on the person individual needs. Families also found it harder to contribute to everyday life in ways where non-disabled families took for granted. At worst, this can result in social exclusion for all the family. (www.audit-commission 2009) restricted access, service gaps or bullying cultu re put pressure on the whole family. For many children and families there tends to be at least one outstanding member of staff that will give the family support, empathy and expertise. Having such expertise has given the families of disable children the support required which have helped make a difference in a small way. Other staffs as demonstrated a child- centred approach and motivation to work beyond their strictly defined role.

Tv Violence :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  It is human nature to try to solve every problem that comes up. Humans just do not feel comfortable saying, â€Å"I don’t know,† so we work long hours searching and studying to find solutions to every problem that needs one. So when kids started torching cars, shooting students and teachers at school, smashing windows, assaulting bus drivers, and even decapitating each other, where did parents and law enforcement officers look? This is not an easy question with a definite answer, but after researchers studied hard, they found an answer: television. Could that little box that places images on the screen really affect the behavior of people so drastically? People now blame television for everything. Irresponsible parents who do not spend enough time with their kids and law enforcement officers who do not want to investigate to find a real cause to a problem are quick to blame television when their kids do something wrong. Instead of taking responsibili ty for their own kids, these parents lobby for restrictions to be placed on television and ruin things for everyone else. I see two problems with that. First, it is constitutionally wrong for someone to try to limit someone else’s free speech. The constitution does not specifically mention television, but it does not mention any other form of communication so it is assumed that television is included. Secondly, it does not make a lot of sense for a few angry people to try to control what everybody watches. I love to watch television, and I would be very angry if I could not watch what I wanted because it contained too much violence or if the producers of one of my favorite shows changed it to decrease the amount of violence in it.   Ã‚  Ã‚  Ã‚  Ã‚  It seems like everyone has his or her own opinion on this subject. The two most obvious are that people think television violence is bad and something should be done about it or they think violence on television does not affect people’s behavior and nothing should be done. Jeffrey Klein, the author of the article â€Å"Fire Fighting Little,† believes television is causing problems everywhere in the world. In his article, he examines the causes of the rise in juvenile violence, not only in America, but worldwide. He tries to find the answer to the question, â€Å"Why is juvenile crime erupting worldwide at a time when adult crime is diminishing and there is much less violence among nations?

Gay, Lesbian and Bisexual Issues - We Must Accept Gays and Lesbians :: Argumentative Persuasive Topics

Don't Tolerate Gays and Lesbians    Tolerance. Preference. I am so sick of those words.    Why should people have to be tolerated? Tolerance should apply to annoying habits, like hearing the tapping of a pencil or cracking knuckles. People shouldn't have to be tolerated because of who they are. People shouldn't have to be put up with because of whom they wish to spend their time with.    I believe a person's sexuality is not a preference. It is not a choice or a decision. It is simply the way a person is born. Period. Some are born straight, some are born gay, and some are born loving everyone. There is no choice in the matter. One can, however, decide whether or not to live out who he or she is. Living a lie for a lifetime is not good for anyone.    I am proud of who I am. I am a teenager, and I am a lesbian. I haven't told my family yet because I am afraid of what they'll say. It's a really sad world where a daughter has to be afraid of being herself in front of her parents, but it is the world I live in.    It's a really sad world because I have to, essentially, move across an ocean to the Netherlands just to get married if I ever find a woman I wish to spend the rest of my life with. There are actually laws prohibiting homosexual marriages in the United States. In the land of freedom and opportunity, I am denied the right to love and marry as I see fit.    It's a really sad world where there are people in my generation telling me that I am wrong, that I can always go back to being straight, that I am disgusting.    Whether they're influenced by parents, religion, or other peers, I find it extremely disappointing that individuals in our nation, especially younger ones like me, can be so closed-minded and prejudiced.    My parents are the type of people who claim to be accepting of all, but really aren't. They are prejudiced against everyone - black people, Middle Eastern people, Asian people, people who talk with an accent, homosexuals - in short, everyone who isn't like them. I have learned to tune them out and ignore the cruel things that come out of their mouths.

Aztecs :: essays research papers

According to their own history, the Aztecs, who called themselves the Tenochca or Mexica, started as a small nomadic tribe originating from a place called Aztlan. Aztlan existed somewhere in the southern part of California or the north west of Mexico. At this time they were Nahuatl speaking. During the twelfth century they started a period of wandering and in the thirteenth century they came across Mexico's central valley. There they decided to settle. The reason for this is a prophecy. The prophecy said that when they saw an eagle sitting on a cactus with a snake in its mouth that was where they were to build their great civilization. For that reason they called it Tenochtitlan, meaning place of the cactus. Since the prophecy was filled upon an island in the middle of a small lake, called Lake Texcoco, land became short. They built Tenochtitlan in the year thirteen twenty five BC. They started as a small struggling village continually fighting with other Mexican city-states. Tenochtitlan acted as a place of refuge. Aztec Empire At first the Aztecs where ruled by the mightiest of the city-states in central Mexico known as Azcapotzlaco. They helped Azcapotzlaco to conquer surrounding territory in the early fourteen hundreds. By fourteen twenty-eight they had Azcopotzlaco itself with the help of neighboring allies. Tenochtitlan, by the year fourteen thirty-one, with an alliance with the neighboring city-states of Texcoco and Tlacopan had become and independent city-state itself. This triple alliance of three city-states soon controlled all of Mexico's central valley. Tenochtitlan, as the dominate city-state in this alliance, became a base for a program of military expansion and conquest. However the program was left incomplete even when the empire fell to the Spaniards. To connect the Capitol to the mainland the Aztecs built a network of canals, bridges and three stone causeways. Aztecs didn't rule directly over the lands they concord. Instead they demanded tribute such as food, clothing, woven blankets, precious stones, furs, feathers, fine woods and slaves or captives. As a result these products became available in the marketplace and common in people's homes. The emperor's power came from his control of the military, wich was exceedingly large. Under him was his chief deputy, who would communicate with the gods and relate the gods wishes to the Emperor. Below him there was a council of four noble princes and three honored classes of warriors who managed day to day affairs in the empire. Below them were four social classes, nobles, commoners, serfs and slaves. Nobles: the nobles owned private plots of land or shared land with other families. Commoners: The commoners were the largest group who included priests, merchants, artisans, and farmers who held land in common with the nobles. Serfs: The majority of the serfs farmed the nobles land. Slaves: The slaves were the lowest

14-19 Work Related Learning

Key words: Student voice, democratic participation, egalitarianism, meritocracy, commodification, consumerism, post-modernism. 1 Every Child Matters ? In 2003, the Government published the green paper ‘Every Child Matters’ (ECM); this was published alongside the Climbie report (2003). The ECM (2003) emphasis’s four key themes: supporting families and careers, child protection, multi-agency collaboration, and ensuring that the people working with children are valued, rewarded and trained.The Every Child Matters (2003) green paper also identified five outcomes that are most important to children and young people: being healthy, staying safe, enjoying and achieving, making a positive contribution and achieving economic well-being. These five outcomes are universal ambitions for every child and young person, whatever their background or circumstances.Following wide consultation with children's services, parents, children and young people, the Government published Ever y Child Matters: the Next Steps in November 2004, and passed the Children Act (2004), providing the basis for developing more effective and accessible services focused around the needs of children, young people and families.The recently formed DCSF (Department for Children, Schools and Families) echo’s the points made in ECM (2004) and seeks to ensure that all children and young people stay healthy and safe, secure an excellent education and the highest possible standards of achievement, enjoy their childhood, make a positive contribution to society and the economy, have lives full of opportunity, free from the effects of poverty. These outcomes are mutually reinforcing.For example, children and young people learn and thrive when they are healthy, safe and engaged. The DCSF also aim to raise educational standards so that more children and young people reach expected levels, lifting more children out of poverty and re-engaging disaffected young people. This is particularly app licable to my practice as the socio-economic circumstances of most of my students disadvantage them. Most of my students live in Camborne, Pool, Redruth and Hayle.These are widely recognized as deprived areas regarding economic opportunities, high number of single parent households, low employment prospects, and the majority of employment being minimum waged, relatively insecure, part time, seasonal or flexi time. (SDRC 2004). This relates back to ECM (2003) in that this seems to be applied in context of the geographic and demographic circumstances of children and young people.For example, a student from a poor single parent household in a deprived area with high crime rates who participates in underage smoking and drinking may be majority behaviour or the ‘norm’ in certain subcultures in Camborne, Redruth, Pool and Hayle but would attract more attention and concern in a more affluent area where this was not the ‘norm’. 2 We Could be Left Behind In every de cade children are maturing physically earlier than before resulting in a constant shortening of childhood in a biological and social sense. This has a converse repercussive effect involving the constant lengthening of childhood in an educational sense. Cunningham 2006) This is reflected in the proposals in the DfE (Johnson 2007) report Raising Expectations: staying in education and training post-16 are highlighting the need to continue study for 14-19 year olds and by 2015 the school leaving age will be increased to 18 years of age. The reasons the government have given for such policies being implemented are illustrated by the secretary of education; Johnson (2007:3) when he said ‘ the undeniable truth is that if a young person continues their education post 16 they are more likely to achieve valuable qualifications, earn more and lead happier, healthier lives’.A seeming contradiction to Johnsons (2007) policy of staying in education longer and its benefits have been r esearched by Walker and Zhu (2003:145) who asserted that ‘there is no evidence that raising the minimum school leaving age made people who have not intended to leave at the minimum age raise their educational standard. This is consistent with the view that education raises productivity and not with the view that productive people get more educated’Johnsons (2007) statement seems concerned with happiness, health and wealth. The Universal Declaration of Human Rights (UDHR 1948) has wider reaching concerns. The UDHR (1948) states in Article 26 that ‘education shall be directed to the full development of the human personality and to the strengthening of respect for human right and fundamental freedoms. It shall promote understanding, tolerance and friendship among nations, racial or religious groups for the maintenance of peace’.However, Johnson (2007:18) goes on to explain ‘we have a duty to prepare all young people for the labour market’ as †˜the world economy is developing at an ever more rapid pace. If we do not act now we could be left behind’. So its seems that it is not just for the benefit of our children’s wellbeing that Johnson encourages the parents of the youth of today to continue in education and so ‘achieving valuable qualifications, earn more and lead happier healthier lives’ (Johnson 2007:3) but more to do with deeper issues of ‘the world economy’s development and the UKs position of power within it’.In the same report Johnson (2007) quotes research carried out by the National Institute for Social and Economic Research (NISER) that reinforces the idea that when individuals achieve higher levels of skill and qualification, businesses and the economy benefit. This is compelling evidence that increasing the educative stock of human capital raises productivity at the macro economic level. In relation to literacy for example, a study by Coulombe Trembley and Marc hard (2004) found that if a countries literacy score increases by 1% relative to the inter national average a 2. % relative rise in labour productivity and a 1. 5% rise in GDP per year can be expected. 3 Surf’s up This emphasis on cultural superficiality, fragmentary sensations and disposability offers wide implications and questions; not least ‘what is postmodernism? Postmodernism itself is a much disputed term that has occupied much recent debate about contemporary culture since the early 1980s. In its simplest sense it refers generally to the phase of 20th century Western culture including the products of the age of mass television since the mid 1950s.More often, though, it is applied to a cultural condition prevailing in the advanced capitalist societies since the 1960s, characterized by a ‘superabundance of disconnected images and styles most noticeably in television, advertising, commercial design, and pop video’ (Baudrillard 1998:72) In my practice I notice that these media have a profound impact on defining student’s social standing and identity within their peer group. In my role as a lecturer I observe that the students are encouraged through media and peer pressure to consume.Children’s identities centre prolifically on brand names and icons (mobile phones and hoodies) which help to fulfil their aspirations to obtain products which make statements about who they are. The latest fashions all contribute to the identity of the youth of today where a distinct subculture and language exist involving Xboxes, ipods, beebo, Bluetooth, myspace, chavs, hoodies, emos, skaters and goths. I ensure that I participate and involve such subcultural language within my practice when explaining tasks, demonstrating skills or providing metaphorical illustrations.Whatever postmodernism is and however the term evades definition, what the intellectual highbrows have been lecturing on postmodernism are soon to become extinct by their own doing. The postmodernist wave of consumer students have climbed the ladder and are nipping at the heels of the old school who created them like Doctor Frankenstein who is dispatched by his creation. This wave of postmodernist students could also be seen as in a vast ocean of modernity where far from the shore one can see the formation of a wave.As the wave builds in popularity it slowly approaches the shore, the crest breaks; postmodernity is born. As we stand and watch, it slips beneath itself, down into the ocean, and there in time it becomes ‘the modern’, dissolved and replaced by yet another breaking new wave. Paradoxically the new wave will emerge in a significantly disposable, shifting, fragmentary postmodern society with expectations of structured, quantifiable, standardised educative processes.One of the latest waves to begin its postmodernist journey towards the shore before slipping back into modernism and the norm is the Qualification and Credit Framework (QCF) announcement in January 2008 by the Qualifications and Curriculum Authority (QCA) who have â€Å"allowed commercial companies the ability to award nationally accredited qualifications to employees, for the first time Network Rail, Flybe and McDonald’s all achieve the standards set by QCA for awarding accredited qualifications, enabling them to assess, track and recognise work-place learning† (QCA 2008) McQualifications This links to Ritzers (2000) notion of the McDonaldisation of education, where education is based on the premise of efficiency, calculability, and predictability and is partially governed by non-human technology. This perspective is rooted in both Fordian principles of mass production, mechanisation and assembly lines (Ling 1991) and Weberian (1968) principles regarding the growth of formal rational systems with its emphasis on the rules and regulations of large social structures.Ritzer (2000:2) applies this process of McDonaldisation not only to ‘restaurants but also to work, health care, travel, leisure, dieting, politics, the family, and virtually every aspect of society’; including, of course, education. This could be illustrated with the OFSTED standardisation of observations and grading, league tables, units of competence, knowledge requirements etcetera.For example, Young (1961) asserts that in a meritocracy, all citizens have the opportunity to be recognized and advanced in proportion to their abilities and accomplishments. The ideal of meritocracy has become controversial because of its association with the use of tests of intellectual ability, such as the Scholastic Aptitude Test, to regulate admissions to elite colleges and universities. It could be argued that an individual's performance on these tests reflects their social class and family environment more than ability.Maybe this is what Chomsky (1989) would label a necessary illusion. One that allows the system to keep on running with the support o f its members even if massive disparities and inequalities exist. Supporting a system that does not support you as an individual is a typical hegemonic regime of truth; a discourse that the society accepts and makes function as true (Foucault 1980:131). Excellence in Schools (DFEE 1997) and Meeting the Challenge (DFEE1998) were ntroduced as the Governments educational policies and marked the change from centralised control to educational intervention where direct involvement and partnerships with parents, schools, Local Authorities and businesses recognised them as stakeholders in an attempt to improve standards in schools and to find ‘radical and innovative solutions’ (Blair 1998:1 cited in Meeting the Challenge 1998) to problems of underachievement. Reference List Baudrillard, J. (1998) The Consumer Society: Myths and Structures. London. Sage. Children Act (2004). London. HMSO. Chomsky, N. (1989) Necessary Illusions.London. Pluto Press Climbie Inquiry: Report of an In quiry by Lord Laming (2003). London. HMSO. Coulombe,S. Trembley, F. and Marchard, S. (2004) Literacy scores, human capital and growth, across 14 OECD countries. OECD. Canada. Cook – Sather, A (2002) ‘Authorising Students perspectives: towards trust, dialogue and change in education’. Educational Researcher, 31, 4, p3 -14. Cunningham, H. (2006) The Invention of Childhood. London. BBC Worldwide Ltd. DCSF (2007). Department for Children, Schools and Families. Accessed online at dfes. gov. uk. DFEE (1997) Excellence in Schools. London. HMSO.DFEE (1998) Meeting the Challenge. London. HMSO. DWP (2006) Equality and Diversity: Age Discrimination in Employment and Vocational Training. London. HMSO. ECM (2004). London. HMSO. Every Child Matters (2004) Change for Children in Schools. Nottingham. DfES. HMSO ECM (2005) Change for Children: common core of skills and knowledge for the childrens workforce. DfES. ESRC (Economic and Social Research Council) ‘Consulting Pupil s about Teaching and Learning’. Foucault, M. (1980) Power/Knowledge: Selected Interviews & Other Writings 1972- 1977. Gordon, C. (ed) New York. Pantheon Books. Illich, I. 1973) Deschooling Society. Great Britain. Penguin. Johnson, A. (2007) Raising Expectations: staying in education and training post-16. DfE Kolb, D. (1984) Experiential learning as the science of learning and development. Englewood Cliffs. Prentice Hall. Laidlaw, M (1994) The democraticising potential of dialogical focus in an action inquiry. Educational Action Research, 2, 2, p223 – 241 Ling, P (1991) America and the Automobile: Technology, Reform and Social Change, 1893-1923. Technology and Culture, Vol. 32, No. 3 p 627-628 National Institute for Social and Economic Research (2002).Britains relative productivity performance – updates to 1999. NISER Oplatka, I (2004) ‘The characteristics of the school organisation and the constraints on market ideology in education: an institutional viewà ¢â‚¬â„¢. Journal of Educational Policy 19, 2, p143 – 161. QCA (2008) News release: Employers gain official awarding body status on line at http://www. qca. org. uk on 29/01/2008 Ritzer,G. (2000) The McDonaldization of Society. London. Pine Forge Press. Rudduck, J and Flutter, J (2000) ‘Pupil participation and pupil perspective: carving a new order of experience. Cambridge Journal of Education, 30, 1, p75 – 89.Schon, D. A. (1983) The Reflective Practitioner: How professionals think in action. London: Temple Smith Social Disadvantage Research Centre (2004) The English Indices of Deprivation 2004 HMSO Tomlinson, M. (2003) Tomlinson Report, The. Accessed online at qca. org. uk on 4. 12. 07. Universal Declaration of Human Rights (1948) General Assembly of the United Nations. Usher, R. Bryant, I and Johnston, R (1998). Adult Education and the Postmodern Challenge. London. Routledge. Walker, I. and Zhu, Y. (2003) Education, earnings and productivity: recent UK evidence. Labour Market Trends.Accessed online at www. statistics. gov. uk-article labour. Market-trends-education mar03pdf on 25. 6. 07 Weber, M. (1968) Economy and Society. Totowa. Bedminster. Whitehead, J and Clough, N. (2004) ‘Pupils, the forgotten partners in education action zones’. Journal of Educational Policy 19, 2, p216 – 226 Young, M. (1961) The Rise of the Meritocracy: An Essay on Education and Equality. Great Britain. Penguin. Bibliography Donovan, G. (2005). Teaching 14-19. Great Britain. David Fulton. Vizard, D. (2004). Behaviour Solutions: teaching 14-16 year olds in colleges of further education. Great Britain. Incentive Plus.

Attachment Theory Essay

Attachment theory describes the dynamics of long-term relationships between humans. Its most important tenet is that an infant needs to develop a relationship with at least one primary caregiver for social and emotional development to occur normally. Attachment theory explains how much the parents’ relationship with the child influences development. Attachment theory is an interdisciplinary study encompassing the fields of psychological, evolutionary, and ethological theory. Immediately after World War II, homeless and orphaned children presented many difficulties,[1] and psychiatrist and psychoanalyst John Bowlby was asked by the UN to write a pamphlet on the issue which he entitled maternal deprivation. Attachment theory grew out of his subsequent work on the issues raised. Infants become attached to individuals who are sensitive and responsive in social interactions with them, and who remain as consistent caregivers for some months during the period from about six months to two years of age, this is known as sensitive responsiveness. When an infant begins to crawl and walk they begin to use attachment figures (familiar people) as a secure base to explore from and return to. Caregivers’ responses lead to the development of patterns of attachment; these, in turn, lead to internal working models which will guide the individual’s perceptions, emotions, thoughts and expectations in later relationships.[2] Separation anxiety or grief following the loss of an attachment figure is considered to be a normal and adaptive response for an attached infant. These behaviours may have evolved because they increase the probability of survival of the child.

Rutgers

Talent Search Rutgers Essay Visiting Rutgers university on November 5th, 2013 was definitely a great experience as well as an eye opener for me. From touring the dfferent campus, getting an inside look in one of the Residence Halls and actually sitting and eating lunch In a setting filled with actual college students, the experience was surreal. Vlsltlng Rutgers motivated me to seek better for myself so that hopefully I can attend there or somewhere like it. With that said, there are many factors that come In to play hen considering me being able to go to Rutgers University.What can I study? One of the best things about Rutgers Is that It offers over a hundred different majors, and holds thousands of courses. When I get Into college I would Ilke to study Sports Management with a minor In Marketing. Luckily, Rutgers does offer a Bachelors degree In sports Management and Instead of minoring In Marketing: I could make it a major as well and be a â€Å"double major†. An opportunit y like that is breath taking and definitely caught my attention.Although Rutgers doesnt ffer my major beyond a bachelor's degree, like masters or doctorates, Rutgers is an accredited university so another college with a Sports Management master's program would greatly accept my bachelor's degree from Rutgers. Is Rutgers worth the cost? With such large and diverse campuses, Rutgers is a bit pricey. Although paying to attend may be very expensive, to me it's a risk worth taking. Rutgers diversity along with its academic profile suggests that it is one of the top tier colleges across the nation.Also, Rutgers has so much more to offer than just cademics. With 400 student groups, Division 1 athletic programs, and the state's most extensive network of research labs, RIJ definitely sets the bar very high. Hopefully with a helping hand from Financial Aid, Rutgers cost will be a little less expensive so that I can cover all costs. Can I get in? That's the million dollar question. Based on th e different requirements and things that come in to play when the office of admissions chose who they would like to see at their school, I think I have a fair shot.With my SAT cores and my personal statement, hopefully I stand out in a way that would help me get accepted. Rutgers university is definitely a great choice for me personally. Although It has been on my college list, the tour definitely assured Its position. With Just a few hours' worth of being there I could only Imagine what It would be like to be there full time. Hopefully, Rutgers university Is In my future! Rutgers By hochoyt Visiting Rutgers University on November 5th, 2013 was definitely a great experience as well as an eye opener for me.From touring the different campus, unch in a setting filled with actual college students, the experience was surreal. Visiting Rutgers motivated me to seek better for myself so that hopefully I can attend there or somewhere like it. With that said, there are many factors that come in to play What can I study? One of the best things about Rutgers is that it offers over a hundred different majors, and holds thousands of courses. When I get into college I would like to study Sports Management with a minor in Marketing. Luckily, Rutgers does offer a Bachelor's degree in Sports Management and instead of minoring inMarketing; I could make it a major as well and be a â€Å"double major†. An opportunity like that is breath taking and definitely caught my attention. Although Rutgers doesn't top tier colleges across the nation. Also, Rutgers has so much more to offer than Just Rutgers University is definitely a great choice for me personally. Although it has been on my college list, the tour definitely assured its position. With Just a few hours' worth of being there I could only imagine what it would be like to be there full time. Hopefully, Rutgers University is in my future!

Super Essay

Writing an Essay See also: Super Tips – Differences between Essays, Reports and Journals Super Tips – Writing in an Appropriate Style Essays are usually written: †¢ to inform your reader about your position in relation to a particular issue †¢ to argue for change or recommend action †¢ to analyse problems and present solutions †¢ to present and evaluate research findings Writing an essay is an opportunity for you to develop new ideas and apply concepts and theories from your course. You’ll develop a thesis (or position) and use reasoning and evidence to support your point of view. A tertiary essay is similar to essays you’ve written at secondary school, particularly those written in your last couple of years at school. However, there are some differences you need to be aware of: †¢ Citing all the sources you use is extremely important. If you don’t, you’ll be guilty of plagiarism, which is taken very seriously by the University. You can find out how to cite your sources and write reference lists in the Learning Links – Referencing leaflet. Most essays will be longer than you’ve written at secondary school (most are between 1500 and 2500 words) and will be worth a large percentage of your semester’s marks. You’ll usually be expected to analyse issues at a deeper level than you did at secondary school. †¢ †¢ This resource has some useful hints on how to analyse your essay topic, plan and write your essay. Steps in the essay writing process Although no two writers work in the same way, there is a general system that many good writers follow. This system involves following the step-by-step process outlined below. Skim through the main points now, and when you need to write an essay, check out the extra information about each point. 1. Analyse the question – underline key words – put question into own words – look for hints on structure ‘Brainstorm’ the question – to take stock of what you already know 2. Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 1 – to give you a focus for your reading – to give you the beginnings of a plan 3. Start your research – begin with general reading – look for potential ways to structure your essay – remember to record bibliographical details and page numbers of references as you go Plan the essay – write down the main points/arguments, preferably using a mind map – write any secondary points and their relationship to the main points Continue your research – this is focused research, where you seek further information about each of the main points/arguments Write! most people find it easier to concentrate on the body first, then the conclusion, followed by the introduction †¢ decide on a logical order for your points/arguments †¢ remember that each paragraph should contain one idea, which is stated in the topic †¢ sentence. Other sentences in the paragraph should explain, give evidence for and possibly give examples. †¢ concentrate on one point at a time, but in your final editing, make sure each paragraph is linked to the next †¢ expect to write several drafts †¢ don’t worry about spelling, grammar, sentence structure or finding the ‘right’ word until you’ve finalised the content of the essay. . 5. 6. Analysing the question Once you’ve selected your topic, you need to be sure you understand what it means before you begin any researching or reading. A common problem is to make a quick assumption that you know what it means and what’s expected of you. However, if you’re wrong, even if you write a great essay, you won’t get very high marks if it doesn’t do what the topic says it will do. Here are some strategies: †¢ Underline or highlight the key content words or phrases and direction words (such as discuss, evaluate, analyse, etc. and make sure you understand them. It’s easy to overlook the direction words, but if you just describe something when you’ve been asked to analyse it, your essay is likely to get fe w marks. Check here to make sure you know the meaning of each. Here’s an example of the process: Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 2 Essay topic: ‘Explain the double-binds that managers are faced with in hierarchical organisations. The key content words are: double-bind; manager; and hierarchical organisations. The direction word is explain. You probably think you already know what these words mean, but it pays to make sure you’re not overlooking some part of the meaning. For instance, if you really think about these words, you might come up with these definitions: Explain: to analyse, focusing on the ‘how’ and ‘why’ of a particular issue; to identify reasons, causes and effects; to go beyond describing and summarising. ouble-bind: a dilemma; an argument forcing an opponent to choose one of two equally bad alternatives a person conducting a business or institution; manager: a person controlli ng activities of a person/team hierarchical organisations: an organised system, or set of connected things or parts in some type of order such as order of importance. †¢ Re-write the topic in your own words. This is a useful way of checking whether you’ve really understood the question. For example, for the topic mentioned above, two possible ways of re-writing could be: ‘Analyse why and how the dilemmas come about that are faced by people who lead, guide and direct systems (organised with levels and ranks). Identify the causes and effects of these dilemmas. ’ ‘Analyse the causes and effects of dilemmas faced by persons leading, guiding and directing ranked systems. ’ †¢ Identify what concepts or ideas from your course apply to this topic (refer to your lecture or class notes and any other readings). Think about any controversies or arguments in relation to this topic (your lecturers or teachers will probably have referred to these). Write out a short statement giving your position on the topic. This may change after you’ve done some research and thought more about the topic, but if you do it at this stage it’s easier for you to keep focused. Write down relevant information about the topic. Make notes about the areas of the topic you need to research. †¢ †¢ †¢ †¢ Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 3 †¢ Write a possible outline of the essay. This is likely to change as you research the topic but it’s useful to think of the organisation of your essay even at this stage. Brainstorming the question Brainstorming is a useful process to find out what you already know about the essay topic. Get a large piece of paper and let your mind go – write down anything that comes to mind when you think of the essay topic. It’s important that you don’t stop to think about whether what you’re writing is relevant or not. The next step is to look at what you’ve written and look for the beginnings of a plan for your essay. At this stage you can cross out anything you don’t think is relevant and, of course, add other things you think of. Beginning your research Now you need to locate appropriate references. You need to first read widely to get an overview of the topic, problem, issue or debate, then narrow your reading down to a few specific authors or key issues. You should find reference material in the library, in resources or bibliographies from your teacher or lecturer, and on the Internet. A word of warning when using the Internet, however – check to see that the information comes from a reliable and reputable source. Remember, also, that the RMIT librarians can help you. Remember to make notes as you go, and to record all bibliographic information as soon as you make a note or photocopy. It can take weeks of backtracking to find out where you got that wonderful quote you need to use! When you feel confident that you’ve read enough material, you need to develop a thesis statement. This is your position in relation to the topic. It’s the driving force throughout your essay. Planning your essay An essay outline is like the skeleton of your argument. You can do this linearly (writing a list of main points with secondary points indented) or visually (for instance, drawing a mind map or other diagram). Whichever format you use, you’ll need to identify: †¢ the main point †¢ your supporting points or elaborations †¢ the evidence you’ll use to support each point. Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 4 For an example of a linear and a mind map outline for an essay and the sample essay that was developed from them, check out the Learning Links – Sample Essay leaflet. Continuing your research This is the easy part of your research because you know what information you’re looking for. You’ve done your preliminary research and organised this information into an outline, and now your task is to find more information about each of the points on your outline. At this stage, as well as more information about points on your outline, you may find another point or two that you need to add. This is OK – just reorganise your essay outline. Writing your essay Finally, you can begin writing. You don’t have to write your essay in the same order that people read it. Sometimes you might find that writing the introduction first helps you to be clear about the content and intention of the essay. However, at other times you might find that it’s better to write in this order: †¢ †¢ †¢ Write the body first (because this is the most important part) then write the conclusion (so you can sum up while your main arguments are fresh in your mind) and finally write the introduction (because sometimes it’s difficult to write it until you’re clear about what it is you’re introducing). This is the stage when you need to think of the writing style. You need to write in an academic style (check out the Learning Links – Writing in an Appropriate Style leaflet) and you need to write clear paragraphs and sentences. Writing the body of the essay In the body of the essay, all the preparation you’ve done so far comes together. Follow the outline you’ve made already and write paragraphs with: †¢ †¢ †¢ Main Points Supporting Points Elaboration Main Point Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 5 Write down one of your main ideas, in sentence form. If your main idea is ‘private enterprise should not run public utilities', you might say this: The Longford Gas Inquiry revealed to the community the damaging consequences of private ownership of public enterprises. Supporting Point Next, write down each of your supporting points for that main idea, but leave four or five lines in between each point. One of your supporting points may be: Private companies are obliged to run their operations in an entirely different way to government. Elaboration You may find the visual outline useful here. In the space under each supporting point, write down some elaboration for that point. Elaboration can be further description, explanation, examples, support from research or discussion: When the main point of an operation is to make a profit, efficiency and safety can be the first to suffer. A private company is not answerable to the Victorian community in the same way that the government is. Public utilities remain a matter of political importance even when they are privatised. You flesh out your body paragraphs in this way, and use joining sentences and quotations. Once you have fleshed out each of your body paragraphs, one for each main point, you are ready to continue. For example: When the Kennett Liberal government came to power in 1992, it considered that part of its mandate was the privatisation of a number of public enterprises. The first utilities to be sold off were gas and electricity. Although Esso had always operated a gas plant at Longford, (near Sale in East Victoria) it had previously done so in partnership the government through the Victorian Gas and Fuel Corporation. Esso now ran the plant and supplied the gas through Vencorp, a private company that had replaced one of the delivery functions of the Gas and Fuel Corporation. On Thursday 24 September 1998 a series of explosions at the Esso Longford plant left two people dead and eight injured. The explosion left gas supplies at dangerously low levels, with the only gas available for consumers being what was left in the pipes. Victorians faced a crisis in terms of dwindling gas supplies and naturally enough turned to their government for leadership. Whilst the governments was able to invoke special powers to protect gas supplies, it was not in fact responsible for the continuing delivery of gas to consumers. In this paragraph, which would probably be the first body paragraph, we have introduced our main point of privatisation, and sub-points of how that particular example worked. We have fleshed it out with factual information surrounding the situation, and closed the paragraph with reference to the explosion at Longford. In the second body paragraph which follows this one we might include a description of the explosion and its aftermath, and possibly why and how it happened Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 6 Writing the introduction The introduction should be designed to attract the reader’s attention and give an idea of the essay’s focus. You need to set out clearly, concisely and forcefully your approach to, and interpretation of, the question as well as your point of view on it. You might wish to agree with part of the question but disagree with other parts. If so, make sure this is clear in your introduction. The introduction should also include a general broad outline of the more detailed arguments you will write about in the main body of your essay. Most introductions have information organised from the general (broad) to the specific (narrow). Introductions should include: * A general statement introducing the topic * A thesis statement expressing your point of view * A statement outlining the areas and perspectives to be discussed * An outline of the organisation of the topic (optional) * Any definitions necessary for the reader to understand the topic (but if there are many, or if they need explaining at length, it’s better to do this in the next paragraph) Writing the conclusion A good conclusion should draw the arguments together and reinforce points made in the body of the essay. There is more variation in the contents and organisation of a conclusion than there is in an introduction. However, there are some features many have in common. A conclusion should: †¢ †¢ †¢ †¢ †¢ †¢ remind the reader of the thesis of the essay provide a summary of the main points and arguments point to the significance of your findings point out the implications of the issues not simply restate the introduction. contain no new material (i. e. it should not introduce any new points). Check the instructions for formatting and style Learning Links Super Tips/writing an essay www. rmit. du. au/lsu February 2005 7 When you prepare your final draft, it’s important to follow all of the instructions you’ve been given. Some Departments, Schools and Faculties have a style guide for student writing, or sometimes you’re given a sheet at the beginning of the year with formatting and style instructions. If you haven’t been given any inform ation, ask your lecturer or teacher if they or the department have any style preferences. Here are some style and formatting questions you should find out: †¢ †¢ †¢ †¢ †¢ †¢ How big should the margins be? Is there an official cover sheet? What information (eg date, lecturer’s or teacher’s name, course number, etc) must you include? Should I double-space my lines? Should I put it in a folder or plastic sheet? What referencing style should I use? Check your writing This is the stage when you need to review, edit and proofread so you can improve the way you present your ideas. A good way to do it is to read your paper when it’s finished and then put it away for a couple of days. Read it again and answer these questions: †¢ †¢ †¢ Does it make sense? Is there a logical development of ideas? Do the sentences flow smoothly from one to another? If not, add some words to help connect them. Look at transition words you’ve used, such as therefore and however. If you’ve used the same transition words throughout your essay, check out some others you could use. Is your spelling, punctuation and grammar OK? Have you used the formatting requested by your lecturer or teacher? Have you used the referencing style expected by your lecturer or teacher? Have you checked your references list or bibliography to see that it is correctly formatted? †¢ †¢ †¢ †¢ Once you’ve checked your work, give it to someone else to read (preferably someone who isn’t familiar with your topic). Other people often pick up the simple mistakes or ‘typos’ such as writing and for an. When we read our own work, we often read what we think is there rather than what’s actually there. The final thing for you to do is to make sure you have another electronic copy as well as another printed copy just in case your essay goes astray. Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 8 These materials were produced by the RMIT Learning Skills Unit. For further information or comments please email judy. [email  protected] edu. au Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 9