Top Plato Symposium Essay Topics Guide!

Top Plato Symposium Essay Topics Guide! Facts, Fiction and Plato Symposium Essay Topics An idea that you think is new may have been thought by somebody else long time back. In our modern world the concept of love for a god is surely unsound. Similarly Love isn't good because love has to be of good. Consequently, love of an individual's body is replaced by means of a love of that individual's wisdom, which is replaced by the greatest love, the love of wisdom generally. Most students feel the essay topics have to be extravagant or unusual. Many students don't know how to compose a superior classification essay since they choose wrong topics to work on. Essays could be literary or non-literary. Reading example essays works exactly the same way! Choice of the essay topic is important portion of your efforts to compose a great essay. Ideas, Formulas and Shortcuts for Plato Symposium Essay Topics There are various facets of Greek art that may be accredited to Plato for creating. Platos thought is largely recorded in the shape of dialogues that feature Socrates as the protagonist. Though an essay might be written for different purposes a writer should be creative, analytical and needs to be in a position to organize his thoughts in a very clear and crisp method. There are also a number of essays on Plato you could refer so as to observe how others have presented their arguments. The Lost Secret of Plato Symposium Essay Topics There are lots of facets which one should bear in mind when revising a classification essay. Thus, you've got to consider from the view of an artist to come up with a fantastic body paragraph of A level e ssay. Whatever the kind of essay is, they need to proofread it again and again in order to ensure there are not any traces of mistakes left. As there's an established structure for five paragraph essays one is to start with introduction. Get the Scoop on Plato Symposium Essay Topics Before You're Too Late Innovate your own ideas to create the essay more delight full and potent. If you're not sure which to use, you will hear which one is accurate. An appreciation of the increase of private freedom as it has developed in the Western Tradition. The Plato Symposium Essay Topics Game In case it sounds goofy, then odds are good the suitable choice is Its. Log into the net, there are a number of websites that supply the sample college essay. Therefore, most students wind up being frustrated since they aren't able to write and submit their customized essay paper in time. Attempt to concentrate on a single point, instead of butterfly several topics at the same time. The Chronicle s of Plato Symposium Essay Topics Essay writing is about relating to the theme. Such essays are occasionally written in a series so they cover the full scope of the theme. The majority of the works are depicting a perfect Greek person performing a noble act not simply a typical act. The Plato Symposium Essay Topics Game One of the absolute most efficient approaches to develop a topic and title is to note down any ideas you are thinking about. If you pick a difficult essay topic for a specific reason, or when you have zero choice and thegiven topic doesn't interest you much, do take the aid of Professional Advisers. Last word of advice is to seek advice from your teacher before the last decision about this issue selection for argumentative essays. Last words of advice are to seek advice from your teacher in case you have any confusion. Top Plato Symposium Essay Topics Secrets The essay writing must be completed in a well-planned and structured method. An individual must rea lize that writing an essay isn't a very simple job and there's substantial effort that's required to develop oneself into a good essay writer. The introduction needs to be convincing and bring out the thesis that you will present in the essay. You ought to make sure your essay states finally what you have been able to prove. You will have the ability to compose your own essays effectively whenever you want to. An argumentative essay on the opposite hand should be supported by facts. As an example, Write an excellent informative essay with these easy essay hacks. The Tried and True Method for Plato Symposium Essay Topics in Step by Step Detail One other important process whilst writing the college paper is to get a framework before writing your very first draft. Last words of advice are to make sure you can conduct a research work on this issue you've selected because if you're going for the above topics then it'll be much difficult that you research on it. In order that will help you narrow down an ideal topic and title for your environmental essay, we've discussed some techniques you may employ. The student may give the specifics of the topics to the firm. If it comes to write engineering essay for those students that are studying in electrical engineering school becomes confused since they are engineers and not the writers. You may receive a higher grade than your peers if you opt to quote from articles. Actually, there isn't any school. Some schools have a lot of specific topics from which you're expected to choose and write about. Whatever They Told You About Plato Symposium Essay Topics Is Dead Wrong...And Here's Why To accomplish this, the writers would have to place down the facts of their research in the argumentative essay, at the very same time they will need to cite the facts to demonstrate the credential of the arguments. In this time of unification, Plato started to travel. Persuasive or argumentative essays are intended to convince the audience of ones viewpoint about a specific topic. Superheroes are more prone to fight each other than they are supposed to fight villains. As a writer it's a very good idea to understand what critics have written about the topic.

The Dorothea Orem Self Care Theory - 1232 Words

Nursing has been a profession which promotes health and wellness, advocate for patients and families, take care of the heavy-hearted from pain and suffering, and educate the community. According to the American Nurse s Association Code of Ethics, professional nursing promote health and wellness, protect patients and use optimal abilities to take care of patients while advocating in the care of the individuals, families, communities and populations with no discrimination of persons (ANA, 2015). Nursing theories provide the principles or framework that are needed to practice and help generate further nursing knowledge. Theories are composed of Concepts, definitions, models, propositions, and are based on assumptions (Alligood, 2014). This paper will discuss the Dorothea Orem Self-Care Theory. In addition, the paper will summarize one research study that is relevant to the theory and to my current employment, analyze how the study illustrates practice implications for the theory, and e xplain at least one operational definition for a key concept from the theory. Theory Explanation Dorothea Orem theory of Self-Care came about in the 1970’s. Orem’s theory says that a patient should be able to take care of self in order to obtain optimal health and wellness. The person should have the basic needs of life and be able to perform ADL’s on their own in order to maintain self sufficiency. The basic needs of life can be explained in Maslow’s hierarchy of needs as well; Being able toShow MoreRelatedDorothea Orem s Theory Of Self Care878 Words   |  4 PagesDorothea Orem’s Theory, Metaparadigm and how it relates to Nursing Practice at HealthSouth Sunrise Rehabilitation Hospital According to Petiprin (2015), Dorothea Orem’s theory is used to encourage a person to become more independent. Petiprin (2015) further states that it is true of rehabilitation settings, (Such as,)for example HealthSouth Sunrise Rehabilitation Hospital in which patients are transitioning out of being cared for by physicians and nurses and to exclusive self-care at home. AccordingRead MoreDorothea Orem Self-Care Deficit Theory2485 Words   |  10 PagesOrem Theory Assessment Tricia Burr Elms College Elms College: Division of Nursing Theory Assessment Assignment N: 285 Theorist: _____Dorothea Orem______________________________________ Theory: ______Self-Care Deficit Theory _______________________________ |Credentials |Basic degrees – Diploma from Providence Hospital School of Nursing in Washington DC in 1934; BSN Ed from | |Of author |Catholic University of America in 1939 (Hartweg FleckRead MoreDorothea Orem s Self Care Deficit Theory881 Words   |  4 PagesDorothea Orem’s Self-Care Deficit Theory Orem saw nursing as a deliberate human action, and believed that anyone with a health related ailment could benefit from nursing. She realized when someone was unable to care for his or herself the individual was suffering from a self-care deficit. This led to the self-care deficit theory. There are three theories within the one theory: the theory of nursing systems, the theory of self-care deficits, and the theory of self-care (Creasia and Friberg, 2011)Read MoreDorothea Orem : Self Care Deficit Nursing Theory1615 Words   |  7 Pages Dorothea Orem: Self-Care Deficit Nursing Theory Timothy Urquhart Chamberlain College of Nursing NR 501: Theoretical Basis for Advanced Nursing Practice September 2015 Dorothea Orem: Self-Care Deficit Nursing Theory The art of nursing has been around many years. Like professional medicine, nursing is an ever-changing field in health care. What we learn in school is just a basic foundation of this exciting field in health care. Yet, where did the basic theories of nursing come fromRead MoreDorothea Orem s Self Care Deficit Theory2676 Words   |  11 Pages Dorothea Orem’s Self-Care Deficit Theory Jennifer Miller June 21, 2015 Knowledge Development in Nursing Introduction to Theory In 1956, Dorothea Orem made a connection between nursing and self-care in which she developed a theory called the self-care nursing theory. This theory explains why people need nursing care, a structure for the improvement of the sciences of self-care and the knowledge related with these sciences and the processes for the production of the essential care (TaylorRead MoreDorothea Orem and the Conception of the Self-Care Deficit Theory1415 Words   |  6 PagesBackground Dorothea Orem –the theorist who conceived the Self-Care Deficit theory was born in Baltimore, Maryland in 1914. Orem had completed her Masters of Science in Nursing in addition to her Bachelor of Science in Nursing and her Diploma in Nursing (Johnson Weber, 2010). She had worked as an instructor and as a dean in the Catholic University of America located in Washington, DC. She also worked in places such as the Indiana State Board of Health and the U.S. Department of Health, EducationRead MoreDorothea Orem s Self And Care Deficit Theory Of Nursing1008 Words   |  5 Pagespaper is to tell the reader about Dorothea Orem’s self ­care deficit theory of nursing. Orem was born in 1914 in Baltimore. In Washington, D.C., Orem received her diploma from Providence Hospital. She earned her Bachelor of Science in Nursing and Master of Science in Nursing from Catholic University of America. In 1976, Orem also earned an Honorary Doctor of Science degree. In 1971, Orem†™s self ­care deficit theory was published in N​ursing Concepts of Practice.​Orem worked as a private duty nurse, staffRead MoreDorothea Orem635 Words   |  3 PagesEssay: Dorothea Orem Historical Perspective Essay: Dorothea Orem Introduction The foundation for the nursing profession that provides principles to generate knowledge defines nursing theory. Successful nurses must be rooted in theory and understand the philosophy that drives their actions. Dorothea Orem is a nurse with a vision that studied human behavior, with the core concept of self-care in the patient/nurse relationship. This paper seeks to explain Dorothea Orem’sRead MoreComparison and Analysis Across Theories1142 Words   |  5 PagesComparison and Analysis Across Theories Comparison and Analysis across Theories The purpose of the nursing theories is to provide an interrelating framework focusing on the nursing practice. The defined nursing theories promote better patient care, improve the status of nursing profession, and improve the communication between the nurses, and provide guidance to the researches and education (Keefe, 2011). Not all nursing theories have the same meanings; however, they play the important role ofRead MoreSelf-Care Deficit Theory1670 Words   |  7 Pagesï » ¿ Dorothea Orem: Self-Care Deficit Nursing Theory Chamberlain College of Nursing NR 501: Theoretical Basis for Advanced Nursing Practice September 2015 Dorothea Orem: Self-Care Deficit Nursing Theory The art of nursing has been around many years. Like professional medicine, nursing is an ever-changing field in health care. What we?who learn in school is just a basic foundation of this exciting field in health care. Yet, where did the basic theories of nursing come from? What is nursing

Socio Economic free essay sample

Socio-Economic Background and Mathematics Achievement of Students in Some Selected Senior Secondary Schools in Southwestern Nigeria Yara Philias Olatunde Abstract: The study investigated the relationship between students socio-economic background and Mathematics achievement in some senior secondary schools in Southwestern Nigeria. The study adopted the descriptive survey design that employs simple frequencies and percentages for the analysis of the data. Four research questions were answered in the study. The subjects for the study were 1722 students senior secondary two mathematics students selected from 36 schools from each of the senatorial districts in Southwestern Nigeria. Two research instruments were used for data collection. The findings revealed that majority of the students lived with their father and mother only and they have the basic things needed in a house for good education. The findings also revealed that the parents of the students lived mainly in the urban areas and are educated with private businesses of their own; have investments ranging from stocks and shares to owing houses. We will write a custom essay sample on Socio Economic or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Also the results showed that majority of the students were of average academic ability in mathematics. With a conducive environment like this, students academic achievement in mathematics should be better than students, who do not have such facilities. INTRODUCTION There have been several studies carried out regarding the effect of socio-economic status of students on their academic achievement. Some of these studies have conflicting results as to the relationship between students socio-economic status and their performance academically. Keeves and Saha (1992) opined that in most countries of the world, educational achievements are related to the social background of the students. This includes the gender of the students, the socio economic status of the family (and hence the student) and the ethnicity and language characteristics of the student. Studies carried out by Mok and Flynn (2008) to examine the achievement of students in catholic schools in New South Wales showed that parents level of education made a significant contribution to achievement. High Socio-Economic Status (SES) schools also scored better in the Higher School Certificate than medium or low SES schools (Mok and Flynn, 2008). In a meta analysis including approximately 200 studies by White (1982), a high correlation between SES and achievement was found (r = 0. 875), while Keeves and Saha (1992) demonstrated that SES indirectly influences student achievement while the direct effects on student achievement are associated with other variables. Beaton et al. (1996) reported that the more educational resources in the home the higher the student achievement than those who reported little access to such resources. Strong positive relationships were found between mathematics achievement and having study aids in the home. It was reported that in most countries where the Third International Mathematics and Science Study (TIMMS) were carried out, the more books the student reported in the home, the higher their mathematics achievement. Backman suggested that positive parental attitude towards their children such as high interest in their children’s academic efforts; provision of household equipment like television, computers, books, educative video, radio, good school, closeness and intimacy with children can bring about good academic performance. Fraser (1994) also looked at the effects of home environment on 408 Aberdeen children’s academic achievement and found out that two variables with the highest correlation with educational attainment are parental encouragement and parental education. In a home where parents are fairly or highly educated, there is the tendency that they would aspire to see their children better than they are educationally. This inspiration will force them to motivate their children by providing for their basic needs in education hence their performance in their academic work in school will improve.

Teacher Qualification and Student Academic Achievement free essay sample

This study examines whether teacher qualifications are related to student academic achievement, specifically, we examine the relationship between fifth grade student achievement in mathematics and reading and various indicators of teacher qualifications such as teacher certification, teaching experience and teacher’s education level. This research design takes advantage of the National Childhood Longitudinal Study of Kindergarten Class of 1998-19999 (ECLS-K). The analysis indicates that elementary school certification promotes student achievement in both fifth grade mathematics and reading, while teacher’s teaching experience matters more for reading than mathematics. In terms of teacher education, we found no significant effects on increasing students’ test scores. However, our results indicate that students’ race, their parents’ education level, and their socioeconomic status have a larger effect on test scores than teachers’ education, experience, or the general state certification. It took me a long time before I found the right data for this research. Without the guidance of Dr. We will write a custom essay sample on Teacher Qualification and Student Academic Achievement or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Liza Herzog, Senior Research Associate of the Philadelphia Education Fund, Dr Elizabeth Useem, a Senior Research Consultant at the Research for Action and Dr. Ruth Neild, a Research Scientist at Johns Hopkins University, this would not have been possible. I would like to add a special thanks to Professor Thomas Dee, Associate Professor of Economics and the Director of Public Policy Program at Swarthmore College, who suggested that I look at this particular data set (ECLS-K). I am extremely grateful for his advice, since this project would not have gotten this far without his help. I also thank my advisor Professor Saleha Jilani, who supervised the entirety of the project. Her patience and kindness with me over the months are deeply appreciated. Finally, I want to extend my gratitude to Professor Thomas Vartanian at Bryn Mawr Graduate School of Social Work for his inspiration to study the education inequality in the United States, and also my family and friends for their continuous encouragement during my semester of completing this project. The bill outlined President Bush’s public education reform agenda, proposing the most dramatic changes to the Elementary and Secondary Education Act, which has tried to raise the academic performance of all students, since its enactment in 1965. The No Child Left Behind Act (NCLB) includes significant new accountability measures for all public schools, such as closing the achievement gap between advantaged and disadvantaged students, achieving mathematics and reading proficiency for all students by the 2013-14 school year, providing a highly qualified teacher for every core academic subject, improving communication with arents and making all schools safer for students (Mantel 2005, Four Pillars 2004). To recruit and supply more â€Å"highly qualified teachers†, the law has increased federal funding for teacher training programs, such as the Troops to Teacher program that encourages military veterans to become teachers, the Transition to Teaching program that encourages experienced professional to become teachers, and Teach for America which recruits recent college graduates to teach in disadvantaged schools. Since teachers are arguably the most important education resource, recent interest in teacher labor markets stems in part from the recognition of the importance of teachers and the recognition of substantial differences across schools in the qualifications of teachers. A consistent finding in the research literature is that teachers are important for student learning and that there is great variation in effectiveness across teachers (Aaronson, Barrow and Sander, 2003; Rockoff, 2004; Rivkin, Hanushek and Kain, 2005, Kane, Rockoff and Staiger, 2006). Furthermore, many researchers believe that teacher quality is a key determinant of student achievement, and this has been explicitly acknowledged under the NCLB by requiring every elementary and secondary public school teacher be â€Å"highly qualified†. To be considered â€Å"highly qualified† under the NCLB rubrics, teachers need to have a bachelor degrees and state certification that has not been waived on a temporary or emergency basis. In addition, NCLB also requires these highly qualified teachers to be proficient in the subjects they teach, by having a college major or graduate degree in that particular subject, credits equivalent to a college major, passing a state-developed subject matter test, or having advanced certification. All these definitions of â€Å"high quality† and requirements of teachers reinforce the idea that as we raise standards for all students, we are placing even greater importance on the role of teachers. This research looks at academic gains among students during their elementary education and how their achievement is affected by the different teacher qualities, such as their teaching experience, their level of teaching certifications, their employment status, their education attainment (i. e. receipt of a master’s degree) etc, in addition to the effects of students’ schools and families impact their academic achievements. The two questions is explored in this paper are: * to what extent are fifth grade teacher qualifications associated with their students’ mathematics score? to what extent are fifth grade teacher qualifications associated with their students’ reading scores? This study is organized as follows. The next section provides a brief overview of the relevant literature on teacher quality. Then we discuss our econometric specifications and the ECLS-K data. The following section presents our results and the final section concludes with some discus sion of how these results relate to the prior literature and what they mean for current policies. II. PREVIOUS LITERATURE Kati Haycock, a teacher quality advocate, argues that there is clear evidence that demonstrate how â€Å"teachers have the single greatest effect on student learning† (Huang, Yi, Haycock 2002) since teachers spend a significant amount of time working directly with students. Highly dedicated and qualified teachers are needed to strengthen students’ learning experience and maximize their academic achievement. However, there are also a lot of different studies on teacher qualification that argues otherwise. The following literature review touches upon recent studies of teacher certification, teacher’s teaching experience, teacher’s education degree and assessments for teachers. No doubt, there is an acute need for teachers in high poverty schools in the United States, yet to improve the current programs, there are continuous heated debates on teacher assessments such as whether teacher certification improves students’ performance and whether teacher-intern programs such as Teach for America (TFA) where interns are allocated into poor performing schools and are asked to transform the classroom enhances students’ academic achievements. For TFA Corp members the criticisms tend to fall into two categories: first, is that most TFA teachers have not received traditional teacher training and therefore are not as prepared for the demands of the classroom as are traditionally trained teachers; and second, is that TFA requires only a short-term commitment, only two years of teaching and the majority of Corp members leave at the end of that commitment (Xu, Hannaway, and Taylor, 2007). This contributes to the vicious cycle of low teacher retention rate and enormous spending for training new teachers because the benefits of TFA’s teacher training are lost when TFA teachers leave. There are more than four studies done that included data on TFA and three of them are published in peer-reviewed journals. Looking at these four studies together, which will be discussed individually later, it shows that students of uncertified TFA teachers do significantly less well in both reading and mathematics than those who are new yet certified, and the negative effects in reading are most evident in elementary grades. On the other hand, when TFA teachers obtain training and certification, their students generally do as well as those of other teachers or sometimes better in mathematics. Furthermore, the problem with the retaining TFA teachers was also highlighted in the following studies. In Laczko-Kerr and Berliner’s (2002) study, they compared student achievement for 110 matched pairs of recently hired under-certified and certified elementary teachers from five low-income school districts in Arizona. These elementary teachers were paired up with students who took the mandated state achievement test, which is third grade and above, and were matched within schools and districts. Their study had two findings: first, it indicates students of TFA teachers did not perform significantly different from students of other under-certified teachers; and secondly, they found that students of certified teachers significantly out-performed students of teachers who were under-certified on all three subtests of the SAT-9 – reading, mathematics and language arts. Notably, the effect size favoring the students of certified teachers were substantial. Students of certified teachers outperformed students of under-certified teachers by about three months in reading on a grade equivalent scale, and about three months ahead in both mathematics and language arts. In addition, the study verified traditional programs of teacher preparation result in positive effects on academic achievement of low-income elementary school children. Therefore, concluding that policies allowing under-certified teachers to work with the most difficult to teach children appear harmful. Even though Laczko-Kerr and Berliner’s study did not control for prior year achievement at the individual student level, other studies that included this control also obtained similar findings such as the study by Darling-Hammond, Holtzman, Gatlin and Heilig (2005). They used data from Houston, Texas which has information on more than 132,000 students and 4,400 teachers in grades three to five over six years on six achievement tests: the Texas Assessment of Academic Skills (TAAS), SAT-9, and Aprenda (for Spanish-speaking students) in reading and mathematics. In this study, students’ prior year achievement and demographic characteristics, classroom and school characteristics, and teachers’ experience and degrees were all controlled for and they found that certified teachers consistently produced significantly stronger student achievement gains than uncertified teachers, including Teach for America teachers. These uncertified teachers had significant negative effects on student achievement for five of six tests, with the sixth test showing insignificant but negative effects. Among the five tests showing negative effect of having an uncertified teacher, the study established that uncertified TFA teachers had greater negative effects than other uncertified teachers, by hindering their students’ achievement by one-half month to three months annually compared to a fully certified teacher with the same experience working in similar school. While on a positive note, TFA teachers’ effectiveness improved once they gained certification. TFA teachers who stayed long enough to obtain standard certification did about as well as other similarly experienced certified teachers. In mathematics, TFA students did significantly better than those of other certified teachers on the TAAS test, with no difference in the SAT-9 test but still marginally worse on the Aprenda test. Even though TFA teachers appeared to improve when they became certified in their second or third year, few of them stayed in the district or even continue to teach to exercise their effective teaching. In the third study by Boyd, Grossman, Lankford, Loeb and Wyckoff (2006), they examined how the entry requirements changes the teacher workforce and affect student achievement by analyzing the effectiveness of 3,766 new teachers who entered teaching in grades 4-8 through different pathways in New York City. The study found that, compared to the students of new teachers who graduated from teacher education programs, students of new TFA recruits scored significantly lower in reading / language arts and about the same in mathematics (worse in grades 4-5 and better in grades 6-8). These results were similar to those of other teachers from non-traditional routes, including the New York Teaching Fellows, temporary license holders, and teachers from out-of-the-country. Like the Darling-Hammond et al. (2005) study in the Houston, TFA teachers’ effectiveness generally improved as they became more prepared and certified by the second year of teaching, the negative effects disappeared for elementary math. Unfortunately for reading, TFA teachers continued to exert a significant negative influence on their students’ reading scores. Just as the Houston study, most TFA teachers left after their second year and their retention rate by year three is as low as 27% and by year four only 15 %. This retention rate is about 25 percentage points lower than other non-traditional entrants and 13 percentage points less than college prepared teachers. Using the same database as Boyd and colleagues’ New York City study, Kane, Rockoff and Staiger (2006) compared entrants into New York City schools by different categories of initial pathway and certification status. Similar to the Boyd et al. tudy, this study found that, in math and reading, students of first year teachers from TFA, the NYC Teaching Fellows, and other uncertified teachers did worse than those of first year teachers who were regularly certified. As the authors sort the new teachers into different categories, they included teachers licensed through â€Å"transcript review† and temporary permits in the same group as college-prepared teachers, to mini mize the effect of teacher preparation. Once again, the study demonstrated a reduction or elimination of negative effects in math when teachers finished their training and certification and gained experience. However, in reading, the initially uncertified groups of teachers continued to have a negative effect for all three years (for Teaching Fellows and other uncertified teachers) and for two of the three years (for TFA). As the other studies have shown, TFA has an especially high attrition rate, by the fourth year, only about 10% of TFA recruits stayed in teaching, about 40% of other uncertified teachers remained, about 50% of NYC Teaching Fellows continued, and just below 60% of regular certified teachers kept onto the profession. There is a large number of studies on the relationship between student achievement and teachers’ characteristics, such as teacher experience, preparation, degrees earned, certification, and test scores and we touched upon a few of them in our previous section on teacher quality and qualification. Surprisingly, the majority of studies conclude that teacher education and experience not being strong predictors of teacher effectiveness, as measured by student gains. In the study of Chicago Public School teachers, Aaronson, Barrow, and Sander (2003) found that 90 percent of the variance in teacher effects on student learning was not explained by teacher characteristics, such as highest level of education, experience, credentials, and selectivity of the college that the teacher attended. In addition, there is an unexpected preponderance of evidence that suggests teachers who have completed graduate degrees are not significantly more effective at increasing student learning than those with no more than a bachelor’s degree. Five studies that Rice (2003) reviewed examined student achievement in a wide variety of grades and subject areas, and found that teachers having completed an advanced degree had no significant effect on student performance (Summers and Wolfe, 1977; Link and Ratledge, 1979; Murnane and Phillips, 1981; Harnisch, 1987; Monk, 1994). Clotfelter, Ladd, and Vigdor (2007a) have also found that on average, elementary teachers who had completed master’s degrees were no more or no less effective than others at raising student achievement, other than elementary teachers with master’s degrees. This group of elementary teachers appeared to be less effective, on average, than those without advanced degrees if they earned the degrees more than five years after they started teaching. In terms of the effectiveness of teacher assessment, Margolis (2006) examined the impact of high-stakes assessments, of both K-12 students and new teachers, on teacher development of equitable teaching practices. Through exploring two studies of field experiences in Washington State—one of teacher interns and one of cooperating teachers, Margolis reckons that new teachers were receiving little support in incorporating multiculturalism, cultural responsiveness, and transformative pedagogies into their teaching requirements and that state level policies in response to the No Child Left Behind Act may be decreasing teacher attention to closing the achievement gap. His analysis points out that, in order to hold teachers more accountable, policymakers may want to shift their focus from creating complex assessment guidelines that evaluate teachers’ qualification to develop better teacher-student relationships that promote pedagogical change. III. MODEL Two basic ordinary least squares (OLS) regressions are done to investigate the extent of teacher qualification influences fifth grade student’s grades in both mathematics and reading, controlling for student’s socioeconomic status and school characteristics.

40 French Expressions En Tout

40 French Expressions En Tout 40 French Expressions â€Å"En Tout† 40 French Expressions â€Å"En Tout† By Mark Nichol English has borrowed heavily from French, including a number of expressions beginning with en (meaning â€Å"as† or â€Å"in†). Some of these, such as â€Å"en masse,† are ubiquitous; others, like â€Å"en ami,† are obscure. Many more listed (and defined) here, italicized in the sample sentences, are not even listed in English dictionaries and are therefore considered still wholly foreign (and should be italicized in your prose as well). Whatever their status, however, given sufficient context, these expressions might be gainfully employed to provide a wry or sardonic touch to a written passage, or to characterize a pompous character: 1. En ami (â€Å"as a friend†): â€Å"I confide in you en ami.† 2. En arriere (â€Å"behind†): â€Å"Discretion is the better part of valor, I reminded myself as, letting my more valorous friends go before me, I marched en arriere.† 3. En attendant (â€Å"meanwhile†): â€Å"I entertained myself en attendant by thumbing through a magazine while she troweled on her makeup.† 4. En avant (â€Å"forward†): â€Å"En avant, comrades. Fortune awaits us through that door.† 5. En badinant (â€Å"in jest†): â€Å"Relax, my friend I meant what I said en badinant.† 6. En bagatelle (â€Å"in contempt†): â€Å"He glared at me en bagatelle, as if I were vermin.† 7. En banc (â€Å"with complete judicial authority†): â€Å"I sentence you en banc, as judge, jury, and executioner, to death.† 8. En bloc (â€Å"in a mass†): â€Å"We can depend on them to vote en bloc in support of the proposal.† 9. En clair (â€Å"in clear language, as opposed to in code†): â€Å"The spy’s telegram was carelessly written en clair.† 10. En deshabille (â€Å"undressed, or revealed†): â€Å"She opened the door to find me standing there en deshabille, and immediately retreated.† 11. En echelon (â€Å"in steps, or overlapping†): â€Å"The flock of geese flew overhead en echelon.† 12. En effet (â€Å"in fact, indeed†): â€Å"You see that I am, en effet, in control of the situation.† 13. En famille (â€Å"with family, at home, informally†): â€Å"Let us now return to that happy household, where we find the denizens lounging en famille.† 14. En foule (â€Å"in a crowd†): â€Å"He had the remarkable ability to blend in en foule.† 15. En garcon (â€Å"as or like a bachelor†): â€Å"I have separated from my wife and am now living en garcon.† 16. En grande (â€Å"full size†): The bouncer approached and, with a scowl, reared up en grande.† 17. En grande tenue (â€Å"in formal attire†): â€Å"She arrived, as usual, en grande tenue, and in consternation that everyone else was dressed causally.† 18. En grande toilette (â€Å"in full dress†): â€Å"The opening-night crowd was attired en grande toilette.† 19. En guard (â€Å"on guard†): â€Å"She assumed a defensive position, as if en guard in a fencing match.† 20. En haute (â€Å"above†): â€Å"From my perspective en haute, as it were I’d say you are both wrong.† 21. En masse (â€Å"all together†): â€Å"The members of the basketball team arrived en masse at the party.† 22. En pantoufles (â€Å"in slippers, at ease, informally†): â€Å"He had just settled down for a relaxing evening en pantoufles when the doorbell rang.† 23. En passant (â€Å"in passing†): â€Å"She nonchalantly mentioned the rumor en passant.† 24. En plein air (â€Å"in the open air†): â€Å"We celebrated by venturing en plein air.† 25. En plein jour (â€Å"in broad day†): â€Å"They boldly rendezvoused en plein jour.† 26. En poste (â€Å"in a diplomatic post†): â€Å"Though he was a friend, I decided to send the memorandum en poste.† 27. En prise (â€Å"exposed to capture†): â€Å"He found himself en prise, beset on all sides.† 28. En queue: (â€Å"after†): â€Å"I bided my time and followed en queue.† 29. En rapport (â€Å"in agreement or harmony†): â€Å"I’m delighted that we are all en rapport on the subject.† 30. En regle (â€Å"in order, in due form†): â€Å"I believe you will find the documents en regle.† 31. En retard (â€Å"late†): â€Å"Typically, they arrived en retard for dinner.† 32. En retraite (â€Å"in retreat or retirement†): â€Å"After uttering the verbal blunder, she ducked her head and exited the parlor en retraite.† 33. En revanche (â€Å"in return, in compensation†): â€Å"En revanche, I invite you to attend my upcoming soiree.† 34. En rigueur (â€Å"in force†): â€Å"We have arrived en rigueur to support you.† 35. En route (â€Å"on the way†): â€Å"En route to the post office, she passed by the derelict house.† 36. En secondes noces (â€Å"in a second marriage†): â€Å"The community was so conservative that she found her matrimonial state, en secondes noces, to be the topic of gossip.† 37. En suite (â€Å"connected, or in a set, as a bedroom with its own bathroom†): â€Å"She was pleased to see that the room was en suite.† (Also spelled ensuite.) 38. En tasse (â€Å"in a cup†): â€Å"I’ll take some en tasse.† 39. En tout (â€Å"in all†): â€Å"We’d like to use your banquet room, please we are a score or more en tout.† 40. En verite (â€Å"in truth†): â€Å"En verite, I am the one responsible.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:100 Beautiful and Ugly WordsEmail EtiquetteFew vs. Several

What to Expect in an Online Class

What to Expect in an Online Class Evolving web technology has made it possible to take a class or even earn a degree from a major university without ever sitting in a classroom. Some students take online courses as part of traditional degree programs. For example, I teach several of my undergraduate courses as both traditional on-ground classes and online classes. Online classes hold some similarities with traditional on-ground courses, but there are also many differences. Depending upon the school, program, and instructor you choose, your online class may entail synchronous asynchronous elements. Synchronous elements require that all students log in at the same time. An instructor might provide a live lecture using a web cam or might hold a chat session for the entire class, for example. Asynchronous elements do not require that you log in at the same time as other students or your instructor. You might be asked to post to bulletin boards, submit essays and other assignments, or participate with other class members on a group assignment. Communication with the Instructor occurs through: E-mailBulletin boardsChat roomsInstant messageVideo conference (like Skype)Telephone (sometimes) Lectures are taught through: Web conferencesTyped lecturesTeleconferencesBulletin boardsText chatStreaming audioRecorded lectures Course participation and assignments include: Discussion board postsEssay assignmentsConstructing web pagesCreating blogsCollaborating on wiki pagesTests (conducted online) What you need: Computer capable of streaming video and multitaskingPrinterHigh speed internet (no dial up!)Basic computer skills: Internet surf, downloading media, search, emailSelf-discipline and motivationRegular blocks of time Most online universities offer demonstrations for online courses on their web sites, which allows you to preview the virtual learning experience beforehand. An orientation class may be required by some schools, in which you will meet the instructors, staff, and other students. You will also learn about the technology used, available tools that are needed to get started, and resources available to online students, such as library facilities. Many online degree programs have residencies that require that students come to campus for one or more days every year.

IPv4 and ipv6 Essay Example | Topics and Well Written Essays - 500 words

IPv4 and ipv6 - Essay Example The protocol accounts for most of today’s internet traffic and operates by describing a network in which there is no quality of service guarantee. IPV4 use 32 bit addressing and allows 4,294,967,296 unique addresses. IPV4 was widely used in modern transmission control protocol. The version provides basic datagram delivery characteristics and it has been highly rated by users for more than 10 years. IPv6 succeeded IPV4 and is currently used in directing 90% of internet traffic (Amer AbuAli 2001) The internet functions by transferring data between different hosts across different networks as specified by routing protocols. In order to transfer the data the protocols require a communicating mechanism and this is achieved by using IPv4 and IPv6. Migration from IPv4 to IPv6 is a cumbersome task because of the large numbers of IPv4 users. In today’s world, more people and organizations are using computers in their daily work. This will be hard to switch the IP protocol. The migration from ipv4 to ipv6 is implemented through step by step by utilizing auto configuration mechanism to eliminate manually configuration. Auto configuration mechanism allows users to mutually benefit from the upgraded IPv4 without affecting their connectivity. This method of migration is called the dual stack technique. Both the IPv4 and IPv6 are run at the same time. Data from IPv6 application in one end is interpreted by IPV6 protocol in the other end (Amer AbuAli 2001) Sets of simple internet procedures have been implemented fro smooth migration from IPv4 to IPv6 which include progressive and simple transition. Administrators update IPv4 routers one at a time without the need of upgrading other routers concurrent Administrators use the simple transition method simplifies in communication between IPv4 and IPv6. Networking devices which cannot be upgraded to IPv6 like the terminal servers can still operate on the IPv4 protocol using the transition model. In order to migrate

Restricting Free Speech Essay Example | Topics and Well Written Essays - 1000 words

Restricting Free Speech - Essay Example This research will begin with the statement that freedom of speech or rather freedom of expression is the political right to communicate one’s ideas or opinions. While freedom of speech is used synonymously with freedom of expression, the latter includes all acts of seeking, receiving or imparting ideas or information, regardless of the medium use. In this case, it may entail the use of newspapers, the internet, radio, televisions, fliers, and so on. In most cases, governments restrict, with varying limitations, how citizens may express themselves. Some of the most common limitations of speech may be related to obscenity, right to privacy, slander, libel, sedition, pornography, fighting words, hate speech, incitement, copyright violation, trade secrets, non-disclosure agreements, right to be forgotten, public nuisance, public security, public order, classified information, oppression and campaign finance reform. There are those that support freedom of expression and believe th at there should be no way the government should limit it. On the other hand, there are those that believe that freedom of expression may not be an exquisite idea of any community and that the government should limit the citizen from expression themselves or rather communicate their thoughts. This paper will be looking at the second scenario, why free speech should be restricted. The world is made up of a very diverse group of people. There are Africans, Asians, Europeans, Americans, Latinos, and so on. There are also several different races. In some unfortunate instances, there are people from particular races that believe they should not integrate with the other races as they are superior to them. Such groups of people have existed. If people were allowed to practice absolute freedom of expression, then it may turn out gruesome. People would be spouting racist, homophobic, nationalist, and very offensive views about others and on their defense, they would say that they are practici ng ‘free speech’. This is not a very pleasant situation. With the freedom of expression, racial abuse still exists, the Ku Klux Klan (KKK) legally exist and the Neo-Nazis prove particularly difficult to stop. All these are groups of people that preach contempt and hatred towards the minority group that spurs conflicts that sometimes lead to loss of lives. In reality, freedom of speech just exists to promote liberty among different groups of people. Unfortunately, there are those who do not realize this and most of the time misuse the freedom.

Simple Harmonic Motion (SHM) of a Simple Pendulum Essay Example for Free

Simple Harmonic Motion (SHM) of a Simple Pendulum Essay Objectives: To study the simple harmonic motion (SHM) of a simple pendulum and to investigate the phase relationship between the displacement, velocity and acceleration, and to investigate how acceleration is related to displacement in a simple harmonic motion. Apparatus: * half metre rule * a light string * pendulum bob * video camera with tripod stand * computer with Motion Video Analysis (MVA) software and Microsoft Excel installed Experimental design: Fig. 0 Theory: For an object or mass moving in a simple harmonic motion, the displacement, velocity and acceleration change periodically in both magnitude and direction. The acceleration in particular is always proportional to its displacement from the equilibrium position and must always be directed towards the equilibrium point. Mathematically it can be expressed as a = -kx, where k is a constant and x is the displacement from the equilibrium point. Also for a simple harmonic oscillation, the period or frequency of oscillation is independent of the amplitude of the motion. In Figure 1, x is the displacement of the pendulum bob from the equilibrium point Q. Points P and R are points where the maximum displacement (amplitude A) can be obtained. Theoretically, the following equations are true for S.H.M.: When the motion starts at the equilibrium position (point Q) x = A sin ?t where ? is angular velocity v = ? A cos ?t a = ?2A sin ?t Period T = 2 ? / ? Fig. 1 When the motion starts at the position where the amplitude is obtained (point P or R) x = A cos ?t where ? is angular velocity v = ? A sin ?t a = ?2A cos ?t Period T = 2 ? / ? In theory, the displacement-time, velocity-time and acceleration-time graphs should be in a sine or cosine curve. Moreover, the velocity graph should lead the displacement by a quarter of the cycle (? = 90à ¯Ã‚ ¿Ã‚ ½), and the acceleration graph should lead the velocity by also a quarter of the cycle. This can be illustrated by the fig. 2(a), (b) and (c). Fig. 2(a): Graph of displacement x against time (Suppose the motion starts at the point where lower amplitude is obtained) Fig. 2(b): Graph of velocity v against time Fig.2(c): Graph of acceleration a against time Procedure: 1. The set-up was assembled in the following procedures: (a) One end of the spring is clamped firmly on the stand. (b) The ringed mass was attached to the other end of the spring. (c) A half-metre rule was clamped on the stand beside the spring and mass such that the top of the half-metre rule corresponds to the top of the spring. (Refer to Fig. 0) (d) The equilibrium position was marked by a sticker. 2. Take readings by using the apparatus in the following procedures: (a) Student holding the white foam board (Student A) (i) Hold the white foam board behind the set up so that the movement of the spring system is not disturbed by any other backgrounds. (b) Student conducting the experiment (Student B) (i) Stand beside the set up. Make sure that the spring system at equilibrium is in a steady and stable condition. (ii) When the video taking was on, pull down the spring some distance (e.g. about 5 cm) and set the spring moving. (iii) Make sure the spring is mostly moving in a vertical direction and not swinging to and fro. (iv) After a few oscillations, ask student C to stop the video. (c) Student conducting the video-taking (Student C) (i) Set up the video camera and fix it on the tripod stand firmly. (ii) Adjust the position of the camera so that the spring system and the movement of the spring is shown clearly. (iii) Watch out for Student B to start or stop the video-taking. 3. Convert the video into suitable format. 4. Use the MVA software to record the positions and times for 2 complete oscillations of the mass. Save the project and export the data to a text file. 5. Use Microsoft Excel to open the exported files and plot the graphs for displacement, velocity and acceleration against time respectively. Also plot a graph of acceleration against time. Results and Measurements: (Copied from the data of MVA software) Values of velocity is found by the equation: (x2-x1)/(t2/t1), whereas x1=-7.54E-02 x2= -4.08E-02, t1=0.00E+00 ,t2=6.67E-02 Values of acceleration is found by the equation: (v2-v1)/(t2-t1) Whereas v1= -1.30E-02,v2= 5.20E-01, t1=0.00E+00 ,t2=6.67E-02 E+00= 100=1; E-01=10-1; E-02=10-2 E-03=10-3 (See the bolded ones as reference) BR/-Index Time(s) x-coordinate (displacement in x-direction)/m y-coordinate (displacement in y-direction)/m Velocity(v)/ms-1 Acceleration(a)ms-2 BR /0.00E+00 -5.80E+00 0.00E+00 0.00E+00 BR /1.00E+00 0.00E+00 -7.54E-02 1.02E-02 -1.30E-02 BR /2.00E+00 6.67E-02 -4.08E-02 0.00E+00 5.20E-01 7.99E+00 BR /3.00E+00 1.33E-01 -1.63E-02 0.00E+00 3.67E-01 -2.29E+00 BR /4.00E+00 2.00E-01 1.43E-02 -2.04E-03 4.59E-01 1.38E+00 BR /5.00E+00 2.67E-01 3.87E-02 -4.08E-03 3.67E-01 -1.38E+00 BR /6.00E+00 3.33E-01 6.73E-02 -4.08E-03 4.28E-01 9.17E-01 BR /7.00E+00 4.00E-01 8.97E-02 -4.08E-03 3.36E-01 -1.38E+00 BR /8.00E+00 4.67E-01 1.08E-01 -8.15E-03 2.75E-01 -9.17E-01 BR /9.00E+00 5.33E-01 1.30E-01 -4.08E-03 3.36E-01 9.17E-01 BR /1.00E+01 6.00E-01 1.45E-01 -6.11E-03 2.14E-01 -1.83E+00 BR /1.10E+01 6.67E-01 1.57E-01 -6.11E-03 1.83E-01 -4.59E-01 BR /1.20E+01 7.33E-01 1.57E-01 -8.15E-03 0.00E+00 -2.75E+00 BR /1.30E+01 8.00E-01 1.63E-01 -1.02E-02 9.17E-02 1.38E+00 BR /1.40E+01 8.67E-01 1.57E-01 -1.02E-02 -9.17E-02 -2.75E+00 BR /1.50E+01 9.33E-01 1.53E-01 -1.02E-02 -6.11E-02 4.59E-01 BR /1.60E+01 1.00E+00 1.39E-01 -1.02E-02 -2.14E-01 -2.29E+00 BR /1.70E+01 1.07E+00 1.22E-01 -8.15E-03 -2.45E-01 -4.59E-01 BR /1.80E+01 1.13E+00 1.04E-01 -1.02E-02 -2.75E-01 -4.59E-01 BR /1.90E+01 1.20E+00 8.56E-02 -6.11E-03 -2.75E-01 6.64E-06 BR /2.00E+01 1.27E+00 6.11E-02 -2.04E-03 -3.67E-01 -1.38E+00 BR /2.10E+01 1.33E+00 3.87E-02 2.04E-03 -3.36E-01 4.59E-01 BR /2.20E+01 1.40E+00 8.15E-03 -2.04E-03 -4.59E-01 -1.83E+00 BR /2.30E+01 1.47E+00 -1.63E-02 0.00E+00 -3.67E-01 1.38E+00 BR /2.40E+01 1.53E+00 -4.69E-02 2.04E-03 -4.59E-01 -1.38E+00 BR /2.50E+01 1.60E+00 -8.36E-02 8.15E-03 -5.50E-01 -1.38E+00 BR /2.60E+01 1.67E+00 -1.08E-01 1.43E-02 -3.67E-01 2.75E+00 BR /2.70E+01 1.73E+00 -1.32E-01 1.63E-02 -3.67E-01 -7.58E-06 BR /2.80E+01 1.80E+00 -1.59E-01 1.63E-02 -3.97E-01 -4.59E-01 BR /2.90E+01 1.87E+00 -1.81E-01 1.83E-02 -3.36E-01 9.17E-01 BR /3.00E+01 1.93E+00 -2.02E-01 2.04E-02 -3.06E-01 4.59E-01 BR /3.10E+01 2.00E+00 -2.26E-01 2.65E-02 -3.67E-01 -9.17E-01 BR /3.20E+01 2.07E+00 -2.41E-01 2.85E-02 -2.14E-01 2.29E+00 BR /3.30E+01 2.13E+00 -2.47E-01 2.85E-02 -9.17E-02 1.83E+00 BR /3.40E+01 2.20E+00 -2.59E-01 3.06E-02 -1.83E-01 -1.38E+00 BR /3.50E+01 2.27E+00 -2.65E-01 3.06E-02 -9.17E-02 1.38E+00 BR /3.60E+01 2.33E+00 -2.71E-01 3.06E-02 -9.17E-02 1.86E-07 BR /3.70E+01 2.40E+00 -2.55E-01 3.06E-02 2.45E-01 5.04E+00 BR /3.80E+01 2.47E+00 -2.43E-01 2.85E-02 1.83E-01 -9.17E-01 BR /3.90E+01 2.53E+00 -2.32E-01 2.85E-02 1.53E-01 -4.59E-01 BR /4.00E+01 2.60E+00 -2.20E-01 2.65E-02 1.83E-01 4.59E-01 BR /4.10E+01 2.67E+00 -1.98E-01 2.45E-02 3.36E-01 2.29E+00 BR /4.20E+01 2.73E+00 -1.79E-01 2.24E-02 2.75E-01 -9.17E-01 BR /4.30E+01 2.80E+00 -1.57E-01 2.24E-02 3.36E-01 9.17E-01 BR /4.40E+01 2.87E+00 -1.30E-01 1.83E-02 3.97E-01 9.17E-01 BR /4.50E+01 2.93E+00 -1.06E-01 1.22E-02 3.67E-01 -4.59E-01 BR /4.60E+01 3.00E+00 -8.36E-02 1.02E-02 3.36E-01 -4.59E-01 BR /4.70E+01 3.07E+00 -4.28E-02 6.11E-03 6.11E-01 4.13E+00 BR /4.80E+01 3.13E+00 -1.83E-02 6.11E-03 3.67E-01 -3.67E+00 BR /4.90E+01 3.20E+00 1.43E-02 4.08E-03 4.89E-01 1.83E+00 BR /5.00E+01 3.27E+00 3.87E-02 2.04E-03 3.67E-01 -1.83E+00 BR /5.10E+01 3.33E+00 6.93E-02 -4.08E-03 4.59E-01 1.38E+00 BR /5.20E+01 3.40E+00 9.17E-02 -2.04E-03 3.36E-01 -1.83E+00 BR /5.30E+01 3.47E+00 1.14E-01 -2.04E-03 3.36E-01 9.00E-07 BR /5.40E+01 3.53E+00 1.32E-01 -2.04E-03 2.75E-01 -9.17E-01 BR /5.50E+01 3.60E+00 1.43E-01 -4.08E-03 1.53E-01 -1.83E+00 BR /5.60E+01 3.67E+00 1.53E-01 -4.08E-03 1.53E-01 2.12E-14 BR /5.70E+01 3.73E+00 1.63E-01 -4.08E-03 1.53E-01 1.19E-06 BR /5.80E+01 3.80E+00 1.55E-01 -4.08E-03 -1.22E-01 -4.13E+00 BR /5.90E+01 3.87E+00 1.47E-01 -4.08E-03 -1.22E-01 1.21E-14 BR /6.00E+01 3.93E+00 1.41E-01 -6.11E-03 -9.17E-02 4.59E-01 BR /6.10E+01 4.00E+00 1.35E-01 -6.11E-03 -9.17E-02 -1.86E-07 BR /6.20E+01 4.07E+00 1.26E-01 -6.11E-03 -1.22E-01 -4.59E-01 BR /6.30E+01 4.13E+00 1.08E-01 0.00E+00 -2.75E-01 -2.29E+00 BR /6.40E+01 4.20E+00 8.56E-02 -4.08E-03 -3.36E-01 -9.17E-01 BR /6.50E+01 4.27E+00 6.11E-02 -4.08E-03 -3.67E-01 -4.59E-01 BR /6.60E+01 4.33E+00 3.26E-02 -2.04E-03 -4.28E-01 -9.17E-01 BR /6.70E+01 4.40E+00 6.11E-03 2.04E-03 -3.97E-01 4.59E-01 BR /6.80E+01 4.47E+00 -2.65E-02 2.04E-03 -4.89E-01 -1.38E+00 BR /6.90E+01 4.53E+00 -5.30E-02 8.15E-03 -3.97E-01 1.38E+00 BR /7.00E+01 4.60E+00 -8.36E-02 8.15E-03 -4.59E-01 -9.17E-01 BR /7.10E+01 4.67E+00 -1.10E-01 8.15E-03 -3.97E-01 9.17E-01 BR /7.20E+01 4.73E+00 -1.43E-01 1.83E-02 -4.89E-01 -1.38E+00 BR /7.30E+01 4.80E+00 -1.59E-01 1.43E-02 -2.45E-01 3.67E+00 BR /7.40E+01 4.87E+00 -1.88E-01 2.04E-02 -4.28E-01 -2.75E+00 BR /7.50E+01 4.93E+00 -2.06E-01 2.04E-02 -2.75E-01 2.29E+00 BR /7.60E+01 5.00E+00 -2.16E-01 2.04E-02 -1.53E-01 1.83E+00 BR /7.70E+01 5.07E+00 -2.38E-01 2.65E-02 -3.36E-01 -2.75E+00 BR /7.80E+01 5.13E+00 -2.49E-01 2.85E-02 -1.53E-01 2.75E+00 BR /7.90E+01 5.20E+00 -2.55E-01 2.85E-02 -9.17E-02 9.17E-01 BR /8.00E+01 5.27E+00 -2.59E-01 2.85E-02 -6.11E-02 4.59E-01 BR /8.10E+01 5.33E+00 -2.57E-01 2.85E-02 3.06E-02 1.38E+00 BR /8.20E+01 5.40E+00 -2.51E-01 2.85E-02 9.17E-02 9.17E-01 BR /8.30E+01 5.47E+00 -2.43E-01 3.06E-02 1.22E-01 4.59E-01 BR /8.40E+01 5.53E+00 -2.30E-01 2.65E-02 1.83E-01 9.17E-01 BR /8.50E+01 5.60E+00 -2.16E-01 2.65E-02 2.14E-01 4.59E-01 BR /8.60E+01 5.67E+00 -1.96E-01 2.65E-02 3.06E-01 1.38E+00 BR /8.70E+01 5.73E+00 -1.71E-01 2.24E-02 3.67E-01 9.17E-01 BR /8.80E+01 5.80E+00 -1.63E-01 2.04E-02 1.22E-01 -3.67E+00 BR /8.90E+01 5.87E+00 -1.22E-01 1.63E-02 6.11E-01 7.34E+00 BR /9.00E+01 5.93E+00 -9.78E-02 1.22E-02 3.67E-01 -3.67E+00 Experimental results in graphical representation: Analysis: (a) Shape of displacement-time, velocity-time and acceleration-time graphs From the experimental results and the graphs plotted above, it appears clearly that the displacement-time, velocity-time are in the form of sine and cosine curves respectively. For acceleration-time, due to errors in marking, may not appear as clear as sine curves. It can be seen more clearly after drawing a trend line. (b) Value of amplitude A and ? it can be read from the graph of x against time that the amplitude is within the range of 0.15-0.25m. Also, read from the graph, ?à ¯Ã‚ ¿Ã‚ ½3.0s (c) The phase relationship between the displacement, velocity and acceleration By comparing the graphs of displacement-time, velocity-time and acceleration-time, it can be seen that the velocity leads the displacement by a quarter of the cycle, and the acceleration leads the velocity also by a quarter of the cycle. (d) The relationship between acceleration and displacement in a simple harmonic motion From the graph of acceleration against displacement x, the points tend to form a straight line going through the origin with a negative slope. It can be deduced that acceleration is directly proportional to displacement in a simple harmonic motion and is in an opposite direction to x. Error and Accuracy: Errors Systematic Error Random Error The motion of the spring system is not entirely vertical. The half-metre rule is not clamped vertically. The origin is not marked very accurately in the MVA software. The two ends of the half-metre rule are not marked accurately in the MVA software. The position of mass marked for each time interval may not be the same for all time intervals. There may be a damping effect by air resistance. The spring may not be perfectly elastic (1) The motion of the spring system is not entirely vertical No matter how carefully we set the motion off, the spring may not be moving vertically all throughout the motion. It may swing to and fro instead, hence the motion may not be entirely a simple harmonic motion, causing deviations in displacement obtained. (2) The half-metre rule is not clamped vertically The half-metre rule is not entirely vertical, so the marked points on the MVA software do not indicate an actual distance of 0.5 m. As the MVA software requires the setting of the end points of the half-metre rule as a reference to locate the displacement, the displacement at each time interval does not reflect the true value of the displacement. (3) The origin is not marked very accurately in the MVA software The inaccuracy of the centre of mass marked in the MVA software will result in the shifting up or down of the graphs of displacement, velocity and acceleration against time. (4) The two ends of the half-metre rule are not marked accurately in the MVA software As the two ends of the half-metre rule may not be marked accurately in the MVA software, the distance marked may not be exactly 0.5 m. Same as error (2), as the MVA software requires the setting of the end points of the half-metre rule as a reference to locate the displacement, the displacement at each time interval does not reflect the true value of the displacement. (5) The position of mass marked for each time interval may not be the same for all time intervals It is difficult to locate the mass at the same position for each time interval, therefore the displacement obtained is not accurate for each time interval. (6) There may be a damping effect by air resistance Air resistance exists, hence a damping force acts on the mass in motion, resulting in smaller and smaller amplitude obtained and also causing deviations in displacement. (7) The spring may not be perfectly elastic As the spring provided may not be perfect, the whole motion may not be entirely a simple harmonic motion. The graphs obtained from the experimental results may not truly reflect the characteristics of a simple harmonic motion. Conclusion The velocity leads the displacement by a quarter of the cycle, and the acceleration leads the velocity also by a quarter of the cycle. Also, the acceleration is directly proportional to displacement in a simple harmonic motion and is in an opposite direction to x. Possible improvements of the experiment 1. A heavier mass could be used to obtain a smoother motion. 2. If possible, more trials can be done to average out the random errors and obtain a better result.

Is He Good Or Is He Bad? :: essays research papers

"Is He Good or Is He Bad?" In Macbeth, William Shakespeare portrays a particular kind of evil. As the character of Macbeth grows into darkness, he searches for more power. Every time Macbeth completes a battle for power, he lusts for more. In Act I, the witches state, "Fair is foul, and foul is fair." This foreshadows the disorder and moral darkness in which Macbeth will plunge himself. Macbeth begins with a bright light of what he wants in his life; later on, he is persuaded by his wife and the witches to yearn for more power. Macbeth turns from an essentially good character toward evil by giving into: his need for power, his insecurities about his relationship with his wife, and vengeance. First of all, Macbeth is easily persuaded into the idea of being king. The witches previously told the truth of Macbeth becoming Thane of Cawdor, now why not move forward and become king. Yet, he knows the only way to become king is to have Duncan die first. In the beginning of Act I, Macbeth is satisfied with his status of living. He doesn't yearn for more, but it is implanted in his head that he wants more. In Act I, Scene IV Macbeth takes one giant step towards evil. He states, "Stars, hide your fires; / Let not light see my black and deep desires." He tries not to express his desires for he knows they are wrong. Macbeth rather hide what he wants then to do harm against others. Before returning home, Macbeth writes a letter to his wife telling her of all the predictions made by the witches. Lady Macbeth definitely wants her husband to be king for selfish reasons. She knows that Macbeth will not cheat to get anything even if he wants something badly, so she Stipanov 2 drills in his head that she will leave him if he doesn't kill Duncan. Within Act I, Scene IV, Lady Macbeth states, "Come, thick night, / And pall thee in the dunnest smoke of hell." In other words, if Macbeth takes a giant step towards evil, Lady Macbeth makes an even greater leap. Once Macbeth returns home, Lady Macbeth takes charge and starts making plans for Duncan's murder immediately. Even when Macbeth tells his wife he cannot go through with the murder, she begins to mock him and tells him that he is a coward.

Powers of police Essay

Polo Games limited was initially involved in manufacture and sale of electronic typewriters changed its product line and started developing and manufacturing hand held computer games and devices. From the scenario of this company it comes out clearly that the company was involved fraudulent and counterfeiting practices and as such it was suspected of having committed a crime. The police came to the business premises one day to search, arrest and seize suspected counterfeit materials used in the fraudulent activities. Police have the powers conferred up on them to do the search and make arrests. Such powers are outlined hereunder: Police and other government authorities have been conferred some powers to arrest, search and even seize property. These powers are available for use by such authorities only in the given circumstances and conditions. For instance the power to search a person for anything is allowed when the person can cover up evidence relating to an offence, or anything which might enable the person to escape from unlawful custody. Other reason or conditions is to search to an extent which is reasonably required to get the required evidence (http://www.11kbw.co.uk/html/articles/policepowers.html, assessed on April 1, 2008). Police have powers conferred to them that enable them to enter and search premises. These powers of entry and search states that: power to enter and search a premise in which a suspected person is hiding; the power only applies to the extent that the police man has reasonable grounds to in believing that there is evidence in the premises. Section 18 of the EPA (Emergency Provisions Act 1996) gives the police power particularly the cop who is the rank of inspector to gain entry into premises occupied by a person under arrest. The inspector in this case should have sufficient belief that there is some evidence in the premises. When such an officer gets into the premises they are covered by the power conferred to them to seize any materials which are suspicious or can be used as evidence in court. This power is deemed critical in cases where it is assumed that some delay may lead to destruction of evidence by the suspected person. Section 17 of the EPA also mandates the police to enter into premises of suspected people in order to execute a warrant of arrest or arrest a person who has committed an arrestable offence. Other reasons for entry and search could involve the capturing of a person who has escaped from the police custody. Such person could have had committed a business related offence. Also in the context of business, police enters or force their way into a premise when there is anticipated damage of the property or evidence. There is section 19 of the EPA which mandates the police officers to enter premises and seize all things obtained through commission of crimes or which act as evidence related to crime.   Police also have power to seize property where there is evidence that it relates to given offence. The basis of this is to prevent the suspect from concealing, losing, altering or destroying the evidence.   Police officers have powers to arrest any person whom they have sufficient evidence or reasonable ground to suspect as having committed or is about to commit crime. To enter business premises, police normally have to obtain warrant from Justice of Peace. The Justice of Peace only grants such warrants when fully convinced that there is sufficient strength of the offence committed. Police seeking such warrants must specify reasons for the search and the things or items to be looked for. Reference: Police powers of search and seizure, available at: http://www.11kbw.co.uk/html/articles/policepowers.html, assessed on April 1, 2008

Modern tragic hero Essay

Aristotle defines a tragedy as a â€Å"form of drama defined by seriousness and dignity and involving a great person who experiences a reversal of fortune†. This ‘great’ person is normally held in high regard and possesses a tragic or fatal flaw which contributes to the reversal of fortune. The character must pass through suffering and trials in which they are brought to their limit and, eventually, the character realises their mistake or flaw, and develops as a result of this. Unfortunately, the development invariably comes too late, and the tragedy ends in the character’s death. According to Aristotle, a tragedy must induce fear and pity in the audience. Watching a person held in high regard fall leaves the audience wondering if a single mistake could really lead to such a drastic turn of events. The Crucible was written at a time when Miller was summoned to appear before the House Un-American Activities Committee. During the 1940s and early 1950s, the fear of communist sympathisers became so great that under Senator Joseph McCarthy, the committee became paranoid in its search for possible communists. As this was happening, Miller began seeing parallels between the actions of the committee and the witchcraft trials in Salem two hundred years ago: â€Å"What was manifestly parallel was the guilt, two centuries apart, of holding illicit, suppressed feelings of alienation and hostility toward standard, daylight society†. The possession of lists pertaining to possible offenders is a particular link, and Miller fashioned The Crucible around both the events of his time and the Salem witch trials. Miller wrote the play for modern audiences and while John Proctor’s path is similar to the one defined by Aristotle, there are a number of differences. John Proctor is described as blunt and honest: â€Å"He had a sharp and biting way with hypocrites,† He has a rebellious spirit which leads him to be impulsive and rash on occasions. An example of this is when Parris mentions a faction. Proctor in jest says, â€Å"Then I must find it and join it†. This behaviour typical to Proctor differs a great deal from the repressive norm of the time. His behaviour also leads him to trouble later in the play, as others do not appreciate his more liberal thinking. â€Å"In Proctor’s presence a fool felt his foolishness instantly-and a Proctor is always marked for calumny therefore. † As a result of his sometimes rebellious attitude, he puts himself in a dangerous position when the hysteria elevates. Proctor is principled and a man of conviction. His refusal to go to church is not motivated by laziness but by a dislike of how Parris runs it. Miller also says that he came to, â€Å"regard himself as a kind of fraud†. Proctor understands that he is not the perfect Christian that he appears to be, and while he remains respected in the village, he himself feels undeserving of such respect because of the sins he has committed. As such, his fear of public humiliation is so great that he is reluctant to act when Elizabeth urges him. To Proctor, the risk of Abigail revealing his sins is too great. Proctor is very weak willed at the start of the play, which highlights his vulnerabilities as a human being while making his change all the more pronounced. He lacks moral courage and strength: strength to do what is right and courage to act, despite the risks on his own reputation. In his actions toward Elizabeth, we see he is loyal and caring. Even though he strayed from his vows, he seeks forgiveness more than anything else and puts off Abigail’s advances, â€Å"I will cut off my hand before I reach for you again. † He is protective of his wife’s feelings, and tries to spare them by deceiving through omission. This is demonstrated when Proctor leaves out that he was alone with Abigail for a moment. However, when Elizabeth finds out about it, she is hurt that he lied, and suspicious of his reasons for doing so. Through this deception, Proctor is inadvertently protecting his own insecurities which, while seemingly non existent to the outside world, he displays in private when with Elizabeth. Proctor lacks confidence in regard to his wife. He feels that he is trying hard to gain her trust but is not getting any response from her: â€Å"On Saturday let you come with me, and we’ll walk the farm together. † This is an obvious attempt to do something romantic with his wife, but Elizabeth is less than enthusiastic. Their inability to face up to their problems and the habit of tip toeing around sensitive subjects prevents the forgiveness that he so craves and keeps their relationship tense. With regard to moral courage, Proctor’s fear of humiliation makes him indecisive, as the only way to stop Abigail’s lies is to hurt her. Here he shows his flaws. He doesn’t want Abigail to reveal their affair. He doesn’t want to hurt her because of his affection and while he knows what she is doing is false, his inaction allows the situation to deteriorate drastically over a short period of time- the start of his fall. Proctor also has a great fear of being judged by others, especially his wife. He says to Elizabeth: â€Å"I’ll not have your suspicion any more,† to which Elizabeth replies, â€Å"John, if it were not Abigail that you must go to hurt, would you falter now? I think not. † It is evident that what she says is true, but, because of this, Proctor immediately jumps to his own defence, â€Å"I confessed, confessed! Some dream I had must have mistaken you for God that day†. This reveals his resentment for being judged, and his belief that only God has the right to do so. Elizabeth also points out Proctor’s confliction and self doubt, â€Å"I do not judge you. The magistrate sits in your heart that judges you,† meaning Proctor is punishing himself for his sins, and channelling his guilt by blaming his wife. In this interaction with Elizabeth we truly see how insecure and weak Proctor is, a far cry from the strong outward appearance he shows to others. His inaction stems from his pride, fear and insecurity, and leads to dire consequences for him and Elizabeth. However, as the play progresses, Proctor goes over a sudden and monumental change. Spurred by the arrest of his wife, the innate defiance in him surfaces and Proctor begins to gain moral courage, becoming committed to freeing his wife. Only in the absence of Elizabeth does John discover purpose and tenacity to do what he has to. He is not yet at the point where he can admit his affair openly to stop Abigail, but he begins to see the extent of the hysteria through Mary Warren and resolves to stop it with the aid of Mary Warren, â€Å"All our old pretence is ripped away-make your peace with it! † He must now contend with Mary’s weak nature, and it is ironic that at the moment of gaining new strength, he must help Mary overcome her weaknesses and fears. Proctor is still scared for his reputation, but the arrest of Elizabeth is the catalyst of his future development.

Releasing Protected Health Information Essay Example

Releasing Protected Health Information Essay Example Releasing Protected Health Information Essay Releasing Protected Health Information Essay Releasing Protected Health Information By Tracy 11/28/2010 The Health Insurance Portability and Accountability act of 1996 also known as HIPAA is a federal law that was put in place to protect private health care information. The HIPAA law also regulates how private health care information can be released and who it can be released too. Any violation of HIPAA can result in termination, fines and even jail time, this is why it is important for health care providers to understand and follow these regulations. In some cases protected health care information can be released to parties other than the patient, in this essay I will cover when patients consent is and is not required to release information to government agencies, legal agencies or representatives and research groups. Providers must obtain the patients authorization to disclose private health care information to government agencies, except when it is required according to HIPAA guidelines. Government agencies like the Department of Social Services and the Bureau of Disability Determinations must provide patients authorization to release their private health care information. In some cases information can be released without the patients consent if it is ordered by court, is required by law for public health officials and to insurers as necessary to pay for health care cost. I believe that these regulations protect private health care information adequately because the patient must consent to release information unless it is required by law or is needed for payment of the patients health care cost. Providers are able to release private health care information for research purposes as long as the information contains no identification such as name, address, numbers, and relatives and so on. I believe that these regulations protect private health care information adequately because the medical information can be used for research purposes but the patient can not be identified. Law enforcement purposes also do not require the patients consent to disclose private health care information. I believe that these regulations protect private health care information adequately because the information is only released on an as needed bases for law enforcement purposes, this can help law enforcement agencies catch criminals and solve cases. Protecting patient’s information is important to prevent health care fraud and abuse and to protect not only the patient but the provider. Releasing private health care information is punishable by law so it is important for health care providers to understand when it is acceptable to release information and when it is not.

Make a professional impression as an introvert

Make a professional impression as an introvert These days, simply showing up to work and doing a good job is unfortunately not enough to succeed in the work world. If you want to build a successful career, it’s important to create a personal brand that defines you professionally. Then, you have to sell yourself. It’s a lot, right? And the trouble is, if you think of yourself as an introvert, you really hate putting yourself out there like that. You’d rather hide your light under your bushel and stay under your comfy little rock and have it all happen for you. Never fear: it’s possible to set yourself up with a great brand without making yourself feel super awkward- even if you’re super introverted. Read on to find out how.Let social media work for you.It doesn’t take any human interaction to set yourself up with killer profiles on all the social media sites. Keep them fresh and up-to-date. Make them representative of your personal style. You can do all this from the comfort of your own co uch, in your pajamas. Then, you can try a few fancy tricks like signing up for Twitter chats or LinkedIn groups to join the most current conversations in your industry and get your name out there.Have a script.If you’re prone to clam up in social situations, have an elevator pitch ready to go that you feel confident and comfortable delivering wherever you need to. But beyond that, you can script more of your social interactions if it helps. Draft a standard greeting or opener that you can turn to whenever you feel awkward in an overwhelming room and practice it until it comes naturally. Maybe it’s just an interesting question you ask every new person you meet, or a succinct summary of your job title and main responsibilities for networking events. Memorizing an intro might feel forced, but at least you’ll have some conversation starters ready so you never feel at a loss for words.Choose your marks.Be strategic- make a game plan ahead of time for networking and o ther work events. How many people do you want to meet? How many contacts do you need to rack up? Then, be more specific about who exactly you want to meet and why. Setting targets for yourself ahead of time can turn the whole thing into a project with an end point. Once you hit your quota and meet your big fish? You can go home!Follow up and stay in touch.Touching base after you’ve met someone is the classy thing for everyone to do, and it’s easy because you don’t need to do it in person. If you felt you made a weird impression on someone, shoot them an email or a note to keep the door open. Many introverts feel at their most charming when behind the screen. Take the time to type out exactly what you wish you had said.Do it your way.If something feels totally uncomfortable, you can only force yourself out of your comfort zone a little bit. If you try to take giant leaps, or to completely go against your instincts, you’ll be miserable and everyone will be able to tell. Realistically, what are your social limits? Define them for yourself. Then, work within them at first. Once you gain a level of comfort at this first level, slowly branch out. Then do it again. Networking and self-promotion are skills you must nurture and grow- if it takes you longer than your extrovert peers, so be it. You’ll get there.

Should Government be Minimised as much as Possible in the Emerging Essay

Should Government be Minimised as much as Possible in the Emerging Markets - Essay Example It includes spending on defense, education, infrastructure projects, and the healthcare sector (Berglof, and Bolton, 2002). The source of money or the finance that is used for public expenditure by the government is mostly from taxation. One of the distinctive features of public spending in emerging markets is the use of social safety nets. According to Chu and Gupta (1998), safety nets basically mean transferring payments that are non- contributory which seek to prevent the people who are vulnerable to poverty and shocks from falling down to a given level of poverty. The providers of the safety nets are the private sector (charities, NGOs), and the public sector (donors and the government). Another distinctive feature seen in the emerging markets is that the distribution of income during the pre-transition period in most Scandinavian countries had a Gini coefficient of 0.25 compared to that of the U. S which stood at 0.4. During the post-transition period, for example, the Gini coefficient was 0.2 in Slovakia and 0.5 in Ukraine (Keane and Prasad, 2000). This can be seen in figure 1 below Poland experienced indeed a substantial rise in inequality of earnings in relation to labor. However social transfers were significant in the mitigation of the shift, and as a result, the increase in inequality of income was moderated. Interestingly, these transfers were mainly targeting individuals who stood a chance to lose more as a result of the transition. The intentions of these individuals were not to be poor but rather to be middle class (Gans, 2011). The figure 2 below shows the income distribution in Poland during the transition period. The figure 3 below shows the overall distribution of income in the emerging markets. The general trend is that in most cases income distribution is normally not balanced among the countries. Analyzing the table found below, what is evident is that income disparity is greater in Russia as compared to Slovakia. Â  

Tourism is becoming increasingly important as a source of income to Research Paper

Tourism is becoming increasingly important as a source of income to many countries but its disadvantages should not be overlooked - Research Paper Example Imported influence facilitates adoption of imported systems that deny the local promotion of local contents, for instance local music. Tourism is associated with shifts in population hence creating imported character behaviors. Tourism is sought to be a cause of immoral behavior and crime (Morgan, 2013). Tourism create deep influences in many ways, for example, the manner in which people dress is in many occasions influenced by the way tourists dress. The traditional or national manners in which people used to dress is slowly fading away to the tourism manners of dressing. Tourism also influences the spoken languages in many places (Morgan, 2013). Certain vocabularies of a nation end up being corroded by the influences introduced by tourists in different parts. The tourists create dents in the manner in which people address each other or speak to each other. They create different versions of words that are adopted in the communities. The adoption of heavy words that are insulting and abusive or disrespectful are adopted in the normal speeches of people making them part of the today culture (Morgan, 2013). Tourists are attributed for causing environmental damage especially in terms of wild fires in forests. The same tourists are responsible for the destruction of certain facilities such as the sand dunes in desert attractions. Tourism has also brought environmental pollution causing contamination of the environment. Tourism also undermines different cultures in different ways. One of the ways is commercializing culture which increases the level of litter, graffiti and vandalism. Tourism also comes with noise pollution and disrespect of local culture (Morgan,

Strategic Marketing Essay Example | Topics and Well Written Essays - 3500 words

Strategic Marketing - Essay Example However it is accomplished, the satisfaction of all physical distribution needs in the marketing channel must be accomplished for the rest of the channel to function successfully. The selection and use of physical distribution facilitating agencies is quite different than the selection and use of facilitating agencies for other channel services. In most cases other than for physical distribution, the facilitating agency will be employed and paid for by whichever channel member needs it. For physical distribution, however, the manufacturer or marketer will normally locate, select, and pay for the services of agencies involved in physical distribution (McCalley, 1992, p. 43). Channel strategy literature informs us about channel-facilitating agencies that can provide a variety of services for the manufacturer or marketer of products. Marketing services in this context needed depend on what can be expected from the channel members and the capabilities of the manufacturer. In this case not only strategies are required but other governance and management issues are also of significance that are most commonly the selected marketing channel members as they have the ability to ship and store products at the wholesale or retail levels in the market. These are actually the intermediaries that provide all or most of the physical distribution functions. In conditions where the channel members are unable to provide the needed services, the manufacturer has the option of providing the services itself or employing facilitating agencies to perform them. Therefore the need for all or some of these services or for other physical distribution services depends on manufactu rers’ ability to themselves satisfy the key physical distribution requirements of the marketing channel to be managed. Let us review that in order to help us in determining what is

My Unforgettable Days in my Life

My Unforgettable Days in my Life The days which I cant forget in life are my school days. The School in which I studied was SSV East Tambaram. The days were sweet and pleasant and I used to wish that night should not come through my life, because I wanted to stay in school but the nature didnt allow me. I studied there till I entered my graduation course. Let me share some of my sweet memories. One fine Morning, my parents took me into the school campus while I was holding their hands tightly as if I was about to go into a lions mouth. I still remember that I was screaming like anything when my parents left me in the hands of my teacher. I was made to sit along with other children and they too were crying loudly by seeing them I cried even more. Like that the whole day went on with full of tears all around the classroom. After one week I was used to it and I made my first friends. All my kinder garden classes were finished with some of the basics in my mind which is still helping me around my life. When I was in class 3 a boy came into our class, and there were some boys who were bullies of the class at that time. When he came those boys went over him and they teased him to the core and I went over and scolded them, from that time the class admired me, those boys went to their places and we both became friends and I had no idea why I scolded those boys in favour of the new comer. But some magic went through our hearts and we are still friends including those boys who teased him. My school campus had a very small area for playing, I am sure that no other campus will provide their students like ours. Our playground had an area about 2000sq.ft.In that 500sq.ft was used by the drivers for parking. There was only one hour in a week for playing, on that occasion also there were 2 to 3 other classes of children used to come and occupy the ground. Even though the number was large for playing we used to play all the games including cricket and football. The greatest thing while playing was if we hit the ball slightly above in the air means it will go into the next house. So, we had to ask them and get the ball. In the mean time the master will come and say your time is over get back to your classes. Many a times we go back to class at a speed in which we came. Even though it had a small area we used to enjoy the hour and will be eagerly waiting for next week to come. Till class 5th I used to write in pencils it was very difficult for me to use that because every time when we do mistakes we have rub it off and if the pencil was not sharp we had to use sharpeners, I hated using them. Then, at last came my day when we entered into class 6th I was given the permission to use pen. It was much better to use, the words were clear and the things which I wrote were catchy and added beauty to the words. Then after two years came another surprise it was all of us came into the school wearing trousers and girls came in churidar. That day was exciting and wonderful because before we used wear shorts which was funny, because some boys will be bulky that it wont suit them. But each and every year apart from birthdays everyone in campus will be allowed to wear causals on November 14th on behalf of Jawaharlal Nehrus birthday. The campus looked colourful and all faces will be glittering like stars as if we have achieved some great thing. On that occasion the class es will be decorated with flowers, colour papers and balloons all around and will have no classes on that single day. All the students will be engaged in some plays and rest will be enjoying watching the programmes. The days were moving in a rocket speed, and the day came when we were about to get separated. In our school there was a procedure followed when the students came to 9th.They used to shuffle all the students based upon the results of 8th .On that day all the students will have to stay in the auditorium and they will call out the names and accordingly we move to our respective classes. All the students will be sad and the faces look dull because the friends with whom we were up to 8th are getting separated. I too was feeling sad for a week and then I became normal. After completing 9th all the students became serious and studious than before because we were in class 10th.Usually all other schools during these periods use to keep special classes and will conduct regular test to make them strong to face the board exam, but my school didnt do such things. We were let free and no special classes were there and had a midterm test for a month. But the students in my class were busy in studies. But I didnt take it much seriously I was what I was before. The days passed on and my first board exam came my way. Our school belonged to Shankaracharya who is famous in the Hindu religion. They used to give blessings before we take our exams. I dont know how much it worked on me. I was very nervous during study holidays, and they too passed on and the day came for me to take my exams. On the first exam I was nervous, after that I was normal, took the exams very easily than the exams taken in the school. After my exams were over I was on a long leave for about 3months, it was the longest leave that I had got in my school days. Our school used to give the groups before the results came on the basis of the performance in the school exams. I got the group before the exam results. Then came the result and it was ok. I was not bothering about the result because I got the group which I needed. The real world of happiness came to me when I entered into my 11th.After three months of gap I was into the campus and when I entered into the class all of them were new faces hardly 3boys were known to me. It was the class where all the studious guys were placed, I was shocked why I have been to this class and tears were there in my eyes by seeing them. All used to talk about studies and I used to watch their mouths. Like that one week went on, and then one teacher came to our class and said that this class has more students when compared to the other class of similar groups. She told that 3 of them should go to next class, I quickly stood up and told I was willing and thank god I was out of that class finally .When I went to the next class I saw all my friends and I mingled with them and there from my happiness started. In every school they used to say that 11th is used for enjoying since we have been working hard for last one year and to work hard for the coming year. It was a year to relax and to enjoy the school days. Each and every day my enjoyment kept on increasing. I made new friends and formed a team of 12 members from various groups. Every morning we use to assemble, enjoy cracking silly jokes which still remain in my heart. During those days I was involved in many sports activities. Our school was famous for a game named kho-kho in our zone. The students of our school were recognised by this game from the day our school was started. I was very much attached to that game and I enjoyed it a lot. We used to practice in the evening after the school hours. Our past passed out school seniors will come daily and we used to play and practice daily for the interschool competition. But this game is not internationally recognised, but its a game where one can gain stamina and improve his speed. The duration of the game was about 30 minutes but each and every second was interesting. We use to win all the games in our zone and we were the champions for many years. Our School had many cultural programmes and I used to participate every year. We used to form a group of members and used to do some innovative things. I still remember we did a mime program with paint all over our body and were standing like statues in different positions and it was the best show ever done in our school days and we use to dance in some functions. In most of the functions we used to do mischief and get scolding from our principal. After every function gets over the next working day our principal will make our group to stand in the auditorium for the whole day but they will allow us in the break to have lunch. It was very interesting to stand in front of all others. Everyone who passes will laugh at us and we loved those moments. In every year we will be waiting for the sports day to come because during those days we will be practicing march-past with group captains of every house leading in the front. And during my 11th I was the sports secretary for my school. I used to light the lamp. That time I was on the top of the world. During sports Day everyone used to wear school uniform but I used to wear jerseys and will instruct all the students. Everyone will be looking at me and they will announce in the mike that so and so student has achieved in the field of sports. Like that I was enjoying each and every moment in my higher secondary. My experience in 12th was also very interesting as I was thinking of college. During those days many test were conducted and we were not allowed to play any sports. We were made to concentrate on our studies. Usually our school used to get the top rank among other schools in our zone. In my batch one student bagged the top mark among all other schools. The staffs who took our subjects were fabulous and they thought us in such a way that we were able to implement in our college studies also. That year too went on nicely but the only thing which I didnt experience was farewell, due to our seniors misbehaviour. But that was not a problem for we used to enjoy every day with full spirit and had no hard feelings for not having it. Finally the date came when we were about to take our exams which was going to decide our career and on other side was going to miss our friends who I loved more than anything. As days past the exam also came to an end, and the last exam was maths and still remember I was very emotional when all of us finished our exams and went back home. Thus, the school days of my life still remains like a scar in my heart which is not going to die till years. I feel that everyone will be happy enjoying the school days more than any other event that comes through their life.