Academic Redshirting by Judy Mollard Article Example | Topics and Well Written Essays - 500 words

Academic Redshirting by Judy Mollard - Article Example In addition, another key strength of the article is that it has probably identified the key issues that are emerging or have emerged from each trend. In my opinion, one key weakness of the article is its failure to include the most recent studies on the subjects discussed. In redshirting, for example, some of the articles that can be included are those written in 2007, 2008, and 2009. It is possible that there were also studies conducted in 2010 and 2011. Unfortunately, Molland’s article covered only an article done on academic redshirting in 2002. A second key weakness of the article is its use of anecdotal evidence instead of scholarly studies for assertions. Finally, another key weakness of the article is that it did not summarize the overall implications of the key trends on education in the United States. Yet, at the same time, it is possible that it was never really the article’s intention to identify the overall implications of the key trends in US education. The possible applications of the article are numerous. First, on the phenomenon of redshirting, it presents one important challenge that teachers are facing: teaching classes where the age gap among pupils in a class can be as high as 16 months and where some of the children can be bored with the instructions. The trend for student-led conferences to explain their own learning is also another area for possible application. Student-led conferences were presented by the article as a possible method for identifying one’s strengths and weaknesses in the delivery of instructions. Of course, studies may be needed to find out how useful or reliable the student-led conferences are but nevertheless student-led conferences can remain an option for teachers until proven ineffective or unreliable. The trend of bringing middle schools into K-8 schools presents an option for educators to follow. The article pointed out that K-8 schools tend to have more parent involvement and fewer discipline problems

Graduate Essay Example for Free

Graduate Essay High expectations College admissions are tough—approximately 50 percent of all college applicants are rejected by their school of choice. And when it comes to graduate school, things are even tougher, and expectations are higher. The ability to create a piece of writing that properly illustrates your individuality and distinguishing characteristics are vital for admission. Admissions officers look at thousands of essays, so differentiating yourself is vital. However, distinguishing yourself from everyone else can be a tough challenge. Thats why were here to help. Survival of the fittest You will find yourself pitted against thousands of other students, many with similar backgrounds and similar academic ratings. What you need is an unforgettable first impression—one that will get you instant approval in the eyes of admissions officers. The key to that first impression is your admission essay, which is your primary chance for a good first impression. It is your first chance at presenting a well-thought-out exposition of your worth, your virtues, and your individuality. Fresh ideas Any professional writer will agree that editing by persons other than the writer himself is a very important step in the writing process. Even the most seasoned writer can always benefit from the â€Å"fresh† eyes of a third party, whether editing or critique is needed. Thats where we come in. Our team of professionals will edit and reinvent your essay to give it that fresh edge. An essay that looks like everybody elses will take no time to reach the reject pile. But with the extensive experience of our writers and editors, we are quick to recognize the ordinary from the excellent, vastly improving your chances of getting accepted. Our service You can take advantage of our pool of experienced professionals to leverage yourself above the majority of applicants. We eliminate any grammatical errors and unneeded wordiness, and we streamline sentence structure and improve style. We offer three types of services according to your needs. First is our Admission Essay Writing service, where personal facts are presented to the best advantage. While good grades and flawless records are also important, they are not enough to distinguish you. What really differentiates an admissions essay is the personality and character that the essay shows about you. Second is our Admission Essay Editing service, where we eliminate all spelling, grammar and style errors. Most importantly, emphasizing your individuality by affecting a unique style and preserving your voice. Our third service is the Admission Essay Review, which entails elimination of errors and professional editor’s suggestions for improving your essay, again with special emphasis on stressing your individuality. All services are delivered as double-spaced, 12 point Times New Roman documents, with no page limits.

The Openings Of The Time Machi :: essays research papers

The openings of the Time Machine and Lord of the Flies seem like a description of paradise. In what ways does this turn out to be deceptive? The Time Machine is about the possibility of time travelling. In the story, one man succeeds in building a fully working time machine, and he uses it to travel into the future. The story was written during the Victorian times (1895), by H.G. Wells.   Ã‚  Ã‚  Ã‚  Ã‚  Lord of the Flies involves a group of boys who crash land on an island, in the middle of nowhere. It begins as paradise, but as the story goes on it turns out differently to what they expected. William Golding wrote the story, during the Cold War era. It was written after the Second World War. The times, in which wells and Golding lived in, reflected on what was written in each of their stories.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Wells lived in a time of peace and stability, as there hadn't been a major war for 30 years, which was in 1865. This had an impact on what Wells wrote about in his story. There was an influence on who and what the characters were in the story, and how they lived and did things. The Morlocks are very similar to the miners of the Victorian times. The Morlocks lived underground and in the dark. The miners didn't live underground, but they did spend most of their time working there. I would have thought that the Morlocks would be like slaves to the Eloi, because that's what the miners were like to the upper class people. However, this wasn't so, the Morlocks were in complete control of the Eloi, who were just food for them. The Morlocks were the more intellectual out of the two species, and had power over the Eloi. The Morlocks worked underground and were clever enough to work the complicated machinery. The Morlocks were a lot stronger than the Eloi, which gave them m ore authority over the Eloi. Wells wrote the Time Machine in a similar time to what we are living in at the moment. We are both very near to the turn of a new century, which involves new beginnings and new achievements in life. Wells wrote his story just before the turn of the 20th Century, in 1895. And we are about to go into the 21st Century. In 1985 they weren't even thinking about the things which we have achieved today.

Xiaojiji

Today Im goanna talk about the difference between college applications in America and that in China. First of all, the requirement. In America we need a lot of things to apply to colleges, such as GAP SAT Recommendations essays and all sorts of things that can reflect you as a person. In china all we need is to take one entrance exam, called okay, which takes place once a year. It includes four subjects, math, Chinese, English, science.Each college has a particular score you have to get on that test in order to get in. K Advantages. In china, the system Is fair because everyone will be taking the same test. No matter who you are, you score will be based only on how well you did on that test. And whether you can get in colleges or not Is based solely on that score you get. So everyone has the same chance. In America, students are valued based on overall qualities, so whether we can get In college or not Is based on our abilities as a person rather than as a student.Also since we stude nts are valued on so many things, we eave more opportunities to make our profiles look stronger, as opposed to that In china, where we only have one chance for that test. K now lets talk about disadvantages. In china, to prepare for the entrance test Is very time-consuming. It usually takes three years to prepare for that test. Also the fact that It takes place only once a year makes It harder and more overwhelming. The disadvantage In America Is Its nontransparent, for there Is really no uniform standard of acceptance.We do not really how the decisions are made by admissions There are different causes behind each system. In china, the population Is large, so colleges do not have the split to get to know each of the students Like the way American colleges do. Also since almost all colleges are public colleges In china, we need to a uniform standard to everyone. In America, people come from diverse cultures, so It Is necessary to get to know each student. Also since most colleges are private-owned In America, the admissions have the absolute right to make decisions. K Advantages. N china, the system is fair because everyone will be taking the same test. And whether you can get in colleges or not is based solely on that score you get. Qualities, so whether we can get in college or not is based on our abilities as a person have more opportunities to make our profiles look stronger, as opposed to that in K now lets talk about disadvantages. In china, to prepare for the entrance test is fact that it takes place only once a year makes it harder and more overwhelming.The disadvantage in America is its nontransparent, for there is really no uniform tankard of acceptance. We do not really how the decisions are made by admissions There are different causes behind each system. In china, the population is large, so colleges do not have the spirit to get to know each of the students like the way American colleges do. Also since almost all colleges are public colleges in ch ina, we cultures, so it is necessary to get to know each student. Also since most colleges are private-owned in America, the admissions have the absolute right to make decisions.

Child observation Essay

All the children at Gerber Preschool are between the ages of 3 and 4 years old and mainly consist of lower to lower middle class Hispanic and Caucasian families. Mya is a small statured 3 year old Hispanic Caucasian female, with light olive-toned skin, long brown hair, and large brown eyes. Toby is an average statured 4 year old Caucasian male, fair-skinned, blue-eyed, short brown hair. Toby and Mya both seem to be in good physical heath. Jesus is a slightly above average statured 4 year old Hispanic male, with dark brown skin, short spikey black hair and brown eyes. Spanish is Jesus primary language at home but is encouraged to speak English at school. Mya, Toby, and Jesus all appear to be right handed and in good physical heath. Description of Setting: The observation session began on Tuesday May 7, 2013, at approximately 10:00 AM in Gerber, California; the preschool has 2 adults and 8-10 kids. All the children were in line waiting to exit out the back door to the playground. The playground featured a large fenced off area with a large grassy area and the class flower bed covered by a large shade tree, large cement slab with tricycles and tetherball, play house, sand box, and large gym set. There is an assortment of activities available for the children to play including: kickball, bubble buckets, tetherball, hopscotch, jump rope, soccer, etc. Primary Observation: Start time 10:00 AM on Tuesday, May 7, 2013 10:00- Toby impatiently stands in line telling Jesus â€Å"I’m going to be the first one on the playground† Jesus yells â€Å"No I am! † two people behind them Mya and Jessica are holding hands laughing and whispering in each other’s ears. Everyone is squirming about unable to sit still waiting for the go ahead to head outside. 10:05- The children rush outside onto the grass and prepare for story time. Jesus screams â€Å"Rainbow Fish† once he sees the book in the teacher’s hands. Mya excitingly says â€Å"I want a rainbow fish† to Jesus, he in return says â€Å"I want one too. † All the children sit down so the teacher could begin the story. 10:10- During the story Toby was unable to see the book and yells to his teacher â€Å"Aren’t you going to face it to me. He continues to be disruptive getting up and interrupting the teacher. Toby is very energetic and begins to get restless playing with whatever is within his reach. He starts disturbing Jessica until the teacher asks him to sit back down and stop disturbing others Toby than sits back down and begins whining that he is unable to see the book again. 10:15- At the end of the story the teacher asks the children â€Å"Why did Rainbow Fish give away his scales? † Jesus immediately stood up and said â€Å"Because he was alone and wanted friends† Toby says â€Å"Now he has no more rainbow scales. † 10:20- The class is now on free time for the rest of the day. All the children immediately take off running for the playground; Toby and Jesus immediately go for the tricycles. While Mya went straight for the flower bed to dig with the shovel and buckets that were there. 10:25- Jesus, Toby, and another little boy raced back and forth across the pavement a couple times but quickly lost interest in the tricycles and more interested in what the other children were doing. 10:30- Toby ran over to where Mya was and Mya said â€Å"Let’s play house† the children discussed where they would live and what part they would act out. Toby excitedly screamed â€Å"Ok, I’m the daddy†, and Mya says â€Å"I’m the mommy†, and two other little boys Gauge and Angel are the sons. 10:35- Mya runs over to the play house and begins putting sand in a bucket and acts as if she is cooking while Toby makes the fire. Jesus walks over and picks up Mya’s bucket, she instantly got mad at Jesus and hit him. Jesus left crying and she said â€Å"He didn’t say please, so leave me alone. † She than stuck her tongue out at him, another girl by the name of Jessica told the teacher. The teacher told Mya that if she couldn’t talk nice and share she would have to choose another area to play. 10:40- After the incident Toby moves over to a bucket of bubbles with 3 wands, colored green, purple, and pink. Toby and Jesus blow bubbles together. No bubbles were coming out of Toby’s wand, so he blew with more force. Toby takes his wand to the teacher. He brought his wand back, dipped it in the bubble bucket and flung it out. 10:45- Mya gets the purple bubble wand and Toby goes over to Mya and tries to take it away from her. Mya begins to make sounds of being upset but soon gets over it when the other children begin popping the bubbles and she joins in squealing and laughing. 10:50- The teacher blows her whistle to signal to the children it’s time to clean up and go inside. Mya quickly grabs the bubble bucket yelling â€Å"I got the bubbles† while Jesus and Toby raced to the door to line up without picking up anything. 10:55- All the children walked back into the class room and were instructed to sit at a table. Toby got up from the table and a little boy named Gauge took his seat. He tried to get the attention of the teacher but she was busy with another child, so he pulled Gauge by the shirt and begin to cry saying â€Å"get out my chair† Gauge refused to move. Once the teacher finally got to them they had already started to tussle a little. Toby and Gauge were both placed in time out but first they had to apologize to one another. 11:00- End of observation. Analysis: Gender identity is the perception of oneself as male or female (pg. 252). All three children show gender identity when they discuss the roles of one another to play house, with Mya being the mother, Jesus the father, and Gauge and Angel as the sons. Mya also displays gender identity when she pretends to cook while playing house as well. On page 254 cooperative play is described as children playing with one another taking turns, playing games, etc. Mya, Toby, and Jesus demonstrate cooperative play as well as make-believe play throughout their game of house they coordinated ideas together as a group. Cooperative play is also apparent when the children play with the bubbles. The text on page 264 states that aggression is an intentional injury or harm to another person. Mya showed aggression by hitting Jesus when she became angry at him. Toby also displayed aggression when he grabbed Gauge in an attempt to get his chair back. In sum all of the children seem to be displaying appropriate social and emotional behavior and skills typical of their age.

Whoso list to hunt by Sir Thomas Wyatt Essay Example

Whoso list to hunt by Sir Thomas Wyatt Essay Example Whoso list to hunt by Sir Thomas Wyatt Paper Whoso list to hunt by Sir Thomas Wyatt Paper Essay Topic: Literature Whoso list to hunt by Sir Thomas Wyatt is an extended metaphor which is all about a deer hunt in which a hind is being chased by several riders. In this the riders represent young men and the hind represents a woman, probably Anne Boleyn. The title is repeated in the very first line of the sonnet, Whoso list to hunt, (whoever wants to pursuit) almost to make sure that you know exactly what the sonnet is going to be about. Its a statement/question which hooks the readers mind into wanting to know what the answer is going to be. In the very first line Wyatt introduces the reader to a metaphor used for the woman and those who want her, Whoso list to hunt, I know where is an hind. Here Wyatt is basically stating that whoever wants to hunt, I know where is an hind, (in western literature words such as hind metaphorically refer to beautiful women. ) This metaphor in the first line is the main metaphor which is extended throughout the sonnet. Also in the first line Wyatt uses alliteration, whoso hunt ind, by doing this Wyatt is already giving the reader the impression that the hunter/narrator is out of breath and tired. We then get proof of this when in line 3 the narrator is describing his efforts as hopeless and that he is exhausted, the vain travail hath wearied me so sore. This line is stating how he feels so sorry, for all his attempt were in vain to win her love and be united with her; now he is so wearied and sore. Also in this line he uses alliteration again, so, sore, this is making the reader sigh ag ain making it seem that the narrator is worn out. Between line 4 and 6 the narrator mentions how he is one of the hunters (them) trying to win the ladys love, although he is falling behind the other hunters, I am of them farthest cometh behind. Wyatt uses alliteration again, may means my mind. In line 7 of the sonnet he mentions how the dear runs ahead, he begins to lose hope in managing to get her, he uses alliteration again here, fainting follow, this is making it seem that the narrator is weary as to whether or not he will be able to catch her or whether he should give up now. In the second half of line 7 he states hes given up, I leave off therefore as, in line 8, his struggles are similar to that of catching wind in a net, since in a net I seek to hold the wind. This metaphor illustrates the themes in the sonnet, unattainable love and an unobtainable goal. This first part of the Italian Petrarch sonnet is called the octave and is where Wyatt has presented the problem, the rhyming pattern which goes with this first half of the sonnet is ABBAABBA. The effect of using a Petrarchan sonnet is that it creates a pause in thought where the changed rhymes underline the way the poet has stated the problem then added the solution to the problem. The sonnet is then carried on to present the solution, the sestet, with a rhyming scheme of CDDCEE. In line 9 alliteration is visible again, whoso her hunt, again giving the impression the narrator is out of breath. In lines 9 and 10 the narrator goes on to say how the one who is trying to hunt the deer will, more than likely, end up like him and leave the hunt/give up. Wyatt states that, graven with diamonds in letters plain, diamonds are hard, precious stones meaning that the person who has caught her is very wealthy and that other hunters have lost the hunt. This carries on to line 12 where it states that, written her fair neck round about, this means that its around her neck and is visible for everyone to see. Wyatt then goes onto using a quotation in Latin from the Bible, Noli me tangere, meaning dont touch me. This is a warning to others, saying how they must stay away from her. The next part of that line states, for Caesars I am, this suggests that the person who caught her is of great importance in this sonnet Caesar is more than likely Henry VIII, however the name Caesar is used to allow Wyatt to publish it as Henry VIII was in charge at that time. The following line states, And wild for to hold, though I seem tame, this suggests that the deer herself declares that while she appears tame, holding her is dangerous, as she is in fact wild. She is stating that catching her may be because you believe her to be tame, but in reality having her is impractical. This line employs a paradox wild for to hold, though I seem to tame. There is a contradiction between words wild and tame. This paradox illustrates the attitude of the lady toward her lovers and how she neglects them. It also provides answer to the problem raised in octave. Diamonds are symbols of asset, and wealth; it makes clear two things. First, the lady is kings property and no one is allowed to covet her; second, the king is rich and already paid the price for her. Although this poem is an Italian Petrarchan sonnet it is also a metaphorical sonnet/extended metaphor as he is telling his story, how men are trying to have a lady who doesnt pay attention to them because she belongs to the king. The meter of this sonnet is iambic pentameter. The word choice, imaginary language, grammatical disorder techniques, alliteration that makes the sonnet more musical, and metaphors that are used in this sonnet, make it more expressive and rich. The poet utilized first person point of view, using the pronouns I and me. It has three major themes power and weakness, or ruler and subjects; unreachable goal; unobtainable love. In power and weakness the theme is about how the king can do and have whatever he wants and the subjects should obey without any complain. The next theme, unreachable goal, points out how man struggle to get to something unreachable although he knows he cant. The third theme, unobtainable love, shows the speaker is in love with a lady which is in king possession. The tone of this work is hopelessness. I think that by reading this sonnet the reader sympathizes with Wyatt and his unsuccessful and unreachable love, he is expressing his true love towards Anne Boleyn yet still didnt manage to catch her.

Death And Dying In A Prayer For Owen Meany Essays - Free Essays

Death And Dying In A Prayer For Owen Meany Essays - Free Essays Death And Dying In A Prayer For Owen Meany The theme of death and dying in A Prayer for Owen Meany by John Irving is constant throughout the novel. Many events that prepare the characters for death occur through the death of Tabitha Wheelwright, through Owens faith and religion, also through Owens own death. In relation to the book and reality, there are events in life that people encounter that prepare themselves for death. In the novel, the event of Tabitha Wheelwrights death is the first and also one of the most important events. John and Owen experience death of a loved one at an early age when Owen accidentally kills Tabitha with a baseball. After this event John and Owen encounter many feelings that are associated with death. John felt anger towards his mother for leaving him so soon. John wanting to know many things about his mother could not be answered. This is evident in pages 34-35 where John wanted to know who his father was, but his mother had already left before she could even tell him. Owen felt the emotion of guilt. Though the death of Johns mother was an accident, Owen blames himself. GOD HAS TAKEN YOUR MOTHER. MY HANDS WERE THE INSTRUMENT. GOD HAS TAKEN MY HANDS. I AM GODS INSTRUMENT. - P. 87 In this quote, the only way for Owen to deal with the accident is by associating it with his faith. Johns and Owens feelings are natural when people lose a close one, but it helps them embrace deat h later down the road, and also their own. Owens unconditional faith helped John go on after his mothers death. Owens constant bible references made John feel comfortable about death than to fear it. I am the resurrection and the life, saith the Lord. He believeth in me, though he were dead, yet shall he live, and whosoever liveth and believeth in me shall never die. P. 181 In this quote, Owen is reciting out from the bible to John to convince him of life after death. When you die, it is not the end, but the beginning of a new life with God. Into paradise may the angels lead you. P. 616 Owen telling John to reassure him that the angels will guide him into Heaven after death. Owens complete faith in God helped John understand death as not a tragedy but a transitional journey. In the second half of the novel, Owen realizes that he will die and that he is Gods instrument. Owen was placed on earth for a purpose, which he completes at the end. Owens death helped him deal with his own death, preparing him for the worst. LAST NITE I HAD A DREAM. NOW I KNOW FOUR THINGS. I KNOW THAT MY VOICE DOESNT CHANGE BUT I STILL DONT KNOW WHY. I KNOW THAT I AM GODS INSTRUMENT. I KNOW WHEN IM GOING TO DIE AND NOW A DREAM HAS SHOWN ME HOW IM GOING TO DIE. IM GOING TO BE A HERO! I TRUST THAT GOD WILL HELP ME, BECAUSE WHAT IM SUPPOSED TO DO LOOKS VERY HARD. P. 416 This is where Owen has his dream, which tells him that he will be a hero by saving the orphan children from the grenade, which leads to his death. Also another event where Owen interrupted the Angel of Death made him believe he was going to be used to kill Tabitha Wheelwright. In Owens opinion, he had INTERUPTED AN ANGEL, he had DISTURBED AN ANGEL AT WORK, he had UPSET THE SCHEME OF THINGS. P. 102 This quote helps Owen explain and also convince himself that he was used to kill Tabitha because God had made him his instrument. Tabitha died for a reason, and God made sure that it was by Owens hands because it brought John and Owen together. Owen Meanys death and him being an instrument of God, it helped John believe in God and that afterlife is true. Owen and John experienced death and dying through many deaths from the beginning to the end of the novel. Many events happened to John to lead him to believe in God, which ultimately helped him embrace