Lupu Bridge

There are five stages in developing the Lupu Bridge. First is the establishments. At the point when we talk about establishment it is the lower part that convey all the heaps of the structures.The state of the ground on either side of the Huangpu River are not suitable for the huge pushes made by a curve connect. Despite the fact that its curve is tied, and the utilization of decreasing the powers moved to the establishments, its all out vertical power is still excessively. And furthermore the aftereffect of the curve being tied is that the pieces of the establishments ought to have the option to stay solid against the power. Since Lupu is situated in Shanghai, and the way that it is situated almost a stream, it has delicate soil. In this way the most appropriate alternative is heaped establishments thus. Its establishments is made out of 118, 900mm width steel tubes ,and each heap is about 65m in length.The bigger surface region of the heaps and long length imply that they could be erosion instead of bearing heaps. This is expecting that the dirt comprises of mud closer the surface moving into stiffer mud at that point sand let down. The dock top of the principle range establishment is 3.5m thick and the one that interface the tops at about 51m focuses are the crossbeams.. This association between the two dock tops will help to some degree alleviate the worries in the dirt the even way and diminish the measure of avoidance acquired. By the utilization of 700mm distance across soil-concrete blending heaps, the quality of the establishment was fortified to help oppose the flat power and breaking point the removal because of this power. Every one of these mixing heaps is associated with one another to improve the honesty of the framework. During development, the establishments have a huge number and mixing heaps addtion because of working heaps of the extension and furthermore because of the heaps bestowed on the establishments. Over every projection the huge impermanent pinnacle was worked during development. On account of that there will most likely be the biggest vertical power they will feel and these will confer enormous vertical powers into the establishments. With the utilization of level power bestow by the slanted curves, the projection and establishments must be reinforced in the flat. At a tendency like curves the projection would have an elevated level of prestress in the solid area and there would likewise be a heaps originating from the projection.

Taoism And Confucianism Essays - Taoism, Reincarnation, Shabda

Taoism And Confucianism Taoism It is consistently present in you. You can utilize it in any case you need. - Lao-tzu Taoism is one of the two incredible philosophical and strict customs that began in China. The other way of thinking local to China is Confucianism. Both Taoism and Confucianism started at about a similar time, around the 6th century B.C. China's third extraordinary religion, Buddhism, came to China from India around the second century of the BC. Together, these three beliefs have formed Chinese life and thought for about twenty-500 years. One prevailing idea in Taoism and Buddhism is the confidence in some type of resurrection. The possibility that life doesn't end when one passes on is a fundamental piece of these religions and the way of life of the Chinese individuals. Despite the fact that not acknowledged by our convictions, its understanding helps manufacture quality in our own religion. Resurrection, eternal life, convictions are not normalized between the religions. Every religion has an alternate method of applying this idea to its convictions. Obliviousness of these convict ions is an indication of shortcoming in the psyche. To really comprehend ones own religion, one should likewise comprehend those ideas of different religions of the world. Ideally this will be edification on the resurrection ideas as they apply to Taoism and Buddhism. The objective in Taoism is to accomplish Tao, to discover the way. Tao is a definitive reality, a nearness that existed before the universe was shaped and which keeps on controlling the world and everything in it. Tao is once in a while recognized as the Mother, or the wellspring of all things. That source isn't a divine being or a Supreme Being similarly as with Christians, for Taoism isn't monotheistic. The center isn't to love one god, however rather on coming into congruity with Tao. Tao is the substance of everything that is correct, and entanglements exist simply because individuals decide to convolute their own lives. Want, aspiration, notoriety, and self-centeredness are viewed as obstacles to an agreeable life . It is just when one frees himself of all wants would tao be able to be accomplished. By disregarding every natural interruption, the Taoist can focus on life itself. The more drawn out the one's life, the closer to Tao one is attempted to have become. In the long run the expectation is to get interminable, to accomplish Tao, to have arrived at the more profound life. This is existence in the wake of death for a Taoist - to be in amicability with the universe. To comprehend the connection among life and the Taoism idea of life and demise, the starting point of the word Tao must be comprehended. The Chinese character for Tao is a mix of two characters that speak to the words head and foot. The character for foot speaks to an individual's course or way. The character for head speaks to a cognizant decision. The character for head additionally recommends a start, and foot, a consummation. In this manner the character for Tao likewise passes on the proceeding with course of the univers e, the hover of paradise and earth. At long last, the character for Tao speaks to the Taoist thought that the endless Tao is both moving and unmoving. The head in the character implies the start, the wellspring of all things, or Tao itself, which never moves or changes; the foot is the development on the way. Taoism maintains the confidence in the endurance of the soul in the afterlife. To have accomplished the human structure must be consistently a wellspring of happiness for the Taoist. It is genuinely motivation to celebrate in light of the fact that regardless of whatever is lost, life consistently perseveres. Taoists accept birth is definitely not a start and demise isn't an end. There is a presence unbounded. There is coherence without a beginning stage. Applying rebirth hypothesis to Taoism is the conviction that the spirit never kicks the bucket, an individual's spirit is interminable. It is conceivable to see passing as opposed to life; both are unbelievable and evolving. O ne's spirit doesn't leave the world into the obscure, for it can never leave. In this way there is no dread to accompany passing. In the compositions of The Tao Te Ching, Tao is portrayed as having existed before paradise and earth. Tao is shapeless; it remains solitary without change and reaches wherever without hurt.

Missing Words Change Everything

Missing Words Change Everything Missing Words Change Everything Missing Words Change Everything By Mark Nichol Domains, fortunes, and individuals rise and fall and fall on the inclusion or exclusion of a word or two. Alright, so the stakes are normally not all that high, however false impressions and humiliation are terrible enough. Here are sentences that endure (in expanding request of criticalness) since they are each missing at least one words. 1. â€Å"The game was made by Jane Roe and John Doe, an entertainer and previous promotion man.† At the point when one individual, spot, or thing is depicted with at least two words or expressions, the format is â€Å"a/a (clear) and (blank).† When at least two things are portrayed couple, nonetheless, the particular portrayals must be isolated by a combination as well as by an extra uncertain article: â€Å"The game was made by Jane Roe and John Doe, an entertainer and a previous promotion man.† (Otherwise, the sentence peruses as though just John Doe is being portrayed as an on-screen character and previous advertisement man.) 2. â€Å"Polling shows that social issues, for example, premature birth speak to maybe Obama’s best chance to draw support from Romney.† This sentence, as composed, suggests that relying upon Barack Obama’s position on premature birth, he could get the help of his Republican challenger for the US administration a noteworthy composition (or potentially altering) blooper activated by the nonattendance of a word that may from the start appear to be repetitive to from. In any case, the expression â€Å"away from,† instead of from alone, accurately demonstrates that the help would be gotten not from Romney yet from conflicted or uncertain voters urged not to decide in favor of him: â€Å"Polling shows that social issues, for example, premature birth speak to maybe Obama’s best chance to draw bolster away from Romney.† 3. â€Å"Prosecutors in the preliminary of a hockey mother blamed for sex with her son’s young partners gave the young men alcohol.† In spite of the fact that these mistakes two, not only one, in this model are not as critical as far as import as the one in the past model, they are increasingly inconvenient to the gatherings in question. For a certain something, the hockey mother, not the examiners, supposedly gave liquor to the young people. Second, the article later subtleties that the lady engaged in sexual relations with two young men on her son’s group, not with â€Å"her son’s adolescent teammates† a blunder of degree that infers that she adjusted the whole group. The sentence, in light of a perusing of the whole article, should peruse â€Å"Prosecutors in the preliminary of a hockey mother blamed for sex with two of her son’s young colleagues state she gave the young men alcohol.† Need to improve your English in a short time a day? Get a membership and begin getting our composing tips and activities every day! Continue learning! Peruse the Business Writing classification, check our mainstream posts, or pick a related post below:36 Adjectives Describing Light3 Types of HeadingsHow Verbs Become Adjectives

Business Paper Writing Service

Business Paper Writing ServiceOne of the most important ways to improve the quality of your business, in order to enjoy the benefits that your services provide, is to look for the best business paper writing service to hire. This may be a daunting task for some people, who are too busy to schedule an appointment with a writer to write their business papers.But if you know how to make an appointment with a writer, then you can expect it to be an enjoyable process. When you have a writer in your team, you will no longer have to worry about what time he will be available, or who the best person will be to take on your project.You should plan an appointment with a writer based on the task at hand, and the requirements of the client. If you need a professional to write articles that you will distribute to different directories, then a member of the printing and publishing department can likely write the articles. However, if you need a writer to write your reports, then a member of your t echnical writing department can write the reports.There are different freelance writers available to the clients for all types of assignments. You can choose from freelance writers who specialize in one particular genre of writing, or you can choose a freelance writer who specializes in a variety of writing styles. You can also consult freelance writers in order to find the right writer for the job, so that you can get the best quality work possible.One of the greatest benefits of hiring a company to take care of your business is that they have multiple avenues of communication with the author. You can communicate directly with the writer, or you can submit your paper to a free online submission facility such as WriterDuet. You can submit your paper through these places, so that the writer can handle the revisions and the order of publication.A good writer who handles multiple projects can handle the submissions with relative ease. You may be overwhelmed by the need to find several writers, but it is advisable to search for this task ahead of time. By having a single, uniform request for submission, you will be able to ensure that your writing is updated and kept up to date, with the latest ideas for your clients.The best way to find a good independent business paper writing service is to ask for referrals from people who have hired one. Having a well experienced and reputable writer on your team can mean the difference between earning an income and working for yourself.

Manifest Destiny America s Destiny - 1188 Words

Manifest Destiny was the idea that it was America’s destiny to spread across the entire continent of North America. It was started by a group of expansionist called the Young American Movement and they were affiliated with the Democratic Party. By their idea, America was able to double its size and obtain new land from Mexico and Britain. However, this also caused pain to the Native Americans. In the end, America obtained new land, and its people achieved what they believed to be their God given right to expand and move west. The idea of moving West started in the mid-nineteenth century. Editor Horace Greely said â€Å"Go west, young man† which encouraged many people to move west. The Journey Westward was hard on many families. They were being uprooted and leaving their homes. They sold their farms and homes in the east and packed wagons with enough supplies to travel for about 6 months. In 1869 alone, an estimated 50,000 people migrated to the new territory. Many women felt that their husbands were on â€Å"a wild goose chase† and could not understand why they were being moved to this land. The women that were being moved were not the only people who suffered. The Native Americans that were living in the westward land suffered hardship because of the people of America moving west. This caused the American Government to create a permanent Indian frontier to help protect the natives. It was located roughly were Iowa, Missouri, and Arkansas. But this did not stop the whites as theyShow MoreRelatedManifest Destiny Of The United States1202 Words   |  5 PagesManifest destiny is one of the beliefs that existed in the United States. The latter stated belief claimed that, the settlers based in America were allowed to spread all over the continent. However, historians came into an agreement that three themes exist in relation to manifest destiny, and this include: the America’s special virtue and their institutions; America’s missi on that aimed at redeeming and rebuilding the western part as per the agrarian America, and a destiny that will enhance theRead MoreThere Were Different Researches Done To Show What Caused1059 Words   |  5 PagesThere were different researches done to show what caused the Mexican War. Some say America and others say Mexico themselves. There has been some insight by Ramà ³n Eduardo Ruiz, David J. Weber, Rodolfo Acuà ±a, and Walter Nugent. From Ramà ³n Eduardo Ruiz’s article, there are mentions of the Manifest Destiny. Manifest Destiny played a role in the New World and in Mexico. In â€Å"’From Hell Itself’ The Americanization of Mexico’s Frontier† by David J. Weber, talks about the issues within Mexico that causedRead MoreManifest Destiny Essays694 Words   |  3 PagesManifest Destiny took place in the US in the mid-1800. Manifest Destiny was used among the Americans in the 1840’s as a defense for U.S. territorial expansion. It is t he presumption that God had destined the American people to at divine mission of American movement and conquest in the name of Christianity and democracy. In order to understand manifest destiny we must first find its’ origin. John O’Sullivan first initiated manifest destiny into America in 1845. This New York editor wrote the phraseRead MoreManifest Destiny Essay1269 Words   |  6 Pagesexpand west to the Pacific Ocean, Manifest Destiny would become one of the most influential ideologies in American history (Greenberg 3). This belief of the settlers aided in the westward expansion of the nation’s boundaries through the removal of the Native Americans who had inhabited the western lands for generations and in some cases centuries; and with a war with Mexico in which we gained territory in Texas, the southwest and California. The idea of Manifest Destiny was first introduced into theRead MoreManifest Destiny By James K. Polk1257 Words   |  6 PagesJack Biernesser Mr. Schulten U.S. History 16 March 2016 Manifest Destiny Manifest Destiny is the belief during the 19th century, that the United States of America not only could, but was destined to, stretch from coast to coast. The idea of Manifest Destiny helped to fuel the war with Mexico and the removal of Indians from the United States. The American people and government lived by this belief. Manifest Destiny had many good results like the expansion of the American territory. It also had manyRead MoreThe Expansion Of The United States1078 Words   |  5 PagesConstitution did not have any thing that supported this idea. Although, the Louisiana Purchase showed Jefferson s ability to make a logical political decision, it was opposed by Federalists who questioned the purchase and his ability. They were oblivious to the fact that United States was going to become powerful and progress with growth. United States expansion was a fulfillment of manifest destiny because the U.S. was obligated to spread and so it was necessary, inevitable and desirable tha t the AmericansRead MoreManifest Destiny And American Territorial Expansion Essay1323 Words   |  6 Pagesland east of the Mississippi River, coupled with the knowledge that there was an abundance of land for new settlement west of the river, led to the ideology of expansionism; the ideology became simply known as Manifest Destiny. Manifest Destiny and American Territorial Expansion, written by Amy S. Greenburg, deeply explains the motivation of the individuals looking to expand their settlements westward. Since the time of publication, we have realized that we could have handled the situation, in whichRead MoreManifest Destiny1555 Words   |  7 PagesThe Evolution Of Transportation Manifest Destiny was a widely spread belief that settlers in the United States should expand across North America. It was the belief that fueled the westward expansion. The westward expansion led to many other events in and around the United States. Before Manifest Destiny and the westward expansion the French and Indian War and Revolutionary War took place which allowed America to declare independence. Manifest Destiny was a big influence on the evolution of transportRead MoreThe Louisiana Purchase, The Oregon Treaty, And The California Gold Rush948 Words   |  4 PagesThere were many important events that helped to achieve the goal of Manifest Destiny. For example, the Louisiana Purchase, the Oregon Treaty, and the California Gold Rush all helped achieve this goal. All of these events had either increased the amount of land in the United States, or increased the population of people living in Western United States. One event that occurred during the time of Manifest Destiny was the Louisiana Purchase. In the early 1800s, President Thomas Jefferson wanted toRead MoreManifest Destiny Essay735 Words   |  3 PagesManifest Destiny affect on Modern United States During the mid 1800’s America was at a peak of nationalism, which involved their religious beliefs. Manifest destiny describes the attitude of a white man in America during the 19th century, involving their desire for evangelization, white supremacy, and westward expansion. To a majority of the Americans, manifest destiny was a proud accomplishment they would be faced with. Manifest destiny had a negative impact on the Native Americans, however, it

Comparing Highschool and College Essay - 1168 Words

Comparing Highschool and College â€Å"Life belongs to the living, and he who lives must be prepared for changes.† Johann Von Goethe wrote the previous quote. He was trying to emphasize that everything in life brings about change. Attending high school and college is a decision that brings about consistency as well as change. Even though they both serve the purpose of educating, there are great differences and similarities in the high school and college experience. Honors and advance placement classes in secondary school prepare one for the challenge of higher educational opportunities in college. On the other hand, the freshmen experience in college is much more challenging. One must dedicate much more time to his or her studies in order†¦show more content†¦One common goal shared by many high school and college students is the desire to get good grades. This goal is not always easy to attain; therefore it requires much effort. Determination, dedication, perseverance, and patience are all key factor s for success in school. It is also necessary to pay attention in class, take down good notes, complete all the assignments instructed by the professor, and study (in advance) for exams. These key factors and study habits will help you attain a good grade. Remember, successfully achieving in school is hard, yet not impossible. Another similarity between high school and college is the multi-cultural and multi-racial school setting. It is quite interesting to observe many different and unique individuals coming together for one sole purpose: to receive an education. Similarly, both high school and college provide the opportunity to meet and associate with a variety of different people. Having group discussions in class, and doing assigned group projects may lead to meeting different students that you normally would not associate with. Meeting these different students could result in the beginning of flourishing friendships and wonderful relationships. There is a distinct variation between the teaching methods in high school and in college. In high school, most teachers lecture and dictate the exact notes necessary to pass the exam. Most classes function and interact on a more personal, oneShow MoreRelatedAttending High School, Just Like Attendign College Essay1477 Words   |  6 PagesSpecific Aims Attending high school, just like attendign college is about finding oneself, working hard, introducing challenging ideas and solutions, making friends, and altogether growing up. Receiving education from an urban highschool could make the continuation of education a difficult task due to over crowding in the classrooms or lack of funding for materials. Another problem that seems to be in place is what is thoguht about when hearing urban schools. Many think about one extreme or another:Read MoreFailure Is The Key To Success Essay1361 Words   |  6 PagesFailure is the Key to Success Nobody is surprised when a students who struggled to pass classes in high school and miraculous gets accepted to college, ends up dropping out or failing out after their first few semesters, but when accomplished honors students and high school valedictorians are failing out of college it raises a eyebrows. For some of these students all they’ve known there entire academic career is success. They are gifted enough as students to turn in a paper or take a test and knowRead MoreMy Overall Growth Within My First Semester Essay1543 Words   |  7 Pagesthink to myself â€Å"like wow I’m really in college I was just in high school†. I remember my first day at Shippensburg like it was yesterday the anxiety, the anxiousness all of it. I’ve been waiting to go to college since my first day of school and that time finally came. The week of me packing all my stuff and going school shopping all I could think about is how â€Å"free† I’ll finally be and I’ll finally be on my way to learning about my future career. I knew college would be fun and for my expectationsRead MoreAffirmative Action Should Be Abolished1315 Words   |  6 Pageswas designed to provide equal access to universities for historically underrepresented minorities. The argument of whether Affirmative Action should be decimated is a simple one. Students who have the academic credentials and earn their way into college deserve to be accepted. For no reason should previously excluded minorities gain unfair leverage in an attempt to â€Å"right past wrongs†. But with Affirmative Action banned in only eight states, we are left with two questions; how exactly AffirmativeRead MoreMy Life Of Becoming A Fashion Designer973 Words   |  4 Pagesfew of these like minded people that helped me grow as a person and realize that I was capable of so much more than a label. All I wanted to do was help people so they would never have to feel the extent of what I fe lt. Consecutively, It was in highschool that I began to research various career fields that held my specific interests. I was more confident in myself than in middle school and knew that I had great potential for helping others. I narrowed my choices down to a dietitian and medical assistantRead MoreLocated in NY, New York, New York University is the Largest Private Campus in the United States1186 Words   |  5 Pagesstudents can join a fraternity or sorority as well as they can join one of the sports teams. An NYU education is a unique experience that is offered nowhere else: it’s diverse, cultivated, vibrant and rich. NYU students do not just become well-rounded college graduates, but accomplished global citizens as well. At NYU, you immediately find yourself in the heart of the words arts capitals. This is especially reflected in New York City, the global capital of just about every arts-related field. The academicRead MoreLooking For A Peer Review1352 Words   |  6 PagesFor this paper I chose to look for a peer review study that I could relate to. There are a lot of things that we grow up around and don t really notice the impact that happens around us. I am a science major in college so I have been doing experiments a long time. After reading this study I was very intrigued about how they conducted and executed their experiment in this study. I the article I read was â€Å" An Avenue for Challenging Sexism: Examining the High School Sociology Classroom.† This articleRead MoreThe Decline Of The Demise Of Fatherhood1316 Words   |  6 Pagespurposes of this paper we will be looking at specifically educational achievement and crime. We will be comparing rates of high school completion a nd dropouts in regards to educational achievement. For crime, we will look at the rates of incarceration for all crime. Numerous studies have shown that children who grow up in single parent homes are far less likely to complete high school or attend college than those who grow up with both parents. Father involvement in schools is associated with the higherRead MoreI Thought That It Might Be A Good Idea1704 Words   |  7 Pageseverything that goes along with that. I have never been much of a history buff. I never liked history in school and I always thought that it was just a bunch of boring memorization. I’m a science major and I plan on sticking to that all through college so taking this course was really just because I needed to fill a gen ed. However I have always liked war, battles and stuff like that so I thought this class could change my mind about roman or even change my mind about history. I remember whenRead MoreStandardized Testing As A Government Requirement Should Be Limited2199 Words   |  9 Pagesthem through the problems they will face. Aside from the government taking action, the states have also been making noise to prompt new bills to be passed. Schools are looking to make all their students look well prepared when they are applying to college and to be able to test at high levels, but with the amount of testing going on the students are being turned into test taking robots. Of the fifty states there are currently thirty six states that require their high school students to pass some form

Compare and Contrast traveling through the dark and woodchucks free essay sample

In both poems â€Å"Traveling Through the Dark† by William Stafford, and â€Å"Woodchucks† by Maxine Kumin are comparing humans to different things. â€Å"Traveling Through the Dark† compares the doe, car, and man and how they each conflict with each other. In â€Å"Woodchucks† it is comparing the conflicts between man and man with the allusion of a woodchuck. Both poems use strong imagery, and state a shift in the tone, revealing their change of mind, and have similar conflicts showing the different relationships with nature, and their themes. â€Å"Traveling Through the Dark† uses imagery like â€Å"the road is narrow† possibly suggesting that he doesn’t have much time to make a decision. Also implying that the road is already a dangerous road to travel upon, and too add a dead doe to the various dangers would not be wise and would cause more deaths. â€Å"I stumbled back to the car† would suggest it was really late, he was tired and wouldve liked to just drive on. We will write a custom essay sample on Compare and Contrast traveling through the dark and woodchucks or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page â€Å"Beside the mountain road I hesitated† is saying that he is contemplating whether to push the pregnant doe over the side or to leave it there for other cars to hit and cause accidents. â€Å"I stood in the glare of the warm exhaust turning red,† the warm exhaust turning red paints the picture of death possibly because of red representing blood. In â€Å"Woodchucks† imagery mostly represents the Jews and Nazis. Like â€Å"Gassing the woodchucks† and â€Å"was featured as merciful† is implying that the woodchucks are like Jews and they were gassed, and it was considered more humane than being shot. â€Å"They had a sub-sub-basement out of range† is like the Jews having to hide in hidden attics in peoples houses.  Ã¢â‚¬Å"puffed with Darwinian pieties for killing† Darwin proposed that the ones who adapted would survive and the ones who couldnt would die; the Nazis would adapt, and the Jews couldnt so the would die. Once the man starts killing the woodchucks he shows that he has absolutely no regard for any of their lives. In the last stanza there is only one old woodchuck left and he cant catch and kill him. This portrays the Jews who could hide and escaped the Nazis wrath. â€Å"If only theyd all consented to die unseen gassed underground the quiet Nazi way† Shows that not all of the Germans were so cold hearted and enjoyed what they did, and that he wished most of them couldve died in a more humane way instead of being shot. Both poems â€Å"Traveling Through the Dark† and â€Å"Woodchucks† show a shift in the tone to a more hesitant and unsure manner of writing. In â€Å"Traveling Through the Dark† it says, â€Å"Beside that mountain road I hesitated† he was contemplating whether or not to push the deer over the side to clear the road. Also it states â€Å" I could hear the wilderness listen† which means he thought about it a long time pondering, and taking in account all the circumstances. Then it says â€Å" I thought hard for us all-† meaning humans and nature alike; â€Å"my only swerving-, then pushed her over the edge into the river. † Deciding it was best to clear the road preventing any human casualties, from this does death. In â€Å"Woodchucks† the man decides that because the â€Å"woodchucks† are taking his food, and the gas didn’t work he must result to shooting them. â€Å"I a lapsed pacifist fallen from grace† states he changed his ways to a â€Å"hawk eye killer†. Even though the man is happy he got rid of almost all the â€Å"pests† he says â€Å"If only theyd all consented to die unseen gassed underground the quiet Nazi way† which shows he is resentful and regrets what he did and mostly wishes he hadn’t. Both poems show conflict of humans and nature in different ways. â€Å"Traveling Through the Dark† theme is about mans disregard for nature, and how machines like the car for instance are competing with nature. The car killed the doe even though pregnant and with the fawn still alive man pushes it over the edge of the mountain for humanity’s own sake. â€Å"Woodchucks† is written as a human vs. nature conflict but once you dissect the poem you see that it really is human vs. human conflict. The human vs. human conflict in â€Å"Woodchucks† is representing the Jews as the woodchucks and the Nazis as the man. Both are basically about humans disregard for something that they think is inferior to them, like nature or Jews, in this case. All in all both â€Å"Traveling Through the Dark† and †Woodchucks† use similar imagery, shifts in tone, and conflicts to show their themes. Although they are quit similar their themes both vary slightly and have slightly different meanings,

Snowboarding Essay Example

Snowboarding Essay Brad Ogden Mr. Buffington English 104 2/17/11 There is nothing more beautiful than being a part of a community. A community is a group of people with a common interest or goal who interact with each other and unite together to make what they stand for special (Students, English 104, 2011). A community can be a school, a city, a team, or simply a hobby that is shared and enjoyed together. There is a community for almost anything and no matter how big or small it is, it means a great deal to the people that are a part of it. I would consider myself a part of numerous communities but one that I especially value would be the community of snowboarders. I have had a passion for snowboarding since I was very young and my passion has only grown and matured more as I have gotten older. This passion originated from a Disney movie, â€Å"Johnny Tsunami†, where the main character is a young snowboarder who is very talented and brave. I would watch this movie every chance that I got and it summoned my love for the sport because I could not think of anything cooler than becoming snowboarder. In the movie there was one quote that stuck with me and is still an essential value to myself, â€Å"Go big or go home. † That has stuck with me my whole life; it gave me the courage to get on a snowboard, has helped me stomp my first tricks, and helped me overcome many fears of injuring myself. That quote will stay with me and will continue to help me become a better snowboarder. Becoming a part of this community made me realize that I can say that I can consider a stranger on a snowboard somewhat of a brother or sister, which might sound strange but there is a connection between two people that share the same passion. We will write a custom essay sample on Snowboarding specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Snowboarding specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Snowboarding specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The most important asset to every snowboarder that generates the passion for snowboarding is his or her snowboard. A snowboarder without a snowboard is like a soldier without a gun or a mom without a child, without it the title is deficient. The snowboard is the key to all the locked doors and with it you can reach unimaginable goals and keep the passion for the sport burning. I first got to experience the thrill of riding a snowboard when I was ten years old on a trip to Perfect North Slopes in Indiana with my best friend and his family of experienced skiers. My best friends mother insisted that I tried skiing before I got on a snowboard because snowboarding is apparently more difficult than skiing, which I found to be erroneous after falling several times on skis going down the bunny slope. After I traded my skis in for a snowboard the day became much more thrilling. The feeling I got from snowboarding on that day was almost as electrifying as the first time I fell in love, it was something that I continued think about everyday and no matter how badly it hurt me, I wanted go back for more. From that point on, each time I would hop off the ski lift it was like another adventure, and each time my love for it would grow. Of course I wasn’t hitting frontside indy grabs or 5400’s from the get-go, which are semi-difficult moves that include a series of spins and grabs while gliding through the air after hitting a jump. Just like every newcomer to the sport I had my fair share of spills. Throughout my years of snowboarding I have knocked teeth out, broken my tailbone and arm several times, dislocated my shoulder, and have simply fallen so hard that it seemed the snow beneath my board turned into asphalt as I approached the impact zone. Even though I have suffered these injuries I have continued to go out and push myself to become a better snowboarder. The snowboard brings numerous values to the table, such as determination and patience but it all depends on the rider and the thrill they are searching for. For some riders, it is a simple way to escape from the world of stress and hard times and is just a good time relaxing, for others it is simply another outdoor adventure, and for the people for whom it is more than a hobby like myself, it is a way of life. For us, snowboarding is used as a way to see how far we can push ourselves past the realm of apprehension into a place where we can be totally confident and fearless. Snowboarding introduced a plethora of values, which have all made me a more mature and diligent individual. Snowboarding can be very frustrating at times, it is not a sport that you can simply shoot from the hip and expect to become successful, which is why you have to be determined, patient, disciplined, confident, and outgoing. Determination is huge in snowboarding because if you’re not determined to get any better then you’re not going to, you have to want it so badly that you will to push yourself each run so that you can possibly become the next professional snowboarder chairman like Shaun White or Travis Rice. With determination comes patience, to get better you not only have to be determined to improve every time but you have to realize that it takes years to become a well-rounded snowboarder. Do you think 10-time snowboard gold medalist Shaun White hit a double mctwist 1260 or simply hurled himself off 22-foot edges of a half pipe with an accumulation of spins, flips and twists right off the bat? No, everything that White attempts on a snowboard is meticulously thought out and fine-tuned (RED, WHITE AND FLYING HIGH, Kirby, 2010). He practices regularly to continue to push the limits of physics and the human body, which lead to the creation of new tricks and the growth of a more extreme snowboarding community. Patience goes hand-in-hand with discipline. Riding can become very frustrating so it is crucial that you keep a good head on your shoulders and rise each time that you fall. If you fall nine times you must stand up ten times and to do that you must be confident and outgoing on every single run. Second guessing yourself on a snowboard is very dangerous because if you are not confident during an attempt to land a trick then you will hurt yourself physically and mentally even more than if you were to give all your effort and still fall. You cannot be scared of the potential appalling outcomes from snowboarding because if you are fearful that you might hurt yourself or embarrass yourself then you will not be able to completely push yourself to your greatest capabilities. Snowboarding is one of the most difficult sports to be good at, it takes a very long time to become consistent and successful but if you put forth all the values that are installed in a good snowboarder, you yourself can become a talented rider as well. Another beautiful aspect of the snowboarding community is its fashion. Snowboarding is a hybrid culture, which combines aspects of grunge, punk and hippy cultures, and more latterly hip-hop and dance cultures, amongst others (Snowboarders vs. Skiers, Edensor and Richards, 2005). These diverse cultures, which all have different styles, wear very similar clothing while n the slopes because of the demands for the fashion. These styles typically include baggy pants, beanie hats and jackets. Unlike other sports where you can tell how talented a person is from their body type, snowboarders clothing styles assume great prominence in achieving distinction amongst members of the community. Most of the time you can look at a boarder and tell ho w good he or she is simply by what they are wearing (Pollio, 20, snowboarder). I wear baggy pants, a plain shirt, a black pinstriped jacket, a black or blue beanie, and goggles. This is the basic swagger of a snowboarder but there are other reasons for wearing this clothing other than it looks cool and that everyone else in the community wears something similar. For example, I wear baggy pants because loose clothes are required for maneuverability when doing tricks and turns on a snowboard. The catch to looking good on the slopes is not only to dress like you know how to snowboard; you have to ride like you know how to snowboard. Someone could walk out with a brand new board and you would think he is good initially but once he falls numerous times you would consider him a poser or a lame. Clothes are subordinate to the performance of a snowboarder but they are intimately linked to the degree of skill of the wearer. Not everyone seeing snowboarder’s style as â€Å"cool† or fashionable, some of the biggest haters of snowboarders are skiers. There has always been tension between the community of snowboarders and the community of skiers since each of the sports was created. Snowboarders refer to skiers as conformist, over-cautious and inexpressive. Skiers refer to snowboarders as subversive, reckless and boisterous. You could say that these stereotypes are true to a certain degree. Snowboarders and skiers have a serious problem with sharing the snow, which is where these stereotypes start to reveal themselves. A snowboarder would be considered reckless because he or she will cut off a skier because skiers go too slowly and they somehow are always in a snowboarder’s way. A snowboarder would seem subversive because they are rebellious and do whatever they please on the slopes simply because they can and want to see a reaction out of a skiing passerby, and they would seem boisterous because that’s how they are; full of energy, rowdy, unruly, and always excited. Skiers think they are superior to snowboarders because their sport has been around longer and it is more proper and professional, when in reality they are no better than any snowboarder. The conflicts between snowboarders and skiers are part of a broader, uneven process in which the competing performances of their diverse styles of movement attempt to claim space (Snowboarders vs. Skiers, Edensor and Richards, 2005). Snowboarders and skiers are in an ongoing battle to territorialize space, to claim it from other users and from those who have controlled space by establishing rules and conventions about what constitute appropriate embodied functions, performances and symbolic meanings (Snowboarders vs. Skiers, Edensor and Richards, 2005). The snowboarding community is constantly growing and the members of it are pushing the sport to limits that have not been reached yet. The best part about those limits is that they are infinite and thanks to professional snowboarders like Shaun White, young snowboarders are inspired to achieve something as great as him. Riders like White prove that the capabilities of snowboarders are limitless because after each goal made there is more that can be done to improve it. Snowboarding is a sport with no boundaries; you can ride down a slope as fast as you want, you can ride through the woods weaving your way in and out of trees, grind on a rail or a tabletop, hit whatever trick you want, make up a trick, descend off of a mountain pinnacle and the list goes on. It is a sport that will keep growing and will continuously be taken to heights that only ascend. There is no telling what the future holds for snowboarding; with the next generation of snowboarders comes another potential boarder who will completely flip the snowboarding game on its head, kids are starting to snowboard at an early age and they will develop the sport into something more mind-blowing and awesome than it is right now. With a new generation of snowboarders comes a new generation impossible tricks that are already in the process of being mastered by professional snowboarders all around the world. The community of snowboarders is very special because even if a snowboarder is not trying to change the pace of the game, they are simply having a great time with fellow snowboarders and that is all that matters. For snowboarders like myself, we want to take snowboarding to the next level and that determination keeps pushing us boarders past the fear of injuries and failure to the thrones and the mountaintops. Works Cited Edensor, Tim, and Sophia Richards. Snowboarders vs Skiers: Contested Choreographies of the Slopes. Leisure Studies 26. 1 (2007): 97-114. Print. Marquardt, Katy. â€Å"King of the Hill in Snowboards. † U. S. News World Report (2008) Vol. 145, Issue 7 Kirby, Jason. RED, WHITE AND FLYING HIGH. 123. 8 (2010). Print. Murphey, Austin. Good n Ugly. Snowboarding 10. 8 (2009). Print.

How to Set Up Classroom Learning Centers

How to Set Up Classroom Learning Centers Learning centers are places where students can work in small groups within the classroom. Within these spaces, students work collaboratively  on projects that you provide, with the goal to accomplish them in an allotted amount of time. As each group completes their tasks they move to the next center. Learning centers provide children the opportunity to practice hands-on skills while involved in social interaction. Some classes will have dedicated spaces for learning centers, while other teachers who are in classrooms that are smaller and tight on space, may need to be prepared to create makeshift learning centers as needed.  Typically, those that have decided Learning Spaces, will have them located in various spots around the perimeter of the classroom, or in small nooks or alcoves within the learning space. The basic need for a learning center is a dedicated space where children can work collaboratively.   Preparation The first component of creating a learning center is to figure out what skills you want your students to learn or practice. Once you know what to focus on you can determine how many centers you will need. Then you can prepare: The materials needed for each center and place them into separate folders or baskets so they are ready for the students.A list of rules and behavior expectations to present to the students before the centers begin.A sign for each center so the students know which center to go to next.Clearly stated directions for each learning center. It is best to laminate the directions so by the time the last group gets to the center it will still be in one piece. Setting up the Classroom Once you have prepared the learning center activities now it is time to set up your classroom. The way you choose to set up your classroom will depend upon your classroom space and size. Generally, all of the following tips should work with any class size. Groups should consist of a minimum of three students and maximum of five students. This gives children the opportunity to be able to complete tasks on time, and be able to move around the classroom freely.Use all areas in the classroom for centers: Rugs, reading areas, and even outside the classroom door. If youre tight on space, you might group desks together to create individual work areas. These are all examples of a good set-up if you are teaching reading groups or doing a mini-lesson while the students are participating in centers.Organize the materials for each of the learning centers in baskets, folders or totes and place them in the specific learning center space. This will ensure that all of the components of the activity are organized. This also makes it easy for you to clean up and store materials, especially if the activities happen often.  Assign each student to a group and center, then have them rotate through centers as scheduled. You can also assign each group or ce nter a color so the children know where to go to next. Use a countdown clock to help students better manage their time.   After each center is completed, allow time for the students to place the center materials back for the next group. Have a basket where the students put their completed center work. This makes it easier for you to have all of the completed work in one place. Presentation Take time to present the rules and directions for each learning center. It is important that students understand the expectations of each center before letting them go on their own. This way if you are using center time to work with individual students you will not be interrupted. Point out or physically bring the students to each center when explaining the directions.Show students where the directions will be located.Show them the materials that they will be using in each center.Explain in detail the purpose of the activity they will be working on.Clearly explain the behavior that is expected when working in small groups.For younger children, role play the behavior that is expected in the centers.Post the rules and behavior expectations in a place where students can refer to them.Tell the students the phrase you will use to get their attention. Depending upon the age group, some younger students respond to a bell or hand clapping rather than a phrase.

Cause and Effect of Privacy Violation on Social Media and the Internet Essay

Cause and Effect of Privacy Violation on Social Media and the Internet - Essay Example Facebook, MySpace, Twitter are some of the most popular and most commonly used social networking sites having masses who use it on daily basis. The popularity of these social networking sites is very addictive. People update and upload statuses, check in at various places, upload pictures which have made tracking very convenient. Many people do not care about their privacy settings and unaware of that anybody can have access to their personal pictures, locations etc. many people are giving their information which is generally very personal on these sites through which all internet users can easily access it. "Social networking has also obtained a poor reputation for protecting users privacy due to a continual flow of media stories discussing privacy problems." (Tyler, 122) Some of the most common issues that have arisen with the propagation of social are internet dating, social profiling, cyberstalking, the disclosure of information, as well as the government using information available on such websites without any search warrant. Today many individuals get involved in each other merely through these social networking websites. At times these people turn out to be completely fake using such individuals for their own advantages. Fantasies are developed and then advantages are taken. Today, many young girls are a victim of this internet dating boom. Another problem with privacy violation is that pictures are being used for various purposes. Many cases have been observed through which pictures are being misused and pornography is being promoted. Cyber-stalking has also increased with the passage of time increases the risk of such problems. The concept of checking in at various locations is very new but that has increased security issues. Now one can locate someone very easily and can also keep track of individuals recent whereabouts.

Management . book Hidden value Assignment Example | Topics and Well Written Essays - 500 words

Management . book Hidden value - Assignment Example Starting employees are usually young, immigrants, or those with the difficulty obtaining work. 66% of those people are usually female. Low wages and low skill indexes are expected, turnover is endemic. Mens Warehouse, however, chose to do things a little differently, which has maintain them as a profitable industry during a time when most of the industry is failing. Mens Warehouse targets the middle income and the fact that men do not like to shop. Their prices are below average and they use a" everyday low pricing strategy". Their philosophy is one of the worldview. They believe they are in the people business and that their companys job is to help people understand others, listen better, and develop excellent skills in order to help themselves and their teammates. In other words they attempt to help each person achieve their potential. Potential include such things as being a better spouse being a better parent and fulfilling their desires at work. With the kind of philosophy that Mens Warehouse has, the training also has to be somewhat different. In this case they have very little training budget. They do however believe in the power of untapped human potential. When they ranked the importance of stakeholders and their company, employees are ranked first. Following employees come customers, vendors, and shareholders. The company believes in promotion from within and all of the senior executives have been with the company a long time. The average tenure is 10 to 15 years. Management development is done through a two layer system. District managers are also trainers. The company has many training and on-site meetings throughout the year, they seldom if ever use any outside training people. They also provide to learning Universities for their employees. In interesting factor is that much of the training is also done by senior executives. Performance management is important to them. They did this through a number of constructive

Joseph the Favorite Son Essay Example for Free

Joseph the Favorite Son Essay Abstract The story of Joseph is one of the classic stories which portrayed sibling rivalry that was fueled by envy. Joseph’s story can be found in the book of Genesis, the same biblical book where the story of â€Å"Cain and Abel† can be found; another story that portrayed sibling rivalry. At the beginning of the story, it was pretty obvious that Joseph was loved by his father, Jacob, so much that he was given high regard over his other brothers upon which ten were older than him. When they finally reached the boiling point, they originally plotted to kill Joseph but later decided to just sell him to a passing Ishmaelite merchant. He was sold to the Pharaoh of Egypt who decided to make him the Pharaoh’s personal servant. This is where he was able to practice and utilize his gift from God, which was interpreting dreams. Joseph, the Favorite Son Joseph was the eleventh of twelfth sons of Jacob, who was regarded in the bible as Israel while his sons were the twelve tribes of Israel. One day, Joseph had a dream about eleven stars, the sun, and the moon bowing before him (Genesis 37:9 Revised Standard Version). This is when his father, Jacob, realized that Joseph was blessed by God. Ever since learning about that fact, he became overprotective of Joseph, as he knew that his other sons will try to harm him if Joseph told them his dreams and its interpretations. Joseph became his favorite son, and because of this, his other sons grew jealous of Joseph. They started to despise him, and plotted to kill him—except for the eldest among the brothers, Reuben. Jealousy and envy has caused previous sibling rivalry stories in the book of genesis—an example would be the story of â€Å"Cain and Abel†. However, one cannot blame the antagonists for being jealous for there is always a favor or favoritism factor in some of these stories; including the story of Joseph the dreamer. It is safe to assume that out of favoritism comes jealousy, and then from jealousy comes rivalry. The Genesis Touch A lot of themes from the book of Genesis tend to repeat themselves in the book’s thematic divisions—Creation and post-creation (Adam and Eve, with addition of Cain and Abel), Patriarch Saga (Abraham, Isaac, and Jacob), and The Story of Joseph the dreamer. There is bound to be theme similarities between stories that belong to each thematic division. In the story of Joseph, the themes that can be identified are: (1) Faith (exists in Abraham), (2) Sibling Rivalry (exists in Cain and Abel), (3) Covenant (exists in all stories of the Genesis), (4) Fall and Restoration (exists in Adam and Eve), and (5) Destiny (exists in Abraham). Faith is one of the most recurring themes in the Old Testament as well as in some parts of the New Testament. It starts from the creation story wherein God entrusted Eden to Adam and Eve. Faith was also present at the story of Abraham, whom he acted on a leap-of-faith, dedicated himself to sacrifice his son, Isaac, for God; although, it did not push through. Like in the two stories, Faith is also present here in the story of Joseph. However, Faith here may have been slightly different as it was faithfulness of Joseph towards Israel—Jacob. He was a tattle tale: â€Å"and Joseph brought an ill report of them to their father† (Genesis 37:2). Indeed through Joseph’s faithfulness, it earned him the title of â€Å"Jacob’s favorite son†. However, this did not bode well with his brothers, as it intensified their jealousy and hatred towards him. Sibling Rivalry was always bound to happen. The theme of Sibling Rivalry has existed since the story of â€Å"Cain and Abel†. It proliferated to other succeeding stories, including the story of Joseph. One problem of Joseph that prompted his brothers to despise him was his arrogance. Other than him being the favorite son of Jacob, he did show arrogance in some parts of the story while sharing his dreams to his brothers: â€Å"He said to them, ‘Hear this dream which I have dreamed: behold, we were binding sheaves in the field, and lo, my sheaf arose and stood upright; and behold, your sheaves gathered round it, and bowed down to my sheaf† (Genesis: 36:6-7). Who would not be mad after hearing that? This prompted them to hate him even more with his dreams and how he interprets the dreams. However, Joseph’s gift of interpreting dreams was considered as a blessing from God. Through this, a covenant between God and Joseph was created. The Covenant theme has always recurred throughout the bible. After all, it is a holy agreement between God and an individual—usually men in the Old Testament. Like in all stories before Joseph’s, a covenant was likely to be formed through the blessings that the individual will receive. It may have been like a past version of â€Å"the terms of agreement†. Joseph’s gift frightened and angered his brothers, as they sold him to an Ishmaelite merchant instead of killing him—as Reuben suggested. The Ishmaelite then sold Joseph to Potiphar, an officer of Pharaoh, who made him his personal servant. Joseph was not fully aware that he and God had a covenant ever since he received the gift of interpreting dreams. Even so, he was continuously blessed by God as he prospered and became successful. Then Potiphar’s wife kept tempting him—familiar with the creation story—to lie with her in bed; have sex with her. However, he always refused. This prompted her to accuse him of trying to sleep with her and was thrown into prison. Then he was continuously blessed by God while he was imprisoned: â€Å"But the Lord was with Joseph and showed him steadfast love, and gave him favour in the sight of the keeper of the prison† (Genesis 39:21). These favors made Joseph realize the covenant that bounded him with God. The fall and restoration of Joseph may have occurred during his days in Egypt. The theme of fall and restoration is a theme that greatly comprises the tragedy that occurs to a person and a periodic rise right after. For example, the fall and restoration that occurred in the story of Adam and Even was the temptation up to the point wherein God banished them. Although not much restoration happened, God decided to just banish them out of Eden and start their own life, instead of decimating them. In the story of Joseph, the fall and restoration occurred in two phases: (1) When he was thrown at the pit and sold which later on prospered in Egypt, and (2) The accusation of Potiphar’s wife and his interpretation of the Pharaoh’s dream which earned him an important government position. Upon the realization of the covenant, the second phase took place. The full restoration took place while he became the overseer that handles food distribution and storage. As his brothers went to Egypt to buy grain during the seven years of famine, he saw them and commanded them to return and fetch Benjamin, the brother closest to Joseph, with them on their way back to Egypt. After which, Benjamin was able to identify him and soon their family was reunited. This was the full restoration that occurred after the start of the first phase and the end of the second phase. It may have been destiny that brought them together once again. Destiny is a strong word that has always been present in the Bible. It was God’s will towards a person, especially those whom He has chosen to lead; for example, like Abraham. Combining the other four themes would generate the destiny that God assigned to Joseph ever since blessing him with the gift of dream interpretation. His destiny may have been played out in this fashion: He was given the gift of dream interpretation—the father admires his faithfulness to him and discovers his skill, warning him not to tell his brothers about it—Joseph told his brothers about a dream that intensified their jealousy and hatred towards him—most of them plotted to destroy him, sold him instead to a merchant—he became Potiphar’s servant, who later became his prisoner after being framed—butler and baker made him interpret their dreams, wherein the butler promised that he will be remembered—Pharaoh had a nightmare that he wanted to interpret, so he sent for Joseph and had it interpreted (after the butler recommended him to the Pharaoh)—Joseph interpreted it accurately and was assigned as the overseer of food distribution and storage—With this position, it gave him an opportunity to reunite with his family after disappearing for so long—then the Hebrews were offered a land in Egypt wherein they moved there from Canaan, delivering them from famine (Genesis 37-47). In this process, the four Genesis themes of Joseph’s story were combined to form and somewhat correlate with the last theme which was Destiny. It was by God’s will that his destiny was formed right from the start. Joseph the son, dreamer, servant, prisoner, interpreter, and official Joseph was the eleventh son of Jacob, and he was the most favored among all of his brothers. It was mentioned that he was at age seventeen when he started experiencing these dreams that were believed to be visions of the future. For his father, this was a blessing by God which earned him more favor over his brothers. Other than that, Joseph was loyal to Jacob who was Israel—as the story would mention. His loyalty earned him a rightful place and won his father’s favor. He was equally loyal to God as the blessed gift of dream interpretation tied them together. However, he had a minor flaw when he was at age seventeen. He was a bit arrogant, although he was unaware of it. It may have been possible that he was sharing his dream (Genesis: 36:6-7) to his brothers which he should not have, in the process disobeying their father as he was warned not to tell them any of his dreams nor his special talent. For his brothers, they found the context of the dream as an act of arrogance since it interpreted that they should bow to him. This further fueled their hatred towards Joseph. As he was the eleventh son, it was disrespectful to mention such a thing towards the older brothers. His father loved and favored him but his brothers despised him, that they plotted to kill him but with Reuben’s intervention, he was sold to an Ishmaelite trader instead. When Joseph became the servant of Potiphar, he expressed the same kind of loyalty that he had towards his father; although, it may have also been because of the fact that he was loyal to God as well. Being God-blessed and loyal earned him Potiphar’s favor and made him the overseer of the house who was in-charge of all over that Potiphar had (Genesis 39:4). With all of these blessing come an unfortunate circumstance: Potiphar’s seduction or temptation of Joseph. It was a test that Joseph successfully passed. However, he was framed by the wife and was put in prison. Another twist occurred when God blessed him while he was imprisoned (Genesis 39:21). His prison sentence led him to another circumstance upon which was favorable to him. The chief butler and chief baker of the Pharaoh were thrown in prison as well after disappointing the Pharaoh. This was where he was given the opportunity to interpret the dreams of others, when both the butler and the baker had dreams—which were probably visions of the future. Both ended up looking troubled the next day, hence prompting Joseph to help: â€Å"So he asked Pharaoh’s officers who were with him in custody in his master’s house, ‘Why are your faces downcast today? ’ (Genesis 40:7). In the ancient world, dreams usually need interpretation as they would convey messages that may hold great importance to the person’s life. The two had Joseph interpret their dreams, both of which came true. As the Pharaoh experienced a vision of his own in his dream, he asked his magicians and top officials to interpret it for him. None of them could not interpret the dream accurately until the butler remembered Joseph and recommended him. Joseph was then called by the Pharaoh whom accurately interpreted the dreams. Impressed by the accuracy of Joseph’s interpretation, he assigned him as the overseer of the country—that handled resource distribution, especially food since it will be affected by the famine. Joseph, as usual, showed loyalty to his master and managed the resource distribution accordingly. Reading the story, Joseph had his ups and downs throughout this phase of his life. Joseph’s character developed, evolving and adapting, through these ups and downs until he was able to rise up. Joseph started out as a boy but ended up being a man upon which a country depended on. Adding to his personal traits, it could be said that he was forgiving as he did not exact revenge upon the brothers who mistreated him. Blessings and Misfortunes It could be said that a lot of blessings and unfortunate things can happen to one person. Joseph experienced his share of blessings and misfortunes throughout the story; apparently there were more blessings for God was always with him. The first one among the series of blessings and misfortunes would be a blessing wherein he was blessed with the gift of dream interpretation. It was also evidence of God’s presence in him or with him. This blessing would be immensely important for him, his family, and Egypt later on. For now, it led to his second fortune which was earning his father’s favor and guaranteed his safety through the protection of his father. He became Jacob’s favorite because of his loyalty and blessed skill. However, this led to the first unfortunate event that sent him on a rollercoaster ride. His brothers despised him greatly and plotted to kill him; although ended up selling him instead. He was brought away to a far land, away from his family. Then as God continued to bless him, he experienced his third blessing which was being the Potiphar’s overseer of the house. His loyalty was noticed by Potiphar who gave him the position. All Joseph wanted in exchange for his service was food. Unfortunately, things did not last as he was framed by Potiphar’s wife—because he refused to sleep with her. He was thrown into prison, which was the second misfortune he experienced. However, since God remained with him, he was blessed yet again, giving him favor from the prison keeper who attended to his care and all of the prisoners’. Then an opportunity to exercise his blessed skill arrived when two of the Pharaoh’s officials were thrown in the same prison. Lucky smiled upon him once again, giving him an opportunity to get out of prison. The rest of the events that followed were all blessings that were guised under different forms and circumstances. This proves that his relationship with God is an impregnable bond. After all, he was in covenant with God. Joseph’s Covenant with God Joseph’s skills was put in good use, in favor of God’s plan for him and his people—his family and other Hebrews. As Joseph remained faithful and loving to God, God remained upon Joseph’s side, blessed him whichever place he ends up in and protected him from evil—temptation and harm throughout the story. It was as though they were bounded as one. However, he was also considered as a tool to deliver God’s plan to the Hebrews—who descended from Abraham and Isaac. This was probably an equivalent exchange for the blessings God has given Joseph. It was like his relationship with his father Jacob, although much stronger. A Unified Mood, Character, and theme The story encompasses a fluctuating mood that shifts from happiness to tragedy and back. It seems that the mood is dictated by the flow of events throughout the story, the themes that it entails, and the development of the characters—even the minor ones experience development. Each factor correlates with each other, as if dictating each other within certain situations. An instance wherein the three were unified was the time when Joseph shared his dreams (Genesis 37:6-11) with his brothers, as well as his father. The way he delivered the dream and the dream’s outcome itself infuriated the brothers, who were already envious of him being their father’s favorite. This signified that they had enough of Joseph who seemed to have bossed them around. His brothers developed a more raging spite towards Joseph which later on was seen as he was beaten and thrown in a well, then sold to a trader. Jacob also had a negative reaction to Joseph’s story as it prompted him to scold his son, but later on warns him of his brothers’ intentions. As seen in this situation, the dream caused the theme of sibling rivalry to reach its breaking point, as the brothers plotted to dispose of Joseph. They were able to develop into a character that could not tolerate the favoritism of their father towards Joseph anymore. The mood of this scene turned sour, as jealousy and anger filled the relationship between Joseph and his brothers. His father also experienced a change in character as he became more overprotective of Joseph, scolding him for telling his dreams to his brothers. The mood shifted from an anger to care, in a heartbeat. From the example, the correlation between Theme, Mood, and Character can be seen. It may as well be possible that opposing elements would create unity between the theme, mood, and character. Take the prison scene for example. He was not distraught when he was thrown in prison for God was there to help him. He believed in God whom he shared a covenant with. The prison keeper showed favor towards him—not the typical prison keeper of the ancient times. In prison, he was also given an opportunity to show his blessed skill to two of the Pharaoh’s officials, upon which one died. The setting clearly opposed the mood and the character—prisoners usually degrade in prison. It then enabled the unification of the two with the theme of faith, as Joseph never showed any sign of subjecting to his status. The story of Joseph was probably meant to be a lesson that taught its readers to always remain faithful to God, for He will bless those who are. That may be the message that this story wishes to convey to its readers. For every fall, a periodic rise will follow. References The Holy Bible, Revised Standard Version, Catholic Edition. (1966). London: Thomas Nelson Sons Ltd, for Incorporated Catholic Truth Society.

Taoist Reading of Tintern Abbey by William Wordsworth :: Poetry Religion Taoism

Wordsworth's 'hsà ¼': towards a Taoist reading of Tintern Abbey Five years have passed; five summers, with the length Of five long winters! And again I hear These waters, rolling from their mountain springs With a sweet inland murmur. (1-4) "Tintern Abbey"'s opening lines prepare the reader for a reunion, notable in tone not only for the sense of anticipation with which the poet apprehends this moment, but equally so for the poignancy which immediately inflects the poem's proceedings. My reading of "Tintern Abbey" takes as its most prominent concern the sense in which Wordsworth's "Revisiting the Banks of the Wye" represents a haven-seeking of sorts. Since his visit to the Wye in 1793, much has happened to Wordsworth: he has found, and relinquished, his first romantic love in Annette Vallon. As a young would-be radical, sympathetic to the ideals of the French Revolution, he finds himself at odds with London's entrenched conservatism. In 1795, after well over a decade of only intermittent contact with his sister, Wordsworth and his beloved Dorothy are reunited at Racedown, at about the same time that they make the acquaintance of Samuel Taylor Coleridge. Within two years of this happy occasion, the two Wordsworths wi ll move to Alfoxden to be near Coleridge. The ensuing years of intense friendship and creative discourse will yield, by 1798, the collaborative Lyrical Ballads, to which "Tintern Abbey" belongs. As we consider the tumult and activity that have characterized this period of his life, we might well speculate upon the nature of the thoughts going through Wordsworth's mind as he surveys the Abbey from his vantage on the riverbank; my own temptation is to equate the quietly reflective tone of the poem with the Taoist notion of hsà ¼. In Taoism hsà ¼ is defined -- in describing a state of mind -- as meaning: absolute peacefulness and purity of mind and freedom from worry and selfish desires and not to be disturbed by incoming impressions or to allow what is already in the mind to disturb what is coming into the mind. Hsà ¼-shih means unreality and reality, but hsà ¼ also means profound and deep continuum in which there is no obstruction. (Wing-tsit Chan, A Source Book in Chinese Philosophy. Princeton University Press, 1963.

Teaching as a profession has changed drastically

This is besides a timely issue in southern Florida since one of its school territory ‘s gained national attending late because parents used a societal computing machine web forum to develop the group TINT ( Testing is Not Teaching ) . This grassroots organisation was started by parents who felt that their kids were being overly tested in the public school system. The parents were joined by instructors and pupils and used the societal web to form protests and mass meetings. Two of the groups purposes were to hold the CAO ( Chief Academic Officer ) removed from his place, along with the Superintendent who hired him. The group felt that the CAO was passing out a â€Å" written plan † , particularly in reading, that all instructors were mandated to follow. This plan was designed to increase trial tonss on the FCAT ( Florida Comprehensive Assessment Test ) , given to all pupils in classs 3 through 10. In the terminal both the CAO and Superintendent resigned and TINT is now cl osely watching local and national developments in instruction. In this epoch of high bets proving, territories, schools and instructors depend on the success of their pupils ‘ success on standardised trials. These trials are correlated with national and province criterions and are farther broken down by benchmarks. These benchmarks provide the guidelines for the content instructors cover during the school twelvemonth. Research has shown that effectual instructors participate in the planning and implementing of the course of study but the authorizations from the Federal, province, and local authoritiess take the ownership of learning off and replace it with a course of study that is out of their control. This instance survey will look at the effects of the high-stakes testing motion on single instructors and analyze the functions and duties these instructors believe they have in fixing their pupils for the high-stakes testing. This instance survey was designed to analyze the relationship between the execution of increased high bets proving and teacher efficaciousness and to reply the inquiry do teacher believe they have a function or any duty in determining instructional schemes in fixing their pupils for taking high bets trials? The focal point was on analyzing what educational patterns are working to increase instructor efficaciousness with province mandated standardised testing and looking at schools which have implemented successful plans to help instructors. Three instructors will be interviewed to determine their position in determining instructional schemes within their school that prepare their pupils for the province mandated trials. This qualitative research designed instance survey will interview three instructors in public schools in a territory in South Florida. The interview inquiries will be predetermined and the topics will hold the chance to read these inquiries before being interviewed. There will be four inquiries for each one to reply. These inquiries will be developed by the interviewer and concentrate on the instructor ‘s function sing high bets proving and if it has changed their instruction patterns. They will besides be asked what function they have in their peculiar school in determining instructional schemes for their pupils to win on these trials. The interviewer will both transcribe and tape all the interviews and after the written text is complete it will be given to the instructors for their reappraisal.History of testing:The construct of aptitude testing was introduced during World War II as a method of happening the best and most intelligent soldiers for the United States military, ( Schmidt 2008 ) . In the old ages after the war these trials became incorporated into the American society as a manner to happen persons with superior scholarly capablenesss. The SAT was adapted from Yerkes ‘ trials for the military and was used by colleges and universities as one factor in finding admittances to their installations. By the 1960 ‘s SAT scores began to worsen, raising political and public concerns about the quality of the state ‘s educational system. Before this diminution, many Americans held a positive position of public instruction in the United States. American instruction was thought to both work out society ‘s jobs and besides endeavor to include pupils from diverse backgrounds, ( West & A ; Peterson, 2003, p. 4, as cited in Schmidt, 2008 ) . After publication of the diminution in trial tonss, many Americans became concerned with the province of the American educational system. The standardised testing motion is the consequence of the a series of jurisprudence ‘ passed by the state ‘s Presidents, climaxing in 2001 with the transition of No Child Left Behind ( NCLB ) , by so president George W. Bush. The authorizations of NCLB have proved to be controversial although basic end was â€Å" aˆÂ ¦to create an inducement for pedagogues to guarantee that no one pupil, or group of pupils, is left behind in their reading, linguistic communication, and mathematics abilities † . NCLB had legion demands that provinces and school territories had to follow in order to have federal support. The foundation of the NCLB jurisprudence is that provinces must make AYP ( Annual Yearly Progress ) each twelvemonth. The jurisprudence specified that every province â€Å" aˆÂ ¦must develop, and incorporate into their course of study, a standards-based answerability plan that demonstrates student proficiency degrees in the nucleus capable countries of rea ding, linguistic communication humanistic disciplines, and mathematics † ( Schmidt, 2008 ) . These proficiency degrees are measured by standardised trials given to all pupils one time a twelvemonth and these trials had to be approved by the Department of Education prior to being given ( Abernathy, 2007, p.5 ; Sunderman et. al. , 2005, p. 5 ) . By carry oning one-year testing, territories can closely supervise the advancement, or deficiency thereof, of pupils. No Child Left Behind was the latest reproduction of President Lyndon Johnson ‘s reform of educational reorganisation known as the ESEA ( Elementary and Secondary Education Act of 1965 ) . Both steps stressed the thought that public instruction â€Å" aˆÂ ¦requires a federal presence to guarantee academic advancement and academic equality for all pupils † . Schmidt ( 2008 ) Since the ESEA was passed at that place have been alterations made to its base, with the latest being No Child Left Behind ( NCLB ) The federal authorities has played an of import function in altering public instruction in the United States, the motive for these alterations in public schools were motivated because of concerns for America ‘s worsening trial tonss. The two chief drifts for alteration were worsening trial tonss on the Scholastic Aptitude Test ( SAT ) and the publication of A State At Risk by Terrance Bell. Three of import causes were named in the passing of the ESEA statute law. The first was the worsening public presentation of pupils on the SAT test. The second was studies conducted during this clip that repeatedly placed the United States in the lowest percentile of overall academic accomplishment when compared with foreign educational systems, ( West & A ; Peterson, 2003, pp. 4-5 ; Nichols & A ; Berliner, 2007, p. 4 ) . The 3rd factor was the relentless accomplishment spread that separated minorities and low-income pupils ‘ tonss from kids who came from a more affluent background. ( Nichols & A ; Berliner, 2007 ; p.4. & A ; Kantor, 1991, p. 51 ) . A State at Risk was published 18 old ages after the transition of the ESEA and was written by so Secretary of Education, Terrence Bell â€Å" Nation at Risk: The Imperative for Education Reform in America ( West & A ; Peterson, 2003 p. 5 ; Berry, 1993, p. 215 ) . This study focused on the United States ‘ low academic accomplishment in malice of the federal authorities ‘s focal point on bettering pupil public presentation in public schools when the ESEA was passed. The study stated that, â€Å" aˆÂ ¦the educational foundations of our society are soon being eroded by a lifting tide of averageness that threatens our really future as a State and a people † ( Bell, 1983 ) . Furthermore, the United States achieved a low academic rank when compared to other states and the authors of the study believed that America ‘s educational system was in demand of a drastic reform. The publication radius of a series of reforms that the writers believed would â€Å" aˆÂ ¦reverse the downward spiral of an unequal educational system, ( Schmidt, 2008 ) . The reforms included parental and community engagement at local schools, engaging instructors with advanced grades who were more motivated to learn, and a higher degree of engagement from all degrees of authorities. Although this publication did non excite any alterations on the federal degree, it still remained an of import factor in American public instruction. In 1994, so President Clinton passed a reauthorization of the ESEA called Goals 2000. This federal reform plan was ambitious in nature since it provided pecuniary inducements for public schools that implemented annually proving to demo student advancement towards proficiency, ( West & A ; Peterson, 2003, p.7 ) . This plan provided Title 1 schools with â€Å" aˆÂ ¦federal support â€Å" for developing ‘local reformsaˆÂ ¦the developme nt of standardsaˆÂ ¦enhanced professional development, bettering in engineering, and alterations in administration for answerability † † with the end of increasing pupil public presentation in the aˆÂ ¦ † nucleus capable countries such as, reading and mathematics ( Fuhrman, 1994, p. 84 ) . Goals 2000 laid the basis for NCLB. It was during this clip that the term â€Å" answerability † became of import since it was used as an inducement for provinces to get federal financess. This thought was added to NCLB, but President Busch extended the significance by doing the relationship stronger between the federal, province, and local bureaus. Although the answerability measures set Forth by NCLB have proved to be controversial, its basic end of the Act was â€Å" aˆÂ ¦to create an inducement for pedagogues to guarantee that no one pupil, or group of pupils, is left behind in their reading, linguistic communication, and mathematics abilities † . NCLB had legion demands that provinces and school territories had to follow in order to have federal support. The foundation of the NCLB jurisprudence is that provinces must make AYP ( Annual Yearly Progress ) each twelvemonth. The jurisprudence specified that every province â€Å" aˆÂ ¦must develop, and incorporate into their course of study, a standards-based answerability plan that demonstrates student proficiency degrees in the nucleus capable countries of reading, linguistic communication humanistic disciplines, and mathematics † ( Schmidt, 2008 ) . These proficiency degrees are measured by standardised trials given to all pupils one time a twelvemonth and these trials had to be approved by the Department of Education prior to being given ( Abernathy, 2007, p.5 ; Sunderman et. al. , 2005, p. 5 ) . By carry oning one-year testing, territories can closely supervise the advancement, or deficiency thereof, of pupils. The standards-based instruction reform and answerability motion started in the mid-1980s and raised outlooks of public presentation for U.S. schools ( Buttram & A ; Waters, 1997 ) . The province of Florida took the enterprise to better K-12 instruction and so Governor Jeb Bush instituted the A+ Plan in 1999. This program was created as a standards-based answerability system, concentrating on bettering the public presentation of all pupils, irrespective of their ethnicity, gender, poorness degrees, native linguistic communication or disablement position. The chief premiss of the A+ Plan was that â€Å" every kid can larn and no kid should be left behind † ( Executive Office of the Governor, nd. ) . A brief reappraisal of the literature found a clear division between research workers who found that standardised trials are good vs. those who believe these trials are damaging to education as a whole. Many writers began their Hagiographas by depicting the necessity of standardised testing in today ‘s schools. Bandalos ( 06 ) explained the demand for standardised testing within educational scenes today since these high-stakes trials are the method in which pupil acquisition is assessed and continuously evaluated by instructors, principals, and school territories. Bandalos besides stated that acquisition is the end in all of instruction and the function of appraisal is to assist professionals understand the degree of larning pupils have achieved. Hammeran ( 10 ) besides felt that it was possible to â€Å" learn to the trial † while still covering the of import course of study for a category. This writer studied learning a scientific discipline plan that was aligned to the National Science Education Standards ( NSES ) . She wrote that since the province criterions reflect the national criterions, and standardised trials reflect both the province and national criterions, so concentrating on learning to the trial would guarantee that pupils were having the of import content in scientific discipline category. The significance of the job is clearly discussed The significance of the inquiry of instructor beliefs in their function in determining instructional schemes to fix their pupils for proving is a timely one in the province of Florida. Performance-based appraisal is now compulsory in many schoolrooms but instructors and parents have become concerned about the genuineness of these appraisals and how assessment information can be used as formative feedback to better instruction and acquisition. Although these newer attacks are driven by a motive to do pupil appraisal informations more utile and meaningful than some traditional attacks this alteration was viewed as a positive progress by some research workers while others felt that it was hard to judge the theoretical benefits of these alterations or to get down to consistently research the nature of instructors ‘ schoolroom appraisal patterns. This trouble arises because research workers, protagonists, and specializers in school territories in the state have non arrived at a cons istent definition of what these footings mean or what these patterns look like ( Frey & A ; Schmitt, 2007 ) . Coming to Footings With Classroom Assessment 2007 Bruce B. Frey-University of Kansas, Vicki L. Schmitt-Missouri State University Those who advocate for â€Å" aˆÂ ¦test-based accountabilityaˆÂ ¦ † argue that it increases pupil success by helping instructors to set more accent on the of import content in their capable country, provides wagess for good instruction, and produces informations that is used to do determinations about pupils, instructors, and schools. For such systems to work every bit intended, the policies must advance good direction, and any resulting additions in trial tonss must back up valid illations about increased pupil accomplishment. Research has shown that high-stakes testing does so act upon direction, but these effects are complex and consist both desirable and unwanted alterations in pattern. For illustration, instructors in territories or provinces where high bets are associated with trial consequences tend to concentrate on tried stuff and de-emphasize unseasoned stuff ( see Stecher, 2002 ) . Similarly, research indicates that the additions in tonss on high-stakes trials frequently generalize ill ( or non at all ) to other trials of the same sphere, raising uncertainties about the extent to which these additions provide valid grounds of improved pupil public presentation ( Klein, Hamilton, McCaffrey, & A ; Stecher, 2000 ; Koretz & A ; Barron, 1998 ; Koretz, Linn, Dunbar, & A ; Shepard, 1991 ; Linn, 2000 ) . The literature on high bets proving is clear sing the history and development of these trials and how they are being implemented in school territories today. Conversely, the literature is divided into two factions-authors who believe that standardised testing is a good step of pupil acquisition and instruction, and writers who feel that high-stakes proving is a negative influence for instructors and pupils. The function that instructors believe they play in implementing in determining instructional schemes to fix pupils for proving is non a topic that has much coverage in the literature, but the branchings of † learning to the trial † is covered. The research inquiry is designed to understand the function instructors feel they play in determining instructional schemes to guarantee that their pupils achieve success on these compulsory province and authorities needed trials. These are the trials that they themselves are held accountable for the consequences by their schools and territories. If instructors feel they have no function in determining the direction for their ain pupils so for them it will be a affair of â€Å" learning to the trial † . If, on the other manus, they feel in control of direction the term â€Å" teacher efficaciousness † will be applicable to these instructors. Teacher self-efficacy refers to a instructor ‘s belief about his or her competency in holding a positive consequence on pupil larning accomplishment, Ashton, 1984 as cited in Denzilel, 2005. Prior research conducted in the field indicates that teacher self-efficacy is related to a instructor ‘s success in curriculum invention ( Berman & A ; McLaughlin, 1977 ) , beliefs about pupils ‘ capablenesss ( Ashton, 1984 ) and intelligence ( Klein, 1996 ) , quality of pupil relationships ( Ashton & A ; Webb, 1986 ) , assurance in working with parents ( Hoover- Dempsey, Bassler, & A ; Brissie, 1987 ) , clip spent on academic acquisition ( Allinder, 1995 ) , self-efficacy of low-achieving pupils ( Midgley, Feldlaufer, & A ; Eccles, 1989 ) , and the instructor ‘s ability to keep pupils accountable for their acquisition and public presentation ( Ashton & A ; Webb, 1986 ) . In the original Rand surveies, teacher self-efficacy was measured by inquiring two inquiries: ( a ) ‘When it comes right down to it, a instructor truly ca n't make much because most of a pupil ‘s motive and public presentation depends on his or her place environment ‘ , and ( B ) ‘If I try truly difficult, I can acquire through to even the most hard or unmotivated pupils ‘ . The first inquiry was hypothesized to measure instructors ‘ result outlooks, typically labeled learning efficaciousness ( TE ) . In contrast, the 2nd point was hypothesized to reflect personal instruction efficaciousness ( PE ) . From this position, TE relates to a instructor ‘s outcome outlooks and PE is based on the instructor ‘s judgements of his or her personal ability to act upon pupil acquisition. Early Rand research workers grounded teacher self-efficacy in Rotter ‘s ( 1966 ) venue of control concept and placed important accent on outcome outlooks and p ersonal duty when construing efficaciousness tonss. Later, Ashton and Webb aligned the concept with a societal cognitive theoretical position of self-efficacy ( 1977, 1978 ) . In contrast to the venue of control position, the social-cognitive attack emphasizes the dealingss between efficaciousness beliefs and outcome outlooks. Harmonizing to Bandura, result and efficaciousness beliefs are related but can be conceptually and through empirical observation differentiated ( 1986, 1997 ) . For Ashton and Webb, TE and PE represent steps of result outlooks and efficaciousness outlooks, severally. Teacher efficaciousness can be affected by the function they play in fixing pupils for mandated standardised trials. Author Kenneth Vogler ( 2006 ) stated in his article that in the past instructors were merely accountable to their decision makers and local school boards. It was those local boards that developed the course of study every bit good as the criterions for their school system. Now, instructors, every bit good as decision makers, are being held accountable to the populace for the academic public presentation of pupils in their charge. Standardized testing is a world in south Florida and that fact is non altering in the foreseeable hereafter. Students, parents, and instructors have mobilized to alter the importance and weight of these trials, but there is still â€Å" FCAT blackout † where no schools are allowed to take field trips, no personal yearss are given to instructors, and no conferences are held by the territory. After the blackout comes â€Å" FCAT season † where schools are on practical lock-down until all the testing is complete. From personal experience, instructors are ranked by the additions their pupils made, particularly in reading, math, and scientific discipline. When the CAO was in office, each instructor received a â€Å" book † to be completed that twenty-four hours. Sometimes the day-to-day book was 15 pages or longer. All of the control was taken away with respect to instructional schemes and learning to the trial began on the first twenty-four hours of school. The resea rch says that this focussed instruction can be positive or negative. The focal point of this survey is to inquire instructors if they fell they have control fixing their pupils for these high-stakes trials and to analyze what works in their readying and which countries they feel they have no control in direction. The consequences will be good to both the school and territory as we struggle to equilibrate the ends set Forth by the authorities with our pupil ‘s single demands. Teachers ‘ RESPONSES TO HIGH-STAKES TESTING AND THE VALIDITY OF GAINS: A PILOT STUDY. Daniel M. Koretz CRESST/Harvard Graduate School of Education Laura S. Hamilton CRESST/RAND Education Coming to Footings With Classroom Assessment 2007 Bruce B. Frey-University of Kansas, Vicki L. Schmitt-Missouri State University British Journal of Educational Psychology ( 2005 ) , 75, 689-708, 2005 The British Psychological Society www.bpsjournals.co.uk. Confirmatory factor analysis of the Teacher Efficacy Scale for prospective instructors. Gypsy M. Denzine1* , John B. Cooney2 and Rita McKenzie3 1Northern Arizona University, USA 2University of Northern Colorado, USA 3Buena Vista University, USA

Teaching as a profession has changed drastically

This is besides a timely issue in southern Florida since one of its school territory ‘s gained national attending late because parents used a societal computing machine web forum to develop the group TINT ( Testing is Not Teaching ) . This grassroots organisation was started by parents who felt that their kids were being overly tested in the public school system. The parents were joined by instructors and pupils and used the societal web to form protests and mass meetings. Two of the groups purposes were to hold the CAO ( Chief Academic Officer ) removed from his place, along with the Superintendent who hired him. The group felt that the CAO was passing out a â€Å" written plan † , particularly in reading, that all instructors were mandated to follow. This plan was designed to increase trial tonss on the FCAT ( Florida Comprehensive Assessment Test ) , given to all pupils in classs 3 through 10. In the terminal both the CAO and Superintendent resigned and TINT is now cl osely watching local and national developments in instruction. In this epoch of high bets proving, territories, schools and instructors depend on the success of their pupils ‘ success on standardised trials. These trials are correlated with national and province criterions and are farther broken down by benchmarks. These benchmarks provide the guidelines for the content instructors cover during the school twelvemonth. Research has shown that effectual instructors participate in the planning and implementing of the course of study but the authorizations from the Federal, province, and local authoritiess take the ownership of learning off and replace it with a course of study that is out of their control. This instance survey will look at the effects of the high-stakes testing motion on single instructors and analyze the functions and duties these instructors believe they have in fixing their pupils for the high-stakes testing. This instance survey was designed to analyze the relationship between the execution of increased high bets proving and teacher efficaciousness and to reply the inquiry do teacher believe they have a function or any duty in determining instructional schemes in fixing their pupils for taking high bets trials? The focal point was on analyzing what educational patterns are working to increase instructor efficaciousness with province mandated standardised testing and looking at schools which have implemented successful plans to help instructors. Three instructors will be interviewed to determine their position in determining instructional schemes within their school that prepare their pupils for the province mandated trials. This qualitative research designed instance survey will interview three instructors in public schools in a territory in South Florida. The interview inquiries will be predetermined and the topics will hold the chance to read these inquiries before being interviewed. There will be four inquiries for each one to reply. These inquiries will be developed by the interviewer and concentrate on the instructor ‘s function sing high bets proving and if it has changed their instruction patterns. They will besides be asked what function they have in their peculiar school in determining instructional schemes for their pupils to win on these trials. The interviewer will both transcribe and tape all the interviews and after the written text is complete it will be given to the instructors for their reappraisal.History of testing:The construct of aptitude testing was introduced during World War II as a method of happening the best and most intelligent soldiers for the United States military, ( Schmidt 2008 ) . In the old ages after the war these trials became incorporated into the American society as a manner to happen persons with superior scholarly capablenesss. The SAT was adapted from Yerkes ‘ trials for the military and was used by colleges and universities as one factor in finding admittances to their installations. By the 1960 ‘s SAT scores began to worsen, raising political and public concerns about the quality of the state ‘s educational system. Before this diminution, many Americans held a positive position of public instruction in the United States. American instruction was thought to both work out society ‘s jobs and besides endeavor to include pupils from diverse backgrounds, ( West & A ; Peterson, 2003, p. 4, as cited in Schmidt, 2008 ) . After publication of the diminution in trial tonss, many Americans became concerned with the province of the American educational system. The standardised testing motion is the consequence of the a series of jurisprudence ‘ passed by the state ‘s Presidents, climaxing in 2001 with the transition of No Child Left Behind ( NCLB ) , by so president George W. Bush. The authorizations of NCLB have proved to be controversial although basic end was â€Å" aˆÂ ¦to create an inducement for pedagogues to guarantee that no one pupil, or group of pupils, is left behind in their reading, linguistic communication, and mathematics abilities † . NCLB had legion demands that provinces and school territories had to follow in order to have federal support. The foundation of the NCLB jurisprudence is that provinces must make AYP ( Annual Yearly Progress ) each twelvemonth. The jurisprudence specified that every province â€Å" aˆÂ ¦must develop, and incorporate into their course of study, a standards-based answerability plan that demonstrates student proficiency degrees in the nucleus capable countries of rea ding, linguistic communication humanistic disciplines, and mathematics † ( Schmidt, 2008 ) . These proficiency degrees are measured by standardised trials given to all pupils one time a twelvemonth and these trials had to be approved by the Department of Education prior to being given ( Abernathy, 2007, p.5 ; Sunderman et. al. , 2005, p. 5 ) . By carry oning one-year testing, territories can closely supervise the advancement, or deficiency thereof, of pupils. No Child Left Behind was the latest reproduction of President Lyndon Johnson ‘s reform of educational reorganisation known as the ESEA ( Elementary and Secondary Education Act of 1965 ) . Both steps stressed the thought that public instruction â€Å" aˆÂ ¦requires a federal presence to guarantee academic advancement and academic equality for all pupils † . Schmidt ( 2008 ) Since the ESEA was passed at that place have been alterations made to its base, with the latest being No Child Left Behind ( NCLB ) The federal authorities has played an of import function in altering public instruction in the United States, the motive for these alterations in public schools were motivated because of concerns for America ‘s worsening trial tonss. The two chief drifts for alteration were worsening trial tonss on the Scholastic Aptitude Test ( SAT ) and the publication of A State At Risk by Terrance Bell. Three of import causes were named in the passing of the ESEA statute law. The first was the worsening public presentation of pupils on the SAT test. The second was studies conducted during this clip that repeatedly placed the United States in the lowest percentile of overall academic accomplishment when compared with foreign educational systems, ( West & A ; Peterson, 2003, pp. 4-5 ; Nichols & A ; Berliner, 2007, p. 4 ) . The 3rd factor was the relentless accomplishment spread that separated minorities and low-income pupils ‘ tonss from kids who came from a more affluent background. ( Nichols & A ; Berliner, 2007 ; p.4. & A ; Kantor, 1991, p. 51 ) . A State at Risk was published 18 old ages after the transition of the ESEA and was written by so Secretary of Education, Terrence Bell â€Å" Nation at Risk: The Imperative for Education Reform in America ( West & A ; Peterson, 2003 p. 5 ; Berry, 1993, p. 215 ) . This study focused on the United States ‘ low academic accomplishment in malice of the federal authorities ‘s focal point on bettering pupil public presentation in public schools when the ESEA was passed. The study stated that, â€Å" aˆÂ ¦the educational foundations of our society are soon being eroded by a lifting tide of averageness that threatens our really future as a State and a people † ( Bell, 1983 ) . Furthermore, the United States achieved a low academic rank when compared to other states and the authors of the study believed that America ‘s educational system was in demand of a drastic reform. The publication radius of a series of reforms that the writers believed would â€Å" aˆÂ ¦reverse the downward spiral of an unequal educational system, ( Schmidt, 2008 ) . The reforms included parental and community engagement at local schools, engaging instructors with advanced grades who were more motivated to learn, and a higher degree of engagement from all degrees of authorities. Although this publication did non excite any alterations on the federal degree, it still remained an of import factor in American public instruction. In 1994, so President Clinton passed a reauthorization of the ESEA called Goals 2000. This federal reform plan was ambitious in nature since it provided pecuniary inducements for public schools that implemented annually proving to demo student advancement towards proficiency, ( West & A ; Peterson, 2003, p.7 ) . This plan provided Title 1 schools with â€Å" aˆÂ ¦federal support â€Å" for developing ‘local reformsaˆÂ ¦the developme nt of standardsaˆÂ ¦enhanced professional development, bettering in engineering, and alterations in administration for answerability † † with the end of increasing pupil public presentation in the aˆÂ ¦ † nucleus capable countries such as, reading and mathematics ( Fuhrman, 1994, p. 84 ) . Goals 2000 laid the basis for NCLB. It was during this clip that the term â€Å" answerability † became of import since it was used as an inducement for provinces to get federal financess. This thought was added to NCLB, but President Busch extended the significance by doing the relationship stronger between the federal, province, and local bureaus. Although the answerability measures set Forth by NCLB have proved to be controversial, its basic end of the Act was â€Å" aˆÂ ¦to create an inducement for pedagogues to guarantee that no one pupil, or group of pupils, is left behind in their reading, linguistic communication, and mathematics abilities † . NCLB had legion demands that provinces and school territories had to follow in order to have federal support. The foundation of the NCLB jurisprudence is that provinces must make AYP ( Annual Yearly Progress ) each twelvemonth. The jurisprudence specified that every province â€Å" aˆÂ ¦must develop, and incorporate into their course of study, a standards-based answerability plan that demonstrates student proficiency degrees in the nucleus capable countries of reading, linguistic communication humanistic disciplines, and mathematics † ( Schmidt, 2008 ) . These proficiency degrees are measured by standardised trials given to all pupils one time a twelvemonth and these trials had to be approved by the Department of Education prior to being given ( Abernathy, 2007, p.5 ; Sunderman et. al. , 2005, p. 5 ) . By carry oning one-year testing, territories can closely supervise the advancement, or deficiency thereof, of pupils. The standards-based instruction reform and answerability motion started in the mid-1980s and raised outlooks of public presentation for U.S. schools ( Buttram & A ; Waters, 1997 ) . The province of Florida took the enterprise to better K-12 instruction and so Governor Jeb Bush instituted the A+ Plan in 1999. This program was created as a standards-based answerability system, concentrating on bettering the public presentation of all pupils, irrespective of their ethnicity, gender, poorness degrees, native linguistic communication or disablement position. The chief premiss of the A+ Plan was that â€Å" every kid can larn and no kid should be left behind † ( Executive Office of the Governor, nd. ) . A brief reappraisal of the literature found a clear division between research workers who found that standardised trials are good vs. those who believe these trials are damaging to education as a whole. Many writers began their Hagiographas by depicting the necessity of standardised testing in today ‘s schools. Bandalos ( 06 ) explained the demand for standardised testing within educational scenes today since these high-stakes trials are the method in which pupil acquisition is assessed and continuously evaluated by instructors, principals, and school territories. Bandalos besides stated that acquisition is the end in all of instruction and the function of appraisal is to assist professionals understand the degree of larning pupils have achieved. Hammeran ( 10 ) besides felt that it was possible to â€Å" learn to the trial † while still covering the of import course of study for a category. This writer studied learning a scientific discipline plan that was aligned to the National Science Education Standards ( NSES ) . She wrote that since the province criterions reflect the national criterions, and standardised trials reflect both the province and national criterions, so concentrating on learning to the trial would guarantee that pupils were having the of import content in scientific discipline category. The significance of the job is clearly discussed The significance of the inquiry of instructor beliefs in their function in determining instructional schemes to fix their pupils for proving is a timely one in the province of Florida. Performance-based appraisal is now compulsory in many schoolrooms but instructors and parents have become concerned about the genuineness of these appraisals and how assessment information can be used as formative feedback to better instruction and acquisition. Although these newer attacks are driven by a motive to do pupil appraisal informations more utile and meaningful than some traditional attacks this alteration was viewed as a positive progress by some research workers while others felt that it was hard to judge the theoretical benefits of these alterations or to get down to consistently research the nature of instructors ‘ schoolroom appraisal patterns. This trouble arises because research workers, protagonists, and specializers in school territories in the state have non arrived at a cons istent definition of what these footings mean or what these patterns look like ( Frey & A ; Schmitt, 2007 ) . Coming to Footings With Classroom Assessment 2007 Bruce B. Frey-University of Kansas, Vicki L. Schmitt-Missouri State University Those who advocate for â€Å" aˆÂ ¦test-based accountabilityaˆÂ ¦ † argue that it increases pupil success by helping instructors to set more accent on the of import content in their capable country, provides wagess for good instruction, and produces informations that is used to do determinations about pupils, instructors, and schools. For such systems to work every bit intended, the policies must advance good direction, and any resulting additions in trial tonss must back up valid illations about increased pupil accomplishment. Research has shown that high-stakes testing does so act upon direction, but these effects are complex and consist both desirable and unwanted alterations in pattern. For illustration, instructors in territories or provinces where high bets are associated with trial consequences tend to concentrate on tried stuff and de-emphasize unseasoned stuff ( see Stecher, 2002 ) . Similarly, research indicates that the additions in tonss on high-stakes trials frequently generalize ill ( or non at all ) to other trials of the same sphere, raising uncertainties about the extent to which these additions provide valid grounds of improved pupil public presentation ( Klein, Hamilton, McCaffrey, & A ; Stecher, 2000 ; Koretz & A ; Barron, 1998 ; Koretz, Linn, Dunbar, & A ; Shepard, 1991 ; Linn, 2000 ) . The literature on high bets proving is clear sing the history and development of these trials and how they are being implemented in school territories today. Conversely, the literature is divided into two factions-authors who believe that standardised testing is a good step of pupil acquisition and instruction, and writers who feel that high-stakes proving is a negative influence for instructors and pupils. The function that instructors believe they play in implementing in determining instructional schemes to fix pupils for proving is non a topic that has much coverage in the literature, but the branchings of † learning to the trial † is covered. The research inquiry is designed to understand the function instructors feel they play in determining instructional schemes to guarantee that their pupils achieve success on these compulsory province and authorities needed trials. These are the trials that they themselves are held accountable for the consequences by their schools and territories. If instructors feel they have no function in determining the direction for their ain pupils so for them it will be a affair of â€Å" learning to the trial † . If, on the other manus, they feel in control of direction the term â€Å" teacher efficaciousness † will be applicable to these instructors. Teacher self-efficacy refers to a instructor ‘s belief about his or her competency in holding a positive consequence on pupil larning accomplishment, Ashton, 1984 as cited in Denzilel, 2005. Prior research conducted in the field indicates that teacher self-efficacy is related to a instructor ‘s success in curriculum invention ( Berman & A ; McLaughlin, 1977 ) , beliefs about pupils ‘ capablenesss ( Ashton, 1984 ) and intelligence ( Klein, 1996 ) , quality of pupil relationships ( Ashton & A ; Webb, 1986 ) , assurance in working with parents ( Hoover- Dempsey, Bassler, & A ; Brissie, 1987 ) , clip spent on academic acquisition ( Allinder, 1995 ) , self-efficacy of low-achieving pupils ( Midgley, Feldlaufer, & A ; Eccles, 1989 ) , and the instructor ‘s ability to keep pupils accountable for their acquisition and public presentation ( Ashton & A ; Webb, 1986 ) . In the original Rand surveies, teacher self-efficacy was measured by inquiring two inquiries: ( a ) ‘When it comes right down to it, a instructor truly ca n't make much because most of a pupil ‘s motive and public presentation depends on his or her place environment ‘ , and ( B ) ‘If I try truly difficult, I can acquire through to even the most hard or unmotivated pupils ‘ . The first inquiry was hypothesized to measure instructors ‘ result outlooks, typically labeled learning efficaciousness ( TE ) . In contrast, the 2nd point was hypothesized to reflect personal instruction efficaciousness ( PE ) . From this position, TE relates to a instructor ‘s outcome outlooks and PE is based on the instructor ‘s judgements of his or her personal ability to act upon pupil acquisition. Early Rand research workers grounded teacher self-efficacy in Rotter ‘s ( 1966 ) venue of control concept and placed important accent on outcome outlooks and p ersonal duty when construing efficaciousness tonss. Later, Ashton and Webb aligned the concept with a societal cognitive theoretical position of self-efficacy ( 1977, 1978 ) . In contrast to the venue of control position, the social-cognitive attack emphasizes the dealingss between efficaciousness beliefs and outcome outlooks. Harmonizing to Bandura, result and efficaciousness beliefs are related but can be conceptually and through empirical observation differentiated ( 1986, 1997 ) . For Ashton and Webb, TE and PE represent steps of result outlooks and efficaciousness outlooks, severally. Teacher efficaciousness can be affected by the function they play in fixing pupils for mandated standardised trials. Author Kenneth Vogler ( 2006 ) stated in his article that in the past instructors were merely accountable to their decision makers and local school boards. It was those local boards that developed the course of study every bit good as the criterions for their school system. Now, instructors, every bit good as decision makers, are being held accountable to the populace for the academic public presentation of pupils in their charge. Standardized testing is a world in south Florida and that fact is non altering in the foreseeable hereafter. Students, parents, and instructors have mobilized to alter the importance and weight of these trials, but there is still â€Å" FCAT blackout † where no schools are allowed to take field trips, no personal yearss are given to instructors, and no conferences are held by the territory. After the blackout comes â€Å" FCAT season † where schools are on practical lock-down until all the testing is complete. From personal experience, instructors are ranked by the additions their pupils made, particularly in reading, math, and scientific discipline. When the CAO was in office, each instructor received a â€Å" book † to be completed that twenty-four hours. Sometimes the day-to-day book was 15 pages or longer. All of the control was taken away with respect to instructional schemes and learning to the trial began on the first twenty-four hours of school. The resea rch says that this focussed instruction can be positive or negative. The focal point of this survey is to inquire instructors if they fell they have control fixing their pupils for these high-stakes trials and to analyze what works in their readying and which countries they feel they have no control in direction. The consequences will be good to both the school and territory as we struggle to equilibrate the ends set Forth by the authorities with our pupil ‘s single demands. Teachers ‘ RESPONSES TO HIGH-STAKES TESTING AND THE VALIDITY OF GAINS: A PILOT STUDY. Daniel M. Koretz CRESST/Harvard Graduate School of Education Laura S. Hamilton CRESST/RAND Education Coming to Footings With Classroom Assessment 2007 Bruce B. Frey-University of Kansas, Vicki L. Schmitt-Missouri State University British Journal of Educational Psychology ( 2005 ) , 75, 689-708, 2005 The British Psychological Society www.bpsjournals.co.uk. Confirmatory factor analysis of the Teacher Efficacy Scale for prospective instructors. Gypsy M. Denzine1* , John B. Cooney2 and Rita McKenzie3 1Northern Arizona University, USA 2University of Northern Colorado, USA 3Buena Vista University, USA