Government Main Priority is to provide Education for its People essays

Government Main Priority is to provide Education for its People essays In a country, the government is the one who controls and manage their people to become who they are. The government shaped its people to become productive and efficient by educating them. Education is the most important element and thats why the government had put its highest priority to it. Everyone has the change of receiving education. There are no terms of conditions to those who want to educate themselves. The government had provided us with a lot of free education through out the country either in a form of media or some short free course available somewhere. For instance, there are a lot of free education TV programme available in our local television or even radio station perhaps. Also, there are as well some free education course is available in shopping complex where exhibition of a certain subject is held and everyone is welcome to receive it. Other than that, the Malaysian Rakan Muda Society is also a form of educaton for teens especially, but however the government does take some fees for it from people. Nevertheless, this doesnt show that the government only educates people with money, they also helped to those who cant afford education in some cases. Why else does government put high priority for education? Simple answer to that would be education brings qualifications. Higher education is generally for the smart people is the one who is going to be the future leader of a country. Obviously the government needs highly educated people to be the ones who in future will manage to maintain the countrys reputation and also improving it. Furthermore, education is the only way to determine between the good ones and the not so good ones for the country. This also made it easier to determine between people who are hardworking and people who are lazy. Imagine if theres no qualification in education, there are no examinations to classify people, then how does the government going to choose their fu...

Experts Guide to the AP Literature Exam

Expert's Guide to the AP Literature Exam SAT / ACT Prep Online Guides and Tips If you're planning to take theAP English Literature and Composition exam, you'll need to get familiar with what to expect from the test. Whether the 2019 test date ofWednesday, May 8 is near or far,I’m here to help you get serious about preparing for the exam. In this guide I’ll go over the test's format and question types, howit's graded, best practices for preparation, and test day tips. You’ll be on your way to AP English Lit success in no time! AP English Literature: Exam Format and Question Types The AP Literature Exam is a three-hour exam that contains two sections. First is an hour-long, 55-question multiple choice section, and then a two hour, three question free-response section. The exam tests your ability to analyze works and excerpts of literature and also cogently communicate that analysis in essay form. Read on for a breakdown of the two different sections and their question types. Multiple Choice Section The multiple-choice section, or Section I of the exam, is 60 minutes long and has 55 questions. You can expect to see 4-5 excerpts of prose and poetry. You will, in general, not be given an author, date, or title for these works, although occasionally the title of a poem is given. Unusual words are also sometimes defined for you. The date ranges of works could fall from the 16th to the 21st century. Most works will be originally written in English, although you may occasionally see a passage in translation. There are, generally speaking, eight kinds of questions you can expect to see on the AP English Literature and Composition test. I’ll break each of themdown here and give you tips on how to identify and approach them. "Tiny books carried by ladies" is not one of the question types. The 8 Multiple-Choice Question Types on the AP Literature Exam Without further ado, here are the eight question types you can expect to see on the AP lit exam. All questions are taken from the sample questions on the â€Å"AP Course and Exam Description.† Reading Comprehension These are questions that test your ability to understand what the passage is saying on a pretty basic level. They don’t require you to do a lot of interpretation- you just need to know what is actually going on. You can identify these from words and phrases like â€Å"according to,† â€Å"asserting,† â€Å"mentioned,† and so on. Basically, words that point to a fairly concrete register of meaning. You can succeed on these questions by careful reading of the text. You may have to go back and re-read parts to make sure you understand what the passage is saying. Example: Inference These questions ask you to infer something- a character or narrator’s opinion, an author’s intention, and so forth- based on what is said in the passage. It will be something that isn’t stated directly or concretely, but that you can assume based on what is stated clearly in the passage. You can identify these questions from words like â€Å"infer,† and â€Å"imply.† The key to these questions is to not be tripped up by the fact that you are making an inference- there will be a best answer, and it will be the choice that is best supported by what is actually found in the passage. In many ways, inference questions are like second-level reading comprehension questions- you need to know not just what a passage says, but what it means. Example: Identifying and Interpreting Figurative Language These are questions in which you have to either identify what word or phrase is figurative language or provide the meaning of a figurative phrase. You can identify these as they will either explicitly mention figurative language (or a figurative device like simile or metaphor) or will include a figurative language phrase in the question itself. The meaning of figurative language phrases can normally be determined by the phrase’s context in the passage- what is said around it? What is the phrase referring to? Example 1: Identifying Example 2: Interpreting Literary Technique These questions involve identifying why an author does what they do: from using a particular phrase to repeating certain words. Basically, what techniques is the author using to construct the passage/poem and to what effect? You can identify these questions bywordslike â€Å"serves chiefly to,† â€Å"effect,† â€Å"evoke,† and â€Å"in order to.† A good way to approach these questions is to ask yourself, so what? Why did the author use these particular words or this particular structure? Example: Character Analysis These questions will ask you to describe something about a character. You can spot them because they will refer directly to characters’ attitudes, opinions, beliefs, or relationships with other characters. This is, in many ways, a special kind of inference question since you are inferring the broader personality of the character based on the evidence in a passage. Also, these crop up much more commonly for prose passages than poetry ones. Example: Overall Passage Questions Some questions will ask you to identify or describe something about the passage/poem as a whole: its purpose, tone, genre, etc. You can identify these byphrases like â€Å"in the passage,† and â€Å"as a whole.† To answer these questions, you need to think about the excerpt with a bird’s-eye view. What is the overall picture created by all the tiny details? Example: Structure Some questions will ask you about specific structural elements of the passage- a shift in tone, a digression, the specific form of a poem, etc.Often these questions will specify a part of the passage/poem and ask you to identify what that part is accomplishing. Being able to identify and understand the significance of any shifts- structural, tonal, in genre, etc- will be of key importance for these questions. Example: Grammar/Nuts Bolts Very occasionally you will be asked a specific grammar question, such as what word an adjective is modifying. I would also include in this category very specific questions like the meter of a poem (i.e. iambic pentameter). These questions are less about the literary artistry and more about the fairly dry technique involved in having a fluent command of the English language. Example: That covers the 8 question types! Keep track of these. The AP Literature Free-Response Section Section II of the exam is two hours long and involves three free-response essay questions- so you'll have roughly 40 minutes per essay. Note, though, that no one will prompt you to move from essay to essay, so you can theoretically divide up the time how you want (but be sure to leave enough time for each essay). The first two essays are literary analysis essays of specific passages, with one poem and one prose excerpt- and the final is an analysis of a given theme in a work selected by you, the student. Essays One and Two - Literary Passage Analysis For the first two essays, you’ll be presented with an excerpt and directed to analyze the excerpt for a given theme, device, or development.One of the passages will be poetry, and one will be prose.You will be provided with the author of the work, the approximate date, and some orienting information (i.e. the plot context of an excerpt fromanovel). Sample Questions (from 20 Free Response Questions) Poetry: Prose: Essay Three - Thematic Analysis For the third and final essay, you’ll be asked to discuss a particular theme in a work that you select.You will be provided with a list of notable works that address the given theme below the prompt, but you can also choose to discuss any â€Å"work of literary merit.† So you DO have the power to choose which work you wish to write an essay about, but the key word here is â€Å"literary merit.† So no genre fiction! Stick to safe bets like authors in the list on pages 10- of the Course and Exam Description. (I know, I know- lots of ‘genre’ fiction works DO have literary merit, and Shakespeare actually began as low culture, and so on and so forth. You may well find academic designations of â€Å"literary merit† elitist and problematic, but the time to rage against the literary establishment is not your AP lit test.) Here’s a sample question (from 20): As you can see, the list of works provided spans many different time periods and countries:there are ancient Greek plays (Antigone), modern literary works (like Margaret Atwood’s The Blind Assassin or Barbara Kingsolver’s The Poisonwood Bible), Shakespeare plays (The Merchant of Venice), 19th-century Russian lit (Crime and Punishment), and so on. You might even see something by this guy. How Is the AP Literature Test Graded? The multiple-choice section of the exam comprises 45% of your exam score. The three essays comprise the other 55%. Each essay, then, is worth about 18%. As on other AP exams, your raw score will be converted to a score from 1-5. You don’t have to get every point possible to get a 5 by any means- but the AP English Literature test does have one of the lowest 5 rates of all APs, with only 5.6% of students receiving 5s in 2018. But how do you get raw scores at all? Multiple-Choice Scoring For the multiple-choice section, you receive a point for each question you answer correctly. There is no guessing penalty, so you should answer every question- but guess only after eliminating any answer that you know is wrong to up your chances of choosingthe correct one. Free-Response Scoring Scoring for multiple choice is pretty straightforward. However, essay scoring is a little more complicated. Each of your essays will receive a score from 0-9 based on the College Board rubric. You can actually find question-specific rubrics for all of the released free-response questions for AP English lit (see â€Å"scoring guidelines†). While all of the rubrics are broadly similar, there are some minor differences between each of them. I’ll go over the rubrics now- both what they say and what they mean for you. Poetry Passage Analysis Rubric Score What the College Board Says What it Means 9-8 These essays persuasively address the assigned task. These essays offer a range of interpretations; they provide a convincing reading and analysis of the poem. They demonstrate consistent and effective control over the elements of composition appropriate to the analysis of poetry. Their textual references are apt and specific. Though they may not be error-free, these essays are perceptive in their analysis and demonstrate writing that is clear and sophisticated, and in the case of a 9 essay, especially persuasive. Your argument is convincing and it addresses all elements of the prompt. You interpret the language of the poem in a variety of ways (i.e. your analysis of the poem is thorough). Your essay is particularly well-written and well-organized. You appropriately reference specific moments in the poem to support your argument. A 9 essay is particularly persuasive. 7-6 These essays reasonably address the assigned task. They are less thorough or less precise in the way they address the task, and their analysis is less convincing. These essays demonstrate an ability to express ideas clearly, making references to the text, although they do not exhibit the same level of effective writing as the 9-8 papers. Essays scored a 7 present better-developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. You address all elements of the prompt, but your analysis is not as complete or convincing as a 9-8 essay. You do make specific references to the poem and your writing is clear and effective, but not necessarily masterful. 5 These essays respond plausibly to the assigned task, but they tend to be superficial in their analysis. They often rely on paraphrase, which may contain some analysis, implicit or explicit. Their analysis may be vague, formulaic, or minimally supported by references to the text. There may be minor misinterpretations of the poem. These essays demonstrate some control of language, but they may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7-6 essays. You answer the prompt in a way that is not implausible or unreasonable, but your analysis of the poem is surface-level. You may paraphrase the poem instead of making specific references to its language. You may not adequately support your analysis of the poem, or you may misinterpret it slightly. Your essay is not a total mess, but not necessarily particularly well-organized or argued. 4-3 These lower-half essays fail to offer an adequate analysis of the poem. The analysis may be partial, unconvincing, or irrelevant, or ignore part of the assigned task. Evidence from the poem may be slight or misconstrued, or the essays may rely on paraphrase only. The essays often demonstrate a lack of control over the conventions of composition: inadequate development of ideas, accumulation of errors, or a focus that is unclear, inconsistent, or repetitive. Essays scored a 3 may contain significant misreading, demonstrate inept writing, or do both. You do not adequately address the prompt. Your analysis of the poem is incomplete or incorrect, or you do not reference any specific language of the poem. Your essay is undeveloped, unclear, or poorly organized. A 3 essay either significantly misinterprets the poem or is particularly poorly written. 2-1 These essays compound the weaknesses of the papers in the 4–3 range. Although some attempt has been made to respond to the prompt, the student’s assertions are presented with little clarity, organization, or support from the poem. These essays may contain serious errors in grammar and mechanics. They may offer a complete misreading or be unacceptably brief. Essays scored a 1 contain little coherent discussion of the poem. Only minimal attempt is made to respond to the prompt. Essay is disorganized or not supported by evidence from the poem. May contain numerous grammar and mechanics errors. May completely misinterpret the poem or be too short. A 1 essay barely mentions the poem. 0 These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to the task. No real attempt is made to respond to the prompt. - These essays are entirely blank You didn’t write anything! Prose Passage Analysis Rubric Score What the College Board Says What it Means 9-8 These essays persuasively address the assigned task. These essays make a strong case for the student’s interpretation. They may consider a variety of literary devices, and they engage the text through apt and specific references. Although these essays may not be error-free, their perceptive analysis is apparent in writing that is clear and effectively organized. Essays scored a 9 reveal more sophisticated analysis and more effective control of language than do essays scored an 8. Your argument is convincing and addresses all parts of the prompt. You discuss a number of literary devices in your analysis and use specific and appropriate excerpts from the text as evidence in your argument. Your writing is clear, focused, and well-organized. A 9 essay has a particularly well-developed interpretation of the text and is better-written than an 8. 7-6 These essays reasonably address the task at hand. The writers provide a sustained, competent reading of the passage, with attention to a variety of literary devices. Although these essays may not be error-free and are less perceptive or less convincing than 9–8 essays, they present ideas with clarity and control and refer to the text for support. Essays scored a 7 present better developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. You address all elements of the prompt. Your interpretation is coherent and you reference multiple literary devices in your analysis. You do reference specific moments in the text for support. Your essay is adequately organized and focused. However, your argument may be less convincing or insightful (i.e. more obvious) than a 9-8 essay. 5 These essays respond to the assigned task with a plausible reading of the passage but tend to be superficial or thin. While containing some analysis of the passage, implicit or explicit, the way the assigned task is addressed may be slight, and support from the passage may tend toward summary or paraphrase. While these essays demonstrate adequate control of language, they may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7–6 essays. You address the prompt, but your argument may be surface-level. You rely too much on summary or paraphrase of the text in your argument instead of using specific moments in the text. Your essay does have some elements of organization and focus but has some distracting errors. 4-3 These lower-half essays fail to offer an adequate analysis of the passage. The analysis may be partial, unconvincing, or irrelevant; the writers may ignore part of the assigned task. These essays may be characterized by an unfocused or repetitive presentation of ideas, an absence of textual support, or an accumulation of errors. Essays scored a 3 may contain significant misreading, demonstrate inept writing, or do both. You do not adequately address the prompt, whether because your argument is partly unrelated to the task at hand or simply ignores elements of the prompt. Your essay is poorly focused and/or repetitive and has little textual support. A 3 essay significantly misinterprets the passage and/or is very poorly written. 2-1 These essays compound the weaknesses of the essays in the 4–3 score range. They may feature persistent misreading of the passage or be unacceptably brief. They may contain pervasive errors that interfere with understanding. Although some attempt has been made to respond to the prompt, the student’s ideas are presented with little clarity, organization, or support from the passage. Essays scored a 1 contain little coherent discussion of the passage. Essay does not adequately address the assigned task. It may be very short or repeatedly misinterpret the passage. May be poorly written enough that it is hard to understand. These essays may be unfocused, unclear, or disorganized. 0 These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to the task. No real attempt is made to respond to the prompt. - These essays are entirely blank You didn’t write anything! Student Choice Rubric Score What the College Board Says What it Means 9-8 These essays offer a well-focused and persuasive analysis of the assigned theme and how it relates to the work as a whole. Using apt and specific textual support, these essays address all parts of the prompt. Although these essays may not be error-free, they make a strong case for their interpretation and discuss the literary work with significant insight and understanding. Essays scored a 9 reveal more sophisticated analysis and more effective control of language than do essays scored 8. Your essay convincingly addresses the task in a way that is clear and focused. You reference many specific moments in the text in support of your argument. You build a strong case- with lots of evidence- in support of your interpretation of the text. Your argument shows a deep understanding of the text. A 9 essay has more complex analysis and is better-written than an 8. 7-6 These essays offer a reasonable analysis of the work of the assigned theme and how it relates to the work as a whole. These essays address all parts of the prompt. While these essays show insight and understanding, their analysis is less thorough, less perceptive, and/or less specific in supporting detail than that of the 9–8 essays. Essays scored a 7 present better developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. Your essay addresses the task adequately. Your interpretation of the text is apt and shows that you generally understood it, although your analysis may be more conventional or include less specific textual evidence than a 9-8 essay. 5 These essays respond to the assigned task with a plausible reading, but they tend to be superficial or thinly developed in analysis. They often rely upon plot summary that contains some analysis, implicit or explicit. Although these essays display an attempt to address the prompt, they may demonstrate a rather simplistic understanding and support from the text may be too general. While these essays demonstrate adequate control of language, they may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7–6 essays. Your essay addresses the prompt, but your argument may be very basic and/or rely too much on plot summary instead of true analysis of the text. Your essay may reveal that you do not thoroughly understand the text. Your essay may have some grammar/linguistic errors. Your essay is not especially well-organized or focused. 4-3 These lower-half essays fail to adequately address the assigned task. The analysis may be partial, unsupported, or irrelevant, and the essays may reflect an incomplete or oversimplified understanding of how a given theme functions in the text, or they may rely on plot summary alone. These essays may be characterized by an unfocused or repetitive presentation of ideas, an absence of textual support, or an accumulation of errors; they may lack control over the elements of college-level composition. Essays scored a 3 may contain significant misreading and/or demonstrate inept writing. Your essay does not address the prompt. Your analysis shows that you either do not understand how to address the prompt, cannot build support for your interpretation, or do not understand the text. Your essay may be poorly organized, poorly written and/or repetitive. A 3 essay significantly misinterprets the chosen work and/or is very poorly written. 2-1 Although these essays make some attempt to respond to the prompt, they compound the weaknesses of the papers in the 4–3 score range. Often, they are unacceptably brief or incoherent in presenting their ideas. They may be poorly written on several counts and contain distracting errors in grammar and mechanics. Remarks may be presented with little clarity, organization, or supporting evidence. Essays scored a 1 contain little coherent discussion of the text. Your essay does not address the prompt. It may be too short or make little sense. These essays may be unfocused, poorly organized, completely unsupported, and/or riddled with grammatical errors 0 These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to the task. No real attempt is made to respond to the prompt. - These essays are entirely blank You didn’t write anything! As you can see, the rubric for the poetry essay is focused more on poetic devices, and the rubric for the prose essay is focused more on literary devices and techniques. Both of those essays are very specifically focused on the analysis of the poem/prose excerpt. By contrast, the student choice essay is focused onhow your analysis fits into the work as a whole. To get a high-scoring essay in the 9-8 range, you need to not only come up with an original and intriguing argument that you thoroughly support with textual evidence, your essay needs to be focused, organized, clear, and well-written. And all in 40 minutes peressay! If getting a high score sounds like a tall order, that’s because it is. The mean scores on each of the essays last year was around a 4 out of 9. That means, most essays were scored lower than a 5. So even getting a 7 on these essays is an accomplishment. If you write it down, it must be true! Skill-Building for Success on the AP Literature Exam There are several things you can do to hone your skills and best prepare for the AP Litexam. Read Some Books, Maybe More Than Once One of the most important things you can do to prepare yourself for the AP Literature and Composition exam is to read a lot, and read well. You’ll be reading a wide variety of notable literary works in your AP English Literature course, but additional reading will help you further develop your analytical reading skills. You might check out the College Board’s list of â€Å"notable authors† on pages 10- of the â€Å"Course and Exam Description.† In addition to reading broadly, you’ll want to become especially familiar with the details of 4-5 books with different themes so that you’ll be sure to be prepared to write a strong student choice essay. You should know the plot, themes, characters, and structural details of these 4-5 books inside and out. See my AP English Literature Reading List for more guidance. Read (and Interpret) Poetry One thing students may not do very much on their own time, but that will help a lot with exam prep, is to read poetry. Try to read poems from a lot of eras and authors to get familiar with the language. When you think you have a grip on basic comprehension, move on to close-reading (see below). Hone Your Close Reading and Analysis Skills Your AP class will likely focus heavily on close reading and analysis of prose and poetry, but extra practice won’t hurt you. Close-reading is the ability to identify which techniques the author is using and why they are using them. You’ll need to be able to do this both to gather evidence for original arguments on the free-response questions and to answer analytical multiple-choice questions. Here are some helpful close-reading resources for prose: The University of Wisconsin-Madison’s writing center has a guide to close-reading. You can also check out this close-reading guide from the Harvard College Writing Center. The Purdue OWL has an article on steering clear of close-reading â€Å"pitfalls.† And here are some for poetry: The University of Wisconsin-Madison also has a poetry-reading guide. There’s also an excellent guide to reading poetry at Poets.org, complete with two poetry close-readings. Learn Literary and Poetic Devices You’ll want to be familiar with literary terms so that any questions that ask about them will make sense to you. Again, you’ll probably learn most of these in class, but it doesn’t hurt to brush up on them. Here are some comprehensive lists of literary terms with definitions: About.com Literary Glossary Literary-Devices.Com list, which even has examples! Practice Writing Essays The majority of your grade on the AP English Lit exam comes from essays, so it’s critical that you practice your timed essay-writing skills. You of course should use the College Board’s released free-response questions to practice writing complete timed essays of each type, but you can also practice quickly outlining thorough essays that are well-supported with textual evidence. Take Practice Tests Taking practice tests is a great way to prepare for the exam. It will help you get familiar with the exam format and experience. You can get sample questions from the Course and Exam Description, there are released College Board exams here, and we have a complete article on AP English Lit practice test resources. Be aware that the released exams don’t have complete slates of free-response questions, so you may need to supplement with released free-response questions (see link in above section). Since there are two complete released exams, you can take one towards the beginning of your prep time to get familiar with the exam and set a benchmark, and one towards the end to make sure the experience is fresh in your mind and to check your progress. Don't wander like a lonely cloud through your AP lit prep. AP Literature Test Day Tips Here are my top six tips for taking the exam: #1: On the multiple-choice section, it’s to your advantage to answer every question. If you eliminate all of the answers you know are wrong before guessing, you’ll up your chances of guessing the correct one. #2: Don’t rely on your memory of the passage when answering multiple-choice questions (or for writing essays, for that matter). Look back at the passage! #3: Interact with the text- circle, mark, underline, make notes, whatever floats your boat. This will help you retain information and actively engage with the passage. #4: This was mentioned above, but it’s critical that you know 4-5 books well for the student choice essay. You’ll want to know all the characters, the plot, the themes, and any major devices or motifs the author uses throughout. #5: Be sure to plan out your essays! Organization and focus are critical for high-scoring AP Literature essays. #6: Manage your time on essays closely. One strategy is to start with the essay you think will be the easiest to answer. This way you’ll be able to get through it while thinking about the other essays. And don't forget to eat breakfast! Apron optional. Key Takeaways The AP Literature exam is a three-hour exam: It includes one 55-question, hour-long multiple-choice section based on four-five prose and poetry passages, and a two hour free-response section with three essays- one analyzing a poetry passage, one analyzing a prose passage, and one analyzing a work chosen by the student. The multiple-choice section is worth 45% of your total score and the free-response section is worth 55%. Essays are scored on a rubric from 0-9. Raw scores are converted to a score from 1-5. Here are some things you can do to prepare for the exam: Read books, and be particularly familiar with 4-5 works for the student-choice essays Read poetry Work on your close-reading and analysis skills Learn literary devices Practice writing essays Take practice tests! On test day, be sure to really look closely at all of the passages and closely interact with them by marking the text in a way that makes sense to you. This will help on multiple-choice questions and the free-response essays. Be sure also to outline your essays before you write them! With all this mind, you’re well on your way to AP Lit success! What's Next? If you're taking other AP exams this year, you may be interested in our other AP resources: from the Ultimate Guide to the US History Exam,to the Best 2016 Review Guide for AP Chemistry, to the Best AP Psychology Study Guide, we have articles on tons of AP courses and exams. Looking for practice exams? Here are some tips on how to find the best AP practice tests. We also have comprehensive lists of practice tests for AP Psychology, AP Biology, AP Chemistry, and AP US History. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Reading Essay Example | Topics and Well Written Essays - 750 words - 1

Reading - Essay Example In past people used to willing spend much time on reading, reminiscing and thinking about what is written in these materials. Furthermore, the content provided by present writers lacks investment of much effort and thought. Previously, writers used to spend great amount of time on writing and paying close attention to what they write. This is quite evident as old writings used to have in-depth details. Today’s writers focus on the quantity of writing instead of focusing on the quality of it. I agree with Macdonald’s opinion that the printed material in present days is not worth reading and putting in extra effort to understand what is written in a patient and involved manner. We can simply skim these materials quickly to know what is being talked about in these writings and that is all we need to know. When I was in secondary level of schooling in China, I was accustomed to reading the daily newspaper as soon as I used to wake up. This custom was handed to be by my own grandparents. My grandparents used to read the newspaper in quite an attentive manner. They used to do so even when they had obtained ample amount of information from televised news. They used to claim that reading the news is much satisfactory than simply watching it over television. They instructed me to decrease the rhythm of reading newspaper because they believed that newspaper have a lot of information and knowledge to offer. However, now I have being betraying their custom of reading newspapers. I feel that I am betraying them because I believe that reading newspapers and articles again and again is of no use and I even find this practice quite boring. Every day newspapers and their different sections contain information that is simply flashy and these newspapers lack significant information. The information in the newspaper is overwhelming to me because I do not have enough time to read them. I feel that reading newspapers is a waste of time. Due to

Internship Essay Example | Topics and Well Written Essays - 750 words - 2

Internship - Essay Example One day I was sitting with my friend, and discussing how it has become hard to get a job in this competitive world. He is an Audit Associate in Sacramento office of KPMG. He told me that recruiters in big companies and organizations prefer to hire new persons. One of their hiring criteria is to determine whether a potential candidate did an internship or research project. Our discussion went further, and I asked him to check in his company whether they are offering internship opportunities since I always harbored a dream to work one of the big companies around, and KPMG is among the four-accounting firms in the world. He discussed my interest with the compass recruiter of Sacramento section of his company. The recruiter gave us an outline of a cover letter and resume, but the bad luck was when we designed my resume and cover letter for an internship position at KPMG, we realized that the company had already recruited interns for the summer period. We talked to a recruiter about it, a nd he suggested that we explored the availability of internship positions in other accounting firms as we wait for September when full-time hiring positions will be available at KPMG. I went back home and started looking for an internship position. Meanwhile, I handed over my resume and cover letter to my accounting course professors with an aim of getting their feedback, and probably their suggestions on how it could be made better. Just before the midterm of spring 2014, Susan, a student, posted internship information about Ashland Partners and Company, LLC on Facebook page of Accounting Student Association Group. I talked to Susan about it and got a green signal from her. I sent my resume and cover letter to Ashland Partners and Company, LLC, and after two days, I received an interview call from a company with my interview scheduled in two weeks time. I

Integrity vs Despair Essay Example for Free

Integrity vs Despair Essay As we grow older and become senior citizens we tend to slow down our productivity and explore life as a retired person. It is during this time that we contemplate our accomplishments and are able to develop integrity if we see ourselves as leading a successful life. If we see our life as unproductive, or feel that we did not accomplish our life goals, we become dissatisfied with life and develop despair, often leading to depression and hopelessness. From what I could tell, my pt falls into the Integrity stage. He was always positive about what came his way and he seemed in good spirits even though he was sick and in the hospital. Physical: My patient was in excellent overall physical condition considering his age. Aging adults, especially the very old, are vulnerable to skin breakdown. Pressure ulcers are due to impaired circulation. My patient had a reddened area on his elbow and he said it was from getting in and out of bed and pushing his self up with his elbows. Emotional: The elderly have a development of a greater emotional complexity with better comprehension and control of emotional reactions. My patient seemed to be in great emotional status in the time I got to spend with him. He was in very good spirits even though he was in the hospital. Cognitive: The slowing that occurs in all cognitive tasks where speed of response is a factor is the most pervasive cognitive change with developmental aging. Also, oxygen is necessary for proper physical and cognitive functioning and is carried through the blood. The elderly with poor circulation may experience forgetfulness and other symptoms of poor cognition. My patient showed no signs of forgetfulness in the time I spent with him. He told me stories about when he was in the military from many years ago. He also had a very good memory. I explained to him why I pressed on his thumbnail to check his capillary refill and a couple hours later he was talking to his sister on the phone telling her what he had learned. Social: Older persons may get frustrated or embarrassed because sometimes it is hard from them to understand what is being said. They may have to have people repeat themselves, or endure shouting when a speaker tries to be heard. My patient doesn’t seem to have a problem socializing but did have a hard time understanding what I said and would ask me to repeat myself. When I spoke to him I just used a louder voice so that he could understand and hear me better.

Acid Rain :: Free Essay Writer

For years ever since most of the world has been industrialized, the effects of pollution have plagued nations alike. Acid rain is one of the largest contributors to this industrialized form of pollution. Throughout this report an explanation of the devastating effects to the environment caused by acid rain will be given along with what is being done to stop it. Acid rain is made when pollutants arise from the use of coal in the production of electricity, from base- metal smelting and from fuel combustion in vehicles. Once the sulfur and nitrogen oxides from these man made causes are released into the air they are caught by wind currents and are blown hundreds of miles away. The gas pollutants drift along with clouds until the rain eventually converts the sulfuric dioxide into sulfuric acid, and the nitrogen oxide into nitric acid. The newly transformed acid rain, acid snow or fog, falls to the earth where the effects on aquatic habitats, humans, animals, trees, crops, and other forms of plant life are devastating. When acid rain comes in contact with aquatic ecosystems the chemistry of the effects can be extremely complex. If one species or group of species changes or dies out in response to the acid rain, then the whole entire body of water, especially in lakes, is affected through the predator- prey relationship of the food web. In some places where the acid deposition falls, natural substances absorb and neutralize the acid but in most places they build up and the water becomes as sour as lemon juice. In these instances the chance of a food web being disrupted are more likely to happen. When the acidity of the water is around the ph level of 6.0 fish cannot lay eggs. When they can’t reproduce and the acidity level grows then the fish out, and when in lakes are extremely difficult to be replaced. Around this acidity level plants also die out and are poisoned. Insects no longer have a food source and soon they are gone. The water fowl and other birds in the area that fed on fish and insects no longer have a food source and they are the next to go. As the whole entire food web come toppling down the aquatic ecosystems become quiet; quiet as a grave. Acid rain also effects crops and other plant life. Surprisingly though acid rain can actually help out some crops such as strawberries, corn, and tomatoes.

Elizabethan society Essay

At the end of the novel there can be seen to be a change of attitude of society towards Grenouille. Due to his amazing gift, Grenouille is able to create a scent that powerfully manipulates human emotion through preserving the aroma of the 25 virgin girls. At Grenouille’s execution he reveals this scent and the whole town is overwhelmed by emotion. It is at this point in time that the townsfolk admire Grenouille’s gift and because of their state of delirium, disregard Grenouille’s crimes. It is here when Grenouille can be seen to be accepted into society. However, regardless of this Grenouille still perceives himself as an outsider. Grenouille believes that he is not loved for himself but for the perfume he created, he states; â€Å"I have always found gratification in hatred, in hating and being hated, not love. † He then decides to return to Paris upon finding that the satisfaction that he initially felt has transformed itself into self-hatred and disgust. In comparison to Othello the novel Perfume can be seen to be both similar and different in their representations of the Outsider. Like Grenouille, Othello is seen as an outsider because of his background. He is outcaste because of his race and his differing values due to past experiences. Grenouille can be seen to reflect this idea, as he is an outsider initially because of his background that challenges the norm of society at the time the novel was set. Another similarity that can be made between these two texts is that the perception of the outsider is perceived from society and also from within the outsider itself. Othello, even though quite underestimating at times, believes that he is inferior to the Venetians, he states; â€Å"Happily for I am black and do not possess the soft parts of conversation chamberers have†. Grenouille also perceives himself as an outsider and is aware of the unwelcoming presence he bestows upon others. The fact that Grenouille devotes his life to creating a scent that will make him accepted and valued in society shows how he is aware if this. Another likeness between Othello and Grenouille is that both characters share a differing attitude to women that makes them outsiders in society. They are both somewhat oblivious to women as a sexual commodity, or do not show the affiliation to what would be expected of them. Othello shows an unusually lack of affection or infatuation towards his wife Desdemona. Othello has just been married to a young, and beautiful woman but does not seem to be besotted with her at all. This can be compared to Grenouille’s differing attitude to women. Although Grenouille does not have a rightful relationship towards the women he comes across, he is still obsessed with them, unlike Othello. The way Grenouille expresses this obsession or feeling, however, is still different to what would be expected of most adolescent men. Grenouille is not attracted physically to the women but is enthralled by them because of their scent. Grenouille can also be compared to Iago in the play Othello, as both are dismissive towards the values and ideologies of their context. Loyalty, love, reputation and honesty were all values of great importance in Elizabethan society. Iago’s actions, however, derive from hate, vengeance and deceit. Yet Iago is still considered an insider in Venice and only chooses to disregard the values of society. Grenouille on the other hand is completely isolated from society and struggles for any kind of acceptance. His brutal actions that go against the values of 18th century France may be partially influenced by the fact that he was not introduced to the morals of society in the first place, due to this isolation. Grenouille, having seen no human affection or experienced any of the values we inherit from human interaction such as love and compassion, find it difficult to distinguish right from wrong in his actions. Another text that has enhanced my understanding of how the concept of the outsider can be portrayed is the short film â€Å"The Story of Bubbleboy†. The film was produced in 2006 for the annual Australian tropfest short film festival. It was directed by Sean Ashcroft, produced by Kristy Fransen and stars Andrew Supanz. â€Å"The Story of Bubbleboy† is a film about a man named â€Å"Bubbleboy† who is trapped in the past and redeemed by the future. Bubbleboy is a sad outsider who lives alone due to a fanatic phobia of pointed and sharp objects. He is so afraid that he results to wrapping everything, including himself, in bubble-wrap. He never ventures from his house because the outside world is too terrifying and he cannot comprehend his fears. The film tells the story of his self-imposed exile from the world and how one day, driven by dwindling supplies he ventures out. Bubbleboy, while growing more confident as his adventure draws to an end, is ironically stabbed in an ally way. However, having been stripped from his protective bubbles in his last moments, Bubbleboy finds salvation and feels connected with the world. Because of Bubbleboy’s fear and self imposed isolation, he is regarded as an outsider by society. He completely avoids human contact and is scorned by the community. Bubbleboy longs for belonging but cannot comprehend his fears. A particular scene in the novel that conveys this idea is the beginning segment where we are introduced to Bubbleboy’s way of life and how it differs greatly from that of society. Here, filming techniques are used to show that Bubbleboy is an outsider. A flashing mirage of everyday â€Å"pointy† items is shown while a narrator explains Bubbleboy’s situation. There is then a long shot of Bubbleboy wrapped from head to toe in bubble-wrap huddling in a corner of his home. This initiates the idea that he is definitely an outsider and is uncomfortable with his surroundings. Close-ups are used to show the trepidation on Bubbleboy’s face to emphasize this point. A panning shot is then used to show how every household item has been covered in bubble-wrap, emphasizing the intensity of the problem. A birds eye view is also used here of Bubbleboy moving uncomfortably through his home; this suggests that he is a victim and is clearly suffering from his phobia. To show how Bubbleboy’s fears cause him to be perceived as an outsider by the community is the use of dramatic contrast between the outside world and his own. A view from the inside of the house looking out into the street brings a striking contrast of lively colors. When this is compared to the insides of Bubbleboy’s house, which is mostly colored in grays, the fact that he is an outsider is emphasized. Two young girls ride past the house and stop mocking Bubbleboy’s strange appearance from the window. Bubble boy then shuts his curtain and disappears. The use of the window here also symbolizes the physical barrier between himself and society. Contrast is used in a further scene in the film when illustrating the differences of Bubbleboy’s lifestyle to that of people his own age. Here, Bubbleboy is seen looking longingly into the window of a house where a lively and entertaining dinner party is taking place. A camera angle is used to show how Bubbleboy is looking up into the scene creating a sense of his inferiority and isolation. There are then a series of flashing images back and forth between the vibrant and colorful party life, with Bubbleboy’s lonesome isolation, again reinforcing this idea. When Bubbleboy finally faces his fears and leaves the house, more techniques are used to show how new and trepidating this is for him due to his experience as an outsider. For example when he opens the door into the outside world, a blinding and foggy light is emitted suggesting the unknown. Once outside the house, Bubbleboy again contrasts greatly with his surroundings as his general appearance is confronting and obviously very odd. Close-ups are used to show the looks of mockery and confusion on the towns people’s faces to convey this idea. The attitudes’ towards Bubbleboy as an outsider may be seen to change towards the end of the film. When he is ironically stabbed on his way home from his healing journey his is stripped of his bubble-wrap protection. It is here when society can accept him as his true self is revealed. This is shown by a woman rushing to the aid of injured Bubbleboy, truly concerned for his wellbeing. Bubbleboy’s perceptions of himself as an outsider can also be seen to change. A narrator’s voice is used to explain that at that point, Bubbleboy finds salvation, and for the first time feels connected to the world once outside his shell. There are not many similarities to the play Othello as the short film is such a vastly different text. Though it is clear that both characters; Bubbleboy and Othello are perceived as outsiders by society. However, it is Othello’s unforeseen and irrational actions that confirm his status as an outsider. While it is Bubbleboy’s out of the ordinary actions that enable him to be accepted into society. Also, Bubbleboy is portrayed to be a victim of the imposing views of society, as he is a lonely and lost character, but on the other hand Othello victimizes society itself when he undergoes the actions that make him an outsider. Evidently, the three texts; â€Å"Othello†, â€Å"Perfume† and â€Å"The Story of Bubbleboy† have all increased my understanding of the outsider as they illustrate a vast use of techniques and concepts that make a person an outsider in society.

Human Motivation the Influential Drive Behind Human Altruism

Human motivation the influential drive behind human altruism At the forefront of social psychology the issue of what motivates one to act in a prosocial manner has arisen with a vast array of theory and response. The heart of the topic lies in the ambiguity as to whether one acts altruistically as a result of an innate response of empathy and compassion, or merely due to self interest. By definition altruism refers to, â€Å"behaviour that helps people with no apparent gain or with potential cost to one’s self†, (Western 2006). Yet, this concept in itself is not unproblematic in that undoubtedly displays of altruism exist, but may not ultimately be driven by selflessness. Motivation is indisputably the integral drive behind human behaviour, and is the most crucial factor influencing human altruism. Reciprocal altruism; simply the idea that we offer assistance and expect it returned, is undeniably practiced with the motivation of one’s personal wellbeing in mind. Similarly, the concept of motivation also provides a logical understanding of kin selection whereby we are inclined to help our genetic related, as aiding one’s family will ultimate better one’s self. A cost rewards analysis, as well as social exclusion can also be depicted as highly motivated by a person’s needs and survival; and therefore can once more be deemed selfish. Thus, by grasping a concrete understanding of one’s ultimate purpose in a given situation, the question as whether we are driven by a natural selfless capacity or with intention of maximizing personal gain can be ascertained. Unquestionably, acts of genuine and authentic altruism exist, however in situations that help is required, consciously or subconsciously the helper is more likely to personally benefit from their action, than not. A motive refers to the goal or object of a person’s action. Human nature is inherently selfish, therefore when deciding whether to engage in a prosocial act; an individual’s primary concern is oneself. This is not always conscious to the individual, yet whether it is a simple question of the motives for an occupation, or concern for the environment; it is linked to maximizing personally or for society as a whole. Krous (2005), conducted research in order to determine what would motivate people in help related fields such as psychology, education and nursing to work with underserved populations; which consist of groups such as ethnic minorities, the mentally ill, the homeless and elderly. The research was conducted using 135 students from Midwestern University majoring in help related fields. Whilst factors such as work autonomy, troubled past experiences or a parent in a helping profession did inspire some to work with such groups, economic reward and prosperity as well as diverse training proved to be vital to a vast majority. Another way in which we can relate people’s motivations with the concern for themselves is through their view on the environment. This was put to the test through a study by Berenguer (2007) whereby participants were presented with illustrations of eight large trees being cut down and a dead bird on the beach covered in oil. The findings concluded that participants conveyed empathy and were dismayed by the devastating state of the environment. One needs to pose the question; what motivates one to act altruistically toward the environment? The simple fact that they are ultimately a part of the environment that they endeavor to save, and thus prevent the personal and societal hardship that would follow its total destruction. The concept that an individual’s sense of belonging in a group impacts upon their willingness to behave in a socially caring manner, once more brings the notion of selfishness to the fore. People are encouraged by their culture and society to take part in prosocial behavior. While engaging in a prosocial act often entails risk and cost to oneself, in the big picture, belonging to a group provides vast benefits. The concept that one’s belongingness will ultimately impact upon a person’s willingness to engage in a prosocial act is questioned in a number of research experiments conducted by Twenge (2007). Experiment One – donating money; had 34 participants take a personality test. Responders were randomly allocated a personality summary of either ‘future alone’, ‘future belonging’, or ‘misfortune control condition. ’ Each participant received $2 for taking part and were informed that there was a collection for the Student Emergency fund. The results had only 37% of the ‘future alone’ donate to the fund contrasting with 100% of the participants in the other groups. Thus, social exclusion lead to a significant decrease in helping behaviour. This suggests that one’s emotional state will pertain to their ability to offer empathetic understanding and an inclination to help others, as Twenge states, â€Å"Social exclusion apparently renders the prosocial behaviour tool temporarily useless. † Therefore, when an individual is emotionally vulnerable and lacking self-esteem they lose their ability to care for the wellbeing of others. Once more the proving human beings as self-interested creatures who are only willing to help when they feel they have been helped or that their society accepts them. Evolutionary theories pertaining to altruism have played a nodal role in understanding human motivations, and moreover through the kin selection theory and the concept of reciprocal altruism emphases once again that we are compelled by rational self-interest, to always put ourselves first. Kin selection focuses on actions of people who are genetically related as stated by Neyer (2003), â€Å"blood is thicker than water, implying that kin are generally favored over non-kin. The motive behind a parent, whether human or animal in protecting their off springs is in their attempt to protect and ensure the next generation. The protection of our genetic code is explored by Maynard Smith (1964), which explains that we are more than likely to help direct family over our more distant family and our more distant family over non-ki n. This idea is heightened in a study conducted by Burnstein (1994) which found that life or death helping was significantly more likely to be offered with close genetic relatedness. The notion of looking after one’s genetic coding for future generations, through the idea of kin selection once more exemplifies the way in which we are hard-wired to act in a socially caring manner to maximize person gain. â€Å"Reciprocal Altruism†, refers to the way in which humans help another person, thus building a relationship where help is expected to be returned at a later date. It is an evolutionary process that clarifies prosocial acts that occur among the non-related. A basic example of such an exchange is acknowledged by Fitness (2007), whereby two fishermen in a village agree to share what they catch for the day with one another. Therefore if one fisherman does not catch any fish they are reassured that they will not go hungry. Such an example supports the theory that engaging in reciprocal altruism increases the chances of survival over individuals who act selfishly, as long as both parties involved reciprocate. Our willingness to help is determined by the likelihood that the help will be returned, therefore in a situation where a stranger requires help it is unlikely that an act will be reciprocated and therefore we feel less inclined to help. In order for the survival of reciprocal altruism, Dovidio (2006) explains that there must be a willingness to chastise those who do cheat and find ways of gratifying individuals that voluntarily refrain from cheating. Reciprocal altruism can be considered a two way street, a relationship in which both parties will profit; and therefore is a response visibly motivated to maximize personal gain. The cost and benefits of engaging in a prosocial act ultimately determines ones willingness to involve themselves, hence supporting the concept that we are hard-wire for personal gain. From this view, humans are rational and chiefly concerned with their own self-interest and agenda. Dovidio (2006) explains the notion of a cost reward analysis, whereby in a potential helping situation the individual weighs the possible costs and benefits in order to reach the most desired outcome. An important aspect of grasping the parameters of prosocial behavior consists of learning when people will help. Dovidio (2006) references the assault of Kitty Genovese, whereby arriving home late from work she was brutally attacked outside her apartment building. This horrific event took place over 45 minutes whereby the attacker returned three times, finally stabbing her to death; with a shocking 38 onlookers that did nothing to help. This incident confirms the view that we are predominantly concerned with our own survival and self-interest as the potential helpers perceived the dangers to dominate over the benefits. Contrastingly, Dovidio (2006) cites the case of Reginald Denny, who was brutally beaten during the civil disturbance in Los Angeles in 1992. Four African Americans were watching nearby on live television and rushed to the scene fending off his attackers and transporting him to hospital, consequently saving his life. Whilst the four helpers were deemed heroes and rewarded with internal benefits of self satisfaction and fulfillment of one’s duty, it challenges the idea that we are hard-wired for personal gain as this act is undeniably a genuine expression of altruism. continuum There is a vast array of motivators that explain why humans engage in altruistic behaviour, a large majority pertaining to the desire to maximize personal gain. Such motivations are reinforced by the evolutionary theories on kin selection and reciprocal altruism; as well as one’s emotional state and the concept of a cost and reward analysis. This is not to say expressions of genuine altruism do not exist, as we have clearly established they do; they are simply few and far between. It is evident that humans have the capacity both to be incredibly selfish and heroically altruistic it would seem that tragically selfishness is hard-wired into us where we are motivated with one leading concern, ourselves. References * John F. Dovidio, Jane Allyn Piliavin, David A. Schroeder, Louis A. Penner. (2006) Social Psychology of Prosocial Behaviour. [Book] Chapter 3 – The Context: When will people help? Chapter 4 – Why do people help? * Krous, Tangala M. D. ; Nauta, Margaret M. (2005) Values, Motivations, and Learning Experiences of Future Professionals: Who Wants to Serve Underserved Populations? [Education and Training in Professional Psychology. ] Volume 36(6), pg 688-694 * Twenge, Jean (M). ; Baumeister, Roy (F); DeWall,(C). Nathan; Ciarocco, Natalie (J); Bartels, (J). Michael. (2007). Journal or Personality and Social Psychology. Social exclusion decrease Prosocial behaviour. Volume 92 (1) p56-66 * Berenguer, J. (2007). The Effect of Empathy in Proenvironmental Attitudes. Environment and Behaviour, 39; 269 * Westen, D. (2006). Psychology 4th edition. John Wiley and Sons, Hobeoken. United States of America * Neyer, Franz J. ; Lang, Frieder R. (2003). Blood is thicker than water. Kinship Orientation among adults. The Journal of Personality and Social Psychology. Vol – 84. Pg 310-321 * Fitness (2007). Lecture – Altruism and Prosocial Behaviour

Cannes Essays - Cannes Film Festival, Palme DOr, Grand Prix

Cannes Essays - Cannes Film Festival, Palme DOr, Grand Prix Cannes The History of Cannes Lord Brougham, a former Lord Chancellor of England is the person that is credited with ?inventing? Cannes when he was detained there while on a trip to Italy in 1834, because an order prevented him from crossing the Var River to Nice. He liked the place so much that he built an Italianate villa on a hill jut outside the town and persuaded his friends to live there. His friends enjoyed the winters because the climate was so mild. Other of his friends built homes and the village later became a town. Forty-five years later Cannes acquired many spacious villa almost fifty hotels and a had a very good thriving market in house-and-estate building. On the hundreth birthday of Cannes the citizen had made a statue of Lord Brougham and celebrated with a week of festivities. Important members of Queen Victoria?s court visited for some of the holidays. When these people arived the citizens of Cannes would stop practicing some of their costumes such as carrying the dead uncovered through the street for burial. The Film Festival As time past more and more people became attracted to Cannes. Famous stars of the 30?s came and decided to make a film festival in 1938. But it wasn?t officially done until 1946. Internationalism and postwar optimism characterized the first festival. In later years the selection of entries for prizes reflected more commercial interests and the festival soon acquired its current reputation as a fashionable professional event. By this time the festival was more concerned with the advancing the film industry that the art of film. Francois Truffaut addressed these issues in 1956 and the festival was almost destroyed. The festival survived. In 1959, Traffaut was awarded the prize for best screenplay for Les Quatre Cent Coups or The Four hundred Blows. Despite the financial interest and the and political overtones the Cannes Film Festival remains an essential showcase for international cinema. The Awards Up until 1954, the jury of the Cannes Festival awarded a "Grand Prix du Festival International du Film" to the best director. The prize-winners of the "Grand Prix" and other main awards would receive the work of a contemporary young painter or sculptor. At the end of 1954, the Festival's Board of directors decided to replace the "Grand Prix" with the "Palme d'Or", in reference to the City of Cannes' coat of arms. Legend has it that the original drawing of the palm leaf was done by Jean Cocteau. Reality is more prosaic than the myth. In 1955, the Board of directors asked several jewellers to present their projects of a palm leaf for the awards to come. Lucienne Lazon was the winner of the contest. The project became the "Palme d'Or", the highest reward given annually to the best director. Since then the "Palme d'Or" has become the Festival's logo. Originally, the palm's stem rested on a heart-shaped pedestal made of a sculpture in terracotta by S?bastien. Since the early 1980's the round-shaped pedestal has been progressively transformed and by 1984 took the shape of a pyramid. In 1992, Thierry de Bourqueney redesigned the palm leaf, placing it on a hand-carved crystal pyramid. The "Palme d'Or", presented in a red morocco casket with white suede lining, is given to the prize-winner during the awards ceremony. The "Palme d'Or" is the most valued and long-awaited of all the Cannes prizes and is announced at the end of the ceremony. On occasion the "Palme d'Or" award has been shared by two directors, as was the case in 1961 with Luis Bunuel's "Viridiana" and Henri Colpi's "Une aussi longue absence", and more recently in 1993, for Jane Campion's "The Piano" and Chen Kaige's "Farewell to my Concubine".

The Impact of Race on Childrens Friendships

The Impact of Race on Childrens Friendships In his 1963 â€Å"I Have a Dream† speech† the Rev. Martin Luther King Jr. longed for the day when â€Å"little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers.† While in 21st century America, King’s dream is certainly possible, more often than not black children and white children remain strangers thanks to de facto segregation in the nation’s schools and neighborhoods. Even in diverse communities, however, children of color and white children tend not to be close friends. What’s responsible for this trend? Studies reveal that children internalize society’s views on race relations, which has largely given them the idea that it’s best for people to â€Å"stick to their own kind.† The older children get, the more likely they are not to socialize closely with peers of a different race. This paints a relatively bleak picture for the future of race relations, but the good news is that by the time youth reach college they aren’t as quick to rule out people as friends on the basis of race. Why Interracial Friendships Are Important Cross-race friendships have a number of benefits for children, according to a study on the subject published in the Journal of Research on Childhood Education in 2011. â€Å"Researchers find that children who hold interracial friendships tend to have high levels of social competence and self-esteem,† according to study lead Cinzia Pica-Smith. â€Å"They are also socially skilled and tend to have more positive attitudes about racial differences than their peers who do not have interracial friendships. Despite the benefits of interracial friendships, several studies have shown that even young children are more inclined to have intra-racial friendships than interracial ones and that cross-race friendships decrease as children age. â€Å"Children’s Perceptions of Interethnic and Interracial Friendships in a Multiethnic School Context,† Pica-Smith’s study of 103 children- including one group of kindergartners and first graders and another of fourth- and fifth-graders- found that younger children do have a more positive outlook on inter-group friendships than their older peers. In addition, children of color favor cross-racial friendships more than whites do, and girls do more than boys. Due to the positive impact cross-racial friendships have on race relations, Pica-Smith encourages educators to foster such friendships among the children in their classrooms. Kids on Race CNN’s report â€Å"Kids on Race: The Hidden Picture† made it clear that some children hesitate to form cross-race friendships because they’ve picked up cues from society that â€Å"birds of a feather flock together.† Released in March 2012, the online report focused on the friendship patterns of 145 African-American and Caucasian children. One group of study subjects fell between the ages of 6 and 7 years old and a second group fell between the ages of 13 and 14 years old. When shown pictures of a black child and a white child together and asked if the pair could be friends, 49 percent of young children said they could be while just 35 percent of teens said the same. Moreover, young African-American children were far more likely than either young white children or white teens to believe that friendship between the youths in the picture was possible. Black teens, however, were just four percent more likely than white teens to think cross-race friendship between the youths in the picture was possible. This indicates that skepticism about cross-race friendships rises with age. Also of note is that white youths in majority black schools were more likely than whites in majority white schools to view cross-race friendship as possible. Sixty percent of the former youths viewed interracial friendships favorably compared to just 24 percent of the latter. Diversity Doesnt Always Result in Interracial Friendships Attending a large, diverse school doesnt mean that children will be more likely to form cross-race friendships. A University of Michigan study published in the Proceedings of the National Academy of Sciences journal in 2013 found that race is a bigger factor in larger (and typically more diverse) communities. The larger the school, the more racial segregation there is, says sociologist Yu Xie, one of the studys authors. Data on 4,745 students in grades 7-12 during the 1994-95 school year was collected for the study. Xie explained that in smaller communities the number of potential friends is limited, making it more difficult for students to find a person who has the traits they want in a friend and shares their racial background as well. In larger schools, however, its easier to find someone who will meet other criteria for a friend plus be of the same race, Xie says. Race plays a bigger role in a larger community because you can satisfy other criteria, but in a smaller school other factors dominate the decision who is your friend. Interracial Friendships in College While several reports indicate that interracial friendships wane with age, a study published in 2010 in the American Journal of Sociology found that first-year college students â€Å"are more likely to make friends with peers they share a dorm room or major with than they are to befriend those from similar racial backgrounds,† the Houston Chronicle reported. Researchers from Harvard University and the University of California at Los Angeles tracked the Facebook profiles of 1,640 students at an unnamed university to determine how they picked friends. The study suggested students are more likely to become friends with peers they see often, peers from the same state or peers who attended similar types of high schools than they were to become friends with peers who simply shared their same cultural background. â€Å"Race is important in the end,† explained Kevin Lewis, one of the study’s authors, â€Å"but it’s nowhere near as important as we thought.†

Project about Computer Managed Instruction (CMI) Essay

Project about Computer Managed Instruction (CMI) - Essay Example Since the advent of sophisticated technological means, the educators have been trying to modify the instructional process with the help of technology. According to Baker (1978, p. 3), early 1960’s brought with it â€Å"new curricula, instructional models, and approaches to individualization† of instruction but the drawback with these instructional schemes was their poor management. An ideal classroom environment is so dynamic in which each student presents his own understanding and is comfortable with his own set of instructional materials. Thus, the teacher needs to organize instructional schemes in such a way that all students with their unique calibers are equally attended to. Before CMI, teachers would process instruction manually but that process was inefficient when it came to collecting and summarizing instructional data for management purposes. This was when the need was felt to construct a reliable, fast and user friendly system which would process and manage m odified instruction. Thus, a shift was made toward computer-based data processing or more specifically CMI, which a lot of educators considered â€Å"as a reasonable model for the support of the management functions associated with the individualization of instruction† (Baker). CMI is one of the two types of computer based instructions; Computer Assisted Instruction (CAI) is the other. CMI is an instructional scheme that makes use of the computer for obtaining learning resources and objectives, and to assess student performance, thus enabling the instructor to manage instruction in a more efficient way without having to get involved in the teaching process directly. In other words, there is no human interference. To be more precise, it helps the instructor in making effective instructional decisions by providing him with â€Å"diagnostic and prescriptive

A Speech About Tennis Shoes or Presentation Example | Topics and Well Written Essays - 500 words

A About Tennis Shoes - Speech or Presentation Example A major distinction could be made between the tennis shoes based on the material used to make them. Generally, there are three different types of tennis shoes made up of canvas, leather and vinyl. Shoes made of canvas provide comfort to the feet since it is the most breathing material and the one which keep the feet without sweating. On the other hand, leather shoes provide better stability and the material is much comfortable for the feet even if it breathe less. Shoes made of vinyl are the most comfortable choice for the feet but possess the disadvantage of making the feet hot and sweat even though vinyl is able to absorb water from the wet surroundings. You should also realize that tennis shoes vary according to the nature of the court. Specially designed shoes are available for hard courts, clay courts and grass courts and players could choose their shoes accordingly. Shoes which have added tread and soft sole are suitable for hard tennis courts and you can go for flexible and so ft souls if you are going to play on soft courts (Brown xvi). The sole of the shoe is considered to be an important part and different types of rubber components are used to increase the durability of shoes.