Only for the Tutu free essay sample

I only did it for the tutu. One day I was asking my mom for a ballet costume and the next day I found myself stumbling around a mirrored room next to my ever-so-graceful twin sister. For the next six weeks I struggled through the ballet class, and I ultimately hung up my tutu for good. It took many situations like this- where I tried and stuck with it no matter how humiliating- to find my niche. Whether it was ballet or a challenging AP class, my Mom encouraged me to dedicate all of myself to meet the challenge. The simple fact that my mom allowed me to try as long as I never gave up inspired my decision to pursue a teaching career, and encouraged my passion for theatre. My mom let me join clubs and run for offices because she raised me to always have the attitude of â€Å"at least I tried. We will write a custom essay sample on Only for the Tutu or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † Because my mom grew up in a broken family she didn’t get to do much of anything that required stability and dedication, so the idea that I should do everything my mom couldn’t do influenced my hard work as a Link Crew (a freshman mentoring program) commissioner, Yearbook editor-in-chief, theatre technician, and co-teacher. The years I spent in yearbook were when I learned how to start from the bottom and work upward. I started as a writer, then an assistant editor, until I became editor-in-chief. Yearbook is about working hard to satisfy people other than you, which is what my adviser calls servant leadership. My love of yearbook and servant leadership helped reinforce my faith that I can lead a group and someday lead a classroom. The same year that I applied for yearbook, I happened to fill in for someone as a sound board operator for the fall play. With my mom’s permission, I joined the group officially and went on to work on over 10 shows. I started of f for a year and a half as a volunteer, and in my senior year I became one of two â€Å"head techies† for the department. My participation in technical theatre has continued me on the path of servant leadership (as I lead my tech class in assisting the actors), and it shaped my current and future hobby: to always be involved in theatre. Most recently, my mom persuaded me to take a full schedule of classes, so I signed on to co-teach a sophomore level Honors English class. There I have solidified my decision to become a teacher, and there I have cast away all of my self-doubt. There is nothing more satisfying to me than seeing fellow students improve knowing I’ve had some hand in it. Because my mom raised me to be dedicated, I am confident that I will never let a future student down. The world I come from is the world where trying will always be worth it, especially if trying benefits someone else too. It is one where if I have made mama proud I have achieved greatness. Because that value of dedication was instilled in me I am sure that I will become a teacher and a part of the theatre community. And this time, I won’t only be doing it for the tutu.

Free Essays on The Trail Of Tears

The Trail of Tears In the spring of 1838, the U.S. Army forced more than 15,000 Cherokee Indians from their homelands in North Carolina, Tennessee, Alabama, and Georgia (Perdue the little amount of food they did receive had gone bad and made many sick, killing thousands. Many more along the way died as a result of terrible illnesses. The bodies were buried in silent graves at each stop along the trail (3). The Cherokee Indians called the journey Nunahi-Duna-Dlo-Hilu-I, which translates to â€Å"Trail Where They Cried,† now known as the Trail of Tears. The removal is a direct result of the Removal Act signed by President Andrew Jackson in 1830 (2). The Act stated that â€Å"no state could achieve proper culture, civilization, and progress, as long as Indians remained within its boundaries.† Thereby forcing five Indian tribes to move to the Indian Territory, Oklahoma. The Cherokee Indians experienced a lifetime of hardships in just a few short years. From having their traditional lives t hat generations had grown accustomed to taken from them to enduring a painful journey to a foreign place, the Cherokees have come a long way (3). The Cherokees lived in the valleys of the Appalachian Mountains. When they first inhabited this land the United States did not exist, but their lands could be described today as North and South Carolina, Georgia, Tennessee, and Alabama (Perdue & Green, 1). More than sixty Cherokee villages and towns were located along the Great Smoky Mountains of Georgia, Tennessee, and North Carolina. Most members of the tribe lived fairly well, like white settlers, in log cabins. For their means of survival they farmed, raised livestock, and worked on crafts such as weaving, basketry and pottery (Gilbert, 6). The Cherokee people divided the tasks on the b... Free Essays on The Trail Of Tears Free Essays on The Trail Of Tears The Trail of Tears In the spring of 1838, the U.S. Army forced more than 15,000 Cherokee Indians from their homelands in North Carolina, Tennessee, Alabama, and Georgia (Perdue the little amount of food they did receive had gone bad and made many sick, killing thousands. Many more along the way died as a result of terrible illnesses. The bodies were buried in silent graves at each stop along the trail (3). The Cherokee Indians called the journey Nunahi-Duna-Dlo-Hilu-I, which translates to â€Å"Trail Where They Cried,† now known as the Trail of Tears. The removal is a direct result of the Removal Act signed by President Andrew Jackson in 1830 (2). The Act stated that â€Å"no state could achieve proper culture, civilization, and progress, as long as Indians remained within its boundaries.† Thereby forcing five Indian tribes to move to the Indian Territory, Oklahoma. The Cherokee Indians experienced a lifetime of hardships in just a few short years. From having their traditional lives t hat generations had grown accustomed to taken from them to enduring a painful journey to a foreign place, the Cherokees have come a long way (3). The Cherokees lived in the valleys of the Appalachian Mountains. When they first inhabited this land the United States did not exist, but their lands could be described today as North and South Carolina, Georgia, Tennessee, and Alabama (Perdue & Green, 1). More than sixty Cherokee villages and towns were located along the Great Smoky Mountains of Georgia, Tennessee, and North Carolina. Most members of the tribe lived fairly well, like white settlers, in log cabins. For their means of survival they farmed, raised livestock, and worked on crafts such as weaving, basketry and pottery (Gilbert, 6). The Cherokee people divided the tasks on the b...

Battle of Charleroi in World War I

Battle of Charleroi in World War I The Battle of Charleroi was fought August 21-23, 1914, during the opening days of World War I (1914-1918) and was part of a series of engagements collectively known as the Battle of the Frontiers (August 7-September 13, 1914). With the start of World War I, the armies of Europe began mobilizing and moving towards the front. In Germany, the army commenced implementing a modified version of the Schlieffen Plan. The Schlieffen Plan Conceived by Count Alfred von Schlieffen in 1905, the plan was designed for a two-front war against France and Russia. Following their easy victory over the French in the 1870 Franco-Prussian War, Germany saw France as less of a threat than its larger neighbor to the east. As a result, Schlieffen sought to mass the bulk of Germanys military might against France with the goal of winning a quick victory before the Russians could fully mobilize their army. With France eliminated, Germany would be able to focus their attention to the east (Map). Predicting that France would attack across the border into Alsace and Lorraine, which had been ceded following the earlier conflict, the Germans intended to violate the neutrality of Luxembourg and Belgium to attack the French from the north in a large-scale battle of encirclement. German troops were to defend along the border while the right wing of the army swept through Belgium and past Paris in an effort to crush the French army.   French Plans In the years prior to the war, General Joseph Joffre, Chief of the French General Staff, moved to update his nations war plans for a conflict with Germany. Though he initially desired to create a plan that had French forces attack through Belgium, he was later unwilling to violate that nations neutrality. Instead, he and his staff designed Plan XVII which called for French troops to mass along the German border and mount attacks through the Ardennes and into Lorraine. Armies Commanders: French General Charles LanrezacFifth Army Germans General Karl von  Bà ¼low  General Max von HausenSecond Third Armies Early Fighting With the beginning of the war, the Germans aligned the First through Seventh Armies, north to south, to execute the Schlieffen Plan. Entering Belgium on August 3, First and Second Armies drove back the small Belgian Army but were slowed by the need to reduce the fortress city of Liege.   Receiving reports of German activity in Belgium, General Charles Lanrezac, commanding the Fifth Army at the northern end of the French line, alerted Joffre that the enemy was advancing in unexpected strength.   Despite Lanrezacs warnings, Joffre moved forward with Plan XVII and an attack into Alsace.   This and a second effort in Alsace and Lorraine were both pushed back by the German defenders (Map).      To the north, Joffre had planned to launch an offensive with the Third, Fourth, and Fifth Armies but these plans were overtaken by events in Belgium. On August 15, after lobbying from Lanrezac, he directed Fifth Army north into the angle formed by the Sambre and Meuse Rivers. Hoping to gain the initiative, Joffre ordered Third and Fourth Armies to attack through the Ardennes against Arlon and Neufchateau.   Advancing on August 21, they encountered the German Fourth and Fifth Armies and were badly defeated. As the situation along the front developed, Field Marshal Sir John Frenchs British Expeditionary Force (BEF) disembarked and began assembling at Le Cateau.   Communicating with the British commander, Joffre requested that French to cooperate with Lanrezac on the left. Along the Sambre Responding to Joffres order to move north, Lanrezac positioned his Fifth Army south of the Sambre extending from the Belgian fortress city of Namur in the east to just past the mid-size industrial town of Charleroi in the west. His I Corps, led by General Franchet dEsperey, extended the right south behind the Meuse. To his left, the cavalry corps of General Jean-Franà §ois Andrà © Sordet linked Fifth Army to Frenchs BEF.   On August 18, Lanrezac received additional instructions from Joffre directing him to attack north or east depending upon the enemys location. Seeking to locate General Karl von  Bà ¼lows Second Army, Lanrezacs cavalry moved north of the Sambre but were unable to penetrate the German cavalry screen.   Early on August 21, Joffre, increasingly aware of the size of German forces in Belgium, directed Lanrezac to attack when opportune and arranged for the BEF to provide support. On the Defensive Though he received this directive, Lanrezac adopted a defensive position behind the Sambre but failed to establish heavily-defended bridgeheads north the river. Additionally, due to poor intelligence regarding the bridges over the river, several were left completely undefended. Attacked later in the day by the lead elements of Bà ¼lows army, the French were pushed back over the river. Though ultimately held, the Germans were able to establish positions on the south bank. Bà ¼low assessed the situation and requested that General Freiherr von Hausens Third Army, operating to east, join in the attack on Lanrezac with the goal of executing a pincer. Hausen agreed to strike west the next day.   On the morning of August 22, Lanrezacs corps commanders, on their own initiative, launched attacks north in an effort to throw the Germans back over the Sambre. These proved unsuccessful as nine French divisions were unable to dislodge three German divisions. The failure of these attacks cost Lanrezac high ground in the area while a gap between his army and Fourth Army began to open on his right (Map).   Responding, Bà ¼low renewed his drive south with three corps without waiting for Hausen to arrive. As the French resisted these assaults, Lanrezac withdrew dEspereys corps from the Meuse with the intent of using it to strike Bà ¼lows left flank on August 23. Holding through the day, the French again came under attack the next morning. While the corps to the west of Charleroi was able to hold, those to the east in the French center, despite mounting an intense resistance, began to fall back.   As I Corps moved into position to strike  Bà ¼lows flank, the lead elements of Hausens army began crossing the Meuse.   A Desperate Situation Recognizing the dire threat this posted, dEsperey counter-marched his men towards their old positions.   Engaging Hausens troops, I Corps checked their advance but could not push them back across the river. As night fell, Lanrezacs position was increasingly desperate as a Belgian division from Namur had retreated into his lines while Sordets cavalry, which had reached a state of exhaustion, needed to be withdrawn. This opened a 10-mile gap between Lanrezacs left and the British. Further west, Frenchs BEF had fought the  Battle of Mons. A tenacious defensive action, the engagement around Mons had seen the British inflict heavy losses on the Germans before being forced to give ground. By late afternoon, French had ordered his men to begin falling back. This exposed Lanrezacs army to greater pressure on both flanks. Seeing little alternative, he began making plans to withdraw south.   These were quickly approved by Joffre. In the fighting around Charleroi, the Germans sustained around 11,000 casualties while the French incurred approximately 30,000. Aftermath: Following the defeats at Charleroi and Mons, French and British forces began a long, fighting retreat south towards Paris. Holding actions or failed counterattacks were conducted at Le Cateau (August 26-27) and St. Quentin (August 29-30), while Mauberge fell September 7 after a brief siege. Creating a line behind the Marne River, Joffre prepared to make a stand to save Paris. Stabilizing the situation, Joffre began the First Battle of the Marne on September 6 when a gap was found between the German First and Second Armies. Exploiting this, both formations were soon threatened with destruction.   In these circumstances, the German Chief of Staff, Helmuth von Moltke, suffered a nervous breakdown. His subordinates assumed command and ordered a general retreat to the Aisne River.

Auditing Essay Example | Topics and Well Written Essays - 1000 words - 6

Auditing - Essay Example The alternative adopted by the audit assistant is the information related to the Club casino has been carefully removed as far as its referencing is concerned. On the other hand, provision for safeguarding the information of the organization may be created against the leakage of information either by the professional or any employee associated with the company.1 ii) The duties of the company secretary cannot be performed by the engagement partner of Ace Limited audit because the engagement partner is not well versed with the work performed by the company secretary of the company. Moreover, the engagement partner is already assigned the tedious task of audit reporting, maintaining relation with the client. However, an engagement partner can be linked to other companies, so the laws that the company abides by should not be disclosed to an external individual as this may violate the law of confidentiality. As an alternative course of action to this violation the company should safeguard itself by appointing any close member from the company itself, like the internal auditor of the company. This way less chances will be there for the internal information of the company to leak out.2 i) Slipway Limited is in a situation where the company is facing constant decline for the past two years and the scope of cost cutting also seems difficult due to the purchase of imported machineries. These machineries were purchased so as to increase falling operations by carrying out the operations of the company more effectively. The bank providing loans to the company may be at whelm of an audit risk, whereby the documents of the company have every possibility of being overstated than the actual financial statements of the company. The audit risk particularly affects the transaction in the financial statement of accounts which portrays wrong information about the current financial position of the organization. However, the three

THEFT FROM VEHICLE Essay Example | Topics and Well Written Essays - 250 words

THEFT FROM VEHICLE - Essay Example The considerations should include C* Information such as CCTV footage capturing the potential suspect on the park should be availed to the officer on patrol. Under the Golden Hour principle the officer must take this information to further identify the suspect: statements, documents, physical exhibits from the suspect, fingerprints and other recordings such as audio and video. Police Officers and Police Staff of Requirements to Record Public Encounters. The Police and Criminal Evidence Act 1984 1(1.1) the police have been empowered to stop and search potential suspects in a fair, responsible and with respect, and without unlawful discrimination. E* Given the information provided by police intelligence, the police has the power to carry out search given the reasonable cause for suspicion. This is protected under the Code of Practice A: Police Officers of Statutory Powers of Stop and Search Police Officers and Police Staff of Requirements to Record Public Encounters. The Police and criminal Act 1984 2(2.1) (a). This is an issue of professional information and the reliability of the information dispensed to the officer. Q4 Describe the application of relevant legislation, service requirements, national guidelines and personal responsibilities (including level of training and duty of care) that relate to managing conflict In overall, and from training, a police officer must use force only when they feel they are in danger. However, under the law the police of the rank of the constable have been given discretion to determine the level of appropriateness and necessity of the use of force. G*In line with current police practice and the PACE Act of 1984 a police officer before conducting a search of a potential suspect without arrest must politely and positively identify himself/herself. The potential suspect then will be informed to raise their hands while their

Write a Summary of 350-700 Words Identifying Essay Example for Free

Write a Summary of 350-700 Words Identifying Essay For Sigmund Freud, the founder of psychoanalysis, our personality is rooted in the dynamics of our unconscious; all the ideas, thoughts, and feelings of which we are normally unaware. Freud identified sexual and aggressive instincts as the primary unconscious drives that determine human behavior. According to Freud, personality is made of three structures: the id, the only personality structure present at birth, operates in the unconscious according to the pleasure principle, meaning it tries to obtain immediate pleasure and avoid pain. The ego, the id’s link to the real world, controls all conscious thinking and reasoning activities and operates according to the reality principle. It tries to delay satisfying the id’s desires until it can do so safely and effectively in the real world. The superego acts as the person’s moral guardian or conscience and helps the person function in society (Morris, G. , Maisto, A. , 2002). It also compares the ego’s actions with an ego ideal of perfection. In Freud’s view, when the ego is unable to control impulses from the id in a way that is acceptable to the superego, it experiences anxiety and may resort to using defense mechanisms to reduce the discomfort caused by the anxiety. Carl Jung believed that the unconscious consists of two distinct components: the personal unconscious, which contains an individual’s repressed thoughts, forgotten experiences, and undeveloped ideas; and the collective unconscious, a subterranean river of memories and behavior patterns flowing to us from previous generations. Jung also believed that people generally exhibit one of two attitudes toward the world: Extroverts are interested in other people and the world at large, whereas introverts are more concerned with their own private worlds (Morris, G. , Maisto, A. , 2002). Jung further divided people into rational individuals, who regulate their behavior by thinking and feeling, and irrational individuals, who base their actions on perceptions. For Carl Rogers, people develop their personalities in the service of positive goals. The biological push to become whatever it is that we are capable of becoming is called the actualizing tendency. In addition to trying to realize our biological potential, we attempt to fulfill our conscious sense of who we are, which Rogers called the self-actualizing tendency (Morris, G. , Maisto, A. , 2002). A fully functioning person is someone whose self-concept closely matches his or her inborn capabilities. Fully functioning people were usually raised with unconditional positive regard, or the experience of being valued by other people regardless of their emotions, attitudes, and behaviors.

Comparison Of Animals In George Orwells Animal Farm :: essays research papers

The USA adaptation of the classic work Animal farm was entertaining and historically representative. The characters in the movie were all representing key elements in the Russian Revolution from start to end. The owner of the farm Mr. Jones is Czar Nicholas II who was the Czar of Russia before the revolution. Nicholas was a very poor leader, and was cruel to opponents much like Mr. Jones dealt with things. Old Major was representative of Karl Marx. Old Major taught the animals Animalism just as Marx taught communism. He meant to have the workers revolt because they do all the work and the rich keep the money, and both died before the revolution.   Ã‚  Ã‚  Ã‚  Ã‚  The entire belief system of animalism was just like the communist system. All people were equal there were no owners and no rich and no poor either. All of the animals owned the farm just as all people owned the communist government and the government owned everything. Snowball was supposed to be Leon Trotsky both were young, smart and good speakers. Both Snowball and Trotsky followed the teachings of both Marx and Old Major. Snowball wanted to improve life on the farm just as Trotsky was trying to improve life in Russia. Trotsky was chased away by Lenin’s KGB or secret police just as snowball was chased away by Napoleon’s dogs. Napoleon himself was more Stalin than Lenin was however. Napoleon wasn’t a good speaker or clever like snowball just like Stalin wasn’t as educated as Trotsky or as good a public speaker. Napoleon was cruel, brutish, selfish, devious and corrupt. Napoleon didn’t follow Old Major’s original words just as Stalin didn’t follow Marx’s ideals. Napoleon’s ambition for power killed all of his opponents and Stalin also killed all of those whom opposed him. Napoleon used the dogs to control the animals and spied on the just as Stalin used the KGB about propaganda and to keep the people in line.   Ã‚  Ã‚  Ã‚  Ã‚  Squealer was supposed to be the propaganda department of the Russian government. Squealer convinced the animals to follow Napoleon and changed the commandments. Russia’s propaganda department rallied the people and changed the teaching’s of Marx to fit it’s own agenda. Boxer was representative of dedicated but tricked communist supporters. Boxer worked hard and believed in the animal farm just as dedicated Russians followed Stalin because he was communist. Boxer’s attitude was Napoleon was always right and that he must work harder, just as the dedicated communists stayed loyal after it was obvious that Stalin was a tyrant.

Cafes monte bianco case analysis Essay

This course focuses on the strategic nature of management accounting and emphasizes the critical role that information plays in decision-making, strategy execution, and overall enhancement of a firm’s value. Primarily taught through case studies, this course will utilize and build upon the concepts studied in prior Management Accounting courses, and allow the students an opportunity to see how these concepts fit together. Selected readings from textbooks and business periodicals will be used to blend in appropriate theory for newer subjects that may be the focus of some case studies. The world of business continues to change dramatically. As a result, the role of managerial accounting is very different than it was even a decade ago. Today, managerial accountants serve as internal business consultants, working side-by-side in cross-functional teams with managers from all areas of the organization as they make decisions towards defining and implementing strategy. To complete their knowledge of managerial accounting, students must understand how managers are likely to use and react to information provided by management accounting. On the other hand, managers must understand the basis of the financial information provided by management accountants. We will explore both sides during our discussions. The course is divided into three major parts. The first part covers fundamental concepts, including activity-based management, and provides an overview of managerial accounting. The second part discusses concepts and methods useful for managerial decision making, such as CVP and differential analysis. Finally, in the third part, we concentrate on planning and performance evaluation of business segments as they strive to execute the firm’s strategy. In this part, we also discuss measurement and incentives (compensation) of managers. As indicated above, this is a case-based course to illustrate the applications of managerial accounting concepts in real-life situations. While preparing these cases, students should read about basic concepts on their own, using any of the textbooks mentioned later in this syllabus. However, I do intend lecturing on some of the relatively advanced topics (e. g. activity-based costing, variance analysis, pricing, target costing and allocations) at appropriate times during the quarter. TARGET AUDIENCE The course is general enough to benefit both MAcc and MBA students. A basic knowledge of financial and managerial accounting should suffice as a pre-requisite for the course. Both sets of students will enhance their understanding of Managerial Accounting topics by seeing how they are applied to real-life situations. In addition, MBA students will find that the course integrates several of the concepts they have learned in their curriculum. MAcc students will welcome the exposure to Strategy, and see how important Managerial Accounting is towards its (Strategy) implementation. ABOUT YOUR INSTRUCTOR With over 30 years of experience in industry, Mr. Mulchandani brings extensive knowledge of the â€Å"real world† towards teaching in the Business curriculum. Joining Rockwell International soon after obtaining his MBA, Mr. Mulchandani had assignments in several functional areas of the Company, including Finance, Accounting, Materials/Logistics and Manufacturing. After three years as a Division General Manager, he was named President of the Commercial Vehicle Systems Business ($3.5 billion in Revenue), from which he retired in December 2000. During his tenure in industry, Mr. Mulchandani actively participated in several global joint ventures, some of which he was instrumental in setting up. In addition, he has experienced being part of a spin-off into a separate automotive company, which later merged with another company for economic scale. In Spring 2001, Mr. Mulchandani entered the Masters of Accounting (MAcc) program at The Ohio State University, which he completed in June 2002. As a faculty member of the AMIS Department since then, Mr. Mulchandani teaches, or has taught, undergraduate financial and managerial accounting courses, Managerial Accounting in the MBA core, an MBA elective (Implementing Corporate Strategy), and the MAcc/MBA Elective (AMIS 823) at the Fisher College of Business.

The Malala Debate

The Malala debate There is a groundswell of sympathy for Malala and also a strong demand for the Pakistani state to do something about the issue. Much of the discontent is directed toward the Pakistani Taliban, the extremist group that has claimed responsibility for the shooting and declared it has vowed to kill Malala if she recovers from her injuries. Also, it has issued fresh threats to another girl Hina Khan of Islamabad who is also known for her female rights activism and pro education stance.This threat comes two weeks after the Taliban shot Malala. Hina is originally from the Swat valley but was forced to move with her family to Islamabad in 2006 after she publically criticised the Taliban’s atrocities. The Malala incident has renewed the attention on the plight of women in Afghanistan. Twenty one year old Afghan activist Noorjahan Akbar, who has been leading a fight for women’s rights in Afghanistan, has articulated that Malala’s case will strengthen her and others fight for girl’s rights.Cofounder of a non profit group called Young Women for Change; she has been instrumental in organising trailblazing efforts such as the first Afghan march against street harassment, radio campaigns about gender equality and street posters against child marriage and abuse. This year, her group opened a women’s Internet cafe in Kabul, providing a forum for women to gather and share ideas. Although women in Afghanistan are for the cause of Malala and support her fight but there are many other women activists like Akbar who are fighting for the same cause and not getting the support they deserve.No doubt, Malala’s case is more horrifying as she is young and nobody would look at her as a threat as a 14-year old girl promoting education, no one has heard about Hanifa Safi women activist who was killed this summer. Fifteen girls had acid thrown on their face a couple of years ago but no public protest was held. More than 300 girls wer e poisoned in Afghan schools this summer specifically because they wanted to have access to education; unfortunately no one talks about it. Malala’s case has created a buzz which it deserves and the way its gaining popularity can help to highlight these cases which re otherwise completely ignored. The Civil Society Movements The Malala incident and eventually her cause got support from almost all parts of the World especially from the South Asian Countries where human rights activists, acedemicians, students and members of civil society took to streets to condemn the attack. From Madonna to Angelina Jolie to top Politicians like Hina Rabbani Khar and Rehman Malik, people from all walks and corners of the World are appreciating her courage and have vowed to support her mission to ensure education for girls in Pakistan.The Pakistan government has offered to provide security to Malala when she will return to Pakistan and has promised to provide all necessary help. Even the Sunni clerics in Pakistan have issued a Fatwa against the Taliban, decrying an attack on a girl as un-Islamic, which speaks volumes about Malala and her cause and how people from diverse background are in the same boat for the cause. In a message of defiance to the Taliban, authorities in Swat have decided to rename a government college after Malala. The College offers high school and undergraduate education for 2,000 girl’s and young women.Can this be sustained? Although the cause for women’s rights in Taliban affected areas has been supported by the developing countries and the western world, it has always been very hard to implement it at the grass root level. The women activists or others spreading education or fighting for women’s rights have to face the brunt of the Taliban. Malala’s cause has gained support from every corner, the blog she wrote for BBC with the pseudo name Gul Makai about the poor state of girls in Swat under the Taliban earned her innu merable sympathizers.The International Children’s peace prize in October 2011 and Pakistani first National peace prize further gave recognition to her work and the documentaries made on her added to the popularity. The Taliban feared that she is being held as a hero by the World and thus shot her which only added to more support for her cause. Thus, considering all the above factors and the debate and support she has generated, it is not wrong to say that the momentum evoked by the Malala movement is likely to sustain for a longer period of time and even more so if she returns to Swat and take the battle to its logical end.

The Paper

The Paper The Paper BIO-220 June 3, 2012 Water†¦ Is it natural? Water is one of the primary substances for life and life cannot exist without it. One must consistently add fresh water to the body in order to keep it hydrated and healthy because it plays a vital role in nearly every bodily function. In addition, water is essential for proper digestion, nutrient absorption, and chemical reactions. Is water natural? Imagine not being able to drink clean water as a result of pollution. Water pollution is a very critical environmental issue and is harmful to the health and life of both humans and animals. Humans around the world must become aware of the dangers and the role they play in the quality of the water around them and improve in the ways water pollution is treated. In this essay, one will ascertain a thorough understanding of some of the causes and some of the dangers of water pollution and ways to prevent it. Even though water is a vital part of human life, many of the causes of water pollution come f rom humans and their ignorance. To name a few, water pollution is caused by agricultural runoffs, leaking sewer lines, and accidental leaks and spills. Agricultural runoffs are the result of manmade products like pesticides, insecticides, or herbicides and other waste from a large area of land. These products are made to help crops during their growth process and prevent them from being eaten by insects. As a result, these chemicals are washed into waters through natural processes that form increased nitrates and phosphates that are harmful to humans and have a very harsh impact on the environment. Global warming aside, agricultural runoffs are considered one of today’s biggest environmental threats. Leaking sewer lines are another cause of water pollution. Sewer lines are manmade instruments that carry human waste to different industrial plants that may leak due to time and or failure and generally is untreated raw sewage. These lines are buried deep underground belo w the active portion of the soil and when the leaking takes place the sewage enters ground water directly. Sewage wastes then end up contaminating surface water. Accidental leaks and spills is a topic that most are familiar with and have heard about. These types of water pollution are not only critical to human life but also to marine life. Leaks and spills can happen at any time simply because of the handling of chemicals. Recently the Gulf has experienced this very tragic cause of water pollution and will be recovering for many years to come. In life, one can face many dangers from the time of birth to the time of death but the dangers of water pollution should not be part of that equation. The killing of life that inhabits water-based ecosystems, the disruption of the natural food chain and the death of human life are just a few of the dangers associated with water pollution. Water pollution can and will kill life that inhabits water-based ecosystems such as dolphins, diff erent types of birds, and many species of fish. As each of these species within water-based ecosystems die that will ultimately have an effect on all human life. These water pollutions will eventually disrupt the natural food chain. If water pollution over takes natural water systems the plant life could die and have a major effect on the species that rely on them for food. Eventually these species will not have a reliable food source and die as well, resulting in a collapse in the food chain all the way to life of humans. This collapse could result in the death to humans. This is the ultimate danger in water pollution. Without the life within the water-based ecosystem, the disruption of the natural food chain all the way up to human life could mean death to all human life. Even though there are many policies set forth by the government to protect from water pollution there are individual preventative methods in which each person can carry out. The Paper The Paper Name: Date: 2/13/2012 Licensure: EDUCATIONAL PSYCHOLOGY: NATIONAL COMMON CORE STANDARDS EXPLORATION GUIDE 27 points total DUE FEB. 13, 2012 Part 1: To be completed utilizing PPT, handouts, and other online resources (corestandards.org). 1. Describe how the Common Core Standards were developed (address who, when, how; may use a timeline format) You may use the back if more space is needed. (3 points) The standards were developed in June 2010 by the Council of Chief State Officers (CCSSO) and the National Governors Association (NGA). The standards were drafted on the foundation created by states work on crafting high-quality education standards. As specified by CCSSO and NGA, the standards are: research and evidence base, aligned with college and work expectations, rigorous, and internationally benchmarked. The standards are an extension of a prior initiative led by CCSSO and NGA to develop College and Career Readiness (CCR) standards in reading, writing, speaking, listening, and language as well as mathematics. 2. Fill in the following chart which details the crosswalk between the current Academic Content Standards and the new Common Core Strands. (3 points) Common Core Strands (4) | Ohio’s Current Standards (10) | 1.Reading Strand | * Phonemic Awareness, Word Recognition and Fluency Standard * Reading Process Standard * Reading Applications: Informational, Technical and Persuasive Text Standard * Reading Applications: Literary Text Standard | 2. Writing Stand | * Writing Process Standard * Writing Applications Standard * Research Standard | 3.Speaking and Listening Strand | * - Comprehension and Collaboration * - Presentation of Knowledge and Ideas | - 4. Language Strand | * Writing Conventions Standard * Vocabulary Acquisition and Use | 3. Answer each of these questions using appropriate written communication skills (i.e. complete sentences). (3 points) a) How do the College and Career Readiness Anchor Standards support/relate to each of the strands? (For K-5, pp. 10,18,22,25; for 6-12. Pp. 35,41,48,51) There are four strands for the College and Career Readiness Anchor Standards. These four strands are Reading, Writing, Speaking and Listening, and Language. For each of these strands listed there are standards which support and relate why these strands are necessary. For reading, some of the standards are reading closely to determine what the text says explicitly; determine central or themes of a text and analyze their development; and read comprehend complex literary and informational texts independently and proficiently. For writing, produce clear and coherent writing, construct short stories, and use technology to produce and publish writing to interact and collaborate with others. For speaking and listening, being able to prepare for and participate in a range of conversations and collaborations with diverse partners, integrate and evaluate information presented in diverse media formats, and evaluate a speaker’s point of view, reasoning, and reasoning and use of evidence and rhetoric. For language, students shall demonstrate command of the conventions of standard English grammar and usage when writing or speaking, demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing, and demonstrate understanding of figurative language, word relationships, and nuances in word meanings. b) What is the intent behind the Language Progressive Skills Chart? (p. 30) The Language Progressive Skills Chart is used to chart the standards that need to be taught to students. It charts them by importance and what grade levels they should be assessed at. This is important to know what students have and haven’t been

All About Me Letter

My favorite sports are football and basketball. I play the recorder. I participated in football for three years and basket ball for one year. I played the recorder for one year in the fourth grade and earned all the belts for each skill level.On the other hand I don’t like to read what so ever, but I’m going to improve my reading this year. I don’t like to read because I fall asleep as soon as I begin to read books. The books that I like are adventurous and action-packed books because they interest me so I won’t fall asleep. These kinds of books stimulate my imagination and help me visualize the story. In order to keep me interested in reading I would like to have audio or graphics books. I did great academically last year as I made A’s and B’s.My academic goals this year are to make straight A’s and to receive scores above 900 on the CRCT. Considering that I do not like to read, it’s hard for me to brainstorm ideas and write an essay. Therefore, I do not think of myself as a good writer, as I prefer digital images to awaken my creativity. The few times that I must write, I like to write narratives about my family vacations in new places. Narratives allow me to express my emotions. Unfortunately, brainstorming ideas causes me to have headaches that turn me off from writing.I hope to learn how to overcome this obstacle and improve my writing skills. In conclusion, you can help me achieve my academic goals by suggesting some action-packed or adventurous book titles for me to enjoy reading. I learn best by following examples and listening to instructions. The activities you can help me with are reading and sentence-structure in writing assignments. I welcome the opportunity to learn from your expertise. Sincerely, Phillip Harrington Phillip Harrington

Afrojack concert report Essay Example | Topics and Well Written Essays - 1000 words

Afrojack concert report - Essay Example Enormous crowds of enthusiastic fans of all ages and from across the world conversed to create an amazing opening show. The key stage for Ultra’s first day on Friday had an all-star listing of talent amid them: Afrojack, David Guetta, Tiesto, and Skrillex among others who brought dazzling visual elements and fresh music, and used Ultra’s new tricks to take the multitude to new heights for 2012. The Ultra music festival was held on 23-25 March in Miami and this was its 14th year in a row. The estimated attendance was about 150,000 for three continuous days. The lineup on Friday, March 23rd, was Carl Cox, Mike Snow, Tommy Tash, The Knocks, Nick Romero, Chris Lake, and Dirty South among others. The lineup for Saturday, March 24, was: Fatboy slim, Metronomy, Doctor P, Flux Pavilion, 12th Planet, High Contrast, and Carbon Airways among other artists. On Sunday, March 25th, there were: David Guetta, Armin Van Buuren, Sander Van Doom, Magnetic Man, Jamie Jones, Bloody Beetroots (DJ Set) among other artists. The festival goers bolded the Miami afternoon heat for all the three consecutive days only to be later charmed by the warm, restrained nights Florida is famous for. As the afternoon Sunday started off as being cloudy, the weather detained out long enough for one last day of madness in Bayfront Park. Party goers praised Bayfront Park’s pleasant view of the water and excess of concrete, organized areas for drinks, food and commodities. This year’s event was much more prepared and better sustained than in the other years, with immense cleaning crew doing regular rounds throughout the park. The party goers were a diverse crowd from across the world to enjoy the Miami climate and the world’s most excellent selection of electronic dance music. The festival was insane and the weather conditions and positive atmosphere created from the personnel and