How to Quiet a Class Without Yelling

How to Quiet a Class Without Yelling When you get home from work, do you often feel hoarse from telling the kids to stop talking and exhausted from trying, in vain, to keep your kids on task? Do you fantasize about a quiet classroom in your private moments? Discipline and classroom management are, by far the top battles that you must win in the classroom. Without focused and relatively quiet students, you might as well forget about hard work and significant academic achievement. Believe it or not, it is possible to quiet your students and keep them on task with simple nonverbal routines that save your voice and your sanity. The key here is to get creative and do not expect one routine to work forever. Many times, effectiveness wears off with time; so feel free to rotate through the various methods listed below. Here are some teacher-tested student discipline strategies that meet the objective of maintaining a quiet classroom with ease. The Music Box Buy an inexpensive music box. (Rumor has it that you can find one at Target for approximately $12.99!) Each morning, wind the music box up completely. Tell the students that, whenever they are noisy or off task, you will open the music box and let the music play until they quiet down and get back to work. If at the end of the day, there is any music left, the kids receive some type of reward. Maybe they can earn tickets for a weekly drawing or a few minutes towards end-of-the-week free play time. Be creative and find the perfect no-cost reward that your students will really want to quiet down for. Kids love this game and will quiet down immediately as you reach towards the music box. The Quiet Game   Somehow, when you just add the word game to your request, the kids will generally snap right into line. They get 3 seconds to make as much noise as they want and then, at your signal, they become silent for as long as possible. Students who make noise receive dirty looks and peer pressure to quiet down again. You can set the timer and tell the kids that you going to see how long they can stay quiet this time. You might be surprised at how well this simple technique works! Eye the Clock Each time your students get too loud eye the clock or your watch. Let the students know that whatever time they waste by being noisy, you will subtract from their recess or other free time. This usually works really well because the kids dont want to miss recess time. Keep track of the time lost (down to the second!) and hold the class accountable. Otherwise, your empty threats will soon be discovered and this trick wont work at all. But, once your kids see you mean what you say, a mere glance towards the clock will be enough to quiet them down. This is a great technique for substitute teachers to have in their back pockets! Its quick and easy and will work in any situation! Hands Up Another nonverbal way to quiet your class is to simply raise your hand. When your students see that your hand is raised, they too will raise their hands. Hands up mean stop talking and pay attention to the teacher. As each child notices the cue and quiets down, a wave of hand-raising will envelop the room and you will soon have the whole class attention. A twist on this is to raise your hand and count one finger at a time. By the time you get to five, the class needs to be quietly paying attention to you and your directions. You may want to quietly count to five along with the visual cue of your fingers. Your students will soon get used to this routine and it should be pretty quick and easy to quiet them down. Advice The key to any successful classroom management plan is to think carefully about the goals you want to achieve and act confidently. You are the teacher. You are in charge. If you dont believe this underlying precept wholeheartedly, the kids will sense your hesitation and act on that feeling. Consciously design your discipline routines and teach them explicitly. Students love routines as much as we do. Make your hours in the classroom as productive and peaceful as possible. Both you and the kids will flourish under such circumstances!

Should I Take the SAT Essay How to Decide

Should I Take the SAT Essay How to Decide SAT / ACT Prep Online Guides and Tips The SAT underwent some major revisions in 2016, and one of the biggest changes is that its previously required essay is now optional.This can be confusing for some students and parents. Should you take the essay? Will colleges require the essay or not? Will taking the essay make your application stronger? Read on for answers to all these questions.This guide will explain what the SAT essay is, what the pros and cons of taking it are, and how you can make the best choicefor you. What Is the SAT Essay? The SAT essay is one of the sectionsof the SAT. After being required since its inception, the College Board has now decided to make the essay optional. This is similar to the ACT, whose essay has always been optional. During this section, students will be given 50 minutes to write an essay.The essay for the new SAT is very different than it was for the previous version of the SAT. You can read all about the changes to the SAT here, but, as a brief overview, the essay will give you a passage by an author who is taking a stance on an issue. Your job will be to analyze how the author built that argument. If you choose to take the essay, it will be its own section of the SAT, and the score you get on the essay will be separate from your score on the rest of the exam. Your main SAT score will be out of 1600 while your essay will be graded across three different categories: Reading, Analysis, and Writing. For each area, your essay will be given a score from 2-8. Below isa sample prompt from one of the official practice tests released by the College Board. Here youcan read the entire prompt, including the passages you would need to analyze. Do Colleges Require the SAT Essay Now That It's Optional? So, the College Board has now made the essay an optional part of the SAT, but does that change how colleges view the essay (or if they even view it at all)?Kind of. Some schools that used the essays before no longer require them now that both the ACT and SAT have made the essays optional, but other schools continue to require the SAT essay. Each school makes this decision individually, so there are no patterns to follow to try and guess who will require the essay and who won’t. Even top schools like the Ivy League are divided on whether to require the essay or not. This can make things confusing if you’re applying to college soon and don’t know if you should take the SAT essay or not.The following sections of this guide will explain the benefits and drawbacks of taking the essay and walk you through different scenarios so you can make an informed decision. The #1 Consideration: Do Any of the Schools You're Interested in Require the Essay? The absolute most important factor, the factor that matters more than anything else in the rest of this guide, is if any of the schools you’re applying to or thinking of applying to require the SAT essay. The best way to get this information is to Googleâ€Å"[school name] SAT essay requirement,† look directly on each school’s admission webpage, orcheck out our list of the schools that require the SAT essay. Find this information for every school you plan on applying to, even schools you’re not sure you want toapply to, but are considering.If even one school you’re interested in requires the SAT essay, then you should take it, regardless of any other factors.There is no way to take just the SAT essay by itself, so if you take the SAT without the essay and then, later on, realize you need anessay score for a school you’re applying to, you will have to retake the entire test. So, if a school you’re interested in requires the SAT essay, your choice is clear: take the essay when you take the SAT. However, what if the schools you’re interested in don’t require the essay? If that’s the case, you have some other factors to consider. Read on! Benefits of Taking the SAT Essay If none of the schools you’re thinking of applying to require the SAT essay, why would you want to take it? The two main reasons are explained below. #1: You're Covered for All Schools Taking the SAT essay means that, no matter which schools you end up applying to, you will absolutely have all their SAT requirements met. If you decide to apply to a new school that requires the SAT essay, that won’t be a problem because you’ll already have taken it. If you already are absolutely certain about which schools you’re applying to and none of them require the essay, then this may not be a big deal to you. However, if you have a tentative list of schools, and you’ve been adding a school or removing a school from that list occasionally, you may want to be better safe than sorry and take the SAT essay, just in case. Taking the SAT essay means you have all your bases covered, no matter which schools you end up applying to. #2: A Good Score May Boost Your Application Slightly While it’s highly unlikely that your SAT essay will be the deciding factor of your college application, there are some cases where it can give you a small leg up on the competition. This is the case if a school recommends, but doesn’t require the essay, and that school is particularly competitive. Having a strong SAT essay score to submit may strengthen your application a bit, especially if you are trying to show strong English/writing skills. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Drawbacks to Taking the SAT Essay There are also costs to taking the SAT essay;here are three of the most common: #1: It's Another Section to Study For If you choose to take the essay, that means you have an entire extra SAT section to study and prepare for. If you already feel like you have a ton of SAT prep to do or have doubts about staying motivated, adding on more work can make you feel stressed and end up hurting your scores in the other SAT sections. #2: It Makes the Exam Longer Taking the essay will, obviously, increase the total time you spend taking the SAT. You’re given 50 minutes to write the essay, and, including time needed for students not taking the essay to leave and things to get settled, that will add about an hour to thetest, increasing your total SAT test time from about three hours to four hours. If you struggle with keeping focused or staying on your A game during long exams (and, let’s be honest, it’s not hard to lose concentration after several hours of answering SAT questions), adding an additional hour of test time can reduce your test-taking enduranceand make you feel tired and distracted during the essay, likely making it hard for you to get your best score. #3: The Essay Costs Extra Taking theSAT with the essay will also cost you a bit more money. Taking the SAT without the essay costs $46, but if you choose to take the essay, it costs $14 extra, raising the total cost of the SAT to $60. However, if you're eligible for an SAT fee waiver, the waiver also applies to this section of the exam, so you still won't have to pay anything if you choose to take the essay. Taking the essay likely means the cost of taking the SAT will be slightly higher for you. Should You Take the SAT Essay? Five Scenarios to Help You Decide Now you know what the SAT essay is and the pros and cons of taking it. So, what should you decide? Five scenarios are listed below; find the one that applies to your situation and follow the advice in order to make the best decision for you. Scenario 1: You're planning on applying to at least one school that requires the essay As mentioned above, if even one school you’re thinking about applying to requires the SAT essay, you should take it in order to avoid retaking the entire SAT again at a later date because you need an essay score. Scenario 2: None of the schools you're applying to look at essay scores If none of the schools you’re thinking about applying to even look at SAT essay scores, then you shouldn’t take it. Even if you get a perfect score, if the schools don’t consider essay scores, then taking it will have no benefits for you. Scenario 3: The schools you're applying to don't require the SAT essay and aren't highly competitive In this case, you don’t need to take the SAT essay, unless you’re trying to make up for weak writing skills in other parts of your application. Scenario 4: The schools you're applying to recommend the SAT essay and are more competitive For this scenario, you should take the SAT essay in order to give your application an extra boost, unless you really think you’d perform poorly or preparing for and taking the essay would cause your scores in other sections to decline. Scenario 5: You aren't sure where you're going to apply yet If you’re not sure which schools you want to apply to, then you should take the SAT essay, just to be safe. This way you’re covered no matter where you end up applying to college. If the thought of figuring out which colleges to apply to has you as confused as this blue panda, your safest option is to take the SAT essay. Conclusion Because of the College Board’s recent decision to make the SAT essay optional, students are now faced with the decision of whether they should take it or not.The best way to decide is to learn the essay policy for each of the collegesyou're interested in applying to.Some schools will still require the essay, some won’t even look at an applicant’s essay scores, and other schools don’t require the essay but will look at your score if you do take it. Use these school policies to help decide whether you should take the essay.Remember, if you end up needing to submit an essay score, you will have to retake the entire SAT, so make sure you have accurate and up-to-date information for each school you are thinking of applying to. What's Next? Have you decided to take the essay and want to know how to start studying? We have a step-by-step guide that explains how to write a great SAT essay. Want more examples of sample prompts? Here are all of thereal SAT essay prompts that have been released by the College Board. Are you aiming fora perfect SAT essay score?Check out our guide on how to get a perfect 8/8/8 on the SAT essay. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Marketing Strategies Coursework Example | Topics and Well Written Essays - 10000 words

Marketing Strategies - Coursework Example Internet selling through websites and portals has broken all limits and definition of a domiciled corporation. Now corporations are not only selling to foreign nationals over the internet but are also actually relocating their production facilities in search of overseas markets. Since 1990s the concept of globalization has brought in revolution in the manner we trade internationally. Retailing is the nearest link to the consumer and has a direct role in accessing various products and services to the final consumer. If the menu of products and services offered to the customer is wide enough to be exhaustive and is offered at competitive prices in convenience settings then the retailer has achieved a major part of his marketing strategy objective. However marketing strategy is not just limited to reaching the consumers their preferred goods and services at a competitive rate; the obverse side of the marketing strategy coin has a distinct profit objective translated in the form of product specific margins at marketing strategy level and which goes on to merge in the overall accounting profit for the retailer once entire operations are counted in. All other objectives are subservient to this objective. In pursuance of this objective a retailer has to reckon in the entire line of distribution that precedes the arrival of products in his store and manage logistics so as to ensure ready availability of all products and services. As some researchers on retailing opine "While coping with the short-term uncertainties, retailers should set their sights on long term prospects to prepare themselves for the opportunities and challenges aheadThe three attributes that mainly rule the retail market are consumer, technology and innovation. It is the prime responsibility of retailers to understand, anticipate and cater to the needs of the consumersThe supply from the retailer should always be according to the demand and expectations of the consumers. Like in Japan, retailers have reacted to rapidly ageing population by offering more products that target middle-aged consumers. Departmental stores, which used to cater exclusively to youths and adults, now carry more products such as body odor-suppressing dress shirts for middle-aged men and conservation fashions for middle-aged women"(Verma,2003) As has been pointed out above globalization has touched most asp ects of business and trade and retailing is no exception. "With the globalization of markets and the growth of competition on a global scale, companies are increasingly expanding the geographic scope of their operations, setting up or acquiring companies in other countries, or entering into alliances across national boundaries. At the same time, with the spread of global and regional media, the development of international retailing, and the movement of people, goods, and organizations across national borders, markets are becoming more integrated. As a result, firms need to pay greater attention to coordinating and integrating their marketing strategy across markets". (Douglas & Craig, 1999). The link between international retailing and globalization has been brought about in clarity by the following statement:" Much

Drugs And Society Assignment Example | Topics and Well Written Essays - 2000 words

Drugs And Society - Assignment Example The paper gives an in-depth analysis of the areas stated above. Drug abuse is a complex disorder that is characterized by a compulsive need for drugs and alcohol even if it has negative effects. Antecedents can be defined as the factors that encourage an individual to engage in drug abuse. Some individuals use drugs to escape emotional stress or physical pain (NIDA, 2010). Risk of addiction is affected by many aspects including age or stage of development, sociological and biological factors. These factors increase an individual’s vulnerability to drug abuse. The biological factors are dictated upon by the genetic make up of an individual together with the environmental influences. NIDA (2010) stipulates that these factors account for fifty percent of vulnerability among individuals. Additional factors that fall under this category include ethnicity and gender as they may influence the risk for drug use and addiction. The environment has an impact on an individual since it affects the quality of life and the socioeconomic status (NIDA, 2010). Factors including peer pressure, stress, physical and social abuse and parental involvement affect a persons way of life making them more vulnerable to drug abuse. The environmental and genetic factors interact with developmental stages in a person’s life to affect the level of vulnerability. It is observed that if an individual starts using drugs at an early age, they are likely to advance to higher levels of addiction. Drug abuse in the adolescent years is quite dangerous since important development of the brain takes place at this stage. This affects their self control, decision making and judgment. Drug abuse affects society in multiple ways, the health and social costs associated with illicit use are staggering. The nation spends approximately $69.9 billion annually on health complications caused by

The resistance in a piece of wire Essay Example for Free

The resistance in a piece of wire Essay Also if the atoms in the material are more closely packed then the electrons will have more frequent collisions and the resistance will increase. I will use Nichrome only. 4 Density of wire- In a higher density wire there will be a higher resistance because there will be more fixed ions and more collisions. 5 Temperature of wire- If the wire is heated up the atoms in the wire will start to vibrate because of their increase in energy. This causes more collisions between the electrons and the atoms as the atoms are moving into the path of the electrons. This increase in collisions means that there will be an increase in resistance. 6 Shape of wire- the wire will be straight and taped to a meter rule, the shape of the wire may increase the resistance. 7 Voltage of 2 volts- I will have to keep a constant voltage because if the voltage changes then the resistance will change. The equation for resistance = voltage / current. If voltage increases, resistance increases. Apparatus The apparatus I will need to perform this experiment will be: 1 Power pack (2volts) 2 Ammeter 3 Voltmeter 4 6 wires 5 2 crocodile clips 6 Meter rule 7 Masking tape 8 Board marker Circuit diagram Method I have chosen to take a range of 10 lengths. I have chosen a range of 10 as to plot an accurate graph I will need at least 10 points to mark on the graph. The lengths that I have chosen are as follows: 10cm, 20cm, 30cm, 40 cm, 50cm, 60cm, 70cm, 80cm, 90cm and 100cm. I have chosen these lengths because the meter ruler can easily measure them and enough results to make a firm conclusion. To change the length of the Nichrome wire during the experiment I will tape down 1 meter of Nichrome 32 swg wire to a meter rule. I will then connect the 2 crocodile clips different distances apart using the measurements on the meter rule. The wire will be attached at X in the circuit. In my experiment I will find the current in the circuit using an ammeter and I will find the voltage in the wire using a voltmeter. I will take these two readings so I can then calculate the resistance using the equation resistance = voltage / current. I want to make my experiment as accurate as possible so I want to produce repeat readings so that I can find an average resistance. I will be using a variable resistor in my experiment to produce these repeat readings. I will draw 4 equally spaced points on the variable resistor with a board marker. To get my repeat readings I will move the variable resistor to these 4 points and get four readings for each length. After I have found the average resistance for each length of wire I will produce a graph showing the average resistance against the length of the wire. I will draw on my graph a line of best fit and then from this I will be able to see if my prediction was correct and if the resistance does increase when the length of wire increases. 1. Set up a circuit as shown above. Set the power pack at a constant voltage of 2 volts. 2. At X in the circuit the wire will be placed. I will first connect the crocodile clips 100cm apart. Then turn the voltmeter and ammeter on and ensure the variable resistor is set at the first point. 3. Now turn on the power pack and record the first results shown on the ammeter and voltmeter. I must take the first results because the results may change due to overheating if the power pack is left on. Now turn off the power pack. 4. To take my repeat reading of 100cm I will then move the slider on the variable resistor to the second marked point. I will now turn on the power pack and record the first result shown on the ammeter and voltmeter. 5. I will continue taking my repeat readings and moving the variable resistor along and recording the results for 100cm. 6. I will then change the length of wire to 90cm by moving the crocodile clips and i will set the variable resistor at the first point. Then I will turn on the power pack and record the first set of results. I will take 4 repeat readings for each length of Nichrome wire. 7. I will record 4 repeat readings for each length of Nichrome wire until I have results for all 10 lengths. Results table Length (cm) Repeat number Voltage (volts) Current (amps) Resistance (? ) Average 17. 82 I have put in bold any anomalous results. Analysing and considering evidence Conclusion From my graph I can tell that my prediction was correct. As the length increases the resistance increases, a piece of 20cm wire has a resistance of 3.8 ? and a piece of 30cm wire has a resistance of 5. 6 ?. This is because a longer piece of wire has a higher resistance because in a longer piece of wire there are more collisions between the electrons and the metal ions. In every successful collision energy is lost from the electron to the wire ions. The result is that the voltage of the wire increases. Because the equation for resistance is resistance = voltage / current, the resistance then increases. From my line of best I can also tell that as the length doubles the resistance always almost doubles too. A piece of 20cm wire has a resistance of 3.8 ? and a piece of 40cm wire has a resistance of 7. 4 ?. Double 3. 8 ? is 7. 6 ? this is almost double but not quite probably because my experiment was not quite accurate. A piece of wire 30cm long had a resistance of 5. 6 ? and a piece of wire 60cm long has a resistance of 11. 1 ?. This is also almost double, double 5. 6 ? is 11. 2 ?. The resistance doubles as the length doubles because there can be double the amount of successful collisions so double the amount of energy is lost causing the voltage to double and so the resistance doubles. Key Electron Metal ion Predicted results Length (cm)Predicted resistance ( ? ) Actual resistance ( ? ) Difference ( ? ) 1All of my results were quite close to my predicted results but as the length increases my predicted resistances become less accurate. This could have been for several reasons that are mentioned in my evaluation but probably as my experiment went on the wire overheated so my results became less accurate. Evaluating My method of collecting my results worked quite well. I gained the results I expected from my experiment. The quality of my evidence was good. My line of best fit went through almost all of my points on my graph and was quite similar to my predicted line of best. I did have some anomalous results. When I experimented with 10cm of Nichrome wire my fourth repeat readings was quite different to the other readings. It had a resistance 0. 87 ? that was the lowest repeat readings for 10cm. The second lowest was 1. 80 ? , this is quite a lot more than the anomalous result. When investigating which 30cm of Nichrome wire I had another anomalous result that was 6. 48 ? , the third repeat reading. This was the biggest repeat reading. The second largest was only 5. 89 ?. This could have been because:   I left the power pack on too long. This causes the wire to overheat.   When I was measuring the lengths of the Nichrome wire my measurements might have been slightly inaccurate. The rulers used might not have been exact and it was difficult to get an accurate reading of length by eye as the wire was not completely straight. Also the ruler may have been of different thicknesses throughout the length. This would have contributed as a slight error in my results.   The ammeter and voltmeter could have been slightly faulty and not given me correct, accurate readings. I connected the wire into the circuit using crocodile clips. These were quite loose and so this could have made my results less accurate. If I improved my method I could either attach the wires with tape but this may affect my results so instead I could solder the Nichrome wire into my circuit. It was difficult to adjust the variable resistor slider accurately only by eye. If I did the investigation again I could try to and adjust the variable resistor accurately I will use an advanced digital variable resistor.   I also found it difficult to measure exact lengths against the meter rule because the crocodile clips didnt clip on to the wire very securely. If I did the investigation again I could pre cut all the lengths of wire before the experiment instead of just connecting the crocodile clips at different distances apart on the meter rule. To further my investigation I could use the same method but increase the range of lengths. I could use lengths of up to 3 meters. I could take readings from lengths at smaller intervals; I could take reading every 5cm instead of every 10cm as I did. I could also take more repeat readings to get a even more accurate average. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Electricity and Magnetism section.

The Reform Of Schools :: essays research papers

The Reform of Schools   Ã‚  Ã‚  Ã‚  Ã‚  The government of Ontario proposes there is a need to make universally accepted rules in the school system. For students to be more disciplined, the government needs to achieve new province wide standards. If the new school standards will not discipline the students, and if each school entails its guidelines, then the government's province wide code of conduct will fail. Moreover, the intervention of the government will not enforce the students to become more disciplined. While the arguments for producing new rules are unrealistic, more powerful arguments can be made supporting the current code of conduct.   Ã‚  Ã‚  Ã‚  Ã‚  With the government's proposition to create a new code of conduct, the students will receive more disciplinary action. Just as the law governs society, the province wide guideline governs the student body. Since the rules will be explained, and since the students will understand the consequences of their actions, then the students will follow these rules. Due to the thoroughness and strictness of the outcomes, there will be fewer problems in the school system. Moreover, to separate schools means to separate students. Since the new code of conduct produces equality, and since it sets forth equal status among individuals, then the students will have a standard that the entire province takes part in. Now, the schools are going from each one entailing their code of conduct. To treating all schools as equals. For example, if a student in Ontario skips out of class, and if the student receives a punishment (making up that class on their time  ® weekends), then the students in other provinces will not skip out of class. Overall, the new bill will make the students who do not want to be at school the school's choice, not the students.   Ã‚  Ã‚  Ã‚  Ã‚  In opposing this proposition, the intervention of the government will not solve schools individual problems. Since discipline is taking place in schools, and since certain schools acquire more disciplinary action from others, then the current code of conduct exemplifies self-discipline and respect towards authority. Purpose for multiple codes of conduct allows the school system to punish the students accordingly. If there was a new province wide standard, there would be one punishment to distribute; however, with the current system, teachers are allowed to fluctuate the punishment according to the severity of the crime. In addition, punishments and discipline play an active role in a student's development. It is essential in determining respect for themselves and authority.

Feminism in Education: Gender Equality

Prior to 1870 education was not formally recognised and only available to the elite few who could afford to educate their children privately or at private schools. The poorer people of society would have to rely on the education of the church and its moral teachings rather than academic teachings. Although the 1870 Forster Act was to bring education to all children between 5-10 years old, it was not welcomed by everyone. Some thought it would lead to the masses ‘thinking’ for themselves and see their roles in society as unfair, causing them to revolt.Others such as the church were funded by the state with public money to provide education for the poor and these churches did not want to lose that influence on youth. Although this gave children a few years of formal education , still only the richer children had the opportunity to further their education until they were 18/19 years old, thus education still being based on social class until the 1944. The 1944 Butler Educat ion Act saw the introduction of a three stage structure that is still in place today and gave all pupils an equal chance to develop through education.It introduced primary education, up to the age of 11, Secondary education, from 11 to 15, and further education which was non- compulsory after the school leaving age. One of the ground-breaking results of the Act was to educate and mobilise women and the working class. It opened secondary school to girls, and the working class, and as a result, a far higher percentage attended higher education after secondary school. This newly found education increased working class awareness of their disadvantaged social position and created a bitter class division between the working and middle class.The most present act of education is the New Labour. The Labour government famous with its motto, â€Å"Education, Education, Education† focused their campaign on a better education system but kept many old policies such as consumer choice leagu e tables and competition. They mainly focus on market choice and value for money in today’s education. Education, since is formal existence, has always seen a gender divide in the achievement of young people and there is many studies that link gender to education and achievement.Feminists analyse the school curriculum from a gendered perspective. Feminist argue that education plays a major role in promoting gender inequalities in society through classroom interactions, labeling and school curriculum. They highlight the existence of a gendered curriculum within schools. Since the 1944 Butler Act they have been concerned with the discrimination of girls and the difference in exam results between boys and girls The different branches within feminism offer different degrees on how this is.Liberal Feminists see that sex discrimination should be tackled through education legislation and policies and has had some success in highlighting these inequalities through the work of the Equ al Opportunities Commission. They see this as being enough to combat the problems within education due to gender but Radical and Marxist feminists feel this is only the surface of the problem and it is much deeper. Radical feminists emphasise a conflict between men and women.They see men as in the dominant position within the education system to further their own interests and this patriarchy is their main problem. Their main goal is to eradicate patriarchal control and free women. They believe that inequality will be brought to an end when women are free from physical and emotional suppression. Marxist feminists believe that social class has its part to play in inequalities and that education is their to support the needs of the ruling class.As the ruling class do this the womens role is therefore to support men so are the lowest rung of society within a Capitalist society. They argree with Marxist about the hidden ciricullum but they feel that both the formal and the hidden are wa ys of enforcing these unequal roles within education A study that supports the feminists point of view would be Sharpe (1976) ‘Just like a girl: how girls learn to be women. This study involved interviewing 249 working class girls who lived in London.It found that many of the girls held traditional views of their role within society- motherhood , marriage and family life. Through the education system they were being set up for these roles or for jobs that were classed as womens work, ie shop assistant, office work, work with little or no promotion opportunities or job satisfaction. To support this study, Kelly (1982) also found differences with reagards to gender in the t oys that were being given to children.Although these studies did prove there were some equality between the sexes with regards to the way they children were being educated, they really investigate more the issue of stereotyping. As it is from a feminists point of view if fails to recognise that males were als o underachieving at the time of Douglas’s study. It also may be a bit dated as it was conducted again in the 1990’s with vast differences. Females were now placing much more emphasis on their career and independence.This emphasises the way society has moved on and there is less of a role perception today. Also the data may have been subjective and open to interpretation as they used the method of interviews. As the studies do show some equality between the sexes, I think these theories may be a bit dated. When these studies were conducted boys were achieving more than girls, roles have changed in today’s society and feminists fail to recognise this or offer an explanation.

Apple Inc Social Strategy Essay

In the case â€Å"Apple Inc. in 2010†, we can see that between 1980 and 1996, the company struggled with different management style and strategies. During those 16 years, Apple was a computer-based company that was not trying to differentiate itself from its competitor. That is why, in 1996, when Steve Jobs returned to Apple, he started to focus on the social aspect of Apple but also on how to innovate and create new products in order to differentiate the company. First of all, when Steve job came back, the company name went from Apple computer to Apple Inc. Jobs goal was to change Apple’s image by creating a culture around the company. In order to create its culture around the brand, he developed an ecosystem of products that could be connected together. Furthermore, Apple not only developed products, they developed software and platform such as ITunes or Icloud that would help customers to use their products easily. Moreover, by creating this ecosystem, Apple was able to attract and retain customers because with their Icloud platform for example, â€Å"Apple users† were able to synchronize, store and share data from all their Apple devices in one place which made life easier for customers. Secondly, its product became the must have if customer wanted to be part of â€Å"the Apple Family† or â€Å"community†. Apple products were not anymore electronic products (iPod, iPad, IPhone) or computer; Apple products were seen as a social status since Apple product prices were higher than the competition. Thirdly, Customers are buying Apple products in order to have high quality products that are sold in huge bright store that gives customers a unique shopping experience. In addition, customers can now bring their product in store to have them fixed but they can also come in store to receive lessons on how to efficiently use their Apple products. By offering that type of services, Apple is able to develop customer’s loyalty that will make them feel like they are part of the â€Å"Apple community†. Finally, the culture force that Steve Jobs created is now Apple’s best social strategy in order to attract customers. Apple should focus on this culture force and try to improve its existing products to make them even more connected by creating new apps that are like â€Å"iMessage† or â€Å"Facetime†. Apple could also develop new products that could be integrated inside the product ecosystem that is already in place to increase its connected product line.

To what extent was an outdated monarchy the cause of 1789 French Revolution Essays

To what extent was an outdated monarchy the cause of 1789 French Revolution Essays To what extent was an outdated monarchy the cause of 1789 French Revolution Essay To what extent was an outdated monarchy the cause of 1789 French Revolution Essay Essay Topic: History At the time of the 1789 French Revolution, Louis XVI was the King and ruler of the absolute monarchy in France. Throughout Louis reign of 1774 to 1792, it was the age of Enlightenment. Europe was drastically changing culturally, politically and socially. The French were not taking part in the enlightened change and became outdated to the point that the bourgeoisie built a volcano, and were so anxious for change that a revolution erupted. The ancien rà ¯Ã‚ ¿Ã‚ ½gime refers to the pre-revolutionary social and governmental system.i The government system was an absolute monarchy and due to its supreme power over France, it was essential that the monarch be firm and secure. Louis XVI was impertinent to the ancien rà ¯Ã‚ ¿Ã‚ ½gime as he was unstable, indecisive and a heavy drinker which may have contributed to his poor love life and obesity. Louis XVIs performance as a king created an unstable monarchy.ii The deficit was a record of bad government.iii Political and Social Inequalities were still very common in France as they still practiced the feudal system in the eighteenth century. There were three social classes known as estates. The nobles and the clergy made up the first two estates and were the richest in France; however they were exempt from taxes and were they only people that could enjoy positions of importance. This caused a great degree of discontentment within the bourgeoisie as they worked very hard and had to pay taxes. The bourgeoisie was the third estate in France, everyone other than the nobility was in this class. From the perspective of the bourgeoisie, this system was a problem.iv The Influence of the Enlightenment was also a contributing factor to the revolution. The ideas and writings of the enlightenment thinkers like Montesquieu, Voltaire, and Rousseau became widespread. The French people were inspired for change even if they had to go against their king.v The biggest factor contributing to the revolution was economically related. The direct cause of the Revolution was the chaotic state of government finance.vi The government was chaotic as a result of an outdated monarchy. The economic inefficiencies were a result from the tax system, bad crops, and extravagant spending by Louis XIV and Louis XV in the years prior.vii The basic complication was that the nobility, with all the money, did not want to pay tax, while the bourgeoisie, with no money had to pay a lot of tax which was not enough to feed the government budget. This had great implications for Louis XVI and his government which became bankrupt.viii Louis XVIs France was desperate for financial help so he summoned the Estates-General in May 1789, its first meeting since 1614. Louis XVI called the meeting mainly to address the financial crisis in France and was not planning on losing power to anyone. The bourgeoisie controlled the Third Estate and quickly recognized that they would always be controlled by the nobility, who were two of the three estates, both the nobility and the clergy.ix If the government, cutting short the debates that arose between the orders, had come to the aid of the commoners before they had learned their own strength; if, from the first days, its influence had obliged the orders to deliberate in common, it is probable thatthe work of the Assembly would never have been influenced during its whole course by the inflammatory atmosphere of a people in a state of revolution;the result of the labor would have been some kind of compromise among the various parties, a new arrangement of what existed rather that a complete reshaping.x Once the bourgeoisie saw a piece of how Louis XVI was running their country and how the class in which the bourgeoisie lived was treated, they immediately sought after change. In response, the Third Estate walked out of the assemblage and established the National Assembly, claiming to legitimately represent the people of France, and thus beginning the French Revolution.xi During this time, the bourgeoisie were treated with total disregard from the government other than their service as tax payers. Louis XIV governed without recourse to the collaboration of a single bourgeois.xii All factors related to the cause of the 1789 French Revolution can be attributed to the fact that the French government was ignorant, greedy, and only did things to their own benefit. This way of thinking was very outdated during the Enlightenment and led to the social, economic and political problems. Thus it can be concluded that the extension of the outdated monarchy as a cause of the revolution was not a simple cause on its own, it was the single entity that provided a source for the numerous causes of the French Revolution. It is evident that in France before the revolution nothing was regulated in any precise manner, neither the rights of the crown nor those of the people, nor those of the courts; that the aristocracy had too much influence on the government; that personal liberty was frequently exposed to infringement by various arbitrary authorities; that political liberty was almost completely lacking; that the legitimate power of the king, of the sort necessary to the public welfare, was not firmly enough established; that the remonstrances of the parlements, however useful, being full of dangerous maxims and often written in a menacing tone, were by degrees accustoming the subject to lose all respect for the thronexiii Europe was changing while in France it was almost as if the monarchy fell so much in love with itself that it didnt think or look before acting and got itself pregnant, giving birth to a French Revolution.. The empowered in France were not interested in a better country for their people; they wanted more money and more power which contributed to an opposite result. The masses were tired of feeding the monarchy their hard earned money and time; they wanted freedom during a time focusing on just that: the freedom of speech.

General Book Club Questions for Study and Discussion

General Book Club Questions for Study and Discussion As a member or leader of a book club, you are likely to be reading books on a wide variety of topics, both fiction and nonfiction. No matter the genre, age, notoriety, or length of the book of the moment, book club questions can kickstart or enhance your group discussion. Whether you are discussing characters and their actions, setting, theme, or images, having a guide to questions that will lead to fruitful exchanges on your enjoyment - or lack thereof - of the book, plot, and even its moral implications can help make your discussion more productive and keep it on track. Before Diving In Before you dive into the heavy plot points, character development, themes, or other weighty subjects, start off your book club discussion by finding out everyones  first impression of the book, advises Sadie Trombetta, via Bustle. Doing so, and starting slowly, will give you a jumping-off point to discuss what about the selection kept you turning the pages, she says, or what made the book difficult to get through. These introductory questions can help you ease into the more detailed book discussion. Did you enjoy the book? Why or why not?What were your expectations for this book? Did the book fulfill  them?How would you briefly describe the book to a friend?In a book in which the author was not a character or was not doing first-person reporting, was the author present in the book anyway? Was the presence of the author disruptive? Or did it seem appropriate or fitting?How would you describe the plot? Did it pull you in, or did you feel you had to force yourself to read the book? Characters  and Their Actions Before other elements of the book, such as the  setting, plot, and  theme, the characters who inhabit the book will either infuse the work with life or drag it down to dull reading. Your book club may encounter many types of characters:  you may have a round, flat, or stock character, or even a traditional  protagonist. Knowing what kinds of characters the author has used to populate her novel or book is key to understanding the story she is trying to tell. After asking introductory questions as discussed above, put the following book club questions before your group members.   How realistic was the characterization? Would you want to meet any of the characters? Did you like them? Hate them?If the book was nonfiction, do you think the characters accurately portrayed the real events upon which the book was based? If not, what would you have changed to make the book more accurate?Who was your favorite character?Which character did you relate to most and why?Did the actions of the characters seem plausible? Why? Why not?If one (or more) of the characters made a choice that had moral implications, would you have made the same decision? Why? Why not?If you were making a movie of this book, who would you cast? Setting, Theme, and Images Many  writers  believe that the setting is the most important element of any fictional work. Whether or not you agree - for example, if you believe the storys characters are the most significant element - setting can have considerable influence over the events, feeling, and mood of a story. If the setting is a horse racing track, such as with a Dick Francis novel, youre sure to find yourself reading about horse owners and trainers, jockeys, and stablehands working hard to prepare their mounts, as well as spirited and competitive races. If the setting is London, events may be influenced by the heavy fog and damp, dank cold that city experiences. Just as importantly, a books theme is the main idea that flows through the narrative and connects the components of the story.  Any imagery the author uses is sure to be connected to the characters, setting, and theme. So, focus your next set of book club questions on these three elements. Following are a few ideas: How does the setting figure in the book?  If the book was nonfiction, do you feel the author did enough to describe the setting and how it might have influenced the plot or narrative of the book?How would the book have been different if it had taken place in a different time or place?What are some of the books themes? How important were they?How are the books images symbolically significant? Do the images help to develop the plot or help to define characters? Summarizing Your Reading Experience One of the most enjoyable aspects of a book club - indeed, the very essence of why books clubs exist - is to talk to others who have collectively read a given work about their impressions, feelings, and beliefs. The shared experience of reading a single book gives members a chance to discuss how it made them feel, what they might have changed, and, significantly, whether they believe that reading the book altered their own lives or perspectives in some way. Dont move on to your next book until youve thoroughly hashed out some of these conclusion-type questions. Did the book end the way you expected?If the book was based on real events, what did you already know about this book’s subject before you read this book? Did the story reflect what you already knew? Do you feel the book helped enhance your knowledge and understanding of the subject?If the book was nonfiction, what did you think about the author’s research? Do you think s/he did an adequate job of gathering the information? Were the sources credible?At which point of the book were you most engaged?Conversely, were there any parts of the book that you felt dragged?How would you describe the pace of the book?What three words would you use to summarize this book?What, if anything, set this book apart from others youve read in a similar genre?What other books have you read by this author? How did they compare to this book?  What did you think of the book’s length? If it’s too long, what would you cut? If too short, what would you add?Would you recommend this book to other readers? To your close friend? Why or why not?

The Benefits of Private and Montessori School Systems Versus the Research Paper

The Benefits of Private and Montessori School Systems Versus the Public School System - Research Paper Example Both public and private schools are good for the children, but they have certain differences which can be important factors while deciding the schools for the children. Public schools are those which are governed by the state, where all the decisions regarding the school would be taken by the state and the government. Private schools are those which are privately owned, the owner of the school or the board of trust would decide anything regarding the school and its benefits. Even the Montessori schools are owned by an individual or a group, and which is privatized. These schools have different features, facilities, and structure of the system, and these factors influence the education of the children (Dronkers & Robert, â€Å"School Choice in the Light of the Effectiveness Differences of Various Types of Public and Private Schools in 19 OECD Countries.†) Thesis Statement There are certain differences in the public schools and the private schools, regarding the benefits, struct ures, education system and size among others, primarily due to the difference in ownership. Both the schools are delivering education to the children of the world, and both public and private schools are helpful to them. Both of them have focused on the same objective, but in different ways. In relation to the topic of the paper it can be stated that both the public and private schools are effective and beneficial to the children, and it depends upon the students, their locations, their affordability and adaptability to decide which schools to join. However, the private and the Montessori schools are providing better educational system as compared to the public schools, which can facilitate the students to gain dynamic learning skills. In the paper, the major objective would be to highlight the benefits of the public as against the Montessori and private schools and compare them to show how they are related to the educational system of the world. Argument School is a place where chi ldren get their first lessons regarding, the world, its people, life, environment and manners among others. A school is just not for gaining bookish knowledge; it also gives the children a scope to develop themselves in every manner. The more facility a school gives a child the more exposure that child gets. In many places in the world, children are still not getting proper education. In many of the places children are not going to school due to the lack of awareness and due to the less number of affordable schools for them. In few places the children are not getting the opportunity to go to school because of the differences in their nature, color, religion, race and cast among others. These factors are the obstacle in the educational system, and both private and public schools are facing these obstacles. Private and public both the schools are beneficial to the children, but private schools are a little better than the public schools. The public schools are governed by the state, w here all the decisions regarding the school, students and exams are taken by the government. In the private school, the ownership is privatized and an individual or a group can be the owner of a private school. Private school has no such direct connection with the government. The owner or the board members are responsible for taking any decision regarding the sch