Short-story Paper -- essays research papers

SHORT STORY PAPER 'Compare/contrast Faulkner's 'Dry September' with 'A rose for Emily' in terms of writing style and character presentation.'; What is going to be analyzed in this paper are the two short stories by W. Faulkner 'A Rose for Emily' and 'Dry September'. Basically, what is to be performed is a comparison/contrast analysis in terms of the writing style and character presentation. More specifically, I will provide first the information from the story 'A Rose for Emily', concerning writing style and character presentation, and following is going to be the same analysis for the other story 'Dry September'. After the necessary data are provided, there is going to be a comparison/contrast of these data, by also citing passages from the two stories, for making them more understandable. The similarities and differences that exist in the two stories are substantial. Before, the analysis on the stories takes place there are some general points that have to be mentioned that concern other elements of fiction that are as well important. To begin with, the town name that is used in both stories is the same and that is 'Jefferson'. Also both stories are taking place in the old South. And finally, in both of them the main character is a woman, Miss Emily Grierson and Miss Minnie Cooper respectively. The first story that is going to be analyzed is 'A Rose for Emily', and more specifically the analysis is divided in two parts, first I am concerned with the writing style and second with the character presentation. To begin with I have to say that this story is one that keeps the readers' interest undiminished. It has a complex plot and many questions arise when reading through it. Basically what is creating this is the lack of chronological order in the evolution of the facts that are presented. Things become more clear when one places them in the right order. Since the story is taking place in the old South, the choice and use of words indicts us to that region. Furthermore, what is also noticed here is that there are many descriptions(descriptive language) used in the story; 'It was a big, squarish frame house that … an eyesore among eyesores';(431-2). These help to understand more about the surrounding environment and about the appearance, 'They rose when she entered-a sma ll fat woman in black … while the visitors stated their errand';... ... story the descriptions about characters are referring to Emily a lot, and to other people that were close to her like the servant and H. Barron. In 'A Rose for Emily';, I saw that the reader is more like adduced to Emily's actions and emotions, while on the other story the reader has to deal with other people's actions and feelings. Added to this, I have also to say that two big differences concerning the main characters in that Emily's complex personality-in relation with her father and loved one is projected more, while on the other story we have more on Minnie's environment and relationships with other people. Summing up, throughout the analysis of the two stories by W. Faulkner, I spotted many similarities and differences, concerning the two elements of fiction, the writing style and the characters' presentation. Overall, the two stories are really interesting with a strange plot. Faulkner maintains in both stories, the strange feeling of an almost horror stories. He shows the profound wickedness that penetrates the various characters in both of the stories. Bizarre characters, outlandish settings, but more or less the same feelings to the reader, created by William Faulkner.

The Effects of Japanese Civil Society on Policy-Making :: Government Political Science Japan Papers

The Effects of Japanese Civil Society on Policy-Making I. Introduction My interest in this project began after studying Japan for four years as an undergraduate and realizing I knew relatively little of the country’s political atmosphere. I assumed after reading Western political scholars’ views on the subject, that it was a relatively homogonous nation and only after the Occupational Authority entered Japan had the country emerged with democratic ideals and a true notion of liberal rights. It is true that citizens’ movements are a comparatively recent modern phenomenon in a country filled with millennia of rich cultural and political history. Still today, however numbers of Westerners, including some scholars, see Japan through Orientalism’s foreign and exotic eyes and continue the assumption that hierarchy rules politics and the working class disengages themselves from day-to-day politics. This paper not only attempts to present a broad understanding of Japan’s political history, but also show how civil society has transformed from early Meiji society to post World War II restructuring. While outsiders believe democracy and liberal rights are an inherently novel part of Japanese culture, this paper illustrates the historical basis for a rich electorate, thriving with individual and interpersonal interest in freedom, rights, and the political environment around them. The cleavages that divide civil society and the government policy-making in Japan have been written about at length. The groups examined in this paper, including the Meiji Popular Rights Movement and the post World War II environmental movement, formed organizations to address the conflict that constantly attacked their personal values. In each case, the government refused to proactively respond, from the lack of representation during the late 19th century to the pollution that destroyed lands and lives in the 1960s and 1970s. Both of these groups asked for policy changes from local governments in order to promote their efforts through political participation, and some of these measures progressed to national levels. From the beginning of the Meiji Restoration to today, Japan exhibits dramatic progressive political awareness and engagement, therefore I deny any allegation that Japan was undemocratic until General MacArthur’s restructuring in 1945. Throughout the scholarly debate and the execution of factual evidence, three problems arise in the comparative analysis of the two examples. The first consists of the argument that Japan’s civil society, specific to the two time periods analyzed in this paper, was formulated directly within and of the state.

Discoveries of Maria Montessori

2. What are the discoveries of Dr. Maria Montessori ? Dr. Maria Montessori was a keen observer of children. She used her observational and experimental proclivities from her medical background to develop, what we might today call, a Constructivist understanding of the process of learning. She studied them scientifically. If she saw some unusual behavior in a child, she would say,†I won’t believe it now, I shall if it happens again†. She studied the conditions in which the children would perform those actions. She thought education always involved three elements: The learner, the Prepared Environment, and the Trained Adult. The basic areas in which she gave importance was freedom, independence, respect and responsibility. She believed that the child constructs knowledge from experiencing the world. Learning, she said, was not something that needed to be forced or motivated. Instead, learning is something that humans do naturally. The early years especially are ones of great mental growth. Throughout the early years of life, the child absorbs impressions from the world around him. Not with his mind, but with his life. She recognized that children go through certain phases during which they learn more easily than at any other time in their lives. This innate potential to learn is dependent upon a loving environment that encourages the active pursuit of knowledge. The child should be given the freedom to do his work and must be given the respect for the child as an individual. The behavioral change shown to respect and freedom is very eminent Dr. Montessori's developmentally-appropriate approach to learning is designed to fit each child instead of making each child fit into a preset program. She believed that learning should take place in multi-aged classrooms where children who are at various stages of development can learn from and with each other. This learning should take place in a non-competitive atmosphere in order for each child to develop at his/her own speed. Dr. Montessori observed that the best way for young children to learn is by active, hands-on experiences. She developed the idea of the prepared environment, where the classroom contains a wide variety of cognitive materials that foster learning in numerous areas. The purpose of the materials is not just to impart knowledge to children, but rather to provide them with stimuli that capture their attention and initiate a process of concentration. She was compelled to believe that the children love to do constructive work proved it suited their age and the stage of development. She observed that they worked with great interest and repeated the activities on their own volition to reach a stage of concentration. Montessori saw two streams of energy within the young child. The first is the physical energy of the body expended in voluntary movement. And the second is mental energy: the energy of intellect and will. She felt that these two streams of energy are often separated by the forces of modern life. And children who are not helped to unite them tend to move aimlessly and clumsily and have unfocused thought patterns. A unification of mental and physical energies comes about when a child becomes absorbed in work. Montessori called this â€Å"normalization. † And concentration, she said, was the key. The carefully prepared environment in the Montessori schools provide the opportunity for children to grow intellectually and emotionally. She decided to follow the child. Thanks to the revelations and the freedom she allowed to the children she was able to discover several aspects of the child and childhood. With her scientific approach of mind she tested whether every child in similar opportunities and similar conditions would manifest the same types of behavior. She tested these again and again and after twenty two years of such experimentation Dr. Montessori could say that she had found a method of helping children in their educational pursuits. Thus came the Montessori Method of education. Some of the discoveries Dr. Maria Montessori made during her work. 1. Children love to work purposefully. The inner drive to work is sufficient to reach their goal if it corresponded with the inner developmental need. With the provision of the necessary conditions and necessary environment the child without the instigation of an adult can reach his goal. 2. When an inner need to do something meets with the inner urge spontaneous Interest is generated. When the inner urge or the Interest finds a suitable working condition it leads to spontaneous Repetition. When this spontaneous Repetition of an activity is done with interest the natural result is Concentration. Concentration is not the end product of education, its just the beginning. Any true learning happens with concentration. The children revealed that given the right conditions they would work with concentration. 3. Very young children need order for their development. This order need not be only with things in the environment but also with values, functions and other human activities. The child needs to see human values like ‘Say the Truth’ being practiced. But the adults do not practice in the everyday life. The child gets confused and this can create a warp in his development. Similarly any object in the environment being used for a purpose other than it is meant for creates disturbance. (e. g. the other end of a teaspoon used as a screwdriver). Contrary instructions about behaviour muddle his decisions how some action is allowed at some other time (for example. when a visitor is there). The examples can go on multiplying but the important factor that we need to remember is that the young child is in the process of building his personality which lasts his lifetime. He needs consistency in everything in his environment. It takes a while for him to understand that things can also be different 4. Freedom is another basic requirement of a child’s development process. Dr. Maria found that to perform well in any activity they should be given the option to choose their own activity then only they excel it according to their own capabilities. 5. Normality depended on all the human powers working in unison, in collaboration. Very often children deviate from this normality because they do not find the conditions necessary for their development. D Montessori says that during the early childhood it is possible to rectify any developmental errors and bring the child back to normality The rectification can be made possible only by the child’s working individually at the developmental activities in freedom. ACTIVITY was essential. 6. These developmental activities belonged to areas that the child needed for building his personality generally activities involving sensorial concepts, language, arithmetic, art, culture were considered necessary for the child’s education. The introduction of the exercise of practical life as developmental activities was Dr Montessori’s contribution to education. She found out how the children needed to perform these activities of everyday life. These became developmental activities especially because they brought the intelligence, will and voluntary movements together this co-ordination brought about integration of the personality Dr Montessori realized that these activities were very well understood by the children and thus mobilized their intelligence to the fullest participation. 7. Several other topics that were considered too high and out of reach for the children of 3 to 5 years were brought into the House of Children. Dr Montessori found out that these areas of knowledge are necessary for the child’s total development rather than being subjects to be learnt and, perhaps, memorized. The children showed that they could assimilate the knowledge if they were given in a suitable form. 8. In the House of Children, discipline that is a bugbear in educational institutions came in a new form. The children managed their individual life,their manner of speaking, moving, handling material, interacting with other children. The children revealed quiet, orderliness, remarkable work attitude striving for perfection, sense of responsibility towards themselves and the environment and also others in the community Above all they showed independence in their control of errors, love for silence, indifference with regard to reward or punishments. Discipline did not have to be enforced. 9. At a social level they lived and let others live, helping others, co-operating with them, having quarrel, exhibiting no possessiveness and giving respect for elders who worked with them. At some point of time it was also seen that the children worked irrespective of whether the elders were there or not. The absence of adults did not influence their discipline, orderliness, quiet in their individual or social life. This suggested that discipline must come from within and not imposed from outside. Discipline is an inner development born in freedom. Freedom and discipline are two faces of the same coin. These are two forms of discipline. the outer and the inner the inner discipline is a natural and inner urge to follow the laws that govern development. This inner discipline is the basic on which the outer discipline can rest. So the outer discipline imposed by the adults on the child should be in a form that will be given to the inner innate discipline and it can reveal itself in all its glory 10. Real obedience is based on love, respect and faith. When obedience leads to inner satisfaction it becomes real obedience and hence it becomes real development. 11. Dr Montessori discovered that the children are often seen to behave in a certain manner- destructive, disorderly, stubborn, disobedient etc. But in specially prepared environments and with specially trained adult they show orderly, responsible, loving behaviour both are seemingly real. But why is the contradiction? Dr Montessori says that the second instance is the real one and the very common behaviour is the result of the child not finding the right conditions for development. Dr Montessori calls this the social question of the child. This discovery was possible because she could witness this grandeur of human normality 12. Many of the activities presented to children in Montessori Houses of Children are results of observing the child and, therefore, may be considered as discoveries- The Silence Activity, Exercises of Practical Life, Walking on the Line are some of the examples. 3. It is a well-known truth that human life is a series of steps in gaining independence and credit could go to Dr Montessori who pointed that this is true with child life also. All the help we offer should lead the child to Independence in his individual and social life. The Montessori Method bases itself on these and various other discoveries Dr Montessori made while she worked with chi ldren. We might conclude by saying that Dr Montessori calls upon every adult human being to develop the humility to [earn from the child in order to help the child create a healthy human being.

Curriculum Provides An Emerging Leader Education Essay

In this class, you will develop the cognition and accomplishments of an instructional leader who besides efficaciously manages course of study and direction. The class assignments will steer you as you increase your leading abilities in the countries of course of study direction, application of province jurisprudence and local policy as they relate to curriculum and direction, and campus betterment planning. In this hebdomad ‘s assignment, you will sum up needed course of study constituents and high school graduation demands, depict the constituents of the TEA acquisition system and do suggestions for betterment, and roll up informations to get down decision-making on a learner-centered staff development session. This hebdomad, you should: identify and sum up the constituents of a state-required course of study. analyze the constituents of the TEA acquisition system and do suggestions for betterments. analyze state-generated informations and a Campus Improvement Plan for the intent of decision-making.RubricUse the following rubric to steer your work.AccomplishedProficientUnacceptablePart 1: Summary of Curriculum RequirementsClearly summarizes the demands of the Texas-mandated course of study with seven paragraphs – one for each constituent.( 3 points )Summarizes the demands of the Texas-mandated course of study. Not all seven constituents addressed.( 2 points )Does non sum up the demands of the Texas-mandated course of study.( 0 points )Part 2: TEA Learning System ComponentsEfficaciously summarizes the province and local commissariats of the TEA acquisition system.( 3 points )Summarizes the province and local commissariats of the TEA acquisition system.( 2 points )Does non sum up the province and local commissariats of the TEA acquisition system.( 0 points )Part 3: Gathering Datas for Decision MakingBrands an in-depth analysis of AEIS informations and a CIP to choose a content country and aim for a learner-centered staff development session.( 3 points )A nalyzes AEIS informations and a CIP to choose a content area/ aim for a learner-centered staff development.( 2 points )Does non analyse AEIS informations and a CIP to choose a learner-centered staff development subject.( 0 points )MechanicssFew to no mistakes in grammar, spelling or punctuation.( 1 point )Responses lack lucidity and deepness and/or multiple mistakes in grammar, spelling or punctuation.( 0 points )Week 1 Assignment: Course of study and the TEA Learning SystemPart 1: Summary of Curriculum RequirementsKnowledge of the province ‘s needed course of study provides an emerging leader with a foundation for determination devising. In this portion of the assignment, you will analyze what Texas jurisprudence says about course of study. Directions: From your Web reference box, entree the TEA Web site hypertext transfer protocol: //www.tea.state.tx.us/rules/tac/chapter074/index.html. Read and analyze the undermentioned subdivisions of the Texas Administrative Code, Title 19, Part II: 74.1 Essential Knowledge and Skills 74.2 Description of a Required Elementary Curriculum 74.3 Description of a Required Secondary Curriculum 74.4 English Language Proficiency Standards 74.62 Minimum High School Program 74.63 Recommended High School Program 74.64 Distinguished Achievement High School Program-Advanced High School Program( Note: Requirements changed as of the 2007-2008 school twelvemonth, and A §74.63 and A §74.64 reflect the new 4 ten 4 demands. )Compose a two-page sum-up of the seven constituents. Include at least one paragraph on each subdivision. Type your paper in the expandible box below.Summary of Curriculum RequirementsStudents are required to have the basic or indispensable cognition and accomplishments course of study which consist chiefly of the nucleus course of study. The bulk of the nucleus course of study consists of the rudimentss in English, Math, Science and Social Studies. Students are besides entitled to an enrichment course of study that consists of wellness and physical instruction, foreign linguistic communications, all right humanistic disciplines and categories of that nature. Elementary course of study consists of taking the same nucleus categories as mentioned before in the old paragraph. The timeframe for this goes from kindergarten to the fifth class. Secondary course of study consists of a much wider range of categories get downing with grade 6 and reasoning with the pupils ‘s graduation at the decision of their 12th grade twelvemonth. Get downing their 9th class twelvemonth, pupils must be given the chance to take four old ages English, four old ages of math and scientific discipline every bit good as World Geography, World History and US History. Government and Economics must be offered as good. Along with these nucleus categories, pupils must be given the chance to gain recognition in categories runing from wellness and engineering to any given foreign linguistic communication category. English Language Proficiency Standards require ESL pupils to be mainstreamed into categories to supply them with the least restrictive acquisition environment. The course of study is chiefly concerned with supplying pupils with the societal consciousness every bit good as the academic consciousness to be successful as an ESL pupil. The end is to supply adequate academic support to enable pupils to be successful non merely in an academic environment but besides in societal scenes every bit good. Under the Minimum High School demands, pupils must go through four old ages of English with one of the four old ages being a Research based English category. You must hold two old ages of scientific discipline and 2 and a half credits of Social Studies. A pupil must hold 5 and a half credits of electives along with 3 credits in Math. The remainder of a pupil ‘s credits are chiefly made up of half credits in engineering, wellness and economic sciences categories that must number 22 credits in order to graduate. In the Recommended Plan, pupils are required to gain 24 credits in order to graduate. The nucleus classs consist of 4 English credits every bit good as 3 credits in Science and Math. The biggest difference between this program and the minimal program is the fact that in the recommended program, pupils are merely required to obtain 3 and a half credits in elected classs. A high school pupil must besides obtain 24 credits in order to graduate with the Distinguished Plan. The demands are really similar to the old demand programs mentioned antecedently in this transition. Three Math and Science credits, four English credits, three and a half Social Studies credits and 3 Foreign Language credits make up the bulk of the nucleus demands. As with the Recommended Plan, the needed figure of elected credits goes down to 2 and a half alternatively of than 3 and a half.Part 2: TEA Learning System ComponentsIn this subdivision of the assignment, you will depict the minimal province commissariats of the six constituents of the TEA acquisition system, desirable local commissariats for each constituent, and your preliminary thoughts for betterment. Directions: Review the constituents of the TEA acquisition system in the Week 1 talk and the information you gathered in Part 1 of the assignment. As you review, think about desirable local commissariats for each constituent. See strengths and failings in local commissariats. Access the Texas Education Code at hypertext transfer protocol: //tlo2.tlc.state.tx.us/statutes/ed.toc.htm and/or the Texas Administrative Code, Title 19, ( TAC ) : Part II Texas Education Agency at hypertext transfer protocol: //www.tea.state.tx.us/rules/tac/index.html. Peruse these sites for more information about the TEA acquisition system constituents. Collaborate online with two co-workers to finish the tabular array on the TEA acquisition system by depicting the minimal province commissariats, desirable local commissariats for each of the six constituents, and your preliminary suggestions for betterment. Your suggestions may alter after finishing the class.TEA Learning System ComponentsCollaborator # 1: Collaborator # 2: Component Minimal State Provision Desirable Local Provision Preliminary Suggestion for Improvement Learning Goals Students need to be able to read, compose, job solve, and use high order believing accomplishments in all needed topics The pedagogues within a territory have a manus in finding what will be taught if they are chosen to be on the province panel. Current pedagogues should hold more of a pick in determing what should be taught. There is experiencing that the people who make a bulk of the determinations are disconnected from the schoolroom. The major suggestion for betterment is to allow instructors and decision makers at the local degree have more input in the scholar ends. Course of study Documents The school territory is responsible for educating all of the pupils through the alliance of course of study. The course of study must consist of the ( 4 ) nucleus topics and enrichment course of study. The province of Texas has a system in topographic point where each territory can follow its instrucrional stuffs. Each school territory will hold the flexibleness to find the procedure for choosing new instructional stuffs. The stuffs that are chosen have to be approved by the province with the exclusion of the enrichment topics. The cost will be shared by the province and the territory Some of the enrichment classs should be added to the foundation classs. In attempt to be a leader in the planetary economic system, the pupils in America need to be good rounded ; some of the enrichment classs can supply that if they are made compulsory. Instructional Program The stuff that is taught must be portion of the needed course of study. The pupils will be presented the stuff in a assortment of different scenes. The province will let the instructor to learn the stuffs in a method that is suited. The province can put criterions when covering with lab clip. The territory will do certain what is being taught is aligned with the province required course of study. The stuffs adopted by the territory will run into curriculum demands. Teachers will follow range and sequence to do certain the aims are covered for each TEK. Teachers that teach a category that requires lab use will plan lessons that allow for clip to finish assignments. The province should plan a system that allows for instructors to learn capable affair and non concentrate on province mandated trial. Staff Development Program Staff Development should use the scholar centered rule. This system relates to scholars and the acquisition procedure. The factors within the system are cognitive, metacognitive, motivational and affectional, and developmental/social/ single differences. This will use to everyone who is invested in the educational community. Districts will carry on staff development seminars that are relevant to the demands of the territory. The territory can seek the services of regional support staff or pedagogues within the territory to carry on the seminars. When staff development is conducted, develop a system where more than one seminar is conducted at the same locale. Each seminar is scheduled during clip slots which will let pedagogues to go to more than one seminar during the twenty-four hours. The pedagogue can besides take which seminar they want to go to. This will keep high involvement degree and conformity by pedagogues in each seminar. Measurement System The measuring tool is called the Academic Excellence Indicator System. This system uses the consequences from the TAKS trial, other province mandated trial, the advancement of ELL, dropout rate, completion rate and college preparedness. This study is available in the autumn of each twelvemonth. The study is divided into different classs to supply indepth information on the school staff, fundss, plans and pupils. This study focuses on answerability. The territory can utilize the AEIS systems as a measuring tool to find how the territory is executing. The territory can utilize the informations to see which bomber groups need to be targeted for betterment. The territory can besides utilize it as a rewarding system for instructors who made drastic betterments with their pupils. The system needs to be adaptable to the territories. Some territories may non hold the available resources to fix pupils for the twenty-first century. The system needs to hold a graduated table that accounts for the lacks, at the same clip keeping teacher accountable for their pupils larning. Administrative Procedures The chief focal point of this strand is the Campus Improvement Plan, which is revised annually. The end of this program is student betterment for all subgroups. The program needs to be aligned with the territory and province guidelines. The principal must besides be involved by doing certain the right classs are being offered. Each school in a territory will hold a Campus Improvement Plan that addresses the demands of their school. The principal will work with the site based commission to discourse thoughts to better the school. More instruction for pupils and staff on the new demand for high school graduation. Students need to be cognizant of the recognition demands under the Recommended and Distinguished Achievement Programs. How can understanding the constituents of the TEA acquisition system aid you in your work as an instructional leader? By understanding the constituents of the TEA acquisition system an instructional leader will hold the ability to relay the scholar ends to any individual who has an investing in the educational system. An instructional leader will be able to help in doing certain that the campus, territory, and province ends are aligned. As an instructional leader I can help in the acceptance of school instructional stuffs. I can do certain that the stuffs that are chosen are supported by the instructors and the stuffs will outdo function the pupils. I can help forces at the territory degree to do certain the course of study meets province guidelines. I can function as a liason between instructors and disposal to take relevant staff development chances. I can educate other instructor on the AEIS system and how the information aids the campus in finding what resources will outdo function our pupils. Why is of import that an instructional leader better the constituents of the TEA acquisition system? It ‘s of import that the instructional leader efforts to better the TEA acquisition system because the educational landscape is continually altering. With the usage of engineering in instruction, the system will necessitate to hold a engineering constituent. The constituents need to reflect the demand for developing twenty-first century scholars. Besides as an instructional leader, you want to try to run into the demands of the pupils, irrespective of academic background.Part 3: Gathering Datas for Decision MakingA critical accomplishment for an instructional leader is the ability to do experimental determinations. You will pattern this accomplishment as you begin work on a learner-centered staff development session. You will choose a school-ideally 1 in which you work, reexamine its AEIS information and Campus Improvement Plan ( CIP ) , and choose a content area/objective for betterment. You are non required to show the staff development during this class, but you must hold a chief O.K. your docket and set up a clip with the principal for presentation of the session. Directions: Access the 2006-07 AEIS Campus Reports at: hypertext transfer protocol: //www.tea.state.tx.us/perfreport/aeis/2007/campus.srch.html. Complete the signifier to choose a school and entree a campus study. Review the Academic Excellence Indicator System ( AEIS ) information, reply inquiries about the informations, and place four content countries that need betterment. Review the selected school ‘s Campus Improvement Plan ( CIP ) . Answer inquiries about the informations, and turn up two aims for each of the four content countries identified in the AEIS informations. Based on the information, take one content-area and an aim within that content country as the focal point of a learner-centered staff development session.Experimental Reflection and Decision MakingIs there anything in the AEIS or CIP informations that you do non understand? If so, what would you wish clarified? The one portion of the AEIS study that I did n't understand was the â€Å" Acct Status † label. Under that section of the study there was a class labeled â€Å" Acct System † , â€Å" Non-Acct. System † , â€Å" Mobile † , and â€Å" Non-Acct Trial † . I merely assumed that Katrina and Rita were hurricane evacuees. I would wish to derive more information on that section of the AEIS study. I besides need elucidation on how they calculated the per centum for all trial. The Numberss did n't fit the sums for the campus. What about the information surprises you? What about the informations concerns you? The Numberss that surprises and concerns me are the entire per centum for pupils who met criterions. I thought the pupils would ‘ve performed better because of the resources that the school offers. Even though pupil public presentation showed a little addition, it is still ( 20 ) per centum points below province norm. How does the information tantrum with your feelings about how the pupils at this school are making? The information is surprising because of all of the plans and chances this school territory offers. I thought the pupils would hold performed better. The school has many different resources that pupils can take advantage of to assist with TAKS aims. The school offers many after school plans, engineering related tools, and remedial resources. I think the school has so many good things that the pupils look to go involved in other activities and bury about the importance of acquiring aid with TAKS aims. Does it look to differ from what you have personally experienced? Did the pupils do every bit good as you and the school expected? The pupils typically performed good on trial that were given at the beginning of the testing agenda. As the yearss passed, pupils used more clip to take trial because they were fatigued and some pupils decided to hotfoot through the trial. Overall the pupils did make good. On the footing of the information you examined, in which countries of the course of study are pupils executing good? In the country of 9th Reading, pupils are executing at the mean province degree. Tenth grade Social Studies are executing ( 2 ) per centum points below province degree. Eleventh grade Language humanistic disciplines, pupils are executing above province degree. Eleventh grade Social Studies, pupils are executing ( 2 ) per centum points below province degree. On the footing of the information you examined, in which country ( s ) of the course of study are pupils executing ill? Why do you believe pupils are executing ill in those countries? In the country of 9th Math, pupils are executing ( 6 ) per centum points below province degree even though the pupil public presentation addition from the old twelvemonth. Tenth grade Language Arts, pupils are executing ( 6 ) per centum points below province degree. The pupils besides dropped in public presentation from the old twelvemonth. Tenth grade Math and Science showed the largest lessening in public presentation compared to province degrees. The pupil ‘s per centums were lower than the old twelvemonth. Eleventh grade Math, pupils per centums increased but tonss were still over ( 10 ) per centum points below province degree. Eleventh grade Science showed an addition in public presentation but pupils were still below province degree. Complete the following tabular array to clear up content countries and aims that need betterment. Campus: Bowie District: Arlington Principal: WilmothAEIS-Identified Content AreaClass:AEIS Data EvidenceCIP-Identified AimsContent Area # 1 English/ Language Humanistic disciplines 10th Dropped 3 % # 1 Cultivate a civilization to do profound larning through purposeful engagement cardinal. # 2 Evaluate and supply auxiliary stuffs for the direction of limited English speech production pupils in all content countries Content Area # 2 Science 10th Dropped 5 % # 1 Instructional staff is provided with ongoing staff development and collaborative preparation in Profound Learning Experiences Design and Problem Based Learning Experiences. # 2 Offer chances for redress in TAKS command Content Area # 3 Mathematicss 10th Dropped 1 % # 1 Instructional staff is provided with ongoing staff development and collaborative preparation in Profound Learning Experiences Design and Problem Based Learning Experiences. # 2 Evaluate and supply auxiliary stuffs for the direction of limited English speech production pupils in all content countries Content Area # 4 Mathematicss 11th 14 % below province norm # 1 Offer chances for redress in TAKS command # 2 Evaluate and supply auxiliary stuffs for the direction of limited English speech production pupils in all content countries Choose a content area/objective for your learner-centered staff development. To make this, reply the undermentioned inquiry: Based on the information, which content-area should be the principal ‘s highest precedence? Explain why you think so. I think Mathematicss should be the topic that deserves the most attending. It seems that as the pupils progress to the following class the per centum spread compared to the stae is going larger. The 9th class pupils showed a 5 % negative difference, 10th class pupils showed a 19 % negative difference, and 11th class showed a 14 % difference How can a leader use the AEIS to originate the development of an instructional focal point for a campus? An educational leader can utilize the AEIS informations to aim countries that need betterment. By analysing the information leaders can find which groups will necessitate particular attending. Leaderships can carry on staff development and attend workshops to turn to the shortages. The information can assist instructors concentrate on certain aims that were misunderstood. The information can besides assist different capable countries reference lacks in the stuff that is taught.

King Henry II of England in The Lion in Winter by James Goldman

James Goldman’s masterpiece, The Lion in Winter, is play that is regarded by many as one of the best. The play The Lion in the Winter is basically about the life of king Henry II of England. Although not everything that was mentioned in the play about King Henry II of England was entirely true, some of them are just product of fiction and while some are really unearthed from real history. Some audience or readers may have either liked or disliked King Henry II of England in James Goldman’s play. But if King Henry II of England’s character is based on a real person, could it be that the real King Henry II of England posses the same negative traits that the play had portrayed him? Or does James Goldman’s portrayal of King Henry II of England have historical and factual basic? In the play, The Lion in Winter, King Henry II of England was portrayed as aging and conniving. He was not portrayed as the likeable character but rather more of an antagonist that is against the plots of the other characters, namely his wife Eleanor of Aquitaine and his sons Richard, Geoffrey, and John. Basically, everyone was after the throne of King Henry II of England, including himself. He wanted nothing but to protect his throne away from those who want to steal it from him. He was in very good position to do that because he was king, he had all the power of a nation in his palm. He was so addicted to the power he possessed that he became a control-freak, much like every king in history. This was the life the fictional King Henry II of England and the real King Henry II of England. It was a life full of connivances and deception just like in the play. The play had themes like the dysfunctional family,   politics, aging, inheritance, all of which made the bulk of the play’s narration, all of which also made up the bulk of King Henry II of England. It just shows that even the person of highest political position and wealth are most likely to be unhappy. Although, King Henry II of England was portrayed as an aging-annoying snub in the play The Lion in Winter. He is in fact in reality a good-spirited and energetic person, regarded by many as one of the greatest kings to rule. Some reports that he dresses casually except for occasions that require proper attire. Some also say that he loves jokes and does not easily get offended by them, some even say that he has a considerably great humor. Some say that he is very adept in the field of law. Some say that King Henry II of England has an exceptionally photographic memory able to remember each and every person that he had faced. That last claim about the king sounded like an exaggeration to even me. Although there exists many positive notes to King Henry II of England, there also exists an array of negative notes for the king. Others claim that King Henry II of England had a very bad and short temper. Basically these set of others claim that King Henry II of England has a bad personality. I guess we wouldn’t know since it is too far of a history from where we standing today. Enough of his personal life and enough of how James Goldman had portrayed him, let us examine King Henry II of England according to how history itself had portrayed him. King Henry II of England is also known as Henry Plantagenet, Henry Fitzempress, Henry of Anjou, and Henry Curtmantle. He is considered as a king that had played a significant role in history and had accomplished many things. He was the first from the house of Plantagenet to be elected for the throne of the kingship of England. That in itself can be considered an accomplishment because as we know being first is always something to be proud of. Other notable achievements of King Henry II of England were that he was also the one responsible for many expansions of the kingdom and pacification of many rebellions. From the very start, King Henry II of England had inherited many lands form his father, Geoffrey Plantagenet, and his mother Empress Matilda. Although he had inherited many lands from his father, the most significant of lands was the one that her mother had inherited to him, the English throne. He had expanded the kingdom by conquering Ireland. But it didn’t stop there, the expansion went on until it spanned from the Scotland border to Northern Spain. The expansion during King Henry II of England’s term had almost covered more than half of France. (Tabuteau, 183) King Henry II of England was able to pacify rebellions from the kingdoms domain like of those in Scotland and Ireland. This fact is one reason why some people consider King Henry II of England as the greatest king to rule ever. He travelled all round his kingdom in a very active and energetic manner. He became known for being to survey his kingdom far more than any other king. Through this, he became familiar to the lands, thus the reason for his victory over insurgencies. Through travelling the lands, he was also able to spot several castles that were built illegally inside his kingdom. These castles were built by King Henry II of England’s enemies to show him that they to have the capability to build large and fortified castles. King Henry II of England had destroyed those castles together with their owners as a message that says he is still the one that has the most power.   (Tabuteau, 183) Another of his most notable achievement is that he had stripped the barons of their power to collect taxes. In this sense he had demolished the concept of baronship, and he had basically stripped them of their power over normal people. He had assigned sheriffs to collect the taxes from the people instead of the barons. This had been proven as an effective method to collect tax for King Henry II of England’s fast-growing kingdom. The tax remittances were then used for warfare finance in the crusades. King Henry II of England was also one of the firsts who wanted to be separated for the church. He had wanted the individual powers of the church and the government be separated as two different entities. He had wanted such separation from the church so he had formulated the Constitution of Clarendon. In that constitution, he had argued that an accused that is being trialed in church should be turned over to the government immediately when found guilty. (Tabuteau, 185) Perhaps his greatest and most notable achievement is that he was the one responsible of replacing the trial by combat with the more humane manner of trial by jury. I guess that we should thank him in that aspect because most of our legal courts today are based on what had King Henry II of England had decreed. We should thank him because if not for him, we would still be killing each other when we have legal disputes. We should thank him especially the lawyers, because through trial by jury they don’t have learn how to wield a sword, not to mention for their high salary. (Tabuteau, 186) Some argues that his most notable of all his achievements is his formulation of English common law which is now the basis for most of the world’s legal systems, and a centralized government system. (Tabuteau, 186) Although, King Henry II of England’s achievements had made him one of the most popular king even until now, his achievements were always put in danger because of family disputes over territories and other family matters. To resolve the disputes within his family, he had to resort to dividing his territories among his sons. His sons would later turn against him and join allegiance with the king of France. King Henry II of England would manage to pacify his sons for moment. But in the end Richard will manage to snatch the throne from him just in the play The Lion in Winter. Reference Tabuteau, E. Z. (1997).Henry II. World Book Encyclopedia   

Life of Dogs Versus Life of Cats Essay

Dogs and cats, they are completely different species because they have different attitudes, needs, and habit. However as pets, they have some characteristics in common and go through the same issues of grooming, caring and feeding. To start with the similarities between dogs and cats, there are some common problems that may occur if these animals are kept as pets. Both cats and dogs have fur; therefore require regular combing and washing, if you don’t want to deal with fleas in your house. Both cats and dogs shed, so there occur a definite problem with cleaning out their hackles. Both of them were domesticated hundreds of years ago, so they got used to living in captivity. The important issue for the breeder is that both cats and dogs nurse their young without significant help from the human. Both cats and dogs can be trained. And last, but not the least – they bring love and affection to humans and love to sleep with their owners and are believed to ease problems with health. Cats similar to dogs get bored, and therefore they need toys to keep them occupied. If you give them all the possible attention, they will be great animals. Then if we talk about the differences between them, dogs used to live in a pack in the wild, thus, they require being with the pack in captivity, therefore they consider you and your family to be their family. In the wild the dogs hunt in a company of their kind while on the other hand, cats usually hunt by their own selves, and do not need any company. Certainly they can live together, although they do not require being with one another or with anyone else. Dogs are usually extremely playful and want to have a job to do. Dogs are very active animals that can help people to do many kinds of things like exercise, play a game, and so on. Dogs love to be petted, and can sit on your lap for hours whereas cats do not want to sit with you and some of them dislike being held. Dogs are active during the day and sleep at nights while cats are active at night, and can sleep all day long. Dogs are extremely communicative and use their body language and bark to express their feelings whereas cats can meow, but they are definitely not  as noisy as dogs, and much less expressive with their body language. Dogs are strong animals, so they participate in games, but cats just let it happen around it. In addition to this, dogs are social animals that need communication, while cats are independent, and do not need it. Cats have retractable claws, unlike dogs. Cats seem to be very well-balanced and a lot more flexible as compare to the dogs. Most would say that cats have a higher intelligence than dogs do however; dogs are somewhat smarter than cats in the area of verbal command. For example, you can call your dog by name and usually it will come to you, unlike a cat. There are various similarities and differences that dogs and cats hold to each other. This compare and contrast between the two animals can be supposed in different ways. Some may think more highly of cats due to their intelligence, while others may choose a dog because of their companionship.

Using Beowulf in the Secondary Education Classroom Research Paper

Using Beowulf in the Secondary Education Classroom - Research Paper Example During the Anglo Saxon era story telling was an integral part of their daily life. Storytelling had a huge significance to the societies them. Storytelling was done for entertainment, to teach, and as a pastime. As a result of their storytelling culture, they are able to keep certain aspects of social conducts in check. The resulting situation is one in which people were able to know the social standards of conduct that is expected of them by the society. It was also used as a way of passing of culture from generation to generation. The stories that were traditionally told in the Anglo Saxon societies had a number of cultural messages that were passed to the audience (Zimmerman 125). As a result of this nature, they were able to give cultural details to people, enabling the continuity of the society’s cultural values. This is the reason as to why storytelling is commonly referred to as one of the most effective means through which societies in the Anglo Saxon era made sure tha t they preserved their culture from one generation to another. Traditionally the Anglo Saxon culture was always passed from one generation to another through oral literature. This made oral literature an important part of the lives of the people during the Anglo Saxon era. The thing about oral literature that is closely dependent on language. Understanding of a community’s linguistic history will enable someone to understand their oral literature. The English language has undergone some changes between the time of Anglo Saxon and the modern British society (Davison, Jon, Caroline Daly, and John Moss 99). This kind of understanding will help someone in getting the most from Anglo Saxon epic poems such as Beowulf. This will also enhance their use in literal and linguistic arts education. The poem depicts the warrior culture of Europe during the period of Anglo Saxon. This is in many ways of high historical