Essay about Homeschooling vs Public

Essay about Homeschooling vs Public Essay about Homeschooling vs Public Homeschooling VS Public As a new parent, one must eventually face the big question -what is the best type of education for your child, public or home school? This is such a huge question, and one that can make or break the child. Choosing the correct type of schooling can decide how well the child does in life, or what college he or she may attend. â€Å"A con or a pro, depending on how you look at it is that children and parents are in the same vicinity for days at a time. Some parents cherish that time with their children and some parents are driven crazy if their kids are not out of the house. Again, going back to the first considerations, you must analyze yours and your children’s needs.† (Education Bug) There are pros and cons to both, just like Education Bug suggests. The parent will need to address both sides and see what is best for their child and their family environment. Public schooling is beneficial for a child, despite some drawbacks, because it can provide active social development, extracurricular activities, and teaches the child to work in a team environment. Public school offers interaction with peers and other children. This will help develop their social skills, which in turn will help them become more successful in life. Public school teaches the child to learn from others, like teachers and students, instead of just the parent. Going to public school will help the child to learn what learning skills benefit them the most. Like how they learn hands on or by reading and then doing. Going to public school also has its cons: it can subject the child to peer-pressure and bullying. If the child was homeschooled, he or she would not encounter as many situations for possible peer-pressure or bullying. Homeschooling also helps by allowing the child to learn at their own pace. Sometime certain subjects are harder for a child and they need a little more time to focus on that subject. Public schooling sometimes does not offer this as they are on a strict schedule and the teachers have twenty-plus other students to attend to. There is also the one on one time the child has with his teacher/parent that he/she would not get in the public school. The following are some statics that show why parents have chosen to remove or enroll their child in homeschooling: â€Å"In 2007, the most common reason parents gave as the most important was a desire to provide religious or moral instruction (36 percent of students). This reason was followed by a concern about the school environment (such as safety, drugs, or negative peer pressure) (21 percent), dissatisfaction with academi c instruction (17 percent), and "other reasons" including family time, finances, travel, and distance (14 percent).† (Institute of education scientists.) These statics show valid reasons as to why a parent would chose homeschooling over public schooling. In public school the child has many options for extracurricular activities like after school tutoring, sports, year book, or the school newspaper. There are plenty of opportunities to find out what interest the child, not what the parent wants the child to be interested in. Having after school extracurricular activities helps the parents if they work a full time job. The child learns and develops appreciation for an accomplishment, like when they win their first baseball game. The parent may not need to pay for daycare or some type of nanny if the child is participating in an extracurricular activity. Participating in extracurricular activities with public school can hurt the family budget as well. Not only is the budget affected, it also cuts down on the one on one time among the family. â€Å"For some families, the costs of their student's participation in extracurricular activities is simply too much. With shrinking budgets, schools contribute less and less to help cover the cost s of activities.† (Adkins) There are proven facts with today’s economy and the school budget shrinking each year more financial

What Does a College Acceptance Letter Say Expert Guide

What Does a College Acceptance Letter Say Expert Guide SAT / ACT Prep Online Guides and Tips Whereas fall means college application season, spring means admission notifications time. All high school seniors want to get a college acceptance letter to their top-choice school. But what exactly does an admittance letter look like? And what does it say? In this article, we go over what information a typical college acceptance letter includes and show you real college acceptance letter samples so you can get an idea of what they look like. We also give you our top four tips for what to do after you get an admittance letter. What Does a College Acceptance Letter Say? A typical college acceptance letter usually says exactly what you’d expect it to say: that you've been admitted to the school and offered a place in the incoming class. Most of the time, a college acceptance letter will get straight to the point: it’ll start off clear and congratulatory so you’ll have no doubt about whether or not you’ve been admitted. Below are examples of the types of words and phrases commonly used in the first paragraph of an admittance letter: "Congratulations!" "I am delighted to inform you that you have been admitted to †¦" "We are pleased to inform you that you have been admitted to †¦" "We are pleased/happy to offer you admission to ... " "It is my/our pleasure to offer you admission to †¦" "It is with great pleasure that I/we offer you admission to †¦" Naturally, there’s a lot of variation with the phrases here, but the examples above are fairly representative of what you’ll see in the opening of a college acceptance letter. After the paragraph containing the offer of admission, you'll typically get a couple of sentences (which are really just compliments) about how your application stood out, how competitive the applicant pool was this year, and/or how you should be proud of yourself for getting in. The next paragraph or two will vary depending on the school. Many colleges inform admitted applicants of an admittees-only event on campus, which is usually a weekend similar to freshman orientation. These events teach you more about the campus and what kinds of opportunities and support the school offers; they also encourage you to attend the school. The ending paragraphs in a typical college acceptance letter give you details about the deadline by which you must make and submit your college decision (i.e., whether or not you’ll be attending the school). This deadline is almost always May 1. By that point, you should have gotten admissions decisions from all the schools you've applied to (unless you’ve been waitlisted somewhere and are waiting to see whether you’ll get off the waitlist). This is just the gist of what you can expect a college acceptance letter to say. But what exactly does an admittance letter look like? 4 Real College Acceptance Letter Samples Now that we’ve gone over what a typical admittance letter says, you’re probably wondering what this letter can look like. We’ve published four real college acceptance letter samples for you to look at. These show you what acceptance letters look like overall, how they’re often worded and organized, and what kind of information they generally include. Click the links below to see each college acceptance letter sample and to learn more about what these top colleges say to admitted applicants: Harvard Acceptance Letter Princeton Acceptance Letter Stanford Acceptance Letter MIT Acceptance Letter Oftentimes, after you receive an admittance letter, you'll get subsequent letters from the school giving you more information on admittees-only events, how to submit your decision, and so on. Click here to see a real follow-up letter to a college acceptance letter from NYU. When Can You Expect a College Acceptance Letter? These days, most colleges will first and sometimes only notify applicants of their admissions decisions electronically, either through an online portal or by email. That said, most colleges will also follow up their online offer with a formal college acceptance letter that is mailed directly to the applicant. When you can expect to hear back from colleges regarding your admission decisions can vary. The vast majority of colleges get back to applicants with their admission decisions by the first week of April, with many releasing their decisions in mid- to late March. If you applied early action or early decision to a school, you’ll most likely hear back in December, January, or February. For more info about when you can expect to receive an admissions decision, check out our guide to when college acceptance letters arrive. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Got a College Admittance Letter? 4 Steps to Take Next If you’ve gotten a college acceptance letter, congratulations! You've just been admitted to a college you applied to- a great accomplishment. Once you've celebrated a little, though, what should you do next? Here are four critical steps to take after you get a college acceptance letter. Step 1: Wait for Any Other Decision Notifications to Arrive Most students apply to multiple colleges at once, so even if you’ve received one college acceptance letter, it’s a good idea to wait to make your decision about where to go for college until after you’ve gotten all the admissions decisions from the colleges you applied to. This means that you should expect to wait, latest, until the first week of April, as most colleges should have sent out (electronically, by mail, or both) their decision notifications by this time. The only exception to this rule is if the school from which you got your college acceptance letter is your top choice. In this case, you already know you for sure want to attend this school, so go right on ahead to Step 3! Step 2: Choose a College to Attend Once you've gotten responses from all the colleges you applied to, it’s time to tally your results. You obviously can’t attend any colleges you’ve been rejected at, so this leaves you with only the schools you’ve been admitted to and waitlisted at. You now have to make an important decision: of the colleges you’ve been accepted at, which one do you want to attend the most? In other words, where do you see yourself thriving? If you're struggling to decide, ask yourself what you’re looking for in terms of the school campus, academics/majors, extracurriculars, overall atmosphere, location, cost, etc. We offer more tips in our guide on how to choose the best college for you. Step 3: Confirm Your Spot and Submit Your Deposit After you’ve figured out which college you want to attend, it’s time to confirm your spot in the new freshman class. To do this, you’ll usually need to fill out a form and return it to the college letting them know you intend to enroll in the fall. The deadline for your response will most likely be May 1, so be sure to contact your chosen college by this date. At this time, you should also submit your non-refundable deposit to the college. This college tuition deposit ensures you’ll have a spot in the new class. Note that this deposit may not be refunded under any circumstances, even if you change your mind or get admitted off the waitlist for a different college you’d rather attend. Step 4: Decline Your Admission Offers From Other Colleges Once you accept your offer of admission to your top-choice school, it's time to decline any other offers of admission you received. All you'll typically have to do is fill out a form letting the school know whether you intend to enroll. Again, this usually needs to be done by May 1. Recap: What to Know About the College Acceptance Letter If you’ve been accepted to a college, you’ll receive a college acceptance letter from that school, most likely at first electronically and then later as a hard copy in the mail. Most college decisions are released in the spring, typically no later than the first week of April. However, if you applied early action/early decision, you can expect to hear back in either December, January, or February. If you’ve received an admittance letter, that’s wonderful! Once you’ve finished celebrating, it’s time to figure out the next steps to take. First, you'll need to wait to hear back from all the colleges you applied to, as you might get accepted to other schools as well. After you’ve heard back, it’s time to make a decision about where you want to go for college. Once you’ve decided, you must confirm your enrollment at the school you've chosen, usually by May 1. You’ll also need to submit a non-refundable tuition deposit. Around this time, you can get started on declining any other acceptances you received from colleges. What’s Next? You know what a college acceptance letter looks like- but exactly when will your decision notification arrive? Check out our guide to college acceptance letter arrival dates to learn more. In order to snag an admittance letter to a college, you need to have a great application. Get tips on how to put together a great college application and learn how to estimate your chances of admission with our college acceptance calculator. Aiming for the Ivy League? Our expert guide explains how you, too, can get accepted to Harvard, Princeton, and more! Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Ratio Analysis Case Speech or Presentation Example | Topics and Well Written Essays - 750 words

Ratio Analysis Case - Speech or Presentation Example Investors of the company regard it as a poor investment because it has poor current and future performance. They anticipate lower growth in the future. As far as the well-being of the common stockholders are concerned, the company is able to provide them some returns in the form of dividends even though it might be lower than that of other companies in the industry. Stephens Company has a higher gross margin percentage implying reasonable profit as the company is keeping overhead costs in control. In terms of liquidity, the firm is relatively liquid. Its current ratio is greater than one meaning it is able to meet its near-term obligations with lots of ease. Its quick ratio is less than one implying that it  is unable to meet its short-term using its most liquid assets. The company is less liquid than other companies in the industry because it has lower quick and current ratios. In terms of efficiency, the company is less efficient in managing its liabilities and using its assets to generate income. Its average collection and sales period are more than that of other companies in the industry. The company’s efficiency in collecting its receivable is less than that of the industry. Additionally, the company has higher days’ inventory on hand. In terms of leverage, the company uses more debt than equity. It has a debt to equity ratio of 2. It is highly leveraged than other companies. Even, though it is highly leveraged, it has more cover for the interest expense (TIE=3.08 times), but the cover is less than that of other companies in the industry. In general, the company is able to pay both the long-term and short-term debts. The loan should be approved. First the company makes a reasonable profit which is sufficient enough for its daily operations. Secondly, the company has higher cover the for the interest expense implying lower risk as a result of bankruptcy. Finally, the company is able to provide common

Evaluate Unilevers financial strategy Essay Example | Topics and Well Written Essays - 2000 words

Evaluate Unilevers financial strategy - Essay Example A firm’s capital structure consist the mix of long term or permanent capital in the firm. This is the mix of various ordinary and preference shares, long term debt and retained earnings. All these sources are found in Unilevers capital structure. Capital structure theories are as discussed below. Dividends are part of the earnings which are distributed to the shareholders for their investment in the company. Dividends policies and decisions involve four critical issues: i.e. when the firm should pay dividends, how much dividend per share should the company pay, how should the company give out dividends and why should the firm pay dividends. Unilever pays dividend quarterly using residual dividend policy where the dividend is paid out of earnings after investment have been financed. The dividend is payable by cash. As to why In Aug, CEO John Polman mentioned, â€Å"While circumstances remain challenging in many marketplaces, I am motivated by the return to quantity development across all areas and the majority of nations and groups. More of our manufacturers are enhancing again behind strong enhancements, greater customer value improved marketing support, and better performance. We go on repairing quantity development while defending edges and income for the season. † Organizations go through different life-cycles just like individuals do. For example, individuals go through the beginnings, childhood and early-teenage stages that are recognized by plenty of fast development. People within these stages often do whatever it requires just to remain in existence, for example, eating, looking for protection and resting. Often, these individuals make energetic, extremely sensitive choices based on whatever is going on around them at this time. Start-up companies are like this, too. Often, creators of the company or system and its various associates have to do whatever is

Chinese culture Essay Example for Free

Chinese culture Essay William Faulkner once said that â€Å"The past is not dead. In fact, its not even past† and he could have speaking about the history of porcelain painting in China. The history of this ancient art lives and breathes in every porcelain plate we touch and eat off of. It lives and breathes in the small villages in China which cling to the past as much as they want to move into the future. We reach the beautiful of city of Yi-xing in the early morning hours. Early enough that the streets were empty and the sun was just peaking through the rows and rows of tea leaves. The blend of organic green and sandy orange reminded me of the beaches of California I had visited at a child. The city of Yi-ing is the home of several tea plantations which stretch as far as the eye can see. During the day the rows of teas are cluttered with the presence of severals humans which look out of place in the purely green surroundings. If you head south through the beautiful mountains, which look more like hills to me, you reach a deep and clear lake. This lake, Lake Taihu, is where Lu Yu once lived when he wrote his now infamous book about the magic of tea and its role in Chinese culture. Tea porcelain are intimately linked in Chinese culture. Each competing with the other to see which is older and more valued. Upon a close examination of the history it is hard to separate the two. The Chinese Porcelain factory sits on the far edge of the city of Yi-ing and is a striking contrast to the hills and valleys that lay in front of it and beyond it. It is interesting to see the coupling of industrialization and farming in a country which in some places seems oddly untouched by civilization and in other devastated by the pollution from manufacturers and cars. The story of Chinese Porcelain is one of perseverance and beyond that of innovation. Chinese ceramic and porcelain reveal the resourcefulness of Chinese artisans. They demonstrate in their pieces, which are found enclosed in glass in the lobby area of the factory, how they utilized the materials that they had and turned them into pieces of pottery that have with stood the test of time. In the Yuan and Mind dynasties, Chinese porcelain makers combined porcelain stone with kaolin however kaolin was extremely hard to work with. It was then that Chinese porcelain makers discovered that if you ground kaolin and then added water a malleable substance was created with could be kneaded into porcelain stone. This could easily be formed into pots and vases on the potters wheel. During the drying processes a knife is used to slice excess porcelain from the pottery which accounts for the delicate thinness of Chinese Porcelain. To my surprise once we went into the factory the very same techniques were being used. Centuries later modern Chinese artisans were paying homage to their centuries old mentors by building pottery in the same fashion. The twist is that the new pottery produced in these factories are brightly colored by hand with a small paint brush. The craftsmanship is perfect and the people here, who are obviously under paid and living in less then optimal condition, absolutely enjoy what they do. They take pride in every piece they make and are more then willing to share their skills with you. Our tour guide informed us that many of the kilns in use at the factory were hundreds of years old. Apparently once a large kiln is established it can be used for hundreds of years. The art of preparing clay and the process which follows is a craft which is passed down again and again from generation to generation. This is why visitors can find subtle differences in glazing processes as well as firing processes throughout the villages and cities in China. Porcelain is more then just a container used for tea or food stuff. The art displayed on pieces of Chinese Porcelain reveal the entire history of the Chinese people. From myths to fears, historic battles and even home comings. Pottery and porcelain pieces exported during these periods are an excellent source of research materials on the history of Chinas communications, trade, and economic relations with other countries. My trip to city of Yi-ing was memorable for several reasons but most importantly I was reminded of the value of craft within a society. I will never forget the feel of Chinese Porcelain on my fingertips. The knowledge that something that delicate could last for centuries was truly symbolic of the struggle and political strife that the Chinese people have dealt with since its birth. Art is not merely for decoration, entertainment, or even functionality. It serves a much more important purpose. Through art we can see the evolution and development of not just a country like China but the spirit and souls of the people who make their homes and keep their families in those counties.

The Moon is Down :: essays research papers

Throughout known history the system of democracy seems to be the most just, the most logical and the fairest of all ruling systems. Its ability to adjust to changing times is only one reason for its perseverance. In John Steinbeck’s The Moon is Down, this durability is displayed through the townspeople led by Mayor Orden, under the oppressive heels of their conquerors.   Ã‚  Ã‚  Ã‚  Ã‚  One of the most obvious examples of democracy’s endurance is the resistance displayed by the townspeople against their invaders. The oppression and invasion of the conquerors arouse, instead of crush, the desire in the defeated for freedom. These people, who have lived with the idea of a free rule of democracy, refuse to be chained down under the oppressive rule of the conquerors. It is for this reason that they strike back at their invaders. As said by Mayor Orden to Colonel Lanser of the aggressors, â€Å" ‘The people don’t like to be conquered, sir, and so they will not be. Free men cannot start a war, but once it is started, they can fight on in defeat. Herd men, followers of a leader, cannot do that, and so it is always the herd men who win battles and the free men who win wars.’ † [pp. 185-186] Thus, it is because of their freedom that people believing in the free rule of democracy do not let down and die when conquered, do not accept their being robbed of their rights, and fight against what is unjustly done to them.   Ã‚  Ã‚  Ã‚  Ã‚  The townspeople fight on again, perhaps with even more resolve, after the execution of Alex Morden, instead of their spirits being crushed, as was the intent. The entire purpose of Alex Morden’s public execution was to dissuade potential upstarts, but the result was the exact opposite of what was desired. The public display only empowered the townspeople’s resolve to fight back. To put it in Mayor Orden’s words, â€Å" ‘Our people are invaded, but I don’t think they’re conquered.’ † [p 139] Consequently, these people refuse to be put down, and, when faced with situations like Alex’s death, are not deterred but continue on with strengthened resolve.   Ã‚  Ã‚  Ã‚  Ã‚  While resistance is one aspect of democracy’s endurance, determination is another powerful ability it has, as it is shown in the Anders boys’ escape to Britain for help. Because of their overwhelming desire for freedom, the townspeople were willing to, and did, try anything possible to rebel against their invaders.

Heritage and Narrative Style in Alice Walker’s Essay

Everyday Use (1973), one of legendary author Alice Walker’s most popular and often anthologized short stories, employs a unique narrative style that serves not as a device to indicate chronology of events, but for a more significant goal. The transitions between the different tenses—past, present and future—symbolize the conflict exposed in the story of a black woman and her two daughters, who are polar opposites of each other. Specifically, it tackles the discussion of the African-American heritage, used in the story as a stage for different interpretations coming from various points of knowledge. The voices changes represent debates of future vs. present, present vs. past, affirmation vs. negation, and family vs. heritage. The narrator is the woman, Mrs. Johnson, referred to by her daughters as â€Å"Mama†, who lives in rural American South presumably during the late 1960s or early 70s. She has two daughters—Dee, the prettier one who left home for the city to study; and Maggie, of the many burn scars from a fire that raged their first home, and is painfully shy and prefers to stay in the background. The events start with the arrival of Dee, after many years, with her mother and sister preparing for the moment. This is mainly the reason for the future tense used in the opening paragraphs, as Mrs. Johnson describes how the just-swept yard looks like, and how nervous Maggie seems. Anticipation for what they may witness upon the arrival of Dee is clearly communicated, as well as references to the world they live in, unchanged by time yet comfortable for its occupants. Here, the typical texture of rural black America is subtly depicted, as detailed by the hard clay yard and the presence of elm trees. The next parts suddenly shift to present tense, as Mr. Johnson describes herself, and her relationship with her daughters. and the personalities of the two girls. She reveals her farm life and background, and how this contrasts and echoes the resulting characters of Dee and Maggie. Introspection is used throughout, indicating the inner debate Mrs. Johnson has with herself and possibly to validate her failure or success in raising her daughters. She speaks of Maggie in the present tense, but later changes to the past when describing Dee—showing that her familiarity with her girl remains purely in her memory. She compares Dee’s life as a teenager with that of her own, defining the obvious differences in attitude, education, and opportunities received. Several mentions of how Dee refused to live in the old house and possibly in the new one, representative of backwoods life, are points of emphasis referring to her character and attitude. These two observations, both real and anticipated, are the first hints at Dee’s negation of their heritage. Mrs. Johnson’s narrative also tells of another symbolic scene, as their first house burned down—when Maggie was marked with the permanent burn scars. Dee, while it was happening, was a safe distance away as she watched the burning intently, oblivious to the danger and the harm it was causing her sister. This image serves as an illustration of Dee’s hatred of the culture and heritage they have come to know, and how it has scarred her sister and rendered her insecure and invisible. Dee, who lives by her own rules, ultimately emerges as the clear winner in this phase of their unspoken battle. See more: how to start a personal narrative essay examples The narration of Dee’s arrival again begins with the future tense, but is literally cut abruptly by her presence. The voice shifts back to present, as Mrs. Johnson describes in graphic detail the strangeness of her daughter’s appearance, with a decidedly humorous tone that connotes subtle sarcasm over the absurdity. Dee, who now wants to be called Wangero, is made to appear like a caricature; the same, if not worse, goes for her male companion, who introduces himself as the Muslim Asalamalakim. The action is shown through various details that indicate both insincerity and pretense, starting with Dee’s laughable affectations in using a Polaroid camera—a symbol of technology, and, in this context, a device used to separate herself with her old life—her stylized wardrobe, and Asalamalakim’s unreal claim of his religious preference. Dee’s appearance in supposedly native African garb can be best described as her own personal style, and not cultural; Mrs. Johnson confirms this by recalling a unique trait of her daughter, that she always knew what style was, and was never without her own. But when Mrs. Johnson questions Dee, or Wangero, about her name change, her daughter simply and directly replies that Dee is dead. At this point, the narrative tense makes the most significant shift in the whole story—because this is the defining moment when Dee has become Wangero, and has finally revealed her decision to cut her African-American affinity, and consequently, her ties with her family. The concept of grief, which always alludes to the past, enters Mrs. Johnson’s narrative as a technique to contain the events as part of memory, and to point toward closure. As the story progresses, Wangero seems to take a curious interest in certain objects in the house, regular items that are used for their purpose yet pinpoint the kind of lifestyle its owners have. Wangero looks at them like souvenirs or decorative pieces that would be symbols of a life she has left, that solely serve as art. Her claim to the butter churn indicates her goal to showcase the object as a foreign memento, much like the Polaroid photos she took of her family and the house. However, while the churn was indeed a kitchen tool often used, its relevance to Mrs. Johnson and Maggie is closely-connected to their family’s history, because it was made by one of their relatives—coincidentally, the husband of the aunt Dee was named after. After a while, Wangero moves on to search for something that turns out to be the main reason for her visit: the set of quilts sewn by her grandmother, assisted by her mother and aunt. They were made from her grandmother’s dresses, and were all hand-stitched. For families like theirs, the quilts stand for values and relationships, and the time it took to create them also refer to togetherness and female bonding. Again, just like the churn, Wangero wanted the quilts for show—but on a larger scale. What have always been objects with purpose, meaning, and value in personal terms were about to be turned into conversation pieces and lonely wall decor; for this is exactly what Wangero had in mind. Mrs. Johnson informs her that she is reserving the quilts for when Maggie weds equally average John Thomas, but Wangero declares that Maggie would only put them to everyday use, and would eventually destroy such great pieces of art. The same ‘art’ that she had deemed old-fashioned when Mrs. Johnson offered her one went she went off to college. Maggie, as always, is willing to give up the quilts to her sister, but at this instance, her mother is overcome with her own realization—that the quilts deserved to stay with Maggie, possibly the one tangible representation of equality between her daughters. Wangero expresses her disgust over her family’s seeming ignorance and disrespect for their heritage, as she defined it, and for their lack of drive and objective. She departs by wearing oversized sunglasses, covering most of her face, yet another symbol of Wangero’s mindset to cover up and maintain a facade over her real identity. The last sentence of the story returns to present tense, as Mrs. Johnson relates how she and Maggie would just sit there, enjoying checkerberry snuff, unmindful of Wangero’s exit. Clearly, the narrator opts for this change to refer to actual change in their lives; she no longer had Wangero on a pedestal, and instead realized the value of the daughter who chose family over all else. Alice Walker made use of the innovative device of shifting tenses to communicate the reality of many black American families in the debate between heritage and empowerment. During this period, when racism and equality were still being discussed on a national scale, heritage exclusively referred to family and traditional values. The cultural identity and affirmation Wangero sought appeared shallow, for its sole meaning to her was for showcase, and was simply a rejection of all things familiar and valuable. The transposition of tenses shows Wangero’s superficial understanding of her newfound ideology, and the greater problem of her family’s acceptance if it. The device also plays out Mrs. Johnson’s predicament in making a wise choice, as established by the many questions she asked herself in the beginning of the story. Much of it was about her two girls, and which one she would choose—the smart, beautiful Dee, or the timid, deformed Maggie? Eventually, her decision, albeit unconsciously, was slowly and firmly made as she discovered how easy it had always been for Dee to turn her back on family and heritage. Because heritage for Dee or Wangero was one that was shown and remembered through photos and mementos, as detached from her self as old history books.

Remarks by the First Lady at Education Event Essay

The speech was held by the First Lady, Michelle Obama, at the DC High School as an educational event for the sophomores. The overriding subject of the speech is education which is an area Michelle Obama and her husband, Barack Obama, has spent a lot of time and resources on. After the introduction of the speech she speaks of a goal that her husband has set for America. She tells that it should be the goal of the entire country to have the highest proportion of college graduates in the world in 2020. She explains that it is very important because America was number one in college graduates a generation ago and now they are 12th. After that she changes the point of view on the subject from what it means for USA as a country, to what it means for every single student as an individual and points out that they should do it for their own sake. She mentions that two-thirds of all jobs in the country will be requiring some sort of education or training beyond high school in the future. She u ses her own story as an example and motivation for the students because she faced a lot of obstacles when she was at their age. The sender of the speech is Michelle Obama who is the First Lady of the United States. The fact that she is the First Lady gives her a lot of ethos, which makes her points and opinions more reliable and convincing. Even if she got a lot of ethos as the First Lady her husband, the president, has even more ethos, and when she speaks on behalf of him and his opinions she sort of â€Å"borrows† that ethos. Apart from the ethos Michelle Obama also uses the two other appeal forms in her speech. She uses pathos when she mentions the audience and even the country as â€Å"we.† It appeals to their feelings for the community and even their patriotic feelings towards their country. It also shows the students that she is no different from them, when she says â€Å"we† instead of â€Å"you† and â€Å"I† which makes her story about her education much more inspiring. She also uses pathos when she says â€Å"†¦you all are going to need some form of higher education in order to build the kind of lives that you want for yourselves, good careers, to be able to provide for your family.† By saying that she both appeals to their individual, egoistic feelings and objectives in order to get a prestigious, lucrative career, which appeals to some people, while the part about providing for  your family appeals to the familial feelings which is important for other people. Lastly she uses logos when she says that two-thirds of all jobs will require some training or education in the future because it is obvious for a rationally thinking person that you will have greater chances of getting a job if you have a great education. The audience of the speech is the sophomores of the DC High School. That means that she needs to keep the speech relatively simple, as her audience isn’t very old. As mentioned earlier the speech was held during an educational event. That is the circumstance of the speech and under that she addresses the topic education. The purpose of the speech is to motivate the students to continue their education when they have finished high school in order to succeed later in life. Other than the appeal forms she also uses rhetorical language or rhetorical tricks to motivate and convince the students to continue their education. One of the most important parts of the text is the goal for 2020 which Barack Obama mentions as the North Sta r goal. This is especially important because Michelle Obama mentions it twice in her speech. She mentions it in the start when she tells about the goal for 2020 and refers to it as the North Star goal. Later on, at the conclusion of the speech, she tells that her college diploma from Princeton University were her personal North Star goal. North Star is a simile which shows that people should walk towards their North Star goal even though it seemed to be out of reach, like the wise men did when they were looking for Jesus. The North Star goal is the connection between the objective for the entire nation and the objective for each individual student, as every student would have to fight to reach their personal North Star goal, like Michelle Obama did, to make it possible for the nation to reach the big North Star goal. Another trick that Michelle Obama uses is anaphora. She says â€Å"Plus, I knew I couldn’t afford to go on a bunch of college visits. I couldn’t hire a personal tutor. I couldn’t enroll in SAT prep classes.† She uses this anaphora where she repeats the words â€Å"I couldn’t† to point out how many obstacles she fought through in order to reach her North Star goal. This should make the students realize that it is possible for everybody to get an education no matter their social background, if just they fight hard for it. Another example of anaphora is when she says â€Å"That’s how me, that’s how Menbere, that’s how so many other students have overcome adversities to reach our goals.† That once again  makes it clear that everyone can get an education and that it is very important to get an education that goes beyond high school. Even though the speech is relatively short, it is easy to see that Michelle Obama is an excellent speaker. She uses a wide range of rhetorical tricks and appeal forms to make her messages and opinions about education clear and convincing. She both appeals to the feelings of the individual and the society by using logos, pathos and ethos which makes the speech appealing to as many people as possible. She connects the start and end of the speech with the reference to the North Star goal which makes the speech more impactful and gives the students something that is easy to remember from the speech.

Robert Louis Stevenson essays

Robert Louis Stevenson essays Robert Louis Stevenson is the versatile imaginative author of several classic works in several genres. Stevenson also wrote stories and short novels which display his personal charm, optimism during much serious illness, romantic tastes, vigorous manner, and powerful narrative. Through his tales of adventure, Stevenson has been a favorite of both children and adults. Stevenson was an intensive prose stylists that came from a Scottish family. He was born in Edinburgh on November 13, 1850 (Discovering Authors 1). He was a sickly fragile child and suffered from severe respiratory ailments (1). Stevensons relationship with parents became increasingly difficult as he reached adolescence. His father, a civil engineer, expected him to train for the family profession of light house building, which Stevenson refused (1). Although Stevenson wanted to be a writer, his father insisted that Stevenson be trained in a more secure profession, and he took a law degree in 1875, which he rarely practiced (Seagal 261). A restless nature and poor health ensured that Stevenson spent much of his life in search of adventure and on appropriate climate for his health. While traveling he met and married Mrs. Fanny Osbourne in 1880 and had two stepchildren by the names of Lloyd Osbourne and Isobel Strong (Discovering Authors 2). Stevenson traveled a lot, but his journeys to France provided much material for his travel books (2). Stevenson had his first story published under his name, A Lodging For The Night was published in 1877 (Seagal 1). Stevenson announced he was agnostic when twenty-two years old. He wrote prayers for family and attended church of Scotland, Presbyterian, by upbringing (Discovering Authors 3). At age forty-four, Stevenson died due to a cerebral hemorrhage. Stevenson always wrote his stories with creativity and excitement. Stevensons story distances so unmistakably..., that its o ...

3 Secrets That Will Maximize Your SEO Success With Lydia Gilberston

3 Secrets That Will Maximize Your SEO Success With Lydia Gilberston Search engine optimization, or SEO, gets a lot of attention. While everyone knows it’s important, not everyone knows how to do it. You can get a lot of surface-level advice on SEO, but today we’re going to dig a little deeper by talking to a true expert in the field. Lydia Gilbertson is from Distilled in Seattle, Washington, She has a lot of knowledge and experience working with large clients where organic rankings are important to the bottom line. We’re going to talk about how to write content with SEO in mind, how to structure a sitemap, and some ideas for increasing site speed. Some of the highlights of the show include: What Lydia does at Distilled and what types of problems she helps solve. Searcher intent: What it is and why it’s important for SEO. Where marketers should start if they want to optimize their current content. What sitemaps are and why they’re important, as well as where many sitemaps go wrong. The importance of site speed for SEO and why it matters. Lydia also shares her best tips for improving site speed. Lydia’s top advice for increasing your organic search rankings. Powered by PodcastMotor Actionable Content Marketing powered by By AMP055: 3 Secrets That Will Maximize Your SEO Success With Lydia Gilbertson From Distilled 00:00/00:00 1x 100 > Download file Subscribe on iTunes Leave Review Share Links: Distilled Screaming Frog Page Speed Insights If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Lydia: â€Å"A good portion of [getting into the searcher’s mind] is just basic empathy towards trying to put yourself in the user’s situation.† â€Å"A good way to keep your sitemap organized is to just remember that it’s there.† â€Å"Optimize your website for just being a good user-friendly website. It’s generally the most important thing that you could focus on.†

(HUMAN RESOURCE DEVELOPMENT) EFFECTIVE TRAINING METHODS FOR LEADERSHIP Essay

(HUMAN RESOURCE DEVELOPMENT) EFFECTIVE TRAINING METHODS FOR LEADERSHIP AND MANAGEMENT - Essay Example In addition, the core emphasis on today’s work methodologies emphasizes team work and coordination given the highly complex nature of today’s tasks. Teams engage constructively to evolve a common strategy towards fulfilling organizational responsibilities. In an age when organizations look towards improving the team work amongst employees, the need to coordinate and lead such teams becomes an investible necessity. Moreover, organizations and business cultures are driven by change where there is a constant effort towards improvement and the thrust towards better techniques of management. The advent of globalization and the subsequent rise is competition for limited resources is further forcing individuals to develop skills to resolve conflicts and evolve skills that can resolve any discrepancies in a qualitative manner (Kenneth Clark, 1996). All these aspects are traits of successful leadership. There are several methods to foster and nurture leadership and managerial skills within a work culture. Some organizations look towards developing leadership as an inclusive and internal process. In fact, it is often believed that the key factor to win in a competitive market it to enable the creation of able leaders. Organizations that span across countries and cultures cannot thrive without developing leaders within their organization, which is achieved by providing the qualified ones with the right opportunities to develop such management skills that can take on added responsibility, make them feel pride in facing new challenges and providing them the requisite resources that can help them overcome all such challenges in a satisfactory manner (Martin Simons, 2003). However, in the midst of this struggle within organizations to find the best fit for developing their next generation of leaders, a number of questions need to be answered. Companies are interested in understanding the