How to Hire a Research Paper Writer

How to Hire a Research Paper Writer How to Hire a Research Paper Writer It may be something that you dread, but during the course of your education, you will be required to write research papers. This is a big part of much of the grade in certain majors, so if you want to get the best grades possible, you will need to turn in excellent research papers. However, this may be a challenge sometimes because of all the work you have to do, along with your busy life and schedule. There may be times when you are not able to get all of your work done by yourself. This is when you should hire a research paper writer to write your paper for you. However, you need to know exactly how to do this. Where to Find Research Paper Writers You may wonder how you can get help with your research paper, but all you need to do is look online. There are plenty of experienced, professional freelance research paper writers available on one of the many academic paper writing sites online. Just do a relevant search for keywords that pertain to what you want, such as ‘research paper writers’ or ‘online academic paper writers.’ Just be sure to ask questions before you use any service, so that you will have an idea of their process. Hiring a Research Paper Writer As stated above, the most important thing to remember when hiring a professional  research paper writer online is choosing a writing site that will give you the best paper for your money. Check out the site’s FAQ and Policies sections. There you should find all of the relevant information that you need. Do not use a writing company online that does not let you know all of the information you need to know up front. Also, it is best to ask for a sample of work from the company, so that you can see the quality and style of the work produced. It is also a good idea to make sure they have a free revision policy, as well as a money-back guarantee, just in case you are dissatisfied with the paper you receive. If your research paper is lengthy, it is a good idea to have the writers do it in segments. This way you can pay as you go, until the paper is completely finished. If, during this time, you are dissatisfied with a segment, you can have another company do the remainder of the paper. After you have gathered information from the company and are satisfied with the answers to your questions and the sample you received, make your choice. Then, when you decide on a company, submit your order, and wait for delivery. It’s that simple.

English Contractions for ESL

English Contractions for ESL English contractions are shortened forms of helping or auxiliary verbs in both positive and negative sentences. Contractions are generally used in spoken English, but not in formal written English. However, written English is becoming more informal (emails, notes to friends, etc.) and you will often see these forms in print. Heres an example from a business email: Ive been working on a new project. It hasnt been easy, but next week Ill finish. This example shows three contractions: Ive / hasnt / Ill. Learn the rules of contraction use in English below. Each of the following English contractions includes an explanation of the full form and example sentences to provide context for understanding. Positive Contractions Im : Im waiting for my friend.Ill : Ill see you tomorrow.Id : Id better leave now. OR Id already eaten by the time he arrived.Ive : Ive worked here for many years. Youre : Youre joking!Youll : Youll be sorry!Youd : Youd left before he arrived, hadnt you? OR Youd better hurry up.Youve : Youve been to London many times. Hes : Hes on the phone now. OR Hes been playing tennis since 10 this morning.Hell : Hell be here tomorrow.Hed : Hed prefer to meet you later in the week. OR Hed finished before the meeting began. Shes : Shes watching TV at the moment. OR Shes had a lot of trouble lately.Shell : Shell be at the meeting.Shed : Shed been working for two hours when he telephoned. OR Shed like to have a glass of wine. Its : Its been long time since we saw each other last. OR Its very difficult to concentrate.Itll : Itll be here soon.Itd : Itd be difficult to say no. OR Itd been a long time. Were : Were working hard on the Smith account this week.Well : Well begin when he arrives.Wed : Wed better hurry up if we want to catch the train. OR Wed finished the meeting before you arrived.Weve : Weve been waiting for you! Theyre : Theyre studying German this afternoon.Theyll : Theyll finish soon if they concentrate.Theyd : Theyd eaten their lunch when she stopped by to say hello. OR Theyd rather not come to the meeting.Theyve : Theyve just purchased a new home. Theres : Theres a hotel in the next town. OR Theres been too many telephone calls today!Therell : Therell be a price to pay!Thered : Thered better be a good explanation for this. OR Thered be some reason for that. Thats : Thats been on my mind lately. OR Thats why I cant come.Thatll : Thatll happen sooner than you think.Thatd : Thatd be the reason why. OR Thatd happened before my time. Negative Contractions arent : They arent coming next week.cant : I cant understand you.couldnt : He couldnt get his shoes on!didnt : We didnt visit Rome. We went straight to Florence.doesnt : He doesnt play golf.dont : They dont like cheese.hadnt : I hadnt thought of that!hasnt : She hasnt telephoned yet.isnt : She isnt listening to you.mustnt : Children mustnt play with fire.neednt : You neednt worry about that.shouldnt : You shouldnt smoke cigarettes.wasnt : I wasnt joking when I said that.werent : They werent invited to the party.wont : I wont be able to attend the conference.wouldnt : She wouldnt be surprised if he showed up at the party. Contractions in Speech English learners should become familiar with contractions in order to understand the grammar of what is said quickly. Native English speakers tend to speak quickly and glide over function words such as helping verbs. Most English contractions are contractions of helping verbs, so an understanding of the role these contracted helping verbs play in grammar can help you better understand spoken English. English learners should feel free to use contractions whenever they speak, but the use of contractions is not required. If you prefer to speak using full helping verb forms, continue to do so, but become familiar with contractions in order to help your understanding.

Human genome Term Paper Example | Topics and Well Written Essays - 500 words

Human genome - Term Paper Example One of the most contentious issues coming up over the next few years will surely be whether to allow human genomes to be patented. Human rights advocates are concerned that allowing patents will infringe on human dignity by giving permission to certain organizations to keep records of a person's genome records and is an invasion of privacy, sort of (Patrinos & Ansorge, 2005, p. 391). Human genome patents is shaping up as a huge social controversy because of its far-reaching implications on research such as those dealing with genetic defects that can cause inherited diseases. Patents are crucial to give encouragement to researchers so that their efforts will be amply rewarded, similar to the copyrights of authors and artists who want royalties for their creative talents. Patents in the context of medical research has effects on how well human beings can live their lives, whether disease-free or not, for example.

William Shakespeares Macbeth Essay Example | Topics and Well Written Essays - 1250 words

William Shakespeares Macbeth - Essay Example Thus, there are spectacular evidences all through the characterisation and the plot of the play which suggest the importance of the Elizabethan culture in the representation of 'gender' in Macbeth. Therefore, a paradox of sexual confusion and gender roles is evident at the heart of the play. "'Macbeth, a virile warrior-hero, is at the same time an 'unfinished man' who murders because he has been convinced by his wife that only through violence will he achieve a state of heroism. His manhood, displayed in the utterly 'masculine' form of bloodshed, is not self-determined or innate, but rather infused into him by Lady Macbeth." (Sch'rkhuber, 2007, p. 75). Therefore, this paper analyses Shakespeare's representation of 'gender' in Macbeth and compares it with the representation of 'gender' in the 21st Century referring to current literature, media, and poetry. One of the central concerns of the critics of the play Macbeth has been the author's representation of feminism in the play which is noted for the reversal of gender roles. Thus, one finds that the playwright has been interested in representing females as dominating their counterparts and the major characters and themes of the play depict the difference in the sexual representation of males and females. Whereas both Lady Macbeth and Macbeth are obsessed by the same passion of ambition, the playwright represents its effect differently in males and females. Lady Macbeth, the chief representative of females in the play, evidently violates the natural law concerning gender roles and the character of Macbeth enhances the reversal of gender roles in the play. "Both Lady Macbeth and Macbeth are fired by the same passion of ambition. However, while Macbeth is presented as violating moral law, Lady Macbeth seems to violate natural law: she is unfeminine. By eliminating in herself and her hus band tenderness, pity and vulnerability to feeling - human qualities her culture tends to associate with women - Lady Macbeth becomes half man herself. Through his efforts to be supreme among all men, Macbeth re-enacts the ambivalence of his sexual identity: the more he tries to prove his masculinity, the greater his fusion with Lady Macbeth." (Sch'rkhuber, 2007, p. 75). Therefore, it is palpable to a careful reader of the tragedy that Lady Macbeth makes an essential attempt to assume masculine characteristics which can make herself a stronger person. In addition, she also disparages her male counterpart, Macbeth, by attacking his own masculinity. "Macbeth shows a reversal in gender roles. The play questions what constitutes masculinity and femininity. It is important to Macbeth to be seen as a strong, powerful man. Lady Macbeth taunts him and mocks his sexuality to force him to get the courage to kill Duncan." (Thacker, 2008). In a careful analysis of the representation of feminism and masculinity in the play, one recognises that there is an evident reversal of gender roles by the playwright which can be comprehended as an attempt to identify with the contemporary Elizabethan culture.

Fiscal and Physical Planning of Vocational Essay Example for Free

Fiscal and Physical Planning of Vocational Essay Introduction Education generally is planned to develop the people in a society, In essence proper steps should be taken in the planning process. Nuhu (2007) sees vocational and technical education as that education, concerned with the acquisition of practical and applied skills, as well as basic scientific knowledge. It is only therefore a planned programme of theory and practical learning experiences that will guarantee acquisition of basic academic and life skills, achievement of high academic standards, leadership and preparation for industry-defined work. In any organization, planning competence is required in setting goals, developing strategies and outlining tax schedules to facilitate accomplishment of such goals. Planning is the process of organizing the activities required to achieve a desired goal. It is basically concerned with the organization of men, money and materials (3M), which are one of the major functions of the top management, for without effective planning, a waste of time and resources is possible. It is also necessary to note therefore, that information is the key to planning and the need for adequate and timely information cannot be over emphasized. One of the major philosophies of education in Nigeria is based on the integration of the individual into a sound and effective citizen, this and most of the national educational aims and objectives can only be achieved through a properly planned vocational and technical education. Planning of vocational and technical education is basically to enhance human dignity and enthrone work and labor by making individuals acquire and develop enough saleable and employable skills, competencies, attitudes as well as knowledge to enable them gain and maintain basic employment or self-reliance for a comfortable living. The Nigerian dream of building a truly egalitarian society can only be achieved through the effective use of vocational and technical education because it offers life-long education to all types of learners and enable them realize and develop their self-potentials maximally. In planning vocational and technical education, we decide in advance, what to be done, when, where, how and by whom it is to be done. It also entails working out before hand, how to achieve or accomplish the objectives of vocational and technical education, stated in the National policy on education (2004). Which includes:- 1. Providing trained manpower in applied sciences, technology and business. 2. Providing the technical knowledge and vocational skills necessary for agricultural, commercial and economic development. 3. Giving training and imparting necessary skills to individual who shall be self reliant economically. 4. Providing maximum options for learners to advance or branch out into gainful employment. 5. Making education concrete and understandable while general education should point out the vocational implication of all educational experiences. 6. Providing pre-vocational orientation to students into the world of work. 7. Developing attitudes, basic educative skills and habits appropriate for work. 8. Satisfying the demands of the society that is technology-oriented and the needs of man for liberalizing experience in his educational growth and similar undertakings. 9. Providing professionals who can apply scientific knowledge to the improvement and solution of environmental problems for the use and convenience of man. 10. To give an introduction to professional studies in other technological field. 11. Enabling our young men and women to have intelligent understanding of the increasing complexity of technology. And in pursuance of these set goals and objectives of vocational and technical education, the main features of the curricular shall be structured in both theory and practical learning experiences. The curriculum shall consist of five components, which are:- 1. General education 2. Theory and related courses 3. Workshop practice 4. Industrial training 5. Small business management For effective participation of students in practical work, the teacher-student ratio shall be kept at 1:20, and trainees completing vocational and technical education programmes shall have this three options and more:- a. To secure employment b. To set up their own business c. Pursue further education Without finance, the above objectives cannot be achieve, hence fiscal planning is the life wire of vocational and technical education Fiscal planning of vocational and technical education It refers to the most appropriate way to access finances (money) and determine the best course of action to take (budgeting) for future benefits. Fiscal planning of vocational and technical education means deciding in advance, how funds will be sourced and allocated to each of the areas in vocational and technical education. This is a major function of the government, budget committee on education and educational administrators. It goes further to answers such questions such as:- 1. What are the sources of funding VTE? 2. How much fund is available? 3. Which areas should fund be allocated? 4. Why will such funds be allocated? What are the sources of funding VTE? VTE just like general education have specific sources of funding which include:- 1. Government allocation 2. Internally generated revenue (IGR) 3. Education trust/tax fund. 4. International aid from world bank and developed countries 5. Non-governmental agencies (NGO) and more. How much fund is available? While the allocation to education tops those of other sectors in Nigeria’s 2013 budget proposal presented to the joint session of the National Assembly on the 10th of October 2012 by President Jonathan, the amount is still far below the standard set by the United Nations Educational, Scientific and Cultural Organization (UNESCO). The proposed allocation of N426 billion to the sector takes only 8. 7percent of the proposed total national budget of N4. 9 trillion, whereas the United Nations Educational, Scientific and Cultural Organization (UNESCO), actually recommended for allocation of 26percent to the sector which is very vital to national development (Education) and VTE being very capital intensive requires more funding. So the question of how much fund is available will depend on how rich is the country in focus, and how much is allocated to education sector in general. Which areas should fund be allocated? This may have to deal with a simple analysis of human and material resources that will be needed to run the various VTE programmes such as business education, technical education, agric and home economics education. Why will such funds be allocated? Funds should be made available to run VTE so as to achieve the aforementioned goals and in the long run achieve the national objectives of Nigeria and they include the building of:- 1. A free and democratic society. 2. A just and egalitarian society. 3. A united, strong and self reliant nation. 4. A great and dynamic economy. 5. A land of bright and full opportunities for all citizens. Physical planning of VTE Physical planning entails the organization of land and infrastructure use, while emphasizing the need for providing a balanced economic development and conserving resources. There is a relationship between the fiscal and physical planning of VTE, as there can be no human and material presence without a good financial budget. The physical planning of VTE relates to land and material aspects in the planning process, and organizing human and material resources for effective operations of vocation and technical education. This plan involves the following:- 1. A topographical survey on existing VTE schools. 2. Preparing architectural designs and drawings 3. Ensuring supervision of construction and rehabilitation work. 4. Provision of preventive maintenance facilities. 5. Designing laboratory for VTE workshop for practical learning. 6. Ensuring proper ventilation in classrooms and workshop. 7. Provision of appropriate office and class room furniture. 8. Ensuring availability of capable professionals in the various VTE programmes. Budgeting techniques in planning VTE Budgetary processes constitute the primary mechanism for planning and controlling educational activities. Budgets have been defined in various ways by managers and school administrators because organizations are always functioning by monitoring the flow of money in order to attain its set goals and objectives. Knezevich (1975) defined budgeting as a financial or quantitative statement that has been prepared and approved prior to a defined period of time. This statement includes policy to be pursued during the period for the attainment of objectives  However, it is pertinent to state that education budget is a financial blue print for the operation of the educational sector for the fiscal year. Types of budgeting 1. Line – Item Budgeting-: This is the traditional technique of budgeting which lists items on a purely object basis. It is also referred to as object of expenditure budget. This type of budgeting classifies expenditure on the basis of articles or items purchased. It refers to the grouping of expenditure into categories such as administrative staff salaries, academic staff salaries, supplies and materials, repairs and maintenance and so on. 2. Performance Budget-: It is an improvement on traditional budgeting because it emphasis the use of brief explanations to support each item of expenditure. In this type of budget, one does not budget for money but one budget for the objective to be achieved. Moreover, Calden and Wildaryshy (1974) remarked that performance budgeting allow transactions to be identified by general purpose in order to distinguish between expenditures which contribute tp development and those which do not. 3. Functional budgeting-: This technique of budgeting simply explains the budget according to the head which it is expected to meet. Ebhomien (1984) stated that the demerit of this type of budgeting includes the fact that objectives of such budgets are not always clearly stated because they are usually broadly defined. This form of budgeting does not give room for full accountability as it makes it difficult for someone to know how every little bit of the fund allocated is spent. Caffarella Model of Programmme Planning Cafferalla Program Planning Model Caffarella listed 12 steps to be considered in programme planning. The 12 steps are: †¢Discerning the context †¢Building a solid base of support †¢Identifying programme ideas. †¢Sorting and prioritizing programme ideas †¢Developing programme objectives †¢Designing instructional plans †¢Devising transfer-of-learning plans †¢Formulating evaluation plans †¢Making recommendations and communicating results †¢Selecting formats, schedules and staff needs †¢Preparing budgets and marketing plans †¢Coordinating facilities and on-site events Caffarella presents the model as a circle where all 12 steps point toward the center circle, called the Interactive Model of Programme Planning, indicating that the process is non-sequential. The program planner can begin the process at any one of the 12 steps, and does not need to work around the circle but rather each step is a reminder of important tasks to be completed during the process. How fiscal and physical planning has contributed to the growth of VTE 1. There is improved awareness and acceptance of vocational and technical education. 2. It has provided a basis for timely decision making. 3. There is more intervention in the area of infrastructure. For example, the new VTE workshop in our school. (UNIBEN) 4. It has promoted more effective and efficient utilization of available resources. 5. It has ensured continuity of vocational and technical education in our various institutions. Factors to consider before planning vocational and technical education Initial assessment of existing VTE system:- It will be necessary to first assess the existing VTE system capacity, including funding levels and budget utilization, strengths, weaknesses and deficiencies before embarking on a large-scale system reform or expansion strategy. There is therefore the need to conduct specific baseline studies that also explore the existing links with the other levels of education and national labor policies. Linkage with other sectors of the national economy:- There should be specification in clears terms between VTE and other sectors of the national economy in order to effectively link the VTE strategy to other national strategies and policies in the area of education and training, employment, and socio-economic development. Linkage with regional and international policies:- How does the national VTE strategy dovetail into existing regional and international education and training policy frameworks and protocols? National VTE strategies should take into account the education and training protocols of regional groupings like The Economic Community Of West African States (ECOWAS), Southern African Development Community (SADC), and The Common Market for Eastern and Southern Africa (COMESA) and also other acknowledged international agencies involved in education and skills training, such as the United Nations Educational, Scientific and Cultural Organization (UNESCO), American Dental Education Association (ADEA) and The International Labor Organization (ILO). Linkage with the world of work:- Since the ultimate objective of VTE is employability and employment promotion, it is necessary to link training to the needs of the labor market. VTE must be relevant and demand-driven, rather than supply-driven and a stand-alone activity. In order to do this, data is required on the actual employability of VTE graduates, available job opportunities, and the evolving skills demands on the labor front. Determining the demand for skills is best achieved through country specific Labor Market Information Systems (LMIS) and other survey instruments. Instructor training and professionalization of VTE staff:- The professional competence of vocational and technical education teachers is crucial to the successful implementation of any VTE strategy. Governments should therefore make conscious efforts, not only to train but also to retain teachers in the program. REFERENCES Adaralegbe, A. (2001). A Philosophy of Nigerian Education. Ibadan: Heinemann. Ahubaka, I. (1996). The Role of Science and Technology in National Development. Caffarella, R. S. (2001). Planning programs for adult learners: A practical guide for educators, trainers, and staff developers (2 ed. ). San Francisco: Jossey-Bass, Inc Ekpenyong, L. E. (1992). â€Å"Business Teacher Education in Nigeria Prospects and Challenges for the 21st Century. Ekpenyong, L. E. Nwabuisi, J. N. (2001). Curriculum and Human Resource Development issues in Business Education. Ekpenyong, L. E. (2005). Foundations of Technical and Vocational Education. Benin City: Supreme Ideal Publishers Int. Ltd. Evans, R. (1982). Why Vocational Education belong in the Comprehensive High Education. Journal of American Vocational Association. 57 (6). Federal Republic of Nigeria (2004). â€Å"National Policy on Education† (4th Ed) Yaba. NERDC press. Ile, C. M. , Asoegwu, M. N. N. Chukwugbo, G. C. (2005). â€Å"Essentials of Vocational Education and Technical Education for beginners†. Awka: Marpat Educational Research and Publishers. Miller J. V. and Vetter L. (1996). â€Å"Vocational Guidance for Equal Access and Opportunity for Girls and Women in Technical and Vocational Education†. Paris. UNESCO. Ogwo, B. A and Oranu, R. N. (2006). â€Å"Methodology in Formal and Non Formal Technical/Vocational Education†. Enugu: Ijejas Printers Publishers Company. Olairan, S. 0. (1990). Vocational and Technical Education: Issues and Analysis. Onitsha: Nobel Graphic Press. Osuala, E. C. (1995). Functions of Vocational Education. Nsukka: Falladu Publishing Company. www. africa-union. org/strategy-to-revitalize-technical-and-vocational-education-and-training-in-africa www. businessdayonline. com/NG/index. php/component/content/article/366-business-shool/46337-2013-budget-educations-allocation-still-far-below-unescos-stipulat.

Lord Capulet in William Shakespeares Romeo and Juliet :: Papers

Lord Capulet in William Shakespeare's Romeo and Juliet Lord Capulet is a character in the play "Romeo and Juliet" by William Shakespeare which we have been reading together in class. This piece is a study on this character. The story is of a young boy and girl who find love in each other but due to a sequence of events their lives are prematurely ended. Lord Capulet is the head of the Capulets and is well respected by the rest of his house. He is also Lady Capulets wife and Juliet's father. He is important in this story, as he is able to make decisions, which will affect the lives of many other people, not only in his own house but also in his bitter rivals house, The Montague's. Throughout the whole play there are scenes that revolve solely around him and Juliet, this makes him one of the most powerful people in the play and one of the main characters. The first time we see Capulet is in the brawl at the market, it is between the Capulets and Montagues. He immediately asks for his sword, "give me my long sword, ho!" as he sees Montague but his wife restrains him. You can tell by both his actions and his first words that he is not in a good mood and is spoiling for a fight also he acts like a middle aged man of around 40 years. We find out later in the play that he has a temper and his mood varies quickly from happy to anger or visa-versa. We next see Capulet in scene two where he is talking to Count Paris, an eligible young man who wishes to marry Juliet. He tells Paris that Juliet is too young, she's still only thirteen and he should wait until she is two years older, then he can marry her, "My child is yet a stranger in the world; she hath not seen the change of fourteen years". If not he should 'woo' Juliet and if she is happy, they shall talk again.

My daughter smokes Essay

We often think that refering people to supporting groups is enough to quit smoking, however how about if instead we educate them so that they won’t even start smoking as walker mention â€Å"peace on earth begins at home†, meaning that we need to educate our children and surrounding about smoking and its concecuenses. Smoking not only causes health problems, it can also cause economic problems, and can harm those around you. Smoking can have many negative impacts regarding your health it can cause bronchitis, pneumonia, and emphysema. According to the center for disease control and prevention â€Å"smoking causes 1 in 5 strokes in the United States†, Menaning that a person that smokes has a higher risk of having a painful and agonizing death compare to a non-smoker person. Smoking can harm not only you but also those arounfd you. People who smoke in public make choicea for others. for example, when you smoke around a 5 year old tou are basically making a choice for them making them a second hand smoker. Also, when you start suffering smoking consequences you dont do it alone because you family will suffer along with you. In addition, smoking can not only cause health problems but economically as well. A packet of cigarettes cost o8.75 an avarage smoker smokes about 2 packets a day, which will make an average of 3200 to 6400 per year.this money can be used for food and or clothing. Also, because of the health problems that smoking will cause, smokers smokers will have to spend a alot of money on health care. In conclusion, we need to educate our familiar, and friends regarding smoking. Smoking its a very additive habit that will make you nicoti e dependent. Therefore when you try to quit it comes with withdrawal symptoms, to avoid withdrawal symtomps from smoking the best choice is to never start. Smoking will not only damege your health it will also damage you economically, and also thos around you.

Education Field Observation Report Essay

I have learned a lot about the teaching profession this semester. My dream has always been to become an Elementary teacher. I had the opportunity to observe many classrooms, especially at the Elementary grade levels. Through field experience, I was able to imagine my own classroom and teaching methods. I observed both student-based classrooms and teacher-based classrooms. I even had the opportunity to learn about teaching special education classes, which I never considered teaching until now. This field experience has made me question the level that I want to teach, the methods of instruction I should choose, and the content area on which I should focus. Although my task was to observe for five hours in elementary, five hours in middle school, and five hours in high school, I observed more teachers and classrooms at the elementary level. Starting out, my goal was to teach only grades kindergarten through fifth, but I had the realization that I would not mind teaching at middle grade levels. In some of the student-centered classrooms, I noticed that group work made some of the quieter students feel comfortable speaking in class and engaging in activities. An example is the fourth grade class that worked in groups and rotated stations every few minutes. They enjoyed the subject content more since they had the opportunity to work together. This is something I want to bring to my classroom. I got to see teacher-based classrooms, too. However, I did not enjoy observing these classes as much. I felt like the students were not as engaged, and they just did not want to be there. All of the teachers that I observed this semester welcomed me to their classrooms. They even invited me to visit again. In most of the classes, I noticed that the students felt comfortable around the teacher. One teacher engaged in conversation with her students about their spring break. She was inspiring to watch. She was teaching math while I was there, and every student was engaged. She made the children comfortable yet she had their full attention during the math activity. I am glad I had the opportunity to observe the interactions between the students and teachers, because I was able to realize the importance of the students comfort in class. This was especially true in the co-taught special education class that I observed. For example, the students were allowed to sit on the floor and take their tests to reduce test-anxiety. I was given the chance to really think about how student behavior is influenced by the teacher’s behavior. Before obtaining field experience, I believed that middle school students would be unruly and frustrating to teach. I feel differently now that I have seen the middle grade teachers in action. All of the teachers were helpful and explained their philosophies to make me understand how they have well-disciplined students. Behaviorism was a topic discussed in our textbook, and I was able to see different theories first hand. For example, most of the elementary teachers have reward systems set up to endorse good behavior. Others, start the school year out being very strict and then loosen up as the year unwinds. I want to have a good behavior model for my classroom, so I was glad to observe various techniques. Some of the teachers gave me copies of the lessons the students were doing at the time of my observation. I found these activities useful as they made me think about the curriculum that is used. This was important to me since we learned about curriculum and how it is determined, as well as by whom it is determined. Most of the classes that I observed were my favorite subjects, English, Language Arts, and Math. However, I now feel more comfortable at the thought of teaching other content areas, grade levels, and even special education. I was given the chance to observe an English as a Second Language class at the tenth grade level. When first learning about ESL classes this semester I thought I would never want to teach this type of class. This is one of the classes that I am most interested in now. I enjoyed watching the teachers and students interactions, but I did not care for the method of instruction. Although, the teacher used student-centered instruction, it seemed as though he was unable to relate the vocabulary of the activity to some of the students because of the language barrier. I imagined various technology and resources that the instructor could have used. This is an area that I hope to observe more in the future. I thoroughly enjoyed every minute of observation time in the field this semester. I have realized that I am on the right track to a rewarding career. I am still inspired and more determined to become an educator. I am thankful that I had the opportunity to learn from other teachers. Mostly, I was inspired by their patience, innovation, determination, and their compassion for each individual student.

How I felt on September 11, 2001

How I felt on September 11, 2001 On the morning of September 11, 2001 I awoke thinking that this would yet be another typical Tuesday; little did I know that this day would change my life forever. Seeing two of our countries largest towers collapse was the scariest thing I have ever faced. After witnessing the pain and sorrow of that horrible day I realized now the same nightmares we see on television across the globe are actually happening in our own backyard.Over the course of the week following the attack, coverage of the search for victims and perpetrators was everywhere. Like most Americans I am sure, I was not able to tear myself away from the television until the real damage became apparent. Despite the media?s pleas for blood donations, they weren?t needed. There were barely any intact bodies found- let alone survivors.There are two images I still to this day cannot seem to get out of my mind.The Statue of Liberty front shot, on Liberty Islan...One is of a man in a suit jumping out of a top floor and falling to his death. He reminded me of a father who had put on his tie that morning in attempt to go to work in attempt to achieve the American Dream, only to be forced between burning alive or being killed upon the impact of his body with the momentum hitting the concrete sidewalk.The other image is of a girl my age with her mother and younger brother holding up a picture of her father, describing him while sobbing and begging for people to look for him in the surrounding hospitals. She looked so horrified and heart broken. I wanted so badly for her father to come home and say, ?Everything is okay.? More than anything, the attack has made me sad. I am sad for the victims?...

All About the Chapultepec Castle in Mexico City

All About the Chapultepec Castle in Mexico City Located in the heart of Mexico City, Chapultepec Castle is a historic site and local landmark. Inhabited since the days of the Aztec Empire, Chapultepec Hill offers a commanding view of the sprawling city. The fortress was the home of legendary Mexican leaders including Emperor Maximilian and Porfirio Diaz and played an important role in the Mexican-American War. Today, the castle is home to the first-rate National Museum of History. Chapultepec Hill Chapultepec means â€Å"Hill of the Grasshoppers† in Nahuatl, the language of the Aztecs. The site of the castle was an important landmark to the Aztecs who inhabited Tenochtitlan, the ancient city which would later become  known as Mexico City. The hill was located on an island in Lake Texcoco where the Mexica people made their home. According to legend, the other people of the region did not care for the Mexica and sent them to the island, then known for dangerous insects and animals, but the Mexica ate these pests and made the island their own. After the Spanish conquest of the Aztec Empire, the Spanish drained Lake Texcoco to control flooding issues. On the grounds near the castle, at the base of the hill in the park near the  Nià ±os Heroes  monument, there are ancient glyphs carved into the stone during the reign of the Aztecs. One of the rulers mentioned is Montezuma II.   The Castle After the fall of the Aztecs in 1521, the hill was largely left alone. A Spanish viceroy, Bernardo de Glvez, ordered a home built there in 1785, but he left and the place was eventually auctioned off. The hill and assorted structures upon it eventually became the property of the municipality of Mexico City. In 1833, the new nation of Mexico decided to create a military academy there. Many of the older structures of the castle date from this time. Mexican-American War and the Hero Children In 1846, the Mexican-American War began. In 1847, the Americans approached Mexico City from the east. Chapultepec was fortified and placed under the command of General Nicolas Bravo, a former president of the Mexican republic. On September 13, 1847, the Americans needed to take the castle to proceed, they did, then secured the fortress. According to legend, six young cadets remained at their posts to fight off the invaders. One of them, Juan Escutia, wrapped himself in the Mexican flag and leaped to his death from the castle walls, denying the invaders the honor of removing the flag from the castle. These six young men are immortalized as the Nià ±os Heroes or â€Å"Hero Children† of the war. According to modern historians, the story is likely embellished, but the fact remains that Mexican cadets did defend the castle bravely during the Siege of Chapultepec. The Age of Maximilian In 1864, Maximilian of Austria, a young European Prince of the Habsburg line, became emperor of Mexico. Although he spoke no Spanish, he was approached by Mexican and French agents who believed that a stable monarchy would be the best thing for Mexico. Maximilian resided at Chapultepec Castle, which he had modernized and rebuilt according to the European standards of luxury at the time with marble floors and fine furniture. Maximilian also ordered the construction of Paseo de la Reforma, which connects Chapultepec Castle to the National Palace in the center of town. Maximilian’s rule lasted three years until he was captured and executed by forces loyal to  Benito Juarez, the president of Mexico, who maintained he was the legitimate head of Mexico during Maximilians reign. Residence for Presidents In 1876, Porfirio Diaz came to power in Mexico. He took Chapultepec Castle as his official residence. Like Maximilian, Diaz ordered changes and additions to the castle. Many items from his time are still in the castle, including his bed and the desk from which he signed his resignation as president in 1911. During the Mexican Revolution, various presidents used the castle as an official residence, including Francisco I. Madero, Venustiano Carranza, and Alvaro Obregà ³n. Following the war, Presidents Plutarco Elias Calles and Abelardo Rodriguez resided there. The Castle Today In 1939, President Lazaro Cardenas del Rio declared that Chapultepec Castle would become the home of Mexicos National History Museum. The museum and castle are a popular tourist destination. Many of the upper floors and gardens have been restored to look as they did during the age of Emperor Maximilian or President Porfirio Diaz, including original beds, furniture, paintings, and Maximilians fancy coach. Also, the exterior is renovated and includes the busts of Charlemagne and Napoleon that had been commissioned by Maximilian. Near the entrance to the castle is a massive monument to the fallen during the 1846 Mexican-American War, a monument to the 201st Air Squadron, a Mexican air unit which fought on the side of the Allies during World War II  and old water cisterns, a nod to Lake Texcocos former glory. Museum Features The National Museum of History includes pre-Colombian artifacts and displays about ancient cultures of Mexico. Other sections detail important parts of Mexican history, such as the war for independence and the Mexican Revolution. Oddly, there is little information about the 1847 Siege of Chapultepec. There are numerous paintings in the museum, including famous portraits of historical figures such as Miguel Hidalgo and Josà © Marà ­a Morelos. The best paintings are the masterpiece murals by legendary artists Juan O’Gorman, Jorge Gonzlez Camarena, Jose Clemente Orozco, and David Siqueiros.

Marketing and product life cycle Assignment Example | Topics and Well Written Essays - 500 words

Marketing and product life cycle - Assignment Example Product Life Cycle (PLC) is a continuous process. It does not end like the human lifecycles. Brands and products do not die. They can be kept in the market for eternity if proper marketing techniques are used. There is a new field innovative marketing that is being used to revive the declining products and brands. These techniques improve the product’s position in the market and help the decline stage of a flagging brand. The paper did not discuss the extension stage and these strategies which are often used by marketing managers to cure the negative demand of the product. The paper also fails to identify the various marketing strategies that can be used in each stage of the product life cycle. The paper also talks about the advertising in the introduction phase to generate the trial purchases. However, advertising and promotion are integral parts of any product’s success and they are needed in every stage of the product lifecycle. However, the nature and kind of advertising and promotions change in each stage of the product life cycle. For example, in the introduction stage, informative advertising is done. In the growth stage, persuasive advertising is done. In maturity when there is a lot of competition in the product market, competitive advertising is done to hedge and leverage the position of the product against the competing products. Similarly, there are different kinds of promotional techniques that are used in the different stages of product life cycle. In introduction stage, there is product testing and free samples are given. In grow th stage, brand endorsements are used. In maturity stage, usually special discounts and other offers such as â€Å"buy 2 get 1 free† are used. A company that does not use different advertising and promotion campaigns in different lifecycle stages usually suffers and loses business. Good marketers develop correct strategies in each stage of product life cycle. However, the paper failed to realize