Alternative Education Essays - Youth, At-risk Students,

Alternative Education Alternative education caters to multifarious groups of students or unprofessional classified according to their needs and circumstances in life. Alternative education programs were designed because of pressures from concerned parents, teachers, students and government officials to ameliorate substandard education and dangerous environment in most public schools. Seeing its benefits, educators and educational institutions broaden the scope of this alternative to promote education and extend it to working adults to further their training and professionalism. Its main goal is to provide opportunities for millions of students, achievers or not, across the United States to maximize their potential for success. First, and on a more positive note, Unger (1998) claims that alternative education offers practical instruction that will convert the "basic skills, talents and interests" (p.10) of those individuals who opted not to pursue a college degree, but undertake vocational courses, career education workshops, and on-the-job training instead. Professions that developed out of the latter's nature include computer operators, chefs, plumbers, air traffic controllers, postal workers, actors, mechanics, barbers, and the like. It is noted that several of this occupations bring in more income than some jobs earned from a four-year course in a college or a university where the cost of learning is far more expensive (Unger, 1998). Second, and what usually brings a negative connotation to the term alternative education, is that type of education and schooling that caters to at-risk and developmentally handicapped students enrolled in a regular school system or setting. At-risk student populace consists of dropouts, drug and alcohol dependents, truants, troubled children, and those with behavior problems. Alternative education programs seek to aid the needs and interests of these students by offering positive school experiences which are geared for achievement, enhancement of self-esteem, incentive, reduction of truancy, reduction of disruptive behavior, reduction of teenage pregnancy, dropout prevention, and drug and alcohol rehabilitation (http://www.escambia.k12.fl.us/instres/alted/intro.html). On the other hand, developmentally handicapped students are those who have brain damage or infirmities at birth. Abnormalities of this kind include mental retardation, cerebral palsy, epilepsy, autism, mongolism and the like that could be diagnosed at a very early age even at birth. Students stricken with this ailment are afforded utmost loving care and holistic approach. More options for alternative education developed in quest of the community for safe schools, cultural diversity, neighborhood learning, safe and drug-free schools, charter schools, and home schooling (http://www.escambia.k12.fl.us/instres/alted/intro.html). Programs that emerged out of these concepts use a non-traditional approach to curriculum employing alternative teaching strategies. Teachers, parents and volunteers undergo rigorous and continuous schooling as they tackle this very challenging job. Students at any level of education, from pre-school to high school or college, may avail and profit from this type of alternative learning program suitable for their needs. One implication why alternative education was conceptualized and carried out is the breakdown of family and social values. While the deteriorating status of both are going down at a rate faster than anything in our society, alternative education is more likely here to stay. The current voucher proposal hopes to further support and strengthen this new trend in education. References Unger, H. (1998). But what if I don't want to go to college? (2nd ed.). New York: Facts On File Thomas, C. (1997, April 16). Alternative education, Retrieved August 22, 2000 from the World Wide Web: http://www.escambia.k12.fl.us/instres/alted/intro.html Bibliography Unger, H. (1998). But what if I don't want to go to college? (2nd ed.). New York: Facts On File Thomas, C. (1997, April 16). Alternative education, Retrieved August 22, 2000 from the World Wide Web: http://www.escambia.k12.fl.us/instres/alted/

To What Extent Did The Government Show Excessive Concern to essays

To What Extent Did The Government Show Excessive Concern to essays Between 1815 and 1820 Britain was suffering from out brakes of public disturbances and general unrest. The party in power was the Tories and the prime minister was Lord Liverpool. Many bills and laws were past during this time which dealt with law and order issues. This was a reaction to the perceived threat of revolution in Britain. But did the government overreact to the situation? British society in 1815 was under radical change. The industrial revolution had meant that urbanisation was taking place. Badly designed and polluted cities were populated by millions of poor factory workers that lived in crowded and squalid conditions. Many writers and poets of the time recognised the harsh lives that the working class had to live in. Many writings of the time comment on the civil unrest and the affect that the rapid growth of industry was having on the working class. The unhappiness felt by the working class manifested itself into many well-known examples of the disillusionment felt towards the government. The Radical party was seen as the voice of the people for this period of unrest. Famous leaders such as Major John Cartwright created debating clubs all over Britain to give the working class a voice. Henry Hunt gained a reputation as a good public speaker and began to attract huge crowds. The Radical press was begun with magazines such as Black Dwarf and newspapers like the Political Register. Movements like Luddism and events like the Spa Fields Riots caused great concern in the government. Lord Liverpool was expected by his party to protect their interests. As most of the Tory party and most of its followers were aristocrats, Lord Liverpool came under immense pressure to be seen to be taking firm action against the disillusioned citizens of Britain. Lord Liverpool had appointed lord Sidmouth as home secretary, a fact that undoubtedly influenced the reaction of the government to the disturbances. Lord Sidmouth wanted harsh ...

Lesson plan Essay Example | Topics and Well Written Essays - 1000 words - 1

Lesson plan - Essay Example This model is prepares students to learn the art of substantiating their knowledge with empirical evidence and research. On the other hand, Aligned with college and career expectations-model is preferred because of its guidelines that are meant to prepare students to life after high school (Sloven, 2013). Finally, to prepare students based on informed-knowledge from other well-performing countries in readiness for global needs; is essential because of what it aims at preparing the students to meeting the expectations of the global economy (Canyon View Elementary, 2014). Meeting the diverse needs of learners within the three instructional models requires the teacher to exhibit the following: On Research and evidence based instruction model, the teacher ought to teach through explanation, by encouraging students to observe, by guided practice (Bell &Dolainski, 2005). For Aligned with college and career expectations, the teacher should continue to his/her scope and sequence to realize individual requirements of each student. Finally, the teacher ought to set clear and rigorous career readiness by demanding students to apply concepts to real issues affecting the world. This will effectively align the student with the demands of the global world. Evaluation of the effectiveness of the unit of study will depend on the outcome of the set out objectives. Each instructional model has its own objectives, and once they are met at the end of the course, it will automatically mean that the unit was effective. In conclusion, lesson plan is an essential tool of preparing how to achieve the set out objectives in a given unit. Nevertheless, this concept is not as simple as it might look. It requires self-sacrifice, as well as help from the school management, the government, and the students for the successive implementation of lesson

Examine why commodity prices might be expected to be volatile than the Essay

Examine why commodity prices might be expected to be volatile than the prices of manufactured goods. Explain how the expansion of bio fuels could push up the pr - Essay Example Examples are tyre, table, etc. The word volatile means flexible. In other words it means something which is subject to change. 1. Interest rate: Commodity price changes inversely with the interest rates. That is, the higher the interest rate, lower the commodity price and the lower the interest rate higher the commodity price. 2. Future Trading: The futures contract refers to an agreement between two parties for the purchase or sale of goods or bill of exchange which is being fixed at the time of agreement, but the actual delivery of goods take place at a future date. â€Å"In futures trading, there is usually a contract, which is essentially an agreement between two parties to buy or sell an underlying asset at a certain time in the future at a certain price. A futures contract usually has a standardized date and month of delivery, quantity and price.† (Futures Trading). Future contracts result in the prices of commodities becoming more flexible. In order to safeguard the interest of some parties in future trading some company may opt for increasing the prices of commodities. Future trading mostly happens in commodities. For manufactured goods, future contracts are very less. So the prices of commodities are more volatile than the prices of manufactured goods. Demand and supply of the commodities are other reasons for the price volatility of the commodities. That is, the commodity market is more price elastic. A slight change in demand or supply of the commodity may result in a very high change in the price of the commodities. But in the case of manufactured goods the price elasticity is very less. That is, change in demand or supply results in a very low change in price of the goods. So the prices of manufactured goods are less volatile. 4. Large number of producers: There will be large number of producers for the commodities. This results in frequent fluctuations in the prices of commodities. When one producer reduces or increases the price

How is national identity constructed in everyday life Essay

How is national identity constructed in everyday life - Essay Example First of all it is necessary for us to make clear the definition of our subject and its obvious connection with day-to-day life of an individual. In other words it is significant for our study to systematize our definition of a national identity and parts from which it consists. National identity consists of and develops with a help of almost everything that surrounds person during his or her daily activities. Of course we are going to talk about this in general and exclusions like in cases of immigration or living in exile are not among the topics of our research. Every day person deals with problems and issues that guarantee this person’s further existence. All people except maybe some monks in mountains identify themselves with and depend on the country in which they live. These national borders do not always remain final and non-arguable but in most cases for now countries all around the world stay in more or less stable condition. This allows us to talk about formed national identity except maybe for those people who live in regions like Middle East or post-Soviet Union regions where nationality is not formed at all or not formed well. Everyday life consists of our co-existing with all kinds of political, social, cultural, religious and other ideological and traditional ideas and concepts. I suggest to pay each of them attention which they deserve as parts of a basis of our question. Geographical position and ethnic roots predispose the origin of nations. After people became a group the psychological and ideological formation of an identity has been developing and evolving. So the location acts as a starting point for the further establishment of a national character and this evolution of a savage into a civilized citizen is influenced by different factors (Henslin, 2011). Politics and political consciousness of an individual are one of the most important details in the

Education Essays Special Education Need Pupils

Education Essays Special Education Need Pupils Do Individual Education plans help or hinder the full inclusion of special education need pupils in mainstream schools? Individual Education Plans (IEPs) are required under current DfES guidance for all special education needs (SEN) pupils in the UK. Nearly two million British pupils are estimated to have some sort of special education need, approximately seventeen per cent of all pupils (Russell 2003, DfES 2005). These special educational needs include a wide range of difficulties, such as a physical disability, a hearing or visual impairment, a serious medical condition of some type, and/or behavioural, emotional, communication, and/or social problems (DfES 2005). Government guidance since the publication of the Warnock Report in 1978 has more and more encouraged the inclusion of SEN pupils in mainstream schools, and all but three percent are taught there (Potts 1995, DfES 2005). This concept of inclusion is part of a broader human rights movement that views segregation in general as morally wrong (Avramidis et al 2000). From this standpoint, inclusion is not simply about making sure the SEN child is taught effectively. Rather, it is about the quality of his or her educational experience as a whole, how he or she is assisted in learning at full potential and full participation in the life of the school (DfES 2005). As such, the IEP system should contribute to the full inclusion and participation of SEN pupils in the schools they attend. However, whilst IEPs do provide some help for those with special education needs, they are not the most beneficial means to full inclusion in the mainstream schools. First, IEPs should allow everyone in a school to be informed of the existence and nature of a childs special education needs. This is particularly important if the need is not visually evident. For example, many children with learning disabilities may not be identified for several years of schooling. Often this will be blamed on some other condition, such as laziness on the part of the child or problems at home, until the education need is finally identified (Chuiang, Liao and Tai 2005). In this instance, the child is repeatedly placed in learning experiences where he is unable to succeed. The child then loses motivation and falls behind in development of basic skills in they are related to his disability. Students who fall behind and experience learning difficulties are often unable to participate fully in class and become disenfranchised with their school communities and in some cases with their peer in general (Jones 2004). IEPs allow the childs special education need to be communicated throughout his learning community, accommodations to be made, and the child to remain engaged with his peer group and academic work. IEPs also provide consistent guidance for everyone responsible for the childs learning. Prior to the use of IEPs, SEN children were often identified discovered anew each year, with teachers working through how to address childrens needs over and over again rather than information being passed on from the previous years teachers (Jones 2004). Similarly, not all staff in the school that interacted with a SEN child were aware of the childs situation, preventing his needs from being met (Jones 2004). Parents and children were also not as involved prior to the use of IEPs, in which they are now guaranteed input (Jones 2004). IEPs document both the childs specific needs and provide a means of involving many of the stakeholders in the childs educational experience. The IEP system, however, is not the best way to address special education needs. For one thing, the system isolates and provides services for pupils with one type of learning problems whilst not addressing the needs of pupils whose problems are more environmental. Issues such as health problems that interfere with school but are not a serious medical condition, poor attendance, speech and language difficulties, problems at home, and emotional or behavioural difficulties outside the SEN guidelines are not addressed by IEPs (Callias 2001). This not only can cause a delay in identification of SEN children, as other contributing factors are considered, but also makes no provision for pupils suffering from issues such as above which compromise their learning experience (Callias 2001). IEPs can therefore be viewed as a hindrance to full inclusion. As long as the IEP system is in place, there is less likelihood that government guidance or individual LEAs or schools will move to a whole-school strategy for all pupils (Lingard 2001). IEPs provide a framework for addressing the needs of SEN pupils, but do so on an individual basis for each pupil. If whole-school strategies were in place, IEPs could be much less detailed, or possibly eliminated (Lingard 2001). For example, the current system requires Special Educational Needs Coordinators (SENCOs) at each school to spend a great amount of time writing and administering IEPs, which nearly all report could be more effectively spent on direct pupil interaction (Lingard 2001). Most SENCOs felt the pupils and the school as a whole would benefit from a system where the planning and other work associated with IEPS was shared amongst all the teachers and staff responsible for the pupils learning (Lingard 2001). Where whole-scho ol policies and schemes of work are used effectively in order to differentiate the teaching of the subjects of the curriculum, there should be no need to duplicate targets in over-elaborate IEPs (Byers 2001, 159). The IEP system can be viewed, therefore, as a hindrance to full inclusion because it prevents schools from moving to a whole-school strategy for addressing SEN pupils learning needs. Within the current IEP system, there are three additional hindrances to full inclusion. A lack of input from all stakeholders in the forming of the IEP contributes to their ineffectiveness. Too often, the SENCO completes the entire IEP creation before input from parents and child are considered (Lindgard 2001). As this overworked educator rarely can gather all the pertinent information needed, IEPs are often lacking critical data. Even though government and educational authorities are required by the Children Act 2000 to consider the child holistically, many parents are unsure as to what information would be useful and therefore provide little input (Goldthorpe 2004). Similarly, many teachers view the IEP as the SENCOs responsibility and neglect to provide detailed data (Pearson 2000). This is sometimes compounded by lack of support by some teachers for inclusion of SEN pupils in mainstream schools (Pearson 2000). This lack of input from all stakeholders can lead to an IEP that is no t supported by those who actually interact with the child, and therefore limits their effectiveness in promoting full inclusion. In addition, IEPs are not effective in goal setting. Ofsted (1999) found that although schools now have IEPs in place, their effectiveness varies. For example, IEPs present long-term goals, typically a school term or year in duration. SEN children respond better to short-term goals, like to read a chapter of a book in two weeks. As IEPs stretch out measurement of progress to the next review, they consequently become less useful in practice and less meaningful for SEN children, who are often unable to conceptualise or recognise their attainment and progress (Lingard 2001). Behavioural goals, for instance, are more effective on many IEPs than learning goals, because the behavioural goals tend to be highly specific, allowing children to understand exactly what they need to do to achieve these goals (Lingard 2001). Finally and most importantly, IEPs hinder full inclusion because they concentrate on childrens deficiencies. The other children in school are viewed in their entirety, good and poor (Kurtzig 1986). The SEN child sees his classmates considered by school staff on the basis of many possible strengths, such as athletic, artistic, and social, in addition to academic. Yet the IEP focuses the attention the SEN child receives on his difficulties. The IEP by nature considers only areas where the child is lacking (Kurtzig 1986). Schools should create in the same great detail what the student does well, and how he or she can continue to excel (Kurtizig 1986, 447). This presents two detractions to the SEN childs full inclusion in the mainstream school. First, it causes the child himself to view himself as different and segregated from his classmates without special education needs. This causes the child to not experience full inclusion, and often leads to the child self-segregating or feeling it necessary to hide his learning difficulties from peers (Russell 2003). Second, it causes the school to separate the child, as the SEN child now has a specific document that causes teachers and others responsible for his educational experiences to view him as different or separate from his classmates (Russell 2003). Both these effects of the IEP lead to separation and segregation, the very opposite of full participation in the life of the school (DfES 2005). REFERENCES Avramidis, E., Bayliss, P., Burden, R. 2000. A Survey into Mainstream Teachers Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority. Educational Psychology, Jun2000, 20(2): 191-211. Bowers, T. and Wilkinson, D. 1998. The SEN Code of Practice: is it user-friendly? British Journal of Special Education, September 1998, 25(3):119-125. Byers, R. 2001. Editorial. British Journal of Special Education, Dec2001, 28(4): 158-159. Callias, M. 2001. Current and Proposed Special Educational Legislation. Child Psychology and Psychiatry Review, 6(1):24-30. Chuiang, A., Liao, W., Tai, W. 2005. An investigation of individual and contextual factors influencing training variables. Social Behavior and Personality, Vol. 33, No. 2, pp. 159-174. DfES 2001. Special Educational Needs Code of Practice. DfES Publications Centre. DfES 2002. Special Educational Needs (SEN): A guide for parents and carers. DfES Publications Centre. DfES 2004. Removing Barriers to Achievement: The Governments Strategy for SEN. DfES Publications Centre. DfES 2005. Every Child Matters. DfES Publications Centre. Available at http://www.everychildmatters.gov.uk, accessed 22 December 2005. Goldthorpe, L. 2004. Every child matters: a legal perspective. Child Abuse Review, 13:115-136. Jones, S.A. 2004. Attitudes, inclusion and widening participation: a model of interactive teaching and leadership. Westminster Studies in Education, Oct2004, 27(2):157-173. Kurtizig, J. 1986. IEPs: Only Half the Picture. Journal of Learning Disabilities, Aug/Sep86, 19(7): 447. Lingard, T. 2001. Does the Code of Practice help secondary school SENCos to improve learning? British Journal of Special Education, Dec2001, 28(4): 187-190. Ofsted 1999. The SEN Code of Practice: Three Years On. London: Ofsted. Pearson, S. 2000. The relationship between school culture and IEPs. British Journal of Special Education, Sep2000, 27(3): 145-149. Potts, P. 1995. Whats the use of history? Understanding educational provision for disabled students and those who experience difficulties in learning. British Journal of Educational Studies, December 1995, 43(4):398-411. Russell, P. 2003. Access and Achievement or Social Exclusion? Are the Governments Policies Working for Disabled Children and Their Families? Children and Society, 17:215-225.

The Impact of Revolutions on the Cold War Essay -- American America Hi

Revolution was an important theme throughout the Cold War. Revolutions begat, molded and then finally brought an end to the Cold War. In 1917, the Bolshevik Revolution forced Vladimir Lenin, the new communist leader, to withdraw from World War I on the side of the Western Allies and to sign a separate peace agreement with Germany. The suspicions that this aroused among the Allies were the seeds of the Cold War. In 1949, the New Democratic Revolution of China ended the Kuomintang (KMT) rule and established a communist government, thus guaranteeing the existence of the Cold War. Throughout its existence, the Cold War appeared to be something that was constantly present and unchanging. However, revolutions in Europe and Asia after 1953 continued to shape the Cold War until revolution inevitably destroyed in 1989. In 1954, after failing to contain communism in Korea, America involved itself in the Vietnam Conflict. At this time, France had just lost control of its colonial holdings in Vietnam. After the French were defeated by a communist contingent lead by Vo Nguyen Giap at Dien Bien Phu, the French decided that they could no longer retain their Indochinese colonies. In the summer of 1954, France and Vietnam signed the Geneva Peace Accords. It was agreed that Vietnam would be temporarily divided along the 17th parallel such that the north would be communist and the south would not be. As a result of this, the United States decided to intervene in the South Vietnamese affairs in an attempt to contain communism as they had in Korea. It was at this time that the American National Security Council (NSC) published its 68th paper (NSC-68) in which they introduced the policy of rollback. NSC-68 guaranteed the liberation of nations under... ...ika into East Germany, but Honecker refused as he was planning instead to stamp out the dissidents. However, an internal plot in the East German Politburo removed him from office before he had the chance. In October of 1989, Egon Krenz was elected to office, replacing Honecker. He offered more freedoms to the East Germans, but they hungered for more. On November 9, it was announced that the wall was to come down. When people heard this news, they rushed to the wall where they overwhelmed the border guards who simply allowed them to pass. The crowd then proceeded to tear down the wall in a revolution that forever changed the Cold War. What followed was an end to the communist governments in the Soviet Satellites then an end to the Soviet Union and the iron curtain. The Cold War ended and the cycle of revolution that had played such an important role came to a close.

Initial Personal Development Plan Essay

Study skills. During my GCSEs I wasn’t sure what I wanted out of life. I chose to study French, Graphics and History. I enjoyed French the most and did quite well in it, however if I had concentrated more I could’ve done a lot better. I was also working in my dads’ cafà ©. I enjoyed working at the cafà © a lot. It was hard at times to manage my time between School, working at the cafà ©, going to football practice and also making time to do homework and revision. In class I enjoyed myself a lot and got my work done fast so went on to do extra question or ‘bonus questions’. When I was in the classroom environment I felt more confidant in my work as I had the teacher to double check if I had any doubts but because I didn’t go over my work at home I feel it put me really behind .However having to juggle school, work, football and revision was very stressful and I didn’t do well as well I would have liked which put education in a negative light for me . I did consider at one point to stop my education after leaving school while I was at school because I didn’t believe I would be able to handle the pressure, however I knew that education is a very big part of my life and my family’s life as everyone has been to university in my family so I felt I had to go to college and further my education. Through this time my teachers were very helpful, I found it hard to ask for at first but when I did seek advice it was definitely the right choice. It made it clearer what I wanted in the long term and helped boost my confidence a bit in my work. After school had finished, in the summer I worked full time in my dads’ cafà © and learned a lot of new skills. I worked at the front of the shop. This made me in charge of taking orders, making sure the customers were happy, making sure the chef understood what the customer wanted, deal with complaints and come up with a fair solution. I got to experience what it’s like to run a business first hand, I got experience in taking stock, ordering stock, deliveries, cash handling, making targets, pushing sales, customer service and sorting the rotas out. This was my first time having a proper full time job, it was hard at times as at the beginning it a new environment and I wasn’t used to it, however I soon realised that one of my strengths is that I can adapt to new environments rather fast which has helped me in other jobs. While at college I studied Psychology, Sociology and English language/literature. I preferred psychology to my other subjects as I find behaviour very interesting and the cause behind it. Studying at college was a completely new environment, I didn’t have the same pressure as I did at school from my teachers, but however I had more pressure on me to get my work done on my done. I got a part time job as sales assistant in a mens shirt shop. The job was a one person shift job, so it was all up to me to make sales, attending to all the customers, making sure the shop was in a selling state. I soon moved from being just a sales assistant to supervisor which gave me more responsibility, I opened and closed the shop, cash handling, did the banking, ordering stock, sorting the delivery and sorting the rota. Again working and studying was quite stressful, but as I was enjoying my courses at college I did not find it as stressful as I did at school. I had more freedom and also more time so I was able to manage my time a lot better without the pressure. When it comes to my strengths and weaknesses, I sometimes feel my strengths can by my weaknesses. I have a strong sense of empathy which makes it a lot easier for me to get along for with different people and be able to communicate with them on their level. Also being able to speak more than one language has helped too, I speak English, Kurdish, Arabic and a bit of Swedish. Having a strong sense of empathy can be a weakness as I can be too pleasant towards people and can be a push over, but I can stand my ground if need be. I am very strong about my morals and I know where to draw a line between what’s right and wrong. I believe one of my biggest strengths is my will power. I’m very driven when it comes to my work, when I’m in a selling environment I’m very comfortable. Sometimes I am too driven and I can ignore things on the side. Being a very goal oriented person I sometimes forget to enjoy myself and spend too much time achieving my goals. Coming for the middle east a region that is very rich in oil and gas, I am inspired to work in the field. Not very many people from my part of the world work in managing our local resources, I wish to be able to work managing oil and gas and ensure all members of society benefit from the riches of the industry. One of my life’s dreams is to open an orphanage and educate the less fortunate. I firmly believe that an education is the only way to eradicate the social ills affecting my region. I am a firm believer in the fact that education is the cure for all evils. I hope by educating myself as a women from a region where education is not very common I hope to able to stand on my own two feet so as to be able to help others better themselves.

Should You Spend Your Summer at Sports Camp Pros and Cons

Should You Spend Your Summer at Sports Camp Pros and Cons SAT / ACT Prep Online Guides and Tips Are you an athlete? Thinking seriously about playing a sport in college? Or just love playing for fun? Consider attending a college-based summer sports camp! Get more playing time in and meet like-minded athletes with a passion for your sport. In this article, I’ll explain what college-basedsports camps are, discuss the costs, give you some examples, and help you decide if you’d like to attend. What Are College-Based Summer Sports Camps? College-based summer sports camps are camps at which you play a specific sport.They're offered by colleges but are open toalmost all ages from 5 years old through the end of high school.These camps vary in time length (from a few hours to several days long).Some camps are day camps (where you commute from home to attend the camp), but other camps are residential (where you live on campus at the camp location). At these camps, you’ll likely be coached by one of the college’s team coaches. You’ll run drills, learn technique, and play against the other campers.These college-based camps all must operate according to NCAA rules. All camps are open to anyone who’d like to attend.There are no requirements for entry other than that you’re in the age range for your camp of choice and can afford to pay the cost.I’ll discuss the costs later on. Why are these college-based sports camps open to anyone who’d like to attend?It’s part of the NCAA rules.If schools want potential recruits to attend their sports camps, they also have to allow other students who are interested to be able to attend the camp.Additionally, NCAA rules don’t allow summer camps to provide scholarships on the basis of athletic ability.However, programs can offer scholarships based on financial need (I’ll discuss this more in the costs section). What is the purpose of these camps for colleges? Most colleges run theses camps to attract top athletes to come to their college and play for their teams.While the camps are open to anyone, the reason colleges run them is to find young athletes and get them interested in attending their school.By introducing potential college athletes to the school coach and the team, colleges can get them excited about playing for that school.Also, it gives the coach a chance to help guide these young athletes to become better, more disciplined players while they’re still in high school.Other colleges(especially smaller schools or those who don't have outstanding teams) may justuse these camps as a revenue source without giving players a ton of opportunities for recruitment. What is the purpose of these camps for players?Asa player, you should want to attend a sports camp to tryto get the attention of college recruiters, to improve at a sport you love, or to do both. What Sports Are Offered at College Sports Camps? The sports offered at thesecamps range dramatically from traditional sports such as football or basketballto unique sports such as fencing. Here’s a list of all of the sports that I’ve seen offered at summer sports camps: Baseball Basketball Diving Fencing Field Hockey Football Ice Hockey Lacrosse Rowing Soccer Squash Strength and Conditioning Swimming Tennis Volleyball Water Polo Wrestling NOTE: the sports offered will vary by college. To locate a program for a sport you’re interested in, I recommend doing a Google search for â€Å"College [Sport Name] Summer Sports Camp† (such as College Fencing Summer Sports Camps), OR if you’re want to see if a sport is offered at a specific school, you can do a Google search for â€Å"[School Name] Summer Sports Camps† (such as Brown University Summer Sports Camps). What Do You Do AtCollege Sports Camps? At these sports camps, you’re coached by either the actual Varsity head coach at that college or by one of the athletes or member of the athletic department.Again, this will vary by program, so you may want toconduct a Google search to find whowill be coaching a specific sports camp. At all of these camps, you spend time on training activities (for example, running drills) and time playing the sport.At certain camps, you’ll also spend time focusing on strategy. Some camps (such as UC Irvine’s soccer camp) bring in coaches from other colleges to watch you play and have workshops that talk to you about how to be recruited to play a sport and how to maintain academic eligibility.The exact itinerary varies by program. Here’s what a daily itinerary might look like (from UC Irvine’s soccer camp): 7:30-8:30AM BREAKFAST (Residents only) 8:30AM COMMUTER DROP OFF 9:00-11:00AM SESSION 1: Technical Drills 11:30AM-12:30PM: LUNCH (All campers) 12:30-2:00PM: BREAK 2:30-4:30PM: SESSION 2: Tactical Strategies 5:00-6:00PM: DINNER (All campers) 6:30-8:00PM: MATCH PLAY (playing in teams) 8:30-9:15PM: COLLEGE RECRUITING 101 Seminar 9:30PM: COMMUTER PICK UP 11:00PM: LIGHTS OUT Logistics: Costs, Financial Aid, and How to Apply Prices can range from $100 to $1000.Price varies drastically by program and program length. A one-day or half-day commuter program will be less expensive (around $100-$200), while 5-day long residential camps will be more expensive (around $800-$1000).Again, do a Google search to locate a specific program, and the cost should be listed on that program website. These prices are low compared to other summer camps, and I think there are a few reasons: These camps generally don’t offer â€Å"extracurricular† activities (such as trips to local museums or sporting events). These camps likely cost less to run since they’re using readily available facilities (the facilities they already use for their sports team). Also, these camps don’t need to hire their camp staff, since their staff is simply the team coach (the coach’s salary likely includes pay for the camp). These camps also probably keep costs low to allow many people to attend. Colleges may subsidize their camps (or run them at zero profit, i.e. charge only what it costs them) in order to attract top athletes from all socioeconomic conditions. Is Financial Aid Available? As I briefly mentioned before, NCAA rules prohibit college sports summer camps from providing scholarships on the basis of athletic ability.However, some summer sports programs can offer scholarships based on financial need.This varies by college and program. Look up a specific program through Google to see their financial aid availability. Traditionally, only high school students who qualify for federal financial aid programs (such as free or reduced lunch) qualify for financial aid. However, check with the specific program to be sure. Furthermore, due to NCAA rules, no third party can pay for your sports camp fee. For example, a family friend can’t pay for your summer camp fee.The fees must be paid by your legal guardian.This is a precaution set up by the NCAA to avoid having alumni secretly pay the fee for you to attend the summer camp as a way of trying to persuadeyou toattend that college and play that sport there in the future. How to Apply to a College Summer Sports Camp According to NCAA regulations (for college programs), there can be no requirements to attend the program other than meeting the age qualification and paying the fee to attend. However, sign up early because programs often have a limit on the number of students that can attend the camp.Sign up through the program website. Again, you can find a specific program through a simple Google search for â€Å"College [Sport Name] Summer Sports Camp† (such as College Fencing Summer Sports Camps) or â€Å"[School Name] Summer Sports Camps† (such as Brown University Summer Sports Camps). Program Examples Colleges across the country offer summer sports camps. You can attend this type of camp atDivision I colleges(such as UC Irvine,Brown, and Princeton),Division II colleges (such as Palm Beach Atlantic University), andDivision III colleges(such asJohns Hopkins University). Search for a specific school through Google by typing in â€Å"[School Name] Summer Sports Camp† (such as Yale University Summer Sports Camp) to see if they offer a sports camp. What Are the Benefits of Attending a College Sports Camp? If you’re hoping to play a college sport and decide to attend a college summer sports camp, this is a great way to get in front of a coach at a school you’re interested in playing for.It also gives you a chance to try out the school to see if you like the school and the coach.Additionally, it gives you a chance to play the sport with a different coach and teammates than usual, which will make you a more flexible and better player. If you’re not hoping to play a college sport and decide to attend a college summer sports camp, it’s still a great opportunity!You’ll get to try out a college you’re interested in while making friends and getting great exercise.Additionally, lots of colleges say they like to see you showed a real interest in their school.Well, participating ata sports camp at their college shows you’re really serious about attending their school! How toChoose a Camp If You'reTrying to Get Recruited If your goal for attending a summer sports camp is to get recruited, you need to do a lot of research before choosing a camp. Once you've identified a few campsyou'd like to attend (using the method mentioned above),I have four research tips: Tip #1: Figure out who does the actual coaching at the camp! Call the summer sports camp you're interested in to ask who the coach is.If you're going to spend your time and money on a program,you want to make sure you're being coached by the head coach (or, at least, high-ranking members of the coaching staff). Tip #2: Find out how many other kids will attend the camp. When you call the office, make sure you find out how many campers will be there. You want to find a camp with a small camper to coach ratio. Some camps have 100 or more campers at each session; others only have 20. Try to look for the smaller programs where you'll have more face time with the coach. Tip #3: Find out how old your fellow campers willbe. You should be able to find this on the summer sports camp website, but if not call the office to ask. You want to attend a summer sports camp that is exclusively for high school athletes. You do NOT want to attend a camp open to all ages; otherwise, coaches may be busy babysitting younger players and may not pay close attention to you. Tip #4: Ask if any of the college's current players attended the camp. Obviously, schools that have players who attended the camp are more likely to recruit you from their camp! Be wary of colleges where none of the players attended the camp. Alternatives to College-Based Summer Sports Camps In this article, I focused on college-based sports camps, but you should know that there are also private and local parks recreation department sports camps to attend if you decide that a college-based sports camp isn’t for you. Private sports camps are organized by private companies such as Nike or simply by individuals (in my hometown, a former MLB baseball player had started a private summer baseball camp).At these private sports camps, you’ll also run drills and play the sport.However, you likely won’t be coached by a college coach (though some of these camps do hire college coaches). You’ll more likely be coached by a former professional athlete, former high school athlete, or high school coach.These camps vary in time and price. Some of these camps are a single day while some are multiple week residential or non-residential programs.The residential (sleepaway camp style)programs are typically based at a university (although they're run by a private organization). The schedule is usually identical to a daily commuter sports camp; however, overnight campers are provided all meals, housing, and usually have the opportunity to play more (since they can play after dinner).Find a private summer sports campin your area by conducting a Google Search for â€Å"[Town Name] summer sports camp.† In addition to college-based and private summer sports camps, most parks departments offer summer sports programs.These programs are essentially the same as private sports camps (exceptthey don’t offer residential options). Look at your local parks department website to see what sports camps are offered in your area.Locate your local parks department website by searching Google for â€Å"[Town Name] parks recreation department.† No matter who hosts it, attending asummer sports camp is a great experience. You’ll get to have a lot of fun, make friends, exercise, and play a sport you love! What’s Next? If you’re interested in a summer program for high school students, you should check out the Emory Pre-College Program. If you’re interested in playing a sport in college, you should learn about the different sports levels. Check out our complete list of NCAA Division 1 colleges, complete list of NCAA Division 2 colleges, and complete list of NCAA Division 3 colleges. Want to improve your SAT score by 240 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:

How to Bend and Draw Glass Tubing

How to Bend and Draw Glass Tubing Bending and drawing glass tubing is a handy skill for managing laboratory glassware. Here is how to do it. Note About Glass There are two main types of glass using in a lab: flint glass and borosilicate glass. Borosilicate glass may carry a label (e.g., Pyrex). Flint glass typically is not labeled. You can bend and draw flint glass using just about any flame. Borosilicate glass, on the other hand, requires higher heat in order to soften so that you can manipulate it. If you have flint glass, try to use an alcohol burner, since too high of heat may cause your glass to melt too quickly to work it. If you have borosilicate glass, youll need a gas flame in order to work the glass. The glass wont bend or else will be very hard to bend in an alcohol flame. Bending Glass Tubing Hold the tubing horizontally in the hottest part of the flame. This is the blue part of a gas flame or just above the top of the inner cone of an alcohol flame. Your goal is to heat the section of glass you want to bend, plus about a centimeter on either side of this point. A flame spreader is helpful for a gas flame, but not absolutely necessary.Rotate the tubing to make certain it is heated evenly.​​As you heat and rotate the tubing, apply gentle and continuous pressure where you want it bent. Once you feel the glass start to yield, release the pressure.Heat the tubing a few seconds longer. It starts to bend under its own weight, you have overheated it!Remove the tubing from the heat and allow it to cool a couple of seconds.In a single motion, bend the slightly cooled glass to the desired angle. Hold it in that position until it hardens.Set the glass on a heat-resistant surface to allow it to completely cool. Do not set it on a cold, un-insulated surface, such as a st one lab bench, since this likely will cause it to crack or break! An oven mitt or hot pad works great. Drawing Glass Tubing Heat the tubing as if you were going to bend it. Place the section of glass to be drawn in the hottest part of the flame and rotate the glass to heat it evenly.Once the glass becomes pliable, remove it from heat and pull the two ends straight away from each other until the tubing reaches the desired thickness. One trick to avoid getting a bow or curve in the glass is to let gravity help you out. Hold the glass tubing vertical to draw it, either pulling up on it or else letting gravity pull it down for you.Allow the tubing to cool, then cut it and fire polish the sharp edges. Among other uses, this is a handy technique for making your own pipettes, especially if you find the ones you have on hand are either too big or too small to deliver the desired volume. Troubleshooting Here are some causes and fixes for common problems: Glass Wont Get Soft - This happens if the flame temperature is too low to heat the glass. The solution is to use a hotter fuel, such as gas.Glass Gets Too Soft, Too Fast - This is caused by using too high of heat. Back off on the length of time you put the glass in the heat, hold it further from the hottest part of the flame, or use a fuel source that burns with a cooler flame.Glass Has Bumps or Crimps - This can happen by bending the glass more than once or by letting it get too soft so that its weight starts to pull it down. The solution to this problem is experience and practice since there is a certain amount of art to knowing when to remove the glass from the flame to bend it or pull it. Just know that once you decide to bend/pull, its a one-time deal. If it doesnt work, its unlikely you can reheat the glass and get a better outcome.Glass Tubing Seals - If the inside of the tube seals, its because the glass got too hot. If you are bending the glass, remove it from the heat soone r. If you are pulling glass, let it cool a bit more before drawing it. Note that you may wish to purposely seal the glass. If you do, just heat the tubing in the flame, rotating it, until it seals shut.

Delbert Mann and the development of television Essay

Delbert Mann and the development of television - Essay Example Delbert Mann is one of the people who helped shaped the roots of television, which was once a high-brow medium. Though born in Lawrence, Kansas in 1920, Mann grew up in Nashville, where his father taught at Scarritt College (Harwell). He got his first exposure to theater in Hume-Fogg High School and participated largely in the productions of the school's drama club (Gelman). Mann went on to study political science in Vanderbilt University, where he met his future wife. Mann was also actively involved in the Nashville Community Playhouse, where he worked closely with Fred Coe, the man who was to influence his career as a television director later on. During World War II, Mann was drafted in the U.S. Air Force and was assigned to missions in Europe. While in Europe, he immersed himself in the theater scene of London and watched as much theater as he can. His solid commitment to pursue directing in theater, however, only solidified when a man named Rupert Burns, also a pilot in the Air Force, died right after he spoke with Mann about becoming a poet after the war. Mann relayed in the interview with Gelman that the incident convinced him that life is short and that he ought to do what he wanted to do with it. After the war, Mann pursued an M.F.A. at Yale Drama School. ... It was with these television anthologies that Mann became most identified (Gibberman). Mann is also the director who helmed the first ever domestic situation comedy Mary Kay and Johnny (1949), and Marty, the first television drama ever to receive major press coverage and the most popular anthology of its time (Gibberman). There are quite a few things notable about Delbert Mann and his works in television. These are: 1) that Mann is very much one of the proponents of the live television telecast; 2) that Mann mainly drew the material that he used for his programs from historic and classical sources and that he is an expert in bringing out and highlighting small personal stories against the backdrop provided by overall history and events around which these small stories revolve; 3) that Mann's career was largely shaped and influenced by his association with Fred Coe; and 4) that Mann himself holds so much passion for his work, a passion that drove him to strive for excellence in his productions. Delbert Mann can be said to be one of the proponents of the live television telecast, but that is perhaps because the technology available to the television industry then called for nothing else but live telecasts. The tape was not yet invented then, so every episode of the early television anthologies and dramas that he directed were all done live. But this perhaps did not prove to be difficult for Mann, as all his cast and crew had extensive background in the theater, and early studio for television is somehow parallel to the atmosphere of the theater. Mann himself had broad experience with the theater, given his early exposure with that medium, his M.F.A. degree from the Yale Drama School and that

International business management Strategic Information Management Essay

International business management Strategic Information Management - Essay Example SIM is important because information tends to become vague and complicated and very often it can be Organisational Activity can demonstrate a lack of quality in the information.2 A Strategic Information System (SIS) aligns itself with the management strategy and the structure of a Firm and allows the timely response to changes recurring in the business environment and competition issues.3 Wiseman (1985) has defined the strategic information system (SIS) as, "The information system to support or change enterprise's strategy."4 The general perspective of Information management involves a reference to the management of any kind of information .This may involve document management, electronic document management records management, document imaging, process automation and digital asset management.(Wiseman 1985) Historically information management was subject to the nuances of bureaucratic procedures and had a limited role in management decisions.(Galliers 1991).The potential of profit by information management systems has only emerged in the recent decades and the modern businesses view information as a weapon against competition and a strategic resource. (Galliers 1991).The former attitude changed radically in the mid-sixties when organisations started viewing information as a tool for general management support. Until the decade of the eighties however information management was limited to weekly financial and management reporting and accounts of inventory and arrears.(Galliers 1991) During the early nineties these information systems emerged as serving a special purpose. At this point information systems like decision-support systems (DSS)5 and executive support systems (ESS)6 became popular with the main aim of support and the fast expedition of the decision-making process of organisations (managers and executives). (Swatman 1995). Prominent examples of Strategic information systems have included the use of SABRE and APOLLO by the US Airlines in the past for the increase in travel bookings of these Carriers by making sure their names appeared on the first screens of the travel agents.7 In the recent times Information has emerged as a strategic resource to gain competitive advantage, as well as to defeat and frustrate the competition. (Porter 1985).An important example quoted by Porter (1985) of information management is the Paperwork Reduction Act of 1980 the philosophy behind which was to manage information by requiring federal government agencies to develop an information resource officer's role. Such systems being an integral part of SIM ensure the organisations survival in the fast track corporate world. Porter(1985) has also identified a value chain model to help identify problem areas in information systems in order to supply a strategic advantage. Porter (1980) has also identified the competitive forces model which describes a number of external threats and opportunities which can be countered by competitive strategies. See below for a model diagram of both these concepts. The potential of information systems is immense as it can be developed to not only defeat rivals but also to counter the pressure from competing substitutes and an