The Shore Road Mystery essays

The Shore Road Mystery essays The Shore Road Mystery The Hardy boys, Frank and Joe, were taking a casual drive down Shore Road when they heard a report about a stolen car. Frank and Joe raced towards the scene and actually saw the stolen car. Suddenly, a big red produce truck came right into the middle of the road. The boys had no choice but to slam on their breaks. They ended up crashing into a fence and were dazed but uninjured. The driver came out of the truck and apologized. "Something seems fishy about that guy." Said Frank. They both returned home that night trying not to let their mother see their cuts and bruises. The next morning a friend of the Hardys , Jack Dodd, called and told the Hardys to come quickly. The police were looking for a suspect who had stolen a car. The police thought they found their man. They found Jack Dodd's fishing rod in the trunk of one of the stolen cars. Jack insisted that he had not put it there and that he was being framed. The cops handcuffed Jack and his father and took them down to headquarters. Later that night Chief Colling came to the Hardy's home telling them that the Dodds had taken off in their station wagon. The Hardys had known the Dodds for a very long time and it just didn't seen like them to break the law. The Hardys went back into their secret fort in the garage to think things through. They asked themselves if anyone had ever held a grudge against the Dodds. Then they thought of Ray Slagel. He was the man that the Dodds hired but had done such a poor job with their farming equipment that they had to fire him. They decided to check out the area where most of the cars were being stolen... Shore Road. They stumbled upon a local drifter, a friend of the Hardys, named Scratch. Scratch said that he had seen a man that looked like the photo of Slagel that they showed him. He was pulling out of the woods with a nice looking car. That night they re ...

Used Transitively, Avail Is a Reflexive Verb

Used Transitively, Avail Is a Reflexive Verb Used Transitively, Avail Is a Reflexive Verb Used Transitively, Avail Is a Reflexive Verb By Maeve Maddox I noticed the following sentence in a travel blog. It refers to the availability of rental lockers in French railway stations: [Travelers] can therefore once again avail of these services particularly in main train stations in France. In this sentence, avail requires an object: avail themselves of these services. Avail can be used intransitively (without an object). Here are some examples of the intransitive use of avail from Websters Unabridged: Heroism could not avail against the enemy fire. The wall could not avail to protect the town against cannon. No comparison would avail; he was one of a kind. When used transitively, the object of avail is usually the reflexive form of the subject: I availed myself of the library facilities. He availed himself of the free lunch. They availed themselves of the coupon. We availed ourselves of the use of the neighbors lawnmower. Here are some quotations from newspapers: (It seems George over-cheered at their gathering two years ago when the New York Giants won the big game, then availed himself of the toilet in their master bedroom.)Newman shows up near the end, toting a box (www.usatoday.com) the ability to live and work throughout the EU in exchange for a cash investment. We know that among those who have availed themselves of this right are billionaire Russian oligarchs and Ukrainians accused of corruption. For the financial (www.theguardian.com) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Cost-Effective vs. Cost-Efficient16 Misquoted QuotationsNominalized Verbs

Choose ANY project from the pre-modern (pre-1750) period Essay

Choose ANY project from the pre-modern (pre-1750) period - Essay Example The need to construct the Suez Canal therefore became imperative with the growing need for quick transportation to facilitate trade and human transport. A French company took the initiative of constructing the canal and obtained a 99 year concession for the canal. Thereafter, the Suez Canal Company was established with much funding obtained from Europe. Ferdinand de Lesseps obtained the concession in 1854 from Egypt and Sudan in order to build the canal (Farnie 58). He brought together a team of thirteen experts who were to be in charge of overseeing the construction of the canal. Indeed, myriad challenges were anticipated and it was expected that these challenges would be addressed in the course of the process. Surveys were done in Egypt and most of the discussions and deliberations were conducted in Paris. A final unanimous report for the construction was therefore produced detailing all the relevant aspects of the canal that would create any relevance at that time and in the future. The real construction work began at Port Said in Egypt on 25th April 1859 (Karabell 89). In order to provide the much needed labor that was necessary for the excavation work, forced labor was effectively used. Sources estimate that at any given time, up to 30,000 people were working on the project. It is further estimated that a total of 1.5 million, at one time or another, actually worked on the project. Challenges often abound in this process. The excavation work was very difficult and so many workers died in the process. The desert conditions where the workers did most of their work were never favorable in any way for such kind of work. Despite the imperative need for the canal, the British government had always opposed the whole idea behind the canal from the outset. In the course of the project, the British government totally opposed the use of slaves as the main source of labor for the construction of the canal.

Demings point Essay Example | Topics and Well Written Essays - 250 words

Demings point - Essay Example Result orientation focuses on the output of the process. Result orientation focuses on the quality and quantity of the output. In the workplace, it includes having a setup list that is used to determine if the goals of the process have been achieved. For example, in factory, the management is supposed to make sure all the departments are taken care of. The departments, which include manufacturing, sales, processing, human resource and the finance department, should be well coordinated so that whole process smooth. A neglect of any one department can lead to the collapse of the whole system or the whole system being inefficient. A firm should have a good relationship with its customers, community and the employees themselves. A good relationship with the community is reached when the firm has a social responsibility programme that benefits the community. The programmes may include funding community projects,organizing trade fairs that educate them and giving the locals a priority during hiring of employees. A good working relationship enhances the firms image; hence boosting its

Role Of Environment In Language Development Essay Example for Free

Role Of Environment In Language Development Essay Language development refers to the process of acquiring a language during a person’s early stages of development. The process involves language acquisition through learning or by mimicry. As a child continues to develop, the language development in turn moves from simple to complex (Barrett, p 13). For instance, infants do not use a language to communicate after they are born. However, by four months of age, babies are able to use speech sounds and can read lips. This language is referred to as â€Å"gibberish†. As the child continues to develop, he or she learns language by recalling simple words which is then followed by the acquiring of words together with their meaning. Much later a child can be able to join words to form sentences that form a logical meaning. As the child continues to grow older, new associations and meanings are created and language acquisition is characterized by more vocabularies. The environment that surrounds a child during development affects his or her language learning process. The environment may impact negatively or positively on a child’s language development. In both children and adults, an individual’s environmental experiences therefore play a very important role in language skills acquisition (Polinsky, p 15). In this paper, the role of environment on language development in children will be discussed. The paper will focus on the different environments an individual interacts with and how they influence language development. The different environments that will be looked at include; home environment, social, school environment, and child care environment. Discussion Research findings indicate that an individual’s environmental experiences have a great impact on language development. Researchers in the field of language acquisition argue that language learning results from the interactions that the learners have with their surrounding communities. In addition, the cognitive abilities of an individual is important in language learning (Berk, p 24). This hypothesis has been supported by researchers such as Michael Tomasello, Catherine Snow, Elizabeth Bates, and Brian MacWhinney. One of the most important environments in language development is the home environment. Within the family unit, every child interacts with the parents and the other family members. An individual during the early stages of development is able to interact with his or her members of the family at home. According to the Nativist theories, a child is born with an innate propensity for language acquisition. This ability plays a very important role in language acquisition because it makes the task of first language learning in a child to be much easier. Because language is a fundamental part of a human being, then language acquisition becomes a natural part of maturation. The environment that a child experiences at home aims at ensuring that a child through language acquisition reaches maturity (Brian, p 18). Infants begin learning language at home. In addition, adults also continue to learn a language within the family environment. Infants communicate their dispositions, wants, and needs by using their vocal cries, bodies, and preverbal vocalizations. Children learn their first language from the caretakers and the parents they interact with at home. This means that parents, caretakers and other family members through interaction can assist a child to acquire a language. A comfortable and safe environment becomes very important for proper language development. When there are caring and warm relationships at home, then a healthy environment for a child to acquire language is present because a good home environment provides a child with proper environment for learning. On the other hand, a family that experiences conflicts and disagreements deny a child a good learning environment and this undermines the process of language development in the child. For example, the phonological and semantic developmental stages during a child’s language development relies on the environment at home (Ingram, p 75). A healthy home environment ensures that a child’s phonological and semantic developmental periods of language acquisition are not hindered. During the phonological development, a child is able to make speech sounds which are characterized by cooing, babbling, and repetitive constant-vowel combinations. A child depends on a good home environment to make the speech words and to get response from the family members. As the child develops, he or she can pronounce words and can master syllable stress patterns. The semantic development in language acquisition also requires a good home environment. For example, this stage makes a child listen to the mother’s voice, recognize familiar words, and show the use of preverbal gestures. Learning of vocabulary follows and by the time a child reaches between 6 to 10 years of age, they can use words precisely. A good home environment promotes adequate parent participation in language development. Language learning apart from the phonological and semantic stages also includes the grammatical and pragmatics development. In order for a child to undergo these developmental periods appropriately, parents or guardians and other family members should ensure that they provide a good learning environment for the child and to assist a child in language development. Providing support and engaging a child in activities that enhance language acquisition becomes possible in a good home environment. Children who lack a good home environment may experience poor language learning because the home environment affects the normal patterns of language acquisition. Furthermore, a child who fails to receive support from his or her family members may take longer to learn a language. Parent’s responsibility in child language development is well practiced in a good home environment, whereby the baby talk or â€Å"motherese† as a tool of early communication in children is strengthened in a healthy home environment (Pinker, p 52). Apart from the home environment, the school environment influences language development in an individual. A child spends most of his or her time in school when parents or caretakers are engaged in other activities. This makes it very important for the school environment to be favorable for a child during language development. Much of a child’s language development and learning occurs at school. When the school environment is favorable for learning in a child, then it impacts positively to language development. To begin with, a good school environment ensures that a child gets a good learning environment. At school, a child interacts with both the teacher and other classmates and just like parents, teachers are very important in language development. For example, research findings indicate that when parents and teachers speak to children using complex sentences, the children’s ability to comprehend complex sentences increases. Apart from comprehending complexity of language, individuals are able to learn language comprehension. A good school environment encourages a child to learn more about a language and apply the acquired knowledge to communicate. The phonological, semantic, grammatical and pragmatics developmental periods in language learning are influenced by the school environment. All these stages are witnessed in children between 6 and 10 years of age, and this makes it necessary for schools to assist the children to undergo the language learning process successfully. When the school environment is good for language learning, language development in a child becomes possible. Poor learning environment at school on the other hand impacts negatively on . language acquisition. For adults, learning institutions such as universities and colleges allows one to acquire more knowledge and skills in about a certain language. A positive language learning environment at school or other education institutions is due to a teacher’s great experience and knowledge. When the school environment cannot provide children or the learners with the necessary skills in language use, then language learning becomes poor in a child. In this case, interactions that enable children to acquire a language are not provided. At school, interactions and communication between children or students promotes language acquisition since it enables them to apply what they learn in class. Teachers offer assistance to the children as they learn how to pronounce and use words in a given language, and they are able to identify difficult areas in language acquisition. The teachers can then concentrate on teaching in these areas. An unfavorable learning environment at school may result from poor interactions, poor communication and lack of assistance from teachers or tutors. These impacts negatively on the process of language acquisition in individuals (Santrock, p 37). The social environment refers to the environment in the society in which an individual lives in. A social environment can either promote language development or impact negatively on the language acquisition process. A society allows a person to interact with other people whom they share with similar values and culture. Due to the common beliefs, values and traditions that the members of a society may share, interacting with each other promotes socialization which is a very important process in development. Language is used in this process. The social environment affects the cognitive ability of a child as well as the language learning process. The cognitive ability of an individual determines his or her reasoning capacity and intelligence level. An environment in the society that increases the cognitive ability of a person impacts positively on language development. For example, a good social environment increases the intellectual and verbal ability of a person. This makes it easy for one to learn the various aspects of language use (Pan and Snow, p 236). When other members of the society interact with a learner, they are able to enhance the language speaking skills. In addition, new vocabularies and words can be learned through the socialization process and language use is well learned when a person or learner is able to converse with other members of the society. An environment that encourages socialization and sharing of ideas promotes language development. On the other hand, a social environment where members of the society show a minimum level of interaction slows down the process of language acquisition. For instance, children learn different definitions of words by interacting with the members of a community and when an environment prevents this interaction, lack of knowledge and skills about a language undermines language acquisition. Many working parents are unable to spend most of their time with their children since they take their children to child care facilities. These facilities are meant to take care of the child while the parent is absent; hence the child ends up spending a lot of time in such facilities. There is need for parents therefore to realize that a child care facility can either hinder or promote language development in a child. When the child care environment is positive, then a child has the opportunity to develop a language appropriately (Kail, p 43). An environment that undermines language acquisition in a child acts as a setback to language development. Some of the factors that determine whether a child care environment is positive for a child’s language development include; the physical environment, the teacher’s experience and educational background, involvement of children in plays or games, and the presence of warm and caring relationships in the facility. Teachers who are able to listen, talk, and read to the children more often encourage language acquisition in a child. Good relationship in the child care facility prevents quarrels and conflicts that result to a poor learning environment, and a child care facility that introduces a child to real life experiences and to new words contributes positively to language development. For instance, a child care facility that offers learning, exciting and fun activities offers children a great opportunity to learn a language since it encourages a child to listen and speak about their experiences at the facility. Playing is very important for language development and a child care environment that support creative games and fun for the children promotes a child’s language development. Playtime of a child with other children benefits a child’s language environment and it emphasizes on the importance of friendship and sharing. Playing time promotes listening and talking in children, hence skills that are acquired can be used to promote language development. Conclusion Language development is very important for proper child development since it enables an individual to acquire skills and knowledge to communicate with the others. In child development, the first three years of development are very critical in language acquisition and the environment that surrounds an individual during the process of language learning affects language development. The home environment, school environment, social environment, and child care environment all affect language development in a child. It is therefore very important that parents participate in language development by ensuring that these environments impact positively on the language learning process of a child. Works Cited Barrett, Martyn. The Development of Language, London: Psychology Press, pp. 229–50, 1999 Berk, Laura. Child Development. 8th ed. United States of America: Pearson Education, Inc,2009 Brian, MacWhinney. The Emergence of Language. Lawrence Erlbaum Associates, 1999 Ingram, David. 1999. Phonological acquisition, in Barrett M, The Development of Language, London: Psychology Press, p. 73–97 Kail, Robert. Children and Their Development (4 ed. ). Prentice Hall, 2006 Pan, Barbara and Snow, Catherine. The development of conversational and discourse skills, in Barrett M, The Development of Language, London: Psychology Press, pp. 229–50 Pinker, Steven. The Language Instinct; How the Mind Creates Language. London: Allen Lane, 1994 Polinsky, Maria et al. The atlas of languages: the origin and development of languages throughout the world. New York, 2003 Santrock, John. A Topical Approach to Life-Span Development. New York, NY: McGraw- Hill, 2008

How Can Students be Moviated to Stay in High-school Essay -- Teaching

How Can Students be Moviated to Stay in High-school First of all, I think the students should be motivated mainly by their parents and then by their teachers. Parents should motivate their children by telling them how being a high-school graduate High-School Drop-Outs How can students be motivated to stay in school? First of all, I think the students should be motivated mainly by their parents and then by their teachers. Parents should motivate their children by telling them how being a high-school graduate will help them in life. The parent may mention how being a high-school graduate helped them or how they were hurt by being a high-school drop-out. Teachers can help motivate students by making school fun along with the teaching of the regular lessons. Teachers could also invite various people that graduated from high-school and some that were drop-outs to tell their own personal story. This may help students see the reality of being a high-school graduate or that being a high school drop-out can seriously affect that persons' life. Another thing that should be taken into consideration is that when a parent or teacher is talking to their child or student, the parent or teacher should not focus all on negative ideas. If they focus on negative ideas, and say such things as, â€Å"If you don't finish school then......,† then the child could be demotivated instead of being motivated. Parents and teachers should focus mainly on the positive ideas when motiv...

Nacirema Paper Essay

It has been rumored that are extraordinary beings on another familiar planet close by our home of Nacirema, and it is our goal as the Interplanetary Nacirema Research Center team to investigate the situation. We plan to focus our trip on the specific coordinates that the University of Connecticut campus lies on, and being the curious creatures we are, we plan to delve into specific areas within this concentrated area. We will be studying the way both males and females conduct their everyday lives in terms of living, learning and communicating. Through our research, we plan to lighten up the mysteries about this foreign species and enable ourselves to communicate and interact with them according to their cultural norms. We launch our research in a lively part of campus where the residents will meet with each other and eat a meal of their foreign cuisine, the Student Union. This area is always populated with all different kinds of people who conduct their meetings amongst each other in close quarters like there is nothing to hide. It is here that we made a great discovery which we believe will apply to all parts of campus; we observed a separation in habits based on gender. The males eat their food and associate with each other in rather barbaric ways, hardly breathing before taking the next bite of food. In contrast, females seem to almost nibble at their food as if they weren’t even hungry. After observing this lack of similarities between genders while eating, we are now curious to see how it applies to other settings. The earthlings of these coordinates have taken a special liking to the area surrounding the north campus quadrangle. The residents of this particular area have certain characteristics that separate them from the rest of the campus in a way that has never been observed on our home planet. Everywhere you look there is someone participating in either some sort of barbaric activity or just lying around looking like some sort of statue. It does seem, however, that there is a division in personalities based on the gender of the earthlings, much like what has been observed in other parts of the campus. The males of the community run around wearing shirts that hardly cover half of their torso and throw objects at each other as if it was some sort of fun activity. Additionally, they refuse to stop looking at the females like they are trying to impress them or something. Despite these oddities, the females are an even more foreign species and observing them just sends my mind into even more confusion. These females just gather in large groups and instead of socializing with each other and conversing about their lives, they just lie down and do absolutely nothing. It is truly a spectacle. According to my observations, it seems as if the only thing they are interested in is lying in the sun and tanning their skin. In lieu of this behavior by the females, the males just insist on prancing around trying to get their attentio n. It will definitely take more observation to understand why the earthlings of this particular location act the way they do. We decided to continue our research in the gymnasium to figure out how the humans behave in a more isolated environment of working out and conditioning. Once again there seems to be more differences than similarities between the two genders while working out. The males tend to lift weights to build muscle and work on their â€Å"beach body†. Males were constantly caught looking as themselves in the mirror and flexing just to see how good they looked. Once again it seems as if there main goal is to use all their energy impress the females no matter what they are doing. On the other hand, the females seem to go to the gym just for the purpose of running and losing weight. It appears that the females’ mindset is that it doesn’t matter how skinny they are, they still think they need to lose weight. Our studies of this strange setting yielded more important information concerning the behavior of the humans and hopefully will lead to more effective studies in the future. Based on these observations, it is evident that we are not on our own planet of Nacirema and the beings of this planet are not like us at all. However, much has been learned from our trip here about the personalities and motives of these residents. Nonetheless, I believe that based on our findings we will not be making a trip back here until we have prepared ourselves enough in the ways of their strange, strange culture.

Howard Gardner and Applications of Multiple Intelligences Essay

Gardner believes that there are different ways of solving problems and that there are different ways that intellectual ability is manifested or expressed (Gardner, 1993; 1999). What had been accepted in education in general had been to assess students in terms of their capabilities in Science, Math and Language or Communication (English in written and spoken communication). Gardner expanded this to what he termed as multiple intelligence which introduced the domains with which every individual may possess in whatever degree. These domains include, the logical-mathematical, musical, spatial, bodily-kinesthetic, linguistic, intra and inter-personal, naturalistic and existential intelligences (Gardner, 1993; 1999). There are evidences that support the theory in terms of the biological and cultural underpinnings such as those done on development focused on children, empirical research from individuals with brain damage and persons with giftedness. The theory has significant implications on both structure and curriculum in the educational setting such as the kind of set up with which the classroom is arranged or the strategies employed in introducing material or assessment of learning (Gardner, 1993; 1999). Problem statement Since Gardner believes that the educational setting at all levels must foster and promote the understanding of multiple intelligences the following pertinent parts of the educational set up involving curriculum and assessment strategies must be changed or reformed (Gardner, 1993; 1999). This research therefore attempts to answer the following problem statements: What is Multiple Intelligences as a framework in school? What is the description of a curriculum in the secondary level (high school) incorporating the Gardner theory? In this framework, how can assessment be done on student learning and overall progress of students? Discussion Nature of the learner in the Secondary Level There are basic observations gathered by experts on the kind of learner expected to enter into the secondary level. Since the concept of Multiple Intelligences by Gardner would be revolutionary even today, when in essence, most institutions of learning already recognized the brilliance and applicability of his position. It would be helpful to have alongside in the direction of this notion, quite important figures and principles that would further make the application of the Gardner framework in the secondary level easier to grasp and more feasible to comprehend. The curriculum would serve to reflect how learners inch their way into the classroom and courses they are about to undertake and to finish. It is always important to start right by understanding how the learner apprehends and appreciates the material, his preparation in terms of physical, emotional, and psychological maturity, and the way these materials or knowledge could be absorbed and thereafter applied at the correct time and place. It was Malcolm Knowles (1978, 1990) and his theory andragogy who emphasized the model of adult learning. The premise is based on his hypothesis that the maturation of an individual into adulthood is manifest when people conduct themselves in adult behavior and consider themselves to be adults. Then they should be dealt with as adults. By adulthood people are self-directing. Knowles taught that adult education was special in a several ways. This will mean that the presence or absence of some significant details will improve or pull down adult learning experience. This implies that knowledgeable background on adults and the developmental characteristics of that particular stage will spell effective or disastrous results. This paper attempts to show the various positive and negative learning environments specifically for adults. Positive Learning Environment include: 1. Adult learners carry with them a vast amount of experience to the learning environment. This means that tuning in to their particular psyche creates a conducive atmosphere for learning; 2. Adults expect on the kind of training they are exposed to and how they are to be educated. Example: Unlike the younger learners where most take on passive role, adults have goals in mind and the learning they receive must fall within those predetermined personal goals; 3. the active involvement of students should be encouraged in planning and implementing educational programs; 4. Adults need to be able to see applications for new learning; 5. Adult learners expect to have a high degree of influence on how learning will be evaluated; 6. Adults expect their responses to be acted upon when asked for feedback on the progress of the program. Andragogy is therefore student-centered, experience-based, problem-oriented and collaborative (Brooks, J 1995). On the other hand, the following can influence adults specifically in the learning experience in an unhelpful way. The Negative Learning Environment includes the fact that: 1. some adults can move toward prescribed educational settings with anxiety and feelings of high or low self-efficacy. Their method to new learning milieus can be prejudiced by how they assess or evaluate the new experience. A case in point: given two adults in a classroom where an exercise is about to begin, one individual may interpret the assignment in such a way that leads to a feeling of ‘excitement’, while another individual interprets the task in such a way that leads to the feeling of ’embarrassment’. It is a fact that the way the individual interprets the situation and the consequent emotion that arises, will affect the kind of action the individual is to take (Burns, 1995, p.16). Burns considers that such assessments, together with the labels such as ‘fear’ or ‘anxiety’ can direct some learners to psychologically disengage from the source of distress that is the learning experience. Conversely, when coupled with labels such as ‘excitement’ or ‘challenge’ the learner is conducted to take measures that focus on the undertaking. With this slant, the abovementioned findings just aptly show how the Multiple Intelligences framework is the better if not best option to amplify what adult learning insights have offered and how the issues are met and addressed. It would seem that the Gardner framework can be both an approach in the arrangement of teacher’s approach to the student’s ease assimilating information and training of skills development; Gardner’s framework serves as assessment tool as well to further check and evaluate status of learning as well as secure its usefulness (i.e., training and knowledge) for a future job (Gardner, 1993; 1999). The curriculum then would appear more like a university level type that can be seen as implementation of several tracks, individualized in nature, with personal advising installed, and students are evaluated on their overall grade point average performance. Personality tests that are primarily geared to measure the Gardner â€Å"traits† are indispensable tools to discovering the possession of either or combinations of the â€Å"intelligences† (Gardner, 1993; 1999). On the course or subject level, students are also handled in individual cases but getting used to the variations will be established in the long run and may no longer be as difficult to implement and follow-up. Evaluation of the student performance and any behavioural changes are pertinent tasks that teachers are to be cognizant of. In this manner, the application of formative and summative assessments would not only be appropriate but timely as well. According to studies on the subject, both summative and formative assessments are employed to provide a very objective result as to the efficiency and efficacies not only of the teacher’s methods. The evaluation itself (i.e., assessment for and of learning) is a vital factor that is found to help the student realize his potentials and attenuate the weaknesses he’s had in the process of learning (Northern Arizona University, 2009). I believe that the methods of evaluating the interventions for the problem cannot be easily applied or even seen/grasped. However, this can only be understood well when applied (hands-on) to a particular school, class, and individual during a certain period like during the first half of a given school year. A detailed lesson plan, or syllabus is part of this tool with specific dates and key result areas to serve as a guide. This way, every student has each given the chance to shine his best and not just be a statistic in an otherwise lopsided contest where no real winners are found but instead disillusionment for failed dreams and succumbing to societal pressures are more common and expected. Reference: Brooks, J (1995) Training and Development Competence: a practical guide Kogan Page, London. Burns, S. (1995) ‘Rapid changes require enhancement of adult learning’ HRMonthly June, pp 16-17. Knowles, M.S. (1978) The Adult Learner: a Neglected Species 2nd edition, Houston: Gulf Publishing Company, Book Division   and Knowles, M.S. 1990 The Adult Learner: a Neglected Species 4th edition, Houston: Gulf Publishing Company, Book Division. Gardner, H. (1993). Multiple intelligences: the theory in practice. New York, NY: Basic Books. And Gardner, H. (1999). Multiple approaches to understanding. In C. M. Reigeluth (Ed.), Instructional-design theories and models (pp. 69-90). Mahwah, NJ: Lawrence Erlbaum Associates Northern Arizona University. Formative vs. Summative Evaluation. Retrieved on May 9, (2009), from http://jan.ucc.nau.edu/edtech/etc667/proposal/evaluation/summative_vs._formative.htm

The Four Marks Of The Church Essay Essay Example

The Four Marks Of The Church Essay Essay Example The Four Marks Of The Church Essay Essay The Four Marks Of The Church Essay Essay One. Holy. Catholic. Apostolic. these four words are the foundation of the Catholic Church. They are what the Church calls the â€Å"Four Marks. † The First Council of Constantinople established them in 381. These words were fist used in the Nicene Creed. and are still used to this twenty-four hours when we say â€Å"I believe in one sanctum. Catholic. apostolic Church. † With the Holy Spirit assisting to steer the Church it can transport out these four Markss. The fist grade of the Church is One describes. and it describes integrity. The Church tells us it is one because of three things. The grounds are that it is a beginning to the Trinity. besides because Jesus is the laminitis of the church. and the last is because the Holy Spirit is its psyche. It chiefly tells us about the integrity of the Body of Christ. This means that our Church is together as one. and non many divided communities. The 2nd grade is Holy. This describes to us that since God created the Church it is genuinely holy. The term means cosmopolitan. and this shows that the Church does non hold to be in a specific topographic point. or except a race or civilization. Jesus is the beginning to holiness. The 3rd grade is Catholic. It is Catholic because Jesus is ever present in the church. The last grade of the church is apostolic. Jesus is the soul laminitis of the church. and he gave all of the power in the church to his apostles to be bishops. and he had Peter be the leader called the Pope when he left. Besides the church has Sacred Tradition and Sacred Scripture. ( 1 ) One. is a grade of the church that can hold a connexion to many events. An event that relates to this grade of is Pentecost. It relates to this grade for assorted grounds. One ground is that since through this grade it says we are all united. and Pentecost shows how the Holy Spirit helped to unite people. Pentecost is like this. because when the Apostles were in the room. they were filled with the Holy Spirit. This allowed them to be able to prophesy in different linguistic communications. They could unify everyone because they can now talk all linguistic communications. and everyone could now hear about the narratives of Jesus. Another ground is that this grade tells us that the Holy Spirit guides us to carry through this grade. merely like at Pentecost where the Holy Spirit guided the Apostles to hold the bravery to travel out and baptise. ( 2 ) The 2nd grade of the Church is holy. and I feel that it has a strong connexion to Peter. I feel this manner. because Peter is the 1 of the holiest work forces to of all time populate. Jesus gave him the key to heaven. and personally appointed him to function as the Catholic Pope. Peter was besides was the lone Apostle who walked on H2O. because he believed in Jesus. but when he stopped he started to drop. This shows that he was one of the holiest work forces because no other adult male has walked on H2O. In my sentiment Peter is the perfect illustration of sanctum. because he is the foundation of our church. and our Church would non be where it is today. if it wasn’t for Peter. ( 3 ) The 3rd grade of the Church is Catholic. I feel that Mary is a good illustration of this grade. Mary is a good illustration because she is the female parent of God and a major image in our Catholic Church today. This grade connects to Mary. because she knew that Jesus was the boy of God. and she would make what of all time God asked of her. She neer sinned and was taken organic structure and psyche into Eden. This shows that she is the function theoretical account of all Catholics. and we need to seek to populate a life like hers. We ever need to retrieve that Jesus is ever with us. and we need to move every bit closely as we can to him. like Mary did. ( 3 ) The 4th and concluding grade of the church is Apostolic. I think that Paul is a good illustration of this. He was a one time a evildoer. because he persecuted Jews. so one twenty-four hours he had a major transition. He went blind. and his sight was subsequently returned. but right after that he began to prophesy the word of God. He is a good illustration of Apostolic. because he had a transition and subsequently became an Apostle. and he besides took missional journeys to prophesy about Jesus. and dispersed Catholicism. Paul besides wrote seven epistles that are in the New Testament. Paul was a great Apostle. and Scripture author. which is why I feel he connects with the Apostolic Mark. ( 3 ) At Providence the grade that I feel largely mundane is one. I feel this because I think that at Providence we are neer separated. there is ever a household atmosphere about the topographic point. Whenever we have all school multitudes. I feel that is when we genuinely have integrity among us. We all do non cognize each other. but it merely feels like were at place. All the people at Providence are so welcoming to one another. There is a particular bond between everyone here that makes you experience as one. like we are all incorporate. Integrity is all around Providence ; it happens mundane. because there is ever person at that place to pick you up no affair what. It is genuinely a 2nd household. because we are all united. The four Markss of the Church are the foundation of our church. We need to seek to populate them out so we can go better people. Many other faiths say these Markss in the Creed. but merely the Catholic Church reflect on what they really mean. The Church is one and all the people in it map as a whole. These four Markss have been passed down since Jesus’ clip and go on to this twenty-four hours.

Tips to Improve Your French Verb Conjugations

Tips to Improve Your French Verb Conjugations Conjugating French verbs in a workbook or letter is one thing, but remembering individual verb conjugations when youre speaking is another matter entirely. Here are some tips to help you get better at conjugating French verbs. Learn the Conjugations Before you can even start to worry about speaking French with correctly conjugated verbs, you have to learn the conjugations. There are hundreds of pages on this site that can help you learn how to conjugate French verbs: Present tense conjugations - lessons to help you learn the conjugation patterns for regular verbs, reflexive verbs, stem-changing verbs, impersonal verbs, and compound tensesTop 10 French verbs - lessons on à ªtre, avoir, and the next eight most common French verbsVerb timeline - table of all the French verb tenses and moods, with links to conjugation lessons Practice Conjugating Once youve learned the conjugations, you need to practice them. The more you practice, the easier it will be for you to grab the right conjugation during a  spontaneous discussion. Some of these activities might seem boring or silly, but the point is simply to get you used to seeing, hearing and speaking the conjugations - here are some ideas. Say Them Out Loud When you come across verbs while reading a book, newspaper, or French lesson, say the subject and verb out loud. Reading conjugations is good, but saying them out loud is even better, because it gives you practice both speaking and listening to the conjugation. Write Them Out Spend 10 to 15 minutes every day conjugating verbs along with the appropriate subject pronouns. You can practice writing either the conjugations for several different tenses/moods of a single verb, or all of the, for example, imperfect conjugations for several verbs. After you write them out, say them out loud. Then write them again, say them again, and repeat 5 or 10 times. When you do this, youll see the conjugations, feel what its like to say them, and hear them, all of which will help you the next time you are actually speaking French. Conjugations for Everyone Pick up a newspaper or book and look for a verb conjugation. Say it out loud, then reconjugate the verb for all the other grammatical persons. So if you see il est (he is), youll write and/or speak all of the present tense conjugations for à ªtre. When youre done, look for another verb and do the same thing. Change the Tense This is similar to the above, but this time you reconjugate the verb into other tenses you want to practice. For example, if you see the third person singular present tense il est, change it to il a à ©tà © (passà © composà ©), il à ©tait (imperfect), and il sera (future). Write and/or speak these new conjugations, then look for another verb. Sing Along Set some conjugations to a simple tune, like Twinkle Twinkle Little Star or The Itsy Bitsy Spider, and sing it in the shower, in your car on the way to work/school, or while washing the dishes. Use Flashcards Make a set of  flashcards for the verbs you have the most trouble with by writing a subject pronoun and the infinitive on one side and the correct conjugation on the other. Then test yourself by looking at the first side and saying the subject and its conjugation out loud, or by looking at the conjugation and deciding which subject pronoun(s) its conjugated for. Verb Workbooks Another way to practice conjugations is with specialized French verb workbooks, like these: French Verb Drills by R. de Roussy de SalesFrench Verb Workbook by Jeffrey T. Chamberlain Ph.D and Lara Finklea  compare pricesThe Ultimate French Verb Review and Practice by David M. Stillman and Ronni L. Gordon  Compare Prices Improve Your French Improve your French listening comprehensionImprove your French pronunciationImprove your French reading comprehensionImprove your French verb conjugationsImprove your French vocabulary

A monkey's uncle Essay Example | Topics and Well Written Essays - 750 words

A monkey's uncle - Essay Example John Scopes a school teacher from Tennessee was indicted in violation of law by teaching a evolution theory in the public school. The case promised to be an unprecedented show due to the controversial topic and number of eminent participants. Local town leaders could not but use the publicity in order to help their small town. Jennings Bryan considering the evolution theory improbable worried about the erosion of the young people’s moral health. According to his logic the evolution theory and the low percentage of the believers among youth presented a real threat to the future of the society. Having received the strong support from the worried parents he decided to fight teaching Darwinism at schools. In early 1925 his political campaign resulted in a legislative changes, known as the Butler Act which prohibited the denial of the Biblical account of man’s origin and teaching of the evolution theory in the public schools of Tennessee.1 So it was no surprise when Bryan re ceived a request to join the prosecution team in the Dayton trial on behalf of the World’s Christian Fundamentals Association and local prosecutor Sue Hicks (Linder, â€Å"William Jennings Bryan†). In contrast Clarence Darrow, as a modernist, had opposite views on the religion vs. science issue. He was convinced that religious fundamentalism threatened the entire system of public education by doubting the skepticism of inquiry that moved the progress (Linder, â€Å"Clarence Darrow†). When Darrow found out that Bryans was going to lead the prosecution team, he decided to volunteer to challenge Bryan’s program and him personally. In spite of the reluctant attitude of the American Civil Liberties Union leadership, the defendant John Scopes insisted on the Darrow’s participation as a defender. Though the case resembled with the eternal struggle of the opposite good and evil, it still was a prosecutor and defender matter which strategy was rigidly prepa red by both sides. The Prosecution focused on two things: the prove of the actual violation of the Butler?s Act by John Scopes; and influence on the public and jury by using the religious rhetoric and socializing with the local population. The defense in its turn made a stake on the repealing the indictment on the state and federal constitutional levels seeking the declaration in higher instance of that the prohibiting evolution theory in public schools was unconstitutional. Here should be made a short remark over the constitutional grounds of the issue. The Establishment Clause of the First Amendment guaranties the protection of the of the US citizens from the using public fund or establishments to favor any particular religious tradition over another, or non-religion over the religion, or religion over non-religion. Hence, teaching of evolution as a scientific theory does not contradict to the First Amendment. Today the controversy between evolution and creationism remains as an i mportant question in the American society. The status of teaching these topics is under constant debate in legal, religious and political circles. While some religions do not reject the evolution theory several fundamentalist branches of Christianity zealously resist its teaching. However, after normally it is taught in the science courses. Teaching of creationism and intelligent design as science due to its obvious religious background were declared unconstitutional. The core of the current debate lies in the different views on whether evolution/intelligent design