My Definition of Failure - Free Essay Example

Sample details Pages: 3 Words: 824 Downloads: 3 Date added: 2019/03/18 Category Analytics Essay Level High school Tags: Failure Essay Did you like this example? Every now and then you run into somebody that will tell you, Im not afraid of anything, but that is almost impossible. We all come into this world fearing something, whether it would be the fear of snakes, spiders, or even swimming in the ocean. My fear would happen to be failure. Failure has always been my biggest fear. Ive always wanted to make my parents and friends happy with everything I do. I constantly feel as if I have two giant rocks sitting on my shoulders because I tell myself that I have to succeed in every challenge that comes my way. Both of my siblings havent done that great in life which upsets my parents, so I want to prove to them that they have raised me right. I am going to show them that I can graduate college and obtain a job. A lot of the people I know think that I am going to end up just like my siblings, but my goal is to prove them wrong. But there is also that mental block that If I make one bad choice in life, I am going to blow my chances away. Don’t waste time! Our writers will create an original "My Definition of Failure" essay for you Create order Expectations have always got the best of me when it came to my parents wanting to make my decisions for me. After I finished my senior year of high school, my parents suggested that I should go to college and major in a scientific field to become a doctor. I honestly felt that I would fail in life if I didnt get a job that landed me a hefty paycheck at the end of every month. But the more I thought about it, the more I questioned myself. I realized that when I get older, I am not going to want to wake up every morning dreading work. Thats when I told myself I am going to do whatever makes me happy. I had a long conversation with my parents and told them that I didnt want to be a doctor or a surgeon, but I wanted to pursue a job in the FBI agency field. It is always a pain in the butt when my parents try to make decisions for me. I have realized that they arent doing it to control my life, they just dont want me to fold. Another reason why failure scares me is because it is very embarrassing. Nobody likes to fail, but thats just how it is sometimes. I have always been told that you must first fail to succeed, but I just dont understand why? I hate that when people see you fail in something they automatically think you are not smart or talented enough for that certain task. That has haunted me ever since I was a kid. Every time I dont succeed in something, it feels like I get knocked back on my ass and cant recover. I tell myself that I need to get back up and try again, but why? Why try again if I dont have the strength and courage to succeed? Like I mentioned earlier, if I make one bad mistake, it could haunt me for the rest of my life. How could I look my parents in their eyes and tell them that I failed because I didnt do this, or I didnt do that? Would they be ashamed of me? Would they think that I am not capable of reaching my goals? Past experiences have also scarred me throughout my life when it comes to failure. When I was just a kid my parents had to file for bankruptcy not once, but multiple times. Still to this day they dont think I ever knew about their situation, but I would be up past my bedtime at the bottom of my stairs listening to their late-night conversations. The reason they didnt want me to know was because they didnt want me to worry about the money issue they were having. I assume thats why they want me to go to college and get a degree, so I dont have to struggle like they did. Thats another reason why I have always been scared to fail. I have always been so stressed out over the whole failure thing. I think I have to do this, or I have to do that, to be a happy human being. I just cant tell myself that its okay to do things the way I want to do them, because I feel like if I do that then I will mess my whole life up. My family and friends have always played a huge role in my life by supporting me in anything I do. If it wasnt for them I wouldnt have hurdled some of the obstacles that have rolled my way. I wake up every day worrying if Im making the right decisions in life, and that is why failure has always been my biggest fear.

Compare and Contrast Women’s Suffrage Movements Essay

â€Å"Compare and contrast women’s suffrage movements of the late nineteenth and early centuries with the European feminist movements of the 1960’s and 1970’s.† Whereas the women’s suffrage movements focused mainly on overturning legal obstacles to equality, the feminist movements successfully addressed a broad range of other feminist issues. The first dealt primarily with voting rights and the latter dealt with inequalities such as equal pay and reproductive rights. Both movements made vast gains to the social and legal status of women. One reached its goals while the other continues to fight for women’s rights. I. Women’s suffrage movements A. Main focus was in achieving the right of vote to women. 1. The suffragists†¦show more content†¦c. Representation of the People Act 1918 gave women the right to vote if they were property holders and older than 29. d. The Sex Disqualification Act 1919 opened professions and the Civil Service to women. e. Matrimonial Causes Act in 1923 gave women the right to the same grounds for divorce as men. D. The Mud March on February 7, 1907 consisted of over 3,000 women who trudged through the cold and muddy streets of London to advocate for women’s suffrage. 1. It was organized by the National Union of Women’s Suffrage Societies (NUWSS) and led by Phillipa Strachey, Millicent Fawcett, Lady Strachey, Lady Frances Balfour, and Keir Hardie. 2. A wide variety of women participated in the event. â€Å"†¦ titled women, university women, artists, members of women’s clubs, temperance advocates, and women textile workers gathered from all parts of the country. 3. This spectacle proved the dedication of the women for the cause to the many spectators lining the route of the procession. 4. The public display also gained immense press coverage and brought to attention the seriousness of the women’s suffrage movement. 5. This event paved the way for many more suffrage processions with 40,000 women participating in the last suffrage procession in 1913. E. The suffragist movement in America. 1. Famous leadersShow MoreRelatedWoodrow Wilson, Carrie Chapman Catt, And Susan B. Anthony1407 Words   |  6 Pagestheir addresses advocating women’s suffrage.Wilson’s Address to the Senate on the Nineteenth Amendment expresses the opinion he holds about the lack of control over women being able to vote; he prioritizes the use of logos to create an argument consisting of present fact and his own belief of how the rest of the world will see them as a nation if they do not ratify the Nineteenth Amendment. Catt’s The Crisis analyzes her present issue of the acknowledgement of women’s suffrage. Catt explains that throughRead MoreThe Political And Cultural Challenges That Feminists Have Contested Over Time Essay1635 Words   |  7 Pages The feminist movement refers to a chain of crusades for economic, political, social and cultural fairness for women. Feminist scholars have segregated the history of feminism into three waves; first, second and third. The first wave concentrated on women’s suffrage, the second wave focused on political and cultural disparities and the third wave analysed the definitions of femininity which takes a broad view of white upper class women. This essay will compare and contrast these waves examining theRead MoreThe Woman Suffrage Parades of 1910 and 1913 by J. L. Borda1935 Words   |  8 Pagesperception through an author’s concentration being on specific scope in regards to the women’s suffrage. The collection of information led to an enhanced understanding of the subject matter. Therefore, the perspective author’s analyzing topics varying in methods used by women for political recognition, the feminist movement impact, challenges faced within the campaign, an d the history of the national and social movements in the global battle for women suffragists. However, some of the author’s did notRead MoreFeminist Ideals in Zora Neale Hustron ´s Eyes Were Watching God1430 Words   |  6 PagesAmerica witnessed the birth of the Women’s Rights Movement over 150 years ago with the Seneca Falls Convention in 1848. Since this historic event, American women have not ceased fighting for equality and free will in every aspect of their lives. While first-wave feminism involved suffrage and political equality, second-wave feminism combatted social and cultural inequalities. Despite limitations to their personal freedom, women have overcome adversity to advocate for and acquire a more equal positionRead MoreDwight D. Eisenhower and Civil Rights Act Essay995 Words   |  4 PagesEugene McCarthy Robert Kennedy James Earl Ray Richard Nixon Crisis of Authority New Left SDS Port Huron Statement Free Speech Movement Mario Savio â€Å"Weathermen† Kent State Counterculture Teach ins â€Å"The whole world is watching† Protests at Chicago Democratic Convention â€Å"Hippie† â€Å"Sexual Revolution† Woodstock Beatlemania American Indian Movement – AIM Indian Civil Rights Act Wounded Knee Marielitos Cesar Chavez - UFW â€Å"chicanos† La rasa unida Bilingualism Stonewall Riot GayRead MoreFeminism And The Second Wave Feminism1516 Words   |  7 PagesThere was a strong and invigorated feminists’ movement in America from 1960s into the 1980s which was later spread into Europe and parts of Asia. Compare to first-wave feminism in which advocates sought for women suffrage, this feminist movement, which had a broader and deeper influence, focused on dealing with issues which hindered legal sexual equality, rights to reproduce as well as family roles. This feminism movement is named the Second-wave feminism. It was politically powerful and influentialRead MoreEssay On Cultural Identity1156 Words   |  5 Pageswritten by a European immigrant who moved to the US when it was still a new world. In the capturing of the ideals of a country in the making. However, in doing so and including my edits to the essay to adapt to the modern America, I attempt to compare and contrast what America once was and what it has become, both in good and in bad ways. For exam ple Crevecoeur writes: â€Å"It is not composed, as in Europe, of great lords who possess every thing and of a herd of people who have nothing. Here are no aristocraticalRead MoreThe Declaration Of Sentiments, By Elizabeth Cady Stanton1714 Words   |  7 Pagesabused, an example is suffrage. So to conclude the syllogism, the women of America have the right to protest for women’s suffrage. Inductive reasoning was used to support the minor premise of Stanton’s argument. Most of the document is inductive reasoning. It lists example after example that secures her argument that women should have the same rights and be treated the same as men. Because women are entitled to the equal station, therefore she advocates this women’s rights movement with the deliveranceRead MoreThree Social Movements of the Later Mid-Twentieth Century Essay2124 Words   |  9 Pages This paper compares and contrasts three social movements of the later mid-twentieth century. The movements are: African-American civil rights The New Left (antiwar) The Feminist or Womens movement These three movements are a big part of our history and each of the three show that when many people with a common goal work together, especially when a leader takes charge, that sometimes non-violent acts such as speeches and protests are more powerful than fighting and they successfullyRead MoreThe Wasat Party in Egypt: Promoting a Liberal Political Environment in Egypt1235 Words   |  5 PagesShari‘a and its role in politics. For the Muslim Brotherhood the Shari‘a is a set of binding rules that have a major role in politics. They are fully bound by the rules and provide various measures of repression to any violators of such rules. In contrast, the Wasat Party doesn’t view the Shari‘a as fully bounding. More so, the Wasat Party believes the Shari‘a is a general, guiding rules that is flexible in its interpretation. The Wasat Party advocates such liberal stance of the Shari‘a and promotes

A Comparison Between the Poems ‘No More Hiroshimas’ and ‘Dulce Et Decorum Est’ Free Essays

The two poems have a similar message: war doesn’t change over time, lives will always be lost, and whether you are experiencing or remembering the war, the horror, sadness and suffering will be present. The poem ‘No More Hiroshimas’ focuses on the reminders and memorials of the atomic bomb while ‘Dulce et Decorum Est’ describes what war is like for an ordinary soldier. These poems have a lot in common, but at the same time they have their differences. We will write a custom essay sample on A Comparison Between the Poems ‘No More Hiroshimas’ and ‘Dulce Et Decorum Est’ or any similar topic only for you Order Now The use of diction by both poets allows readers to understand that war is a terrible experience for people, and just as painful for people who are remembering it.In ‘No More Hiroshimas’, James Kirkup writes about how the memorials of the atomic bomb are filled with fake cheerfulness, and that they actually should be filled with sorrow and pain. It is clear that Kirkup believes that people are trying to forget and continue their lives in a happy manner. He writes â€Å"A kind of life goes on, in cinemas and hi-fi coffee bars. † This implies that the life people live isn’t real, that it is a â€Å"kind of life† and fake. He also goes on and writes that not only are the people pretending to be happy, but the memorials are just as false.The poet describes the â€Å"models of the bombed Industry Promotion Hall, memorial ruin tricked out with glitter-frost and artificial pearls. † This suggests that the memorials are â€Å"tricked†, with its decorations being positive, and the use of â€Å"artificial† further emphasizes that they are just pretending to be joyful. On the other hand, ‘Dulce et Decorum Est’ straightforwardly describes the negative aspects of war. Wilfred Owen writes about how terrible war is for ordinary soldiers to experience.He portrays the soldiers as â€Å"All went lame, all blind; drunk with fatigue; deaf even to the hoots of gas-shells dropping softly behind. † This here shows that they are so exhausted that they are â€Å"blind†, and unable to see anything properly, this is accentuated by the word â€Å"drunk† which indicates th at there has been an overwhelming amount of fatigue. In this quotation it is also clear that the poet is describing how dangerous and unexpected war is. One of the most deadly weapons used during World War One, which is when this poem was written, was gas.By depicting the gas as â€Å"dropping softly† it is like the gas is harmless and this gives the wrong impression because gas actually killed many soldiers. In both poems they similarly mention how the war can’t be forgotten, and how memories will always be there long after it is over. ‘No More Hiroshimas’ focuses more on how nature is scarred from war, and how it shows. The poet says â€Å"The river remains unchanged, sad, refusing rehabilitation. † Here he is showing the readers that while the rest of the city is starting to recover, the river stays the same way, and won’t forget the atomic bomb. Also, a river is a source of life, and when one is described to be â€Å"sad† it suggests to readers that there isn’t a lot of life left. ‘As mentioned before, ‘Dulce et Decorum Est’ also acknowledges the fact that war is unforgettable, and haunts the soldiers for the rest of their lives. He says that â€Å"In all my dreams before my helpless sight he plunges at me, guttering, choking, drowning. † Here he is telling us that they are both â€Å"helpless†, with him being helpless because he is forced to watch it, and he can’t do anything.With the use of the â€Å"ing† at the end of three words, it emphasizes the movements of the soldier, and it also is a participial, which gives the impression that this is happening right now, and that it is continuous, showing us that this scene happens all the time during war, and that he is still disturbed by it. The strong use of imagery in both poems paints clear images in the minds of r eaders about war. Wilfred Owen uses imagery to unmistakably display to us how painful and disgusting war is, once again focusing mostly on the feelings and motions of the soldiers. The reader is shown that the conditions that all the soldiers are in are very dreadful. The poet illustrates the soldiers to readers as â€Å"Bend double, like old beggars under sacks, knock-kneed coughing like hags. † Here the writer is allowing us to see how the soldiers unhealthy and weak, this contradicts the fact that soldiers are supposed to be powerful. The use of aural imagery, with the â€Å"c† and â€Å"ck† sounds make there two lines hard to say, which suggests how hard war is for people and how harsh it was for everyone. The reader also discovers that the death of a soldier is something disgusting and sick.The poet tells us that the soldier was â€Å"Obscene as cancer, bitter as the bud of vile, incurable sores on innocent tongues† This here indicates that the way the soldier looks like after the gas attack is so â€Å"obscene† and Owen uses these similes to describe to the reader just how bad it is. This could also be implying that the war is â€Å"incurable† and it will always be like a â€Å"sore† on the minds of soldiers, and with them forever. ‘No More Hiroshimas’ has equally as much vivid imagery, but instead of describing people, most of the imagery is depicting the poet’s surroundings. The majority of the imagery used is also more positive side, hich contrasts with the harsh negativity of ‘Dulce et Decorum Est’. Although most of the imagery is used to express a lighthearted mood, the poem still is mainly about remembering the destruction of the atomic bomb on Hiroshima, which is actually is quite the opposite. The poet did this to show readers that no matter how carefree the people are, they will always remember the atomic bomb, which is why the poem constantly will have a section of positive imagery, and then immediately afterwards there is more depressing descriptions of things, which cancel out the happiness that could be felt before.He describes to readers the large amount of color and life there is in Hiroshima by writing â€Å"Shacks cascading lemons and persimmons, oranges and d ark-red apples, shanties awash with rainbows of squid and octopus. † With the use of imagery, the readers can clearly imagine the â€Å"shacks† with large amounts of brightly colored fruit just overflowing out, suggesting how there is a lot of life and energy. The â€Å"rainbows† of seafood also further emphasize the fact that there are millions of colors, and how healthy everything is. There is also the use of contradicting something positive in one line, with Kirkup writing â€Å"A cheerfully shallow permanence† the use of this metaphor here has a slight sarcastic tone, and is very contrasting. There is one positive word, and then the word â€Å"shallow† suggests that this â€Å"cheerfulness† is unstable and superficial. The structures of ‘No More Hiroshimas’ and ‘Dulce et Decorum Est’ have a lot of similarities and differences, all which clearly link to the poets’ main messages.Both poems have an irregular structure, which could suggest to readers that war is unpredictable and can constantly surprise. They also both have a two line stanza in the poem that really summarizes the poems’ point. Wilfred Owen writes, â€Å"In all my dreams before my helpless sight he plunges at me, guttering, choking, drowning. † Additionally, James Kirkup tells us â€Å"Remember only these. They are the only memorials we need. † Because these two quotations are a stanza by itself, they both emphasize both poets’ words.The overall paces of the two poems are very different, but in some sections there are similarities. The pace of the first stanza of ‘Dulce et Decorum Est’ sounds staggered. This could suggest to readers the unorganized stumbling that the soldiers are marching like, showing how worn-out they might be. Alternatively, ‘No More Hiroshimas’ has a more flowing and dragged out pace, creating a sadder mood, with the whole poem written in full sentences. This contrast between the two show how being part of war is filled with exhaustion, and how remembering is sad and stretched over time. The use of both Wilson and Kirkup’s punctuation additionally create a mood. Wilson uses exclamation marks to emphasize the desperation of the soldiers, while Kirkup only uses mostly commas and periods throughout the poem, slowing the poem down. Both poems have their own separate messages, and are portrayed in different ways, but the underlying messages are the same. Although one was written during World War One, and the other twenty years after World War Two, both poets agree on the horrors of war, and of all the sadness that lingers on people and their surroundings. How to cite A Comparison Between the Poems ‘No More Hiroshimas’ and ‘Dulce Et Decorum Est’, Papers

The suppliants A monologue from the play by Euripides Essay Example For Students

The suppliants A monologue from the play by Euripides Essay A monologue from the play by Euripides NOTE: This monologue is reprinted from The Plays of Euripides in English, vol. ii. Trans. Shelley Dean Milman. London: J.M. Dent Sons, 1922. IPHIS: Why was this privilege, alas! denied To mortals, twice to flourish in the bloom Of youth, and for a second time grow old? For in our houses, we, if aught is found To have been ill contrived, amend the fault Which our maturer judgment hath descried; While each important error in our life Admits of no reform: but if with youth And ripe old age we twice had been indulged, Each devious step that marked our first career We in our second might set right. For children, Seeing that others had them, much I wished, And pined away with vehement desire; But if I had already felt these pangs, And from my own experience learnt how great Is the calamity to a fond father To be bereft of all his hopeful race, I into such distress had never fallen As now oerwhelms me, who begot a youth Distinguished by his courage, and of him Am no deprived. No more. But what remains For mewretch that I am? Shall I return To my own home, view many houses left Without inhabitants, and waste the dregs Of life in hopeless anguish, or repair To the abode of Capaneus, with joy By me frequented while my daughter lived? But she is now no more, who loved to kiss My furrowed cheeks and stroked this hoary head. Nought can delight us more than the attention Which to her aged sire a daughter pays: Though our male progeny have souls endued With courage far superior, yet less gently Do they these soothing offices perform. Will ye not quickly drag me to my home, And in some dungeons gloomy hold confine, To wear away these aged limbs by famine? Me, what, alas! can it avail to touch My daughters bones! What hatred do I bear To thee, O irresistible old age! Them, too, my soul abhors who vainly strive To lengthen out our little span of life; By th easy vehicle, the downy couch, And by the boasted aid of magic song, Labouring to turn aside from his career Remorseless death: when they who have no longer The strength required to serve their native land Should vanish, and to younger men give place. We will write a custom essay on The suppliants A monologue from the play by Euripides specifically for you for only $16.38 $13.9/page Order now

5 Rules for Run-In Lists

5 Rules for Run-In Lists 5 Rules for Run-In Lists 5 Rules for Run-In Lists By Mark Nichol When brief lists appear within a sentence technically, these are called in-line lists they’re often complicated by excessive punctuation. Here are some errors in construction of in-line lists, and their corrections, to illustrate a few simple rules: 1. â€Å"Sugarcane has been able to flourish in the Everglades thanks to the flood-control project; tariff and import policies such as the Cuban sugar embargo; and subsidies and price controls that keep sugar expensive for Americans.† Even if the items in a list consist of phrases rather than simply a word or two, commas, rather than semicolons, are sufficient to separate them: â€Å"Sugarcane has been able to flourish in the Everglades thanks to the flood-control project, tariff and import policies such as the Cuban sugar embargo, and subsidies and price controls that keep sugar expensive for Americans.† Use semicolons only if one or more list item itself includes internal commas; even then, the grammatical structure may make divisions clear. 2. â€Å"This profile is not unlike that of the alcoholic, who has mood swings, blackouts, impulsive and self-destructive behaviors.† If the last item in a list is a pair of subitems separated by and, an and is still required following the penultimate item: â€Å"This profile is not unlike the alcoholic, who has mood swings, blackouts, and impulsive and self-destructive behaviors.† 3. â€Å"Most of these complaints were not about police brutality, but pertained to issues such as: slow response time, alleged name calling, and age discrimination.† Just as in bullet and number lists, no punctuation is generally needed preceding the first list item: â€Å"Most of these complaints were not about police brutality, but pertained to issues such as slow response time, alleged name calling, and age discrimination.† Exception: Set the list off from the lead-in phrase with a colon if the latter is an independent clause, as in â€Å"Most of these complaints were not about police brutality, but pertained to issues such as the following: slow response time, alleged name calling, and age discrimination.† Such constructions are rarely necessary, however. 4. â€Å"The study of the interplay of alcohol and violence covers a broad spectrum of activities ranging from intimate partner violence, brawls at bars, child abuse, and violence at sporting events.† Items in a list should be grouped logically: â€Å"The study of the interplay of alcohol and violence covers a broad spectrum of activities ranging from intimate partner violence and child abuse to brawls at bars and violence at sporting events.† In this case, the list was relaxed, obviating the need for internal commas. Also, notice that to was added to bookend the â€Å"ranging from . . . to† completion. When listing proper names or other nouns that have no other obvious organizational scheme, list them alphabetically; chronological order is appropriate when that rationale is obvious. 5. â€Å"Each plan would 1) restore the ecosystem, 2) clean up water pollution, 3) ensure water supply for cities and farms, and 4) improve levees to keep us all safe from floods.† Numbers or letters employed to signal distinct items in a list are superfluous unless the items are complex, in which case perhaps the list should be set off and formatted vertically: â€Å"Each plan would restore the ecosystem, clean up water pollution, ensure a water supply for cities and farms, and improve levees to keep us all safe from floods.† 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 Style category, check our popular posts, or choose a related post below:Grammar Test 1Comma Before But12 Misunderstood and Misquoted Shakespearean Expressions

The Inclusive Classroom Best Supports Student Success

The Inclusive Classroom Best Supports Student Success Federal law in the United States (according to the IDEA) prescribes that students with disabilities should be placed in their neighborhood school with as much time as possible in a general education setting. This is LRE, or Least Restrictive Environment, provides that children should receive educational services with their typical peers unless education there cannot be achieved satisfactorily even with appropriate supplementary aids and services. A district is required to maintain a full range of environments from least restrictive (general education) to most restrictive (special schools).   The Successful Inclusive Classroom Keys to success include: Students need to be active - not passive learners.Children should be encouraged to make choices as often as possible, a good teacher will allow students some time to flounder as some of the most powerful learning stems from taking risks and learning from mistakes.Parental involvement is crucial.Students with disabilities must be free to learn at their own pace and have accommodations and alternative assessment strategies in place to meet their unique needs.Students need to experience success, learning goals need to be specific, attainable and measurable and have some challenge to them. What is the Teachers Role? The teacher facilitates the learning by encouraging, prompting, interacting, and probing with good questioning techniques, such as How do you know its right- can you show me how?. The teacher provides 3-4 activities that address the multiple learning styles and enables students make choices. For instance, in a spelling activity a student may choose to cut and paste the letters from newspapers or use magnetic letters to manipulate the words or use colored shaving cream to print the words. The teacher will have mini-conferences with students. The teacher will provide many learning manipulatives and opportunities for small group learning. Parent volunteers are helping with counting, reading, assisting with unfinished tasks, journals, reviewing basic concepts such as math facts and sight words. In the inclusive classroom, a teacher will differentiate instruction as much as possible, which will benefit both the students with and without disabilities, since it will provide more individual attention and attention to What Does the Classroom Look Like? The classroom is a beehive of activity. Students should be engaged in problem solving activities.   John Dewey once said, the only time we think is when were given a problem. The classroom that is child centered relies on  learning centers to support whole group and small group instruction. There will be a language center with learning goals, perhaps a media center with opportunity to listen to taped stories or create a multimedia presentation on the computer. There will be a music  center and a math center with many manipulatives. Expectations should always be clearly stated prior to students engaging in learning activities. Effective classroom management tools and routines will provide students with reminders about the acceptable noise level, learning activity and accountability for producing a finished product or accomplishing the center tasks. The teacher will supervise learning throughout the centers while either landing at one center for small group instruction or creating Teacher Time as a rotation. Activities at the center take into consideration multiple intelligences and learning styles. Learning  center time should begin with whole class instructions and end with whole class debriefing and evaluation: How did we do with maintaining a successful learning environment? Which centers were the most fun?  Where did you learn the most? Learning centers are a great way to differentiate instruction.  You will place some activities that every child can complete, and some activities designed for advanced, on level and remediated instruction. Models for Inclusion: Co-teaching:  Often this approach is used by school districts, especially in secondary settings.  I have often heard from general education teachers who are co-teaching provide very little support, are not involved in planning, in assessment or in instruction. Sometimes they just dont show up and tell their general ed partners when they have scheduled and IEP.  Effective co-teachers help with planning, provide suggestions for differentiation across abilities, and do some instruction to give the general education teacher the opportunity to circulate and support all the students in a classroom. Whole Class Inclusion:  Some districts (like those in California) are placing dually certified teachers in classrooms as social studies, math or English Language Arts teachers in secondary classrooms.  The teacher teaches the subject to both students with and without disabilities and carries a caseload of students enrolled in a specific grade, etc.  They would most likely call these inclusion classrooms and include students who are English Language Learners or struggling with grades. Push In:  A resource teacher will come into the general classroom and meet with students during centers time to support their IEP goals and provide small group or individualized instruction.  Often districts will encourage teachers to provide a mix of push in and pull out services. Sometimes the services are provided by a para-professional at the direction of a special education teacher. Pull Out:  This sort of pull out is usually indicated with a Resource Room placement in the IEP.   Students who have significant problems with attention and staying on task may benefit from a quieter setting without distractions.  At the same time, children whose disabilities put them at a significant disadvantage with their typical peers may be more willing to risk reading aloud or doing math if they arent worried about being dissed (dis-respected) or mocked by their general education peers.   What does Assessment Look Like? Observation is key. Knowing what to look for is critical. Does the child give up easily? Does the child persevere? Is the child able to show how he got the task right? The teacher targets a few learning goals per day and a few students per day to observe for goal attainment. Formal/informal interviews will help the assessment process. How closely does the individual remain on task? Why or why not? How does the student feel about the activity? What are their thinking processes? In Summary Successful learning centers require good classroom management and well known rules and procedures. A productive learning environment will take time to implement. The teacher may have to call the whole class together regularly in the beginning to ensure that all rules and expectations are being adhered to. Remember, think big but start small. Introduce a couple of centers per week. See more information on assessment.

Research Paper on Accounting Case Study Example | Topics and Well Written Essays - 2500 words

Research Paper on Accounting - Case Study Example Presently, the company is contributing $20 million of energy to US department (Solar Technology, n.d.). BP is also focussing on the wind energy sector since the launch of Alternative Energy business in 2005. The company is estimating a production of around 1000 MW (Wind Technology, n.d.). BP has also taken initiatives to control the global warming problem. The company has already deployed CCS technologies in many of its plants. In CCS technology, CO2 is stored underground, instead of blowing into the atmosphere. BP is planning to store 17 million tonnes of CO2 under CCS (Carbon Capture and Storage Technology, n.d.). BP sells its products under six different brands. The major brand is known as BP itself. It is into oil exploration, refining, solar projects, wind projects and shipping various products of the company overseas. Aral is another brand of BP, which is a famous brand in Germany and provides quality automotive fuels. The other brands under BP are Arco, Castrol, Ampm and Wild Bean Cafe. While, Arco is the provider of clean and low cost fuels in US, Castrol is the worldwide leading engine oil. Ampm is the convenience shop brand in Western USA and Wild Bean Cafe provides world class coffee and affordable food. BP's main objective is to produce affordable, safe and secure energy and the creation of shareholders value. Creating a highly diverse energy portfolio with utmost efficiency is the ultimate goal of the company. Along with this, BP also intends to produce sufficient fossil fuel resources. BP wants to be a major contributor to the process of pollution control for a low-carbon future. Efficient manufacturing, processing and delivering of better products are other major objectives of British Petroleum (Our Strategy, n.d.). Layout (structure) The organisation structure of British Petroleum consists of- Chairman The Board Executive directors Non-Executive directors Board Committees Chairman's Committee Nomination Committee Audit Committee Ethics & Environment Assurance Committee Remuneration Committee Methodology (methods used) Ratio analysis has been used to comment on the financial condition of BP. Ratio Analysis Net Profit Margin = Net Income/Revenue Return on Capital Employed = Gross Profit Margin = Current Ratio = Current asset/ current liability Acid Test Ratio = Stock Turnover Period = Cost of goods sold / average stock Debtors Collection Period = (average debtor / credit sales) 365 Note: Since credit sales are not mentioned, the net sales of the company has been considered as credit sales. Creditors Collection Period = (credit purchase/ average creditor) 365 Note: Since credit purchase is not mentioned, so the entire purchase (Annual Report 2008, pg 141) is considered to be the credit purchase. Gearing Ratio Debt-Equity ratio = Total Debt / Total equity Times interest earned = EBIT/ Total Interest Equity ratio = Tot