First Day Of School Essay Example for Free

First Day Of School Essay On my first day of school, my Dad came to drop me of. I was really nervous and afraid when I came out of the car and headed for the School gate. In the playground, I saw an abundance of big boys running around; that made me even more apprehensive. When the School bell rang, I quickly into ran to the hall so I wasn’t late on my first day. Mrs McNamara, our head of year was giving all the students a lot of essential information that we needed in the future so as a consequence, it was important that we listened. At lunchtime I became more relaxed and at ease, at the end of the day my dad came to pick me up from school, I had really enjoyed myself and as a result I knew I would have a fantastic time at High school. Try to be yourself don’t copy anyone or anything. Furthermore, to do well in school you have to be bold and respectful, it always helps. LESSONS AND SCHOOL RULES In lessons you have to pay full attention to what the teacher’s saying, it will help you in your work and Home study. You must be fully equipped for the lesson so it is best you pack your bag the night before you have that lesson, you will need: two pens, a ruler, a pencil your exercise book, a rubber, a calculator, and a pencil case. In Trinity your work has to be a certain standard, if your work is below that standard, the teacher will make you do it again. Hence, you need to put effort into it, make sure you have checked it, and do it to your best quality. Trinity High school forbids bullying; any signs of bullying and you will be in a huge amount of trouble, you must always respect one another and the Teachers. Attendance and Punctuality is very important, so you don’t miss any lessons or activities. You must take care of all the equipment that you use and attempt not to damage it. SCHOOL ACHIEVEMENTS If you behave well and do extremely well in your lessons you get achievements such as: Effort and Excellence certificates, Headmasters award s letters of praise and congratulations, weekly praise from the Headmaster and attendance and punctuality awards. There are so many ranges of achievements, so make sure you work hard, listen to your teachers and be respectful at all times.

Trends in Business Communication Essay Example for Free

Trends in Business Communication Essay Over the past two decades technology has advanced rapidly, bringing substantial change in how people communicate in business. While traditional methods of communications such as formal letters and business meetings still take place, even these types of communications have changes dramatically. With the rise of personal computers and the internet in the early 1990’s, nearly every form of communication in business today would be largely unrecognizable to businesspersons from previous decades. The development of these business communication methods are one of the biggest reasons for movement toward an increasingly global economy today. In today’s business environment, typed letters are seldom used. In the times when they are used, they are used as more of a formality than as an everyday form of communication. From personal business experience, they are mainly used to personalize a relationship with clients and most often times are reinforced with electronic communications. Even the way letters are written in today’s business environment is drastically different from years past. Electronic methods for producing and personalizing the letters have been greatly enhanced by the software available today. As for non-formal written communications such as memos, from personal experience they are almost never received in hardcopy. They are all disseminated via e-mail. E-mail is the communications forum that has most affected business communications. Whether formal or informal, it provides for immediate transmittal and reply. A common issue with e-mail communications is that they may become too burdensome, however. The ease of mass dissemination and the prevalence of its use can often lead to large volume of relatively unimportant e-mails. There have been methods developed to lessen this burden, however, including the ability to identify relatively important e-mails such as flagging them. While e-mail has provided a much more fluent and easier method of communication among co-workers and clients, there have been advances that allow businesspersons to accomplish many tasks with less communication with people than was necessary in the past. In today’s business environment, almost all successful companies have interactive websites for customers to research information or to directly communicate with customer support. Data research is constantly required for customer inquiries or for data mining in almost every position within a company. The development of networked databases and cloud computing has allowed employees to conduct almost all necessary research without even speaking to a customer or another employee. The advancement of cloud computing in recent years allows businesses to store and access data remotely, rather than maintaining their own infrastructure. It allows you to access data using any device with a network connection as well as to work on documents with other businesspeople in multiple locations. Cloud computing also allows unlimited storage space and through subscription to the software, allowing businesses to only use what they need. Telecommunications has also been developed into something drastically different than from just a few years ago. While almost all conferences and meetings took place in person not too long ago. More frequent meetings that include all personnel are now increasingly possible with advances in teleconferencing and on-line meetings. In my current position, meetings are held several times a week from offices all around the country on-line. Training is also being conducted in this manner with live training sessions on-line where you can interact with the instructor through instant messaging and telephone. Because of these methods, business can be conducted from almost anywhere a networked computer is available. Another trend that is being allowed by business communication is that employees are increasingly working from remote locations. Devices such as wikis, PDAs, and much more powerful networks and transportable computers have made many of these advances in business communication much easier. In a previous position, our director often worked from remote locations while away on either vacation or business trips almost seamlessly. In my current position, I frequently interact with employees who work from home. The continually advancing technology of recent years has brought about dramatic changes in business communication. In the years to come, it will allow companies to become increasingly paperless will likely provide even greater changes to the way that businesses communicate. Rapidly advances in mobile devices and the software available for them will make what today is viewed as extraordinary the norm. In all, the developments of the last few years have greatly enhanced business communication, improving productivity and generally lowering costs while enabling a company to increase revenues. Effective communications play a critical role in all relationships within a business from management to employee to client. slide 1 of 10 The efficiency and overall profitability of businesses who have quickly adapted to the new communication methods has greatly improved, leaving all other companies no choice but to try and keep up. Communication is probably the most critical factor in the business world of today and companies who can more quickly to develop more effective communication will almost certainly have a substantial advantage on their competition.

Analysing the cause and effect of Urban Riots

Analysing the cause and effect of Urban Riots Riots are civil disorders that are characterized by intense violence against people in authority or property. Since it is a herd behavior occurrence, many people take part and this leads to civil unrest. They usually occur as a result of a perceived grievance which people feel has not been adequately dealt with. The are many reasons as to why riots occur including; poor living conditions, oppression by the government, high taxation, ethnic diversity, religion or differing views of a sporting activity. Mostly, riots are accompanied by violence, vandalism and destruction of both private and public property. This can also be directed to a certain specific targets according to grievances on peoples minds (Gilje 2). In the United States of America, many riots took place during the Civil War and which saw many lives lost. As years progressed, new types of riots emerged as well as their cause. In 1960s, a new form of riots called urban Riots came in to being. In 1967 for instance, more than 120 cities in the U.S suffered more than 160 riots. The most notable among urban riots was the Newark riots of 1967 and Stonewall Riots of 1969; each of which had various reasons for its outbreak. In general though, between 1964 and 1971, there were about 752 spontaneous riots especially in black communities occurring in 316 American cities. Many of these conflagrations were however exaggerated by the media with only the major ones as already discussed having severe magnitude in terms of violence, arson and property damage. In exploring the various causes of such urban riots, many social scientists have advanced different theories. Among these reasons are racial grievances and competition for jobs in the inter-ethnic setups of communities. Further, in a search for answers as to why cities could experience racial riots of varying magnitudes, scholars usually focus on broad trends. Mainly they pinpoint the high unemployment rate amongst the blacks which they relate to cities or the whole nation as a whole. But it is evident that they ignore the local factors which too may provide more insight in to the causes of urban riots. This therefore led to a number of analysts confining their research on the event itself and the surrounding circumstances such as police mobilization (Gilje, 10). Based on this concept, it is important to find the effect of police presence and its effect on the magnitude or severity of an urban riot. The urban riots of 1960s were somewhat escalated by the intervention of the federal government. But this should not be misconstrued to imply that local and state place agents did not play any part. Eventually, upon studying a number of riots that occurred, it emerged that police response has a major impact on the nature of a riot. The timing so as to ensure there is not under-response or over-response is vital as police presence will determine the end result. It is also evident from history that many of American urban riots had a connection with racism. In many occurrences, such riots were initiated by the whites and were directed to blacks. This trend however changed in the 1960s when the roles were reversed and blacks found themselves initiating urban riots. The most notable of these include the Rochester race riot of 1964. This riot took place in Rochester, New York on Friday evening of July, 24th when the Rochester Police Department tried to arrest a nineteen year old intoxicated black on a street. The police after having been notified of him responded with a dog and since rumors of police brutality had spread quickly, an angry crowd formed on Joseph Avenue. This was followed by violence that lasted for three days leaving a trail of destruction. Statistics finally recorded 4 dead, 35 injured, 1000 arrested and 204 store houses looted. It later emerged that the local, especially the good kids had initiated the riot which the adults joined in later. This was further fueled by the fact that many African-Americans had low pay and low skill jobs and they used violence to cast their personal grievances (Wasow, web). The Philadelphia race riot of 1964 was in similar manner black-initiated. From August 28th to 30th, the black neighborhood of North Philadelphia erupted as they accused police of brutality. The Philadelphia Police Department had over the years tried to improve it relationship with the black majority, 400,000 in number, by patrolling the city in twos; one black and one white officer. Unfortunately, one black woman, Odessa Bradford, engaged a patrol squad in to an argument after her car had stalled on Columbia Avenue. As the two police officers attempted to force her to remove the car, a crowd formed and came to the rescue of Odessa. Due to crowd herding mentality, rumors started to flow that white police officers had mistreated a pregnant woman and thus violence ensued. The police response took a turn and instead of confronting rioters, they retreated and left the area. Final statistics showed 341 injured, 774 arrested and 225 stores looted or damaged in the course of three days. The urban riots left the North Philadelphia city without many vital businesses as many businessmen never returned. All in all, there were other urban riots which started due to racial segregation circumstances through out the 1960s. Their cause and eventual destruction of both property and live had similar characteristics as the already discussed ones. These included: Watts Riots in 1965, Hough Riots in 1966, Racial Tension in Omaha in 1966, Newark riots in 1967, Chicago Riots in 1968 and the 1969 North 24th Street Riot in Omaha. One thing that made these urban riots among many others to stand out is the large number of participants as well as the effects they finally caused. Statistics however show that despite the escalation of black-initiated urban riots in the 1960s, the number of occurrences decline at the turn of the decade. Government commissions that were formed to seek the cause of the riots indicated that majority of riots in the 1960s and early 1970s were due to racial grievances and deprivation. A commission that presented the Kerner Commission Report indicated that these riots were an aftermath of prior white discrimination of blacks and hence was unavoidable. Between 1970s and 1980s urban riots continued in many American cities albeit marked with less and less casualties like in the sixties. However, this did not remain for long since in 1992, a significant form of riots broke out in Los Angeles. These riots which started on April 29, were as a result of a beating Rodney King, a motorist, received in the hand s of Los Angeles Police Department officers. The prelude can be traced back to March 3, when King and two passengers were driving on Foothill highway. Upon being stopped they refused but chose to speed of under what transpired to be a high speed chase by traffic cops. The presence of five LAPD officers made the case worse since they had beaten King with batons on his arrest. This was in contrary to a video shot in this event which showed that LAPD officers continued to beat King instead of cuffing him as was in law. The also accused him of having been under influence of PCP which later test proved untrue. The video which had been shot by a neighbor as he witnessed the beatings became a focal point in the media after presentation in the court case. The five LAPD officers were charged with assault and use of excessive force. This was not however to be as some influential whites doctored the case as it was about to come for deliberation. They then proceeded to acquit the LAPD officer of assault and use of force but one. This ruling as it was heavily publicized by the media drew mixed reaction even from the president. After the verdicts, riots began in Los Angeles and continued to escalate despite the presence of National Guard, the Army and the Marines. Over the next few days numerous acts of violence and looting were recorded as well as personal engagement among the law enforcers, the blacks and the whites. They included beatings received by Reginald Denny, a white truck driver by blacks an incident recorded live on television. This was followed by Fidel Lopez severe beating and possible killing of him though he was rescued. The second and third day too were marked by widespread riots and massive destruction even after law enforcers numbers were increased. Many important American figures were also drawn in to numerous debates as well as begging for end of hostilities. Order started to flow back from the fourth day but not after massive destruction in the city had occurred. The final statistics recorded 53 dead, 2,000 injured, material loss of approximately $ 1 billion, and over 3,000 arson cases destroying more than one thousand buildings. The factors that led to Los Angeles riots were cited including a fatal shooting of a black teenager by a Korean American. Others included cultural differences, high unemployment among the residents of Central Los Angeles due to recession and poverty. Sociologists on their part cited disparity in economic growth as a cause which led to powerlessness and frustration among urban dwellers. In conclusion, riots have continued to wreck havoc on the society and the general order of things. From the many instances that have been recorded in history it is clear that they have causes and if dealt with properly, urban riots can be avoided. The government must therefore put in measures to ensure there is equal employment opportunity for all people regardless of their racial background. Social institutions which promote unity and shun segregation also need to be encouraged in order to avoid urban riots (Dreier 52).

Themes of The Good Earth :: Pearl Buck Good Earth Essays

Themes of The Good Earth    The theme of this novel is not a complicated one. The author is trying to show how a family can rise from poverty to a position of wealth. However, the rise in itself is not the crucial element; the background against which this rise takes place is more important. Wang Lung lives in an era of change. China has been a backward country in many respects. Her principal fault, however, was the existence of two distinct classes of people - the rich and the poor. The rich led a pseudo-cultural existence unconcerned with the realities of the country. The poor in between fighting plagues, floods and famines, were taxed as well. On the fringe of these two groups were the robbers bands who plundered wherever they could.    The old aristocracy of China was rotting away as the result of its own greed. Waiting for their chance was a group of young intellectuals who claimed that they were going to bring about many reforms. However, since the time that The Good Earth was written in 1931, history has shown that these revolutionaries only intended to replace the old aristocracy with a new one. They had little intention of doing anything constructive for the poor people. As a result, when the Communists came after World War II, they were able to take over China very easily.    Where does Wang Lung fit into this picture? He is a poor man who knows nothing besides the value of land. Therefore, he spends his entire life building up a large estate. However, he builds according to the old system. As he becomes richer, he separates himself from his own people and he allows himself and his family to fall into the same faults that the other rich had. Then he allows his sons to separate themselves from the land - that which had given them their wealth. Although the author does not carry the story through, the reader knows that this family is destined to fall.    The earth-theme is predominant throughout. As a man pours his energies into his land he reaps great benefits-survival and self-respect. Miss Buck appears to be saying that the only thing that can truly save China is the honest toil of her people who must be allowed to claim the rewards of their

An Open Campus is a Bad Idea Essay -- public school

Wandering kids. Bumper to bumper traffic. Drug dealing. Is this the picture drawn when local students have fifty minutes of freedom during lunch to do whatever they please? Students should not be allowed to leave their school campus during lunch. An open campus would lead to truancy, disturb local businesses and neighborhoods, and cause crime.   Ã‚  Ã‚  Ã‚  Ã‚  Truancy can occur among students if an open campus is accepted. If students have the privilege to leave school for fifty whole minutes on their own, then they have the freedom to not come back. It would break the trust between students and educators, and harsher rules would have to be enforced on the open campus rule. Numerous students who decide to ditch the remaining periods would have an excessive amount of in-school absences. This could lead to parent conferences and suspension, and possibly expulsion in some cases. When a student misses or skips a class, the information taught that day would not be accessible in the same format which others have learned. One?s academic grades can be effected from lack of information by truancy. Irresponsible students who choose to take the risk of leaving their school after lunch for the remainder of the day will not have this opportunity if an open campus is kept closed.   Ã‚  Ã‚  Ã‚  Ã‚  Local businesses and neighborhoods can be disturbed if open campuses are permitted during the lunch hour. When groups of students are on their break, they can cause a commotion and be quite noisy among one a...

Nationalism :: European Europe History

Nationalism One person or a group of people can take on a major role of the unification process that brings upon nationalism for their country. To get a better understanding of what nationalism is, one must learn the meaning of "nationalism." Nationalism is the devotion to the interests or culture of a particular nation. Nationalism is a striving force that can help a country thrive. There are also different ways that a country can achieve nationalism. Two different people/organizations with two different tactics were able to achieve a feel of nationalism among their country. The first group that will be discussed is the IRA, or the Irish Republican Army. Mohandas Gandhi started the second movement of nationalism, with his belief of "passive resistance." These two thoughts were opposite in how nationalism was attempted to be achieved. The Irish Republican Army (IRA), was started on Easter in 1916, when a group of Irish militants refused to wait any longer for their independence from Britain. The small group launched a revolt against British rule. Although the Easter Rising was quickly suppressed, the execution of 15 rebel leaders stirred wider support for their cause. When Britain again failed to grant home rule in 1919, civil war erupted in Ireland. Members of the IRA carried on a guerrilla war against British forces and their supporters. Civilians were often caught in the crossfire. The constant battle for Irish independence continues today with its gory display of violence. The IRA's goal was and still is today to achieve Irish nationalism by the abolition of the British political influence in Ireland, especially Northern Ireland. Mohandas Gandhi came from a middle-class Hindu family. At the age of 19 he was sent to England to study law. After returning to India, he tried to set up his own law practice but soon joined an Indian law firm in South Africa. For 20 years, Gandhi fought laws that discriminated against Indians in South Africa. In his struggle against injustice, he adopted the weapon of nonviolent (passive) resistance. He called it satyagraha, or "soul-force." In 1914, Gandhi returned to India and joined the Congress Party. His ideas inspired Indians of all religious and ethnic backgrounds and he encouraged them to resist British rule. Above all, Gandhi preached the ancient tradition of ahimsa, nonviolence and reverence for all life. He applied this idea to fight the British rule. By using the power of love, he believed, people could convert even the worst wrongdoer to the right course of action.

Describing Language And Language Skills Education Essay

Teaching is a multidimensional activity that involves societal, educational, pedagogical, linguistics, personal, and cognitive dimensions. In the last 20 fiveyears, in general instruction the cognitive dimension of instruction has been recognizedas cardinal to successful instruction. The last decennary has witnessed steady growing in thestudy of instructors ‘ knowledge. Research workers have paid more attending to the survey of instructors ‘ belief about instruction, acquisition, scholars, and the impact it has on learning patterns, activities, and larning results ( Tillman, 2000 ; Shavelson, and Stern,1981 ; Burns, 1992 ; Eisenhart et. al. , 1998 ; Fang, 1996 ; Richardson, 1996 ; Kagan,1992 ; Reynold, 1992 ) . Research into instructors ‘ knowledge has non been restricted toone or few specific subjects or content countries. The impact of instructors beliefs on their instruction is being studied across subjects and educational scene every bit diverse as general instruction, mathematics ( Ernest 1989 ; Shuck 1997 ; Karaagac and Threlfall ; Raymond, 1997 ) , second/ foreign linguistic communication acquisition, ( Farrell, and Patricia,2005 ) , reading ( Beach, 1994 ) , and chemical science ( Brisco, 1991 ) . It has been studied in pre-service and in-service contexts, different educational degrees: kindergarten, simple schools, high schools and grownup instruction. During 1980s and the old ages after, research workers investigated a figure of different facets and dimensions of instructors ‘ knowledge. The chief focal point was on analyzing the manner instructors think about their ain work, their mental procedures in planning and transporting out their instructions, the sort of determinations made in the class of instruction, and how these beliefs may alter over clip. Some of the research countries in teachers'cognition include analyzing instructors ‘ knowledge in general and how they construct their constructs and theories of instruction ( Clandinin & A ; Connelly, 1988 ; Leinhardt,1990 ) , instructors ‘ apprehension of the instruction procedure ( Peterson & A ; Comeaux,1987 ) , instructors ‘ belief about instruction, pupils, instructors, and the acquisition procedure every bit good as their ain efficaciousness in bring oning alteration in their pupils ( Hollingsworth, 1989 ; Kagan & A ; Tippins, 1991 ; Tamir, 1991 ) . A nother country of research in instructors ‘ belief is analyzing the instructional ideas, actions, and determination devising in the schoolroom ( Fogarty, Wang, & A ; Creek, 1983 ; Magliaro & A ; Borko, 1986 ) . Changes in teachers'beliefs that occur as a consequence of professional growing and instruction experiences have besides been examined ( Bullough, 1991 ; Calderhead, 1991 ) . Teachers ‘ beliefs are non easy to specify. Nor are they easy to operationalize and analyze. Kagan ( 1992 ) views them as tacitly held premises and perceptual experiences about instruction and acquisition. Pajares ( 1992 ) and Richardson ( 1996 ) view them as personal concepts of instructors that can assist understand their determinations and instruction patterns. The belief system consists of the information, attitudes, values, theories, and premises about instruction, acquisition, scholars, and other facets of instruction. Some of these beliefs are rather general while some are really specific. Harmonizing to Johnson ( 1994 ) instructors ‘ beliefs influence their judgement and perceptual experience, the schoolroom activities they use, and it can lend to the betterment of learning patterns and teacher instruction plans. The belief system is argued to function as a base for the activities and patterns instructors use in the schoolroom. It guides instructors in the class of the patterns they have in the schoolroom. Hampton ( 1994 ) contends that instructors ‘ beliefs can find the manner they approach their instruction. In brief, research findings show that instructors have complex thought and reading of instruction and the context upon which they reflect, decide, and act was a broad and rich mental context ( Elbaz, 1983 ; Clandinin, 1986 ) . There are different ways instructors may develop their beliefs. It can be socially constructed as a consequence of their ain personal experiences and influences of the scenes in which they work. Teachers ‘ beliefs are built up over clip. They are derived from instructors ‘ preparation plans, pre-service plans, and prior acquisition and instruction experiences. Brog ( 2003 ) and Richards, Gallo and Renandya ( 2001 ) argue that instructors ‘ beliefs are derived from their anterior experiences, school patterns, educational theory, reading, their single personalities, and a figure of other beginnings. Eisentein-Ebsworth and Schweers ( 1997 ) see instructors ‘ positions shaped by pupils ‘ wants, syllabus outlooks, and anterior experiences. This cognition may alter over clip as instructors interact with pupils and acquire feedback from them. Following the involvement in general instruction and teacher instruction in teachers'cognition, research workers in 2nd linguistic communication acquisition took the thought and started to analyze linguistic communication instructors ‘ pedagogical beliefs in 2nd linguistic communication acquisition ( Breen,1991 ; Cumming, 1993 ; Freeman & A ; Richards ; 1996 ; Johnson, 1994 ; Richards, 1998 ; Richards & A ; Nunan, 1990 ; Woods, 1996 ) .Teachers ‘ belief is now viewed as a complex cognitive activity ( Farrell and Patricia, 2005 ; Brog, 2003a, 2003b. ; Mitchel and Hooper, 1992 ; Johnston, and Goettsch, 2000 ) . Research into instructors ‘ knowledge has both provided good penetrations into instructors ‘ knowledge at the same clip raised more inquiries about several issues of instructors ‘ beliefs. A more specific facet of instructors ‘ knowledge in linguistic communication instruction is instructors ‘ beliefs about grammar and different facets of grammar instruction. Some of the inquiries that have non been yet answered include how much clip should be devoted to grammar? What grammatical points should be taught? How should grammatical points be sequenced? What activities are more appropriate for different contexts? Grammar has a contested nature and its instruction and acquisition has seendifferent yearss. Grammar instruction has ever created uncertainnesss and raised complex and challenging pedagogical, lingual and curricular issues. With the outgrowth of a new method or theory grammar becomes the centre of attending and with the death of the theory or pattern it would be wholly abandoned. For times grammar was cardinal to category activities and at times it was overlooked. With such fluctuation it is non hard to conceive of linguistic communication instructors develop different positions on grammar in the procedures of going a instructor. In the late 1980s forsaking of focal point on signifier was advocated by communicative motion. In the last decennary the issue of focal point on signifier has been a hot subject and raised many inquiries and challenges to applied linguists and linguistic communication instructors. There have been a figure of surveies on instructors ‘ beliefs about grammar and grammar instruction. Ng & A ; Farrell ( 2003 ) and Yim ( 1993 ) investigated the extent to which instructors ‘ theoretical beliefs influenced their schoolroom grammatical patterns, and found grounds to propose that what instructors say and do in the schoolroom are governed by their beliefs. Farrell ( 1999 ) examined the belief system of pre-service instructors of English grammar in footings of its influence on instruction pattern, and found grounds to propose that these beliefs may be immune to alter. Similarly, Richards, Gallo, and Renandya ( 2001 ) examined the beliefs of a group of in-service class instructors about grammar. The consequences showed that many instructors followed a communicative attack to instruction, while some of the respondents stated that they had house belief in the importance of direct grammar instruction in linguistic communication learning.They besides stated that th eir EFL/ESL pupils asked for grammar instruction. Research into the impact of formal grammar instruction has covered several facets of grammar instruction. These include inductive versus deductive approached to the instruction of grammar ( Shaffer, 1989 ; Dekeyser, 1995 ) , feedback and rectification of mistakes ( Chaudron, 1977 ; Dekeyser, 1993 ) , usage of grammar nomenclature in grammar instruction ( Berman, 1979 ; Garrett, 1986 ) , and impact of grammar pattern on L2 acquisition ( Ellis, 1991 ; Johnson, 1994 ) . In malice of big volume of research in this country consequences are inconclusive and as Borg ( 1999 ) discusses our apprehension of the procedures of grammar instruction as perceived by linguistic communication instructors has still a long manner to travel.