Personal Narrative My California Trip - 1350 Words

My California Trip Ever since I found out my softball team could make it to California for Nationals I knew this would be our goal for the summer. Now here is where the challenging part came in, we only had three chances to make it to California. We made it, we were lucky enough to make our goal in the third chance. July 30, the day I was leaving for California. My mom, my brother, my grandma, and I all leaving for the big trip. After a seven hour plane ride, we arrived. My mother was in line to pick up our rental car, the wait which felt like a million years. Slouching on top of all the suitcases and imaging all my teammates laying out in the sun, swimming and having fun in the water made me feel bitter and antsy. We finally got our car and we were on our way to the hotel. It was another hour car ride, eventually we got to the beach. From there on out my day could not have gotten better. The water was as cold as Antarctica and yet it felt so good against my sweaty skin. At about 5 o’clock my coach decided we would hold practice. The field was in a park it looked like something out of the 1920s Great Depression, homeless people everywhere, but we made best with what we have gained. I had not had anything to eat since 6 o’clock that morning, but being the strong fighter I am, I tried to fight the pain of hunger off and finish through practice and get some food afterwards. Turns out my body could only handle so much, I was standing up painfully fielding the balls hit atShow MoreRelatedNarrative Essay1444 Words   |  6 PagesNarrative Essays: To Tell a Story There are four types of essays: Exposition - gives information about various topics to the reader. Description - describes in detail characteristics and traits. Argument - convinces the reader by demonstrating the truth or falsity of a topic. Narrative - tells a story, usually from one person’s viewpoint. A narrative essay uses all the story elements - a beginning and ending, plot, characters, setting and climax - all coming together to complete theRead MoreMeaningful Walk With a Friend Essay627 Words   |  3 PagesPersonal Narrative- Meaningful Walk With a Friend It was a warm summer evening. The sun had already set and its brilliance still lingered in the sky, it seemed, much longer than usual. It was a wonderful night for a walk with my friend and our dogs. I waited for him at the usual spot, midway between our houses—the corner of Annesely and Bernwood. He was always at least five minutes late, but he always showed up. Brad emerged over the small hill on Bernwood. His back was towards the sunset, soRead MoreAccepting Diversity- My Move to California Essay587 Words   |  3 PagesPersonal Narrative- Accepting Diversity Good bye honey! Take care! Call us when you get there safely! my mother cried. I can still hear those words as if it were yesterday and in reality it was fourteen years ago, that I packed up and left my small town back in southern New Jersey. The decision to leave my hometown, has been a definite turning point in my life, showing me what it means to live in a diverse society vs. the narrow minded, sheltered existence that I was raised in. I grewRead MoreWhat Makes Me Different? Essay1408 Words   |  6 Pagesis the diversity of experiences I have encountered. One scene has remained vivid in my mind as my undergraduate years have gone by, and it involves a situation with my father. It was a bright and sunny August afternoon, a perfect move-in day for my new room on Dutch Quad. The car was filled to capacity, with clothes, shoes, bins, and school supplies and we were on our way to campus. While on the highway, I noticed my dad trembling. Drivers behind us on the highway were flashing their lights and drivingRead MoreMy Good Friend Miguel Rodriguez Essay1549 Words   |  7 PagesOn November 1, 2016, I interviewed my good friend Miguel Rodriguez after eating copious amounts of â€Å"al pastor† at our favorite Taco truck. I interviewed Miguel because he is a strong individual with solid morals and a community organizer in his hometown of Ventura California. Miguel is 32 years old and is considered a non-traditiona l student at UCLA, we both graduated in June 2016. I am also considered a non-traditional student except I am right at the minimum of the category. Miguel’s years of hardRead MoreGrapes Of Wrath Character Analysis1765 Words   |  8 Pagesbackground with an underlying strength, but as the story goes on she develops a mental and physical backbone through the trials she faces on the road and in California and ultimately holds the most strength in working to keep the family together. John Steinbeck builds a compelling supporting character, Ma, by using strong dialogue and descriptive narrative to describe her inner conflicts and traits. After years in prison, Tom Joad reunites with Ma. Tom describes her as, â€Å"a curious embarrassment. Each oneRead MoreA Brief Note On Employment And Life Decisions1515 Words   |  7 Pagesthe goals and aspirations that she has as she launches her new career. This might include identifying what her core values are, and prioritizing each one. Next, I would advise Ramona to assess and catalog her strengths and weaknesses from both a personal and professional perspective. This valuable insight will equip her with the self-awareness needed in evaluating and making the decision to accept or decline the offer of employment. Assessing the Organization for Fit Once Ramona is equipped withRead MoreA Brief Note On Employment And Life Decisions1511 Words   |  7 Pagesthe goals and aspirations that she has as she launches her new career. This might include identifying what her core values are, and prioritizing each one. Next, I would advise Ramona to assess and catalog her strengths and weaknesses from both a personal and professional perspective. This valuable insight will equip her with the self-awareness needed in evaluating and making the decision to accept or decline the offer of employment. Assessing the Organization for Fit Once Ramona is equipped withRead MoreLiterary Analysis Of John Steinbeck s The 1937 Words   |  8 Pagesproduced some of the most prolific narratives works of the past century. His style boasted to be at its base the most honest form of writing. Pioneering a new frontier of journalism, Steinbeck entered an arena of that many authors have not considered. Taking the role as a â€Å"literary journalist,† Steinbeck adopted unique techniques in order to find the most authentic and frank stories, covering a variety of important issues, as well as using the same journalistic narrative structure to his fictional worksRead MoreMy Family s Story Of Immigration1966 Words   |  8 Pagesthe places they’ve come from, their personal narratives, and their integration, many share commonalities within the American immigrant experience. My family is no exception to this fact as they highlight many of the theories of migration outlined in sociology. By examining my family’s sto ry of immigration through these different lenses, I hope to gain a deeper understanding and appreciation for those who ultimately brought me into America. Around 85 years ago, my great uncle’s first impression of

Year Round Education Program Free Essays

Imagine a child, on a hot summer day†¦ no baseball, no swimming, no picnics or amusement park rides. Instead of spending time doing all of the things kids like to during summer vacations, this child, is attending school. Year round education (YRE) has been around since 1904, with 3,000 schools and 2 million students currently using the program (National Association). We will write a custom essay sample on Year Round Education Program or any similar topic only for you Order Now Students in year round schools go to school the same 180 days that traditional schools attend. In YRE, the summer vacation is eliminated, replacing it with shorter, more frequent breaks. There is a number of ways the year round school can operate, including: 90/30, 45/15, and 60/20. The most popular of these calendars is the 45/15, where the year is divided into 4 nine week terms, separated by 4 three week vacations (National Association). YRE has been a debated issue in education almost since it began. Supporters of YRE say this schedule improves the learning process. The biggest debate, however, comes from the parents and teachers who believe there are no proven studies that YRE helps the learning process at all. So, is year round schooling a good choice for the education of your children? YRE will not only hurt the education system, but it will create chaos for the lives of the students attending and their families. Supporters of YRE believe year round schools are more cost effective than traditional schools. With population in some districts rising rapidly, YRE is said to reduce overcrowding of schools and classrooms. In many cases, school calendars are changed in response to population growth. By running schools all year, districts can pack in more students and postpone building new schools (Endless Summer). Supporters of YRE say that by staggering vacations and schedules, schools can increase capacity by 25-50 percent (Should Kids go). Supporters argue that the costs for the transition form a traditional calendar to year round schools are modest compared to the construction costs of new schools (Inger, Morton). However, those against YRE feel that expenses will only be reduced temporarily. According to a â€Å"Year Round Education Study† conducted by the Lewisville, Texas Independent School District, â€Å"Findings of a year-long study concluded that there is no financial benefit to operating a Single Track System. The system would cause a modest increase in operational expenses without providing any instructional benefits† (Time to Learn). In Iowa, the Carroll School Board found that the costs of the district moving to a year round education system could range from $16,786 to $32,412. Taylor Elementary School, in Cedar Rapids, spends more money according to the classroom teachers that any other elementary school. Schools in Davenport reported that the switch to YRE will cost an additional $36,000 in salaries, $3000 per year for equipment, and supplies, and $22,300 as a one time expense for teacher training. Plus, the move to YRE would also cost the district an extra $92,626 to fully air condition the school building. In Des Moines, Moulten schools spend about $80,000 annually for year round schooling. If YRE were implemented, Indianola school districts would spend an additional $3,655 for middle school and $5,000 for elementary school to pay for the additional secretarial, administrative, and custodial time during the summer (Time to Learn). Costs will not only be incurred with the schools, but also with the state and with taxpayers. Cost savings for one of these groups may create cost increases for the other (Naylor, Charlie). Contrary to what supporters of YRE claim, there are definitely extra costs to implementing and maintaining a year round education system. Supporters of YRE say that year round schools would promote continuous learning. The belief is that students forget a lot of what they learn while on long summer vacations. This is seen more in slower learning students and for those who know English as their second language. It is also thought that because students retain more when the learning process is interrupted for only short periods of time, teachers in year round schools need to spend less time reviewing pre-vacation material (Inger, Morton). Although this seems true, opponents believe that there is research that needs to be addressed. Mary Lee Smith and Gene V. Glass have done extensive research in year round schools since 1974. In a study conducted by Smith and Glass, in a school district in Colorado, the learning loss in the students was evaluated. They found that although teachers in year round schools spent less time reviewing pre-vacation material than teachers in traditional schools did, the actual achievement differences were insignificant on tests designed specifically to measure district objectives (Glass, Gene V). According to Don Patterson, a member of the Albuquerque, New Mexico School Board that tried and rejected year round schooling, â€Å"Short term memory loss is very acute. Studies show that the only discernible summer loss occurs in the first two to three weeks. So, by introducing all these multiple breaks, all you†re doing is maximizing forgetting. † It has also been proven that forgetting and relearning are part of the learning process. Gaps in student†s learning begin with loss of context retention in the subject area, which begins within 24-48 hours, unless the new information is reinforced or applied immediately. After a month without reinforcement, about 80% of what a student has learned is recently lost. Research indicates what we retain depends on student motivation and teacher-effectiveness and isn†t limited to a time factor (Time to Learn). It is quite obvious that YRE does not improve the learning process, as those who support YRE claim. Supporters of the year round school system believe there are many benefits in the program for students and teachers. Advocates of YRE say families have greater flexibility in planning vacations that often cost less. Parents that support YRE feel that the shorter, more frequent vacations allowed students to remain focused and enthusiastic (Prisoners of Time). Angie Maniscalco, a 5th grade student at Fairmount Elementary in St. Louis, says, â€Å"Kids should go to school nine weeks and be off three because, kids get bored in the summer. They get sick of swimming every single day going skating or basically doing anything. I go to school for nine weeks, then get off three† (Should Schools). Supporters also believe parents who are working outside the home can take advantage of year-round care for their children. Teachers that support the idea of YRE feel that the more frequent breaks reduce burnout, and that the frequent breaks during the school year enable teachers to visit and learn from other programs and other teachers (Prisoners of Time). Those against YRE have different views about what year-round schooling will do for the students and the teachers. In year round schools, middle, elementary and high school students often have different schedules. While vacationing in the off-season may work well, when children are on different schedules, vacations can be more of a problem. YRE can certainly disrupt family life. With different ages of students, vacations are difficult to schedule. For example, children on non-traditional schedules may miss out on Boy Scout Camp, because their summer vacation falls in the month of August and the activity is programmed for July. School activities can suffer as well. One study found that band, chorus, drama, and student government were particularly hit hard (Never Ending School). While there may be some benefits to YRE, it is obvious that there are many situations where the year round calendar will cause confusion in the lives of those involved. Perhaps the most debated issue in YRE is that of the achievement scores. Supporters of YRE claim that student performance in year round schools is much greater. They believe that year round schools will yield higher achievement scores that traditional schools. Many advocates for YRE claim there are studies by the National Association for Year Round Education that report that year round schools have a very positive impact on student grades. Although supporters boast high achievement scores on tests, and higher student grades, those against YRE disagree (Year Round Education: Is). Critics of YRE say there is no evidence for higher academic gains under YRE as compared to traditional schools. Studies and test scores repeatedly show little improvement by students in year round schools. When test scores do increase, many educators hesitate to attribute increases to the new calendar (Time to Learn). Many of these studies, have been conducted by the National Association for Year Round Education (NAYRE), a highly biased organization, whose consultants earn significant amounts of income by promotion YRE. Robert Rosenfield, a systems analyst from Potomac, Maryland, was so concerned at what he considered to be misrepresented data by the NAYRE that he analyzed a substantial number of YRE evaluations in a 1994 paper. He concluded, â€Å"Each study presented in the NAYRE review has either been incompletely characterized, or otherwise contradicted by other studies within the same state or district. Nothing in the NAYRE review demonstrates any academic achievement gain by changing to a year-round calendar. In a 1993 Resnik study of Oakland Unified School District, California, concluded, â€Å"Students at year-round schools show on average a lower academic achievement level than those at other schools, and their achievement has decreased for the period, while it increased for schools in the regular calendar. † Overall, as you can see, there is little difference in student achievement between year-round and traditional calendars (Year Round Education: Is). As evidence has shown, year round education will not improve the education of our children. YRE will cost more money for schools. YRE will not promote continuous learning. YRE won†t create benefits for students and teachers, but will create chaos in the lives of the people around them. Achievement scores in schools with YRE will not increase, but in fact, in some cases, get worse. A few spoken views on YRE say it best. Sheila Duty Gibson says, â€Å"Many students show that year-round schools do not improve education. Changing the days students attend school does not address what many believe are the real problems in education such as a lack of parental involvement, teacher development, effective teaching methods and curriculum. An anonymous editorial in a North Carolina newspaper says, â€Å"It†s time to face the truth. The year-round schedule is a personal preference, not the answer to our educational problems. Year-round school doesn†t work for everyone. † Executive Editor of Elizabethton Star in Tennessee, said it well when he said, â€Å"Summertime offers our youngsters an extended time to experience life in such a way that will never again be afforded. If we are going to do anything with respect to school scheduling, we should extend the summer vacation to Labor Day† (Time to Learn). How to cite Year Round Education Program, Papers

Sonnet 116 Essays - Rhyme, Sonnet, Fixed Verse,

Sonnet 116 1- Let me not to the marriage of true minds 2- Admit impediments; Love is not love 3- Which alters when alterations find 4- Or bends with remover to remove 5- Oh, no, it is an ever-fixed mark, 6- That looks on tempests and is never shaken 7- It is a star to every wandering bark, 8- Whose worth's unknown although his height be taken 9- Love's not Time's fool though rosy lips and cheeks 10- Within his bending sickless compass come 11- Love alters not with his brief hours and weeks, 12- But bars it out even to the edge of Doom 13- If this be error, and upon me proved, 14- I never writ, nor man ever loved. - I chose this sonnet because it is very beautiful and shows the immortality of love and in the way that it comes through struggles just as good as it first went in, - Lines 1-4: This is saying that if love changes or is removed if it is challenged it is not love; perhaps it is infatuation. - Lines 5-8: Love is something that is always there taken away by anything; it is the thing that everybody looks for in life, if it seems to be gone, love is there more than it originally was although it may not seem like it. - Lines 9-12: The personification of love and time: Love cannot change throughout the course of Time and Time holds no restraints against Love. Time cannot grasp hold of Love at all and bring it down even when it seems that Love will be snuffed out. - Lines 13-14: If the above statements are wrong and proved to me, then I have never written ever before and there has been no love in the world ever before.

buy custom Adult Criminal Behavior essay

buy custom Adult Criminal Behavior essay It is evident that a number of researches have been carried out in an attempt to investigate whether childhood abuse and neglect leads to adult criminal behaviour (Widon, 2001). According to the research that was sponsored by the National Institute of Justice, childhood abuse as well as neglect generally increases adult criminal behaviour by 29 % (Widon, 2001). This is a study that was carried out in 1998, when the age of subjects was 26 on average. In 1994, the subjects were on average 32.5 years of age (Widon, 2001). Out of this sample only 1 percent was above the offending years. In researches carried out much recently, the same sentiments are shared in a number of respects, though they also portray different opinions on others. The study compared the 1575 cases of two groups right from childhood to young adulthood. The first group was 908 cases of childhood abuse and neglect, which had been processed by the courts within the period between 1967 and 1971(Widon, 2001). In addition, an approximately over 20 years track through the criminal records had been done on them. This group was matched by age, approximate socioeconomic status of the family, race and sex in comparison to a study done on 667 children (Widon, 2001). From these studies it is apparent that the victimization of childhood leads to a lot of serious social problems (Perez and Widom, 1994). As indicated by the delinquency research, it is clear that both physical and sexual childhood abuse is usually linked with delinquency. In addition, early maltreatment enhances the seriousness, the variety, and the duration of the problems. Further the studies indicate that todays abused children eventually become the violent offenders of tomorrow. This is justified by the phrase violence begets violence. In a study carried out previously on the effects of the early malnutrition on the consequent behaviors of a child, it is evident that malnourished children suffered from attention deficits, poorer emotional stability as well as reduced social skills as compared to children who did not suffer from malnutrition (Zingraff et al, 1993). Apparently, a childs neglect or abuse increases the possibility of the child to be arrested approximately by 59 percent as a juvenile, 28 percent as an adult and 30 percent for a violent crime. Clearly, the maltreated children who were younger at their initial time of arrest were found to commit more crrimes (Widon, 2001). Besides, they were also arrested frequently. Comparing the sexually abused children and the physically abused or neglected children, it is apparent that the latter were the ones arrested later for crimes which were violent (Perez and Widom, 1994). In much contemporary studies, neglected and abused females also were at a risk of being arrested for violence as juveniles and as adults. The non-maltreated children among the whites indicated the highest rates of crimes as compared to the maltreated children (Zingraff et al, 1993). Among the blacks, on the other hand, it is the neglected and abused children who indicated an increase in the arrests of the violent crimes. From the studies, there was no link between the children who were arrested away from their home, the reason that they were abused or neglected and the out of home placement. In conclusion, the victimization of children leads to a lot of serious social problems. Moreover, it has an influence on the subsequent child behavior. It is, therefore, of paramount importance that children are not abused either physically or sexually. In addition, they should not be neglected so that they are shaped into being better citizens of tomorrow. Buy custom Adult Criminal Behavior essay

Definition and Examples of Telicity in English Grammar

Definition and Examples of Telicity in English Grammar In linguistics, telicity is the aspectual property of a verb phrase (or of the sentence as a whole) which indicates that an action or event has a clear endpoint. Also known as aspectual boundedness. A verb phrase presented as having an endpoint is said to be telic. In contrast, a verb phrase that is not presented as having an endpoint is said to be atelic. See Examples and Observations below. Also see: AspectGrammaticalizationTransitivity EtymologyFrom the Greek, end, goal Examples and Observations Telic verbs include fall, kick, and make (something). These verbs contrast with atelic verbs, where the event has no such natural end-point, as with play (in such a context as the children are playing). - David Crystal, A Dictionary of Linguistics and Phonetics, 4th ed. Blackwell, 1997 Testing for TelicityOne reliable test to distinguish between telic and atelic verb phrases is to try using the gerund form of the verb phrase as direct object of complete or finish, which refer to the natural point of completion of an action. Only telic verb phrases can be used in this way. . . . [What did you do last night?] - I finished {repairing the roof / *repairing}. (Repair the roof is a telic VP while repair is atelic.)It was 11:30 p.m. when I completed {writing the report / *writing}. (Write the report is a telic VP while write is atelic.)He {stopped / *finished / *completed} being their leader in 1988. (Be their leader is an atelic VP.) Unlike finish and complete, the verb stop refers to an arbitrary endpoint. It can therefore be followed by an atelic verb phrase. If it is followed by a telic one, stop is by implicature interpreted as referring to a provisional endpoint preceding the natural point of completion: I stopped reading the book at five. (implicates that I had not finished reading the book when I stopped reading it) (Renaat Declerck in cooperation with Susan Reed and Bert Cappelle, The Grammar of the English Tense System: A Comprehensive Analysis. Mouton de Gruyter, 2006) Verb Meaning and Telicity Because telicity is so dependent on clausal elements besides the verb, it could be debated whether it is represented in verb meaning at all. In order to explore that debate, lets start by comparing watch and eat. Examples (35) and (36) provide a minimal pair, in that the only element that differs in the two sentences is the verb. (35) I watched a fish. [Atelic-Activity](36) I ate a fish. [Telic-Accomplishment] Since the sentence with watch is atelic and the sentence with eat is telic, it seems we must conclude that the verb is responsible for the (a)telicity of the sentence in these cases, and that watch is by its nature atelic. However, that easy conclusion is complicated by the fact that telic situations can also be described with watch: (37) I watched a film. [Telic-Accomplishment] The key to whether each of these situations is telic or not is in the second argumentthe verbs object. In the atelic watch example (35) and the telic eat example (36), the arguments look identical. Go a little deeper, however, and the arguments do not seem so similar. When one eats a fish, one eats its physical body. When one watches a fish, it is more than the physical body of the fish that is relevantone watches a fish doing something, even if all it is doing is existing. That is, when one watches, one watches not a thing, but a situation. If the situation that is watched is telic (e.g. the playing of a film), then so is the watching situation. If the watched situation is not telic (e.g. the existence of a fish), then neither is the watching situation. So, we cannot conclude that watch itself is telic or atelic, but we can conclude that the semantics of watch tell us that it has situation argument, and the the watching activity is coextensive with . . . the arguments situation. . . .Many verbs are like this- their telicity is directly influenced by the boundedness or telicity of their arguments, and so we must conclude that those verbs themselves are unspecified for telicity. - M. Lynne Murphy, Lexical Meaning. Cambridge University Press, 2010 Telicity in the strict sense clearly is an aspectual property which is not purely or even primarily lexical. - Rochelle Lieber, Morphology and Lexical Semantics. Cambridge University Press, 2004

Filmmaking Essay Example | Topics and Well Written Essays - 4500 words - 1

Filmmaking - Essay Example I got to learn that the reflected-light meter does not always measure the light accurately because of the difference in reflectance and the result we thus get is underexposed. I learned that when I attempt to take a photo of a sunset, its brightness causes the reading of the light meter to become incorrect. This leads to the generation of an underexposed photo. In the still exercise, I realized that the camera’s aperture can be set as per the individual’s will. The setting of the aperture can be played with to generate stylish and artistic images. In the exercise, I found that one thing that is incredibly important for a director is the camera’s lenses. I was also taught the function of camera lenses. Learning the functionality of lenses was very interesting. One whole lecture was based on the filming exercise. During this exercise, I used a 50mm lens to get a medium close up, but the diameter of the lens decreased the depth of field and made the character isolat ed. Then I used a 12mm lens and took the camera closer to the character. This increased the depth of field and altered the composition of the shot altogether. As a result of this exercise, I learned that different lenses can be used to produce different images, and can totally change the significance of the background in a picture. Lenses are thus of prime cinematographic value. Lenses play a big role in making the photography adorable and the director can use them according to his/her style. Although I have learned quite a lot from the exercise, yet I have not sufficiently practiced what I have learned. Before directing the movie in the first term, I had a clear idea of what lenses to use when and I had also written some notes regarding use of lenses for different kinds of shots.  

Strategy of Sweetco Inc Case Study Example | Topics and Well Written Essays - 1250 words - 1

Strategy of Sweetco Inc - Case Study Example Apart from this, another fact was also revealed that Sweetco received money from its holding company for its operational functions on the basis of loans. This is the reason why the CFO has asked for an extension in the credit terms to 60 days. The objective is now to analyze the financial credibility of Sweetco at present and make a future projection so that we can decide whether to maintain the business relationship or not. The best option in such a case is to ascertain credit scores of the company Sweetco Inc. Assigning credit scores means defining certain factors for making decisions and allotting weight age on each factor. For example, 30 percent weight age for the payment history of the customer, 30 percent weight age to the amount of money outstanding, 15 percent weight on the length of the credit history, 10 percent weight on the newly generated credits, and 10 percent on the different types of loans being offered to the customer, i.e. Sweetco Inc. For this purpose the marketi ng contacts would be utilized; the investigation of credit shall be done through reliable sources; the customer of Sweetco Inc. can be contacted for information on the company’s status; the documents and financial statements can be filled based on the information acquired from different sources; the credit file for Sweetco. Inc. should be prepared; and finally a wholesome financial analysis is untaken. Hardline Position: The hardline position involves an extreme decision. In this case the decision would be that the company should not continue the business with Sweetco Inc and increasing the credit terms does not comes into play in this case. If the credit scores and the financial analysis show that Sweetco Inc. neither has the ability to pay back the money nor would be able to attain sustainability without the help of its holding company or any other financial support.