Field Experience report Assignment Example | Topics and Well Written Essays - 1000 words

Field Experience report - Assignment Example Visiting Smithsonian Air and Space Museum may be a profitable affair to school boys and girls of different grades and in the process of studying a large number of subjects. In present days Smithsonian Air and Space Museum preserves a big number of showpieces, what have been mentioned above. To the quantity of these artifacts we may append â€Å"historic aircraft and space artifacts† and also â€Å"engines, rockets, uniforms, spacesuits, balloons, artwork, documents, manuscripts, and photographs† (Smithsonian Air and Space Museum, 2014). Any child while observing such variety of showpieces intended to visit this place one more time. It should be admitted that visiting Smithsonian Air and Space Museum will be rather useful and curious for the High School children that acquire the 8 Grade in their schools. The matter is that pupils have 13-14 years old in that time, and in such case they are able to percept the information and represented artifacts in serious dimension. Museum under investigation introduce artifacts that bear serious information, and smaller children may not understand all significance of presented ideas. It is the fact that cannot be claimed about pupils of the 8 Grade, as at that time they make first steps on the road of adult life. That is why my position represents the concept that visiting such serious place will be interesting and useful for High School children. The subject that is chosen is considered to be History. Smithsonian Air and Space Museum contains artifacts and documents that may provide a helping hand for students in the space of historical evidences. This museum represents â€Å"the collection of rare and historically significant aircraft and spacecrafts† that may seem to be useful and relevant materials for students who are interested in the history of USA (Smithsonian Air and Space Museum, 2014). Moreover, for those students who

Student Leaders Assembly Essay Example for Free

Student Leaders Assembly Essay Sunday, August 15 2010, marked the first day of the Student Leader’s Assembly of both the High School and College departments of the different Don Bosco schools who participated in the said event. They were composed of the student council and the different officers of the clubs and organizations of both levels in the different schools. It was a truly wonderful experience for them since it fostered team building and getting to know each other again after a long time. The event was held at Don Bosco Tarlac, since they were selected as the host of the said event. By the time the participants arrived at Don Bosco Tarlac, they were asked to register their names and put their bags in their assigned rooms. After the facilitators mentioned the rules, they already felt at home in the school since it brings an â€Å"aura† per se, of their school, since it the place was also a Don Bosco school. There was a time when the participants were given time to freshen up before they were ordered to go to the gym for the program to take place. The participants were asked to seat at a certain group according to the number designated on their ID’s. The program started with the raising of the Bosconian Insignias in the different Don Bosco schools while having someone who seemed to be a Bosconian â€Å"bunso† sing the song â€Å"Di Ka Nag-iisa†. It was a very breathtaking experience, because the people were astounded at what a Bosconian â€Å"bunso† could do, at such a young age. The raising of the insignias was followed by the singing of the National Anthem and the opening prayer entitled â€Å"The Prayer†, led by the two selected participants representing Don Bosco Technical College, Mandaluyong. The opening ceremonies of the different insignias ended with a basking applause from the participants. The actual program started with the game called â€Å"Blind Barthemeus†, where a leader would be in charge of asking the other participants some questions while the rest are blindfolded. After getting to know each other as a group, the next game called the â€Å"Game of Life†, was initiated shortly. The instructions were given, and a â€Å"map† of some sort was distributed to each group. They were assigned to make a 3-feet tall tower made of the materials they are going to gather at the different places that were designated in the map, from barbecue sticks and chewing gum to popsicle sticks and lumps of clay. Everything was going well, but after a short while, the rain fell down, slowly but surely. The participants didn’t stop, and so did the rain. But when the rain poured down heavily, most of them fled to the nearest building to take cover from the rain. This goes to show that Bosconians won’t be easily discouraged to abandon their duties just because of some minor distractions or disruptions. The rain still poured down heavily and the PA announced that all Bosconians should dry themselves and wash up, since most, if not all the participants, got wet during the game. The game was suspended, but they were asked to hold on to their materials for later use. It was nighttime when the participants finished perking up and eating dinner. They were requested to go to the Big Chapel for the continuation of the program, since the gym was flooded. The program resumed, and at that time, Mr. JC Delos Reyes was the speaker. He talked about the roles of a leader and what leaders should really do and symbolize. After the talk, the different Don Bosco schools presented their dance numbers and presentations. Everyone performed well. One of the performers even performed an impromptu script, because of the delayed performance of the whole group. Nevertheless, it was a â€Å"lo and behold† sight to see, since everyone gave it their best shot in the presentations. After the dance presentations, the students were asked to go outside the chapel for the fireworks display. After a while, numerous flashing and colorful displays of fireworks amazed the participants during that night. Finally, the students were asked to go to their designated rooms and sleep. It was morning when one of the songs of Don Bosco was played to wake the participants up, although some already did way before the PA played the song. Some took a bath, while others washed up to feel fresh. Breakfast was soon served, and the mass was then celebrated afterwards. The music ministry was led by the students of Don Bosco Technical College. After the mass, the principal, Fr. Jay, gave the closing remarks and then dismissed all the students. Of course, the merienda was served before they all left the school. Everyone left knowing that they learned something not only from their school but also from someone from a different setting. It is true that the best teacher that anyone could have is experience, but it really depends on the person. If the person is eager to learn, then he would strive to become successful by learning from his mistakes in the past, therefore making use of his experiences. If the person is unwilling, then his experiences would mean nothing since he did not apply what he had encountered in the past. That goes the same with the participants back then. They not only learned the true meaning of being a leader and what it takes to be one, they also learned the value of experiences through communication and camaraderie.

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In September of 2000, the leaders of 189 nations across the globe met at the United Nations headquarters in New York to participate in the UN Millennium summit. The leaders and members at this summit agreed to the UN Millennium declaration, which contained the eight-millennium development goals (MDGs). The purpose of these goals was to help remove poverty, improve the development, society and governance structure in these countries in order to help these countries fully develop without any lag. The deadline to achieve these goals is 2015. The eight-millennium development goals contain: Eradicate extreme poverty and hunger, achieve universal primary education, promote gender equality and empower women, reduce child morality rates, improve maternal health, combat HIV/AIDs, malaria and other universal diseases, ensure environmental sustainability and to develop a global partnership for development. The republic of Maldives is an island nation off the coast of India. It consists of 26 chain islands surrounded by the Indian Ocean. For the most part, the Maldives Islands have been independent until other countries invaded. The invasion only lasted several years at a time throughout history. In 2010 the Maldives Country Report to the United Nations stated that, â€Å"it was the first country in South Asia to make the most progress, evidently achieving five of the eight goal millennium development goals† (Maldives Country Report). Eradicate Extreme Poverty and Hunger: Poverty reduction is one of the main goals the countries government focused on throughout the development process. The targets the country set to eliminate extreme poverty were to reduce the population who lived on less than $1 a day to less than 1%, achieve full and produ... ...arly in the atolls, through deeper economic diversification and corporatization/privatization of public services† (Maldives Country Report). Due the size of the country, gross domestic production (GDP) and population being very small compared to other countries, the government of Maldives is enrolled in far to many sectors. Currently, the nation is receiving $300 million in annual funding and all of this money is going in to education, healthcare, transport and harbor development. The country still has a lot more to achieve economically. The government now wants to develop new policies to improve public finance management, give an upper hand to the private sector, reach out to more tourism and vitally â€Å"deal comprehensively with the debt problem through national and international measures in order to make debt sustainable in the long term† (Maldives Country Report).

Canadian Tutoring Industry Analysis Essay

The reason for education is an incontestable topic. According to article 40 of the Quebec Charter of Human Rights and Freedom, everyone has a right to free education and as of 1871, education for children between the ages of 6-16 became compulsory in Canada. Having practiced playing school during their childhood, schools for children are a symbol of growing up; and for the parents, are viewed as a rite of passage and entry to the child’s future career (Diskin, 2010). However, most believe that the greatest achievements of life are their educational titles. Thus grades became the measure of a child’s success or failure in his young life. Consequently, efforts to help students obtain better grade in various educational institutions and levels emerged and tutoring business services were born. Over the past decade, the tutoring industry has undergone a massive growth an increased in popularity. It was even described as flourishing according to CTV’s Ken Shaw (The growing business of tutoring students, 2002). Tutoring classes no longer concern just academic subjects but now includes sports and dance lessons. In 2007 a report by the Canadian Council on Learning (CCL) sparked interest and controversy about the private tutoring sector in Canada when it announced that a third of Canadian parents (33%) have hired a tutor. This reinforced the findings of a 2005 study which determined that approximately 25% of Canadian parents hired a tutor, and the 2007 OISE/UT Biennial Survey which found that 24% of Ontario parents have used tutoring (Aurini, 2008). Furthermore, the number of formal businesses that offer fuller tutoring services has grown between 200%-500% in major Canadian cities over the past 30 years, a growth that is independent of public school enrollments or economic trends (Davies & Aurini, 2004). In Ontario for example the number of businesses grew from 250 to just under 500 locations between 1996 and 2005. While these figures are impressive, they do not capture the vast network of more casual, part-time tutors who service thousands of students on a regular basis. However, even using conservative estimates, all research suggests that we are witnessing the birth of a tutoring revolution in Canada (Aurini, 2008). With this unprecedented wave of entrepreneurial activity in what has been dubbed â€Å"the new education industry† the private tutoring industry has been saturated and has reached its maturity stage. â€Å"Just looking at the Yellow Pages, you can see that the number of listings for private tutoring companies has tripled to quadrupled over the last 15 years,† says Dr. Neil Guppy of the University of B. C. ‘s department of sociology (Johal, 1999).

Naturalism in Stephen Crane’s “A God in Wrath” Essay

The 1880s to the 1940s marks a period in American Literature known as Realism and Naturalism. This was the time when most literary works reflected the ideas of pessimism and determinism, and where events and even God oppose human free will or remain indifferent to human desires. One author and poet of this era was Stephen Crane. Crane published â€Å"A God in Wrath† in 1905 in a collection of poems called The Black Rider and Other Lines. The poem, which is about a god torturing a man, reflects the recurring theme of naturalism with instances of pessimism, determinism, and detachment. Naturalism in â€Å"A God in Wrath† Pessimism. Pessimism, or the seeming inevitability of the occurrence of negative events, fills every line of the â€Å"A God in Wrath. † In the poem, the very fact that a god is punishing the man is perhaps the greatest indication of pessimism considering that no man can ever be greater than a god. Therefore, no man can ever escape a god’s wrath and so a man who is suffering from it will surely suffer till the end. Indeed nothing can be more pessimistic than that. One particular line, â€Å"He cuffed him loudly† (Crane), indicates that the man is bound and has no chance of escape ever. Moreover, one should take note that these cuffs are put by a god and therefore impossible to get rid of. Also, the cuffs are in the form of â€Å"thunderous blows that rang and rolled over the earth† (Crane). This means that these are not just simple shackles that simply require a key to remove but that they are as complicated as they are difficult to detach. Perhaps one more indication of pessimism in the poem is the presence of a crowd of people who are not shown to help the man, or are portrayed as helpless creatures that do nothing but observe and add to the man’s injury by saying â€Å"Ah, what a wicked man! † (Crane). The man in â€Å"A God in Wrath† is already in deep suffering when â€Å"All people came running† (Crane). Nevertheless, although he â€Å"screamed and struggled† (Crane), the crowd, instead of helping him, condemns him more by calling him wicked. In real life, one can see people who not only ignore those who ask for their help but even regard them as evil. Such is the picture of the society that Crane may have wanted to show through the element of pessimism in the poem. Determinism. Determinism in â€Å"A God in Wrath† centers around the idea that the man has no choice but to accept the wrath of god and eventually his own fate. The whole poem is a testament to the absence of free will as indicated in the man’s useless struggle to escape. Man’s free will is figuratively strangled when the god â€Å"cuffed him loudly† (Crane) and that although he â€Å"screamed and struggled† (Crane), which means that he wants to assert himself and his free will, no help arrives and there is no escape. Perhaps the man’s last chance of escape is the people who â€Å"came running† (Crane), and maybe he smiles at the fact that all of them seem to come to his aid. Unfortunately, it seems that he is predestined to suffer and perhaps even die of his suffering when he finds out later on that the people who come running actually do nothing but say â€Å"Ah, what a wicked man! † (Crane). Crane here shows that no amount of screams and struggles from the man, or every man in general, can change the course of nature, the will of a god, or man’s destiny to suffer. Detachment. The stone-cold objectivity in Stephen Crane’s tone is felt in the poem in his use of such nameless characters as a god, a man, and all people. The absence of a capital â€Å"g† in â€Å"god,† except perhaps in the title, clearly indicates that this god is not necessarily the Christian God but perhaps any form of deity considered to be a symbol of cruel and inhuman dictatorship. It can even be religion itself which is shown here that makes man suffer. One can also see that in the poem, the man is unnamed, which means that it can represent any human being particularly those who seem to be experiencing a hopeless struggle. Lastly, the phrase â€Å"all people† (Crane) may represent everyone else in the world of the man who suffers. Also, the fact that all of them â€Å"came running† (Crane) tells us that they are united in their action, and that when they all together â€Å"cried, Ah, what a wicked man! † (Crane), one can see that people in general are wicked and often express their ridicule and cruelty in unison. On the whole, the element of detachment in Crane’s â€Å"A God in Wrath† tells us that the situation portrayed in the poem and its painful events are not exclusive to the characters in it but also to every suffering human being. Conclusion Stephen Crane’s â€Å"A God in Wrath† is a poem that portrays the elements of the era of Literary Realism and Naturalism, which include pessimism, determinism and detachment. Pessimism is reflected by man’s seemingly unending struggle with a god that is impossible to conquer and with people who are brutally indifferent to his suffering. Determinism is present in the lines that show that his fate seems inevitable and that no amount of struggle and will to survive may seem enough to free the man in the poem from his suffering. Finally, a sense of detachment is expressed by the fact that the characters in the poem are unnamed. Hence, this makes the particular literary work a mirror of what actually goes on in the life of every human being who suffers and how much pain he has to bear with the wrath of a cruel god and the inaction of his indifferent fellow humans. Works Cited Crane, Stephen. 2010. â€Å"A God in Wrath. † Stephen Maria Crane. Poemhunter. com. May 24, 2010. Crane, Stephen. â€Å"A God in Wrath. † Withered Arm and Other Stories. Ed. George Bess. New Jersey: Viking Penguin, 1999. Print.

Writing on Point Argumentative Essay on Microeconomics

Writing on Point Argumentative Essay on Microeconomics To recap what we have learned throughout our guides, we first discussed 10 facts for on point argumentative essay on microeconomics, where you learned 10 credible pieces of evidence on microeconomics, helpful for   composing your argumentative essay. Along with the facts, you must have also gone through the seven references, which can be used to explore the issues in detail. On the other hand, we also discussed 20 microeconomics essay topics in our second guide, which must have helped you choose particular subject/topic on which you can start writing immediately. You must also have gone through our sample essay, which, we bet, you have found informative. Apart from that, we’ve also included references that you may use later for more research. However, this final guide is something else. Here, we are not going to discuss microeconomics, but how you can spiff up your argumentative essay and make it exemplary – leaving your teacher or professor under strong impression. With that said, let’s get started: Composing an Argumentative Essay The best technique not to waste your time looking at the blank document is to put together an outline of the argumentative paper you’re going to write. To do this, you need to know that an argumentative essay is comprised of four main sections: Introduction First Body (Where You Develop Your Argument) Second Body (Where You Refute Opponent’s Arguments) Conclusion Here is how you would want to outline your argumentative essay: Writing an Intro Composing an introduction can be daunting if you don’t have an idea what a â€Å"hook† is all about. A â€Å"hook† technically means that you’re going to capture the attention of the reader, making him/her sure that your essay is worth checking out. This hook should be placed in the first two-three lines of your introduction. Afterward, you should keep the reader interested in reading your essay by sharing the context of the topic. In this background part, you would want to share the essence of the issue: who cares about it, where this issue may be prevalent, and its significance. Adding Your Thesis Of course, the main â€Å"component† of your essay is a thesis statement, which should be placed in the end of the intro section. Make a statement that shows that you’ve made a stance on the argument. The thesis should also include the claims that you will be discussing later in the essay. But there is no need to consider the evidence here. Writing the First Part of the Main Body In this first part of your essay’s body, you would want to focus yourself on the statements (or arguments) that you’re going to make related to the microeconomics topic. These statements are known as claims. But claims alone aren’t deemed credible, which is why you will support them with evidence and sources agreeable   with your claims. Depending on your topic, you can have either one claim or multiple. Writing the Second Part of the Main Body Actually, the real action happens here. Since the argumentative essay is about having a debate with your opponent, you’ll do just that in this part of the body. Try to perceive the viewpoints of your opponents, and then refute them, in a convincing way, supported by substantial evidence, which cannot be overthrown. In this kind of essay, anyone with different views is your opponent, even if we are talking about your readers. Writing a Conclusion Once you have refuted your opponent’s view, it’s time to conclude your essay. In this section share the importance of your issue, and how your statement can be implemented to improve the world of microeconomics. It’s also recommended to draw   a picture of the world now and later, when your changes are implemented, which really convinces the reader in your competency. Final Words Of course, it’s not a good idea to submit your essay without proofreading and editing. We recommend you to proofread the content at least twice, and add/subtract the parts you are not sure in. To do that, perceive your essay as your teacher/professor would and you will be able to criticize your own work. With all these materials you don’t have excuses left, so start writing immediately!

How to calm the mind before high-pressure tasks like public speaking

How to calm the mind before high-pressure tasks like public speaking The write road to brilliant public speaking Writing before high-pressure situations can raise your performance in them, according to new research. It may seem counter-intuitive, but taking a moment to focus on your fears by jotting them down can help you to rise to the challenge. And this can apply to anything that gets your adrenaline pumping, whether its facing public speaking, nailing a sales pitch, or representing your company in the annual bowling tournament. Under pressure Its a frustrating fact of life that the skill levels we know were capable of can seem to slip when were counting on them most. But feeling the pressure doesnt have to result in a performance dip, says University of Chicago psychology professor Sian Beilock, who co-authored the study with graduate student Gerardo Ramirez. They found that students who wrote down their anxieties 10 minutes before a maths test achieved significantly better results than another group, who were asked to sit quietly during the same time period. The researchers increased the pressure by telling the students they were to be recorded, and that they could win money if they did well. Not only did the first group outperform the second, they also beat their own scores from a previous test in which they had no additional pressures. Free your mind This problem of under-performing, or choking, often occurs when we overload our working memory. This is the part of the brain that temporarily holds onto and sorts out information relevant to our immediate task. Essentially, it enables us to do well. But when the pressure gets too much, it can no longer put the work in working. No doubt this is what happened to the students who sat and stewed before the maths test. But committing our fretting to paper acts like an intervention for the brain, focusing and calming the mind, while allowing us to re-evaluate the fears in question. For those students who are most anxious about success, says Beilock, one short writing intervention that brings testing pressures to the forefront enhances the likelihood of excelling, rather than failing, under pressure. Stepping up And even for those of us who thrive on pressure, this practice is still pertinent. Beilocks book, Choke: What the Secrets of the Brain Reveal About Getting it Right When You Have To, examines how everyone from boardroom executives to top athletes (Andy Murray, take note) can raise their game, or at least avoid letting the side down. We think this type of writing will help people perform their best in a variety of pressure-filled situations, says Beilock, whether it is a big presentation to a client, a speech to an audience or even a job interview.