Informative Essay Sample on Marilyn Monroe and Her Background

Informative Essay Sample on Marilyn Monroe and Her Background Marilyn Monroe. When someone mentions this name, a beautiful blonde, glamorous, sexy girl who doesnt look too clever would probably be the image that comes up in everyones mind, but is that the truth? Is that what she really was like or was it just an image created by the media? There are many opinions about the details of her life and many different rumours and theories about her mysterious death. But no matter to what truly did happened to her, this woman was one of the biggest influential person of the 20th Century to many people around the world. People have already had a definition of Marilyn as a Legend. It is unbelievable that this woman was born as a shy little girl who never knew who her father was because he left her mother even before she was born. An innocent little baby girl, Norma Jeanne Mortenson, was born on the 1st of June 1926. A foster family brought her up until she was 7 years of age when her mother reclaimed and brought her back. But soon thereafter Gladys Monroe, Normas mother was declared insane and committed to a psychiatric hospital. Consequently, she was once again sent to a series of foster homes. She was assaulted in at least two of the foster homes, and possibly more, all before she was twelve years old. She had to drop out of school, when she turned 16, to marry James E. Dougherty who she didnt love. In 1944 James was called to military service and she went to live with her mother-in-law and like many military wives she took a job in a defence factory. One day a photographer that was sent to take pictures of women helping with the war effort changed her life. He was very impressed of Norma and suggested she apply for a modeling position at the Blue Book model agency. By 1946 she was already on 33 magazine co vers and was posing for top photographers. This is also in the same year when she changed her name to Marilyn Monroe. Soon she divorced with James. Throughout her life she got married three times altogether. The second man she got married to is Joe DiMaggio and then things werent working out right for them so they got divorced and so she married a writer, Author Miller. On the 5th of August 1962, she was found dead as a result of drug overdose in bed. The incident gave a terrible shocked to the public. Many believes it was a suicide and many believes it was an accident, but there are no proves or what so ever to any of the rumours or theories. We can only guess and believe in what ever we want, but the one thing that we can all agree is that Marilyn was a beautiful and talented woman who found fame and fortune but she was unsatisfied with her life. Even though she achieved so much in her career life. Marilyns career as an actress spanned 16 years. She made 29 films, 24 in the first 8 years of her career. By the end of 1951 Marilyn was receiving 2000 3000 fan mail letters per week and thats only a few years after she started her career. It could be said that Marilyn was the representative of the image of fashion and beauty in the 20th century. She showed the confidence in her to the world and that gave a lot of ideas to many girls about being confident. So many girls look up to her, not only for her beauty and fashion but for her talents Her life story also probably gave many people some lessons to think about many things in life. She went through a horrible childhood, but she managed to get through it and hid it away even though it probably haunted her for her whole life. She reached her goal to where she wanted to be. However, though she may be gone physically, shes still very much here in spirit, a fact shown by the huge number of fans she still retains today, almost 40 years after her untimely death. The life story of this woman will still be pass on to the next generations about how unique way of life she was brought up and how she made it to be one of the greatest Hollywood divas that ever existed. A life of this young woman will never been forgotten by history as it is a great example of life. In general most human search for success in life so it could make them happy. But in her case, she showed that fame is not everything.

7 things successful people do over the weekend

7 things successful people do over the weekend Perhaps you picture financially successful people jetting off to Ibiza for the weekend. Or maybe the truly accomplished spend their free time writing novels over Sunday brunch? Whatever your vision of success, the time the weekend offers is valuable to everyone- and some of us are definitely squandering it. Let’s explore a few simple ways you can spend the weekend time to become the best version of yourself. UnplugSuccessful people finish their tasks, then leave work behind. Stress from work can eat into your weekend if you let it, rendering the time useless. There’s nothing worse than an unfinished task gnawing at you or work emails reminding you what you need to do once Monday rolls around. If you set clear work-life boundaries, especially with your tasks and tech, it will result in fewer nuisances over the weekend and a better focus during actual work hours. Really, ask yourself- can’t this email wait until Monday?RestBelieve it or not, successful people do ha ve downtime. No one can run with all cylinders firing all the time; if you tried, you would burn out quickly. Successful people are good at scheduling themselves during the work day, which includes scheduling break time. Maximizing a successful weekend means taking that time to recover from the work week. Whether it’s in the form of meditation exercises, getting lost in a good book, or simply getting a couple good nights of sleep, prioritizing rest helps you recharge for the week to come.Challenge yourselfWhy not run the extra mile? Exercise is just as important for the mind as it is for the body. As with rest, you maximize your potential when your body and brain get a boost from physical fitness. But a successful person might take it up a notch beyond the stationary bike at the gym. They challenge themselves to go further: hike a mountain, train for a triathlon, take up kickboxing, or simply try something new they’ve never done before. When exercise is about striving towards a goal or making new discoveries, it fosters the kind of dynamism that make successful people excel.Develop other talentsSuccessful people can possess a laser-like focus on their goals, but highly successful people don’t just excel in their field; they likely have talents in other areas. Diversifying is not just for the financial portfolio. Art, music, or learning a foreign language helps you to challenge yourself mentally and to develop a healthier, balanced brain. The drive that helps you succeed can be used to help you find fulfillment and harness talent in other aspects of life.SavorOn the weekend, successful people make the most of their time- not by filling every second with action, but by enjoying what you can while you can. It’s the difference between savoring the flavor of coffee vs. guzzling it down like diesel fuel. Making the most of the seasons, getting outdoors, and enjoying family time are important ways to recharge over the weekend.Let the back- burner workSometimes your best ideas come to you when you’re not actively working. Innovation can be brewing in the back of your mind while you’re busy cultivating a life outside of work. Successful people are on the lookout for those ideas, ready to capture them- which means taking time away from the grind.Plan out the weekendSo how do you rest, challenge yourself, develop a new talent, unplug, and spend family time all in one weekend? It’s no secret that successful people plan out the hours of their work day to meet goals efficiently. Why wouldn’t they plan the weekend too? If you’re torn between weekend goals, planning recreational activities ahead of time helps you get the most out of the day. Just remember: the planning shouldn’t be stressful. The most successful weekend is the one you enjoy.

Land Desertification in China ( only climatic factor) Essay

Land Desertification in China ( only climatic factor) - Essay Example So China’s arid climate through its consequences of overflows and droughts constitutes a menace to the full-fledged life support of the Chinese and their future generations. In this regard one of the primary concerns is the functioning of the appropriate technologies aiming at recovery of the degraded soils. In the point of the discussed theme there are two key terms, namely: degradation and desertification. Degradation is the steady deterioration of soil characteristics as a habitat of biota, and reduction of its fertility as a result of the influence of natural or anthropogenic factors. Desertification is a process of irreversible changes in soil and vegetation, and reduction of biological productivity, which in extreme cases can lead to the complete destruction of the biospheric potential and turning of the territory into desert. The primary concern of desertification in China is a food crisis, as the issue is the main cause of aggrieving the country’s stores of wheat and rice, which form the basis of China’s agriculture. â€Å"According to a general survey of the country, the total area of †¦ regions vulnerable to desertification has reached †¦ 34.6 percent of the entire territory† (Longjun). In the context of the most grounds intended for sowing of the seeds, the percentage of the lands under desertification is critical. Moreover, it rises with the demographic problem of China or the top-priority challenge for survival of the Chinese. Overpopulation of the country is a well-known issue, and desertification in this respect is extremely hazardous for the great number of people whose needs don’t decrease with the degradation of soils. As for the secondary concern of the issue, it deals with the dwindling water supply as well as groundwater decrement. It goes without question that the consumption of water for China’s agricultural needs, human wants, and for the artificial irrigation of the arid lands substantially wreaks havoc on the

Promoting sustainable resources energy to produce water in Saudi Essay

Promoting sustainable resources energy to produce water in Saudi Arabia - Essay Example The environmental damage is making the process more expensive hence the need for sustainable methods of water production. The country should thus shift their operations to sustainable desalination systems that can support the ever-increasing demand for water resources. Energy demands in Saudi Arabia From all the available sources, the current capacity of producing energy in Saudi Arabia is about 50,000MW and this keeps on growing with 3,000MW annually (Oil and Gas Report, 2013). This annual growth is relatively bigger when compared to other countries in the gulf region. The government of Saudi Arabia invests about 1,125 billion dollars to cater for the energy needs between now and 2018. In the year 2009 alone, the country used about 100 million barrels of oil to produce energy and this implies that they consume one quarter of all their oil in domestic uses. The demand for electricity demand in Saudi Arabia is expected to increase by 70,000MW in the next twenty years, and at this rate only sustainable energy resources can be trusted to drive the country’s growth and demands (Saudi Arabia Country Profile, 2013). The economy of the country is highly dependent on oil exports and if the local consumption is not substituted with other sustainable energy demands, their economic growth may be adversely affected in future. Water desalination heavily relies on the use of fossil fuel energy and with this rate of increased demand; their ability to export oil and earn revenues will be greatly jeopardized. The increased rate of fossil fuel energy production is not a sign of economic development but a sign of inefficient use of energy. Water uses in Saudi Arabia Saudi Arabia produces 24 million cubic meters of water per day and this represents about a half of the world-desalinated water in the word. Currently the country is building the world largest solar powered desalination facility to supplement the fossil fuel desalination. The country cannot rely on its oil reser ves since they have already used about 70% of their oil natural reserves and therefore are at risk of losing their water supply. The demand of water increases by about 8% of the water reserves and this number is expected to double in the next few yeas meaning the country have to expand their water supply (Energy Industry Report, 2009). Most of the water uses in Saudi Arabia goes to domestic industrial and agricultural use in wheat production but the country is currently reducing their agricultural activities since they prefer importing to producing due to cost effectiveness. Since the country is slowly phasing out wheat production, the paradox is that most of the farmers are turning to fodder crops that require more than ten times the amount of water used to produce wheat. This means that the country will still need more water for other small-scale agricultural production (Monads & Rehman, 2013). Benefits of large-scale sustainable sources of energy in Saudi Arabia If the country fu lly implements the use of sustainable sources of energy, it will help her diversify the use of energy for security purposes. The use of sustainable sources of energy would lead to reduced emissions of greenhouse gases, effluents and other wastes that have a negative impact to the environment. The use of susta

Willy Loman Essay Example for Free

Willy Loman Essay Task: Willy Loman is in many ways foolish and objectionable, and yet he still commands our sympathy and even our respect. How far do you share this view of Willy Loman? In your response, you should consider how an actor might interpret the role of Willy.  Willy Loman is the main character of Death of a Salesman by Arthur Miller. The play focuses on the last twenty four hours of his life. The main events of his life of his life are revealed using various techniques. Willy Loman always believed in the American Dream, but his character is now old and tired. We can see both sides of Willys character. The first is how he is foolish and objectionable. The second is how he can command our sympathy and respect. This can make him a figure of pathos. I will be addressing these points in this essay. In addition, I will be exploring how an actor would be able to interpret Willys character. Willy Loman can in many ways appear foolish and objectionable. Willy Loman contradicts himself in many ways. He has a very aggressive attitude towards his family, especially towards his wife Linda. It is as if they are a soundboard for Willys problems and frustrations. Although he displays this behaviour towards the other characters, he shows deep compassion towards his family. We see other examples of this aspect of his character. He sees himself living the American Dream, by exaggerating to everyone of how well he can sell his products. The irony of his job is that we never find out what he actually sells. This then makes us have more questions than answers after we have finished reading the play. He likes to contradict himself, by one minute saying how Biff is lazy; however, he then says Biff is not lazy. This then makes us wonder what the relationship is between Willy and Biff, and if anything has happened to sabotage this. We get introduced to two characters, Willys two sons Biff and Happy. Willy has tried to shape both of their lives, but this has not gone well. We see the first mobile concurrency in the play. This was when both of his children were young. When Biff was young, Willy paid complete attention to Biff, helping him with his football career. Happy however, was trying to be notice[d] by Willy. This can make Willy seems foolish, he even encourages and congratulates him when Biff steals a new football to help his passing. It is as if Willy would encourage Biff, but for all of the wrong reasons. This and other events then makes Biff known as a kleptomaniac, that we see glimpses of throughout the play. Happy is trying to get Willy to notice him, through various ways. However, Willy literally ignores him, what can be signs of neglect. Willy feels deluded, by making himself bigger than most people, even if they try to help him physically and financially. Biff then gets a visit from his friend Bernard. Bernard is not as strong or tall as Biff, but Willy likes to use him to help Biff with his studies. He likes to call Bernard anaemic and a pest. Although at this point, Bernard looks as if he is going nowhere, he turns out to be somewhere in his life unlike Biff and Happy. He then gets back to reality, although he stills has a deluded mind. He tries to tell Linda how he made a large amount of wealth when he was working in Providence. However, he has to come closer to the truth when he lowers the value of how much he earned. He finally tells the truth, when he talks about business not picking up. This shows us how objectionable he can be, even though he knows what the truth is. Linda then gets some stockings to darn. We get taken back into another flashback. We discover how Willy had an affair with a colleague when he went on a business trip. He then feels guilty, because he gave Lindas present of stockings to The Women. We see how the two time switches collide together, when he says how he will make [it] up to Linda, and he can hear the women laughing in the background. Although we know that all of the acts that he has done are all out of foolishness, we can feel some sympathy towards Willy, for he is not finding it easy to cope with this pressure. We then find out that this is the reason why Biff and Willy have not had a good relationship. Biff then de-railed off his education, and then found no point in life. He did not look up to Willy as a role-model anymore. If you had to look at this aspect from an actors point of view, you can imagine him being played by someone who likes to over-exaggerate all of his lines. However, we can also imagine him being very tired in his speech in some parts, and always holding his head, like he is on the verge of a mental breakdown. Willy Loman can have another aspect to his character, which is how he can command our sympathy and even our respect. Willy has tried several times to try and commit suicide, always saying how he works himself to death and emphasises the word kill. This then makes us want to make him a figure of pathos and does he have the power to command our sympathy. We are then able to answer this question, by how he is acting throughout just the first act. This is shown when we see how he is trying to make a living for him and his family, yet he can not make the cut. Linda, his wife has got a naà ¯Ã‚ ¿Ã‚ ½ve aspect towards her, and this is shown when she makes a compassionate speech about Willy. She talks about him not being the finest character ever lived. This shows us that she knows he has got impurities in his character. She even imitates Willys earlier speech, by how attention must be finally paid to him. This shows that she still will support him, no matter what he has done in the past. These events happen throughout the play, until unfortunately he finally commits suicide. If an actor had to interpret this role, we can say how Willy would be very quick with some parts of his speech, but when he does monologues, he would be very slow and express his speech very well.  In conclusion, Willy is able to do be foolish and objectionable in some aspects, but can become a figure of pathos by making us feel sympathy towards him, and show him respect towards him. These events are very unfortunate, and we hope that this does not happen to us the audience in reality.

The US Constitution Essays -- American History, Democracy, Equal Right

The US Constitution states â€Å"We The People of the United states in order to form a more perfect Union, establish Justice, ensure domestic Tranquility, provide for more common defense, promote the General Welfare, and secure the blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.† The main purpose of the U.S Constitution is to establish the basic rights of all American Citizens. This follows that every United States Citizens have equal rights. Belonging to a minority group because of culture, religion or race does not assert that one is unconstitutional. In times of war, evacuation of minority groups only in NOT constitutional; however, evacuation of ALL United States citizens for prescribes military areas is warranted. In the months immediately following the Pearl Harbor attack the minority group of Japanese Americans, who, held the same race as the enemy empire, were given an order to evacuate, â€Å"Civilian Exclusion Order No. 34†, their homes in the West Coast. In the case of â€Å"Korematsu V. United States† Korematsu fought for his constitutional right as a United Stated citizen; Korematsu was arrested under the Act of Congress exclusion order no. 34, he appealed his case all the way to the Supreme Court and lost. The Supreme Court held the decision of the Circuit Court of Appeals, justly highlighting key points with regard to war times which cannot be overlooked; however, the dissenting justices provides compelling support for Korematsu’s constitutional rights, the government’s disguised purpose to segregate and intern every-one of Japanese American descent, the political mishandling of the Japanese American’s and racial discrimination. The Supreme Co... ...d for health reasons. An American citizen regardless of race, culture, or religion falls under the same constitutional right as another American. Being of Japanese Ancestry during the war with Japan does not depict that that individual is an enemy. The facts are certain, on born to US soil is by birth a US citizen. Citizenship is not determined by race, culture, religion or even the origin of the individual’s birth parents. The disloyalty on an individual does not warrant disloyalty of the group. The government actions must have been well intentioned, being concerned about the nation’s safety; but, with their decision to exclude only Japanese Americans, the government portrayed impoverishment of constitutional right, political injustice, and racial discrimination to a minority group, none of which has any place in the US democracy, Constitution and way of life.

Policy Initiatives for Change and Innovation Essay

Contextualisation The education system in Ghana has undergone enormous changes in the last 50 years. Over this period it has gone from being highly regarded among African nations, through a period of collapse and more recently rejuvenation, supported by a donor-funded reform programme (FCUBE). Underlying these ups and downs and, more recently, the recognition of the need for change, are changes more fundamental still: different ways of knowledge and different ideas about the nature, purpose, and scope of school subjects and how to meet the needs of a diverse student population have come to the fore. These remain among the many challenges facing the education system in Ghana. The paper that follows reviews this ‘history’ and the process, and events, which shaped and informed it. It concludes by examining recent developments and what still remains to be achieved. Abstract: Using an historical perspective, the recent history of educational policy making in Ghana, as it relates to the provision of basic education, is examined. Three periods or phases are identified corresponding to the situation prior to Independence, the period between 1951 and 1986 and the reforms instituted in 1987 and the years that followed. Despite the willing cooperation of various donor agencies and the availability of resources, progress has been limited. The policy and contextual reasons for this comparative lack of progress are examined in turn. The paper concludes with what can be learnt from these attempts at reform and suggests that, whilst the issues involved are complex, greater attention needs to be focused on the training and support of teachers in their classroom role rather than focusing on the provision of resources. Helping teachers to understand the desired changes in their practice and the need to make pupils independent learners, coupled with reforms of teacher training and support, and the nature and quality of teacher continuing professional development, can all be seen as key ways in which further progress may be made. Introduction This paper aims to trace some of the major changes which have taken place in Ghana’s education system since the country gained Independence in 1957, ie, almost 50 years. Although Ghana’s education system had previously been regarded as one of the most highly developed, and effective, in West Africa (Foster, 1965), by the 1980s it was in near collapse (Scadding, 1989; Peil, 1995) and viewed as dysfunctional in relation to the goals and aspirations of the country. The academic standards of pupils, support for teachers, instructional materials, school buildings, classrooms and equipment had declined through lack of financing and management. In 1996 the Ghanaian government embarked on a major donor-funded reform programme called the Free Compulsory Universal Basic Education (FCUBE) programme which touched all levels of the education system and attempted to address the perennial problems of access, retention, curriculum relevance, teacher training, provision of physical structures, and financing. What follows examines basic education in Ghana by dividing its policy history and practise into three major phases; that of the preIndependence era, the period from 1951 to 1986 and the period from 1987 to 2003. Each of these is discussed in turn in the following sections. Stanislaus Kadingdi Basic education in the pre-Independence era This first phase in the development of basic education policy and practise in Ghana can be described as having been dominated by missionary activities in relation to literacy for trade and the teachings of the Bible. Formal education in Ghana dates back to the mercantile era preceding colonisation. European merchants and missionaries set up the first schools and Christian missionaries are said to have introduced western-style education into Ghana as early as 1765 (Antwi, 1991a; Graham, 1971). Many of these institutions, established by Presbyterian and Methodist missionaries, were located in the south of the country in what became the British Gold Coast Colony. The main aim of these early schools was to facilitate the training of the local inhabitants as interpreters for purposes of trade and as a conversion of Ghanaians to the Christian religion. Thus the curriculum had a narrow focus on basic literacy with the Bible and scripture as the main texts of schooling. Early attempts to improve the quality of primary education in Ghana (then known as the Gold Coast), by Sir Gordon Guggisberg in his role as Governor, took place in the period between 1919-1927. He emphasised a need for better teaching and improved management of schools but the shortage of teachers and inadequate funding meant that his plans for improving primary education were hardly achieved. Most schools in the rural areas were still based in unsuitable buildings, were poorly equipped and staffed or, in some cases, centred under trees! Major policy initiatives in basic education from 1951-1986 The second phase was characterised by instability in governance as a result of successive military takeovers. This political instability coupled with the rise in oil prices in the early 1970s resulted in economic decline in the country. It was a period of a harsh and repressive revolutionary zeal on the part of the military regime of 1981 and resulted in a significant number of trained and highly qualified teachers leaving the country (Nti, 1999). Education was therefore faced with political instability, ad hoc measures, and frequent changes in education policy. Teaching and learning in basic schools had deteriorated to the extent that the majority of school leavers were illiterate, and confidence in Ghana’s once enviable education system was shaken. In 1951 the first president, Dr Kwame Nkrumah, embarked on a massive expansion of the education system to speed the pace of educational development in the (then) Gold Coast. This was in response to popular demand for education and to the new Africa Government’s intention to organise a planned campaign to abolish illiteracy. This initiative was followed by further developments with Ghana’s Independence in 1957. In fact the next 35 years saw a wide range of developments and reform initiatives taking place in Ghana’s education system. Within this period three significant stages can be discerned. These were the Accelerated Development Plans (ADPs) for Education in 1951 and 1961, the findings of the Dzobo Committee of 1973 and the following, New Structure and Content of Education Plan in 1974. The intentions associated with the new military government of the Provisional National Defence Council (PNDC) in 1981 led to further changes. The first of these is discussed in the next section. The Accelerated Development Plans (ADP) for Education of 1951 and 1961 The ADP, launched in 1951, gained legal backing through the introduction of the 1961 Education Act, which sought to provide free, universal and compulsory basic education (of 6 years duration) for all children from 6 years of age. The 1961 Education Act empowered Local Authority Councils to be in control of educational management whilst parents and guardians were expected to make some contribution to the running of schools in their areas. Primary education underwent a rapid and steady growth and the number of schools rose from 1,081 in 1951 to 3,372 in 1952. Enrolment doubled in a period of five years and Ghana was acclaimed as having the most developed education system in Africa (Foster, 1965; Ghana Human Development Report, 1998; Scadding, 1989). Realizing the importance of trained teachers for the expanded system, the 1961 Education Act opened new teacher training colleges, expanded those already in existence and made provision for the training of unqualified teachers in the field through various emergency and short-term in-service training programmes. Teachers’ numbers increased by 1,000 between 1951 and 1953, with the yearly output rising from 420 to 1,108 trained teachers from teacher training colleges. In 1961 the entire basic education system (primary and middle school education) was made free and compulsory, although uniforms and books were not free. However, even though school enrolments increased following the 1961 Education Act, the quality of teaching and learning appears to have remained the same. The changes that were effected to cope with the increased pupil enrolments had been insufficient to create a balance between the quantity and quality of the education provided. The most significant factor that affected the imbalance was an inability to provide schools with trained teachers. With the increase in the number of schools, more teachers were needed and so many ‘pupil teachers’ (ie, untrained teachers) had to be employed to teach, resulting in poor teaching and learning in schools during this period. Following this, the second significant source of policy development, mentioned earlier, arose through the Dzobo Committee of 1973 and The New Structure and Content of Education policy of 1974. The Dzobo Committee of 1973 and The New Structure and Content of Education of 1974 Prior to 1972 the education system had been criticized as being elitist in character built, as it was, on a selective system similar to the British grammar schools. In 1973 the in-coming military government carried out a review of the educational system, and formed the so-called Dzobo Committee to recommend appropriate measures to improve the situation (Dzobo, 1974). This led, in 1974, to the government putting into operation the first major, postIndependence, reform in pre-university education. This reform is generally referred to as ‘The New Structure and Content of Education’ (NSCE) and reduced the length of pre-tertiary education from 17 years to 13 years. The 6 years of primary education remained the same. The four years of junior school was reduced to three years. The five years of senior secondary school, lower stage was reduced to two years, and the period of senior secondary, upper level, remained the same (ie, it went from a pattern of 6-4-5-2 to one of 63-2-2). The aim was to make it possible for school leavers to leave at any point of exit from the system with skills that would enable them to be employable. The reform was expected to raise standards at the various levels so that educational standards would not be compromised as a result of the decrease in the number of years spent in pre-tertiary education. The thrust of the content of the reform programme was to vocationalise preuniversity education in Ghana and to make it more functional and oriented towards contextual demands and challenges. It also constituted a bold attempt to reduce educational expenditure. However, despite its laudable intentions, the NSCE did not have any sustainable impact on the general education system of the country. There were still unqualified teachers in the education system, inadequate resources to support teaching and learning in schools, and challenges for teachers within the context and content demands of the curriculum. This again led to intense unease among parents, employers, academics and some politicians. The significance of the Government’s White Paper on the Committee’s recommendations was the acceptance of 13-years duration of pre-university education for all. It endorsed the introduction of pre-technical and pre-vocational subjects in both primary and junior secondary curricula. The period also marked the establishment of the Ghana Education Service which brought together, for the first time, teachers, educational administrators and education sector workers into a new government agency, under the Ministry of Education, to implement th e new structure of education. The third significant policy development in basic education provision arose from the virtual collapse of the education system and a further military takeover in 1981. The virtual collapse of the Ghanaian Education System and the PNDC of 1981 December 1981 marked the takeover of yet another military government under the name of the ‘Provisional National Defence Council’ (PNDC). By 1983, Ghana’s education system had seriously deteriorated in quality; enrolment rates stagnated and the percentage of Gross Domestic Product (GDP) allocated to education dropped from 6.4% in 1976 to a low of 1.7% in 1983. Government resources were no longer available to construct, complete or even maintain the existing education facilities and the down-turn in the economy resulted in the mass exodus of qualified teachers to other parts of the continent causing a significant fall in the ratio of trained to untrained teachers in the basic education sector. Abdallah (1986), then Secretary for Education, speaking on the state of the education system at the time, had this to say: ‘Over the past decade, there has been a sharp deterioration in the quali ty of education at all levels. There has been a virtual collapse of physical infrastructure in the provision of buildings, equipment, materials, teaching aids etc†¦ To solve these problems, the PNDC has decided to embark upon a comprehensive programme of educational reforms’ (p 1). Arising from the economic constraints that faced the country in the late 1970s and early 1980s, as well as the bureaucratic bottlenecks and sheer lack of interest and commitment from administrators, the new programme never went beyond the experimental stage. There was stagnation and near demise of the experimental Junior Secondary School (JSS) system. By 1983 the education system was in major crisis through lack of educational materials, deterioration of school structures, low enrolment levels, high drop-out rates, poor educational administration and management, drastic reductions in Government’s educational financing and the lack of data and statistics on which to base any planning. The Military to the rescue – the 1987 education reforms Moving beyond the events just described, the third phase structuring this historical account embraces the period referred to here as ‘the military to the rescue’ phase and covers the period of major reform from which the Free Compulsory Universal Basic Education (FCUBE) reform of 1996 emerged. It was characterised by Ghana’s participation in, and endorsement of, international agreements such as Education for All, the Declaration on the Rights of the Child, the Beijing Declaration on Women’s Rights and the Lome Convention. This meant that the Government had to remain committed to her constitutional obligations as a guide to policy and was influenced by the bilateral and multilateral negotiations it had taken part in. Also significant in this period was the strong ambition of the government to reform the education system by leaving no stone unturned in restructuring the nation’s economic base to bring it into conformity with the financial credibility c riteria required by the World Bank. With this condition met, Ghana had the opportunity of negotiating for credits and grants to finance major education reform. Apart from the World Bank credits, several donor agencies came to the aid of Ghana in her reform implementation, a greater part of which was directed to basic education. In spite of the fact that Ghana had successive military governments from 1966, 1987 marked a new phase in government thinking. In 1987 The New Educational Reform Programme (NERP) was introduced with a focus on the total restructuring of the entire pre-tertiary education system and on improving access through the provision of infrastructure whilst making the curriculum more relevant to social and economic needs. According to a Ministry of Education Report (MOE, 1988), the NERP sought ‘†¦to salvage the educational system and make it more meaningful to the individual and the nation as a whole’. It is therefore worthy of mention that, even though similar to the NSCE reform, in terms of structure and content, there was a marked improvement on the latter with a revised curriculum which reflected radical c hanges at the basic education level. The launch of the World Bank supported programme for education infrastructure also led to the building of 3000 pavilions to support the school system. The goals of the 1987 NERP as summed up in the Sector Adjustment Policy Document of the World Bank (World Bank, 1986) included the following: (i) to expand access to education; (ii) to improve the quality of education; (iii) to make education more relevant in meeting the needs and aspirations of the individuals and the socio-economic conditions of the country; (iv) to re-structure pre-university education to 12 years (6-3-3); and (v) to ensure costeffectiveness and cost-recovery. A major thrust of the 1987 NERP reform was the diversification of the formal academic courses offered in pre-university institutions by the inclusion of practical courses. These changes were intended to correct the perceived elitist education that downgraded technical, vocational and agricultural education. This perception was captured in the address of Professor Dzobo, the Chair of the committee which had reviewed previous reforms, at a National Workshop on the 1987 Educational Reforms when he stated that: ‘In spite of the bold educational innovative measures of the 1920s and of the subsequent ones, Ghana’s formal education system remained Western and predominantly academic and elitist. As a result of the Accelerated Development Plan of Education in 1951, the pre-university educational system has become increasingly dysfunctional as it turns out a lot of school leavers who have no marketable skills, neither do they have the mind to go into self-employment ventures. These leavers could see no bright future for themselves and they come to constitute a veritable economic and social problem for our society to solve†¦Ã¢â‚¬â„¢ (Dzobo, 1987 ).

Program Development and Evaluation Essay

Early Childhood Education focuses on the education, language, culture, development and care of young children. As a profession, Early Childhood Education has emerged as one of the major vehicles for child-advocacy in the provision of accessible, high-quality child care and pre-school education. Child care, in this society of increasingly busy working couples, is an important service in the community. Whether it is called child care, kindergarten, preschool, a developmental learning center, a child development center, or one of many other names, they are all providing the important service of caring for our precious children. The increased demand for early childhood education services is partly due to the increased recognition of the crucial importance of experiences during the earliest years of life. Children’s experiences during early childhood not only influence their later functioning in school but can have effects throughout life. For example, current research demonstrates the early and lasting effects of children’s environments and experiences on brain development and cognition (Chugani, Phelps, & Mazziotta, 1987). Positive, supportive relationships, important during the earliest years of life, appear essential not only for cognitive development but also for healthy emotional development and social attachment (Stern, 1985). The preschool years are an optimum time for development of fundamental motor skills, language development (Dyson & Genishi, 1993), and other key foundational aspects of development that have lifelong implications. In Australia, early childhood educational programs cover a 0-8 years age range. In the state of New South Wales, Kindergarten is the first year of compulsory schooling thus it is governed by the NSW Department of Education and Training and the curriculum content governed by the NSW Board of studies. Child care, on the other hand refers to the care of infants (ages 0-5) by other people during specific periods when the parents are at work. With this set-up, different programming methods are employed. The difference between child care and kindergarten is that kindergarten is an educational experience while child care tends to be care giving so that both parents can work. Good child care programs offer experienced, well-educated teachers who promote children’s cognitive and social development. Kindergarten programs, on the other hand, have set programming standards that are based on the curriculum content governed by the NSW Board of studies. However, in the light that infants and up to kindergarten age belong to the early childhood category, it is best that programming should be the same. It should be able to provide the necessary resources to ensure that every student is offered a high-quality learning environment that prepares a child for further schooling. The purpose of this paper is to present the basis that programming for all early childhood educational programs in NSW should, for the most part, be the same regardless of the setting in which the program exists. Main Body Programming is the process of setting an order and time for planned events or activities. It is the designing, scheduling, or planning of a program. In a formal education setting, syllabus is prepared to outline the set of activities or programs. In NSW schools, teaching and learning programs and the assessing and reporting of student achievement relate directly to the learning outcomes and curriculum content provided in the NSW Board of Studies K-6 syllabuses. As clearly stated in the K-6, programming for kindergarten falls under this curriculum. These syllabuses are grouped into six key learning areas (KLAs). Creative and Practical Arts English Human Society and Its Environment Mathematics Personal Development, Health and Physical Education Science and Technology (Retrived Aug. 31,2006 from http://www. curriculumsupport. education. nsw. gov. au/primary/index. htm) The Board of Studies develops a syllabus for each of the learning areas. Along with a defined aim, each syllabus has a set of objectives and outcomes, expressed in terms of knowledge and understandings, skills, values and attitudes. On the other hand, mostly day care in NSW are managed by community organizations, local councils or private operators. These day care and other children’s services are licensed by the Department of Community Services. NSW Department of Education and Training employs an early childhood trained teacher and a teacher’s aide in each preschool class. Teachers plan an educational program, which nurtures each child’s self esteem, well being and development. The preschool or day care program is designed to stimulate children’s thinking, communicating, investigating, exploring and problem solving skills. Children are encouraged to join in physical activities and to develop good health and safety habits. The program includes play based activities that help children learn how to interact positively with other children and to recognize and accept their own feelings and those of others. The program also supports the development of early language, literacy and numerical skills. In terms of child upbringing however, it is always advocated that child care is inherently inferior to parental care. However, independent studies suggest that good child care for non-infants is not harmful. In some cases, good child care can provide different experiences than parental care does, especially when children reach two and are ready to interact with other children. A study appearing in Child Development in July/August 2003 found that the amount of time spent in child care before four-and-a-half tended to correspond with the child’s tendency to be less likely to get along with others, to be disobedient, and to be aggressive, although still within the normal. On the other hand, bad child care puts the children at physical, emotional and attachment risk. As a matter of social policy, child care should also be regulated by the government so as to ensure quality early childhood education. A good early childhood education program should instruct children in different skill areas that they would need in further schooling. Such skill areas include learning to read, to do math, to progress in science, and to understand the world and how it works. Through early childhood education programs, children are able to become familiar with books, words, language use, numbers and problem solving, as well as important social skills (paying attention in class and peer relationships). Through all these activities, teachers should create positive relationships through warm, sensitive, and responsive care, which will help children feel valued and gain more from their learning experiences. Children need positive relationships so that they feel comfortable and learn how to cooperate with others. This is where skilled early childhood educators should come in. Early childhood care and kindergarten education need teachers who are educated enough to handle young children from infancy through age six. Relationships between teachers and families are also important, and help build environments that nurture children’s growth and development. Children observe the interactions between caregivers and their parents, and what they observe in these interactions is used to build their own relationship with these new adults in their lives. This is a process called social referencing (Hutchins & Sims, 1999). There are many ways that quality early childhood programs build relationships with children and among teachers and adults. In visiting a program, how teachers interact with the children fostering positive relationships is clearly seen. Classrooms are welcoming to all children, and children are encouraged to join the group. Teachers communicate with children in a warm manner, including laughing and showing affection, and responding to their needs. Teachers use a gentle tone of voice with children, and bend down to speak with them at eye level. Teachers provide a balance of group activities and one-on-one activities, to encourage children to develop both group and individual relationships. Children in turn have opportunities to play and interact with other children, who help them build friendships and develop social skills, such as working together and taking turns. In good child care program, infants get individual attention from teachers, who communicate with smiles and other nonverbal behavior, and also talk with them, so that infants start to recognize and understand words. Quality early childhood programs foster positive relationships – among the children, between children and adults, and among teachers and families – to help children get a great start on learning. In view of the need to acquire good educators, the development of professional standards for teachers has grown in importance in the field of education in Australia and overseas. At the national level, development of the National Framework for Professional Standards for Teaching is a key initiative. The Competency Framework for Teachers was created and standards were developed by national teaching associations for English, Mathematics and Science. This Framework is the product of a comprehensive consultation process involving teachers, professional associations, tertiary institutions, the Australian Education Union and other key stakeholders. The Competency Framework for Teachers articulates the complex nature of teaching by describing three professional elements of teachers’ work: attributes, practice and knowledge. These elements work in an interrelated way as they are put into practice in classrooms. Early childhood professionals working in diverse situations and resources are responsible for implementing practices that are developmentally appropriate for the children they serve. These teachers have an ethical responsibility to practice, to the best of their ability, according to the standards of their profession. They are required to acquire the knowledge and practical skills needed to practice through college-level specialized preparation in early childhood education/child development. Moreover, aside from teachers, administrators of early childhood programs are also encouraged to acquire necessary skills in maintaining good practices in their field. In addition to management and supervision skills, administrators have appropriate professional qualifications, including training specific to the education and development of young children, and they provide teachers time and opportunities to work collaboratively with colleagues and parents. Providing appropriate curriculums or programs to meet the desires of individual children who learn at different rates and in different ways needs much skill and knowledge from the educator or teacher. In planning the everyday program a wide range of teaching strategies will be needed that involve individual, and large and small group activities. Not simply should the provision offer children opportunities for a broad range of creative and ingenious play activities, but there must be sufficient time and space to permit children to develop and extend their play, sometimes alone and at times in the company of other children or an adult. Programs have changed in response to social, economic, and political forces. However, these changes have not always taken into account the basic developmental needs of young children, which have remained constant. Programs should be tailored to meet the needs of children, rather than expecting children to adjust to the demands of a specific program. In the Hyson, Hirsh-Pasek, and Rescorla study (1990), pre-school children enrolled in child-initiated programs displayed lower levels of test anxiety than children enrolled in academic programs, regardless of parental preferences for classroom approaches. In the second study (Burts et al. , 1990), children in inappropriate classrooms exhibited more total stress behaviors throughout the day and more stress behaviors during group times and workbook/worksheet activities. Early childhood teaching is simply and completely about children and their well being. The tenet that each child is unique is basic in early childhood philosophy. It is very important therefore that early childhood educators should plan flexible programs that accommodate individual growth. Additionally, an early childhood perspective acknowledges the importance of providing children with opportunities to interact, understand and cooperate in groups (Day & Drake, 1986). In view of these arguments, the principle of programming in the framework of the KLA and in the context of a formal academic education should not yet be employed in the early childhood education, in particular, kindergarten class. The Curriculum for early childhood education must be subjected to vigilant evaluation. The program should see children as active learners, supporting them to become self-determining, being problem solvers and decision makers. It should not be a stiff program but offers a framework for children’s learning. Though it has much in common with usual nursery practice, it places greater accountability upon children for planning and executing their own actions. Working on an idea of the plan, do and review, the environment is arranged so that it optimizes children’s learning, using key experiences to examine and plan for the individual needs of children, for instance adult-child communication strategies, partnership with parents, observation and record keeping. The key experiences embedded concept of active learning are: †¢ Using language such as depicting objects, events and relations; †¢ Active learning such as controlling, transforming and mixing materials; †¢ Characterizing ideas and experiences such as role playing, pretending; †¢ Developing rational reasoning such as learning to label, match and sort objects; †¢ Understanding time and space such as evoking and anticipating events, learning to get things in the classroom. (Curtis, A. , 1999) These key experiences not only offer the framework for planning and evaluating activities but also facilitate the staff to guide children from one learning incident to another. They suggest questions to put to the children and facilitate staff to assess children’s development and offer a basis for discussion with the parents. To achieve individually appropriate programs for young children, early childhood teachers must work in partnership with families and communicate regularly with the children’s parents. During early childhood, children are largely dependent on their families for identity, security, care, and a general sense of well being. Communication between families and teachers helps build mutual understanding and guidance, and provides greater consistency for children. Joint planning between families and teachers facilitates major socialization processes, such as toilet learning, developing peer relationships, and entering school. Mutual sharing of information and insights about the individual child’s needs and developmental strides help both the family and the program. Regular communication and understanding about child development form a basis for mutual problem solving about concerns regarding behavior and growth. Teachers seek information from parents about individual children. Teachers promote mutual respect by recognizing and acknowledging different points of view to help minimize confusion for children. The positive attributes of parent/teacher relationships are relatively easy to develop when teachers and parents have the same backgrounds, speak the same languages, share values and goals for children, and, in general, like one another. Parents are also more likely to relate to their children’s caregivers and teachers in positive ways, and are aware of the conditions under which the staff is working. For both parents and teachers, continuity of the children’s educational experience is critical to their development. Such continuity results from communication both horizontally, as children change programs within a given year, and vertically, as children move on to other settings. As such, programming of early childhood education should be based more on creative learning and not on rigid academic programs and they should be the same from child care to kindergarten. Lastly, the community and the society at large also have a stake in the quality of early childhood programs. Early childhood education entails an informed community willing to act upon the idea that high quality early education is necessary for future generations (Pascall, C. and Bertram, T. , 1997). When early childhood programs succeed in getting children off to a good start, families, schools, and communities will be strengthened. Children will grow up to be responsible, law abiding and productive citizens who will contribute to the country’s progress. In this sense, posterity itself eventually reaps the benefits of high-quality early educational experiences. Conclusion Curriculums and programs are frequently viewed only in terms of the product or the content to be taught. It is far more encompassing than this, though. The curriculum should also be considered in terms of the processes linking to learning and teaching, the objectives that both teachers and learners hold, the contradictory social and cultural experiences’ learners and teachers bring, and the realities that occur from classroom interactions and situations. In early childhood education, set programming standards that are based on academic formal structure and being practiced in classrooms should not be employed. Teaching and learning programs and the assessing and reporting of student achievement that relates directly to the learning outcomes and curriculum content provided in the NSW Board of Studies K-6 syllabuses is not yet applicable and favorable for very young minds. Instead, programs and teaching practices in early childhood settings should be more responsive to the needs and interests of the children. Programs should include a plan of activities that matches the children’s needs and promotes their independence. The plan should contain activities and exercises that help children to develop social, motor, language, and thinking skills. Programs should also provide a variety of experiences designed to encourage exploration and problem-solving, and an awareness of how diverse the world is beyond the home. Daily morning schedule for kindergarten as well as child care should be very similar. The only difference between the two settings is that kindergarten school children tend to arrive all at once while children arrive at child care centers according to their parents’ work schedules. Early childhood education in both kindergarten and child care settings must actively work to provide learning in a nurturing environment that matches the needs of the children. Parents also have active role in this endeavor. Children learn much from the adults around them, not simply from the planned learning opportunities but also from the customs and routines of daily living. The attitudes of the adults and other children and the shared relationships that are formed are as vital to children’s development as the activities in which they are engaged. The goals of the entire child care community, then, must be to encourage and support early childhood professionals to raise standards in our young children’s education. In providing an effective and successful program for early childhood education, our society and our country will reap the rewards of raising disciplined and productive children who will contribute greatly in our communities. References: †¢ Burts, Diane C. ; Hart, Craig H. ; Charlesworth, Rosalind; DeWolf, D. Michele; Ray, Jeanette; Manuel, Karen; & Fleege, Pamela O. (1993). Developmental appropriateness of kindergarten programs and academic outcomes in first grade. Journal of Research in Childhood Education. Vol 8(1), 23-31. †¢ Bredekamp, S. and Copple, S. (eds) (1997). Developmentally Appropriate Practice in Early Childhood Programs (revised edition). Washington DC: National Association for the Education of Young Children. †¢ Bredekamp, Sue (ed) (1998). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Retrieved from http://www. newhorizons. org/lifelong/childhood/naeyc. html. †¢ Chugani, H. , M. E. Phelps, & J. C. Mazziotta. (1987). Positron emission tomography study of human brain functional development. Annals of Neurology 22 (4): 495 †¢ Curtis, A. (1998). Curriculum for the Pre-School Child, second edition, London and New York:Routledge. †¢ Curtis, A. (1999). Evaluating Early Childhood Programmes: Are we asking the right questions? Paper presented at Early Childhood Conference, Santiago, March 1999. †¢ Edwards, C. , Gandini, L. and Forman, G. (eds) (1998). The Hundred Languages of Children, second edition, London: Ablex Publishing Corporation. †¢ Glascot, Kathleen. (1994). A Problem Theory for Early Childhood Professional. Childhood Education. Proofquest Education Journal, Vol. 70,3,131. †¢ Hirsh-Pasek, Kathy; Hyson, Marion; & Rescorla, Leslie. (1990). Academic environments in preschool: Do they pressure or challenge young children? Early Education and Development, Vol. 1(6), 401-423. †¢ Hutchins, T. & Sims, M. (1999). Program Planning for Infants and Toddlers: An Ecological Approach. Sydney: Prentice Hall. †¢ University of Illinois, Children’s Research Center. DAP:What Does Research Tell Us?. Retrieved Aug 31 from http://ceep. crc. uiue. edu. †¢ Website of NSW Dept . of Education and Training. Retrieved Aug, 31, 2006 from http://www. curriculumsupport. education. nsw. gov. au/primary/index. html

walking through the gallery essays

walking through the gallery essays Walking through the gallery, the artwork of Ansel Easton Adams caught my eye; my favorite piece was his 1929 photograph of Tony Lujan. Adams is famous for his mastery in black and white photography. His photos contain vast scale as well as intimate detail. Adams was born in 1902 in San Francisco. His first love was for music as he trained to become a concert pianist. However, in 1916, Adams took his first trip to Yosemite National Park. It was there when his parents gave him a camera and he took his first photographs. Adams skill for photography grew with age. He published his first set of prints in 1927. In 1932, Adams formed a group of photographers that he named Group f/64. Their philosophy was to embody an approach to perfect realization of photographic vision through technically flawless prints. With the support and intervention of this group, Adams went on to develop many outstanding photographs and publish more than two dozen books. Adams main focus in photography was centered in California; more specifically in Yosemite. In 1984, the United States Congress established the Ansel Adams Wilderness area, between Yosemite National Park and the John Muir Wilderness area in California. Adams even had a mount named after him on the southeast boundary of Yosemite in 1985. Ansel Adams is described as an engineer of photography. Adams used science to perfect his prints and become a master of the whole process from shooting to development to print and even to reproduction. The piece I have chosen is of a Native American named Tony Lujan. This black and white photo captures many subtle tone and light changes. It is very detailed; even the smallest lines are visible in his face. Tony Lujan is wearing a native hooded cloth that extends down his neck and over his shoulders and chest. His facial expression is captured beautifully which moves the viewer to feel. ...

Freshman Checklist What to Take with You to Dorm

Freshman Checklist What to Take with You to Dorm Many first-year students are excited about entering college and moving out of the parents house to start an adult living. If you are one of those students who are about to move into a dorm but have no idea what you should take with you, this article is just for you. How Many Clothes You Need Some students overestimate their need in clothes or everyday necessities. Others, in their turn, underestimate it. If you dont know how many clothes you should take with you, think this way: define how many times per month you will be able to do your laundry and take just as much as you need for this period plus a little extra. For example, if you are planning on doing your laundry twice a month, you will need as many clothes as you will wear for two weeks plus an outfit or two just in case. A lot of former students also recommend to take no more than two suitcases of clothes. However, suitcases can vary in size, so its hard to tell if you will have enough of clothes this way (or too many of it). By the way, we have a few tips for you on how to pack your things and organize them. You should also always consider going home to get more stuff or return some of it back. For example, students who have an opportunity to travel home for weekends, holidays, or breaks can easily take much fewer clothes. They also can take only seasonal garments and bring them back home to take what they need for the next season. Basics Every student needs to take not only their clothes but also the basic things which they will use every day. The list of such items may vary depending on your needs and habits. However, usually the checklist of necessary things for dorm will look something like this (we created this post in the form of a convenient checklist, so you can just print this page): Bedding A pillow (better two of them) and a set of pillowcases A comforter or a duvet Duvet covers A mattress protector (if you can also buy a mattress topper, that will be excellent you never know what bed you will get and how bad the mattress will be) Sheets (at least two of them, but four is better) BathLaundry Shower towels (at least 2 of them) Shower flip-flops (because you dont want to be barefoot in a dorm shower) A bathrobe A shower caddy A small mirror Hair care products and a comb A liquid body wash and a mesh sponge (soap bars become messy and also you dont want to drop it or put on a shelf in a communal shower) Dental care products Toilet paper and wet wipes (better take a lot) Feminine products A razor A laundry detergent A drying rack (if there are no dryers in your dorm laundry room) You can also take a laundry basket or hamper. However, you can use a big plastic bag to store your dirty clothes (which will take less space), so there is no reason to buy and take one with you. Kitchen Tools A few plates, a bowl, a mug, and silverware (because you will definitely want some ramen at 3 AM) Paper towels A can and bottle opener A water filter A coffee maker (also can be used to boil water for tea and ramen) or an electric kettle A hot pot cooker (if allowed) Food containers Also, you might need: A mini-fridge (even if you have a communal fridge, its always better to have a few drinks right in your room) A microwave (if allowed) A water bottle School Supplies Spiral notebooks Binders Notebook paper Plain paper Pens and pencils An eraser A stapler with a pack of staples An agenda or a planner Scissors Sticky notes Folders A hole puncher Paper clips A calculator A ruler Highlighters Also, you might need: A backpack (or any bag that you will take with you) A desk lamp Desk organizers (for your notes and assignments) A USB-drive Other Useful Necessities: An extension cord Earplugs (because sometimes your roommate might be too noisy) Headphones A laptop with a charger A phone with a charger Storage boxes/bins (which you can put under your bed to save some space) Hangers and clothes organizers (there are a lot of different space saving hangers) Hooks for clothes, bath towels, etc. (you will definitely need a few of them) A door stop A fan Room Decor Christmas lights (they always look good in any dorm room and instantly make one more cozy and stylish. By the way, check out our article on how to make your dorm room neat and beautiful) A bean bag chair A rug A plant Some posters What Things You Might Not Think of But Which You Will Need Some things that might be not that obvious to put into your packing list. However, some of the following items are crucial to be taken with you as you will definitely need them even if you dont think so now. Such things might be: A nail file and clippers Tweezers A multi-tool (in case you need to fix something in your room) A stain remover Room air freshener Cleaning cloth A multi-purpose cleaner A dustbuster A mop Extra batteries A first-aid kit An eye-mask (for situations when your roommate is up, but you need to sleep). An umbrella Many students admit that when they were going to the dorm for the first time, they didnt know for sure what things they will actually need for their everyday life. As a result, they packed too many unnecessary things that caused some difficulties later. For example, you might get a small room which wouldnt fit all your belongings, or you might have to move out sometime, and will have too much stuff to take with you. So, think twice before packing anything. You might also consider talking to your future roommate (if you know who you will live with) and decide who will bring what and other roommate rules and deals. For example, you dont really need to have two mops in your room; also, you both can use one coffeemaker. So, you can easily save some space in your room and some money.

Changes in Homosexual Identity and Christianity Term Paper

Changes in Homosexual Identity and Christianity - Term Paper Example This paper will look at various methods that are related to homosexuality in Christian counseling. The concept will begin with looking at traditional viewpoints and how these have altered in the current time frame, specifically with the integration of psychology and biological factors related to homosexuality. This will be combined with the diversity that is growing in the community which is pushing Christian churches to re-examine their beliefs about homosexuality. There will then be an examination of the main methods that are being used by Christian counselors to assist those who are facing the identity of homosexuality, specifically with perspectives that relate to the responses and assistance which is given. The paper will also examine alternative perspectives that relate to this, specifically which pertain to the environment which one is in, social status of homosexuality in the church and the changes which are being made. An examination of the limitations and potential of Chris tian counseling for homosexuality will also be looked into, specifically to provide a well – rounded perspective about homosexuality and how it currently is linked to growth and development in the church and for Christian counseling. The initial reaction from most Christian branches was based on the rejection of homosexuality. Many believed that the concept of being gay or lesbian was also one which rejected higher spirituality and religion and which didn’t provide integration into the main associations with religion. However, many current changes are beginning to be approached, specifically with the understanding that there are newer problems and types of social groups which are also Christian. Without approaching individuals that are in this specific area, there is the inability to create a difference in one’s life while providing an examination of deeper spirituality. This main problem has led to new ideals in Christianity, specifically by examining the psychological perspective and how it relates to Christianity. It is from this main attribute of combining both experiences that many Christian counselors have been able to find a new perspective to homosexuality and the way in which it should be looked into within society (Stevenson, 2007). The changes with counseling which occurred were not only based on the ideology that spirituality and psychology both related to the other. There were also many who began to discover that there was more to homosexuality than being of a higher or lower s pirituality. There were many churches which began to find that gay and lesbian individuals would regularly come to the church and were not condemned from the practice of spirituality because of the altered lifestyle. Other denominations began to find and discover the biological processes, scientific explanations and other ideologies from the psychology of an individual were associated with the practice of homosexuality. These several new