Education - Want Essay Example for Free

Education Want Essay We could say that an educated person is like a piece of artwork, it is open to the interpretation of the viewer. Just like every art work critique has their own opinion about an artwork, everyone has their own different interpretations of what an educated person is. One thing is clear though, in order to be a successful person in life, you do not need money, as well as in order to be an educated person, you do not need a college diploma. What you are willing to give up in order to become your best person depends on how much you truly want to accomplish that goal. Not everyone knows right away what they have a passion for. One has to explore new activities and only then will they be able to decide for themselves. Everyone expresses their opinion, and in my thought an educated person is the willing to put in time like Gladwell explains, claims their learning rights like Rich exercises, applies critical thinking and reasoning to work towards a success like Wagner emphasizes and lastly does not fall victim to adversity like my father focuses attention on. An educated person should always be willing to put in time. This means that they are willing to give up what they want now, for what they want most. For example, in Gladwell, Schoenfeld the math professor experimented with a young girl Renee, which took her approximately twenty-two minutes to figure the slope of a vertical line. â€Å"This is eight-grade mathematics If I put the average eighth grader in the same position as Renee, I’m guessing that after the first few attempts, they would have said, ‘I don’t get it. I need you to explain it. ’ (Gladwell 2008, pp. 245). † What Schoenfeld proved with this experiment was the willingness of Renee to continue the math problem. Of course, compared to the eighth grader, Renee had more self-discipline and wanted to continue on going until she was able to solve it. An educated person should be willing to put in time and work towards their goal. It will not be easy or given to the person, there is a lot of time and energy put to having what one wants. Another idea Gladwell explains is the amount of time one is willing to put in and how that makes one an expert. â€Å"Researchers have settled on what they believe is the magic number for true expertise: 10,000 hours† (Gladwell 2008, pp. 40). Gladwell’s idea of hard work and dedication to whatever it is that you want to become an expert at takes at least 10,000 hours. I agree with him, but only to a certain point. It is true that in order to become someone well knowledgeable on a certain activity or topic one must practice and put in time. I do not necessarily agree that 10,000 hours should be the exact number for â€Å"true expertise† as Gladwell calls it, but it definitely should not be a few hours. For example, ideally doctors should be one of the most specialized fields. They are ones performing their knowledge on people and I honestly would not want a doctor that has gotten a few hours of practice to do anything to me, because there is more of a chance that they are not as experienced as someone else that has been working for decades as a doctor. An educated person should be willing to put in time to practice which is what makes someone good at their specialization. Rich’s idea of â€Å"claiming an education† also applies within our pursuit to defining an educated person. Rich explains that a student should not think about education as â€Å"receiving it†, but to be thought of as â€Å"claiming it† (Rich 1979 pp. 365). Rich explains that claiming an education is taking as if one were the owner. I agree with Rich, students should have the mentality of taking the education being given to them. There is a difference between claiming what is rightfully yours, and taking what if rightfully yours. One difference is that when you claim something, you are putting in effort to learning what is being taught. For example, a student that goes to class and learns whatever the lesson was for that day, would in my terms be called receiving. On the other hand, if that same student were to go to the instructor’s office hours and basically use the resources that there are around campus, that would be claiming. The mere difference of going one step above the other makes the difference between the two. Rich also backs this idea of claiming, with the simple act of participating in class, becoming more engaged in class and the teacher’s professional life. This idea of claiming an education is not limited to those in school, because not every educated person goes to college, or needs a college degree. It is helpful in order to have something to fall back upon. One way we can connect the idea of claiming an education without going to school, could be my father’s story. His decision of dropping out of high school did not stop him from doing what he wanted to do. He claimed his rights to learning about how to create his own company and becoming a successful entrepreneur, without having a business college degree. Claiming your rights as a human being over all is what counts. Anyone should be able to express their passion for something. In my father’s case, he first started by working at a small local shop as a cashier, but he found himself not doing what he loved, â€Å"I loved helping people, make their houses bigger or just fixing their house up for them. † (Gomez 2014). My father eventually stopped receiving, and started claiming. An educated person is one who does not receive, but one that claims and demands their ability to practice their passion. Give a child a list of three words with a definition to each, allow them to memorize it and few minutes later, they can regurgitate it back to you. As an education major, it is easy to go a whole year teaching children a certain vocabulary words, or teaching them how to solve a math problem, but explaining why the answer is the answer, is a lot more difficult. Wagner explains that many students lack â€Å"intellectual challenges† (Wagner 2008, pp. xxv). A class lacking intellectual challenge for students can cause a downfall in the future. Providing students with more rigorous work and questioning their solutions, prevents them from finding lessons uninteresting and eventually leading them to want to drop the course, or worse yet, want to drop out of school. For example in history class, one has to remember specific dates, but also know why several of these specific events happened or what lead to it. I was one of them. Rarely do students remember what lead to wars, or life historically changing events, like the great depression because they are just taught either to memorize the dates or they find it easier to only remember the dates and names of important historical figures. The same concept can be applied to mathematics, where one has to know how to solve the problem, but does not always know why a certain formula was used or why it only works with that certain problem. According to Wagner, knowing the answer is not sufficient, one must know and be able to critically think about the end result. Therefore, an educated person should be willing to not only claim their education, but also be able to apply more critical thinking and reasoning. Which by later exercising that through practicing and preparing, one can accomplish their goals. Lastly, I interviewed my father, because he is the first man I have ever admired. He was able to successfully carry out a career that he did not go to college for. Matter of fact, he never went to college, and only completed a few years of high school. Through my interview with him, he allowed me to truly appreciate and admire him a lot more. One main adversity he got through was coming in to the United States, he believes that without coming to the United States his success would not have been possible. â€Å"Coming from a huge family, having 8 brothers and 7 sisters you did not always get what you wanted† (Gomez 2014). My father further explained that he was always having to share his things and he never had the opportunities that I have today. â€Å"I had to run a whole mile in order to get to class, there were no buses, because we lived in the country, and I had to run to the city every morning to get to school† (Gomez 2014). My father continues with his story, â€Å"every morning we all had to do chores, mine were taking care of the farm animals. I would milk the cows every morning and since I had to do my morning chores before school, sometimes I ran late and I had to go to school smelling like farm animals and sweat† (Gomez 2014). The dedication put into working back then is not the same today. For everything there is always an excuse made up. I myself have made many excuses, but it takes an educated person to not make excuses. He could have easily said I am not walking a mile to go to school, but he was determined. My father did not drop out of school because he was failing his classes. At age 18 he became an innocent victim in a shooting, in which he was shot in the stomach and had missed a big portion of his senior year. He was months away from graduating, but he never was able to complete his missed classes due to the lack of support from his teachers, he explained. He after started his own family and came to the United States when I was born. â€Å"You are the luckiest one of everyone in the family† he told me, â€Å"your sisters do not have the opportunity that you have and an educated person is one who can make the best situation out of a tough one† (Gomez 2014). Without doubt, my father was able to create a self-made company. He was the only one of his 15 siblings to become an entrepreneur, and today in my eyes he is the most successful. An educated person would ideally be my own father, who was willing to put in time to learn about his passion, claim his rights as a United States resident and created his own business, and lastly he did fall victim to adversity. An educated person and a successful person go hand in hand, but the definitions are endless, and open to many interpretations, but what makes either person educated or successful, depends on what they are willing to give up in order to become their best person. An educated person is one who no matter what is willing to put in time in order to be called an expert at his passion. Someone who rightfully claims the ability to carry out their love for their passion and lastly, someone who does not fall victim to adversity. ? Bibliography Gladwell, Malcolm. â€Å"The 10,000-Hour Rule† in Outliers, 34-68. New York: Little, Brown and Company, 2008. Gladwell, Malcolm. â€Å"Rice Paddies and Math Tests† in Outliers, 224-249. New York: Little, Brown and Company, 2008. Gustavo Gomez, interview by Alondra Gomez, April 28, 2014. Rich, Adrienne. â€Å"Claiming and Education† in On Lies, Secrets and Silence, 365-369. New York: W. W. Norton Company, 1979. Wagner, Tony. The Global Achievement Gap, intro xix-xxviii. New York: Basic Books, 2008.

The Qr Code Technology Computer Science Essay

The Qr Code Technology Computer Science Essay QR code, also called QR barcode.QR code is a information processing technology ,develop by base on grahic techonlege and computer techolage. It is to use a particular geometric figure according to rule in the two-dimension plane which is distribution of black and white graphic to record data . In the coding of clever, use 0, 1 bit stream concept which is constitute the basis of computer internal logic. The use of several and binary corresponding geometric shapes to represent text numerical information, through the image input device or photoelectric scanning equipment automatic to read in order to realize information automatic processing. Using a dedicated reading code or smartphone can be scanned to identify for which contained information. QR code can be expressed in information in two directions at the same time horizontal and vertical, so to express a lot of information in a very small area. QR code is not specially designed for mobile phones by itself, but with the development of mobile communication technology, mobile phones creates the QR code. Mobile phones QR code will be as QR code recognizer and carrier and hosted by QR code information navigation and information. Advantages of QR code The Advantages of QR code ¼Ã… ¡ QR code have high density informations and big capacity. Can record 1850 capital letters or 2710 digital or 1108 bytes. Lengthways and horizontal can record and store information. It can store much information and do not need information for connect internet. the scope of QR coding is very big. This QR code can coding sound pictures words number to be a shown digital information. never afraid local damage ¼Ã…’even the damaged area is 50%, can still get to read correctly. This features of QR code is a important effect for people daily life. The black QR code become colourful and have some fun idea picture inside. Let person want use QR code and seed up the communication for information. The decoding particularly accurate. Error rate is less than one over ten million. Use the QR code do not afraid can not find the source which QR code have. Can be encrypted. Security and confidentiality. Never afraid the inportant imformation will be steal. The trade secret will be saved,and company never lost anything. Easy to make,use for long time,cost less. Symbol shape and size ratio can be changed. can read by CCD reader and the laser. The Last Ocean (documentary) Applications of QR code QR codes as a kind of brand-new information storage, transmission and identification technology rapidly into the people daily life with the development of science and technology. Use mobile phone surf the internet,it is difficult to need enter long website. Use QR code will reduce this trouble,as long as you use phone to scan QR code on the book or adertising. It is not inconveninet to carry paper business cards. If the business card use QR code,it will convenient storages of business cards.Use mobile phone can scan the QR code can copy the name ,phone number,email.and company informations to your mobile phone from the business cards. It is easy to help you contact him and know his company. Use mobile phone to scan QR code can reduce the waste of paper and pollution of the environment. QR code attendance system is a certificate type of mobile data service of new products, belongs to the mobile phone QR code to be read application, it is modern mobile communications technology and QR code coding technology unifies in together, the content of the traditional certificate holders and information encoding become a QR code graphics, and through the SMS, MMS, etc to send to the users mobile phone, when using, through the special read code equipment on the opponent display QR code graphics for student can be verified. Its biggest characteristic is only sex and safety, not only to save the cost, more important is to save time improve efficiency convenient use, also very environmental protection and fashion. Before the exhibition, the organizer only through the system to give participants hair to contain QR code electronic invitation letter (MMS, SMS), the two-dimension code contains meeting message, as exhibition sign in documents. In the exhibition, the participants need to carry mobile phones easily finish attendance, bring the brand-new the experience. At the same time also to avoid the organizers field check information helter skelter embarrassment, and are very safe, effective identity verification, put an end to those false burst. The participants information in the validation, through the wireless communication system transmission to the system database, so that the exhibition participation situation be clear at a glance, and convenient to participate in the exhibition of the statistical work. The whole process adopted all electronic, the use of mobile phones as a certificate, realize the meeting attendance information. Difference between QR CODE and BAR CODE Code can split into one dimensional code and two dimensional code. one dimensional code is Bar code. It make up by a rule arrange strip space and number . this kind data coding can supply machine cognition and read,is very easy to translate binary system and decimal system. Bar code distinguish fast and high veracity  ¼Ã…’great fiexiblityà £Ã¢â€š ¬Ã¢â‚¬Å¡But, because of the Bar code only in one direction (horizontal) commonly show information. So the data capacity is small. Bar code often need to connect to the database in order to get more data from the network by limited information capacity. But Bar code will loses the role in under the condition of not forget or database. The QR code use Bar codes information stored way extension in the two-dimensional space, do not need to connect a database, it can store large data by itself, it is high density large capacity. QR code also have wide coding, high recognition rate, difficult to abrasion .low cost etc.It can be printed in newspapers and magazines and periodicals,let people use mobile phone to reader it. Risk It also have some problem with QR code. Some QR code is malicious. If you are a QR code lover, please kill virus when you scan the doubtable QR code, Or you need pay attention to instill the program which is after scan QR code.Beacuse some malicious QR code will steal your money and break your daily life. Most malicious QR code is seducing people installe program to commit fraud. People should be sure to read the phone installation prompts are given. The other malicious QR code is include virus. After you scan the QR code, it will install the mobile phone virus secretly. On top of, QR code security problem even live in code scanning software, some malicious QR code software will install virus or malicious ads in advance, if you instill it ,you mobile phone will get the malicious ads and high costs. These actions could occur in the background while the user is only seeing the reader opening a seemingly harmless web page. For example: In Russia, a malicious QR Code caused phones that s canned it to send premium texts at a fee of US$6 each. Colorful with QR code We usually see most software generated QR code is black when few years ago. Now we see most advertisement have colorful and personality QR code. This kind QR code s generation technique is not difficult.and this is young man love. Base on QR code never afraid local damage ,the QR codes part be overwritten or lost, scanning machine still be able to identify its record of complete information. Some website already provide free colorful QR code service to people. There are many personality QR code production tools in the internet ,if you like it ,you can do it by yourself. When you scan this QR code. You will get love you foreverby chinese. Conclusion I suggest our company use the QR code technology. QR code as things networking age a recognition terminal, will change peoples future life, also can make the future life more low carbon. The technology is cheap,it can not cost company much money. Never mind it will broken or lost . It is easy to carry that is in your mobile phone. And personality QR code will make staff have fun. The QR code let the staff work easily and environmentaly. So I suggest our company use the QR code technology.

Influences on Peer Groups and Friendships

Influences on Peer Groups and Friendships Peer groups, social competence and friendship. Indicate the relevance or not of the following: Theory, Cultural differences, Age differences, Gender differences and methodological issues. Introduction It has been established that humans are social creatures. It has also been established that humans have an inclination to form social groupings for a myriad of psychological reasons, such as friendship, acceptance, comfort, togetherness and so forth. However, the ways in which these grouping takes place are rather more complex than one might expect. An examination of group development paying particular regard to the effects of age, culture, gender and theoretical bias on the concepts of peer groups, social competence and friendship was embarked upon. An evaluation was conducted of some key research that has attempted to examine and explain much of the core concepts and issues involved in social grouping and development. Group Alignment, Group Development and Group Dynamics Levine et al (1998) indicated that groups were more likely to accommodate new members if there was an established relationship between newcomers and already established members. This was believed to be due to the need to establish socialisation of new members through mentors. The relationship of newcomer to mentor was heavily dependant upon age difference (Levine et al, 1998). Research on socialisation effects conducted by Irons and Moore (1985) revealed that the significance of a mentor in including subjects that were formerly excluded. They suggested that these formerly excluded subjects were people such as women and people of alternate colour (Irons Moore, 1985). It should be noted that the theoretics used by Irons and Moore are based upon patriarchy and racial prejudice. Tuckman (1965) devised five stage theories in group development theory and later with his colleague Tuckman and Jenson (1977) extended this concept further. Forming Potential members align themselves to a group. Storming Members try to influence the group. This creates conflict within the group. Norming Members try to reconcile conflicts. Norms and roles are established. Performing Members perform tasks in accordance to group need. Adjourning Members become distanced from the group and group activities due to the perception that group costs outweigh group benefits. Social Facilitation Zajonc (1965) suggested three important factors in the significance of social groups. The presence of others generates arousal in the subject and stimulates behaviour. Arousal increases the tendency to perform a desired response from the subject. The quality and success of this response is dependant upon the type of task. Zajonc concluded that a dominant response was perceived as being required from the subject within a group. This affected the performance of easy tasks in a positive manner and difficult tasks in a negative manner. Mere Exposure Theory, Evaluation Theory and Distraction/Conflict Theory The idea of mere presence is integral to Zajonc’s findings on social facilitation. That is to say that effects of others as stimuli are dictated to by presence alone. However, others have suggested otherwise. Cottrell (1968), Henchey and Glass (1968), put forward evaluation theory which suggested that the success of social facilitation is dependant upon those who are perceived to be able to evaluate performance. For instance, those in a subjects peer group with certain perceived traits, such as competence, would have either positive or negative effects on the subject’s performance. Put forward by Baron (1986) and Sanders (1981) distraction/conflict theory suggests that the presence of distractive stimuli will effect social facilitation. For instance, the subject will produce social facilitation effects when others, such as friends, create distraction or attentional conflict. Group Roles, Norms and Cohesion Forsyth (1990) Levine and Moreland (1990) suggest that there are three major contributors to the dimension of social groups: Social roles, social norms and group cohesion. Roles a set of expected behaviours that are evaluated by a subjects established group role (established by either formal title or informal appreciation). Norms a set of established rules of conduct defined by the group dynamic. Cohesion the forces that push a group closer together in terms of purpose, attitude and goal (Cartwright Zander, 1960). Using a methodology supporting the idea of biologically predetermined group roles and norms Bales (1958) suggested that group roles and norms were based upon the traditional family dynamic i.e. the elite male role of the breadwinner and the submissive female role of caretaker. Examination of his methodological approach revealed that gender difference was not a predefining factor. Wood and Karten’s (1986) experiments into role performance of cross sex groups, was revaluated by Dovidio et al (1988). It was found amongst men and women who felt equally as competent, that the roles adopted were often similar (Dovidio et al, 1988). The Effects of Group Cohesiveness and Friendship Following on from Cartwright and Zander (1960), Carron et al (1985) suggested that group cohesiveness was comprised of two significant factors: a group’s orientation towards a goal and a group’s orientation towards its social relationships. It was observed by Carron (1985) that goal setting was a much more important part to success than social relationships. He determined that the successful completion of goals would increase self esteem and belief in the roles and norms of a group, whereas social relationships, such as friendship, would be more likely to distract the group from its collective goals. Carron (1982) defined a cohesive group as having a collective identity, a sense of shared purpose and structured patterns of communication (Carron, 1982). These were considered essential elements to the effectiveness of a group’s success and to it‘s cohesion. Collective identity the identity of a group seen in terms of its roles and norms. Sense of shared purpose an understanding of the importance of roles and the goals that they achieve Structured patterns of communication group acknowledgement, understanding, appreciation and communication of each roles needs and requirements. Conclusion The need for social groups drives the subject to undergo many developments in terms of social facilitation. It would seem from our examination that these factors are driven through a variety of factors. From the research we can see that group alignment is dependant upon relationships based upon age difference. It would also appear that group development requires challenges and subsequent reconciliation’s from certain subjects. It also appears that group dynamics are not necessarily composed of culturally or racially defined roles. Rather, it would appear that roles are intrinsic to socially defined goals and needs. The subject within the group would appear to be driven by other members in a way that is not quite as simple as, say, group conformity or peer competitiveness. It would also appear that group success is dependant upon the successful achievement of role defined goals. Furthermore, these role defined goals seem to be effected negatively by intimate individual relationships, such as friendship. In essence, theory, age, gender, culture and methodology are relevant to the way in which we understand peer groups, social competence and friendship and have psychological impact upon the development of social groupings and the very concept of ourselves as social creatures. Bibliography Bales, R, F., (1958) Task roles and social roles in problem-solving groups. In E. E. Maccoby, T.M. Newcomb, E. L. Hartley (Eds.), Readings in Social Psychology (3rd Ed., p. 437-447). New York: Holt. Baron, R, S., (1986) Distraction-conflict theory: Progress and problems. In L, Berkowitz (Ed.) Advances in experimental social psychology. Orlando: Academic Press. Carron, A.V., Widmeyer, W.N., Brawley, L.R. (1985). The development of an instrument to assess cohesion in sport teams: The Group Environment Questionnaire. Journal of Sport Psychology, 7. Carron, A.V. (1982). Cohesiveness in sport groups: Interpretations and considerations. Journal of Sport Psychology, 4. Cartwright, D., Zander, A., (1960) Group Dynamics: Research and Theory. (2nd ed. p. 69-94) Evanston: Row Peterson. Cottrell, N, B., (1968) Performance in the presence of other human beings: Mere presence, audience, and affiliation effects. In E, C., Simmel, R, A, Hoppe, G, A, Milton (Eds.) Social Facilitation and Intimate Behaviour (p. 91-110). Boston: Allyn Bacon. Davidio, J, F, Ellyson, S, L., Keating, C, F., Heltmen, K., Brown, C, E., (1988) The relationship of social power to visual displays of dominance between men and women. Journal of Personality and Social Psychology, 54, 233-242. Forsyth, D, R., (1990) Group Dynamics (2nd ed.) Pacific Grove: Brooks/Cole. Henchy, T., Glass, D, C., (1968) Evaluation apprehension and the social facilitation of dominant and subordinate responses. Journal of personality and social psychology, 10, 446-454. Irons, E, D., Moore, G, W., (1985) Black Managers: The Case of the Banking Industry. New York: Praeger. Levine, J, M., Moreland, R, L., (1990) Progress in small groups research. Annual Review of Social Psychology, 41, 585-634. Levine, J, M., Moreland, R, L., Ryan, C, S., (1998) Group Socialisation and Intergroup Realtions. In C,Sedikides, J, Schopler, C, A, Inscko (Eds.) Intergroup Cognition and Intergroup Behaviour. Mahaw, NJ: Erlbaum. Sanders, G, S., (1981) Driven by distraction: An integrative review of social facilitation theory and research. Journal of Experimental Social Psychology. 17, 227-251. Tuckman, B, W., (1965) Developmental sequence in small groups. Psychological Bulletin, 63, 384-399. Tuckman, B, W., Jenson, M, A., (1977) Stages of small group development revisited. Group and Organisation Studies, 2, 419-427. Wood, W., Karten, S, J., (1986) Sex Differences in interaction style as product of perceived sex differences in competence. Journal of Personality and Social Psychology, 50, 341-347. Zajonc, R, B., (1965) Social Facilitation. Science, 149, 269-274.

3 Traits to Being a Successful Politician :: essays research papers

As a young kindergarten student at naptime, I was always restless, simply because my playing such a small role in the world seemed inadequate to me at the time. As the years wore on, though, I realized that the saying, â€Å"You must crawl before you can walk,† is very true. Every great person had to endure being a child, teenager, and so forth. Therefore, I no longer wish to be older. These transitional years are the years in which we learn the most. Being so motivated at the age of five points directly to the traits I had and still have to this day.   Ã‚  Ã‚  Ã‚  Ã‚  Big dreams are all I’ve ever known. I think that will be one key to my success. The ambition I have to create myself into the most powerful and effective person I can be always presides with me. So long as I keep a strong attitude, I have no doubt that I will inevitably become what I’ve always dreamed I would be. Looking back when I’m older, I want to be able to say, â€Å"This is my life, and I’m happy with who I am and what I’ve accomplished.† I have this strange feeling that I was meant to be someone special, and I plan on satisfying that feeling.   Ã‚  Ã‚  Ã‚  Ã‚  No matter what profession you go in, I firmly believe in being passionate about it. Your work is so much more productive when you feel strongly about the subject in question! I possess a passion for two things that only a few people can understand at my age. Those would be history and government. They found their way into my heart, all because of my eighth grade American history teacher. For all I know, she could have thought I was just brownnosing, but I truly found my calling because of her.   Ã‚  Ã‚  Ã‚  Ã‚  The last trait I have that I think will benefit me as a politician is just pure love for everyone. Sadly enough, I see people today who disrespect each other for no reason at all. It’s disheartening and makes me have a tinge of disgust for mankind. I, on the other hand, believe that everyone deserves to be treated with respect, despite what they may say or do to me. I, personally, think my love for people and desire to help in any and every way I can makes me an excellent candidate for governmental offices.

Raves :: essays research papers fc

Social Problems of Ecstasy and Raves Throughout American history drugs have posed a problem to society and lawmakers. Many attempts have transpired to try to prevent future problems associated with drugs. Many of the drugs threatening America were originally designed toward the improvement of human health. The most recent epidemic of recreational drug use is ecstasy. Ecstasy’s popularity is particularly in the possession of the nations youth. The institute of use is at all-night clubs and bars within many large cities. Recent research has been completed about the problems and long term effects of the drug. Does the new era of rave clubs and club drugs such as ecstasy pose a great threat to society? Before analyzing the societal problems associated with ecstasy it is important to understand what it is and its background. Ecstasy or MDMA (methylenedioxmethamphetamine) first originated in 1914 and was used as an appetite suppressant; it was not heavily used again until the 1970â €™s and was used to treat psychological disorders. Finally in the 1980’s the drug administration banned any open use of ecstasy because of recent test results proving it causes health problems. Recently the drug has become very popular and the rising popularity is from the influence of the rave movement. Boom, Boom, Boom. The sound of the new innovative music, responsible for cultivating and transforming society erupts from the speakers of a rave. Codes of conduct at raves are nonexistent. With out rules the crowds are encouraged to participate in whatever they find pleasing. People attend the raves to dance, but in actuality the ravers seek thrill through clandestine actions. Raves usually are praised for creating peaceful and positive vibes, but in spite of the fun and happiness created, raves also have many downfalls. Raving is an all-night activity. Large quantities of "rave kids" use mind and body altering drugs enabling them to indulge in a night of dancin g and immoral behavior. Ecstasy is a quintessential part of entertainment at the rave scene. The drug enhances the scene and the raver does not fully appreciate the moment unless in an altered state of mind. Kids who use ecstasy roam around the scene lost, and not in touch with reality. The ravers are experiencing the moment, but to others it sounds as if they are experiencing mass confusion. Some "ravers" consider alcohol to be a â€Å"square† drug, and therefore seek an alternate source of synthetic energy, such as ecstasy.

The NCLB Act Essay -- essays papers

The NCLB Act History The NCLB Act was created from initiatives originally introduced in the Elementary and Secondary School Act. The Elementary and Secondary School Act designed by then Commissioner of Education Francis Keppel and was passed on April 9, 1965. This was less than three months after the bill was first introduced. President Lyndon B. Johnson launched the 'War on Poverty' this being the most important educational component of the war. (Schugurensky, 2002) Through special funding this act allowed underprivileged and impoverished children a chance to receive education that met up to national standards. The special funding allotted more than 1 billion dollars to low income families to receive education that compared to affluent families. The Head Start program quickly grew out of this Act. In the Head Start program preschoolers received education that would prepare them for the challenges they would face in elementary schools the following year. (Amis, 2001) The ESEA was amended in 1968 to include the needs of children that had limited English speaking ability which eventually became the Bilingual Education Act. The NCLB presents a sweeping overhaul of federal efforts to support elementary and secondary education in the United States. The NCLB Act is built on four pillars, accountability for results, emphasis on doing what works, expanded parental options and expanded local controls and flexibility. (Toolkit, 2003) Standards criteria established by an educational institution to determine levels of student achievement.† (EBSCOhost Thesaurus) Each of these sets of standards may vary slightly state by state. A school that does not meet the criteria laid out by the state for two years running is labeled as n... ...n, L. S. and Owings, W. A. (May 2003) The Politics of Teacher Quality. Volume 84 pp. 687-92 Retrieved: May 1 2004 From: EBSCO Amis, K. (2001). Bush says reading is first. Thomas B. Fordham Foundation. Retrieved: Feb. 16 2004 from: www.edexcellence.net U.S. Department of Education (2004) No child left behind overview. U.S. Department of Education, Retrieved: Feb. 16, 2004 from: www.ed.gov What Works Clearinghouse (2002) Retrieved April 15 2004 from: www.w-w-c.org Schugurensky, D. (2002) History of Education Retrieved: April 22 2004 from: http://fcis.oise.utoronto.ca/~daniel_schugurensky/assignment1/1965elemsec.html (2003) The Elementary and Secondary Education Act in Washington An overview Retrieved: April 22 2004 from: http://www.k12.wa.us/ESEA/ U.S. Department of Education (2003) A Toolkit for Teachers. Washington DC: U.S. Government Printing Office

The Lost Duke of Wyndham Chapter Nine

Jack staggered out of bed at precisely fourteen minutes before seven. Waking had been an elaborate undertaking. He had, after Miss Eversleigh had departed the night before, rung for a maid and given her strict orders to rap on his door at fifteen minutes past six. Then, as she was leaving, he thought the better of it and revised his directive to six sharp raps at the appointed time, followed by another twelve fifteen minutes later. It wasn't as if he was going to make it out of bed on the first attempt, anyway. The maid had also been informed that if she did not see him at the door within ten seconds of the second set of raps, she was to enter the room and not depart until she was certain he was awake. And finally, she was promised a shilling if she did not breathe a word of this to anyone. â€Å"And I'll know if you do,† he warned her, with his most disarming smile. â€Å"Gossip always makes its way back to me.† It was true. No matter the house, no matter the establishment, the maids always told him everything. It was amazing how far one could travel on nothing but a smile and a puppy-dog expression. Unfortunately for Jack, however, what his plan boasted in strategy, it lacked in eventual execution. Not that the maid could be blamed. She carried out her part to the letter. Six sharp raps at fifteen minutes past six. Precisely. Jack managed to pry one eye about two-thirds of the way open, which proved to be just enough to focus upon the clock on his bedside table. At half six he was snoring anew, and if he only counted seven of the twelve raps, he was fairly certain the fault was his, not hers. And really, one had to admire the poor girl's adherence to plan when faced with his somewhat surly No, followed by: Go away; Ten more minutes; I said, ten more minutes; and Don't you have a bloody pot to scrub? At fifteen minutes before seven, as he teetered on his belly at the edge of his bed, one arm hanging limply over the side, he finally managed to get both eyes open, and he saw her, sitting primly in a chair across the room. â€Å"Er, is Miss Eversleigh awake?† he mumbled, rubbing the sleep from his left eye. His right eye seemed to have shut again, trying to pull the rest of him along with it, back into sleep. â€Å"Since twenty minutes before six, sir.† â€Å"Chipper as a bloody mockingbird, too, I'm sure.† The maid held her tongue. He cocked his head, suddenly a bit more awake. â€Å"Not so chipper, eh?† So Miss Eversleigh was not a morning person. The day was growing brighter by the second. â€Å"She's not so bad as you,† the maid finally admitted. Jack pushed his legs over the side and yawned. â€Å"She'd have to be dead to achieve that.† The maid giggled. It was a good, welcome sound. As long as he had the maids giggling, the house was his. He who had the servants had the world. He'd learned that at the age of six. Drove his family crazy, it did, but that just made it all the sweeter. â€Å"How late do you imagine she would sleep if you didn't wake her?† he asked. â€Å"Oh, I couldn't tell you that,† the maid said, blushing madly. Jack did not see how Miss Eversleigh's sleep habits might constitute a confidence, but nonetheless he had to applaud the maid for her loyalty. This did not mean, however, that he would not make every attempt to win her over. â€Å"What about when the dowager gives her the day off?† he asked, rather offhandedly. The maid shook her head sadly. â€Å"The dowager never gives her the day off.† â€Å"Never?† Jack was surprised. His newfound grandmother was exacting and self-important and a host of other annoying faults, but she'd struck him as, at the heart, somewhat fair-minded. â€Å"Just afternoons,† the maid said. And she leaned forward, looking first to her left and then her right, as if there might actually be someone else in the room who could hear her. â€Å"I think she does it just because she knows that Miss Eversleigh is not partial to mornings.† Ah, now that did sound like the dowager. â€Å"She gets twice as many afternoons,† the maid went on to explain, â€Å"so it does even out in the end.† Jack nodded sympathetically. â€Å"It's a shame.† â€Å"Unfair.† â€Å"So unfair.† â€Å"And poor Miss Eversleigh,† the maid went on, her voice growing in animation. â€Å"She's ever so kind. Lovely to all the maids. Never forgets our birthdays and gives us gifts that she says are from the dowager, but we all know it's her.† She looked up at him then, so Jack rewarded her with an earnest nod. â€Å"And all she wants, poor dear, is one morning every other week to sleep until noon.† â€Å"Is that what she said?† Jack murmured. â€Å"Only once,† the maid admitted. â€Å"I don't think she would recall. She was very tired. I think the dowager had her up quite late the night before. Took me twice as long as usual to rouse her.† Jack nodded sympathetically. â€Å"The dowager never sleeps,† the maid went on. â€Å"Never?† â€Å"Well, I'm sure she must. But she doesn't seem to need very much of it.† â€Å"I knew a vampire bat once,† Jack murmured. â€Å"Poor Miss Eversleigh must adhere to the dowager's schedule,† the maid explained. Jack continued on with the nodding. It seemed to be working. â€Å"But she does not complain,† the maid said, clearly eager to defend her. â€Å"She would never complain about her grace.† â€Å"Never?† If he had lived at Belgrave as long as Grace, he'd have been complaining forty-eight hours a day. The maid shook her head with a piety that would have been quite at home on a vicar's wife. â€Å"Miss Eversleigh is not one for gossip.† Jack was about to point out that everyone gossiped, and despite what they might say, everyone enjoyed it. But he did not want the maid to interpret this as a critique of her current behavior, so he nodded yet again, prodding her on with: â€Å"Very admirable.† â€Å"Not with the help, at least,† the maid clarified. â€Å"Maybe with her friends.† â€Å"Her friends?† Jack echoed, padding across the room in his nightshirt. Clothing had been laid out for him, freshly washed and pressed, and it did not take more than a glance to see that they were of the finest quality. Wyndham's, most probably. They were of a similar size. He wondered if the duke knew that his closet had been raided. Probably not. â€Å"The Ladies Elizabeth and Amelia,† the maid said. â€Å"They live on the other side of the village. In the other big house. Not as big as this, mind you.† â€Å"No, of course not,† Jack murmured. He decided that this maid, whose name he really ought to learn, would be his favorite. A wealth of knowledge, she was, and all one had to do was let her get off her feet for a moment and into a comfortable chair. â€Å"Their father's the Earl of Crowland,† the maid went on, nattering away even as Jack stepped into his dressing room to don his clothing. He supposed some men would refuse to wear the duke's attire after their altercation the day before, but it seemed to him an impractical battle to pick. Assuming he was not going to succeed in luring Miss Eversleigh into a wild orgy of abandon (at least not today), he would have to dress. And his own clothes were rather worn and dusty. Besides, maybe it would irk his dukeliness. And Jack had judged that to be a noble pursuit, indeed. â€Å"Does Miss Eversleigh get to spend time with the Ladies Elizabeth and Amelia very often?† he called out, pulling on his breeches. Perfect fit. How fortunate. â€Å"No. Although they were here yesterday.† The two girls he'd seen her with in the front drive. The blond ones. Of course. He should have realized they were sisters. He would have realized it, he supposed, if he'd been able to tear his eyes away from Miss Eversleigh long enough to see beyond the color of their hair. â€Å"Lady Amelia is to be our next duchess,† the maid continued. Jack's hands, which were doing up the buttons on Wyndham's extraordinarily well-cut linen shirt, stilled. â€Å"Really,† he said. â€Å"I did not realize the duke was betrothed.† â€Å"Since Lady Amelia was a baby,† the maid supplied. â€Å"We'll be having a wedding soon, I think. We've got to, really. She's getting long in the tooth. I don't think her parents'll stand for much more delay.† Jack had thought both girls had looked youthful, but he had been some distance away. â€Å"Twenty-one, I think she is.† â€Å"That old?† he murmured dryly. â€Å"I'm seventeen,† the maid said with a sigh. Jack decided not to comment, as he could not be sure whether she wished to be seen as older or younger than her actual years. He stepped out of the dressing room, putting the finishing touches on his cravat. The maid jumped to her feet. â€Å"Oh, but I should not gossip.† Jack gave her a reassuring nod. â€Å"I won't say a word. I give you my vow.† She dashed toward the door, then turned around and said, â€Å"My name is Bess.† She bobbed a curtsy. â€Å"If you need anything.† Jack smiled then, because he was quite certain her offer was completely innocent. There was something rather refreshing in that. A minute after Bess left, a footman arrived, as promised by Miss Eversleigh, to escort him down to the breakfast room. He proved not nearly as informative as Bess (the footmen never were, at least not to him), and the five-minute walk was made in silence. The fact that the trip required five minutes was not lost on Jack. If Belgrave had seemed unconscionably huge from afar, then the inside was a positive labyrinth. He was fairly certain he'd seen less than a tenth of it, and already he'd located three staircases. There were turrets, too; he'd seen them from the outside, and almost certainly dungeons as well. There had to be dungeons, he decided, taking what had to be the sixth turn since descending the staircase. No self-respecting castle would be without them. He decided he'd ask Grace to take him down for a peek, if only because the subterranean rooms were probably the only ones that could be counted upon not to have priceless old masters hanging on the walls. A lover of art he might be, but this – he nearly flinched when he brushed past an El Greco – was simply too much. Even his dressing room had been hung wainscot to ceiling with priceless oils. Whoever had decorated there had an appalling fondness for cupids. Blue silk bedroom, his foot. The place ought to be renamed Corpulent Babies, Armed with Quivers and Bows Room. Subtitled: Visitors Beware. Because, really, there ought to be a limit on how many cupids one could put in one small dressing room. They turned a final corner, and Jack nearly sighed in delight as the familiar smells of an English breakfast wafted past his nose. The footman motioned to an open doorway, and Jack walked through it, his body tingling with an unfamiliar anticipation, only to find that Miss Eversleigh had not yet arrived. He looked at the clock. One minute before seven. Surely that was a new, postmilitary record. The sideboard had already been laid, so he took a plate, filled it to heaping, and chose a seat at the table. It had been some time since he'd breakfasted in a proper house. His meals of late had been taken at inns and in rented rooms, and before that on the battlefield. It felt luxurious to sit with his meal, almost decadent. â€Å"Coffee, tea, or chocolate, sir?† Jack had not had chocolate for more time than he could remember, and his body nearly shuddered with delight. The footman took note of his preference and moved to another table, where three elegant pots sat in a row, their arched spouts sticking up like a line of swans. In a moment Jack was rewarded with a steaming cup, into which he promptly dumped three spoonfuls of sugar and a splash of milk. There were, he decided, taking one heavenly sip, some advantages to a life of luxury. He was nearly through with his food when he heard footsteps approaching. Within moments Miss Eversleigh appeared. She was dressed in a demure white frock – no, not white, he decided, more of a cream color, rather like the top of a milk bucket before it was skimmed. Whatever the hue was, it matched the swirling plaster that adorned the door frame perfectly. She needed only a yellow ribbon (for the walls, which were surprisingly cheerful for such an imposing home) and he would have sworn the room had been decorated just for that moment. He stood, offering her a polite bow. â€Å"Miss Eversleigh,† he murmured. He liked that she was blushing. Just a little, which was ideal. Too much, and that would mean she was embarrassed. A bare hint of pale pink, however, meant that she was looking forward to the encounter. And perhaps thought she ought not to be. Which was even better. â€Å"Chocolate, Miss Eversleigh?† the footman asked. â€Å"Oh, yes, please, Graham.† She sounded most relieved to get her beverage in hand. And indeed, when she finally sat across from him, her plate nearly as full as his, she sighed with delight. â€Å"You don't take sugar?† he asked, surprised. He'd never met a woman – and very few men, for that matter – with a taste for unsweetened chocolate. He couldn't abide it himself. She shook her head. â€Å"Not in the morning. I need it undiluted.† He watched with interest – and, to be honest, a fair bit of amusement – as she alternately sipped the brew and breathed in the scent of it. Her hands did not leave her cup until she'd drained the last drop, and then Graham, who obviously knew her preferences well, was at her side in an instant, refilling without even a hint of a request. Miss Eversleigh, Jack decided, was definitely not a morning person. â€Å"Have you been down long?† she asked, now that she had imbibed a full cup. â€Å"Not long.† He gave a rueful glance to his plate, which was almost clean. â€Å"I learned to eat quickly in the army.† â€Å"By necessity, I imagine,† she said, taking a bite of her coddled eggs. He let his chin dip very slightly to acknowledge her statement. â€Å"The dowager will be down shortly,† she said. â€Å"Ah. So you mean that we must learn to converse quickly as well, if we wish to have any enjoyable discourse before the descent of the duchess.† Her lips twitched. â€Å"That wasn't exactly what I meant, but – † She took a sip of her chocolate, not that that hid her smile. † – it's close.† â€Å"The things we must learn to do quickly,† he said with a sigh. She looked up, fork frozen halfway to her mouth. A small blob of egg fell to her plate with a slap. Her cheeks were positively flaming with color. â€Å"I didn't mean that,† he said, most pleased with the direction of her thoughts. â€Å"Good heavens, I would never do that quickly.† Her lips parted. Not quite an O, but a rather attractive little oval nonetheless. â€Å"Unless, of course I had to,† he added, letting his eyes grow heavy-lidded and warm. â€Å"When faced with the choice of speed versus abstinence – â€Å" â€Å"Mr. Audley!† He sat back with a satisfied smile. â€Å"I was wondering when you'd scold me.† â€Å"Not soon enough,† she muttered. He picked up his knife and fork and cut off a piece of bacon. It was thick and pink and perfectly cooked. â€Å"And once again, there it is,† he said, popping the meat into his mouth. He chewed, swallowed, then added, â€Å"My inability to be serious.† â€Å"But you claimed that wasn't true.† She leaned in – just an inch or so, but the motion seemed to say – I'm watching you. He almost shivered. He liked being watched by her. â€Å"You said,† she continued, â€Å"that you were frequently serious, and that it is up to me to figure out when.† â€Å"Is that what I said?† he murmured. â€Å"Something rather close to it.† â€Å"Well, then.† He leaned in closer, too, and his eyes captured hers, green on blue, across the breakfast table. â€Å"What do you think? Am I being serious right now?† For a moment he thought she might answer him, but no, she just sat back with an innocent little smile and said, â€Å"I really couldn't say.† â€Å"You disappoint me, Miss Eversleigh.† Her smile turned positively serene as she returned her attention to the food on her plate. â€Å"I couldn't possibly render judgment on a subject so unfit for my ears,† she murmured. He laughed aloud at that. â€Å"You have a very devious sense of humor, Miss Eversleigh.† She appeared to be pleased by the compliment, almost as if she'd been waiting for years for someone to acknowledge it. But before she could say anything (if indeed she'd intended to say something), the moment was positively assaulted by the dowager, who marched into the breakfast room trailed by two rather harried and unhappy looking maids. â€Å"What are you laughing about?† she demanded. â€Å"Nothing in particular,† Jack replied, deciding to spare Miss Eversleigh the task of making conversation. After five years in the dowager's service, the poor girl deserved a respite. â€Å"Just enjoying Miss Eversleigh's enchanting company.† The dowager shot them both a sharp look. â€Å"My plate,† she snapped. One of the maids rushed to the sideboard, but she was halted when the dowager said, â€Å"Miss Eversleigh will see to it.† Grace stood without a word, and the dowager turned to Jack and said, â€Å"She is the only one who does it properly.† She shook her head and let out a short-tempered little puff of air, clearly lamenting the levels of intelligence commonly found in the servants. Jack said nothing, deciding this would be as good a time as any to invoke his aunt's favorite axiom: If you can't say something nice, say nothing at all. Although it was tempting to say something extraordinarily nice about the servants. Grace returned, plate in hand, set it down in front of the dowager, and then gave it a little twist, turning the disk until the eggs were at nine o'clock, closest to the forks. Jack watched the entire affair, first curious, then impressed. The plate had been divided into six equal, wedge-shaped sections, each with its own food selection. Nothing touched, not even the hollandaise sauce, which had been dribbled over the eggs with careful precision. â€Å"It's a masterpiece,† he declared, arching forward. He was trying to see if she'd signed her name with the hollandaise. Grace gave him a look. One that was not difficult to interpret. â€Å"Is it a sundial?† he asked, all innocence. â€Å"What are you talking about?† the dowager grumbled, picking up a fork. â€Å"No! Don't ruin it!† he cried out – as best he could without exploding with laughter. But she jabbed a slice of stewed apple all the same. â€Å"How could you?† Jack accused. Grace actually turned in her chair, unable to watch. â€Å"What the devil are you talking about?† the dowager demanded. â€Å"Miss Eversleigh, why are you facing the window? What is he about?† Grace twisted back around, hand over her mouth. â€Å"I'm sure I do not know.† The dowager's eyes narrowed. â€Å"I think you do know.† â€Å"I assure you,† Grace said, â€Å"I never know what he is about.† â€Å"Never?† Jack queried. â€Å"What a sweeping comment. We've only just met.† â€Å"It feels like so much longer,† Grace said. â€Å"Why,† he mused, â€Å"do I wonder if I have just been insulted?† â€Å"If you've been insulted, you shouldn't have to wonder at it,† the dowager said sharply. Grace turned to her with some surprise. â€Å"That's not what you said yesterday.† â€Å"What did she say yesterday?† Mr. Audley asked. â€Å"He is a Cavendish,† the dowager said simply. Which, to her, explained everything. But she apparently held little faith in Grace's deductive abilities, and so she said, as one might speak to a child, â€Å"We are different.† â€Å"The rules don't apply,† Mr. Audley said with a shrug. And then, as soon as the dowager was looking away, he winked at Grace. â€Å"What did she say yesterday?† he asked again. Grace was not sure she could adequately paraphrase, given that she was so at odds with the overall sentiment, but she couldn't very well ignore his direct question twice, so she said, â€Å"That there is an art to insult, and if one can do it without the subject realizing, it's even more impressive.† She looked over to the dowager, waiting to see if she would be corrected. â€Å"It does not apply,† the dowager said archly, â€Å"when one is the subject of the insult.† â€Å"Wouldn't it still be art for the other person?† Grace asked. â€Å"Of course not. And why should I care if it were?† The dowager sniffed disdainfully and turned back to her breakfast. â€Å"I don't like this bacon,† she announced. â€Å"Are your conversations always this oblique?† Mr. Audley asked. â€Å"No,† Grace answered, quite honestly. â€Å"It has been a most exceptional two days.† No one had anything to add to that, probably because they were all in such agreement. But Mr. Audley did fill the silence by turning to the dowager and saying, â€Å"I found the bacon to be superb.† To that, the dowager replied, â€Å"Is Wyndham returned?† â€Å"I don't believe so,† Grace answered. She looked up to the footman. â€Å"Graham?† â€Å"No, miss, he is not at home.† The dowager pursed her lips into an expression of irritated discontent. â€Å"Very inconsiderate of him.† â€Å"It is early yet,† Grace said. â€Å"He did not indicate that he would be gone all night.† â€Å"Is the duke normally required to register his schedule with his grandmother?† Mr. Audley murmured, clearly out to make trouble. Grace gave him a peeved look. Surely this did not require a reply. He smiled in return. He enjoyed vexing her. This much was becoming abundantly clear. She did not read too much into it, however. The man enjoyed vexing everyone. Grace turned back to the dowager. â€Å"I am certain he will return soon.† The dowager's expression did not budge in its irritation. â€Å"I had hoped that he would be here so that we might talk frankly, but I suppose we may proceed without him.† â€Å"Do you think that's wise?† Grace asked before she could stop herself. And indeed, the dowager responded to her impertinence with a withering stare. But Grace refused to regret speaking out. It was not right to make determinations about the future in Thomas's absence. â€Å"Footman!† the dowager barked. â€Å"Leave us and close the doors behind you.† Once the room was secure, the dowager turned to Mr. Audley and announced, â€Å"I have given the matter great thought.† â€Å"I really think we should wait for the duke,† Grace cut in. Her voice sounded a little panicked, and she wasn't sure why she was quite so distressed. Perhaps it was because Thomas was the one person who had made her life bearable in the past five years. If it hadn't been for him, she'd have forgotten the sound of her own laughter. She liked Mr. Audley. She liked him rather too much, in all honesty, but she would not allow the dowager to hand him Thomas's birthright over breakfast. â€Å"Miss Eversleigh – † the dowager bit off, clearly beginning a blistering set-down. â€Å"I agree with Miss Eversleigh,† Mr. Audley put in smoothly. â€Å"We should wait for the duke.† But the dowager waited for no one. And her expression was one part formidable and two parts defiant when she said, â€Å"We must travel to Ireland. Tomorrow if we can manage it.†