3 Tips for Writing a Stellar Why Boston University Essay

3 Tips for Writing a Stellar Why Boston University Essay SAT/ACT Prep Online Guides and Tips On the off chance that you’re applying to Boston University, you’ll need to react to the Why Boston University article instant as a feature of your application. The Why BU article is a necessary component of your application and an extraordinary method to show the BU entrance advisory board why Boston University is an ideal choice for you and the other way around. In this article, we’ll separate the Why Boston University exposition brief, give you thoughts for what to discuss, and offer tips for composing a paper that will wow the entrance advisory board. The Why Boston University Essay Prompt The Why BU article brief is short and basic: Shouldn't something be said about being an understudy at Boston University most energizes you? (250 words) Isn't it obvious? Simple! In your Why BU article, you have 250 words to show the entrance advisory board why you love Boston University and why you are an incredible fit for the school. While 250 words is sufficient space to communicate plainly, you’ll need to be succinct and clear in your informing to convey adequately and earn a solid response from your paper perusers. What Is the Purpose of the Why BU Essay? Numerous schools require a â€Å"Why this school† paper. Why? Since universities need to see that you truly need to go to their school. Understudies who love their school are bound to be dynamic and glad understudies and later, dynamic and cheerful graduated class. Your exposition should show the entrance advisory board that you truly love Boston University, which will cause them to feel progressively sure that you’ll be an incredible expansion to the grounds. In the event that your paper is nonexclusive or vague to Boston University, the entrance advisory board will stress that you’re not put resources into joining in. They may even believe that you don’t care about getting into Boston University, which could make them ignore your application for another student’s who truly needs to join in. Fundamentally, Boston University needs to ensure you know and worth what they offer, and they additionally need to evaluate how you’ll make the most of the numerous open doors on BU’s grounds to facilitate your scholastic and expert vocation. What Should I Write About in My Why BU Essay? So what would it be advisable for you to expound on in your Why BU article? You ought to recognize solid reasons why BU is your fantasy school. Here are three thoughts for themes. #1: A Specific Course or Professor You'd Like to Study With One of the approaches to exhibit your energy for going to BU is by featuring a particular course you’d like to take or teacher you’d like to concentrate with. Colleges don’t share their course plan or their teachers, so the contributions at BU are novel to BU. In the event that you feature a particular class, it shows why you’re keen on exploiting BU’s scholastics. You ought to have a solid explanation behind needing to take this class or study with this teacher. Bind your enthusiasm to your drawn out proficient objectives so the entrance advisory board perceives how going to BU will assist you with putting resources into your future. In the event that you go the teacher course, ensure you feature why this educator is so uncommon to you. It is safe to say that he is or she a pioneer in his field? Have they done intriguing exploration of late? Is it accurate to say that they are known for instructing in an interesting manner? Whatever the explanation, ensure it’s solid - you don’t need to feel like you’re concocting something. #2: An Interaction You Had With a Current or Former Student Discussing BU with a present or previous understudy shows your enthusiasm for the college and features that you’ve stepped up and find out additional. Understudies can address the vibe nearby, just as why Boston University is an extraordinary spot to go through four years. Name-dropping a present or previous understudy will show that you truly trust Boston University is the correct school for you. When you’re describing your discussion, recollect that your reasons don’t must be especially highbrow or noteworthy. You can discuss how you were eager to find out about the intramural kickball groups, for example. Simply pick explicit reasons that your discussion impacted you. #3: A Program You’re Excited About Participating In Boston University has various special projects, including their Honors College, Film/Television division, and Engineering programs. On the off chance that you need to take part in a particular program, you can discuss that in this paper. Make certain to feature explicit highlights of the program that are critical to you, regardless of whether that’s getting the opportunity to do experiential learning in the Honors College or participating in BU’s TV station. Whatever the program, ensure you feature a couple of explicit highlights and clarify why they’re significant. Tips for Writing an Amazing Why Boston University Essay You need your Why Boston University paper to be as solid as could be expected under the circumstances. Here are a few hints to get that going. #1: Be Authentic The purpose of a school paper is for the entrance advisory board to get the opportunity to become more acquainted with you past your grades, evaluations, and respects. Your confirmations papers are your chance to make yourself wake up for the article perusers and to introduce yourself as a completely fleshed out individual. You should, at that point, ensure that the individual you’re introducing in your school articles is yourself. Don’t attempt to copy what you think the board of trustees needs to hear or attempt to act like somebody you’re not. On the off chance that you lie or misrepresent, your exposition will appear to be tricky, which will decrease its adequacy. Keep up with telling genuine accounts of the individual you truly are, not who you thinkBU needs you to be. #2: Be BU-Specific Nothing about your Why BU exposition ought to be conventional or generic. The more explicit you can be while noting this brief, the better. Don’t state Boston University has incredible scholastics, caring teachers, and a fascinating understudy body. The confirmations offers don’t need you to disclose to them that. So also, don't discuss why you need to go to class in Boston. There are many universities in Boston - you have to feature why this particular school is the correct one for you. All that you expound on in your Why Boston University paper ought to be explicit to Boston University - from the names of the educators and the courses to the inclination you had while visiting the grounds. The more genuine you are, the more your enthusiasm for BU will stick out. Do your exploration, so you’re ready to give points of interest. #3: Submit Your Best Work Your Boston University article ought to be altered and edited, liberated from spelling and language structure blunders. Try to run your expositions through a spelling and language check before you submit. It’s a smart thought to have another person perused your â€Å"Why Boston University† exposition, as well. You can look for a second feeling on your work from a parent, instructor, or companion. Ask them whether your work speaks to you as an understudy and individual. Have them check and ensure you haven’t missed any little composing mistakes. Having a subsequent supposition will enable your work to be the best it can be. In Summary The Why Boston University exposition is your place to exhibit your enthusiasm for BU and why you would like to join in. You ought to include: Explicit instances of why BU is the correct school for you Legitimate explanations about your enthusiasm for BU You ought exclude: Models that can apply to any college, not simply BU Anything that demonstrates you’re not that keen on going to BU What’s Next? Need assistance acing different papers for Boston University? We have an article that separates the entirety of the expositions you have to apply for BU. Haven’t began your Common Application yet? Don't sweat it! We’ve got you secured with tips and deceives to make your application stand apart from the group. Is it accurate to say that you are stressed over state sanctioned tests and their job in your school application? Peruse this article to discover when these tests probably won't make any difference for you.Also investigate this rundown of universities that don't require SAT scores. Need to compose the ideal school application exposition? Get proficient assistance from PrepScholar. Your committed PrepScholar Admissions instructor will make your ideal school paper, starting from the earliest stage. We'll get familiar with your experience and interests, conceptualize paper points, and walk you through the article drafting process, bit by bit. Toward the end, you'll have a special exposition that you'll gladly submit to your top decision universities. Try not to leave your school application to risk. Discover increasingly about PrepScholar Admissions now:

Abyssal Zone

Deep Zone Steven Jevan 10. 2 Located further than 2000 meters underneath the sea surface, lies a biome that we have scarcely observed and figure it out. This unimaginable and mind blowing biome is known as the deep zone. With a profundity coming to down to 6000 meters, it is difficult to possess this biome. On the other hand, certain life forms have figured out how to keep their endurance in this very biome through specific procedures. At first, the deep zone and the living creatures inside it, endures the extraordinary conditions. The word â€Å"abyss† is taken from a Greek word, which implies â€Å"bottomless sea†. The deep zone itself is situated somewhere in the range of 2000 and 6000 meters underneath the sea surface. It is situated under the bathyal zone or more the hadal zone. In this profundity, daylight can't infiltrate through. In this manner, this zone is loaded up with complete and never-ending obscurity. Simultaneously, in an area this profound, the weight is unendurable to people. It is composed that, â€Å"Because water pressure expands one air each 33 feet inside and out, creatures in the deep zone must have the option to withstand huge measures of weight. † (Abyssal). In this manner, creatures must have the option to withstand up to 11,000 psi. It is fantastic how certain life forms can get by in this profundity, since this measure of weight would squash a human right away. Also, since the profundity goodness this biome is incredibly profound, the temperature differs from 0 to 4 degrees Celsius. Notwithstanding that, the saltiness of the water in the deep zone territory between 34. 6 and 35. 0 sections for every thousand. We do no acknowledge it, yet the deep zone covers 60% of the earth and 83% of the seas. So with these abiotic factors and brutal conditions referenced, we will in general pose the inquiry, â€Å"How is it workable for living beings to occupy this biome? † As referenced previously, it is practically unimaginable for living beings to occupy this biome, yet through specific procedure, it is conceivable. As a rule, fish that lives close to the base of an ocean is classified as demersal fish. In any case, demersal angles are then isolated again into two sorts dependent on their living space, seaside and profound water. As should be obvious, the fish th at lives in the deep zone are sorted as profound water demersal fish. Instances of these fishes are the: profound water fisherman fish, goliath grenadier, mammoth squid, snake fish, and so on. There are two manners by which creatures can get by in this biome. Above all else, the predators could discover their prey. In the deep zone, it is incredibly dim. Be that as it may, some fish forces a glowing article to serve as an enticement. For example, the profound water fisher fish possesses a glowing item in its spine. Since the biome is very dim, the main iridescent article will pull in the different fish’s consideration. The subsequent method to endure this biome is through the procedure of chemosynthesis, as opposed to photosynthesis. Chemosynthesis is a procedure wherein carbon atoms and supplements are changed over into natural materials utilizing the oxidation of inorganic particles. Instead of utilizing daylight as the wellspring of vitality, chemosynthesis utilizes the oxidation of inorganic atoms as the wellspring of vitality. In the deep zone, there is a consistent and a lot higher grouping of supplement salts of nitrogen, phosphorus, and silica looked at in the waters above. Britannica states that, â€Å"This is on the grounds that deep and hadal waters are the store for the salts from deteriorated natural materials that settle descending from upper zones, and the absence of daylight forestalls their take-up by photosynthesis. (Deep Zone). Additionally, there is an exceptional term given to the extras of creatures, plants, and non-living issues that float down to the lower zones of the sea, it is called marine day off. In the deep zone, the essential makers are microorganisms. These microbes can likewise be alluded as chemotrophs, or chemosynthetic autotrophs. Subsequently, the procedure of chemosynthesis assumes an indispensable job in the endurance of tho se life forms in the deep zone. I need to concede that the deep zone is a momentous and staggering biome in this world. Under those brutal and outrageous conditions, the deep zone can keep up its own living being lavishness. I think that its exceptionally difficult to accept, however it is the thing that exists in this world. In view of research, the deep zone is generally sheltered from the hurtful impacts in the upper piece of the earth. The deep zone is found so profound and shallow under the sea surface that it isn't influenced by the issues related in the sea surface. Over the long haul, certain life forms have figured out how to keep their endurance in this very biome through specific procedures. The deep zone, which is practically unwelcoming, ends up being a natural surroundings for specific life forms. I should state that this biome is remarkable and doubtful. Works Cited †¢ Abyssal. Web. 1 Sept. 2009. . †¢ Abyssal Zone. Wikipedia. Web. 1 Sept. 2009. . †¢ Abyssal zone. Britannica. Web. 2 Sept. 2009. . †¢ Autotroph. Web. 2 Sept. 2009. . †¢ Chemosynthesis. Wikipedia. Web. 1 Sept. 2009. . †¢ Chemosynthesis. Web. 2 Sept. 2009. . †¢ Demersal fish. Wikipedia. Web. 2 Sept. 2009. . †¢ Marine Snow. Web. 2 Sept. 2009. . †¢ Pelagic fish. Wikipedia. Web. 2 Sept. 2009. . †¢ What is Chemosynthesis? Web. 2 Sept. 2009. .

Testing the Waters

Testing the Waters I really should be napping or something right now, since in the last 24 hours I finished two problem sets, read four articles (one of which was written by my professor), wrote a short paper on emerging diseases, sang for two and a half hours in concert choir, freaked out over The Office/Greys Anatomy, and went to four hours of straight classes followed by three hours of MedLinks training, but I got pushed off the front of the admissions page last night. Which means not only has it been too long since my last entry, but also, my parents will be calling to see if they finally found out Ive slept with a stuffed animal since I was in third grade and took away my job as the only freshman admissions blogger. (I mean, I) Phillippe wonders: When do freshman get to see the different dorms and decide which one they want? You can see them all when you come stay with me, because Im hosting prefrosh! If youre deciding whether or not to apply to MIT, or whether or not to come to MIT after you get accepted, you can come stay with an MIT student and well show you the ropes. If you cant make it up for an overnight visit, theres Campus Preview Weekend (CPW) in April (or vice versa). Im pretty sure they have tours of all the dorms during CPW, which you should definitely try to partake in. All of the dorms have their own unique feeling to it, so its absolutely possible to find the right one for you (mine is particularly good for freshmen because theres always someone doing a problem set to help you out). If you dont get the chance to see all the dorms, no worries; at the beginning of summer, MIT will send you a booklet on all the houses with a DVD of videos that each of the houses create like I said, each of the dorms have their own culture and you get to choose which one fits you. (Thats a pretty sweet thing thats unique to MIT at the end of senior year I read my Housing booklet religiously during AP Calculus and made all my friends jealous over the fact that I had a choice.) You then rank your choices based on that and what youve seen of them, at which point Housing puts you in a temporary dorm. You live there for a week, or two weeks if youre in a pre-orientation program (such as Discover Mechanical Engineering, which I was in) with your temporary roommates. After Orientation is over, you can re-rank your choices of dorms, and pick someone to live with. Its a pretty flexible system, unless you want to be a part of Residence Based Advising, at which point you must stay in the dor m you were temped in. (Therell be more on this issue later, because Next House is one of them.) Like I said, last night My Roommate Neha (MR. Neha?) and I applied to host prefrosh visiting MIT. Nothing makes being a starry-eyed nervous prefrosh whos not sure what shes doing with her life better than being hosted by a starry-eyed nervous freshman whos not sure what shes doing with her life, so come stay with us! You just might be the lucky one who gets to join in on our late night study/dance parties to Sexy Back and London Bridge (another thing that happened last night, during which we lip-synched to Fergie, did an interpretive dance to Bohemian Rhapsody, and solved for the wavelengths of diffracted light rays). On that topic, we do have some pretty amazing (and real) parties at MIT, especially since we have a student holiday on Monday. Tonight is the Zeta Beta Tau soiree, that I actually dont know anything about except that therell be a pastry chef, so they might not be able to remove me from the house. Saturday my wing in Next House is, in honor of Talk Like a Pirate Day, holding a pirate-themed party, which coincides with the Pi Lambda Phi Anything But Clothes Party (more creative than scandalous, since youre supposed to create clothes out of atypical materials.. duct tape, garbage bags guess all those years of OM are finally going to pay off, eh?). Sunday night, a friend is having his birthday party; Monday will be the pset party that I put off all weekend. (Oh yeah, we work here sometimes, too.) If you really cant make it out here, heres a taste. (NO, Dad, my room is NOT always that messy, okay?) Seriously, speaking of overnight visits for prefrosh, we want to get to know you just as much as you want to get to know MIT and if itll be a good match for you. And for deciding your dorms as a freshmen, youll also get a lot of time to decide what dorm will be a good match for you as well. So come, stay for a bit, and just try things out. Knowing your options is important whether youre picking a college, a dorm, a major, or a sandwich. Trust me. (I just happened to end every paragraph in this entry with a parentheses, so I probably shouldnt stop now.) Post Tagged #Next House

Ethics in Academics - 1315 Words

Ethics In An Academic Environment Attending The University of Phoenix, we are required in Gen 300 to write a research paper on Ethics In An Academic Environment. In this research paper, you will be able to understand the ethics and environment and how they both are in our everyday surroundings. We will also explain how Ethics in an Environment affects everyone on a day-to-day basis whether good or bad. Ethics in an Academic Environment plays a very important part of our lives. Ethics is the discipline dealing with what is good and bad, and with moral duty and obligation. Environment is the circumstances, objects, or conditions by which one is surrounded. (Dictionary, ). Dealing with morals can be reflected if you are making the†¦show more content†¦One aspect of Ethics in Academics is academic dishonesty, or cheating. Studies have shown that students are more accepting of cheating. Most feel the pressure to succeed, so they will do things that they know should not be done. Socrates believed that thi s form of ethics, knowing what we ought to do, can be taught. ( Carroll, A.) Today s society is teaching children that the need to get ahead is greater than character development. Others feel cheating is a mind-set and that mind-set makes a difference between being taught and actually learning. With the aid of modern technology, cheating is easier to get away with. (Eberhardt, 1) Camera cell phones, laptops, and Ipods are some of the tools enabling students to cheat and even plagiarize. The rational incentives to cheat have grown dramatically. Glater. J.) Whatever the reason, academic dishonesty is receiving more and more attention especially on the college level. This puts teachers in a dilemma to thwart attempts by banning cell phones, disabling the internet in classrooms, or even developing ways to check for plagiarism. Until we come up with a no tolerance attitude about cheating, students will continue to use it as a way to get ahead. Team communication means being a good learner and listener. Teams need to be ready to setup and start learning how to provide feedback to their team members. CommunicationShow MoreRelatedEthics in Academics2371 Words   |  10 PagesEthics in an Academic Environment Ethics in an Academic Environment Introduction Cheating University policy. Universities have developed set policies covering the appropriate uses of technology in an academic setting because electronic devices have evolved to the point that cheating is far easier now than it was in the past. Personal Data Assistants (PDA’s) are a very common factor in everyday life, MP3 players are found in almost everyone’s pocket or backpack, andRead MoreAcademic Ethics And Academic Integrity Essay1276 Words   |  6 PagesAcademic ethics are the moral codes or the shared standards of an academic enterprise and the core of its success (Occidental College, 2016). Basically, academic ethics require each student, to be honest, responsible, fair, respectful, give credit where it is due, turn in their original work, and etc. (Michigan State University, n.d.). Academic integrity requires students to do their own work without unauthorized help from others, cheating, lying, plagiarizing, and stealing (Valdosta State UniversityRead MoreAcademic Ethics : Academic In tegrity1080 Words   |  5 Pages Academic Integrity Name Institution Academic Integrity Any person who is in academics has to abide by some norms, so that he can carry out the academic work with morality and conscience. By definition, academic integrity stands for the ethical policy or the moral code of the realm of academics. Upholding academic integrity is the responsibility of the students, researchers or academicians. Any person related to academics has to be honest in his or her approach, and that shouldRead MoreThe Ethics Of Academic Misconduct1192 Words   |  5 PagesAcademic misconduct is a very sensitive issue and my personal views have oscillated during my scholastic activities. Since childhood parents instill good virtues such as don’t lie, don’t cheat, don’t misuse and don’t break trust amongst other morals. Academic integrity is intrinsically against all the principles we were brought up on, then why is it so common? Is it partly because we don’t categorize plagiarism as cheating or is it because of the prevalent occurrences: that everybody does it so whyRead MoreThe Ethics Of Academic Integrity1149 Words   |  5 PagesCompare and Contrast Ethics Research Articles Ethics are the principals that build an individual’s character and integrity. It is the code of conduct that a person lives by; it is the way that a person conducts themselves when no one is around. Stealing, lying, and cheating are wrong, yet every day in the workplace these issues occur. Growing competition lends to the need for people to do what they can to get ahead and stay ahead. Ethics are pushed to the side as people try to gain power or toRead MoreThe Ethics Of Academic Integrity1225 Words   |  5 PagesAcademic integrity continues to be an important issue of public concern especially in higher education institutions. There are countless articles that report students cheating on examinations, plagiarizing written assignments, and collaborating with others when such behavior is prohibited. Conversely, there are reports of viable honor systems that have been implemented in schools that make such unethical behavior less pervasive. Both of these extremes, beg the qu estion whether an honor code, suchRead MoreAcademic Ethics And Ethical Procedures906 Words   |  4 Pagessurrounding Academic Integrity and ethical procedures as they relate to students, scholarly research and practice. We will take a look at the viewpoints of two articles that tackle this issue. When I think about the word â€Å"ethics†, morals and doing the right thing comes to mind. In life, there is a constant struggle between making good and bad choices, especially if the choice you choose can make or break your career. In the first article, Aaron Roche, (2012-2013) highlight several levels of academic dishonestyRead MoreImportance of Ethics in Business as an Academic Discipline8970 Words   |  36 PagesBusiness Ethics 2. Ethics as an Academic Discipline 3. Importance of Ethics in Business as an Academic Discipline 4. The Case Against Business Ethics Education 5. Conclusion 0.2 STATEMENT OF THE PROBLEM Question 1: Discuss the importance of Ethics in business as an Academic Discipline. 0.3 EXECUTIVE SUMMARY In today’s highly competitive, performance-driven business climate, regulations are not enough; professional ethics codes are not enough; the old model of â€Å"business ethics† is notRead MoreAcademic Integrity Becomes The Breeding Ground For Ethics2504 Words   |  11 PagesAcademic Integrity can be defined in six simple words: honesty, trust, fairness, respect, responsibility, and courage (ICAI). Through these values individuals are able to encourage academic communities to turn their ideologies into actions (ICAI). Therefore, Academic Integrity becomes the breeding ground for ethics in academia. When looking at cheating, plagiarism, maintaining academic standards, and maintaining a sense of honesty in levels of academia, the goal of academic leaders is to encourageRead MoreThe Ethics Of The Health Care Leaves Students With The Challenge Of Gaining Academic Writing Styles1100 Words   |  5 Pageschallenge of gaining academic writing styles, which many lack. An af fective academic paper is presented in a certain way with a set structure, with a specific purpose and formed through a structured process. If students do not know how to correctly form and present an essay, problems may occur in the form of plagiarism, leaving the academic paper ineffective. An academic essay with no structure is as ineffective as one without the right process, both are need for an academic paper to be successful

The Industrial Revolution - 705 Words

The Industrial Revolution was the quintessence of capitalistic ideals; it bred controversy that led to Karl Marx’s idea of communism as a massive grass roots reaction to the revolution’s social abuses. Firstly, the Industrial Revolution featured the construction of machines, systems and factories that allowed goods to be manufactured at a faster rate with a lower cost. The seed drill made it so there could be â€Å"a semi-automated, controlled distribution and plantation of wheat seed†(Jones 2013). Secondly, there was a great social and economic divide between the wealthy owners and the poor workers, which gave rise to the mass’s vulnerability to the advent of extreme socialism. Figures of authority severely oppressed their employees by giving them insufficient pay, a treacherous work environment, and even making some children work more than 12 hours per day (Cranny 150). Finally, far right capitalism created a brutal boom and bust cycle of economics that made, for the multitude at the bottom, a perpetual nightmare of poverty and death. People responded to this social situation by taking part in violent protests; oppression sires rebellion. The Industrial Revolution was the chassis of great imagination and progress of political, economic, and social force that still affects this world today. This revolution would not be known as being â€Å"Industrial† without the aid of revolutionary machines permitting the creation of mass products at far less cost. As stated by author MichaelShow MoreRelatedIndustrial Of The Industrial Revolution1666 Words   |  7 PagesMartinez English IV, 1st hour 4/29/16 The Industrial Revolution The Industrial Revolution set people away from farms and small villages and moved them to cities and towns because of the job opportunities that arose in the cities. The Industrial Revolution not only helped people move along in the late 1700s and early 1800s but also it has made the people what they are today. During the Industrial Revolution, the movement from an agrarian society to an industrial one reshaped the roles of families, widenRead MoreThe Revolution Of The Industrial Revolution917 Words   |  4 PagesWhen thinking of the industrial revolution, I usually correlate this transitional period to great advancements in machinery, and an increase in jobs. However, after looking past the surface of the industrial revolution, in regards to the promise of great wealth, this promise was not kept, along with other issues. I believe that a â€Å"better life† would mean that people would not have to go through the same struggles they once did before the revolution, struggles such as not having a job, money, homeRead MoreThe Industrial Revolution943 Words   |  4 PagesThe Industrial Revolution, a Revolution that began in Britain in the nineteenth century, saw people move from working in the farming industry to working in factories. This transition from an agrarian society meant that many people moved to cities in search of jobs. New methods of manufacturing allowed goods to be produced far more cheaply and quickly than before. However, the Revolution came with its own negative consequences. The lives of children during the Industrial Revolution were torturousRead MoreThe Industrial Revolution1633 Words   |  7 Pagesmeans of communication, factories to manufacture the products you need, places to work, and ways to travel and transport goods. And what made these possible? The answer is the Industrial Revolution, which started in Europe around the year 1730. A revolution is a major change or turning point in something. The Industrial Revolution was a major turning point in history and in the way people lived. Their careers, living situations, location, values, and daily routines all changed, and they needed it desperatelyRead MoreThe Industrial Revolution1097 Words   |  5 PagesBefore the advent of the Industrial Revolution, most people resided in small, rural communities where their daily existences revolved around farming. Life for the average person was difficult, as incomes were meager, and malnourishment and disease were common. People produced the bulk of their own food, clothing, furniture and tools. Most manufacturing was done in homes or small, rural shops, using hand tools or simple machines. Did You Know? The word luddite refers to a person who is opposedRead MoreThe Industrial Revolution1090 Words   |  5 PagesShort Term Misery†¦ Long Term Gain There are two major industrializations that have occurred through out history, both which began in England. The Industrial Revolution was from 1750 until 1800. The first and second industrialization were filled with many inventions, new societal ideas, new raw materials, new sources of power, also new ideas and societal implements were made enabling the world and society to evolve. Overall these industrialization was filled with death, neglect, and disease but endedRead MoreThe Industrial Revolution936 Words   |  4 Pageseconomist Robert Emerson Lucas wrote in regards to the Industrial revolution: For the first time in history, the living standards of the masses of ordinary people have begun to undergo sustained growth. The novelty of the discovery that a human society has this potential for generating sustained improvement in the material aspects of the lives of all its members, not just the ruling elite, cannot be overstressed.† (Lucas 2002). The revolution itself was ce ntred in Britain before spreading to theRead MoreIndustrial Revolution1160 Words   |  5 Pagesend of the 19th century, a significant change took place in the fundamental structure of the economy. That change was industrialization. During this time period, the United States of America changed from a large, agricultural country, to an urban industrial society. The process of industrialization began to take place in America, and eventually took over the economy during this period. Entrepreneurs and inventors put together various machines and businesses to help better the country function on aRead MoreThe Industrial Revolution Essay2099 Words   |  9 PagesThe Industrial Revolution was one of the largest social and cultural movements that changed the methods of manufacturing of metal and textiles, the transportation system, economic policies and social structure as well. Before the Industrial Revolution, people used to live by season due to agriculture. They thrived on whatever foo d was in season. Now, as a result of the Industrial Revolution, we live regimented and almost everything that is made, is mass produced. I will discuss three major topicsRead MoreThe Industrial Revolution2418 Words   |  10 PagesThe Industrial Revolution became a defining transitional period in United States history. The Industrial Revolution created opportunities for society through, employment, higher pay and allowed for the meeting of many cultures. As a result of high employment opportunities, people flocked to the North and populated areas of the nation creating urban cities. Urban cities of the nation have not changed much since the Industrial Revolution; people are still drawn to the urban culture because of the variety

A Comparative Biography of Jesus in The Qur’an The Bible Free Essays

Jesus has been divinized a significant person in both Islam and Christianity. The Qur’an and the Bible, as the main sources of the information about Jesus respectively in Islam and Christianity, has contained the biographical narrations of Jesus, covering his life and death. Both similarities and differences can be found in the Qur’an and the Bible about the narrations of Jesus’ life. We will write a custom essay sample on A Comparative Biography of Jesus in The Qur’an The Bible or any similar topic only for you Order Now This essay will provide a comparative biography of this noble Messenger of God in the Qur’an and the Bible.  ·Ã‚  Ã‚   In both the Qur’an and the Bible, Jesus is narrated as having had an extraordinary birth. The extraordinariness of the birth of Jesus can be mainly reflected from his biological mother being a virgin. Muslims and Christians both believe that a chaste, virgin woman called Mary miraculously gave birth to the male baby, Jesus before marrying her fiancà ©, Joseph. Evidence can be found in the Qur’an and the Bible about the startling birth of Jesus. As the Qur’an says, â€Å"she (Mary) said: ‘O my Lord! How shall I have a son when no man has touched me.’ (Qur’an 3: 47) Similarly, Christians also believe that when Mary was married to a man called Joseph, while she was a virgin. According to the narration in the Bible, Joseph â€Å"kept her virgin until she gave birth to a Son; and he called His name Jesus.† (Bible: Matthew 1:25)  ·Ã‚  Ã‚   Both Muslims and Christians believe Jesus is a Messenger of God. According to Qur’an, belief in the Messengership of Jesus is one fundamental criterion to judge the true identity of a Muslim. As it is narrated with respect to the Messengership in the Quran, â€Å"the Messiah (Jesus), son of Mary, was no more than a Messenger before whom many Messengers have passed away; and his mother adhered wholly to truthfulness, and they both ate food (as other mortals do).† (Qur’an 5:75). Most Christians believe in the Divinity of Jesus and consider him as the second member of the Triune God, the Son of the first part of the Triune God, who assigned by God to perform certain holy mission. As it is narrated in the Bible, â€Å"and now, Lord, look upon their threats, and grant to thy servants to speak thy word with all boldness, while thou stretches out thy hand to heal, and sign and wonders are performed through the name of thy holy servant Jesus.† (Bible: Acts 4: 30). However, coexisting with the aforementioned similarities are some divergences of Muslims and Christians’ beliefs in term of the biography of Jesus in the Qur’an and the Bible. Two most representative ones are whether or not Jesus was the son of God as well as the crucifixion and resurrection of Jesus. How to cite A Comparative Biography of Jesus in The Qur’an The Bible, Papers

Taiwan And International Trade Essays - International Trade

Taiwan And International Trade Taiwan, an island, is separated from the mainland of South China by the 100-mile-wide Taiwan Strait in the Pacific Ocean and is the seat of the Republic of China government (ROC). The capital of Taiwan is Taipei and other major cities include Kaohsiung, Tainan, Taichong, and Chilung. The languages spoken are the Mandarin, Fujianese (Amoy), and Hakka dialects. Religions on the island include Confucianism, Taoism, Buddhism, and Christianity. THE ECONOMY OF TAIWAN The 1990s have been a time of change and achievement for Taiwan. Politically, Taiwan has undergone a dramatic transition from an authoritarian government to a true democracy and on the economic front, Taiwan has continued to prosper. For the past 20 years, Taiwan has had one of the fastest growing and most dynamic economies in the world. With over $80 billion US in foreign capital reserves, an average growth rate of 7.8 percent between 1986 and 1996, and a per capita gross domestic product (GDP) of $15,000, Taiwan has become a powerhouse in the global economy.1 Its remarkable success comes after five decades of hard work and sound economic management that have transformed Taiwan from an underdeveloped agricultural island to a leading producer of high-technology goods. Helping to spur this extraordinary growth during the last two decades were supportive U.S. policies that began with the 1979 Taiwan Relations Act (TRA). It maintained Taiwan's preferential trade status when formal diplomatic relations were severed in favor of the People's Republic of China (PRC). In 1979, Taiwan's economy was rapidly expanding and was beginning to fully integrate into the new global economy. It exported $5.6 billion to the United States and had $7 billion in foreign exchange reserves.2 Taiwan produced a variety of products, specializing in textiles, consumer goods, and petrochemicals. U.S. corporations were beginning to invest heavily in Taiwan when the U.S. government severed the official diplomatic relations it had maintained with the Republic of China for three decades. This abrupt loss of recognition created consternation among foreign investors and Taiwan's trading partners. International contracts, which had once been secure through treaties and formal diplomatic ties, suddenly came into question. The Taiwan Relations Act, however, calmed the fears of investors by creating a framework that allowed trade and finance to continue unhindered. The TRA sent the clear message that the U.S. intended to maintain a close relationship with Taiwan and encouraged business ties with the island. Specifically, the act mandated that all treaties and agreements remain in effect, ensuring that contracts could still be enforced. In addition, it authorized funding for Taiwan from the Overseas Private Investment Corporation (OPIC), which provides insurance, loans and guarantees to businesses investing abroad. Thanks in large measure to OPIC's continued programs, trade and investment tripled over the next decade between the U.S. and the ROC, helping to maintain Taiwan's economic boom. In the 1980s, Taiwan's economy shifted dramatically toward sophisticated, capital and technology-intensive products for export and toward developing the service sector. A generation ago, farming accounted for 30 percent of GDP and basic manufacturing represented half of the economy. Today, farming comprises only 3.3 percent of GDP while services are almost two-thirds of GDP.3 Taiwan now boasts one of the fastest growing high-tech sectors in the world and has been called "Silicon East" by Forbes Magazine. Today, Taiwan is the fourth-largest maker of computer chips, producing 69 percent of the world's scanners and over half of the world's computer monitors.4 Through the 1990s, Taiwan's economic growth rate ranked ninth in the world according to the World Bank, and for the last decade, Taiwan posted an average growth rate of 6.2 percent each year compared with the average growth rate worldwide of just 2.4 percent.5 During that period, the U.S. achieved growth of 3.1 percent per year, while Japan grew by only 1.2 percent, as it experienced its worst recession since World War II.6 Inflation, too, has largely been tamed; World Bank statistics show that Taiwan's average annual inflation rate in the first nine years of the last decade stood at just 3.2 percent, and this figure has declined since.7 Throughout the Asian Economic Crisis, which began in late 1997, Taiwan's economy showed great resilience. Nothing, it seemed, could derail Taiwan's powerful economy. When the Asian economic crisis was at its worst, Taiwan posted annual GDP growth of 4.83 percent, while most of its Asian neighbors plunged into recession.8 Western press reports painted a glowing picture of the island's economic strength. The Economist noted that "one of Asia's so-called Tigers . . . has fared better than the rest. While Korea and Southeast Asia are struggling,

Free Essays on The Invisible Man

J. R. Hammond once said, â€Å"It is perhaps difficult for a twentieth-century reader to recapture the sense of excitement which must have been experienced by those who read the Invisible Man for the first time on its publication as a serial in Pearson’s Weekly in the summer of 1897 and as a book in the autumn of that year.† Yet, to a contemporary reader, it is also apparent that this novel does not purely narrate a story about a selfish young scientist-a hunter who is hunted at last. We can capture the author’s profound thoughts if we look through the disguise of the science fiction color. Its thesis is the conflicts between group and the individual and the conflicts begin as soon as the secret of invisibility becomes public. When first reading the Invisible Man, readers will find the title itself resonant, dangerous; although its resonance may have become a little muted through repetition after more than a century in print. Simmering in their mind are mainly two questions, one theological and one sociological: What if a man could be invisible yet still active in society? And, what would this man do without the public observing? Griffin, the young chemist and physicist, discovers the secret of invisibility and becomes transparent himself. When imagining an invisible man walking on the street freely, we may feel amused and curious first due to the fact that many of us have ever fancied ourselves invisible- sometimes we find ourselves naked going through the crowd in our dreams. But later on the second thought, we will find a lack of both privacy and security because an invisible man means a disembodied voice, a walking emptiness who can witness whatever you do, a threat both anarchic and extremely terrifying, which means he can do anything he wants on one hand and he could be right next to you on the other hand. Furthermore, people will consider him as a threat to the human beings’ normal life in which people live harmonio... Free Essays on The Invisible Man Free Essays on The Invisible Man J. R. Hammond once said, â€Å"It is perhaps difficult for a twentieth-century reader to recapture the sense of excitement which must have been experienced by those who read the Invisible Man for the first time on its publication as a serial in Pearson’s Weekly in the summer of 1897 and as a book in the autumn of that year.† Yet, to a contemporary reader, it is also apparent that this novel does not purely narrate a story about a selfish young scientist-a hunter who is hunted at last. We can capture the author’s profound thoughts if we look through the disguise of the science fiction color. Its thesis is the conflicts between group and the individual and the conflicts begin as soon as the secret of invisibility becomes public. When first reading the Invisible Man, readers will find the title itself resonant, dangerous; although its resonance may have become a little muted through repetition after more than a century in print. Simmering in their mind are mainly two questions, one theological and one sociological: What if a man could be invisible yet still active in society? And, what would this man do without the public observing? Griffin, the young chemist and physicist, discovers the secret of invisibility and becomes transparent himself. When imagining an invisible man walking on the street freely, we may feel amused and curious first due to the fact that many of us have ever fancied ourselves invisible- sometimes we find ourselves naked going through the crowd in our dreams. But later on the second thought, we will find a lack of both privacy and security because an invisible man means a disembodied voice, a walking emptiness who can witness whatever you do, a threat both anarchic and extremely terrifying, which means he can do anything he wants on one hand and he could be right next to you on the other hand. Furthermore, people will consider him as a threat to the human beings’ normal life in which people live harmonio...

Punctuation Marks Part 1

Punctuation Marks Part 1 The German word for dot, point or period,  der Punkt, and the English word  punctuation  both have the same Latin source:  punctum  (point). Among many other things that German and English have in common are the punctuation marks they use. And the reason most punctuation marks look and sound the same is that many of the signs and some of the terms, such as   der Apostroph,  das Kommaand  das Kolon  (and English  period, hyphen), are of common Greek origin. The period or full stop (der Punkt) dates back to antiquity. It was used in Roman inscriptions to separate words or phrases. The term question mark (das Fragezeichen) is only about 150 years old, but the ? symbol is much older and was earlier known as the mark of interrogation. The question mark is a descendant of the  punctus interrogativus  used in 10th-century religious manuscripts. It was originally used to indicate voice inflection. (Greek used and still uses a colon/semicolon to indicate a question.) The Greek terms  kà ³mma  and  kà ³lon  originally referred to parts of lines of verse (Greek  strophe, German  die Strophe) and only later came to mean the punctuation marks that demarcated such segments in prose. The most recent punctuation marks to appear were quotation marks (Anfà ¼hrungszeichen)- in the eighteenth century. Fortunately for English-speakers, German generally uses the same punctuation marks in the same way that English does. However, there are some minor and a few major differences in the way the two languages use common punctuation marks. „ Der Bandwurmsatz ist die Nationalkrankheitunseres Prosastils.†Ã‚  - Ludwig Reiners Before we look at the details of punctuation in German, let’s define some our terms. Here are some of the more common punctuation marks in German and English. Since America and Britain are â€Å"two countries separated by a common language† (G.B. Shaw), I have indicated the American (AE) and British (BE) terms for items that differ. SatzzeichenGerman Punctuation Marks Deutsch English Zeichen die Anfhrungszeichen 1Gnsefchen (geese feet) quotation marks 1speech marks (BE) die Anfhrungszeichen 2chevron, franzsische (French) quotation marks 2French guillemets die Auslassungspunkte ellipses dots, ommission marks ... das Ausrufezeichen exclamation mark ! der Apostroph apostrophe der Bindestrich hyphen - der Doppelpunktdas Kolon colon : der Ergnzungsstrich dash - das Fragezeichen question mark ? der Gedankenstrich long dash runde Klammern parentheses (AE)round brackets (BE) ( ) eckige Klammern brackets [ ] das Komma comma , der Punkt period (AE)full stop (BE) . das Semikolon semicolon ; Note:  In German books, periodicals, and other printed materials you will see both kinds of quotation marks (type 1 or 2). While newspapers generally use type 1, many modern books use type 2 (French) marks.    Part 2: Differences German versus English Punctuation In most cases, German and English punctuation are similar or identical. But here are a few key differences: 1. Anfà ¼hrungszeichen  (Quotation Marks) A. German uses two types of quotation marks in printing. â€Å"Chevron† style marks (French â€Å"guillemets†) are often used in modern books: Er sagte:  «Wir gehen am Dienstag. »orEr sagte:  »Wir gehen am Dienstag. « In writing, in newspapers, and in many printed documents German also uses quotation marks that are similar to English except that the opening quotation mark is below rather than above: Er sagte: „Wir gehen am Dienstag.† (Note that unlike English, German introduces a direct quotation with a colon rather than a comma.) In email, on the Web, and in hand-written correspondence, German-speakers today often use normal international quotation marks (â€Å" †) or even single quote marks (‘ ’). B. When ending a quotation with â€Å"he said† or â€Å"she asked,† German follows British-English style punctuation, placing the comma outside of the quotation mark rather than inside, as in American English: „Das war damals in Berlin†, sagte Paul. „Kommst du mit?†, fragte Luisa. C. German uses quotation marks in some instances where English would use  italics  (Kursiv). Quotation marks are used in English for the titles of poems, articles, short stories, songs and TV shows. German expands this to the titles of books, novels, films, dramatic works and the names of newspapers or magazines, which would be italicized (or underlined in writing) in English:   „Fiesta† („The Sun Also Rises†) ist ein Roman von Ernest Hemingway. - Ich las den Artikel „Die Arbeitslosigkeit in Deutschland† in der „Berliner Morgenpost†. D. German uses single quotation marks (halbe Anfà ¼hrungszeichen) for a quotation within a quotation in the same way English does:   „Das ist eine Zeile aus Goethes ,Erlkà ¶nig’†, sagte er. Also see item 4B below for more about quotations in German. 2. Apostroph  (Apostrophe) A. German generally does not use an apostrophe to show genitive possession (Karls Haus, Marias Buch), but there is an exception to this rule when a name or noun ends in an s-sound (spelled  -s, ss, -ß, -tz, -z, -x, -ce). In such cases, instead of adding an s, the possessive form ends with an apostrophe:  Felix’ Auto, Aristoteles’ Werke, Alice’ Haus.  - Note: There is a disturbing trend among less well-educated German-speakers not only to use apostrophes as in English, but even in situations in which they would not be used in English, such as anglicized plurals (die Callgirl’s). B. Like English, German also uses the apostrophe to indicate missing letters in contractions, slang, dialect, idiomatic expressions or poetic phrases:  der Ku’damm (Kurfà ¼rstendamm), ich hab’ (habe), in wen’gen Minuten (wenigen), wie geht’s? (geht es), Bitte, nehmen S’ (Sie) Platz!  But German does not use an apostrophe in some common contractions with definite articles:  ins (in das), zum (zu dem). 3. Komma  (Comma) A. German often uses commas in the same way as English. However, German may use a comma to link two independent clauses without a conjunction (and, but, or), where English would require either a semicolon or a period:  In dem alten Haus war es ganz still, ich stand angstvoll vor der Tà ¼r.But in German you also have the option of using a semicolon or a period in these situations. B. While a comma is optional in English at the end of a series ending with and/or, it is never used in German:  Hans, Julia und Frank kommen mit. C. Under the reformed spelling rules (Rechtschreibreform), German uses far fewer commas than with the old rules. In many cases where a comma was formerly required, it is now optional. For instance, infinitive phrases that were previously always set off by a comma can now go without one:  Er ging(,) ohne ein Wort zu sagen.  In many other cases where English would use a comma, German does not. D. In numerical expressions German uses a comma where English uses a decimal point:  Ã¢â€š ¬19,95 (19.95 euros)  In large numbers, German uses either a space or a decimal point to divide thousands:  8 540 000 or 8.540.000 8,540,000  (For more on prices, see item 4C below.) 4. Gedankenstrich  (Dash, Long Dash) A. German uses the dash or long dash in much the same way as English to indicate a pause, a delayed continuation or to indicate a contrast:  Plà ¶tzlich - eine unheimliche Stille. B. German uses a dash to indicate a change in the speaker when there are no quotation marks:Karl, komm bitte doch her! - Ja, ich komme sofort. C. German uses a dash or long dash in prices where English uses double zero/naught: â‚ ¬5,- (5.00 euros)

Occupy Wall Street Movement Essay Example | Topics and Well Written Essays - 1750 words

Occupy Wall Street Movement - Essay Example The Tahrir Square Movement triggered the common people’s emotion in the US. The citizens of the US were fuelled by rage due to the price hike in the commodities and the unavailability of jobs in the US. People who led and joined the movement had the commonalities of purpose, i.e. they wanted a government which was of the people and for the people rather than being a Government who is a puppet in the hands of rich corporate lobbyists who occupied the Wall Street. They were the main reasons behind the wealth divide in the country and their influence on the government was huge (Gautney, 2011). Opinions on Facebook and Twitter had become a passe; September 2011 witnessed a mass demonstration and a strong support within the US and the rest of the nations. The demonstration was actually quoted as very â€Å"loosely organized† by the government as it lacked clarity of demands from the protestors. Soon the protestors agreed to focus on the basic frameworks of the organization. The organization of the Occupy Wall Street movement decided to protest on the streets of Wall Street which was the crux of the debate. However, chased by the police, the organization of Occupy Wall Street movement kept their motto alive and marched their way out to Zuccoti Park, a privately owned park made for public in the lower areas of Manhattan. The movement witnessed almost 300 protestors sleeping overnight in sleeping bags and shouting slogans like: â€Å"Wall Street is our Street - We are the 99%† which had claimed to become one of the most popular slogans of all times. Moral and Economic Implications The Occupy Wall Street Movement had a large impact on the entire globe; strong supports were being voiced by the common people of the other countries who felt that the US government was spiraling out of control, leading to a huge disparity in the income and distribution of wealth. The blame for this creation of this gap was largely blamed on the banks that got bailed out easily with the taxpayer’s money. Although the movement had gained popularity, due to lack of a leadership, it was a directionless movement. September 23 witnessed the organization of the movement to lay down the Principles of Solidarity and the rough drafts were posted online. The movement focused on national topics like income inequality, unemployment and bankers increasing fee. It had become nothing more than a national conversation and lacked the voice of a strong common leader. The New York Federation of Teachers had a strong support for the Occupy Wall Street Movement as they continuously sent food supplies and storage supplies; the organizations got continuous food supplies from various parts of the country which was obviously a helping hand to the Occupy Wall Street Movement (Bradford, 2012). The Utilitarian, Kantian and Virtue Ethics and Its Relation with the Movement The utilitarian movement focus is on the right action which is for the benefit and happiness of the majority of the people and is a cause of the goodwill of the people. This concept was introduced by Jeremy Bentham who believed in the idea of utility and later an added theory of quantitative measurement of utility was introduced by John Stuart Mill who believed that some kind of desires and wishes are stronger than desires creating a sense of happiness. Kantianism is a pure concept of catering to one’s dutiful needs rather than emotions or end goals; this concept was in

Administration management Essay Example | Topics and Well Written Essays - 500 words

Administration management - Essay Example Furthermore, with the radical shift in consumer needs and changing scenario of the external business environment, organizations are compelled to bring change into their system of operation. The change not only helps a company to remain consistent with the external business environment but also helps in complying with the internal state of affairs. However, a change in an organization does not always bring positive outcome, it often results into negative consequence. One of the most obvious negative consequences appears in the form of resistance from the employees to change. This is because employees often feel that a change in the organization will disrupt their current position and they became obsolete and becomes a burden for the company. This study will throw light on a real incident which took place in the organization where I have worked previously. The organization was basically a retail store with its headquarters in the city of New York, US. In this company, I have worked as a floor manager for two years. During my tenure as a floor manager, I have witnessed one of the major technological changes in the organization, which is the implementation of auto- search technology.

Role of Self Assessment in Learning

Role of Self Assessment in Learning My interest in self-assessment stems from personal experiences of being assessed and the frustration felt when most assessed work was simply awarded a grade, contained minimum feedback if any and was then expected to be filed away despite the many questions I may have had. However, many years later, while attended a language teaching training course, I was given a self-evaluation sheet to complete by the instructor. Uncomfortable as this was, I realised that this was the first time that I had been presented a format to self-assess/reflect on my work. After completing the sheet and the subsequent discussion about the contents, the instructor provided feedback of a type that I could use, in a context which was supportive and which respected my goals as a language teacher. Since then I have developed an interest in how self-assessment can be used to promote learning in an English as a Foreign Language (EFL) classroom. During my teaching in Asia I have seen the need for learners to take greater responsibility for their own learning in order to move away from the more traditional teacher-led, didactic approach. I have found that using self-assessment as part of reflective learning can lead to greater ownership and autonomous learning as more attention is paid to how learners acquire knowledge. This essay evaluates the role of assessments, particularly self-assessment as a tool for promoting learning, as I recount the journey taken with my Chinese learners on an English Pathways Program (EPP) and what has led to the decision for using a range of formative tasks contained in a portfolio of written work, with learners ultimately taking ownership of their learning. What is the role of assessments? Assessment according to Gipps (1994, p. vii) is: a wide range of methods for evaluating student performance and attainment including formal testing and examinations, practical and oral assessment, and classroom based assessment carried out by teachers and portfolios. Many curricula in language schools reflect Tylers (1949) classical model that specified objectives, content, and means of achieving and assessing pre-determined learning outcomes. This model of behaviourism views the learner as a passive absorber of information provided by the teacher and in this way learning becomes an incidental rather than an intentional process. Gipps (1994) argues that the dominance of this model in the classroom, has meant that teachers have focused their instruction on discrete skills and on decontextualized test items, with continued practice until mastery is achieved. Black and Wiliam (1998a) found this type of testing encourages superficial or shallow rote learning, as learning isolated facts, quickly disappear from the memory because they have no meaning and do not fit into the learners conceptual map. This has been witnessed many time in our classrooms where on one day students are able to recite easily a list of vocabulary or grammatical rules, as they have just done that in class or in a test, but are unable to recall the same information, a few days later. An alternative to this behaviourist/objectives model comes from constructivist psychology which argues that knowledge is not directly transmittable from person to person, but rather is individually constructed or discovered. Glasersfeld (1989) argues that the responsibility of learning should reside increasingly with the learner and constructivism emphasizes the importance of the learner being actively involved in the learning process, unlike previous educational viewpoints where as we noted above the responsibility rested with the instructor to teach and where the learner played a passive, receptive role. Glasersf eld (1989) urges that learners be taught how to learn by engaging their metacognitive functions, resulting in learning being an intentional process and leading to deep learning. Sadler (1989) supports this by saying that developments in metacognition tell us students need to become competent assessors of their own work. McDonald and Boud (2003) have argued that the formal development of self-assessment skills is an important part of the curriculum at all levels (p. 210) with Black and Wiliam (1998b) stating that self-assessment is an essential component of formative assessment. In support of this active learning approach, Gipps (1994) advocates for more frequent and a greater range of assessments, such as essays, performance assessments, small group tasks and projects. Bould (1991) defines self-assessment as the involvement of students in identifying standards and/or criteria to apply to their work and making judgements about the extent to which they have met these criteria and standards. (Boud, 1991, p.5). The latter stage, often called self-grading or self-testing is only one aspect of self-assessment and Bould (1995) warns against an overemphasis on this aspect as it can direct attention away from involving learners in identifying and engaging with criteria, a stage which he says is both difficult and often neglected. In China today, assessments give all the power to the teacher, to make unilateral and final judgements on a students work. However, if we want our students to become independent, active learners, then this relationship between student and teacher needs to be changed and by incorporating self-assessment into classroom learning, students as well as teachers acknowledge assessment as a mutual responsibility, and not as the sole respon sibility of the teacher (Oscarson, 1989). Other relevant issues concerning assessments noted by Black and Wiliam (1998a) were: the filling in of records rather than analysing students work to identify their learning needs; and the over-emphasis on awarding marks and grades, often using normative referencing, which encourages competition rather than personal improvement. Many of our learners experience of normative referencing in their previous schools led them to believe that they lacked ability and as a result they had lost confidence in their own capacity to learn. Therefore, as a result of this, we adopted a more ipsative approach where learners are more focussed on their own gains rather than others grades. In support of this Hounsell et al. (2008) noted that awarding grades often comes at the expense of giving useful advice or feedback, which needs to be integral to the ongoing teaching and learning cycle, as achievement gains from formative assessment are amongst the most substantive of all pedagogical interventions. E llery (2008, p. 422) elaborates on this by saying that, the opportunities for learning are greatest in formative assignments requiring drafts where students receive feedback and have the occasion to actively engage with the feedback to improve the product in its subsequent draft(s), such as in essays. Gipps (1994) argues for the use of qualitative descriptors believing that collapsing or aggregating all results to provide a single figure for reporting is to lose detailed information. When scores must be aggregated for reporting then we need to use models which result in the least loss of information and to make the rules explicit. To summarise, I feel the program should consider the learner as an active participant, use a range of formative assessments, with a focus on self-assessments, feedback and leaners progress rather than awarding grades. What are the benefits, issues of using self-assessments and are they reliable? To evaluate self-assessments, the literature was reviewed to establish the associated benefits and issues, in addition to the reliability of the tool for sour situation. Several benefits of using self-assessment have been identified. A number of language researchers have found self-assessment to be a reliable method of improving students language skills and abilities (Ekbatani, 2000; Nunan, 1988), developing learner autonomy and metacognitive engagement (Andrade and Du 2007; Cassidy 2007), enhancing learning, including deep and lifelong learning (Taras 2008) and it contributes to student achievement (Hughes, Sullivan Mosley 1985; Schunk, 1996; Ross 2006). Studies have also shown that self-assessments has a positive effect on students learning motivation (Pope, 2001) and learning performance (McDonald Boud, 2003). However, several issues with self-assessment have also been identified. Some students are reluctant to self-assess, feeling they lack the necessary skills, confidence or ability to judge their own work or simply are afraid of being wrong (Leach 2012), preferring and expecting to be assessed by experts (Evans, McKenna, and Oliver 2005) or students may see it as the teachers responsibility (Brown and Knight 1994). In addition, in many Asian countries the very concept of self-assessment goes against deep-rooted cultural expectations about learning and giving themselves a good grade is considered inappropriate, boasting (Leach 2012), resulting in individuals from Eastern cultures generally displaying a modesty bias, and thereby underrating their performance (Yik, Bond, and Paulhus, 1998). Therefore, it is important to explain the rationale to the learners and demonstrate that as learners we daily self-evaluate (e.g. reciting a list of words). To address cultural issues it may require ind ividual consultations to allay concerns. Although self-assessment is being used in a range of settings: science, maths, and language classes; primary, secondary and tertiary education; there is still some doubt about its reliability which Gipps defines as the extent to which an assessment would produce the same, or similar, score on two occasions or if given by two assessors (1994: p. vii). Bachman and Palmer (1989) found that a group of EFL learners in the US were able to reliably self-rate themselves for their communicative language abilities. Boud and Falchikov (1989) found there was no consistent tendency to over or underestimate performance by students. Some students in some circumstances tended towards one di ­rection, others in the same or different situations towards the other. However, they found the ability of self-assessors was a noticeable variable, with the more able students making more accurate self-assessments than their less able peers. Weaker and less mature students also tended to overrate themselves an d the weaker they are, in terms of teacher ratings, the greater the degree of overrating. One explanation offered by Boud and Falchikov (1989) for this was learners not being aware of, or choosing not to subscribe to, the standards set by teachers, erred on the side of optimism. Boud and Falchikov (1989) also found that over-estimates are more likely to be found if the self-assessments contribute to the students grade in a course and young children may over-estimate due to a lack of cognitive skills to integrate information about their abilities and are more vulnerable to wishful thinking. Ross, et. al (1999) found that agreement of teacher and student assessments is higher when teachers provide direct instruction to students on how to self-assess their work, Ross (2006) says that the strengths of self-assessment can be enhanced and weaknesses addressed through training students how to assess their work thereby placing training as central to the successful implementation of self-ass essment. According to Ross (2006), one other factor which may be overlooked by teachers is that students may include in their self-assessments information that is not available or obvious to the teacher, such as effort. We have found that discussing with the students their grade helps to draw out underlying beliefs of the students on their work, rather than relying totally on the physical evidence presented. Issues identified with previous studies Ross (2006) and Boud and Falchikov (1989) after extensive review, both found a lack of sufficient studies looking at improvement over time, to draw any firm conclusions and there is particularly a lack of studies on the influence of practice on self-marking over time. They also expressed some concern about the quality, especially regarding the lack of definition in the criteria used by teachers and students, something we address later in the essay. What needs to be consider before Implementing Self-Assessment Considering what the literature provided, outlined below is the approach taken on implementing self-assessment in EPP. Firstly, as identified by Boud (1995, p.189), an effective program needs to gain student commitment, link well with the subject matter, and encourage students to take greater responsibility for learning. A common issue on many language courses which follow the objectives approach, is only the products of learning are assessed which is insufficient to guide learning. However, on the EPP the process of learning is often of greater importance than specifically what is learned as not all learning is evident in a final product, no matter how well thought out the assessment tool may be. We will look at now how negotiating criteria and the selection of evidence can involve learners more in the assessment process. Negotiating the Criteria Boud (1986), maintains that the involvement of learners in making decisions about the criteria which are appropriately applied to their work and their making of judgements about achievements is the key characteristic of self-assessment. He further says that engagement in such activities helps to stimulate metacognitive skills and wean students from dependence on the assessments of others. Boud (1995) suggests two approaches to generating criteria; structured group activities and structured written schedules. The former is used to generate common criteria for a class, and I have found it a good way to start the process as the class generates and discusses potential criteria for inclusion. This can address some of the issues identified earlier such as; students reluctance to self-assess, supporting less able students, and poorly defined criteria. In general, for writing tasks there are four areas that are looked at, Grammar, Lexis, Coherency and Content. The discussion can help student s to become more aware of the criteria and assist them in the structured written schedules, which consists of three steps to guide each student in individualising the process. These steps are as follows: identifying the criteria which they consider appropriate to apply to their work, for example they may choose a number of the four areas or another such as format, thereby taking responsibility for learning and personalising it; clarifying these criteria, what specific area for example are they examining; and assessing the priority or emphasis which they wish to give to each criteria, encouraging deeper thinking and learning Once satisfactory criteria have been generated, students then use them to judge their own performance. From a checklist of the criteria, students may simply award themselves a mark with respect to each criterion chosen, and then make a statement justifying that mark (e.g. on format, I have written four paragraphs, including a clear introduction and conclusion). The emphasis on which criteria is important to the learner will change over time as they identify additional areas of weakness or choose to challenge themselves. The initial negotiation of the criteria occurs within the first two weeks of the program so learners can become familiar and start using them as quickly as possible. Learners discuss with teachers the criteria that they have chosen to be used in assessments, to eliminate potential confusion and to avail of support. The selection of evidence. The learners are involved in deciding on the form and quantity of evidence to be used in assessment, which allows for individuals to take more responsibility, by selecting from their own work and creating a portfolio, which will be explained in greater detail later. Learners indicate what evidence they have chosen, for the attainment of their goals, including essays written, as well as feedback received, and reflections. The negotiation of learning goals. Historically, the majority of assessment tools have been created based on external goals and imposed on the learners usually by the curriculum. However, it is important and appropriate that students are actively involved in setting class or personal goals and assessing themselves so that through this, they are more invested in learning and develop the skills required in how to learn, leading to the development of independent learners and critical thinkers. Self-assessment can provide a very personal and detailed record of learning. This negotiating of goals occurs early in the program so that the purposes and directions of the program are set to meet the learners self-perceived needs. Initially these are quite general but over time become more refined and individualistic as they are reviewed or change during the course. Goals may relate to the process as well as the outcomes of the course. Goals should be of a personal or context-specific nature (e.g. I want to be able to write a per sonal statement). Assessment approach on EPP On the EPP we have endeavoured to compile an assessment for learning approach, which supports the teaching/learning process, rather than assessments of learning which, simply measures student performance by tests and examinations. Tasks, which support higher order skills and support learners learning goals are utilised. Examples of tasks used are as follows; written essays, role plays, maintaining vocabulary and reflective learning journals. Some of the characteristics, and underlying reasons for the tasks are as follows: a clear rationale for the activity, so that learners can be actively engaged with a task which they accept is for learning (not passively following a set of instructions); explicit procedures so learners know what is expected of them, both in carrying out the tasks and in self-assessing; given that these were mainly new experiences for them, and that lack of training was identified as a major failing in previous studies; the task is constructed to allow significant elements of choice by the learners so that they can begin to own it and make it meaningful and worthwhile for them, taking greater responsibility for their own learning and learn to become independent of their teachers (Boud 1988); selection and reflection elements which reinforce student responsibility in taking charge of their learning and it provides a more valid, individualised assessment (Boud, 1995); reassurance so that learners can be honest about their own performance without the fear that they will expose information which can be used against them, and to address and cultural sensitivities or bias; tasks contribute to the final grade, although, based on the findings of previous studies, there is the potential for learners to overestimate or underestimating due to cultural bias, it was deemed necessary to do this to because of the general need for recognition by learners and to comply with external bodies; allocation of class time to complete the tasks and to enable learners to get assistance, this alleviates time pressures on the leaners and to also allow for sufficient training/retraining to take place so learners gain confidence in the process; Finally there was an emphasis on the process rather than just the product of assessment (Boud 1995). Students on the program are allowed to work and re-work their written drafts, based upon multiple sources of feedback, until such time that it is ready to be submitted allowing for students writing ability to be assessed in an ongoing, authentic context. Teachers were advised to exercise caution as tasks are usually completed over a period of time, both inside and outside the class and the degree students are assisted with feedback has the potential to affect validity (Boud, 1995). To address reliability, moderation where teachers and students scores are compared, can be used. However, if teachers moderate students results excessively, then students do not put much effort into being objective but simply rely on the teacher to do the assessing. At the same time, if teachers place the full responsibility on students, the danger is that there will always be some students whose self-assessment is not justified, however, the payoff is that the majority of students undertake their self-assessment much more seriously, and therefore learn a great deal more in the process of doing it (Boud, 1995). Portfolios of Evidence A recent trend in language assessment advocated by Boud (1995) and Race (2001) is the inclusion of portfolios in a course. A portfolio allows students to track their progress by compiling a selection of their work, selected from larger body of work. The portfolio is then presented with feedback comments and a reflective piece written by the student to justify the selection. Race (2001) points out that while most other forms of assessment are like snapshots of particular levels of development, portfolios can illustrate progression, reflecting how quickly students can learn from and implement feedback. The involvement of the student in reviewing and selecting is central, helping student-centred learning to become a reality (Calfee Freedman, 1996). Kathpalia and Heah (2008), stress the importance of reflection stating that a writing portfolio without reflection is merely a collection of written work which does not contribute to real learning. Portfolio Procedure At the beginning of the program, time is taken to ensure learners are provided with instructions on how to reflect on activities as well as filling self-assessment checklists through which they could improve their autonomy in writing. As identified earlier, training is key to the successful implementation of self-assessment. After the first two weeks, a simple class checklist was created for the purposes of self-assessment. An exemplar piece of writing was then given to the individual learners and they were asked to use the self-assessment checklist with this writing. The results were discussed with the class along with individual consultations. This process was then repeated with another piece of writing. Once learners were familiar with using the checklists, they could create their own, using the individual criteria chosen by themselves. After that, learners were then given a list of topics to choose from and were required to write one task during class and one outside the classroo m. Learners then had to assess their work using their individual checklists. Again, the general results were discussed with the whole class in addition to individual feedback sessions. After one month learners showed significant improvement in self-assessing as confidence grew and could begin to self-evaluate their own work independently, using their own checklists, and to add them to their body of work. Grades were awarded by the learner based on their individual, agreed negotiated criteria. Initially, each student awarded themselves a grade together with a justification for it based upon the evidence submitted. Students are encouraged to consult with their peers if they are lacking confidence and to focus on the process of evaluation rather than simply the grade. Independently of this, a teacher assessment is made using the agreed criteria on the evidence available but without knowledge of the students proposed grade. If the two proposed grades did not fall within the same band, a discussion took place during which each party justifies their grade. Agreement generally resulted, but there is provision for final arbitration by a third party if needed. Race (2001) argues that portfolios can be high on validity as it is possible to assess appropriate evidence of achievement relating more directly to intended learning outcomes, than (for example) can be achieved just with written exams. Race continues by saying that portfolios contain evidence reflecting a wide range of skills and attributes, and can reflect students work at its best, rather than just a cross-section on a particular occasion, such as one-off exams. He cautions that ownership of the work can sometimes be in doubt and the inclusion of an oral assessment or interview, can validate the origin of the contents of portfolios. There are however, some issues with portfolio use, with McMillan (2004) and Race (2001) highlighting that assessing portfolios is time-consuming, requiring time for both designing the portfolio and preparing rubrics for scoring. In addition to that, the teacher has to train learners to self-assess their work adequately, which often entails a one-to-one conference with each student so that portfolio implementation is done properly. As McMillan puts it, portfolio assessment requires time, expertise, and commitment (2004, p. 238), all of which are not always available. Reflective Learning Journals Reflective learning journals are another important aspect of self-assessment and the EPP, with evidence showing that good learners have better metacognitive processes than poor learners (Ertmer and Newby, 1996). Developing reflective skills is an important aspect of self-assessment, leading to a reflective practitioner which according to Schà ¶n (1987), includes: reflection-in-action that is immediate, short term, concerned with a devising a new strategy for approaching the situation; and reflection-on-action, typically undertaken some time after an event has occurred. The challenge we had was ways of incorporating reflective activities in the course. Boud et al, (1983) suggests that learners maintain a journal, to reflect on their learning, over a sustained period, maintained with the intention of improving or supporting learning. Records can include both academic as well as personal development with students generating records on such items as: their objectives and how these have been addressed and achieved; expectations, attitudes, values, beliefs, and skills. The records can start off structured but may become more unstructured as learners take ownership. Morrison (1996) identified some matters which need to be considered regarding the reflective activity: not all students find reflection easy; there may also be cultural issues where the concept is particularly difficult to grasp; and what is the depth of reflection required. A means of addressing these is to provide real examples of reflective writing, as well as some structured questions to the learners. Allowing for adequate practice and providing opportunities for feedback can also alleviate any potential problems. In terms of assessing the work, initially a journal may be considered satisfactory and passed, or not yet satisfactory and not yet passed, avoiding some of the difficult judgements about work that may be very diverse and / or creative (Morrison 1996). We found that this can also encourage gr eater participation as leaners feel that they are not being scrutinised about what they are writing. Evaluation of using Self-assessment in EPP One of the greatest challenges was with the concept of criteria where both the teachers and learners preferred to rely on well-known externally imposed criteria rather than take ownership of self-generated criteria, negotiated in the classroom. Indeed, there was also a strong resistance from the institute itself, however the future success of this approach the acceptance and willingness of all the participants. From an learners perspective Each term, a survey concerning the course in general and the use of the self-assessments is conducted to gather the views of the learners. For the most part, after the initial introductory phase, learners find self-assessment a useful tool which helps them focus on their own learning: I found it very difficult in the beginning but now I know it will be good for my future study. Difficult to start but then I started to enjoy it when I realised what I had achieved. Students commented on the tasks in general (reflective journal; self-assessment): A very interesting and different experience for me. I learned how disorganised I am and that I need to change. I now have more confidence in my work before I submit it. Students were very positive on the experience: Amazing, I had no idea that I had achieved so much until I reviewed my journal at the end. I now really enjoy reflecting on what I have done not just memorising information. Students rarely, if ever find the task of self-assessment easy, especially in a Chinese society where the teacher is traditionally viewed as having ultimate control. Some learners are naturally more self-reflective or self-critical than others, and some are more willing to share their learning than others. It provides an opportunity for students to reflect on their learning and think about the applications of ideas in their own situations. It is common for them to report that they only start to become aware of what they have learned when they looked back on the course in a systematic fashion, in preparing to submit their portfolios. Two major obstacles that learners had difficulty overcoming was the doubt in their ability to assess themselves and the objection to the concept of self-grading, arguing that grading should be the sole responsibility of the teacher, which is similar to studies mentioned earlier (Leach 2012, Brown and Knight 1994) however, we feel this has been addressed. From the Teachers Perspective Despite the increase in using self-assessment, Ross (2006) explains that teachers still retain doubts about the value and accuracy of the technique, saying many teachers holding the view that learners are incapable of self-assessment believing that learners are unable to appreciate or understand the process. In our situation some of the more senior teachers resisted the change in the power dynamic that self-assessment entails as it not only changes the role of the teacher but also the relationship between the teacher and learner. A secondary issue we experienced was when the teachers themselves are unsure of or are having difficulty in interpreting criteria and are therefore reluctant to negotiate with the learners. However, I have found that through the process of discussion the criteria ultimately become clearer. From my perspective Producing a portfolio of evidence has the advantage of students summarised and demonstrating their learning at many different stages of learning and has been a valuable takeaway from the program for the learners. Now before submitting a written piece of work, many learners have gone through the process of self-assessing and therefore have formed an educated opinion of how good they think the work is which leads to reduced anxiety. Overall, assessment portfolios are beneficial to students. They give them the opportunity to reflect, and to develop their abilities in assessing their own work and understanding. Thus, learners end up eventually taking responsibility for their own learning and have continuing opportunities for using their creativity and imagination and increasing the quality of their work (Barton and Collins 1997). On reflection, I believe that although portfolios require considerable work on the part of both the students and the teacher, they provide a much more effective assessment tool than those used traditionally because the ongoing and developing nature of the portfolio provides a much clearer indication not only of what the learners have achieved (the learning process) but also what the teacher has enabled the learners to achieve (the teaching process

Crucible Reading Response

Crucible Reading Response The Crucible is a play based on a society ruled by theocracy. Danforth ‘s statement of â€Å"–a person is either with this court or he must be counted against it , there be no road between† clearly demonstrates the Puritan’s prospective of seeing everything in black and white. Arthur Miller’s purpose of writing co.uk/the-crucible-fear-causes-irrationality/">The Crucible was due to the close resemblance between the Salem Witch-trails and McCarthyism. They are both human tragedies that are driven by human fear.In The Crucible, Danforth and others suspect a person is either with the Devil or with God. There’s no doubt of witchcraft as God doesn’t tell lies. Likewise, people during the McCarthy period have been viewed as black or white too; if you don't support jailing the â€Å"communists,† you must be one of them. This view may secretly denied by people at that time, but the hysteria is like a snowball rol ling down a mountaintop, it became unstoppable.Like Danforth said: â€Å"-reprieve or pardon must cast doubt upon the guilt of them that died till now† (124), there is too much risk in try to put an end to the execution as people will start to doubt the government and the Church. During our thousand years of existence, mass hysteria always occurred. When those in authority make a wrong decision, people are forced to go along with it or they will be marked as traitors of their society. McCarthyism and the Salem Witchcraft established that the authority are entitled to be the only rightful opinion.

The Unexplained Mystery Into Good College Argumentative Essay Topics Uncovered

The Unexplained Mystery Into Good College Argumentative Essay Topics Uncovered A History of Good College Argumentative Essay Topics Refuted Deciding on your topic isn't that easy. If you get to select your own topic, that's fantastic. Researching the topic permits you to find out more about what fascinates you, and should you pick something you truly like, writing the essay will be more enjoyable. Good persuasive essay topics need to be persuasive. An argumentative essay requires you to choose a topic and have a position on it. The top rated argumentative essay ideas are broken up into various categories. Moral argumentative essay topics are a few of the simplest to get carried away with. Argumentative research paper topics are a great deal much easier to find than to produce. As the demand for a great student has never been higher, it is normal to conclude that they have to equip themselves with various understanding. Getting to a college can make things a whole lot simpler to you, especially in regards to more education and career development and the college enables you do develop new concepts and ideas throughout the paper writing and the main reason why various subjects are the component of normal discussions is the maturation of the critical and analytical thinking. On the flip side, some argue that the expense of college leaves students with crippling debt they'll never have the ability to repay. College students o ught to be grateful to their family for the chance to go to college. It is frequently a fantastic idea to opt for a topic that tends to elicit an emotional reaction. You can achieve this by avoiding the usage of jargon or other vocabulary that you think that your audience won't understand. It's not sufficient to settle on a topic which everybody agrees on. You will need to back up your viewpoint with well-researched facts and data too. If you believe that you won't have the ability to finish your essay by the deadline, you don't understand much regarding the essay subject or you just don't enjoy this variety of assignments, you should turn to professional writers for assistance. So, the best method to compose a wonderful persuasive essay is to discover a theme you're familiarized with and wish to share your experience with the reader. Argumentative essay is a type of academic paper that demands profound understanding of analyzed problem and a huge collection of personal opi nions and facts. Since picking a topic is step one towards writing an argumentative essay, and here are 3 quick ideas to aid you with being aware of what topic to select for your essay. Instead of just immediately writing about your argumentative essay topic, you should first think about what you're likely to put back on your paper through a procedure of brainstorming and pre-writing. An argumentative paper is part of the persuasion. Understanding how to compose a strong argumentative paper will help you advance your very own argumentative thinking. Keep a watch out for academic paper formatting whilst writing. It will be dependent on the duration of your essay. Although you may know what format, style guide, and whether the essay ought to be double spaced, you might be confused on what actually produces a very good essay topic. Having said this, this type of essay can be grounded on everything that you own a viewpoint about. An argumentative essay is a certain kind of academic writing. There are many steps that you should take so as to write an outstanding essay. Read the list and stay in mind that interesting topics are a suitable way for an intriguing assignment. Thus, it's important to read corresponding formatting guide. With the aid of our tips for writing and our interesting collection of topics, you're guaranteed to have a high grade! Things You Should Know About Good College Argumentative Essay Topics Since selecting a topic for your argumentative essay is the very first hurdle you've to overcome, we've collected some suggestions and topics that you may have the ability to put to use for your assignment to impress your professors and secure superb grades! Argumentative essay topics are so important since they are debatableand it's vital to at all times be critically contemplating the world around us. The most effective argumentative essay topics are the simplest ones. Recent argumentative essay topics that are related to society is going to do. In this kind of situation, it's more convenient to discover ready-made essays and use them as an example. Because each family differs, it's difficult to generalize in these kinds of essays. You will be assigned a topic, or your professor will permit you to select your own. However, learning how to utilize it in creating fun essay topics is something which will quickly catapult your grades. The dearth of very good support sources are going to result in a decrease grade. Even if you're a specialist in a particular field, don't be afraid to use and cite external sources. Since you can see, lots of the topics listed are new and tackle the recent issues happening in the World today. You should have your reasons, and our primary concern is that you find yourself getting an excellent grade.

John Adams Essay example - 1315 Words

John Adams John Adams was criticized during his presidency by his enemies as well as his colleagues. Obviously, his reputation as president doesnt really bring a positive thought to ones head. But does John Adams deserve a better reputation as the president of the United States? He just did not do a very good job when it came to picking his cabinet. His colleagues messed up his reputation. On the other hand, a newspaper called the Aurora, which was publicized in Philadelphia during his presidency, continually heaped abuse upon Adams. They claimed that he was all words, but no action. Most of the country felt this way about him when it came to the issue with the war with France. John Adams was not a very popular president of his time.†¦show more content†¦It is quite obvious that George Washington had a much better cabinet than Adams did. John Adams cabinet was not nearly as witty or as intelligent than the one of Washington. Obviously, Mr. Adams did not do too good of a job on choosing his colleagues. During John Adams presidency, he ran into the biggest problem in foreign policy. The French were attacking American shipping. Hoping to resolve the problem, Adams sent Charles Pinckney, who was the United States minister to France, John Marshall, a Virginian federalist, and Elbridge Gerry of Massachusetts. The mission was a total disaster. Charles Maurice de Tolleyrand-Perigod, the French foreign minister, sent three agents who demanded a bribe of 250,000 dollars as the price for making a deal. The Americans went ballistic. No, no, not a sixpence was Charles Pinckneys response to the agents. This later became known as the XYZ affair. The talks of negotiations disappeared and all of a sudden there was the possibility of war. Millions for defense, but not a cent for tribute had become the national slogan. Just three months after Adams had become president, he called in congress together for measures of defense to be taken immediately. He did not want to wait any longer. He had asked for a provisional army.(Ellis Langgeth) He also asked for the officers to be commissioned and for recruiting to begin. However, he did not call for an establishment of a large, professional army. Throughout the two years thatShow MoreRelated John Adams Essay2173 Words   |  9 Pages John Adams John Adams was born on October 30, 1735, in Massachusetts Bay. He was born in a well-to-do family of five. He is the eldest son and was named after his father, John Adams. Young Adams was able to receive a proper childhood education, as his father was a deacon of the Congregational church, as well as a lieutenant of the local militia. Despite his busy schedule, his main interest and occupation was farming. At 1761, Adams’ father passed away due to the flu epidemic. His mother remarriedRead MoreEssay on John Adams1466 Words   |  6 Pages John Adams, who became the second president of the United States, has been accused by some historians of being the closest thing America ever had to a dictator or monarch (Onuf, 1993). Such strong accusations should be examined in the context of the era in which Mr. Adams lived and served. A closer examination of the historical events occurring during his vice presidency and his term as president, strongly suggests that Adams was not, in fact, a dictator. Indeed, except for his lack of charismaRead MoreEssay on John Adams1165 Words   |  5 PagesJohn Adams was born on October 30th, 1735 to John Adams Sr. and Susanna Boylston Adams. He was the oldest of three and lived in Braintree, Massachusetts. His father was a farmer, deacon, and town councilman. The Adams were not very wealthy and John Adams’ father knew he could only send one son and he wanted to send his eldest. However, John Adams told his father â€Å"I do not love books and I wish you would lay aside thoughts of sending me to college.† His father in reply asked him- â€Å"What would you doRead MoreThe Legacy Of John Adams1474 Words   |  6 PagesJohn Adams was many things in his long and illustrious career. He was a lawyer, diplomat, farmer, Vice President and President. He is most well-known for being the second president. He did some good things and some bad things. Although the four years of John Adams’ presidency were quiet and somewhat forgotten, his successes in foreign policy and his control no doubt outweighed his failures in the Sedition Act and with his cabinet, in part to his background and characteristics. John Adam’s greatestRead MoreJohn Adams, Jr.1707 Words   |  7 Pages John Adams, Jr. was an American lawyer, author, statesman, and diplomat. 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