Year Round Schooling Essay Example

Year Round Schooling Essay How is Year Round Schooling Beneficial? Literature Review Charles Casey Year round schooling has been present in society since the early 1800’s as well as the debates of its benefits. Year round schooling allows children to attend in a staggered schedule with no long breaks. It is said children who attend year round schools have better retention rates and teachers are able to better execute their curriculums. Year round schooling offers more curricular activities to lower income families thus allowing them to have a better educational experience. The following literature reviews are of articles that support year round schooling and it’s benefits to both children and teachers. Tracy Huebner, Senior Research Associate at WestEd, was the Principal Investigator for the California Academic Partnership Programs Expository Literacy Grant Evaluation. She is in charge of research and evaluation efforts that focus on organizational and instructional change in every level of the education system. Aside from just research Huebner also focuses on how to share as well as develop knowledge throughout the education community. Huebner wrote an article on the effectiveness of year-round schooling to address the problem of summer learning loss. The article brings light to the reality of the problem, especially for economically disadvantaged students. Studies show the disadvantage students’ gain as much as others during the school year. Unfortunately they also experience more loss during the summer. While, the research is inconclusive on if year-round schooling addresses the problem completely, it does show some improvements for students from low socioeconomic backgrounds. We will write a custom essay sample on Year Round Schooling specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Year Round Schooling specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Year Round Schooling specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It also shows positive experiences for their families. I chose this article because of Tracy Huebner ‘s educational background. I have read a other articles she has written and her knowledge of the educational system is extensive . Mike Wilder a writer for Times News in Burlington North Carolina covered a research on year-round schooling in the Alamance-Burlington School System. North Graham Elementary School was one of the schools that had operated on a year-round schedule since 2000. Eight years later, Eastlawn and Haw River elementary schools began operating on the same schedule. Greg Holland, principal at North Graham Elementary, states Theres no question that student achievement has increased as a result of the year-round calendar, he said, but its also not a magic bullet. [Greg Holland] said a shorter summer break means theres less time for students to forget what they learned during the previous academic year†. In the article Holland also discusses the waiting list of students who want to get tutoring during the breaks. North Graham Elemantry School, along with other schools in the Alamance-Burlington system, conduct tests to determine how well students are learning material. The results of these tests help identify which students are recommended to get help during the breaks. Children attending the year-round schooling program are also given opportunities to explore other interests. While Wilder does not have educational background his article on this research of an actually school district and the way it is presented provide beneficial information on this topic. For my final reference I chose a study done on a mid-western school system. The report was done by Barbara K. Ramos, Ph. D. (2004) Associate Professor of Education Chair of the Department of Education at Simpson College in Indianola, IA. This study takes a look at a mid-west elementary school transitioning from a school-within-a-school calendar. The school had offered both year-round and traditional calendars, to a year-round only calendar. Using focus groups and surveys assessed the acceptance of teachers and families with the transition, as well as factors they had to consider with the transition . Both teachers and families for the most part had positive reactions to the transition. Some teachers and families initially had a negative reaction to the transition. However after adapting to the transition their opinion became more positive both during and after. There was a significant difference in the satisfaction level by calendar for all five questions asked of parents. Teachers were 100% satisfied with the change from a traditional calendar year. The results of this study were very similar to previous studies done. Generally, both teachers and families were satisfied with the transition to a year-round calendar. Families and teachers who had experienced year-round schooling previously were even more satisfied during and after the transition. With the information from this report it will help to show solid findings on the positives of year-round schooling through statistics rather than just opinions.

Essay For Grad School Application Samples

Essay For Grad School Application SamplesYou are considering the essay for grad school application samples? Congratulations, you are one of the many successful students, who have applied for graduate school with an idea in mind. The next step is choosing the best essay for grad school application samples that fit your needs.In most cases, the following questions will come to mind when you look for essay for grad school application samples: 'Where can I find a sample assignment?' 'What type of material can I expect in the sample assignment?'The first step is to decide on a theme. Some of the themes could be religion, politics, or arts and literature. Themes also need to include various genres. For example, themes like history, science, geography, literature, etc.Choosing a theme is not as difficult as it may seem. It can be helpful to be able to visualize the message of the essay. Themes are also easy to analyze for yourself.Your college's counselor can help you figure out which mater ial is appropriate for the theme. They can show you sample assignments that they have given to students for their thesis or dissertation. These can serve as a guide.Next, you will need to write an original essay on the topic of the sample assignment. You will need to make a decision about how to structure the essay. You should decide whether to make it a 'filler' - if you just say something and add some opinions later on - or a 'thought-provoking' essay.Essays need to be written quickly because they are judged by the deadlines. You will need to be sure to write it in a reasonable amount of time, so you have more time to work on other parts of your thesis. Write your essay for grad school application samples after you have discussed the ideas behind it with your counselor.

How to Write an Essay in APA format According to Structure

How to Write an Essay in APA format According to Structure An Essay in APA Format: Writing Tips Eventually, every college student faces one of the scariest writing assignments - writing an essay in APA format. From the first look, it seems like a daunting and time-consuming task, especially if you usually write your essays in a different style. However, this writing challenge is not as difficult as you may think. Learn the basics of APA before starting your essay and use our tips to format your essay properly. How to Write an Essay in APA Format You can find below advice that will be useful while preparing your essay. Do not be afraid to start writing an essay in APA format. Everything you need to know is gathered here. To write a great essay using APA format, you need to understand what is APA format. It is official publication style of the American Psychological Association. Usually, essays in this style are used in social sciences. This style of writing requires specific structure, as well as spacing and margins. Keep in mind that your teacher has strict requirements for the format of your essay, so do not gloss over it. Otherwise, you will lose some points. Guidelines to this format have pretty clear demands to formatting, however, always check instructions of your teacher. They may include some specific requirements. Lets dig into basics of APA format: Margins of the essay should be identical, preferably one-inch at each side of the paper. Your essay should have double spaces. Do not forget to add running head on every page at the top left (running head should be maximum 50 characters and include the shortened title of your essay). Add page number in the top right corner. Title page of your paper has been formatted in APA style. Crucial elements of your title page are the title of your essay, your name, and school affiliation. Add additional information if it is required in your teachers instructions (usually, course title, the name of the teacher and the date). Make sure that title is brief and clear. Also, it should define what your essay is about. The title of your essay should be 12 words maximum. One of the important components of the essay in APA format is a reference list. It should be located at the end of your paper and consist list of the sources that you cited in the paper. List reference list alphabetically. Font recommended to usage by American Psychological Association is Times New Roman size 12. Please keep in mind, that instructions of your teacher may be different! The structure of the essay in APA format is standard: title page; abstract; introduction; body; conclusion; reference sections. Writing an essay in APA format is a time-consuming but interesting task. If you learn our tips and be careful while writing your essay, you will get the desired grade. Remember that only practice makes perfect. Do not be afraid of challenging tasks and good luck!

No More Conventional Antonyms

No More Conventional Antonyms No More Conventional Antonyms No More Conventional Antonyms By Maeve Maddox One of the innovations of Newspeak, the version of English used by the totalitarian government in Orwell’s dystopic novel Nineteen Eighty-Four, was the elimination of antonyms. A writer at the Oxford Dictionaries site explains: By choosing which words the populace can use, The Party can choose to shift thought in a more positive or negative direction to suit their needs;  ungood, for example, makes the populace feel less negative than  bad  would In 2015, some of the populace seem to be choosing to add un- to adjectives like good and rich rather than look for conventional antonyms: The Rich Are Less Ethical Than the Unrich [A Resort] Like Palm Springs, only for unrich people The government is clearly pandering to the masses, i.e. the unrich people. Few fanfic writers actually write good stories. Some are unrealistic, unplanned, ungood stories.   I was all set to move to Erdington until last night [when] I found some  ungood stories about the area I will be living in. In the end, the good outweighed the  ungood and Im happy I chose this  place. Ill be traveling light when it comes time for me to cross, when I cross†¦ This unwide road†¦ (song lyrics) . Abercrombie Fitch chief executive Mike Jeffries [issued] a half-baked apology for his incendiary comments on why the unthin, the unyoung and the unbeautiful dont belong in AF clothes. As a stylistic device, words like unthin and unbeautiful can be used to humorous effect. Adding un- to words in an effort to obscure meaning or avoid thought, on the other hand, is not an option for writers who wish to be taken seriously. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Homograph ExamplesIs There a Reason â€Å"the Reason Why† Is Considered Wrong?Prepositions to Die With

Being Black in the 1950's Essay Example | Topics and Well Written Essays - 1000 words

Being Black in the 1950's - Essay Example Being black in the 1950s meant that one had to cope with a discriminative education sector. Blacks had to travel long distances to school, which were scarce and were often poorly constructed, lacked books and other equipments, and had small classes that were crowded and that were taught by few unqualified teachers who had to be black. The whites however had many well-built and well-equipped schools taught by qualified white teachers. A Black man graduating from the aforementioned schools would therefore be unable to compete for opportunities with the White man and therefore the systems was partly designed to ensure that the White man remained superior to the Black man. A Black man would not get a good job and whenever he got one, he was given lower salaries than the Whites were. A survey done in 1950 showed that a Black man would get almost half of the Whites’ salary for the same work and position. This discrimination was extended the public sector and political offices â€⠀œ the white had put laws and practices to deter a black man from ascending to power or being elected. Such measures would include paying of taxes before being registered to vote and since Blacks were poor, they could not afford this and many were therefore locked out. There was also an illiteracy test for people who wished to be registered as voters. This locked out many black men who could not afford education due to poverty and this minimized the chances of black men voting their fellow blacks in. This meant that the blacks had no representation and therefore, they were not involved in making laws. The white man therefore made laws that did not favor the black man. A Black man also endured racism even in public places. For instance, he could not use the same public utilities as the White – there were public toilets for the Whites and others for the blacks. A black man could not enter the same joints and restaurants with the whites. He had to endure poor and low cost facili ties and utilities wherever he went. The transport industry is another place where the black man was discriminated. The black man, as if to affirm his position in the society, had to sit at the back rows of buses with their seats marked â€Å"colored people.† In some states like Alabama, there was a law that whenever a white man lacked a seat, a seated black man was supposed to give his seat to the white. Any black who dared oppose these rules was taken to court and subsequently jailed, as it was the case with Rosa Parks, who refused to give up her seat to a white person. She was jailed, sparkling the blacks’ bus boycott of 1955. A black man was subject to torture, intimidation and oppression whenever he tried to resist any discriminative law or tried to liberate himself. The whites had formed fear-inflicting groups like Ku Klux KIA, which attacked the opposing blacks, tortured them and scared them while concealing their identity. They would burn a black man’s h ouse, destroy their properties or even kill them. In 1955, the whites burned and destroyed the house and property of Martin Luther while he led the bus boycott. He himself was incarcerated. Earlier in the year 1954 when the blacks’ Supreme Court declared that segregation in schools illegal, the group and some youths organized attacks and demonstration to scare off any black man who dared set foot in a whites’ school. Many were scared away and only the brave remained.

Techniques used by Martin Luther King to make his message powerful Essay

Techniques used by Martin Luther King to make his message powerful - Essay Example What is extra ordinary is his steely determination combined with clear vision and forceful expression that make his message so powerful. Martin Luther King had a good grasp of all facts and figures. The problem of segregation, its impact on a whole race of people whose only misfortune was the color of their skin, the impunity and arrogance of its perpetuators, the trauma and agony endured by its hapless victims most of whom comprised the aged, women and children, and the indifference of the people in general and the authorities in particular who were in a position to mitigate the problem but preferred to look the other way. The length of the letter, its tone, the unwavering documenting of instances that warranted his personal involvement, proves King's intentions of pursuing the case to its logical end. In his letter, Luther King expressed solidarity with his race, regretted the nonchalant way the problem was being allowed to continue, and does not show any sign of relenting on his opposition to the racial slur being daily played out in the country. He proved the validity of his presence in Birmingham as "consent" to an invitation, and his obligation to "live up to his promise" to engage in a non-violent direct-action program to oppose the "injustice being done here (Birmingham)." He also cited examples like Alabama where Negroes were being denied the right to vote. He contended, "Thus it is that I can urge men to obey the 1954 decision of the Supreme Court, for it is morally right; and I can urge them to disobey segregation ordinances, for they are morally wrong." He even goes on to express his disapp ointment with the "laxity" of the church in relation to the inhuman treatment being perpetuated on the blacks. Scriptural and Political Quotations Being a seasoned theologian, he effectively quoted scriptures in support of his argument. He quoted St. Augustine, and declared, "an unjust law is no law." He referred to "the refusal of Shadrach, Meshach and Abednego to obey the laws of Nebuchadnezzar, on the ground that a higher moral law was at stake." Assuming a political stance, he stated, "We should never forget that everything Adolf Hitler did in Germany was "legal" and everything the Hungarian freedom fighters did in Hungary was "illegal." It was "illegal" to aid and comfort a Jew in Hitler's Germany." Using scriptural and political precedents, he made a strong appeal to human conscience in defense of his stand. In the entire saga of the good versus evil, the good always have had to pay a price, even when it vanquished the evil. Socrates did not change his stand even though it cost his life. Many others embraced martyrdom. Eventually, history repeated itself with Martin Luther King too. But they are remembered with gratitude all over the world. Source: Martin Luther King's Letter from the Birmingham Jail, http://www.law.umkc.edu/faculty/projects/ftrials/conlaw/mlkjail.html

Martha Grahams choreography

Martha Grahams choreography Discuss how the choreography of Martha Graham or Merce Cunningham reflected the changing contexts in which her/his work was produced. Martha Graham (1894-1991) was a truly inspirational and revolutionary performer and choreographer throughout the 20th century. Her work was a great influence to people from all aspects of the arts, from famous stage actors to painters, composers, sculptors and of course choreographers. Over Grahams seventy year long career she created a great many one hundred and eighty one pieces. (States http://www.innovationpark.psu.edu/coolblue/events/martha-graham-dance-company-clytemnestra last accessed 05/01/2010) These were an important influence for many people. She changed the way many perceive and interpret dance. It was 1910 when Graham was sixteen that she first laid eyes on an enthralling dance piece. It was seeing Ruth St. Denis at a performance of her famous solos The Cobras, Radha, Nautch and Egypta, in Los Angeles that caught her attention. Graham knew from this point on that this new, defining concept of dance with bare feet and natural flow is what she wanted to devote her life to. Due to her persistent and determined nature, she refused to conform to the social normalities of ballet within contemporary dance. It was 1926 when Graham formed the Martha Graham Dance Company. She veered off from the strict form of traditional ballet and led the way for a new language of dance which was based on her own principles of dance as an inner expression. With this ideology she focused more on significant movement than on classical technique, the likes of which ballet demands. She loved the form of precise movements of the body and she was set to faà §ade classical dance moves. She would go on to do this through her expressionistic work. Many of her performances would involve a rather racy theme, or something that was very rare for the period in which it was created. She also reflected what was going on around her socially. When discussing Grahams use of contraction and release, for which she was so well known, Susie Cooper (2009) states, Graham developed the movements of breathing contraction and release as the basis for her movement vocabulary and technique. When breaking down the dance of Graham I think Merle Armitage said it best; The dance of Martha Graham is neither literally (story telling in the allegorical sense) nor is it symbolic. It is a pure art of the dancea play of form which in itself is significant and provocativea language of its own, not a hand-maiden of another art form. Perhaps it is the first uninfluenced American dance expression, wholly disarming in its simplicity but curiously profound in its complexity. (Armitage, M. 1969 Martha Graham the early years. Da Capo Press, Inc.) Graham was greatly influenced by her father. Dr Graham was a physician who showed particular interest in the way people moved and used their bodies. This state of mind was passed on to his daughter and later on in her life she used to state his favoured dictum movement never lies.Graham was inspired by many different sources ranging from paintings and artwork to Greek mythology, Native American ceremonies and the American Frontier. Most of her truly memorable roles depict grand and significant women in history. Such as Clytemnestra, Jocasta, Medea, Phaedra and Joan of Arc.Lamentation is Grahams dance from 1930. It is a solo choreography which shows the struggle of human emotion and is a visual counterpart to the contemporary architecture that was beginning to grace the skyline of New York in a new and exciting way. Graham describes her piece as; a solo piece in which I wear a long tube of material to indicate the tragedy that obsesses the body, the ability to stretch inside your own skin, to witness and test the perimeters and boundaries of grief, which is honourable and universal. (Graham, M. 1991 Blood Memory: An Autobiography. Doubleday; 1st edition.) Many of her movements in this piece are from a grounded position and slowly contract and release to an upward position, much like the building and construction of a skyscraper. For example she is sitting on the edge of a bench and contracts from side to side and then arches into a high release which represents the rise of a building. As the dance progresses Grahams movements become a lot faster and angular. This shows the speed and contemporary design that the buildings were being built. It seems safe to assume that her fundamental aim is to allow the power and energy of the living world to filter through and animate her work. (Armitage, M. 1969 Martha Graham the early years. Da Capo Press, Inc.) Chronicle (1936) brought upon a new period of contemporary dance. Completely danced by women, serious issues were brought to light for the first time. It is a preface to war, devastation, destruction and seclusion. It showed Grahams anti-war stance. It was a counterpart to events such as the great depression. It was an iconic step forward in modern dance. Clytemnestra (1958) was considered by many to be Grahams masterpiece. It was an evening long performance, her largest scale work that she ever produced. Composed by Halim El-Dabh. The piece is based on an ancient Greek story about Queen Clytemnestra. It involves love affairs and sacrifice of her daughter. This was a very symbolic piece, use of red material as costume and props for the entrance to the Queens bedchamber. Graham had used material before in Lamentation but not in a design way, so Isamu Noguchi incorporated it within the design. (Graham, M. 1991 Blood Memory: An Autobiography. Doubleday; 1st edition.)Graham collaborated with many artists and visionaries alike. (The following are just to name a few.) Many of whom influenced her work and she in turn influenced them. Isamu Noguchi was a famous sculptor and was a good friend of Grahams and created many of her sets for her pieces. Graham was often compared to many famous artists by society. Her affect on dance was thought upon like Stravinskys music, Picassos paintings or Frank Lloyd Wrights architecture. One of the foremost composers of the time, Aaron Copland, worked with Graham. Copland was known to incorporate jazz music and folk music into his compositions, a revolutionary design for the time. This was then shown through Grahams pieces, for example, Appalachian Spring (1944), one of Grahams well known dances, had a brand new score created for it by Copland. This was a revolutionary piece both in the style of the choreography and of the music. Appalachian Spring was Grahams piece based on a springtime celebration of the American pioneers of the 19th century after they build a new farmhouse. Other composers were William Schuman, who composed Night Journey (1947) for Graham, Samuel Barber composed Frescoes (1978/79). Louis Horst was another of Grahams most valued composers, also known to be Grahams closest adviser on choreographic and creative issues. Graham collaborated with the famous designer Roy Halston Frowick, who created the costumes for some of her later works. He was one of the most proclaimed designers of the seventies. The first time Graham collaborated with Halston was on her work Lucifer (1975), which starred Margot Fonteyn and Rudolf Nureyev. Lucifer was a reference to the light bearer of biblical times. When talking about this piece Graham states; Many people have asked me why I did Lucifer with Rudolf Nureyev. Lucifer is the bringer of light. When he fell from grace he mocked Gosh. He became half god, half man. As half man, he knew mens fears, anguish, and challenges. He became the god of light. Any artist is the bringer of light. Thats why I did with Nureyev. Hes a god of light.And Margot Fonteyn was such a glorious complement to him at it. Luminous as night. When I first saw Margot Fonteyn she was a great and beautiful figure. The magic of Margots presence is an elusiveness of spirit that defies description (Graham, M. 1991. Blood Memory: An Autobiography. Doubleday; 1st edition.) Grahams final performance in which she danced was her work Cortege of Eagles (1967). It is one of her Greek mythology drawn pieces. It is about Hecuba reliving the massacre of the Trojan War. It is a very dramatic based piece focusing on the internal actions and ideals of Hecuba. It is not as investigative as her earlier Greek mythology drawn pieces. It has a focus to emotions and presence more than movement of Graham herself. Instead the actions are carried out by the chorus of dancers. As if they were playing out Hecubas memories. Martha Graham is still celebrated today as one of the most important performers and choreographers of all time. Maple Leaf Rag (1990) was Grahams last choreographed work with a score by Scott Joplin and Calvin Kleins costumes. Graham was working on a piece called The Eye of the Goddess before her death in 1991. It was her new ballet for the Olympic Games in Barcelona. So many of her students became choreographers and company leaders and took a certain aspect of her work with them. Merce Cunningham is a prime example, and this is one of the reasons why we still get to see a lot of her style of work today. Graham changed the concept of what we know as contemporary/modern dance. If not for her, many ideas of how we perceive dance would not exist in the present day. Some found Grahams work ugly and hateful; others called it a revolutionary masterpiece. People have asked me why I chose to be a dancer. I did not choose. I was chosen to be a dancer, and with that, you live all your life. (Graham, M. 1991. Blood Memory: An Autobiography. Doubleday; 1st edition.) Bibliography Books Horosko, M. 2002 Martha Graham: The Evolution of Her Dance Theory and Training. University press of Florida. Armitage, M. 1969 Martha Graham the Early Years. Da Capo Press, Inc. Graham, M. 1991 Blood Memory: An Autobiography. Doubleday; 1st edition. DVDs/Videos http://www.youtube.com/watch?v=aEvcP-vXk4M (Last accessed on 13/11/09) http://www.youtube.com/watch?v=xgf3xgbKYko (Last accessed on 12/11/09) DVD Martha Graham in Performance. Kultur. http://www.youtube.com/watch?v=fFNsKeMbW20 (Last accessed on 19/12/09) http://community.ovationtv.com/_Martha-Graham-A-Dancer-Revealed/video/251083/16878.html (Last accessed on 06/01/10) Websites http://www.studio360.org/americanicons/episodes/2006/01/07 (Last accessed on 13/11/09) http://en.wikipedia.org/wiki/Martha_Graham (Last accessed on 13/11/09) http://www.cmi.univ-mrs.fr/~esouche/dance/Lamentation.html (Last accessed on 12/11/09) http://www.dancehelp.com/articles/modern-dance/martha-graham.aspx (Last accessed on 13/11/09) http://www.pitt.edu/~gillis/dance/martha.html (Last accessed on 26/11/09) http://www.pbs.org/wnet/americanmasters/episodes/aaron-copland/about-the-composer/475/ (Last accessed on 19/12/09) http://www.pbs.org/wnet/americanmasters/episodes/martha-graham/about-the-dancer/497/ (Last accessed on 19/12/09) http://www.pbs.org/wnet/americanmasters/episodes/isamu-noguchi/about-isamu-noguchi/675/ (Last accessed on 19/12/09) http://en.wikipedia.org/wiki/Appalachian_Spring (Last accessed on 19/12/09) http://www.studio360.org/americanicons/episodes/2006/01/07 (Last accessed on 19/12/09) http://www.answers.com/topic/louis-horst-1 (Last accessed on 19/12/09) http://en.wikipedia.org/wiki/William_Schuman (Last accessed on 19/12/09) http://marthagraham.org/resources/about_martha_graham.php (Last accessed on 19/12/09) http://www.innovationpark.psu.edu/coolblue/events/martha-graham-dance-company-clytemnestra (Last accessed on 05/01/10) http://www.nytimes.com/1985/04/06/arts/the-dance-martha-graham-s-cortege-of-eagles.html?pagewanted=1 (Last accessed on (05/01/10) http://www.exploredance.com/marthagraham2103.php (Last accessed on 05/01/10) http://www.goodreads.com/author/quotes/47790.Martha_Graham (Last accessed on 06/01/10)