High School Student Reward Systems
1 Sep, 2010 by pearlfreeman Posted under Education
Every teacher struggles, sooner or later, with the issue of setting up a reward system. It would be great if students were motivated by the intrinsic (psychological) value of gaining an education. The reality is that it takes a while for students to be motivated to learn for the sake of gaining knowledge. This is where the reward systems come into play. There are two main types of reward systems, exchange value, and positive behavior support. Let’s take a look at both and examine the benefits and drawbacks of using each system.
Exchange Value
In the exchange value reward system, students are given a slip of paper, postcards, tokens etc. that symbolize the value of good behavior and/or participation. These objects serve as a symbol of what they are worth and really aren’t worth anything themselves. In a way, this is similar to a piece of paper that really isn’t worth much on its own, but society gives it value by calling it “money.” Usually, students take these objects to the teacher and exchange them for a prize, piece of candy, gift certificate etc.
The benefits: This reward system is relatively low cost to establish since the goal is that students will want to accumulate more of the symbolic objects in order to receive a larger prize. The teacher establishes the value system, and so can make them worth as much or as little as he or she chooses. Also, a competition factor comes into play where students compete with each other to have the most and the best of the prizes offered.
The drawbacks: Some students may get discouraged with how long it takes to earn enough of the objects to “buy” something of “value”. They also may not buy into the reward system if the prizes aren’t to their liking. One never wants to make the mistake of giving rewards in a predictable fashion because then, good behavior will only be present if a reward is given. These drawbacks can be conquered when one person gets a universally acknowledged “amazing” prize and spreads the news through word of mouth. Also, major prizes should only be given sporadically, such as once a quarter.
Positive Behavior Support
The Positive Behavior Support reward system is based on supporting desirable behavior rather than punishing bad behavior. Usually, those that abide by the rules of the PBS system get some sort of monetary, verbal or exchange value prize for their good behavior.
The benefits: PBS systems are established at the outset of a class or school year. They are only strong when bought into by a lot of people and established across the board. The students who thrive best within the PBS systems are those who value their place in the system and the positive opinion of authority figures.
The drawbacks: Rewards cannot be emphasized more than the validity of the system as a means of establishing a desirable and productive learning environment. Students will only buy into a system if they experience the negative aspects of not having the system in place.
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Exchange Value
In the exchange value reward system, students are given a slip of paper, postcards, tokens etc. that symbolize the value of good behavior and/or participation. These objects serve as a symbol of what they are worth and really aren’t worth anything themselves. In a way, this is similar to a piece of paper that really isn’t worth much on its own, but society gives it value by calling it “money.” Usually, students take these objects to the teacher and exchange them for a prize, piece of candy, gift certificate etc.
.
The benefits: This reward system is relatively low cost to establish since the goal is that students will want to accumulate more of the symbolic objects in order to receive a larger prize. The teacher establishes the value system, and so can make them worth as much or as little as he or she chooses. Also, a competition factor comes into play where students compete with each other to have the most and the best of the prizes offered.
.
The drawbacks: Some students may get discouraged with how long it takes to earn enough of the objects to “buy” something of “value”. They also may not buy into the reward system if the prizes aren’t to their liking. One never wants to make the mistake of giving rewards in a predictable fashion because then, good behavior will only be present if a reward is given. These drawbacks can be conquered when one person gets a universally acknowledged “amazing” prize and spreads the news through word of mouth. Also, major prizes should only be given sporadically, such as once a quarter.
.
Positive Behavior Support
The Positive Behavior Support reward system is based on supporting desirable behavior rather than punishing bad behavior. Usually, those that abide by the rules of the PBS system get some sort of monetary, verbal or exchange value prize for their good behavior.
.
The benefits: PBS systems are established at the outset of a class or school year. They are only strong when bought into by a lot of people and established across the board. The students who thrive best within the PBS systems are those who value their place in the system and the positive opinion of authority figures.
The drawbacks: Rewards cannot be emphasized more than the validity of the system as a means of establishing a desirable and productive learning environment. Students will only buy into a system if they experience the negative aspects of not having the system in place.
essay editing
The Factory System Of The Early Nineteenth Century
1 Sep, 2010 by Liza Trentor Posted under Culture
The factory system is an approach to manufacturing that was introduced on the onset of the industrial revolution. The system is greatly credited for its unmatched role in the massive industrial revolution in America and European countries in the 19th century (Digital history, 1820-1860:4). In the factory systems, machine and other technological innovations and invention were undertaken to replace the purely manual domestic system. Under the system, each factory employee played a distinct role in the unionized production process; a factor that fostered factory efficiency to a very great extent (Geraghty, 2007:1329)
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According to William (2007:3), the factory system ensured that the entire manufacturing process was carried out in one place. He asserts that this move increased the efficacy of factory management and control and significantly reduced the cost of production. The system also ensured that the factory human resources were optimally utilized since the workers were engaged for the longest working hours possible while their wages were held constant. The introduction of the machines into the factories saw workers uniting to perform the factory tasks with the help of the machines; a move that largely increased both productivity and production efficiency. The owner’s point of view was that the factory system was the best since it favored their capitalistic ideology. In addition, the system was faulted for incorporation of child labor as the owners attempted to reduce cost.
From the employees perspective however, the system was totally unfair because irrespective of the employees working for very long hours no extra wages were paid to them. Geraghty (2007:1331) felt that the factory system while benefiting the factory owners in terms of increased efficiency in managements, production as well as cost economies, it was dehumanizing to the workers due to the long working hours, poor working condition, low levels of remuneration and an imminent cause of unemployment, since the machines could easily replace many workers.
Workers were not in any way favored by the factory system, consequently, they united to fight for their rights, its abolishment and betterment of the working condition, forming the genesis of workers’ unions and labor movements in the late 19th century (Geraghty (2007:1330). Anti- factory system campaigns and uprisings resulted in the unionization of the employee and the emergence of labor movements aimed at fighting for factories’ workers rights as early as 1876.
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According to William (2007:3), the factory system ensured that the entire manufacturing process was carried out in one place. He asserts that this move increased the efficacy of factory management and control and significantly reduced the cost of production. The system also ensured that the factory human resources were optimally utilized since the workers were engaged for the longest working hours possible while their wages were held constant. The introduction of the machines into the factories saw workers uniting to perform the factory tasks with the help of the machines; a move that largely increased both productivity and production efficiency. The owner’s point of view was that the factory system was the best since it favored their capitalistic ideology. In addition, the system was faulted for incorporation of child labor as the owners attempted to reduce cost.
-
From the employees perspective however, the system was totally unfair because irrespective of the employees working for very long hours no extra wages were paid to them. Geraghty (2007:1331) felt that the factory system while benefiting the factory owners in terms of increased efficiency in managements, production as well as cost economies, it was dehumanizing to the workers due to the long working hours, poor working condition, low levels of remuneration and an imminent cause of unemployment, since the machines could easily replace many workers.
Workers were not in any way favored by the factory system, consequently, they united to fight for their rights, its abolishment and betterment of the working condition, forming the genesis of workers’ unions and labor movements in the late 19th century (Geraghty (2007:1330). Anti- factory system campaigns and uprisings resulted in the unionization of the employee and the emergence of labor movements aimed at fighting for factories’ workers rights as early as 1876.
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Restoring The Historical Roots of American Education
31 Aug, 2010 by Liza Trentor Posted under Culture
Two hundred years after the American Revolution, America is still governed by its first Constitution. We are now the longest-running constitutional republic in the history of the world. To give some perspective, France has had eight constitutions in the same 200 years. Italy has had 54 constitutions in 200 years. Why have we survived so long? It is because our founding fathers built our Constitution according to a set of ideals that are unparalleled in the history of the world.
Abraham Lincoln said, “The philosophy of the school room in one generation will be the philosophy of government in the next.” If our founding fathers had a successful philosophy of government, which obviously they did, then it is very fair that we look back to the classroom to see what they taught.
Harvard:
Harvard is the oldest ongoing university in the United States. Harvard produced a number of our founding fathers, including John Quincy Adams, John Hancock, John Adams, and Samuel Adams.
Harvard’s original stated purpose for its students was: “To be plainly instructed and consider well that the main end of your life and studies is to know God and Jesus Christ….” One requirement of students was that “Everyone shall so exercise himself in reading the Scriptures twice a day that he shall be able to give an account of his proficiency therein.”
Yale:
Yale also produced many founding fathers, men like Noah Webster, William Samuel Johnson, Abraham Baldwin. One of Yale’s requirements for its students read as follows: “Seeing that God is the giver of all wisdom, every student, besides his private and secret prayer, will be present morning and evening for public prayer.”
Princeton:
Princeton, founded in 1746, produced people like James Madison, Benjamin Rush and John Witherspoon. John Witherspoon became an ordained minister and was president of Princeton University (1768-1776) until New Jersey sent him to Congress. During those years at Princeton, the average graduating class was between 17 and 28 students per year. In the nine years that Witherspoon taught at Princeton, the school graduated one President, one Vice President, three Supreme Court Justices, ten Cabinet members, twelve Governors, twenty-one U.S. Senators, and thirty-nine U.S. Congressmen, plus many who held state offices. A full one-third of the founding fathers were trained at Princeton University.
What was the philosophy of an institution that produced so many national leaders? Princeton’s founding statement was, “Cursed is all learning that is contrary to the cross of Christ.” It has been many years since we have seen this kind of vision of godly leadership within society set before us.
The Foundational Documents:
There are four documents which are considered the organic laws of the United States (i.e., the laws upon which all other laws are built): The Articles of Confederation, the Declaration of Independence, the U.S. Constitution and The Northwest Ordinance.
The Northwest Ordinance tells a territory specifically what it has to do in order to become a state in the United States. Article Three requires that no territory could become a state unless the schools in that territory were teaching religion and morality as well as knowledge. As a result, many state constitutions contain the following: “Forever in the schools of this state, religion and morality will be taught as well as knowledge.” You may want to check your state constitution.
Look at Fisher Ames’ philosophy of education: (He was the author of the First Amendment of the Constitution, which today is mis-interpreted to mean we must separate God and government.)
“Why, then, if these new books for children must be retained, as they will be, why should not the Bible regain the place it held as a school book? Its morals are pure. Its examples are captivating and noble. And the reverence for the sacred book that is thus early impressed lasts long and probably, if not impressed in infancy, never takes firm hold of the mind.”
However, today under our interpretation of Fisher Ames’ amendment, the Bible is not allowed to be studied in schools. We have drifted far from the days when our country was founded. As can been seen in the founding documents of our most prestigious universities, education in America was founded not on the pursuit of knowledge for the sake of knowledge, but rather on the pursuit of knowledge to glorify Christ. That happened and happens primarily through the study of the Word of God.
The freshman project of each of the founding universities in America was that the student be given a copy of the Greek New Testament and from it make a handwritten translation into English! Blessed are the schools that still teach from the Bible and keep the Bible as the central source of education.
essays online
-
Abraham Lincoln said, “The philosophy of the school room in one generation will be the philosophy of government in the next.” If our founding fathers had a successful philosophy of government, which obviously they did, then it is very fair that we look back to the classroom to see what they taught.
-
Harvard:
Harvard is the oldest ongoing university in the United States. Harvard produced a number of our founding fathers, including John Quincy Adams, John Hancock, John Adams, and Samuel Adams.
Harvard’s original stated purpose for its students was: “To be plainly instructed and consider well that the main end of your life and studies is to know God and Jesus Christ….” One requirement of students was that “Everyone shall so exercise himself in reading the Scriptures twice a day that he shall be able to give an account of his proficiency therein.”
-
Yale:
Yale also produced many founding fathers, men like Noah Webster, William Samuel Johnson, Abraham Baldwin. One of Yale’s requirements for its students read as follows: “Seeing that God is the giver of all wisdom, every student, besides his private and secret prayer, will be present morning and evening for public prayer.”
-
Princeton:
Princeton, founded in 1746, produced people like James Madison, Benjamin Rush and John Witherspoon. John Witherspoon became an ordained minister and was president of Princeton University (1768-1776) until New Jersey sent him to Congress. During those years at Princeton, the average graduating class was between 17 and 28 students per year. In the nine years that Witherspoon taught at Princeton, the school graduated one President, one Vice President, three Supreme Court Justices, ten Cabinet members, twelve Governors, twenty-one U.S. Senators, and thirty-nine U.S. Congressmen, plus many who held state offices. A full one-third of the founding fathers were trained at Princeton University.
-
What was the philosophy of an institution that produced so many national leaders? Princeton’s founding statement was, “Cursed is all learning that is contrary to the cross of Christ.” It has been many years since we have seen this kind of vision of godly leadership within society set before us.
-
The Foundational Documents:
There are four documents which are considered the organic laws of the United States (i.e., the laws upon which all other laws are built): The Articles of Confederation, the Declaration of Independence, the U.S. Constitution and The Northwest Ordinance.
-
The Northwest Ordinance tells a territory specifically what it has to do in order to become a state in the United States. Article Three requires that no territory could become a state unless the schools in that territory were teaching religion and morality as well as knowledge. As a result, many state constitutions contain the following: “Forever in the schools of this state, religion and morality will be taught as well as knowledge.” You may want to check your state constitution.
-
Look at Fisher Ames’ philosophy of education: (He was the author of the First Amendment of the Constitution, which today is mis-interpreted to mean we must separate God and government.)
“Why, then, if these new books for children must be retained, as they will be, why should not the Bible regain the place it held as a school book? Its morals are pure. Its examples are captivating and noble. And the reverence for the sacred book that is thus early impressed lasts long and probably, if not impressed in infancy, never takes firm hold of the mind.”
-
However, today under our interpretation of Fisher Ames’ amendment, the Bible is not allowed to be studied in schools. We have drifted far from the days when our country was founded. As can been seen in the founding documents of our most prestigious universities, education in America was founded not on the pursuit of knowledge for the sake of knowledge, but rather on the pursuit of knowledge to glorify Christ. That happened and happens primarily through the study of the Word of God.
-
The freshman project of each of the founding universities in America was that the student be given a copy of the Greek New Testament and from it make a handwritten translation into English! Blessed are the schools that still teach from the Bible and keep the Bible as the central source of education.
essays online
Christian Education: Why Are We So Biblically Illiterate?
31 Aug, 2010 by tiffanyscott Posted under Education
Why, in a culture where nearly everyone can read, has access to a Bible, and has a church on every corner, is there such biblical illiteracy? I believe the answer to this question is to be found springing from the society we are a part of:
First, there is a diminished stress on education. We see this in lowered national standards. Lowered expectations. Lowered requirements. We emphasize “feeling good” about yourself and therefore we accept mediocrity. Defining educational excellence and striving for it is old-fashioned and exclusionary.
Second, there is an emphasis on “rights” over “responsibility.” The phrases are so common they are cliched: “I deserve it.” “It’s my right.” Whether or not we’ve “earned” it is irrelevant – because I want it, it’s my “right.”
Third, there is a lack of balance in our use of time. The latest handheld techno-gadgets have become our Bibles, traveling with us wherever we go, providing structure and order to our days, advising us of what we can and can’t do. The thing they don’t provide is balance, rest, prioritization, and peace. We have become multi-tasking people instead of single-focused persons.
Fourth, there is a “quick-fix” mentality. We live in a culture of sound-bites, immediate access, convenience technology, and instant gratification. We are unwilling to sweat and wait and work for what we want.
Think for a minute of how this cultural worldview plays itself out within the Church:
With our diminished stress on education, we are content with teaching the bare basics of the faith in our churches. We are so concerned that people will become “overwhelmed” or “frightened” by the harder truths of Scripture, or by an in-depth study of doctrine, that we don’t present it to them. We keep them on a milk diet, and then wonder why they can’t digest meat.
The cultural emphasis on “rights” means that we look at the benefits of Christianity … answered prayer, spiritual gifts, leadership, etc. … as our “rights” as children of God. The thought that the fullness of these things comes only through a life of obedience and daily discipline is unpalatable.
Our schedules show our lack of balance in our lives. How often do you have in your daily plan: “Quiet time.” “Prayer time.” “Weekend spiritual retreat.” “Time for a long, quiet, unhurried walk – may take all afternoon.” We have planned God right out of our lives. Instead of providing us more time to spend on our spiritual development, we have less, because we schedule the time we have down to the wire.
Finally, our quick-fix mentality has lost to us our entire Christian history of devotion, dedication, spiritual formation, solitude, labor, and suffering. We have no time to wait for what is good, and we don’t have patience with pain. We will not tarry for wisdom, nor work for fulfillment. If maturity cannot be gained in five-minute easy-to-understand devotional readings, then it won’t be gained at all.
Why are we biblically illiterate as the Church? The above points can be summarized neatly:
We do not stress education.
We do not stress responsibility.
We do not stress balance.
We do not stress perseverance.
Without these, biblical knowledge – and spiritual maturity – cannot be achieved.
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First, there is a diminished stress on education. We see this in lowered national standards. Lowered expectations. Lowered requirements. We emphasize “feeling good” about yourself and therefore we accept mediocrity. Defining educational excellence and striving for it is old-fashioned and exclusionary.
-
Second, there is an emphasis on “rights” over “responsibility.” The phrases are so common they are cliched: “I deserve it.” “It’s my right.” Whether or not we’ve “earned” it is irrelevant – because I want it, it’s my “right.”
-
Third, there is a lack of balance in our use of time. The latest handheld techno-gadgets have become our Bibles, traveling with us wherever we go, providing structure and order to our days, advising us of what we can and can’t do. The thing they don’t provide is balance, rest, prioritization, and peace. We have become multi-tasking people instead of single-focused persons.
-
Fourth, there is a “quick-fix” mentality. We live in a culture of sound-bites, immediate access, convenience technology, and instant gratification. We are unwilling to sweat and wait and work for what we want.
-
Think for a minute of how this cultural worldview plays itself out within the Church:
With our diminished stress on education, we are content with teaching the bare basics of the faith in our churches. We are so concerned that people will become “overwhelmed” or “frightened” by the harder truths of Scripture, or by an in-depth study of doctrine, that we don’t present it to them. We keep them on a milk diet, and then wonder why they can’t digest meat.
-
The cultural emphasis on “rights” means that we look at the benefits of Christianity … answered prayer, spiritual gifts, leadership, etc. … as our “rights” as children of God. The thought that the fullness of these things comes only through a life of obedience and daily discipline is unpalatable.
-
Our schedules show our lack of balance in our lives. How often do you have in your daily plan: “Quiet time.” “Prayer time.” “Weekend spiritual retreat.” “Time for a long, quiet, unhurried walk – may take all afternoon.” We have planned God right out of our lives. Instead of providing us more time to spend on our spiritual development, we have less, because we schedule the time we have down to the wire.
-
Finally, our quick-fix mentality has lost to us our entire Christian history of devotion, dedication, spiritual formation, solitude, labor, and suffering. We have no time to wait for what is good, and we don’t have patience with pain. We will not tarry for wisdom, nor work for fulfillment. If maturity cannot be gained in five-minute easy-to-understand devotional readings, then it won’t be gained at all.
-
Why are we biblically illiterate as the Church? The above points can be summarized neatly:
We do not stress education.
We do not stress responsibility.
We do not stress balance.
We do not stress perseverance.
Without these, biblical knowledge – and spiritual maturity – cannot be achieved.
asia essays
Preparing For A College Education
31 Aug, 2010 by cindygonzalez Posted under Education
You’ve probably heard that by the time your child graduates high school it will take a fortune to go to college. While public colleges and universities are reasonable for many families right now, the cost is expected to rise to over $100,000 in 18 years from now. Want to send your child to that same private school you attended? Be prepared for a tuition of close to a quarter of a million dollars.
But if you start right now, you are going to be just fine. Time is the biggest factor in saving a large amount of money. It can work for you if you start today. If you wait until you child is in high school, it will not be your best friend — it will just move too fast.
I don’t know where to begin, you may be saying. So many parents aren’t saving for their children’s education because they really don’t understand what they will be facing. Many expect grandparents or other relatives to help out. But they don’t realize that 18 years is a long time and a lot can happen.
Start saving now. Every little bit counts. Remember that the early you start, the less it will cost you. Interest works for you in many ways. Even a few dollars a week can end up buying several classes later on.
Start by estimating what your child’s education will cost. At 5% inflation, the average public university may cost around $24,000 a year in 18years. If you have older children, the cost in ten years will be around $16,000 using the same calculations.
Use these numbers to get you motivated. And yes, some of the education costs may be covered by scholarships and financial aid, but you never know. It is better to save too much than not enough.
You can simply use an online calculator to determine how much you will have to save each year to reach your goal. Remember, interest is working for you here, so it isn’t as simple as dividing the goal by the time you have to save. You will find that the sooner you start, the less you put in.
Keeping this in mind, a savings account or money market account doesn’t pay very good interest. Most advisors recommend that if you are starting early, you should be aggressive. Stock funds out-perform other investments over the long term. Remember, this is an investment that requires your attention. Don’t just put it somewhere and leave it. Pay attention to the performance of the funds. As you get closer to your child’s high school graduation, start moving the money into more conservative investments.
Many people want to know which is more important, saving for retirement or for a child’s college education? You can do both. Make your retirement your priority, but don’t ignore the savings for your child. Parents that are disciplined in saving money will teach a child a lot in life. Just as the college experience will.
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-
But if you start right now, you are going to be just fine. Time is the biggest factor in saving a large amount of money. It can work for you if you start today. If you wait until you child is in high school, it will not be your best friend — it will just move too fast.
-
I don’t know where to begin, you may be saying. So many parents aren’t saving for their children’s education because they really don’t understand what they will be facing. Many expect grandparents or other relatives to help out. But they don’t realize that 18 years is a long time and a lot can happen.
-
Start saving now. Every little bit counts. Remember that the early you start, the less it will cost you. Interest works for you in many ways. Even a few dollars a week can end up buying several classes later on.
-
Start by estimating what your child’s education will cost. At 5% inflation, the average public university may cost around $24,000 a year in 18years. If you have older children, the cost in ten years will be around $16,000 using the same calculations.
-
Use these numbers to get you motivated. And yes, some of the education costs may be covered by scholarships and financial aid, but you never know. It is better to save too much than not enough.
You can simply use an online calculator to determine how much you will have to save each year to reach your goal. Remember, interest is working for you here, so it isn’t as simple as dividing the goal by the time you have to save. You will find that the sooner you start, the less you put in.
-
Keeping this in mind, a savings account or money market account doesn’t pay very good interest. Most advisors recommend that if you are starting early, you should be aggressive. Stock funds out-perform other investments over the long term. Remember, this is an investment that requires your attention. Don’t just put it somewhere and leave it. Pay attention to the performance of the funds. As you get closer to your child’s high school graduation, start moving the money into more conservative investments.
-
Many people want to know which is more important, saving for retirement or for a child’s college education? You can do both. Make your retirement your priority, but don’t ignore the savings for your child. Parents that are disciplined in saving money will teach a child a lot in life. Just as the college experience will.
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Top Accounting Schools In The U.S.
22 Aug, 2010 by cindygonzalez Posted under Education
For those Americans interested in financial careers, getting into one of the top accounting schools in the U.S. is a necessary step. Though opportunities in accounting, general business, and marketing do exist for people who did not attend one of the top accounting schools in the U.S., obtaining a great job after graduating is easier for graduates of well-known colleges and universities.
A number of online degree programs for associate’s, bachelor’s, and master’s degrees in accounting are available, but rarely are any of these institutions considered one of the top accounting schools in the U.S. However, institutions such as DeVry University, University of Phoenix, Florida Tech Online, and Western Governor’s University can be good options for people who do not have the time to attend an in-person accounting program due to job or family obligations.
One of the top accounting schools in the U.S. is at the University of California, Los Angeles Anderson School of Management. Those interested in a financial career can study financial accounting, management accounting, and taxation. UCLA offers account programs from the undergraduate level through Ph.D. It is also a great educational value financially, especially for California residents.
The Account and Management Unit at Harvard Business School is another fine accounting program at one of the world’s most prestigious private Ivy League universities. Accounting offerings up to the Ph.D. level include options in management and business economics. While the education at Harvard Business School is extremely expensive, often exceeding $40,000 per year, there are a number of scholarships and fellowships available. Harvard indisputably opens a number of career doors that are shut to most people, so any expense or loans incurred are usually worth it especially when it comes to an accounting career.
University of North Carolina at Chapel Hill is another one of the top accounting schools in the U.S. that offers a good educational value, especially for residents of North Carolina.
Getting into a good business or accounting program usually requires excellent SAT or GRE scores, good grades, a variety of math courses, and an excellent admissions essay. State schools are usually the most affordable option, but they give priority to applicants from their own state. Anyone looking for a serious career in accounting should strongly consider going beyond an undergraduate degree.
Students short on money may want to seek an associate’s, or two-year degree, in accounting from a local community college. Then they could start working in the field, usually as a clerk or assistant, and attend a local four-year college at night for their bachelor’s degree. Getting into one of the top accounting schools in the U.S. as a transfer from a community college is also a great way to make up for grade deficiencies at the high school level. Those hoping to get an advanced degree in business or accounting need to do as well as possible in their undergraduate major and also take on extracurricular activities.
No matter what your financial situation or educational background is, with enough dedication and patience you can start a career in accounting with the aid of a good state or private college.
dissertation
A number of online degree programs for associate’s, bachelor’s, and master’s degrees in accounting are available, but rarely are any of these institutions considered one of the top accounting schools in the U.S. However, institutions such as DeVry University, University of Phoenix, Florida Tech Online, and Western Governor’s University can be good options for people who do not have the time to attend an in-person accounting program due to job or family obligations.
One of the top accounting schools in the U.S. is at the University of California, Los Angeles Anderson School of Management. Those interested in a financial career can study financial accounting, management accounting, and taxation. UCLA offers account programs from the undergraduate level through Ph.D. It is also a great educational value financially, especially for California residents.
The Account and Management Unit at Harvard Business School is another fine accounting program at one of the world’s most prestigious private Ivy League universities. Accounting offerings up to the Ph.D. level include options in management and business economics. While the education at Harvard Business School is extremely expensive, often exceeding $40,000 per year, there are a number of scholarships and fellowships available. Harvard indisputably opens a number of career doors that are shut to most people, so any expense or loans incurred are usually worth it especially when it comes to an accounting career.
University of North Carolina at Chapel Hill is another one of the top accounting schools in the U.S. that offers a good educational value, especially for residents of North Carolina.
Getting into a good business or accounting program usually requires excellent SAT or GRE scores, good grades, a variety of math courses, and an excellent admissions essay. State schools are usually the most affordable option, but they give priority to applicants from their own state. Anyone looking for a serious career in accounting should strongly consider going beyond an undergraduate degree.
Students short on money may want to seek an associate’s, or two-year degree, in accounting from a local community college. Then they could start working in the field, usually as a clerk or assistant, and attend a local four-year college at night for their bachelor’s degree. Getting into one of the top accounting schools in the U.S. as a transfer from a community college is also a great way to make up for grade deficiencies at the high school level. Those hoping to get an advanced degree in business or accounting need to do as well as possible in their undergraduate major and also take on extracurricular activities.
No matter what your financial situation or educational background is, with enough dedication and patience you can start a career in accounting with the aid of a good state or private college.
dissertation
Benefits Of Early Math Education
21 Aug, 2010 by pearlfreeman Posted under Personal Development
The benefits of early math education is a neglected topic. There are many initiatives in place to foster language and reading, while math has been overlooked. Part of the problem is that many of the people who go into the early education field are not fond of math themselves. The benefits of early math education are far reaching though and cannot be ignored.
Indicator of Future Success
Studies by the Society of Research in Child Development report that a child’s knowledge of number concepts when they enter school is a good indicator of future success. This information should encourage all parents and educators to introduce math at early ages.
Naturally Curious
Children are naturally curious. They are interested in just about everything, using this trait can allow for wide strides to be made in mastering number concepts at a very young age.
Build Confidence
Understanding numbers, shapes, colors, patterns and counting at a young age builds confidence. Knowing how to manage the items in their world creates a sense of ownership with their surroundings, as does learning the lingo. Being able to decipher the language of math and relate it to themselves is an important building block.
Capable
Children are capable of learning deeper math concepts than usually assumed. Given the opportunity to learn math skills at a young age builds necessary connections in their spatial awareness. Everything in math is both concrete and abstract, learning these concepts takes time to develop and mature. Early exposure allows the mind to process the skills needed to proceed.
Easily Incorporated
Luckily introducing math at a young age isn’t difficult. Chatting about putting one sock on each foot or asking them to hand each person at the table one napkin easily introduces the concept of one to one correspondence. Learning to count is one thing, learning how numbers relate to concrete items is another stage in their development.
Helps in Language Development
Activities to develop math skills, also promotes language and literacy skills. Increasing the vocabulary needed to process math helps children discuss their world. These skills are highly necessary when they start to read. Knowing numbers, shapes, “more than” and “less than” gives them a new way of telling and understanding stories.
Progressive
Math builds on a set of knowledge, each concept relating to skills the children already have. Progressively learning at an early age, can side step failures due to gaps in knowledge. Those gaps are what makes many children give up on math in later years.
Ideas to Introduce Math at an Early Age
Many of these activities need little to no preparation. Learning happens all day for a young child. Make the most of the in-between times, errands and daily chores. Incorporating math concepts is easy, but remember to keep the conversations light hearted and matter of fact. Forcing math is a good way to turn them off to learning.
Knowing Numbers
Count everyday things while you go about your day. Learning that numbers are symbols that stand for something concrete is a huge leap in knowledge. Counting becomes more than words to song.
Let them play with number magnets. Teach them the names while they are holding them up. Eventually ask them to show you a certain number.
Writing numbers at a young age is more art than math, but it’s good for their fine motor skills.
Squeeze in counting during their playtime; ask how many crayons they have or how many blocks are in their tower. With enough counting experience, children learn that five blocks are five blocks no matter how they are stacked.
Play a game, like asking them to hop 4 times, or see if they can take 10 baby steps. This is fun and passes the time while waiting for an appointment.
Matching
Equal and not equal are important concepts in math. Have children help match socks, or coins.
Play dominos, there are lots of preschool versions out that might be more fun than the traditional set.
Have them copy your facial expression
Make a block tower and have them copy it
Play an easy game of concentration, use shapes and fewer cards to start
Classifying and Sorting
While matching concentrates on what is alike, sorting focuses on what is different. Have them sort their dolls according to size, or put their cars in groups according to color or type of vehicle.
Try sorting by their rules. Give them a pile of shells or buttons to sort and see what they come up with.
Play sorting games in the bathtub. See which toys float and which ones sink.
These skills are so basic to adults that it is easy to forget that we ever learned them. Developing these fundamental skills through play will help children progress much faster in both math and literacy.
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Indicator of Future Success
Studies by the Society of Research in Child Development report that a child’s knowledge of number concepts when they enter school is a good indicator of future success. This information should encourage all parents and educators to introduce math at early ages.
Naturally Curious
Children are naturally curious. They are interested in just about everything, using this trait can allow for wide strides to be made in mastering number concepts at a very young age.
Build Confidence
Understanding numbers, shapes, colors, patterns and counting at a young age builds confidence. Knowing how to manage the items in their world creates a sense of ownership with their surroundings, as does learning the lingo. Being able to decipher the language of math and relate it to themselves is an important building block.
Capable
Children are capable of learning deeper math concepts than usually assumed. Given the opportunity to learn math skills at a young age builds necessary connections in their spatial awareness. Everything in math is both concrete and abstract, learning these concepts takes time to develop and mature. Early exposure allows the mind to process the skills needed to proceed.
Easily Incorporated
Luckily introducing math at a young age isn’t difficult. Chatting about putting one sock on each foot or asking them to hand each person at the table one napkin easily introduces the concept of one to one correspondence. Learning to count is one thing, learning how numbers relate to concrete items is another stage in their development.
Helps in Language Development
Activities to develop math skills, also promotes language and literacy skills. Increasing the vocabulary needed to process math helps children discuss their world. These skills are highly necessary when they start to read. Knowing numbers, shapes, “more than” and “less than” gives them a new way of telling and understanding stories.
Progressive
Math builds on a set of knowledge, each concept relating to skills the children already have. Progressively learning at an early age, can side step failures due to gaps in knowledge. Those gaps are what makes many children give up on math in later years.
Ideas to Introduce Math at an Early Age
Many of these activities need little to no preparation. Learning happens all day for a young child. Make the most of the in-between times, errands and daily chores. Incorporating math concepts is easy, but remember to keep the conversations light hearted and matter of fact. Forcing math is a good way to turn them off to learning.
Knowing Numbers
Count everyday things while you go about your day. Learning that numbers are symbols that stand for something concrete is a huge leap in knowledge. Counting becomes more than words to song.
Let them play with number magnets. Teach them the names while they are holding them up. Eventually ask them to show you a certain number.
Writing numbers at a young age is more art than math, but it’s good for their fine motor skills.
Squeeze in counting during their playtime; ask how many crayons they have or how many blocks are in their tower. With enough counting experience, children learn that five blocks are five blocks no matter how they are stacked.
Play a game, like asking them to hop 4 times, or see if they can take 10 baby steps. This is fun and passes the time while waiting for an appointment.
Matching
Equal and not equal are important concepts in math. Have children help match socks, or coins.
Play dominos, there are lots of preschool versions out that might be more fun than the traditional set.
Have them copy your facial expression
Make a block tower and have them copy it
Play an easy game of concentration, use shapes and fewer cards to start
Classifying and Sorting
While matching concentrates on what is alike, sorting focuses on what is different. Have them sort their dolls according to size, or put their cars in groups according to color or type of vehicle.
Try sorting by their rules. Give them a pile of shells or buttons to sort and see what they come up with.
Play sorting games in the bathtub. See which toys float and which ones sink.
These skills are so basic to adults that it is easy to forget that we ever learned them. Developing these fundamental skills through play will help children progress much faster in both math and literacy.
buy an essay
The Ottoman Empire
23 Jun, 2010 by Liza Trentor Posted under Culture
For many years, more so during our fore fathers, when the administration and governance was not as advanced compared to our current times, there used to exist territorial boundaries which had an in charge of it. This kind of governance can be considered of utmost importance for what we are having now is an improvement of what our fore fathers used to practice. One of such governance was found in the Ottoman Empire, an ancient tribe in turkey. This paper thus seeks to analyze this empire and how it came to be.
The Ottoman Empire can be traced back to their origins in the lands of ancient Turkey as a tribe. The Ottoman Empire was named after Osman who set out to expand its territorial boundaries in the Asian land. The tribe of the ottomans was a shamanistic religion and when they came into contact and interacted with the natives of various regions, they began practicing Islam and the remaining neighboring countries were inclined towards Christianity. The current nation of turkey is the former Ottoman Empire. It was under the leadership of suleyman I. The leadership employed all sorts of schemes and machinations in their own style in conquering other territories and vend off any attacks from their adversaries or enemies. The tactics that were used were of advanced level and that is how the Ottoman Empire was able to conquer parts of Europe for instance the South Eastern part (Kinross, 2003).
The South Eastern part of Europe was dominated by the Ottoman Empire and reign in the sixteenth and seventeenth century. The Ottoman Empire was more active and participated in the day to day activities in the South Eastern part of Europe. The empire was more organized and had advanced warfare techniques and equipment unlike the neighboring nations. In the long run by applying the various warfare techniques the Ottoman Empire was able to advance their territory and entrench their style of leadership in the area. The different techniques, their leadership styles and administration have been discussed in detail in this work ( Ibid).
The dominance of the Ottoman Empire in the 16th and 17th centuries was more characterized by their presence and rule in the parts of South East Europe and Aegean this was the height of the rule by the ottomans in the land. In this period, the ottomans had tried and conquered more resistance and established more territories both on land and sea. By achieving more control of the sea and land, the ottomans were more advantaged or privileged in the establishment. The empire was in race for the control of major trading routes that opened up the Far East and the more lucrative spice trade. It was in competition with the emerging powers in the European colonial powers at that time.
The empire under Suleyman I, reached its high between the years of 1520 and 1566. It was under the leadership of Suleyman I that the legal system which governed the issue of land tenure earned him the title of lawgiver. Suleyman I was also the patron of the ancient art in the Ottoman Empire ( Steve, 2003).
In the 16th and 17th centuries, the Ottoman Empire ruled over Hungary, Greece, Bosnia, Serbia and Bulgaria. The struggle between the turkey and Venice in Greece led to the capture or seizure of Crete and continued being the threat to the remaining countries in the central Europe. The Ottoman Empire was making advances in the interior of the south east Europe with much ease. Their military prowess enabled them to conquer and overcome any resistances from their neighbors with ease. The military might did not go down well with the other powers in the European league. They feared for the existence if their rule in the land was to be cut short by the advancing Ottomans. This fear led to the Europeans mounting crusades and campaigns against the ottomans to no effect for they continued to conquer the land and new territories.
The Turks or the ottomans were able to learn the new skills and techniques of warfare from their Muslim brothers called the gazi warriors. Together they were able to gain more land and control more territories which was for their own good and gain. They were able to resist the crusades that were being mounted by the Christians in protest of the advancing and expansion of the Ottoman Empire. They had a common believe that the Christians were the infidels and were supposed to be converted and eliminated from the region. This made them to fight with courage and handed them the desired goal of emerging victorious in the wars. They acquired land and other valuables that enabled them to have the required wealth to supplement and support their war activities across the land. (History world)
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The Ottoman Empire
The Ottoman Empire can be traced back to their origins in the lands of ancient Turkey as a tribe. The Ottoman Empire was named after Osman who set out to expand its territorial boundaries in the Asian land. The tribe of the ottomans was a shamanistic religion and when they came into contact and interacted with the natives of various regions, they began practicing Islam and the remaining neighboring countries were inclined towards Christianity. The current nation of turkey is the former Ottoman Empire. It was under the leadership of suleyman I. The leadership employed all sorts of schemes and machinations in their own style in conquering other territories and vend off any attacks from their adversaries or enemies. The tactics that were used were of advanced level and that is how the Ottoman Empire was able to conquer parts of Europe for instance the South Eastern part (Kinross, 2003).
The South Eastern part of Europe was dominated by the Ottoman Empire and reign in the sixteenth and seventeenth century. The Ottoman Empire was more active and participated in the day to day activities in the South Eastern part of Europe. The empire was more organized and had advanced warfare techniques and equipment unlike the neighboring nations. In the long run by applying the various warfare techniques the Ottoman Empire was able to advance their territory and entrench their style of leadership in the area. The different techniques, their leadership styles and administration have been discussed in detail in this work ( Ibid).
The dominance of the Ottoman Empire in the 16th and 17th centuries was more characterized by their presence and rule in the parts of South East Europe and Aegean this was the height of the rule by the ottomans in the land. In this period, the ottomans had tried and conquered more resistance and established more territories both on land and sea. By achieving more control of the sea and land, the ottomans were more advantaged or privileged in the establishment. The empire was in race for the control of major trading routes that opened up the Far East and the more lucrative spice trade. It was in competition with the emerging powers in the European colonial powers at that time.
The empire under Suleyman I, reached its high between the years of 1520 and 1566. It was under the leadership of Suleyman I that the legal system which governed the issue of land tenure earned him the title of lawgiver. Suleyman I was also the patron of the ancient art in the Ottoman Empire ( Steve, 2003).
In the 16th and 17th centuries, the Ottoman Empire ruled over Hungary, Greece, Bosnia, Serbia and Bulgaria. The struggle between the turkey and Venice in Greece led to the capture or seizure of Crete and continued being the threat to the remaining countries in the central Europe. The Ottoman Empire was making advances in the interior of the south east Europe with much ease. Their military prowess enabled them to conquer and overcome any resistances from their neighbors with ease. The military might did not go down well with the other powers in the European league. They feared for the existence if their rule in the land was to be cut short by the advancing Ottomans. This fear led to the Europeans mounting crusades and campaigns against the ottomans to no effect for they continued to conquer the land and new territories.
The Turks or the ottomans were able to learn the new skills and techniques of warfare from their Muslim brothers called the gazi warriors. Together they were able to gain more land and control more territories which was for their own good and gain. They were able to resist the crusades that were being mounted by the Christians in protest of the advancing and expansion of the Ottoman Empire. They had a common believe that the Christians were the infidels and were supposed to be converted and eliminated from the region. This made them to fight with courage and handed them the desired goal of emerging victorious in the wars. They acquired land and other valuables that enabled them to have the required wealth to supplement and support their war activities across the land. (History world)
essay editing
Preventing Domestic Violence
19 Jun, 2010 by Liza Trentor Posted under Violance
Domestic violence is one the serious crime which thrives on the use of psychological, emotional and physical mistreatment to control and segregate the victim. This king of act is been enacted by both women and men across all socioeconomic classes, culture, ethnicity and race. One of the major causes of domestic violence is fueled by stress, repetition of then cycle of learned behavior and abusive substances. Children that passerby domestic violence’s, normally suffers from haunting the bad memories in their lives: Moreover, the domestic violence might conclude to a serious injury or death. Due to the earnestness of this crime, it is extremely significant that we understand how to prevent domestic violence. (Fernand, 2007)
Teach and instruct about domestic violence. This might be a more effective way of educating younger people to assist them and understand the domestic violence isn’t an acceptable behavior, in fact it’s illegal. Promoting awareness of domestic violence. When you create awareness to the society regarding to the statistics and negative impacts of domestic violence has on communities and lives, it kept the issue alive and very vital. (Jeffrey, 2006)
Teach and instruct about domestic violence. This might be a more effective way of educating younger people to assist them and understand the domestic violence isn’t an acceptable behavior, in fact it’s illegal. Promoting awareness of domestic violence. When you create awareness to the society regarding to the statistics and negative impacts of domestic violence has on communities and lives, it kept the issue alive and very vital. (Jeffrey, 2006)
Self Discovery In The American Renaissance
19 Jun, 2010 by Liza Trentor Posted under Culture
Art is like a mirror with which the society views itself. Art is influenced first by how a particular community of people view themselves. As a result the community uses this view to construct or advocate the kind of community they would want. American renaissance was a period in history which led to the discovery of various works of art by Americans; furthermore it led to the discovery of important philosophies and ideologies concerning the American society. One would then have the perception that these aspects of the society were non-existent before this period. On the contrary they existed but it required the society to go through a period of self-discovery in order for people to be confident enough to express themselves in various forms of art and literature. People view or consider themselves in very many perspectives and that is why the aspect of self identity is very important.
Identity is viewed by many in terms of race, religion, philosophical and political ideologies among others. Self identity may serve both as a diving factor or a unifying factor depending on how the differences are perceived. In the American society self identity has led to has led to the development of various forms of art and literature that have influenced the American culture. There is no single particular period in American history that has led to the creation of different forms of art and literature like the American Renaissance. This paper will look at some of the most important aspects about American renaissance and how one of the most important influence of the art and literature of this period was the aspect of self discovery.
Identity
Identity is viewed by many in terms of race, religion, philosophical and political ideologies among others. Self identity may serve both as a diving factor or a unifying factor depending on how the differences are perceived. In the American society self identity has led to has led to the development of various forms of art and literature that have influenced the American culture. There is no single particular period in American history that has led to the creation of different forms of art and literature like the American Renaissance. This paper will look at some of the most important aspects about American renaissance and how one of the most important influence of the art and literature of this period was the aspect of self discovery.
"Twenty years from now you will be more disappointed by the things that you didn't do
than by the ones you did do. So throw off the bowlines. Sail away from the safe harbor.
Catch the trade winds in your sails.