Why Learning Fractions Is so Important

Why Learning Fractions Is so Important It seems that many teachers will agree that teaching fractions can be complex and confusing, but that understanding fractions is a necessary skill for students to have as they get older. The Atlanta Journal-Constitution addresses how math is being taught in a recent article titled, Are we forcing too many students to take high-level math theyll never use? The author, Maureen Downey, notes that as a nation, we keep raising the bar for our students math performance, and observes that despite these high-level courses, many students are struggling with the complex teachings. Some teachers argue that schools may be advancing students too quickly, and they arent truly mastering basic skills like fractions. While some higher-level math courses are only crucial for certain industries, basic mathematical skills like understanding fractions, are crucial for everyone to master. From cooking and carpentry to sports and sewing, we cant escape fractions in our daily lives. Fractions Can Be Hard to Learn This isnt a new topic of discussion. In fact, in 2013, an article in the Wall Street Journal talked about what parents and teachers already know when it comes to math- fractions are hard for many students to learn. In fact, the article cites statistics that half of eighth graders can’t put three fractions in order of size. As many students struggle to learn fractions, which usually are taught in third or fourth grade, the government is actually funding research into how to help kids learn fractions. Instead of using rote methods to teach fractions or relying on old techniques such as pie charts, the newer methods of teaching fractions use techniques to help kids really understand what fractions mean through number lines or models. For example, the educational company, Brain Pop, offers animated lessons and homework help to aid kids in understanding concepts in math and in other subjects. Their Battleship Numberline allows kids to bomb a battleship using fractions between 0 and 1, and after students play this game, their teachers have found that the students intuitive knowledge of fractions increases. Other techniques to teach fractions include cutting paper into thirds or sevenths to see which fraction is bigger and what denominators mean. Other approaches include using new terms for words such as â€Å"denominator† such as â€Å"the name of the fraction,† so students understand why they can’t add or subtract fractions with different denominators. Using number lines helps kids compare different fractions- something that is hard for them to do with traditional pie charts, in which a pie divided into pieces. For example, a pie divided into sixths can look a lot like a pie divided into sevenths. In addition, the newer approaches emphasize understanding how to compare fractions before students go on to learn procedures such as adding, subtracting, dividing, and multiplying fractions. In fact, according to the Wall Street Journal article, placing fractions on a number line in the correct order in third grade is a more important predictor of fourth-grade math performance than calculation skills or even the ability to pay attention. In addition, studies show that a student’s ability to understand fractions in fifth grade is also a predictor of long-term math achievement in high school, even after controlling for IQ, reading ability, and other variables. In fact, some experts regard the understanding of fractions as the door to later math learning, and as the foundation of more advanced math and science classes such as algebra, geometry, statistics, chemistry, and physics. The Importance of Understanding Fractions in Early Grades Math concepts such as fractions that students do not master in the early grades can go on to confuse them later on and to cause them a great deal of math anxiety. The new research shows that students need to intuitively understand concepts rather than just to memorize language or symbols, as such rote memorization does not lead to long-term understanding. Many math teachers do not realize that the language of math can be confusing to students and that students must understand the concepts behind the language. Students who attend public schools now must learn to divide and multiply fractions by fifth grade, according to federal guidelines known as the Common Core Standards that are followed in most states. Studies have shown that public schools outperform private schools in math, partly because public school math teachers are more likely to know and follow the latest research related to teaching math. Even though most private school students do not need to demonstrate mastery of Common Core Standards, private school math teachers can also use new techniques to teach students fractions, thereby opening the door to later math learning.

Word Choice Cord vs. Chord - Proofeds Writing Tips Blog

Word Choice Cord vs. Chord Word Choice: Cord vs. Chord Homonyms are words that sound identical but differ in meaning. As you might have already found, these tricky terms can be problematic. Fear not, though! Proofed is here to guide you through your vocabulary-based crises. Today in our ongoing Word Choice series, we tackle â€Å"cord† and â€Å"chord,† which are confusingly similar even before you get into their tangled etymologies (which, for the sake of simplicity, we’ll ignore). Cord (A String or Rope) The noun â€Å"cord† can mean a number of things, but the most common uses are to mean â€Å"a length of rope† or â€Å"an electrical cable.† Specifically, the term â€Å"cord† is used when describing flexible material thicker than a string but thinner than a rope, or the insulated wire connecting an electrical device to power source: After wrestling Jeremy to the ground, Matilda hogtied him with a length of cord. It was an hour before Boris realized his computer was missing its power cord. Another common context in which the word â€Å"cord† appears is medicine, where it applies to certain anatomical structures (e.g., â€Å"umbilical cord,† â€Å"vocal cords†). There are a few additional definitions too, such as a measurement for cut wood or the raised ribs on corduroy pants; these latter meanings are quite specialized though, so you probably don’t need to memorize them. Chord (A Pleasing Musical Arrangement) The word â€Å"chord† is a noun describing â€Å"three or more musical tones being played simultaneously.† On guitar, for example, the chord C is composed of the notes C, E and G. As such, â€Å"chord† is usually found in musical contexts: As soon as I heard the opening chords of â€Å"Born to Run,† I was an instant Springsteen fan. Sometimes â€Å"chord† is also used metaphorically, such as when we say something â€Å"struck a chord† with someone, which means to have made an emotional impact or evoke a reaction: Harriet didn’t care for politics, but the senators speech said had struck a chord with the whole crowd. Cord or Chord? Once you know what these words mean, it’s fairly easy to know which to use in any given situation. Simply ask yourself the following question: Are you describing a length of flexible material or an electrical wire? Or an anatomical structure? If so, use â€Å"cord.† Are you describing something musical? Or using the idiom â€Å"strike a chord†? If so, the term you’ll want is â€Å"chord.† Keep these guidelines in mind to avoid mixing them up in your written work. And to make doubly sure your papers are free from this kind of mistake, you can’t beat the expert eyes of a professional proofreader.

Word Choice Cord vs. Chord - Proofeds Writing Tips Blog

Word Choice Cord vs. Chord Word Choice: Cord vs. Chord Homonyms are words that sound identical but differ in meaning. As you might have already found, these tricky terms can be problematic. Fear not, though! Proofed is here to guide you through your vocabulary-based crises. Today in our ongoing Word Choice series, we tackle â€Å"cord† and â€Å"chord,† which are confusingly similar even before you get into their tangled etymologies (which, for the sake of simplicity, we’ll ignore). Cord (A String or Rope) The noun â€Å"cord† can mean a number of things, but the most common uses are to mean â€Å"a length of rope† or â€Å"an electrical cable.† Specifically, the term â€Å"cord† is used when describing flexible material thicker than a string but thinner than a rope, or the insulated wire connecting an electrical device to power source: After wrestling Jeremy to the ground, Matilda hogtied him with a length of cord. It was an hour before Boris realized his computer was missing its power cord. Another common context in which the word â€Å"cord† appears is medicine, where it applies to certain anatomical structures (e.g., â€Å"umbilical cord,† â€Å"vocal cords†). There are a few additional definitions too, such as a measurement for cut wood or the raised ribs on corduroy pants; these latter meanings are quite specialized though, so you probably don’t need to memorize them. Chord (A Pleasing Musical Arrangement) The word â€Å"chord† is a noun describing â€Å"three or more musical tones being played simultaneously.† On guitar, for example, the chord C is composed of the notes C, E and G. As such, â€Å"chord† is usually found in musical contexts: As soon as I heard the opening chords of â€Å"Born to Run,† I was an instant Springsteen fan. Sometimes â€Å"chord† is also used metaphorically, such as when we say something â€Å"struck a chord† with someone, which means to have made an emotional impact or evoke a reaction: Harriet didn’t care for politics, but the senators speech said had struck a chord with the whole crowd. Cord or Chord? Once you know what these words mean, it’s fairly easy to know which to use in any given situation. Simply ask yourself the following question: Are you describing a length of flexible material or an electrical wire? Or an anatomical structure? If so, use â€Å"cord.† Are you describing something musical? Or using the idiom â€Å"strike a chord†? If so, the term you’ll want is â€Å"chord.† Keep these guidelines in mind to avoid mixing them up in your written work. And to make doubly sure your papers are free from this kind of mistake, you can’t beat the expert eyes of a professional proofreader.

Law of Defamation Essay Example | Topics and Well Written Essays - 1000 words

Law of Defamation - Essay Example The reporter told the court that he had not kept the notes. However, since action for defamation has to be initiated within one year of publication of the report, it may not be impossible to keep notes. But it has practical difficulties. The Act does not go in big way in the preservation of the freedom of the speech and press when it comes to the cases dealing with public figures. In fact it is the public servants that should be vigorously chased and made accountable to their deeds. Media, as it exists, is a spontaneous activity. Every word that the media reports cannot be authenticated with supporting documents. Media often relies on hearsay information. This information may be reliable. But reliability in certain cases may not possible to prove. Now, what is said in the media impromptu may not be available in the court for the purpose of evidence. This would make the press and broadcast media excessively cautious which will take away the vigor of news reporting in Britain, while el sewhere the news reporting can go on freely without fearing the legal cudgel. It is unfortunate that the British Parliament has doggedly resisted plans to shift the burden of proof on the issue of truth in the defamation cases. However this did not get much support. The guarded response of the Members of the Parliament to changes in law might have sprung from the fears they have of the British Press running riot like the American journalists.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The peripheral changes that the Defamation act underwent is also due to the economic conditions.... The rapid progress in technology increased the possibility of sending news and view across the globe. The British broadcasting industry is a predominantly a state affair in spite of the much trumpeted independence and autonomy. The defamatory Act if pursued vigorously might ultimately affect even the functioning of BBC. Elsewhere in the world the media can go to big extent in grilling the public servants, celebrities and captains of industry. But in Britain Defamation act is the shield to protect them. But in the globalized scenario if the BBC is going to function as a guarded organization it is going to lose its competitive advantage in the globalized world. So the modification of the defamation act is also a must for the survival of the British Media. So in the print and broadcast media changes were imperative to survive in the globalized world. The Defamation Act of 1996 came out, after much fan fare about the drastic changes that it would bring about in the legal system, the changes were merely peripheral and disappointed those who expected an overhauling of the Act. The marginal provisions in the defamatory act have made many disappointed and consider the reform-exercise as a lost opportunity. There are defenses that address the problems created by the new technologies and fast growing scope of news reporting as an international matter. The other types of provisions are meant to reduce the expenditure in fighting less serious cases of libel and to reduce the immunity enjoyed by the people in power. The Defamation Act of 1996 falls short in addressing the problems created by the globalized context. Especially the provision called "Justification" puts the entire burden of proof on the defendant. In fact, as

An Exploration of womens role in the construction industry Essay

An Exploration of womens role in the construction industry - Essay Example typically one of the most male dominated areas of the labour market, with women working in the industry making up only 10 percent of the UK construction workforce; in the general population, this workforce amounts to about 45 percent. The importance of the female worker will be noted, as ideas aimed at bringing women into construction work are examined. There is more awareness in the general population that women are an asset to professions such as architecture, and the construction organisation needs to address how to recruit women into the industry, and retain them within the workforce for as long as possible. An examination of how women are recruited and retained throughout the labour market, and comparison with the construction industry, may provide some answers. The construction industry is one of the most important industry sectors in terms of economic growth and employment. This sector is also crucial in producing goods and investment opportunities, with around 58 percent of the EU’s production depending directly or indirectly, upon the construction industry. However, the sector’s performance in the spheres of research and innovation is poor, with less than one percent of its turnover being returned for use in research and development funding. Some research considering the position of women within science and engineering has been done, but very little is known about the role of women within construction research, and the factors which hinder the equal participation of men and women within the industry. There appears to be a lack of awareness, or acknowledgement within the profession of issues that specifically relate to women within the workforce, and towards female architects in particular. Women’s accomplishments in the architectural field are not well-known, and are also not well publicized through university programmes, awards, or other promotional materials and events. Women entering the architectural practice after completing their degree

Great Gatsby Essay Example for Free

Great Gatsby Essay Great Gatsby by Scott Fitzgerald is one of the best American novels owing to its thematic strength. It reflects â€Å"The Jazz Age of 1920s and the writer artistically examine the theme of aspiration in America during this era. Fitzgerald wrote this novel as a satire on this so called glamorous period. This novel is about Gatsby, newly rich person, who is obsessed with desire of reuniting with a lady, Daisy, whom he loses in past just because of status difference. The main theme of this novel is while many desire the American Dream of easy, quick money and measuring success and happiness only with material wealth; eventually they realize this perfect dream is certainly unachievable. This dream leads Gatsby from Poverty to wealth and he finally gets Daisys love. But the end of the novel exposes the ugly side of this American Dream. There are many social themes in the story including Dream, vision, honesty, time, wealth, superficiality and shallowness, societal expectation, disloyalty, immorality and selfishness. The surface study shows that its about love relation between Gatsby and Daisy. But the story has much broader theme rather than big romantic scope. The most dominating theme of the story is that of American Dream or rather Perverted American Dream†. It is very symbolic story of Roaring Age of 1920s America, particularly the story of shattering of American Dream in that era of economic prosperity and material abundance. It exposes how the American people adulterated American Dream by indulging in immoral and unethical pursuits of wealth. The energy to be burnt in noble purpose gets started to be burnt in show off and individual pleasure, fame and success. All other themes of the novel strengthens this theme through out the story. The people become selfish, indulge themselves in vulgar means of wealth, disloyalty is at its peak and the most important of all; they forget the American dream was originally about discovery, individualism, and the pursuit of happiness. Theme of wealth supports the main theme in the strongest way. It is desire of possessing enormous wealth which blinds one from real objective. It is wealth which betrays the characters of the story from their noble goal and leads them to wrong way. That is how noble American dream is corrupted. Insight and vision of the characters are blurred due to obsession of wealth. The characters are too blind to know their own self or others’. The writer is successful in connecting this blindness of characters with main theme of Disintegration of American Dream. The story also describes the theme of Time†. The novel depicts both pre-war and post-war scenario in a way that we clearly come to know the differences which occur during that period. The mind of characters becomes so materialistic in the wake of World War1 that they are highly scorned by old aristocratic class who once had a high and unrivaled prestige. Its this change of time which results in shattering of Noble American Dream. Gatsby gets back her beloved, Daisy, winning her heart by showing off his wealth. A simpler, better, nobler time, perhaps, a time when people believed in the importance of the family and the church turns into materialistic time in which everything is measured through wealth. Theres no denying the fact that the fall of American dream is the super theme of the story and rest of the themes support it fully. The story shows how reality turns into illusion and how dream is shattered. It shows the impossibility of American dream in an era of immorality where there is no place for religion and ethics but for wealth, the prime interest. Reference: Fitzgerald, F. Scott. The great Gatsby Scribner Paperback Fiction. New York. 1995

Use of Logic in Monty Python and the holy grail :: essays research papers

Monty Python and the Holy Grail   Ã‚  Ã‚  Ã‚  Ã‚  Logic affects our lives everyday. We use it both subconsciously and consciously to make decisions which can be as important as our careers, or as insignificant as what to eat for lunch. Logic can also be used in other ways. Ironically, others’ bad logic can result in us learning something just as much as we learn from our own bad decisions. This is shown in Monty Python’s Quest for the Holy Grail.   Ã‚  Ã‚  Ã‚  Ã‚  One example of this ironic use of logic is with the trial of the witch. In this trial, Monty Python uses deductive reasoning to conclude that the woman is a witch. By this, he is demonstrating how deductive reasoning is not always right. Just because wood burns like a witch and floats like a duck does not mean she is a witch. The conclusion that â€Å"if she weighs as much as a duck, she is a witch†, therefore, is entirely false. Her weight, at no moment, is a subject of the argument. It is just thrown into the argument, along with the duck and the wood, to make a connection between her and the duck. From this we learn that an argument cannot be won by randomly connecting points until you have proven yours.   Ã‚  Ã‚  Ã‚  Ã‚  Another display of this ironic logic is with the Knights who say â€Å"Ni†. They are an example of a Red Herring Argument. They attempt to distract Arthur and his men from their original task with meaningless quests and tasks. Monty Python places the task of â€Å"cutting down the greatest tree with a herring† to ironically relate to this type of logic. It could have been anything else, but the herring was used to relate to this type. From this, we learn that there will often be many things in life to sidetrack us.   Ã‚  Ã‚  Ã‚  Ã‚  The greatest display of ironic logic in the movie was the rabbit outside the Cave of Caerbannog. This is an excellent example of deductive logic. Arthur and his knights assume that, since all the little white rabbits they have seen were harmless, that the one guarding the cave would also be harmless.

Changing Learning Styles in the Light of New Educational Technology Essay

Over the last twenty years technology is guiding our lifestyle, i. e. how we should live, how should we communicate and also how one shall learn. Discoll (2000) defines learning as â€Å"a persisting change in human performance or performance potential which must come about as a result of the learner’s experience and interaction with the world. † In other words learning is defined as lasting changed state (emotional, mental physiological- skills) brought about as a result of experiences and interactions with the content or people. This definition holds the notion that gaining knowledge is an objective of learning (or a style) that is attainable if not already innate through either reasoning or experiences. It is known that learners create knowledge as they make attempts to understand their experience, as they are not empty vessels to be filled in with knowledge Instead learners are actively attempting to create meaning, they often select and pursue their own learning styles. Although it is believed that real life learning is messy and complex, but methods which emulate the fuzziness of this kind of learning is more effective for lifelong learning. Earlier the life of knowledge is measured in decades but today as knowledge is growing exponentially, and there we may have such fields where the life of knowledge is measured in months and weeks. Today what is known may become obsolete after few weeks. According to (ASTD) American Society of Training & Documentation the amount of knowledge in the world has doubled in the past 10 years and is doubling every 10 months as a result this is responsible for the shrinking half life of knowledge. It is believed that because of these trends in the development of knowledge formal education remains no more the ultimate source of learning, rather learners are switching on to a variety of sources like personal networks, communities of practice and personal experiences. As we can no longer personally experience and acquire learning that we need to act in this digital age making connections has become necessary to keep moving the learning theories. We may derive our learning, competence and expertise by forming connections with the experiences of others, as experience has long been considered the best teacher of knowledge, so here the quote â€Å"I store my knowledge in my friends mind† becomes an axiom for collecting knowledge by collecting people of varied experiences. Chaos is the new reality for the learners to attain knowledge, as with Chaos learners foster their understanding by deriving out the meaning of their task which has hidden patterns and their chaos unveil that meaning. Chaos as a science connects specialized communities and further it connects everything to anything. It recognises the adjacent patterns for new knowledge which is a key to learning. Since technology is getting advanced day by day thereby altering one brain, it further defines and shapes our thinking. In today knowledge economy it is necessary to form connection between the sources of information in order to develop useful informational patterns or a network, it can be computer or social networking which works on the simple principle that people groups systems nodes, entities all can be connected to create an integrated whole. This way sharing and exchanging of ideas may greatly lead to the notion of serendipity, innovation and creativity. In their new learning styles if students are connected to their teachers, their peers, and with other social groups through various networks. It may be possible that they come up with new ideologies and experiences which will result in the enhancement of their learning, researches in the past have indicated that cognitive (interactive and experimental) learning is the result of â€Å"Mental Construction† in a collaborative learning environment. It is believed that 1. Learning and knowledge rests in diversity of opinions. 2. Learning is a process of connecting specialized nodes (experts) or information sources. 3. Capacity to know more is more critical than what is currently known. 4. Nurturing and maintaining connective bonds is needed to facilitate continual learning. 5. An ability to seek connections between fields, ideas and concepts is a skilful learning. 6. Updated knowledge is the index of all learning activities. Learners change as the knowledge keeps on changing from time to time, learning styles acknowledges the tectonic shifts in society where learning is no longer an internal individualistic activity and learners no more permissive sponges. It requires us to rethink and redesign our learning styles for the digital age. This paper is an attempt to provide an insight into new form of learning style and tasks needed for learners to compete and flourish in this age. Connections based on small efforts of many with the large efforts of few, where flow of knowledge starts when the individual enters into his social network, add something from the global nodes comes back to him. Radio and television, print media are just a one way preposition, they push their contents to us, but the web is a two way push and pull. It connects the learners directly to the sources it can be live as on line and offline too. Web has the ability of two ways reciprocity, another important aspect of learning through web is that it is the medium that honours the notion of multiple intelligences as experts from all over the world are at an ease to contribute their knowledge at a single platform. Web has become a great tool for writers as they provide the learners learning with entertainment, it has multiple forms of intelligence abstract, textual, visual, musical social and kinaesthetic. Learning through web has a chance to construct a medium that enables all young people to become engaged in their ideal way of learning. The Web affords the match we need between a medium and how a particular person learns. One of the goal of Learner is to have course curricular to be offered in multiple formats – teach Led, CD- Rom, DVD, Video and internet , Mobile Phones, Spoken and written Information, Conferencing, Virtual Classrooms etc. The right technology used appropriately can greatly enhance the learning experience. The key to choosing the right technology to support learning is to match the technology to the learner and the learning context. E-learning has a two way benefit for learners, one to have professional lessons from the experts and to have the lessons available at anytime as online subject matter of different courses is being delivered over the internet, and is available for all learners. The most common function used in online learning style is electronic mail that allows students and teachers to send and receive messages along with attached files. In addition web conferencing capabilities let participants conduct multi-person discussions, either in real time (chats) online or off time, combination of technology with personal contact and support is optimal for pedagogy. If the faculty members of distant learning integrate technology into their teaching it will be of great help in mentoring and giving time to time support to the learners.

F1 Strategic Capabilities

LSMF 2015 – Management Strategique de la Technologie et de l’Innovation Seance # 4 — 1 LSMF 2015 Plan de la seance F1 – What it’s all about Strategic Capabilities Case Study Application: – – – What do you need in order to succeed in F1? Sustainable Competitive Advantage Why where they unable to keep their advantages? Conclusion et Discussion 2 LSMF 2015 1 F1 – What it’s all about History: 4 key moments 1945: FIA established Formula A as the premier level of motorsport 1950: A driver’s World Championship was introduced 1958: A constructor’s World Championship was introduced 1960: From a  « car test  » concept to a  « specialized business  » History: Big Names Juan Manuel Fangio (Champion in 1951-1954-1955-1956-1957) Nicky Lauda (Champion in 1975-1977-1984) Alain Prost (Champion in 1985-1986-1989-1993) Ayrton Senna (Champion in 1988-1990-1991) Michael Schumacher (Champion in 1994-1995-2000-2001-2002-2003-2004) 3 Next big champion? LSMF 2015 F1 – What it’s all about History: Last 10 world champions 2000 – 2004: Michael Schumacher (Ferrari) 2005 – 2006: Fernando Alonso (Renault) 2007: Kimi Raikonen (Ferrari) 2008: Lewis Hamilton (McLaren/Mercedes) 2009: Jenson Button (Brawn/Mercedes) History: Belgian in Formula 1 22 belgian drivers were at least once at the start of a F1 Grand Prix Thierry Boutsen: 1983-1993 (wins 3 races) Jacky Ickx: 1967-1979 (wins 8 races) Next? Jerome d’Ambrosio – Reserve Driver for Renault F1 in 2010 Bertrand Baguette – IndyCar Series for 2010 LSMF 2015 2 F1 – What it’s all about †¢ F1 season from March to November †¢ 24 drivers in 12 teams will run 19 races †¢ 2 Championships (Driver and Constructor) †¢ New rules every year (e. g. Points Awarded System in 2010) †¢ Sources of Revenue: Sponsorship and Prize money †¢ FOA (Formule One Administration) role consists in dividing up the royalties from medi a coverage and other revenues †¢ Motorsport Valley in Oxford, UK. 5 LSMF 2015 F1 – What it’s all about 6 LSMF 2015 3 F1 – Application What do you need in order to succeed in F1? In terms of resources and competences†¦ 7 LSMF 2015 F1 – Application Why do you think your team was successful during this period? 1. 2. 3. 4. Ferrari in the 1970’s McLaren and Honda in the 1980’s Williams in the 1990’s Ferrari between 1999 and 2003 LSMF 2015 8 4 F1 – Application Which of these resources and competences can be considered as a source of sustainable competitive advantage? 9 LSMF 2015 Capabilities for Sustainable Competitive Advantage We usually use 4 factors to identify which capabilities might provide a competitive advantage: 1. 2. 3. Value Rarity Create values for the customers Are rare Inimitable Through complexity, culture and history, and causal ambiguity (= difficulty to discern the causes and the effects underpinning an organisation advantage) Non-substituability cfr. Substitutes in the 5 forces analysis 4. 10 LSMF 2015 5 F1 – Application The answer is†¦ None ! 11 LSMF 2015 F1 – Application Why were they unable to sustain this success? What could they have done? 12 LSMF 2015 6

Analysis Of Gangs Essays - Crime, Criminology, Urban Decay, Gangs

Analysis Of Gangs Essays - Crime, Criminology, Urban Decay, Gangs Analysis of Gangs Gangs are a violent reality that people have to deal with in today's cities. What has made these groups come about? Why do kids feel that being in a gang is both an acceptable and prestigious way to live? The long range answer to these questions can only be speculated upon, but in the short term the answers are much easier to find. On the surface, gangs are a direct result of human beings' personal wants and peer pressure. To determine how to effectively end gang violence we must find the way that these morals are given to the individual. Unfortunately, these can only be hypothesized. However, by looking at the way humans are influenced in society, I believe there is good evidence to point the blame at several institutions. These include the forces of the media, the government, theatre, drugs and our economic system. On the surface, gangs are caused by peer pressure and greed. Many teens in gangs will pressure peers into becoming part of a gang by making it all sound glamorous. Money is also an crucial factor. A kid (a 6-10 year old, who is not yet a member) is shown that s/he could make $200 to $400 for small part time gang jobs. Although these are important factors they are not strong enough to make kids do things that are strongly against their morals. One of the ways that kids morals are bent so that gang violence becomes more acceptable is the influence of television and movies. The average child spends more time at a TV than she/he spends in a classroom. Since nobody can completely turn off their minds, kids must be learning something while watching the TV. Very few hours of television watched by children are educational, so other ideas are being absorbed during this period of time. Many shows on television today are extremely violent and are often shown this from a gang's perspective. A normal adult can see that this is showing how foully that gangs are living. However, to a child this portrays a violent gang exiezce as acceptable. 'The Ends Justifies the Means' mentality is also taught through many shows where the "goody guy" captures the "bad guy" through violence and is then being commended. A young child sees this a perfectly acceptable because he knows that the "bad guy" was wrong but has no idea of what acceptable apprehension techniques are. Gore in television also takes a big part in influencing young minds. Children see gory scenes and are fascinated by these things that they have not seen before. Older viewers see gore and are not concerned with the blood but rather with the pain the victim must feel. A younger mind doesn't make this connection. Thus a gore fascination is formed, and has been seen in several of my peers. Unfortunately kids raised with this sort of television end up growing up with a stronger propensity to becoming a violent gang member or 'violent- acceptant' person. "Gangs bring the delinquent norms of society into intimate contact with the individual."1, (Marshall B Clinard, 1963). So, as you can see if TV leads a child to believe that violence is the norm this will manifest itself in the actions of the child quite, often in a gang situation. This is especially the case when parents don't spend a lot of time with their kids at the TV explaining what is right and what is wrong. Quite often newer books and some types of music will enforce this type of thought and ideas. Once this mentality is installed in youngsters they become increasingly prone to being easily pushed into a gang situation by any problem at home or elsewhere. For inezce, in poor families with many children or upper-middle class families where parents are always working, the children will often feel deprived of love. Parents can often feel that putting food on the table is enough love. Children of these families may often go to the gang firstly out of boredom and to belong somewhere. As time goes on, a form of love or kinship develops between the gang members and the child. It is then that the bond

How to Get Into Film School, by a USC Alum

How to Get Into Film School, by a USC Alum SAT / ACT Prep Online Guides and Tips If you're interested in going into the entertainment industry in any capacity, be it directing, writing, producing, animation, editing, or otherwise, youshould consider attending film school.I wrote this article to share my knowledge as a USC film school alum and to help you get accepted to film school as well! My Film Background and Experience I graduated from the film school that wasvoted the #1 US film school for the sixth year in a row by The Hollywood Reporter:University of Southern California’s School of Cinematic Arts.My major was Film Television Production (a program with a 3% admission rate). In addition to being accepted into a top US film school, I received a full-tuition merit scholarship to USC. During my senior year, I was asked to serve as the student representative in scholarship interviews for the film school, so I have experience reading and analyzing applications with other representatives of USC's School of Cinematic Arts.I was able to identify the qualities of a good and bad application and will share those with you below. What Do You Need to Apply to Film School? Each film school has its own application process. To find the application requirements for the film school you're applying to, simply search for "[College Name] film program application requirements" on Google.Here's an example: The conservatory style schools (e.g., AFI) only require one application, while film schools based at four-year universities (e.g., USC and NYU) typically require two applications: the application to the overall university (usually the Common Application) and the supplementary application to the film school. I won’t get into the nitty-gritty of how to write the best general application (for more on that, check out our guide tobuilding aversatile college application).This application is still important, though, because you won't be admitted to a college's film program if your test scores, transcript, letters of recommendation, and other materials are not impressive enough. Instead, I'll be talking about the supplementary application specifically (the only application for conservatory schools),and I'll be using USC’s as my example as I’m sure many of you who are reading this will be applying there. Even if you aren’t applying to USC, its application is pretty much the standard film school application. For USC’s film application, you'll need the following materials: Cinematic Arts Personal Statement Writing Sample (A or B or C) Visual Sample (Video or Photo Option) Creative Portfolio List Letters of Recommendation (3)* *These can be the same ones submitted for the Common Application and are no different from letters of recommendation for any college application. I'll go into detail for each of the components below (excluding the letters of recommendation since these are just your typical letters). #1: Cinematic Arts Personal Statement One part of the USC film school application is the personal statement. Here is how USC describes this component (all bold emphasis mine): The personal statement will be read by the Film Television Production Admission Committee as a measure of creativity, self-awareness and vision. We are looking for a sense of you as a unique individual and how your distinctive experiences, characteristics, background, values and/or views of the world have shaped who you are and what you want to say as a creative filmmaker. We want to know about the kind of stories you want to tell. Bear in mind that enthusiasm for watching films, descriptions of your favorite films and the involvement in the filmmaking process is common in most candidates. As a result, we encourage that you focus on your individuality. Note that there is no standard format or correct answer. (1,000 words or less) What should you write? In layman’s terms, your personal statement should be an essay of no more than 1,000 words that captures your individuality and your passion for film.I think USC gives very helpful hints to what makes a great (or terrible) personal statement. All film school applicants enjoy watching movies and have their favorites (if you didn't, why would you want to go to film school?), so you don’t want your personal statement to be all about that (otherwise, you'll seem unoriginal). Think about it: what distinguishes you from all those other candidates? Your individuality, who you are.What USC wants to see in your personal statement isthat you're an interesting, talented person they should add to their class. USC film school doesn't want average; it wants an engaging storyteller with unique tales to share. Does USC want you to tell them what a great storyteller you are?No.USC, as well as other film schools, want you to showthem what a great storyteller you are. To do this, you must tella story. Let me demonstrate.Here is the introduction to my personal statement from my actual USC film application: Cheerleader. A word that makes me want to hurl and is too often used to describe yours truly. I guess a bubbly, outgoing personality and attractive physique means you are a cheerleader. I sit excitedly waiting to hear my name. It’s 2006. I’m 14, and I’ve made it all the way to the Florida State Science Fair for my experiment on determining whether bacteria or fungi is more effective in cleaning up oil spills (BP could have used my help). I finally hear my name called and eagerly rush up to meet one of the judges to discuss my project. I spot him and am about to introduce myself. Before I can get a word out, he stops me, saying, "Let me guess, you’re a cheerleader." Let me clear the air now I am not now nor have I ever been a cheerleader. Firstly, I lack the acrobatic prowess required for such a role. Secondly, I hate the label. I correct the judge, to his embarrassment. We continue on to have an intelligent discussion about bioremediation, and I end up pla cing third in the state and winning an award from NASA. I'm a huge fan of complex characters. It's too easy to jump to conclusions. "A vivacious personality, a flair for style, a good-looking appearance, she clearly has no intelligence to speak of." I want to tell stories with surprises and characters that break the rules like Martin and John Michael McDonagh. In this introduction, I've told you a story about me from my past that reveals who I am, and I analyze it to show you what kind of storyteller I want to be.I know this is no easy task, but I'll try to help you brainstorm your personal statement story. Is there a moment in your life you're particularly proud (or even ashamed) of? For example, did you help someone? Win an award? Overcome a challenge? Make a big mistake? These are all great types of stories that illustrate your character and your potential to tell a story. If you're starting to put pen to paper, here are two topics to avoid: Sports victories and/or challenges:Unless you have a very rare event to discuss, don’t do it (e.g., you tore your ACL while scoring the winning goal in the state championship). Think about how many students across the country play a sport at their high schools. These are the most common stories admissions officers read, and they hate them. (This is an example of a topic that would make you seemunoriginal.) Religious experiences (such as camp stories, mission trips, etc.):Again, there might be an exception to this, but if you're talking about a religious awakening, it's an experience many people have had. Also, it might make the admissions officer feel uncomfortable. Admissions officers want to see what is special about you,so don’t tell a story that will group you in with most other applicants.Simple experiences/stories are often best. I wrote another personal statement (for my other applications) about giving money to a homeless man. After I walked away, the homeless man followed me down the street. I tried to get away from him, thinking he was trying to harass me. Finally, he caught up with me and asked for my name. I hesitated but told him it. He then shouted, "God bless, Lauren!" He had followed me to thank me and shake my hand. I was horribly ashamed that I’d thought the worst of him. Do not think that your story needs to be about saving the world. #2: Writing Sample for Film School The writing sample provides you with another opportunity to reveal what kind of storyteller you’d like to be. According to USC, your writing sample can be one of three options: A dialogue scene between two people. Provide a one-paragraph introduction describing the two characters in screenplay format. (no more than three pages) A description of a four-minute film that contains no dialogue. It can be fiction or non-fiction. The story has to be communicated visually. (no more than two pages) Describe a concept for a feature-length movie, fiction or documentary, which you would like to develop. (no more than two pages) I recommend option 2 or 3. You can attempt option 1 if you want, but I think it's the most difficult of the three to write well. I chose option 3, which I believe is the easiest option.Only submit option 2 if you feel very confident about your dialogue (i.e., that it sounds realistic and not cheesy) and scene structure (i.e., that it has a clear beginning, middle, and end). Regardless of the option you choose, you need to show a side of yourself that is different from what you show in your personal statement.For example, if your personal statement discusses how you watchedJurassic Park in the hospital with your grandmother and how passionate you are about Spielberg, it's best not to write a dialogue scene between a boy and his new alien friend (for the youngins who might not get this reference, in Spielberg’s E.T. a boy befriends an alien). In other words, you need to prove that you don't just want to become a Spielberg copy. The key here is to exhibit diversity and openness in your application(particularly in your personal statement, writing sample, and video sample). USC doesn’t want fully formed artists who will only make documentaries about one topic and who refuse to tell any other stories; rather, USC wants students who will learn from others and can be shaped into effective storytellers. In my personal statement, I discussed wanting to become a filmmaker like Martin and John Michael McDonagh (Martin is probably the better known of the two for his movies In Bruges, starring Colin Farrell, andSeven Psychopaths,alsofeaturing Farrell). Then, for my writing sample, I wrote a concept for a feature-length film set in WWII and centering on a husband and wife.This feature idea isn't just a regurgitation of my love of the McDonaghs- instead, it shows a completely different side ofme. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. #3: Visual Sample for Film School Next up is the visual sample. Here are the requirements for this application component at USC: Please submit one of the two visual samples. It is essential that you specify what role(s) you have played in your visual sample. Video Option: Create a brief narrative video in which you had a major creative role. The video can be either live-action or animation, fiction or documentary, but it should reflect your aesthetic tastes and intellectual and emotional interests. (No longer than five minutes.) Please submit only ONE video. Multiple submissions WILL NOT be reviewed. Photo Option: Prepare a series of eight photographs you have taken which, when viewed in a specific sequence, portray a unique and original character or which tell a simple narrative story. Also, include a one-page narrative about the character being portrayed in the photos. The images may either be black-and-white or in color. Please upload the photos in order of sequence (1-8). Please upload the required one page narrative into the online application. Basically,you're required to submit one visual sample, which can be either a video or series of photographs. Here's my strong recommendation:do not choose the photo option (unless you're applying for a photography degree program). I repeat: do not do the photo option.I have never met a person accepted to film school that chose this option. By contrast, I have met people who applied with the photo option and did not get in. So don’t do it! While I don't know why the photo option doesn't seem to work well for admission, I have a couple of theories. You're applying to film school to be a storyteller. In your application, film schools want to see the types of stories you want to tell. From just eight photographs, though, it's difficult to tell a complete story (and one that fits into a film genre like comedy). Simply put, telling a narrative or portraying a unique character is extremely difficult to do through photos. By opting for the photo option, you essentially disadvantage yourself since other applicants can tell a full story (and really reveal their storytelling skills) in a five-minute video. If you care at all about getting into film school, you'll take the time to throw avideo together. As with the writing sample, the video sample should capture a differentside of you or genre of storytelling that interests you.USC also lets you submit a video you had a major role in (e.g., you wrote, directed, edited, or produced it). Note that I'd only submit something you didn't write or direct if you have no interest in being a writer or director (and mention in your personal statement that you want to be an editor/DP/production designer/etc.). USC wants to see your storytelling style, and if you didn't have a major role in the work (as a writer or director), it might be hard to see your influence on the final product.I didn't have a video to submit for film school, so I wrote and directed something. My friends acted in it, and a friend with a camera filmed and edited it. It doesn’t look like a feature film, but it tells a cute, unique story.Here it is for your viewing pleasure: Star-Crossed Trekkies Password: SCA20 Objectively, it's amateurish, but I managed to tell a sweet story that demonstrated my interest in comedy.While I wrote about the McDonagh brothers in my personal statement and composed a WWII period piece for my writing sample, my video sample- a comedy about trekkies trying online dating- was completely different. The bottom line? Show an interest in multiple aspects of storytelling in your application! #4: Creative Portfolio List for Film School The final piece of your application to film school is the creative portfolio list. Below ishow USC describes this application component: The portfolio list is a written record of the applicant's creative materials. It should include a concise description of each project, the month and year the project was completed, the applicant's creative role and the purpose of the project. The material, which does not need to be film- or television-related, should give an idea of the range and depth of the applicant's creative ability. Formal recognition- such as awards, publications, jobs and exhibitions- should be noted. The name of the institution or publication should be included when listing creative materials prepared for a class or publication. Basically, you're creatingan artistic resume.USC offers examples of what kinds of projects an applicant might include in her list as well as how it should be formatted: July 2008, A Day in the Life, digital video, 12 minutes. Position: writer/director. A documentary on a homeless Iraq vet who has lived on the streets since his return from the military. Created for senior-year multimedia term project, San Raphael High School, Miami, Florida. March 2008, Doorways, a series of 5 black-and-white photographs. Position: photographer. "Second Prize Winner" in the Des Moines Sunday Journal photo contest. February 2007, Cellomorphosis, short story. Position: writer. A variation on the novella by Franz Kafka; published in Writing, vol. IV, 2007, at Amherst College, Amherst, Massachusetts. Do not worry too much about your portfolio.You don't need to have won awards to get into film school. I had won zero awards for my artwork. Your portfolio just needs to show that you have an interest in art.This could include acting, art projects (for fun or for school), and music you’ve written or performed (e.g., at a school talent show). Really, anything artistic can and should be included. Just make sure you don't include any profane or inappropriate artwork.I know this should go without saying, but in one of the applications I read at USC, thestudent had mentioned something inappropriate on hisportfolio list. So I want to make sure you don’t do this, too! Hishigh school art teacher had put an end to the project, but he'd still decided to mention it in his application. If your teacher does or did not approve of a project, it is very likely an admissions committee won’t either! Completing Your Film School Application Now that we've covered what materials you need to apply to film school, I want to give you a few pointers on completing your application. Make sure you know the application deadlines for the film schools you're applying to so you can submit your application well before it's due. If you're unsure of a school's deadline, you can either search for "[College Name] film school application deadline" on Google or check the school's application page on the college's official website.Most schools' deadlines are December 1. It's a good idea to create a timeline so you can ensure you finish your application on time. After all, your best creative work will probably take more than a week! I suggest spending the summer between your junior and senior years of high school working on your application. If you don't have a video to submit, plan on writing, filming, and editing a video over the summer so that you have it done and won't have to worry about it while you're focused on school work. Also, prepare your personal statement and written sample over the summer so you can dedicate enough time to each. You'll likely work through several drafts and need people you trust (such as teachers or your parents) to look them over for you. Working on both during the summer lets you take your time and prevents you from rushing through the process. The only part of your film school application you should not complete during the summer is the portfolio list. You can write a draft, but don't forget to add all your artistic involvements in the fall of your senior year to your portfolio later on. Final Points to Remember When Applying to Film School If you're applying to film school, you'll need to understand just how you can produce an excellent application to increase your chances of admission. Here are the essential points to remember when applying tofilm school: Show diversity/multiple interests in your application.For example, you could talk about how you're interested in comedies, period pieces, and sci-fi. Emphasize your individuality and prove that you're a unique candidate.Avoid writing about something in your personal statement that most other applicants have experienced, too, such as getting injured in a sport. Simple stories are often the best ones! Do not do the photo option for the visual sample. Always do the video option; hardly any applicants get accepted to film school with the photo option. Do not write about anything inappropriate on your application.If a project you did got canceled or was not approved by a teacher, chances are it's not appropriate to put on your application! What’s Next? Studying for the SAT? Check out our complete guide to the SAT.And if you're taking the SAT in the next month, be sure to readour guide to cramming for the test. Not sure where you want to go to college? Get tips inour guide to finding your target school. We also teach you how to find your target SAT score or target ACT score. Thinking about getting a job while in high school? Check out our guide to the eight best jobs for teensand learn how to find yours! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Fedex Research Paper Example | Topics and Well Written Essays - 750 words

Fedex - Research Paper Example New Customer Center offers first-time visitors to set an account and get a FedEx welcome kit (FedEx.com). However, this official web-site of the company does not provide a visitor with an opportunity to learn about corporate history and culture. This shows that the organization’s major goal is to really acquire new clients and provide current ones with an easy-to-use and quick online ordering service. Another aspect of the mission statement consists in striving to â€Å"develop mutually rewarding relationships with its employees, partners and suppliers† (Missionstatements.com). This aim is also reflected in the philosophy of the company, which they call PSP. PSP stands for People-Service-Profit. FedEx believes that if they take care of their employees, the employees will be providing excellent service to customers and be fully devoted to their company in return. The customers, in their turn, will be providing the company with profitability (FedEx-careers.com). So, the company treats people as their greatest asset that will deliver customer satisfaction, which is the key to organization’s success, development and profitability. The company’s founder, Frederick W. Smith, believes that corporate philosophy is one of the most important factors that have led FedEx to success. The philosophy, according to Smith, is the key to getting the commitment of employees. Profit sharing, promotions, and complaint procedures are tools FedEx uses for making their employees happy and, consequently, highly productive. The management system, Smith says, is based on constant quality improvement and tendency to absolute perfection (â€Å"Frederick W. Smith Interview†). Like all the decent corporate cultures, that of FedEx also has a corporate myth. It is a story about a delivery person who, having a wrong key to a drop box, unbolted and took that box to the office in order to deliver the