Public Schools and Education - Its Time for Education Reform :: Persuasive Essay, Argumentative

It's Time for Education Reform My sentence is still being carried out and, as such, I am still gathering much damning evidence on the topic. Hopefully I will be able to compose a meaningful -- perhaps even persuasive -- critique of the system. There is quite a bit of bureaucracy and conformity to overcome. The education system is profoundly skewed and this is the second time I have experienced its most significant problem: placement and grading. Most educators place too much value on inflexible systems for identifying proper places for students and estimate their comprehension of the material; there are many factors that may aid or hinder a student's performance on such tests. Yet, even excusing poor test score(s) is not my main intention. Throughout most of my education I felt extreme boredom and "excelled" at all "academic studies" (as ill-defined as they were), which made me rather excited about the prospect of going to college early. I thought the MASMC, focusing on (personal) and academic challenges, should provide the extra stimulation and opportunity to let me "soar." I have come to understand the harsher conformity of lower level courses. In highschool I had precalculus (which actually ended with limits!) and chemistry, and I considered my entrance to calculus and (advanced/secondary) chemistry in college almost guaranteed. I found out about placement tests the night before actually taking them (the best I can remember) but still felt confident after having completed them. I found out little before actually going to the academy that I would be placed back in precalculus and chemistry one. After talking with a few "authorities" I discovered there was one other test I could take. Without even looking at the C I received on the first precalculus (mostly algebra and some trig) test, I took another one. Again, I received a C and felt rather bad. I talked with Dr. Malm to figure out what I did wrong. After looking over the test, I felt somewhat worse: the errors I made were not due to a real lack of understanding, rather they were "stupid errors" from lack of attention, sleepiness, and some misinterpretation. I was assured that the college precalculus course would "fill the holes" of my precalculus education. I doubted it, and was correct: I learned, effectively, nothing in precalculus while spending hours (and taxpayers' money) listening to the same material and doing homework (unnecessary -- I didn't last year and by not doing homework I did not hurt my placement test score). Public Schools and Education - It's Time for Education Reform :: Persuasive Essay, Argumentative It's Time for Education Reform My sentence is still being carried out and, as such, I am still gathering much damning evidence on the topic. Hopefully I will be able to compose a meaningful -- perhaps even persuasive -- critique of the system. There is quite a bit of bureaucracy and conformity to overcome. The education system is profoundly skewed and this is the second time I have experienced its most significant problem: placement and grading. Most educators place too much value on inflexible systems for identifying proper places for students and estimate their comprehension of the material; there are many factors that may aid or hinder a student's performance on such tests. Yet, even excusing poor test score(s) is not my main intention. Throughout most of my education I felt extreme boredom and "excelled" at all "academic studies" (as ill-defined as they were), which made me rather excited about the prospect of going to college early. I thought the MASMC, focusing on (personal) and academic challenges, should provide the extra stimulation and opportunity to let me "soar." I have come to understand the harsher conformity of lower level courses. In highschool I had precalculus (which actually ended with limits!) and chemistry, and I considered my entrance to calculus and (advanced/secondary) chemistry in college almost guaranteed. I found out about placement tests the night before actually taking them (the best I can remember) but still felt confident after having completed them. I found out little before actually going to the academy that I would be placed back in precalculus and chemistry one. After talking with a few "authorities" I discovered there was one other test I could take. Without even looking at the C I received on the first precalculus (mostly algebra and some trig) test, I took another one. Again, I received a C and felt rather bad. I talked with Dr. Malm to figure out what I did wrong. After looking over the test, I felt somewhat worse: the errors I made were not due to a real lack of understanding, rather they were "stupid errors" from lack of attention, sleepiness, and some misinterpretation. I was assured that the college precalculus course would "fill the holes" of my precalculus education. I doubted it, and was correct: I learned, effectively, nothing in precalculus while spending hours (and taxpayers' money) listening to the same material and doing homework (unnecessary -- I didn't last year and by not doing homework I did not hurt my placement test score).

Dostoevskys The Brothers Karamazov Essay examples -- Brothers Karamaz

The Brothers Karamazov - Thriller The Brothers Karamazov is an enthralling thriller about the strive for self-redemption in the eyes of God as well as in the hearts of the Russians. The murder of Fyodor Karamazov, a foolish and heartless savage who betrays his own sons of a father's care, venomously seeps its way into Dmitri, Ivan, and Alyosha's lives causing innocence to request fault and suffering. With intricate characterizations, Dostoevsky magnificently presents the internal agony that derives from a wavering spirit. The religious teachings of the great elder Father Zosima engross the minds of the spiritually inadequate throughout the novel. Dostoevsky essentially carries these guidelines to peaceful immortality by means of the character Alyosha. At the death bed of the holy man, Alyosha absorbs the sanctified secrets and thus transmits them,through Dostoevsky's technique of linkage, into the minds of about all of the characters in the novel, creating a strong, common vine that integrates itself from the beginning paragraph to the epilogue. The main theory that ...

Educational Problems in Egypt Essay

Egypt has the most significant educational system in the (MENA); Middle East and North Africa according to the Human Development Index (HDI). Although the educational system had been developing hastily since the beginning of the 1990s, Egypt had been continuously facing serious and accumulated problems in education. An exploding population, an increasing poverty, low literacy rates, drastic injustice in schools qualities; schools in urban areas where the rich can pay for education are better than other schools in different areas, Low teaching salaries and inconsistent funding for the educational system by the government, all led to a decreasing educational quality mainly in the most essential and indispensable part of the educational system which is basic education, also it led many teachers to the road of private tutoring for extra income. Moreover, memorization rather than critical thinking was unwillingly encouraged through physical punishment in schools and homes. For countless Egyptian children fragmented information was the result and that was never considered real knowledge. Yet again as a product of these causes, more and more escalating numbers of graduates are found unemployed. Egypt will continue to face an educational crisis, as lack of well trained teachers, effective schools and developed educational equipment unless a much better financial commitment is made by the government. This essay will first demonstrate the main causes of the educational problem, examine the effects of these problems on the society, discuss and analyze the previously proposed solutions and finally enlighten a solution that will most likely work in our Egyptian society.

Frankenstein: The Danger of Knowledge Essay

â€Å"It was on a dreary night of November, that I beheld the accomplishment of my toils. With an anxiety that almost amounted to agony, I collected the instruments of life around me, that I might infuse a spark of being in to the lifeleless thing that lay at my feet. It was already one in the morning; the rain pattered dismally against the panes, and my candle was nearly burnt out, when, by the glimmer of the half-extinguished light, I saw the dull yellow eye of the creature open; it breathed hard, and a convulsive motion agitated its limbs† (Shelley, 34). Thus begins the horror in Mary Shelley’s well-known gothic, romantic fiction, Frankenstein. This literary work, published in 1818, tells the story of a young scientist who comes upon the secrets to create life. The novel begins with the correspondence of letters between Captain Robert Walton, a young English explorer in pursuit of discovering the Northwest Passage, to his sister Margaret Saville. The first few letter s in the novel recount to Margaret the progress of Walton’s voyage. Upon reaching a plot of impassable ice, Walton encounters Victor Frankenstein upon a slab of ice, and brings him aboard the ship. As Walton nurses the dreadfully weakened Frankenstein back to help, his vigor for seeking success and the unknown leads Frankenstein to relate the story that led to his misfortune. Frankenstein begins relating his story to Walton. He tells Walton about his family and childhood in Geneva. Frankenstein recounts of his love for science and seeking out the causes of things since he was very young. Upon coming upon the works of Cornelius Agrippa, Frankenstein is enraptured with philosophy and the thought of creating life. This love led Frankenstein to attend the University of Ingolstadt, where he studied chemistry and natural philosophy. As his time passed there, Frankenstein became increasingly obsessed with discovering the secret of life. This led to a continual pouring and dedication to that one area, until he at last discovered it. Upon discovering the secr et of life, Frankenstein poured himself into forming a human from old, decaying body parts and brings to life his creation. Though he initially began praising his creation, his joy soon turns to horror at realizing the grotesque, appalling being he created. Frankenstein flees from the creature, and returns to find it gone. As the novel progresses, each of Frankenstein’s loved ones is killed, and he vows himself to seek out the creature and destroy it. The novel shares the story of the incidents that led up to the  creation of the monster and the sad destruction of the innocent affected by one man’s unharnessed passion to seek knowledge no matter the cost. Throughout the novel, Shelley portrays the theme of the danger of knowledge in the characters of Walton, Frankenstein, and the creature. Mankind, since its beginning, has always had a great thirst and craving for knowledge. In Frankenstein, Shelley seems to question the wisdom in such a pursuit and sends a precautionary warning to those who read it. This thirst for knowledge, though it can be a blessing and beneficial, can become a danger ous endeavor. The first character that Shelley introduces that shares this passion for knowledge and the unknown is Robert Walton. At the beginning of the story, Walton begins by writing to his sister and informs her of his yearning to seek out the unknown. Walton expressed to his sister how she cannot imagine the benefit that he would, â€Å"confer on all mankind to the last generation, by discovering a passage near the pole to those countries, to reach which at present so many months are requisite; or by ascertaining the secret of the magnet, which, if at all possible, can only be effected by an undertaking such as mine† (Shelley, 20). This quote exemplifies from Walton’s letter how passionately he sought out after knowledge. After Walton finds Frankenstein and brings him aboard, he explains his pursuit to Frankenstein. Walton expresses that he would sacrifice, â€Å"my fortune, my existence, my every hope, to the furtherance of my enterprise. One man’s life or death were but a small price to pay for the acquirement of the knowledge which I sought for the dominion I should acquire and transmit over the elemental foes of our race† (Shelley, 11). This quote foreshadows the dangerous path Walton is treading upon. Once compared to the story of Frankenstein, the reader can understand that the dangerous road Walton was on, could ultimately lead to a similar result as Frankenstein’s. Both men fervently sought knowledge without mind of the end result. Walton and Frankenstein shared a concern only for the present and the fame and knowledge that could be attained now, without considering the possible deadly fruit of their labor. Thankfully, Walton heeded the advice of Frankenstein, and was spared a possible dreadful ending. Unfortunately, Frankenstein had not been given the same warning in advance, and was forced to reap the fruit of his pursuit. The second main character that Shelley introduces that contains a p assion for knowledge and the unknown is Victor  Frankenstein. When Frankenstein is found by Walton, he relates his story to him after perceiving that Walton walks on a similar path as he once did. He expresses his horror in the thought when he cried out, â€Å"Unhappy man! Do you share my madness? Have you drunk also of the intoxicating draught? Hear me,- let me reveal my tale, and you will dash the cup from your lips!† (Shelley, 12). Frankenstein wished to save Walton the agony and pain from walking along the stinging road that he had traveled upon. Frankenstein soon begins his narrative of his story and related to Walton how his thirst for knowledge and the unknown had begun while he was yet a young child. He tells of how he became obsessed with natural philosophy and chemistry, and the elixir of life upon entering the University of Ingolstadt. As he knowledge and intelligence grew, so his infatuation with the human frame and discovering the secret to create life. At last, Frankenstein came upon the secret that led him to begin the construction of a creation- a being that he could breathe life into. As he worked, he was blinded to the thought of what may result of thi s creation, and he worked continually. Not for a moment did Frankenstein step back to rationalize what he was creating. He was blinded to all except the thought of success and creating life. As a result, Victor’s creation was formed. As the monster came to life, only then did Victor understand what he created. He abhorred his own creation, and could not lay eyes on it for fear and horror. Frankenstein’s uncontained ideas and thirsts caused him severe pain as his creation destroyed all he treasured. The third and final example in Shelley’s novel that displayed a desire for knowledge was the Frankenstein’s creation- the monster. When the monster was first created, he was as a newborn babe. Unable to distinguish his surroundings and completely defenseless, he wandered around searching for comfort. Like a child, he grew in knowledge as he roamed, and soon was able to distinguish between simple items such as the sun, moon, berries and fire. As the creature continues to learn and fend for himself, he came upon the hovel of the DeLacey family, where he remained for quite some time , observing the family. The monster becomes fascinated by the family, and begins to learn from their example. As he learns, he strived to be able to communicate with them and to share a relationship with someone, such as they had. The more the monster observed the family, the more he longed to be accepted and human. When Safie joins the DeLacey family, they begin teaching  her how to read and speak, and so also do the lessons of the monster begin. As he grew in knowledge, his eyes were opened to understand more and to believe that if the humans were rationalized with, they would come to love him once they realized the kind heart inside of him. Contrary to what he hoped, the monster was rejected by the DeLacey Family, and sought after the creator who brought him into his miserable existence. The monster had sought for the knowledge of love and acceptance, but never found it. He himself states that though he destroyed Frankenstein’s dreams, â€Å"I did not satisfy my own desires. They were for ever ardent and craving; still I desired love and fellowship, and I was still spurned† (Shelley, 165). The monster had sought for the knowledge of love and acceptance by perceiving humans, but realized that he alone would always be separate from that gift. This knowledge and revelation led to his anger and hatred towards mankind and his creator, who also abhorred him. There was no one left to love him, and for that he swore anger and vengeance on his creator who had created him and left him in that state. As the monster grew in knowledge, he grew in bitterness and hatred knowing that all mankind had to offer was exclusively kept from him. His anger came from his rejection and dissatisfaction of knowing that he alone would never be able to experience love, kindness, and sympathy from another fellow human being for as long as he lived. Mary Shelley sent a very clear message through her novel, Frankenstein. She warned that those who seek knowledge and secrets might attain them, but lose everything they treasure and care for in the process. Just as in the case with Victor Frankenstein, sometimes unharnessed thirst for knowledge can lead to a devastating end that not only hurts the person seeking knowledge, but all those around them. Shelley sent a message that, like Walton, one must take the time to sit and consider the cost of their enterprise before it is too late. If they are blinded by their goal, they will not see the cost of their search until they cannot turn back. Shelley’s message was not only for those in the 1800’s, but can be said for those in the twenty-first century. In a time when new discoveries are being made every day, is anyone taking into account the detrimental costs that it may have on those in society? Advancements are being made every day, but so many of them have been used to harm society, more than advance it. Shelley’s warning is one that needs to be taken into consideration even today. If not, who knows how many monsters  and creations will be released into this world.

Composition Essay Example | Topics and Well Written Essays - 500 words

Composition - Essay Example Iago contributed to the deaths of the other characters by spreading rumors against them, which leads to mistrust and conflict. He accomplishes this by maintaining close relationships with all characters and playing on their flaws to create conflict and hatred (Bradley 81). For instance, Iago is the main cause of death of Desdemona because he told Othello that Desdemona was engaging in immoral activities with Cassio. This makes Othello angry and he plans to kill Cassio, but returns home to Desdemona. Desdemona consoles Othello not to her by saying, On the other hand, Iago convinces Roderigo to kill Cassio to enable him woo Desdemona for romantic intentions. This causes conflict between Roderigo and Cassio, which later leads to the death of Roderigo. Alternatively, Othello finds Desdemona on the bed and smothers her using a pillow. This is an indication that the death of Roderigo and Desdemona is because of the gimmicks directed by Iago. Meanwhile, Emilia exposed Iago’s gimmicks and how Cassio possessed Desdemona’s handkerchief. Emilia says, Upon hearing Emilia’s revelations and realizing his mistakes, Othello commits suicide by stabbing himself. Iago is also terrified by Emilia’s revelations because Cassio confirmed that those were the true situation that took place. This makes Iago to stab Emilia and kill her before she exposes everything. Iago is also directly blamed for the Roderigo because he is the one who stabbed Roderigo. This happened when he insisted that Roderigo should not lose hope of seducing Desdemona. He does this by coming up with a plan of killing Cassio who is also after the beautiful Desdemona. However, when Cassio and Roderigo are involved in a fight, Iago stabs Roderigo to death and escapes from the scene. The circle of deaths revolves around Iago as the main schemer who is out to kill everyone for his selfish gains like kill Cassio and assume his position of

Pre Calculus Questions Assignment Example | Topics and Well Written Essays - 250 words

Pre Calculus Questions - Assignment Example However, I later discovered that integration is the easier of the two concepts through practice. Using numerical data, differentiation proved to be the most difficult concept to use and in some case, I realized when doing trial questions that it was difficult to use differentiation. I realized that differentiation was only nice when using explicit formulae to solve functions. Integration seemed impossible explicitly but it was comfortable numerically. Natural exponential function can be used to estimate the size of a population with a constant relative growth rate. In estimating population growth, the formula P (t) = P (0) e kt where P is population after a period t, k denotes constant relative growth rate, and P (0) denotes the initial population size at t = 0. The measurement of time used in the formula is in most cases proportional to the life of the organisms under study. In the case of bacteria, hours or days are utilized while for human beings, t is normally in

Market Risk Premium(MRP) Essay Example | Topics and Well Written Essays - 500 words - 2

Market Risk Premium(MRP) - Essay Example It is usual for financial managers and Boards of Directors to be more conservative so that they do not err in costs therefore when they arrive at a hurdle rate, the rate at which investors will start becoming reluctant to invest in their company, and fix a price band that is slightly higher. Through this, they seek to manage costs more prudently to avoid shocks to themselves, but at the same time they cause the investors to shy away from them and lose funding. This is more prevalent in developed markets but in contrast in the emerging markets, due to hidden and accruable values, the investors, both local and overseas are bolder hence the incremental values are higher carrying more MRP. Despite higher taxes, higher volatility and consequently higher MRP on equity this is preferred over debt as the returns are likely to be better. Another factor for this preference is that unless there is and an event like 9/11 or the Enron crisis, historically the socks have always outperformed the debt or bonds. Since the market favors equity, it becomes important to calculate MRP on daily, indeed even several times daily, to present both clear and emerging pictures for the investing public to act upon. On the other hand, this also assists the financial managers to plan their fundraising exercises. MRP is also valuable as it offers insights into past movement and likely future scenario except for events that happen to change it abruptly. At the same time, such subtle changes might also shed light on some expected movements that can affect future calculations. Those who are against MRP forward the argument that MRP movement causes reactions that might be sharp in some cases as they cause a cascading effect. This can sometimes be detrimental and erode confidence and capital.