Beauty Revisited :: Japan Culture Greece Essays

"When a man has gone deep enough in the lore of love and turned his attention to things of beauty in their due order,... there shall dawn upon his eyes a vision of surpassing beauty, for whose sake he endured all his former toils; a beauty which, in the first place, is eternal, without beginning and without end, unbegotten and without decay; and secondly, is not beautiful at one time or one place or from one point of view and then ugly, as if its beauty depended upon the beholders. Nor again will that beauty to his eyes take on the likeness of a face or hands or any fleshy part, nor of speech or learning, nor will it have its being in any other creature but will have its simple and essential being ever one within itself. ..." -plato "So when any one climbs the ladder of true love in this world till he catch a glimpse of that other beauty, he has almost attained that goal. And this is the true discipline of loving or being loved: that a man begin with the beauties of this world and use them as stepping stones for an unceasing journey to that other beauty, going from one to two and from two to all, and from beautiful creatures to beautiful lives, and from beautiful lives to beautiful truths, and from beautiful truths attaining finally to nothing less than the true knowledge of Beauty itself, and so at last what Beauty is." -Plato What is art? Who cares of beauty? What really goes on when I make art. Why do I love art? Do I feel the essence of this journey which Plato speaks of? Beauty, yes, that is the focus of my life,... beauty. It sounds fantastic, but it may be true. by looking at Platonic and Japanese ideals of aesthetic beauty, I will show that art is all about a feeling, a communion with that "simple and essential being, ever one within itself." It is an ongoing dialogue with the mystery of sentient, hard to discern emotions. I'm wary to say that my artistic endeavors are aimed towards beauty, maybe skill, luck, or ingenuity. This essay is more about the glue which bind one artistic experience to another, an irrational and ever-present push towards the unmade. Plato's basic philosophy centers around the "Allegory of the Cave," which, distilled, points out that for man to think that he may know the whole truth, end all and be all in itself, is for him to declare the largess of his own ego.

French and Indian War Dbq

The French and Indian war, which lasted from 1754-1763, resulted in a victory for the British over the French, which led to the French leaving North America. It also resulted in negative political, economic and ideological differences between the British and the American colonies. Politically the colonies were not happy because they could not expand further west, economically they felt oppressed by the British with all the taxes being place on them, and ideologically because of the governing of the British without representation.Politically with the British, the American colonies were not pleased. After 1763 and the end of the French and Indian War, the colonies had more than doubled their land as shown in document A. However, due to the Proclamation of 1763 being issued, which stated the colonists couldn’t go past the Appalachian Mountains. If they did go past the line drawn by the British, they would not be protected un the British due to their unwillingness to pay for their protection.The British knew that the Native Americans would fight for their land and were very protective of it as shown in Document B, a speech delivered by Canassatego, a Chief in the Iroquois Confederacy, to the representatives of Maryland, Virginia and Pennsylvania in 1742. Canassatego most likely gave this speech because he was the leader of a people who did not want their land to be taken over. These actions of the British cause the American colonist's change in political views.The economic relations between the British and American colonies also changed dramatically because Britain was in debt due to the French and Indian War. This lead to them taxing the colonists to raise revenue and cover the costs of the war which was caused by the colonists. In document F, the British Order in Council in 1763 states that it is necessary to tax the American colonies because otherwise they would not have the means (money) to cover the colonists costs.These taxes were carried out in many f orms including the Stamp, Sugar and Tea Acts, as well as others that forced colonies to pay taxes on everyday goods. Benjamin Franklin wrote a letter to John Hughs (document G), from London to Pennsylvania on August 9, 1765, describing how he was trying to get the Stamp Act repealed. This letter was most likely written by Franklin because he was a colonist from Philadelphia, who was a participant in government and owned the Pennsylvania Gazette, which meant the act hit him at home.Document H, represents the economic oppression the colonists felt that they were receiving from the British with a newspaper masthead showing how the Stamp Act was affecting them with skull and crossbones in the place were a stamp should be. The things done by the British to try and raise revenue from the colonies to cover the French and Indian War were causing a change in the future Americans' economic rationales. Asides from changing the American colonists' view on their political and economic relationsh ip with Great Britain, the French and Indian War also changed their ideology.They believed that the British were governing them with virtual representation, or without actual representation and unfairly. One example of the change in ideology is from George Washington himself, in letter written by him in 1755, he talks about serving his â€Å"King and Country†, when later on he fights that same king and country. In document D, an entry from a Massachusetts soldier's diary in 1759, the soldier describes how unjustly he and other colonial soldiers are treated by officers even though they were born Englishmen, but says they are not treated like they are, showing the growing resentment of British authority.In document E, Reverend Thomas Barnard located in Massachusetts in 1763 talks about how great the victory of the French and Indian War and the British were and how the American colonists would be able to expand further west. This viewpoint was most likely changed after the Procl amation of 1763, as the colonists could not actually expand westward with British protection. Document H, the Newspaper masthead from October 1763, also represents the change in ideology of the American colonists.It talks about saying farewell to liberty, stating â€Å"Adieu Adieu to LIBERTY,† showing how the British were taking away their freedoms. The British actions that occurred during and after the French and Indian War played a major role in the changing of ideology of the British. The French and Indian War was a major cause of the American Revolution. One type of document that would help show how the war changed relations between the colonies and the British would be a letter from a Parliament member to a member of colonial government concerning relations between the mother country and its colony.The French and Indian War caused the colonists to change their political, economic and ideological relations with the British. Political relations were tarnished by the Procla mation of 1763, the economic relations were strained by the taxes placed on the colonies by the British to cover the French and Indian War costs, as well as those in the future. The ideological relations were diminished due to Britain's governing without representation on the American colonies.. The French and Indian war played a crucial part in the American Revolution. French and Indian War Dbq The French and Indian war, which lasted from 1754-1763, resulted in a victory for the British over the French, which led to the French leaving North America. It also resulted in negative political, economic and ideological differences between the British and the American colonies. Politically the colonies were not happy because they could not expand further west, economically they felt oppressed by the British with all the taxes being place on them, and ideologically because of the governing of the British without representation.Politically with the British, the American colonies were not pleased. After 1763 and the end of the French and Indian War, the colonies had more than doubled their land as shown in document A. However, due to the Proclamation of 1763 being issued, which stated the colonists couldn’t go past the Appalachian Mountains. If they did go past the line drawn by the British, they would not be protected un the British due to their unwillingness to pay for their protection.The British knew that the Native Americans would fight for their land and were very protective of it as shown in Document B, a speech delivered by Canassatego, a Chief in the Iroquois Confederacy, to the representatives of Maryland, Virginia and Pennsylvania in 1742. Canassatego most likely gave this speech because he was the leader of a people who did not want their land to be taken over. These actions of the British cause the American colonist's change in political views.The economic relations between the British and American colonies also changed dramatically because Britain was in debt due to the French and Indian War. This lead to them taxing the colonists to raise revenue and cover the costs of the war which was caused by the colonists. In document F, the British Order in Council in 1763 states that it is necessary to tax the American colonies because otherwise they would not have the means (money) to cover the colonists costs.These taxes were carried out in many f orms including the Stamp, Sugar and Tea Acts, as well as others that forced colonies to pay taxes on everyday goods. Benjamin Franklin wrote a letter to John Hughs (document G), from London to Pennsylvania on August 9, 1765, describing how he was trying to get the Stamp Act repealed. This letter was most likely written by Franklin because he was a colonist from Philadelphia, who was a participant in government and owned the Pennsylvania Gazette, which meant the act hit him at home.Document H, represents the economic oppression the colonists felt that they were receiving from the British with a newspaper masthead showing how the Stamp Act was affecting them with skull and crossbones in the place were a stamp should be. The things done by the British to try and raise revenue from the colonies to cover the French and Indian War were causing a change in the future Americans' economic rationales. Asides from changing the American colonists' view on their political and economic relationsh ip with Great Britain, the French and Indian War also changed their ideology.They believed that the British were governing them with virtual representation, or without actual representation and unfairly. One example of the change in ideology is from George Washington himself, in letter written by him in 1755, he talks about serving his â€Å"King and Country†, when later on he fights that same king and country. In document D, an entry from a Massachusetts soldier's diary in 1759, the soldier describes how unjustly he and other colonial soldiers are treated by officers even though they were born Englishmen, but says they are not treated like they are, showing the growing resentment of British authority.In document E, Reverend Thomas Barnard located in Massachusetts in 1763 talks about how great the victory of the French and Indian War and the British were and how the American colonists would be able to expand further west. This viewpoint was most likely changed after the Procl amation of 1763, as the colonists could not actually expand westward with British protection. Document H, the Newspaper masthead from October 1763, also represents the change in ideology of the American colonists.It talks about saying farewell to liberty, stating â€Å"Adieu Adieu to LIBERTY,† showing how the British were taking away their freedoms. The British actions that occurred during and after the French and Indian War played a major role in the changing of ideology of the British. The French and Indian War was a major cause of the American Revolution. One type of document that would help show how the war changed relations between the colonies and the British would be a letter from a Parliament member to a member of colonial government concerning relations between the mother country and its colony.The French and Indian War caused the colonists to change their political, economic and ideological relations with the British. Political relations were tarnished by the Procla mation of 1763, the economic relations were strained by the taxes placed on the colonies by the British to cover the French and Indian War costs, as well as those in the future. The ideological relations were diminished due to Britain's governing without representation on the American colonies.. The French and Indian war played a crucial part in the American Revolution.

The Ku Klux Klan of the 1920’s

The Ku Klux Klan (KKK) was notorious for their hatred towards African Americans and their proclamation of white supremacy. They were known as the invisible empire and for their symbols of intimidation, which included white cloaks with hoods, and burning crosses. The KKK was depicted as an organization which was mostly active in the southern Confederate states and targeted African Americans. It originally died out in the late 1860s, but The Klan rose again in the 1920's because of the motion picture Birth of a Nation, new immigrants arriving to America, and hatred towards African-Americans .Birth of a Nation was a silent film that premiered in 1925 that was directed by D. W. Griffith. Griffith went to Johns Hopkins University where he met Woodrow Wilson and became good friends. Wilson was a supporter of the Klan. One of the slides in Birth of a Nation has a quote by Wilson that said,†The white men were roused by a mere instinct of self-preservation †¦ until at last there ha d sprung into existence a great Ku Klux Klan, a veritable empire of the South, to protect the Southern country. Dixon's was a legislator, baptist preacher, lecturer, novelist,playwright, and an actor. The movie is based on the 1905 book The Clansman: An Historical Romance of the Ku Klux Klan by Thomas Dixon (Chalmer 28). This story revolves around two polar opposite families; the northern Stonemans and the southern Camerons. In this story their sons and daughters fell in love but were split by the civil war stricken states and reconstruction had devastated them.Congressmen Stoneman (was based on radical republican Thaddues Stephens) was represented as a hate-filled villain, urged by his Mulatto mistress to degrade the captured south, and with the recent assassination of â€Å"The Great Soul,† Abraham Lincoln, there was nothing to stop his rage. According to the book the south was ruled by Black tyranny and black corruption ‘stained' the legislative hall. The opposite of Congressmen Stoneman was Ben Cameron, leader of the KKK and a civil war hero of the south.In the end the Klan comes and saves the innocent, avenges the fallen, and reunites the grand lovers (Binder 9:166). D. W. Griffith based the movie on Dixon's book, by re-staging the war battles, Sherman's march to the sea. This gave the impression that the Klan was the ‘savior' of the states and the patriots leading our country with an invisible fist. This inspired many people to be patriotic like the Klan but others wanted to be the Klan again. William J. Simmon was one who had viewed this movie and took it to heart. He thought that it was time to bring The Klan back. Colonel† Simmons plan for the Klan had been revealed in an advertisement in the Atlanta Journal on December 7 1915. It contained blurbs such as, â€Å" The world's greatest secret, social, patriotic, fraternal, and beneficiary order. †This helped make the Klan more popular, but it wasn’t the only reason for the KKK's substantial growth. There are many other things that led to the KKK success that fell into place beautifully. They were allowed to march in parades during World War I in demonstrations of patriotism. After the war the seized the opportunity for power. Binder 9:167) Many problems were caused by a new influx of immigrants across the United States. Race riots sprang up in Chicago, Omaha, Duluth, Springfield, Tulsa, Texas, Arkansas, Kansas, and Florida. The KKK disdained the new southern and eastern European immigrants that were. usually either Roman Catholic, Jews, Slavs, or Bolshevik. But they still hated people who were not white. This helped the KKK spread quickly through anti-Catholic socialist Wisconsin. The Catholics seemed to be real â€Å"threats† to the public schools and the enforcement of prohibition.The Klan actually favored something that may considered correct with there stance against alcohol during prohibition. The Klan went sour from there, when a few white men from Louisiana began criticizing them. These men where tortured and then later hanged by the Klan. This was known as The Mier Rouge Murders (Chalmer 29). The Ku Klux Klan spread to all corners of the United States, and all through the Midwest. William Allen White had experienced this first hand in 1921. He written of his experience and the experience of others.The following is from his letter that he had wrote on September 27, 1921. â€Å"An organizer of the Ku Klux Klan was in Emporia the other day, and the men whom he invited to join his band at $10 per join turned him down. Under the leadership of Dr. J. B. Brickell and following their own judgment after hearing his story, the Emporians told him that they had no time for him. The proposition seems to be: Anti-foreigners Anti-Catholics Anti-Negroes. There are, of course, bad foreigners and good ones, good Catholics and bad ones, and all kinds of Negroes.To make a case against a birthplace, a religion, or a race is wickedly un-american and cowardly. The whole trouble with the Ku Klux Klan is that it is based upon such deep foolishness that it is bound to be a menace to good government in any community,†(qtd Johnson 56). White went on to say how idiotic and self centered the Klan was by being so greedy and racial. He also said no one in Emporia fell into this recruiters clenches and they ran the recruiter out of town. (Johnson 285). The KKK had made there mark in many places.The KKK had control over many different government positions at the time such as in Indiana, Tennessee, Oklahoma, and Oregon to name a few, but in Indiana the Klan was very influential. In 1924, Republican Edward Jackson was elected governor. This made the rest of the state filled with members of the Klan, but this had not lasted long (AP 135-136). 1924 Anaheim, California was taken completely over by the Ku Klux Klan to make it a model of a ‘perfect' city, by taking over the city council, but it was short lived because the voters called for a special recall election.A little bit after this Earle Mayfield of Texas got the U. S Senators seat, this made the Klan very powerful in these regions(Chalmer 34). Klan members in government seats did not stop there. Franklin D. Roosevelt appointed a former Klan member as a Supreme Court Justice. This man was confirmed to be a big supporter of the Klan, this was Hugo Black. Hugo Black was from Alabama where the Ku Klux Klan had been growing rapidly. He joined the invisible empire and became a high ranking officer in the Klan. Later he entered into politics. He was supported by the Klan and prohibitionists alike.At the age of forty he had not been known all that well publicly in politics, but he had surpassed four other prominent candidates and won the Senate nomination in the democratic primary, which essentially assured him of victory. For the next year he campaigned in every County. As senator he had openly acknowledged Klan support and attended man y state wide rallies. When the Klan political power diminished he broke his ties with them in 1930 (Van Deer Ver). In 1937 Franklin Roosevelt was frustrated with the conservative members of the supreme court.His legislation to appoint one member for every justice over the age of seventy had failed after a bitter 168 day fight in congress. That plan would have allowed him to appoint as many as six new justices. Roosevelt was not finished yet, as the struggle created one vacant seat, which he had filled with Hugo Black (Leuchtenburg 1). The Klan during the time of Black's membership was very hateful to non white people, especially blacks. They had thought that their jobs were being snatched up by Black people. They also didn't like them because the Ku Klux Klan viewed anyone who was not white as inferior to them.It had been a hard life for a black person during this time period because of the political power and the number of members in the Ku Klux Klan, they also always used the Afri can Americans of scapegoats to their problems (Drowne 10). The downfall of the second wave Klan happened for a number of reasons but one main reason was the conviction of D. C Stephenson. Stephenson was a long time member of the Klan and became the high rank of Grand Dragon. He was Publicly known to be a strong Prohibitionist. In 1925 he went on trial for the murder of Madge Oberholtzer.He was also responsible for the abduction, forced intoxication, and rape of Ms. Oberholtzer. The court had ruled that He was sentenced to life in prison. This devastated the Klan and sent them on a steep decline of members. (AP 135-137) The Ku Klux Klan of the 1920s was very powerful during its prime. It started with Simmons, grew to enormous numbers, but then died out as quickly as it had came. The Ku Klux Klan had rapidly rose because of Griffith's major motion picture Birth of a Nation, the amount of new immigrants arriving to the United States, and the racial tensions between the Klan and African Americans.

Research Proposal Essay

Requesting permission to conduct a report to determine â€Å"Local tourist’s consciousness towards the tourism industry of Bangladesh† Dear Sir, We have the pleasure to acknowledge that Research Methodology has been found to be a very interesting course by all of us, with the benefit of being under your supervision. For part fulfillment of the requirements in your course, you have assigned us a report, through which we can have the practical experience of conducting research report, which will help us a lot in future. As per the requirement, we have chosen to conduct a report designed to verify, â€Å"Local tourist’s consciousness towards the tourism industry of Bangladesh† We believe that choosing a topic such as this will help us learn a lot about Human Resource Management. We, hereby ask for your kind permission to work on this topic. We hope that our report will aid to make the concrete decision and live up to your expectations. Bangladesh has lots of tourism spots but most of them are unexplored by the local people, because of the inadequate information. Government and Parjatan Corporation both are not concern about this sector. So,accurate information, advertisement or any other promotional activities are not provided by the authority to attract local people. Transport, accommodation, cost and security are also important factor to the common people. To develop this sector the authority should take some steps to attract people such as they can provide information centers, they can arrange fair, can give TV advertisement also in the printing media. Nowadays internet advertisement is also available to attract people. Actually by attempting these steps government just cannot attract local people but also can earn huge revenue. Problem Identification: Bangladesh has huge potential to attract people visiting our country. Tourism is one of them. Many developing countries choose tourism industry as one of their earning source. In our country tourism industry is failed to attract the local people. The insufficient information centers, lack of advertisement and promotional activities make people disinterested from this industry. Apart from this cost and security is also a big factor. The less consciousness of Parjatan Corporation and government is very much responsible for it. This study would be focused on the tourism industry of Bangladesh and it will be a gateway to understand the various motivational and de-motivational aspects of tourism and help them to create a favorable tourist oriented environment and strategy. This research is conducted to identify the problems which local people face at the time of visiting different place. Literature review: Bangladesh is located conveniently on the east-west air-corridor making it a gateway to the Far East. It is endowed with resources and the potential for a tourism industry. In the south-east the country has a 120 Km long beach of soft silvery sand, perhaps the world’s longest, in a Riviera-like setting with crescent-shaped low hills overlooking the Bay of Bengal. The ranges of the hills clad in lush green thickets are treasured locations for eco-tourists and wildlife watchers. At the head of this terrain is Cox’s Bazaar which is as romantic as its name is to the outside world. The hill districts to the north and north-east of Cox’s Bazaar nestle the Kaptai and Rangamati lakes, an 840 sq. m body of crystal clear water lying in sylvan shadows not far from where a dozen hill tribes follow their traditional life-styles. The Tea District of Sylhet in the far north-east of the country has prospects of tourism, as does the Sundarbans, a large mangrove forest in the South which is home of the Bengal tiger; remains of palaces of old principalities andarchaeological sites of Buddhist monasteries. Shrines and holy places, mosques and temples, particularly in the northern part of the country, are among the tourist treasures of Bangladesh. The acuurate definition of Tourism is still unsolved. The term Tourism could be viewed from different angles like economic, managerial, marketing, social, and environmental and so on ( Rashidul, 1988). Tourism can be classified into several distinct categories. They would include holiday travel, visiting friends and relatives ( VFR), business travel, health treatment, shopping, conference, incentive travel, official mission, education, sports and others travel ( Malaysia Tourism Promotion Board, 2004). Tourism is the temporary, short-term movement of people to destination outside the places where they normally live and work and their activities during the stay at each destination. It includes movements for all purposes (Tourism Society of England, 1976). Tourism is a special and complex industry and its promotion has to be direct at large number of people in various lands of different socio-economic structures having different needs, tests, attitudes, expectations and behavior patterns. There for planning effective marketing promotional strategy must penetrate in the peoples tastes and preferences (Shafi, 1985). (Afjal et al. 2005) identified foreign tourists’ attitude toward service product arrangement, channel of distribution, price of tourism product and services and promotional arrangement. He also showed marketing constraints that affect the attitude of the foreign tourists. He recommends that Bangladesh tourism industry should arrange its marketing mix elements in a way that attain positive attitudes of the foreign tourists and ensure growth of the country. Tourism industry in Bangladesh has not got a solid footing to â€Å"taken off†. Unfortunately, since its independence in 1971 following a devastating war of liberation, Bangladesh has gotten publicity about negative incidents like natural calamities, cyclones, floods and epidemics, in the international media, and this adversely affected international tourist flows to the country. The trend appears to have continued in recent years. Statistics showing foreign tourist arrivals for ten years to July 2006 is presented in annex table 1. For three consecutive years up to 2006, there has been encouraging annual growth in international tourist arrivals. It is expected that the growth rate would further increase in the coming years. It is also expected that eco-tourists and special interest tourists will increasingly choose Bangladesh as one of their destinations. Tour operators of the country are expected to intensify their efforts to bring in more groups and package tours. In order to develop tourist products, the country has already begun development of a second sea resort at Kuakata, a alf-day trip from the Sundarbans. As shown in annex table 2 which shows the nationality of tourist arrivals, India is the top tourist generating country for Bangladesh, closely followed by United Kingdom and the United States of America. Trends for in bound tourism from traditional tourist market areas like Germany, France and the Scandinavian countries appear to be positive. Bangladesh can count on a â€Å"favored nation† stat us with respect to tourist arrivals from Japan. Research Objective: Broad Objective The objective of the research report was to assess local tourist’s attitude towards tourism industry of Bangladesh. Based on the opinion of local people we tried to point out for which reason they are not interested about our tourism sector and what strategies should be taken to promote the industry. Specific Objective †¢ To give an overall idea about tourism sector. †¢ To find out different positive steps taken by porjatan corporation. †¢ To determine those key factors which are responsible for success of tourism industry Research Methodology: †¢ Primary Sources: Information used in this report has been collected from both primary and secondary sources. Primary data were collected mainly through the writer’s observation of the approval process and research techniques, informal interviews of the specific populations. †¢ Secondary Source: Majority of the information were collected from the secondary sources, which include books, publications, reading materials, Information circulars, websites. Respondents and sampling procedure: †¢ Sample size The survey questionnaire consists of 14 (fourteen) sample questions that was used to evaluate 50 customers. Sample size was determined through the approach based on confidence level and precision rate. †¢ Population size All the people in Bangladesh would be the target customers of tourism industry. That’s why all citizen of Bangladesh are our population size. †¢ Sample frame Sample selection is a part of sample frame. Sample frame is containing a List of the Particulars about all the items of a Population. It is prepared with a view to facilitating me to select required Samples. Sample selection: As survey was to be conducted, an initial plan for stratified sampling was designed. The respondents were to be picked from the AIUB MBA Student. †¢ Sample technique Based on the Methodologies, as a researcher we have drawn Samples on the basis of non random sampling techniques. In this report we have gone through all the non-random sampling techniques like Purposive /Judgmental, Quota Sampling, Convenience Sampling Limitation: Every matter has got some limitation. So this is also not an exception. The limitations of this report are been sated below: ? Sufficient records, publications, facts and figures are not available. These constrains narrowed the scope of real analysis. ? Not having an accurate tourism database that caused waste of time. ? It is quite difficult to complete for such assignments program for five persons in a certain time limit. ? There was time limitation for this research project. That made difficult to get all information. Though there are some limitations we have tried our best to collect adequate data and information to make the report meaningful. Scope of the research: This study would be focused on the tourism industry of Bangladesh and it will e a gateway to understand the various motivational and de-motivational aspects of tourism and help them to create a favorable tourist oriented environment and strategy. We hope to complete our report work in the boundaries of 13 days, starting from the week after the competition of mid-term examination. A generalized vision of how and when we will conduct each stage of our report has been systematized. From then onwards, if all the external factors are stable, and all other major external forces do not restrict, the work is expected to proceed as the following schedule. This questionnaire has been designed to conduct a research on ‘Local tourist’s consciousness towards the tourism industry of Bangladesh’ to fulfill the partial requirement of Business Statistics and Decision Analysis course, under School of Business Administration,

Create Your Own School Essay

A public schools’ job is to create a standardized environment for students of the general population; however, public schools don’t always meet the needs of the students. Charter schools exist to meet the needs of the students and are more open to parental involvement and local control over state and bureaucracies’ control. However, â€Å"charter schools may deter some minority, poor, and working families from seeking enrollment by requiring them to complete volunteer hours and failing to provide transportation and free lunches to eligible students† (Schnaiberg 2000). My school I create will take the benefits of public schools and the benefits of charter schools to create an emphasis on individual learning and respect for cultural diversity. My school offers students in preschool through twelfth grade, an extended school day and longer school year, because most of December is off. My secular school is founded on respecting and encouraging other religions t hus the school works around religious holidays, creating all secular and religious holidays off days. School is in session September 3rd through June 20th. Students in early childhood education program and kindergarten are in class Monday-Friday 7:30am-12:30 pm. Students in first through fifth are in class Monday-Friday 7:00am-4:45 pm. Students in sixth through eighth are in class Monday-Friday 6:45am-4:45 pm. Students in ninth through twelfth are in class Monday-Friday 6am-12:30 pm. Students in ninth through twelfth grade are required to have a Monday-Friday work experience internship; students under sixteen have an on-campus internship (1-4pm), while students over sixteen have an off-campus internship (1:30-4:30pm). My school’s goals are to have students by the end of twelfth grade be able to understand and comprehend at or near college level. In addition, students will learn three languages (English, Spanish, and another), read music sheets, be able to play a musical instrument or sing, have life skills, and have a knowledge of the diverse world we live in. All students pre school through twelfth grade will learn English composition, math, science, grammar, social sciences, geography, reading, literature, foreign languages, visual/performing arts (music, art, theatre, and dance), cultural diversity, U.S. government/economy, and physical education. Middle school students will learn speech: interpersonal communication, small group communication, argumentation, intercultural communication, public speaking, and forensics/debate. Middle school and high school students will learn required electives: basic life skills, introduction to computers, cultures of the world, nutrition/health/safety/careers, life skills, philosophy/religions/cultural anthropology, and human sexuality/anatomy/physiology. My school’s goals are to have students prepared for college and/or having a job as well as serving in the community. In addition to a work experience internship, high school students are required to take personal electives, which are any additional high school electives taken through the local community college or 30 units of college units though AP, CLEP, Dantes, etc. Middle school students are required to take personal electives, which are any additional middle school electives that are high school level. All students sixth through twelfth are required to complete community service to graduate and achieve units (10 units=20 hrs). Middle school students are required to complete at least sixty hours of community service and high school students are required to complete at least eighty hours of community service to graduate. Middle school students are required 360 units to graduate including personal electives and community service; high school students are required 520 units to graduate including personal electives, work internship, and community service. Summer school is required for middle school and high school students. Students are required at least twenty units. Repertory and accelerated classes available. My school holds a high sta ndard for the teachers as well for the students. Students are expected to behave, strive for excellence, respect others, have a good character, and be willing to learn, while the faculty is expected to do the same. â€Å"Most charter schools do not require their teachers to be certified† (Borsa 1999). However, my school requires all teachers K-5th to hold a Teaching Credential and a Masters Degree and teachers 6th-12th are required to hold a Masters or Doctoral Degree in the area they teach. My school promotes a healthy life style, school uniforms, and parent involvement. Parents are required to pay one fee that covers all school material, lunches, schools uniforms, field trips, and other necessary items. The food at my school, which is free, and healthy, that means no soft drinks, cookies, candy, chips, or any other junk food; all birthdays at school will be celebrated without unhealthy food. Parents are encouraged to eat healthy and show students healthy life styles. Students are required to wear a school uniform, a short-sleeved tee shirt with school logo and black pants/shorts/dress/skirt or for formal attire is long-sleeved shirt and black pants/shorts /dress/skirt. The shirt will have a color to represent a grade: Pre-K: Pink, K: Purple 1st: Blue, 2nd: Turquoise, 3rd: Green, 4th: Light Green, 5th: Yellow, 6th: Orange, 7th: Red, 8th: Maroon, 9th: Brown, 10th: Black, 11th: Gray, and 12th: White. Like the school uniform, backpacks will be in the color of the school uniform and have the students name on it. My school has no state standardized tests, but the use of state standards. Instead students are required to test into each grade through a test that measures their cognitive and behavioral level. The complete cognitive test has twenty-seven essays and 2030 multiple choice/true-false questions, which is two essays and 140 or 150 questions per grade. The cognitive test measures what the student should know by the end of each grade. Students can challenge an exam if they feel the grade or class they are in doesn’t reflect their abilities. In addition, students are required to take a â€Å"test out exam â€Å"in each subject. It serves as a measure for student learning, and an evaluation for teachers and parents. This exam is compared to the â€Å"test in exam† and options for tutoring/after school help for struggling students. If student doesn’t score higher than 80 percent on an exam, they won’t be promoted to the next class or grade unless they successfully retake the exam. The exam can be retaken twice before the student must repeat a grade of class. My school doesn’t use the Standard Letter Grade, but gives students the option for it. Instead of standard letter grades, students in K-5 will have a grade of Pass (B- or higher in Standard Letter Grade) or No Pass (C+ or lower in Standard Letter Grade). Then 6-12th grade students will have the option of keeping their grades in Pass/No Pass or having standard letter grades. (Students will be put on Academic Probation if their GPA reaches 2.99 or below.) Behavior, class participation, in-class work for students K-12 will be graded in O=Outstanding, E=Exceeds Expectations, A=Acceptable, P=Passing, N=Needs Improvement. Each week behavior and participation reports are sent home so parents can see how their student’s behavior and participation improves or becomes a problem. Teachers and parents go over the child’s portfolio, which includes tests, papers, art, quizzes, and other in-class material each quarter. At the end of the year students evaluate their own work and other’s work in the portfolio. The student, the teacher, other studen ts, and the parent grade the portfolio like pieces of art are evaluated at an art gallery. My school gives students the option of independent study or regular classroom learning in middle school and high school. All preschool through twelfth grade students are put in their cognitive level and in small classrooms of twenty students of less; however, middle school and high school students have the option of regular class or packets. In regular class students participate in in-class assignments, quizzes, and tests; students must earn homework and extra credit. Students must have at least 240 points out of 300 to pass each quarter; otherwise the quarter will be repeated in packets. In a packets class or independent study students come to class participate and take in-class quizzes and tests; however, class work is done in packets. Students must have an A- or higher to move on to the next packet. Packets are allowed to be taken home and are equivalent to one week of regular class in-class work; only Physical Education, Speech, Science Lab, and Visual/Performing Arts are not allowed to be taken in packets. The packets are recommended for students who are ill, on religious holidays, etc., which prevent them from attending class. In addition, all students on holiday (December) have the option of completing packets for credit and completing quizzes and tests online with a proctor; the packet requires an A- or better to move on. Overall, my school focuses on creating an emphasis on individual learning and respect for cultural diversity; however, there are intuitional and individual barriers. Intuitional barriers will arise when parents who aren’t secular will try to implement their beliefs into the curriculum, but this school offers a well-rounded approach to learning not faith-based learning. In addition, problems may arise when parents try to control what the child learns and what they become; parents are encouraged to let their children be good at what they are good at. Small class sizes and indivualized learning can cause problems for students and parents who want a more mainstreamed education. Students may feel it is too hard for them, but this school is meant to be challenging in academics, but not in socializing. Since there will be intuitional and individual barriers, parents and teachers are encouraged to be open and discuss any problems and look for what is in the best interest of the child. My belief is that education should offer students prepare students for life outside of education. I provided a school that offers students an extended school day and longer school year and summer school to keep kids out of trouble and respect religious beliefs. My school has educated students prepared for college and/or having a job as well as serving in the community. In addition, I provided a school that promotes a healthy life style, school uniforms, individual learning, good behavior, options in learning, and parent involvement. The goal of my school is to prepare and educate students to learn and be the best they can be in whatever they are good at. This charter school will create an emphasis on individual learning and respect for cultural diversity and more. Although this charter school will have intuitional and individual barriers, the school will provide more positive learning than a negative one. References Borsa, J., Ahmed, M., & Perry, K. (August 1999). Charter School Goverence. Paper presented at the annual meeting of the National Council of Professors of Educational Administration, Jackson Hole, WY. ED 436 856. Schnaiberg, L. (2000). Charter schools: Choice, diversity may be at odds. Education Week, 19(35), 1, 18-20.

Autobiography – My earliest memories

It was a beautiful summer's day and the birds were singing sweetly like a church choir of angels. My elder brother, Narvair suggested to my mother and father to go birthday shopping for presents as it was nearing my fifth birthday. As we sauntered down the long drive to the blue Vauxhall Cavalier, the blazing sun almost blinded us. We could feel the intense heat so much that sweat was pouring down our faces. As we travelled and approached the motorway, I enquired about our destination, but I was informed that it was a surprise. On the way we passed many fields where there were numerous horses, sheep and cows were grazing. In the far distance I could see the roofs of many houses and the tall pointed steeple of a church. Through the sun roof I could see the cloudless calm blue sky. As we left the motorway, I realised that we were heading for Meadow Hall. At this moment I was full of excitement, but this soon fizzled away, as it took such a long time to find a parking space.  Like read about memories? Read also  Flashbulb memory! Eventually we entered the large, brightly lit shopping mall, jam-packed with people hustling and bustling in and out of the shops. I immediately held my mummy's hand in case I strayed away. As we tried to pass the people I peeked through any small spaces in between the busy bodies looking for toy shops. Further along the mall, my grip loosened on my mum's hand, as my attention drew towards my brother. Whilst playfully tussling with my brother, I kept a close eye on my mum and dad's whereabouts. My mum entered the clothes shop and my dad browsed the sports shop adjacent to it. As we were playing, a bouncy ball fell out of my pocket and rolled down the precinct. Without hesitation I let go of my mum's hand and sped after the ball not realising I had soon left my parents and brother well behind. The ball bounced and rolled on being kicked by the on going people. In the long run I caught up with the ball as a gentleman trapped it under his foot. I thanked him and aimlessly ran in random directions seeking my mum and dad. Suddenly I discovered I was all alone and began to shed tears running in and out of shops bellowing for my mum, to no avail. Some time later, I saw a lady clothes shop where there was a lady wearing Indian garments. At this moment I felt relieved and hoped I had found my mum. Spontaneously I dashed towards her, only to find it was a shop window dummy. Amidst the confusion and the strangers, I began to cry and screech but no one would help. Further on the shopping mall I stepped onto the escalator leading up to the top floor. Looking over the railings I had an overview of the ground floor; however I could not see any members of my family. At this point I decided to ask all the passing people of my parent's whereabouts, but nobody knew. With exhaustion and blurry eyes I sat on the cold hard floor with my legs through the railings, eager to locate my parents or my brother. Suddenly a security guard crouched down beside me and informed me that it was not a good idea to have my legs dangling through the railings. He then asked me why I was crying. Having told him I had ran away from my parents to find my ball and now was lost. The guard offered to help, comforted and escorted me to the customer service desk. Here he announced over the shopping mall's tanoy system: â€Å"Can Mr and Mrs Birdi please come to the customer service desk immediately?† On seeing my parents coming I darted towards my mother and clung to her with a tight grip. My parents were very much relieved and delighted to see me. â€Å"Sandeep, where have you been? We have been looking for you,† exclaimed my dad. â€Å"I ran after my ball dad,† I replied sobbing. â€Å"Don't ever do it again, let us know where you are going. Now stop crying,† my mum said hugging and kissing me. After comforting me, my parents and my brother marched on towards the toy shop. I ran into the toy shop like a charging bull with my brother, but my mum insisted that I calmed down. Still excited I tried to take in all the toys around but eventually I carefully chose a special edition Action Man. It was a large present with many gadgets such as recording radio and a firing machine gun. I had been longing for this present and could not let anyone else handle it. I was really proud and could hardly wait for my birthday, so that I could play with it amongst my other toys. This made me the happiest five years old in the world. To this day I have still kept the Action Man in excellent condition and working order. Even now it is a pleasure to play with it, although I remember how I found my self lost in the huge shopping Mall.

Food mart Essay Example | Topics and Well Written Essays - 500 words

Food mart - Essay Example Because the order quantity that he desired was not available at the closest store possible, Foodmart cannot be considered to have ripped Todd off by not having the correct amount of chocolate sauce on stock. Todd may not have been aware at the time, but Todd entered into a contract with Foodmart that contained several terms and conditions. This is not a special case; every customer who purchases items online need to be aware of all the fine details of the contract that they are entering into. For Foodmart’s online order contract, the customer cannot purchase items that were advertised for cheaper in print. In addition to this stipulation, the online sales contract states that orders placed online can only receive inventory that is available from the closest store in terms of location. Thus, Foodmart cannot be held accountable as they laid out all the terms and conditions in their online contract. If the customer chooses not to take notice of this, then it is solely the custome r’s responsibility and the company at hand cannot be held responsible. If the company chooses to reimburse Todd then that is their choice, but they have no legal obligation to do so. It may be to the company’s benefit to reimburse him once because he may prove to be a long-term customer. The benefits in this case may outweigh the negatives so it may be best to give Todd the benefit of the doubt this time only. If he is in a similar situation again, then Foodmart should advise him that there is nothing that they can do for him. Foodmart should try to avoid such a situation in the future by making its customers aware of the terms and conditions of any contract. This would avoid legal issues down the road and it would give assurances to a customer that everything will be done through legal means. Foodmart could make it easier for customers by writing its terms and conditions in simple and easy to understand words so that