Free Essays on Kakfkas Metamorphosis

A Bug’s Life; â€Å"Kafka’s ‘Metamorphosis’† Franz Kafka’s, â€Å"Metamorphosis†, is arguably one of the most eccentric, yet exemplary literary works ever published. Kafka uses science fiction to provide insight into the mind of Gregor Samsa, a young man who seems to have fallen into the pits of life’s endless routine. As the story begins Gregor is mysteriously transformed into a large grotesque insect, this represents the insecure feelings he feels about himself. As a selfless, very dutiful man Gregor works extremely hard at a job he truly despises just to support his sister and parents with whom he lives. Betrayal, escape, and self sacrifice are among the many themes explored through Gregor in this truly one of a kind story. As Sheldon Goldfarb, a doctor of English and published critic, so bluntly states, â€Å" The Metamorphosis† is a depiction of the helplessness and disgusting nature of the human race.† Admittedly, after reading this story for the first time, I could not help but question the acceptance of â€Å"Metamorphosis† as a serious literary work. For one, the idea of someone turning into a bug was a little too far-fetched and unrealistic to be taken serious. However, this opinion of mine would change after I was forced to read and interpret this story thoroughly. Upon closer inspection of detail and symbols I’ve concluded that ‘metamorphosis† is honestly one of the best stories I’ve ever read. With a subtle kind of style, Kafka is able to delve into the flaws of humanity and exploit them for everyone to see. One tool of literature that Kafka uses to perfection is imagery. In the first section of this three part story, Kafka paints a visual picture of Gregor lying in his bed after just being transformed into an insect. As Goldfarb points out, the two most memorable images a reader experiences in this story are â€Å".....first, the picture of Gregor Samsa transformed into an insect, lying on... Free Essays on Kakfka's Metamorphosis Free Essays on Kakfka's Metamorphosis A Bug’s Life; â€Å"Kafka’s ‘Metamorphosis’† Franz Kafka’s, â€Å"Metamorphosis†, is arguably one of the most eccentric, yet exemplary literary works ever published. Kafka uses science fiction to provide insight into the mind of Gregor Samsa, a young man who seems to have fallen into the pits of life’s endless routine. As the story begins Gregor is mysteriously transformed into a large grotesque insect, this represents the insecure feelings he feels about himself. As a selfless, very dutiful man Gregor works extremely hard at a job he truly despises just to support his sister and parents with whom he lives. Betrayal, escape, and self sacrifice are among the many themes explored through Gregor in this truly one of a kind story. As Sheldon Goldfarb, a doctor of English and published critic, so bluntly states, â€Å" The Metamorphosis† is a depiction of the helplessness and disgusting nature of the human race.† Admittedly, after reading this story for the first time, I could not help but question the acceptance of â€Å"Metamorphosis† as a serious literary work. For one, the idea of someone turning into a bug was a little too far-fetched and unrealistic to be taken serious. However, this opinion of mine would change after I was forced to read and interpret this story thoroughly. Upon closer inspection of detail and symbols I’ve concluded that ‘metamorphosis† is honestly one of the best stories I’ve ever read. With a subtle kind of style, Kafka is able to delve into the flaws of humanity and exploit them for everyone to see. One tool of literature that Kafka uses to perfection is imagery. In the first section of this three part story, Kafka paints a visual picture of Gregor lying in his bed after just being transformed into an insect. As Goldfarb points out, the two most memorable images a reader experiences in this story are â€Å".....first, the picture of Gregor Samsa transformed into an insect, lying on...

Dolphin Fish (Mahi-Mahi) Facts

Dolphin Fish (Mahi-Mahi) Facts The dolphin fish is not a dolphin. Unlike dolphins, which are mammals, dolphin fish are a type of ray-finned fish. The dolphin fish most likely got its confusing common name because it was previously classified in the genus Dolfyn. It also has a melon-shaped head, much like that of a true dolphin. In the modern classification system, the fish belongs to the genus Coryphaena. If a restaurant menu includes dolphin, its referring to the dolphin fish, not the mammal. Some restaurants use the alternative names mahi-mahi and pompano to prevent confusion. Fast Facts: Dolphin Fish Scientific Name: Coryphaena hippurus (common dolphin fish); Coryphaena equiselis (pompano dolphin fish)Other Names: Dolphinfish, dolphin, mahi-mahi, dorado, pompanoDistinguishing Features: Brilliantly colored fish with single dorsal fin spanning the length of the body; males have protruding foreheadsAverage Size: 1 meter in length and up to 40 kilograms (88 lb) weightDiet: CarnivorousLife Span: Up to 5 years, but usually less than 2 yearsHabitat: Temperate, subtropical, and tropical oceans worldwideConservation Status: Least ConcernKingdom: AnimaliaPhylum: ChordataClass: ActinopterygiiOrder: PerciformesFamily: CoryphaenidaeFun Fact: The dolphin fish is a very fast swimmer, reaching speeds of nearly 60 mph. Description There are two species of dolphin fish. The common dolphin fish (also known as mahi-mahi or dorado) is C. hippurus. The other species of dolphin fish is C. equiselis, which is also known as the pompano dolphin fish. Both species in the genus Coryphaena have a compressed head and single dorsal fin running the full length of the body. Both the anal and caudal fins are sharply concave. A mature male (bull) has a prominent protruding forehead, while a female has a rounded head. Mature females are smaller than males. Their long, slender bodies are well-suited to fast swimming. Mahi-mahi swim up to 50 knots (92.6 kph or 57.5 mph). Pompano dolphin fish are sometimes mistaken for juvenile common dolphin fish or mahi-mahi because they are small, reaching a maximum length of 127 centimeters (50 in). Pompano dolphin fish are bright blue-green with silver-gold sides. The fish fade in color to dull gray-green when they die. A typical mahi-mahi reaches a length of one meter and a weight of 7 to 13 kg (15 to 29 lb), but fish over 18 kg (40 lb) have been caught. These fish are brilliantly colored in shades of blue, green, and gold. Pectoral fins are iridescent blue, the back is green and blue, while flanks are silvery-gold. Some individuals sport red spots. Out of water, the fish appears golden (giving rise to the name dorado). Upon death, color fades to yellowish-gray. Distribution Both species of dolphin fish are migratory. The common dolphin fish prefers coastal and open water from sea level to a depth of 85 meters in temperate, subtropical, and tropical oceans worldwide. The pompano dolphin fish range overlaps that of the common dolphin fish, but it usually lives in the open ocean and occurs as deep as 119 meters. The fish form schools and tend to congregate in seaweed and under floating objects, including buoys and boats. Diet and Predators Dolphin fish are carnivores that prey upon zooplankton, squid, crustaceans, and smaller fish. The fish is prey to other large oceanic predators, including billfish and sharks. Both species are important for commercial and sports fishing. The fish are generally considered safe to eat, but they are moderately contaminated with mercury and can serve as a vector for ciguatera poisoning. Reproduction and Life Cycle Dolphin fish grow and mature very quickly. Fish reach maturity between 4 and 5 months of age and start spawning when they reach a length of about 20 centimeters. Spawning occurs throughout the year when water currents are warm. Females spawn two to three times each year, producing 80,000 to a million eggs each time. Pompano dolphin fish have a life span of up to 3 to 4 years, but most live less than 2 years. Mahi-mahi live up to 5 years, but rarely exceed 4 years. Conservation Status Both the common dolphin fish and pompano dolphin fish are categorized as least concern on the IUCN Red List. Its population is stable. However, the fish face threats from declining habitat quality. The species has high commercial value and is extensively harvested. Many countries have imposed bag limits and size limits to support sustainable fishing. Sources Collette, B., Acero, A., Amorim, A.F., Boustany, A., Canales Ramirez, C., Cardenas, G., Carpenter, K.E., de Oliveira Leite Jr., N., Di Natale, A., Fox, W., Fredou, F.L., Graves, J., Viera Hazin, F.H., Juan Jorda, M., Minte Vera, C., Miyabe, N., Montano Cruz, R., Nelson, R., Oxenford, H., Schaefer, K., Serra, R., Sun, C., Teixeira Lessa, R.P., Pires Ferreira Travassos, P.E., Uozumi, Y. Yanez, E.  2011.  Coryphaena hippurus.  The IUCN Red List of Threatened Species  2011: e.T154712A4614989.  Gibbs, R.H., Jr. and Collette, B.B. 1959. On the identification, distribution, and biology of the dolphins,  Coryphaena hippurus  and  C. equiselis.  Bulletin of Marine Science  9(2): 117-152.Potoschi, A., O. Reà ±ones and L. Cannizzaro. 1999. Sexual development, maturity and reproduction of dolphinfish (Coryphaena hippurus) in the western and central Mediterranean.: Sci. Mar. 63(3-4):367-372.Sakamoto, R. and Kojima, S. 1999. Review of dolphinfish biological and fishing data i n Japanese waters.  Science Marine  63(3-4): 375-385. Schwenke, K.L. and Buckel, J.A. 2008. Age, growth, and reproduction of dolphinfish (Coryphaena hippurus) caught off the coast of North Carolina.  Fish. Bull.  106: 82-92.

Using Mathematics to predict traffic flow Essay Example | Topics and Well Written Essays - 250 words

Using Mathematics to predict traffic flow - Essay Example In this paper, we study microscopic model in detail, which utilizes ordinary differential equations. We also provide the reasons for studying the traffic flow and the current applications in science. The basic aim of studying traffic is to comprehend traffic jamming and find ways to prevent it. The aim is to provide well-organized movement of traffic while reducing congestion problems. Traffic modeling is studied in different disciplines and each of the fields explains why we study traffic. In Engineering, civil engineers are interested in traffic to be able to forecast and model traffic flow to generate operative and safe road systems and intersections. In addition, electrical engineers may create intelligent electronic appliances, which will monitor and get used to traffic conditions. Besides, environmental engineers may study how traffic jamming affects fuel consumption and air pollution. For city planners, they study traffic to determine the most effectively use and apply traffic systems. A city planner may need to decide the effectof the addition of an on-ramp to a freeway or if to construct a bypass. Moreover, a city planner may need to determine certain types of cars that should be prevented from a certain roadway. The traffic models can assist state government and city planners to determine speed limits. Through creation of accurate simulations of traffic models, computer scientists enable city planners and engineers to rapidly test new designs. Simulations can define how a planned change in infrastructure will influence traffic before any building is initiated. There are two current types of models namely macroscopic and microscopic. Both models have modern state-of-the-art equations. Macroscopic models research on traffic from a general or average perspective whereas microscopic models research on the motion of individual vehicles. The traffic jams can be studied with both types of models. The models can simulate

Six Sigma and DMAIC Imporvement Process Coursework

Six Sigma and DMAIC Imporvement Process - Coursework Example There six sigma has proven to an effective tool for improving performance. Basically, the effective adoption of the six sigma facilitates quality improvement and efficient performance (Pande & Holpp, 2002). For a clear understanding of the benefits accrued from using the six sigma it is important to study its five phase, which are expressed as DMAIC. The five phase are definition of the problem (D) measuring/mapping the process (M), analyzing the cause of the problem (A), improving the situation (I) and finally controlling the implantation of the solution (C). The purpose of this study is to evaluate an article that focuses on a case study of an aluminum company. The issue of quality improvement has been very controversial among various companies. In essence, every company strives to outdo the competitors by producing unique products that are perceived to be of top quality. From the case study, it can be identified that the company faces considerable competition from other firms producing similar products. Earlier studies reveal that the six sigma model is an infective approach to quality improvement. Apparently. From the case study, it can be identified that the author recognizes the importance of six sigma in problem-solving. In addition, the author points out that DMAIC is an appropriate procedure to solve the problems facing the company. In essence, various scholars encourage the use DMAIC in solving business challenges (Breyfogle, 2003). It is important to note that businesses are usually exposed to problems and that these problems have to be solved cautiously to mitigate adverse consequences. Apparently, the quality of a product is an important component as far as generation of profits is concerned (George, 2002). In essence, a company whose products are of high quality enjoys a better market share compared to that whose products are of low quality. Both the author of the article and the existing studies argue

Video game literature review Essay Example for Free

Video game literature review Essay Violent video games are said to have a negative effect on those who play them, but there is also the debate that violent video games help those who play them rather than hurt them. There is a rating system that separates games into groups from games for everyone all the way to games that can only be bought if youre eighteen and older. The main questions with this rating system seem to be, Where do we draw the line, and Who draws the line? All to often younger teens get their hands on the video games that are made for the eighteen and older crowd, but will the game actually have a negative effect on the teen, or will it help the teen by allowing them to vent some anger or make them feel good about themselves because they solved a difficult puzzle within the game. As you may have seen there are many contrasting viewpoints, but before we explore the contrasting views on violent video games, we should try to understand our own views, and those of others who take positions that are different from ours, by reviewing some key insights. First we can start with the insights of a few different people who dont think violent video games are bad for teens. From there we can move to a couple of pieces that think violent video games are bad. To finish we will look at an article doesnt take a stance either way, but does provide some very good facts. Greg Costikyan, also known as Designer X, is an American game designer and science fiction writer. Costikyans career spans nearly all genres of gaming, including hex-based war games, role-playing games, board games, card games, computer games, online games and mobile games. Several of his games have won Awards. In Costikyans argument, The Problem of Video Game Violence is Exaggerated, he tackles violence in video games from many different angles such as video game advertising, the successful way to incorporate violence into video games, how violence is part of human nature, and the ignorance of the opposing viewpoint. When reading the argument it is easy to see that Costikyans viewpoint is biased, but he does a good job of stating the opposition and then shooting it down with his own research, and he does not avoid certain questions just to prove his point. I think that Costikyan makes his best argument when he talks about the artistic use of violence in video games. He says that when people play video games they develop a rhythm, but when violence is thrown in it creates a dissonance which breaks the players rhythm, which in turn makes the game that much more of a challenge. Costikyan sums it up best when he says, Violence used artistically is effective; violence used crudely is vile. Tom Kalinske is the former president and CEO of Sega America, Inc. , and now works for Educational Technology, LLC. In Kalinkses speech, Video Games do not Cause Aggressive Behavior in Children, he makes some very good points on why people might think that video games are bad. Kalinske poses a very good point in his speech where he says, Parents and educators who look casually at boys playing out fighting games are quick to condemn because the content of the games mirrors real societal problems. But to jump to the conclusion that game content leads to really inappropriate behavior is like speculating that students studying the Napoleonic Wars may lay siege to their neighborhood. Kalinske argues that parents fear technology because they have less of an understanding of it than their children, and those who think that kids will emulate the violence seen within the video games that they play have a very pessimistic view of kids. Kalinske also makes a very good argument about how video games can improve academic performance. He says that beating a video game takes more than good hand-eye coordination. It takes good puzzle solving, critical thinking, deductive reasoning, and problem solving skills, which all happen to be key skills for academic success. I think that Kalinske has many good points in his speech that will help me in writing my paper. David Deutsch is a physicist at the University of Oxford. He is a Visiting Professor in the Department of Atomic and Laser Physics at the Centre for Quantum Computation, Clarendon Laboratory. He pioneered the field of quantum computers, and is a proponent of the many-worlds interpretation of quantum mechanics. In Deutschs interview he talks about how video games are beneficial to children, because it gives children a different and unique learning environment. Deutsch says that all the evidence that video games are bad boils down to the fact that children like them, and prima facie video games are bad. He suggests that if children like doing something so much, such as playing video games, then we should find ways to make it better and allow them to do more of it. Deutsch make a very good argument when he compares playing video games to playing the piano or playing chess. He says that all three take a lot of time to master, some more that others, and if a child is seen playing chess for long periods of time he is considered a genius, but if a child is seen playing video games for long periods of times he is stigmatized. This doesnt make sense, because all three are done for the same reason which is the impulse to understand things. Deutsch also argues the addiction to video games very well by saying that the reason why people choose to play video games so much is because the games make you engage you emotions as well as your intellect. He also gave this as a very good example, I remember once, I came back to playing the Piano after a long time, and I ended up with blood all over the keys. I saw that I had a cut, but I did not want to stop, so I carried on playing. If that had been a video game and I had been younger, people would have used that as evidence of addiction. Kevin Saunders is currently a professor at Michigan State University and is the author of two books, Violence as Obscenity: Limiting the Medias First Amendment Protection and Saving Our Children from the First Amendment. He has authored dozens of book chapters, law review articles, and commentaries in legal and popular periodicals. He also teaches a variety of courses and seminars on topics in Constitutional Law. In this article Saunders establishes a good topic for debate when he says that fps (first-person shooter) games create a realistic adaptation of an actual gun fight to whereas the armed forces and law enforcement agencies use fps games to train their soldiers. He then gives us a couple of examples of what these violent games can make teens do in real life. The first example is about Michael Carneal, a fourteen-year-old freshman who enjoyed playing the popular fps Doom. One morning Michael showed up at school with a stolen pistol and open fired on a group of kids. He killed three and injured eight. The second example is about Eric Harris and Dylan Klebold the two students who showed up at Columbine High School heavily armed and killed one teacher, twelve students, and injured twenty-three others. They too were avid players of the game Doom. These are both prime examples of what violent video games can do to teens. Eugene F. Provenzo, Jr. is a professor in the Department of Teaching and Learning at the University of Miami. Provenzos academic interests include the role of the teacher in American society, and the influence of computers and video games on children. His work has been reviewed in American and British media, including ABC World News Tonight, The Economist, and The New York Times. In this article Provenzo says he believes that real life simulators, such as video games, are taking kids out of the real world and teaching them about violence, and how to be violent. He argues that when teens play an fps (first-person shooter) game they virtually put themselves into an emotionless killing machine and by doing this they are behaviorally reinforced as they play the game thus being taught that its ok to shoot people. Provenzo makes a great comparison when he compares playing an fps and playing a game of paintball. He says that they are two different things because while playing paintball you can get tired and wounded, and there are serious consequences for getting out of control. When playing an fps there are no limits, players are not responsible for what they do, and there are no consequences for anybody. I think that Provenzo makes a great point when he says, Video and computer games are, in fact, highly effective teaching machines. You learn the rules, play the game, get better at it, accumulate a higher score, and eventually win. This next article is titled Video Games and Violence and it was taken from Issues and Controversies at facts. com database. The article covers both sides of the argument. It says that supporters of the legislation against violent video games say that violent video games make kids more acclimated to violence, and that violent video games cause an increase in violence within the kids. Critics of the legislation against violent video games say that our current rating system for video games is working and that video games should be protected as free speech. Within this article are some very good statistics one of which being in the year 2000 85% of minors sent to buy a video game rated M (M for Mature) were successful. Sometime after that study stores started to enforce an ID rule for M rated video games, and in the year 2003 the percentage of minors able to purchase M rated video games fell to 69%. Another good statistic within the article is that in the year 2003 out of all the video games purchased only 11. 9% were M rated games. The biggest percentage of games being bought were rated E (E for Everyone) with 54%, and in second were T (T for Teen) rated games with 30. 5%. This article brings up a very good point when it says that parenting is a big part of regulation in what youth under the age of eighteen watch and do. The video game rating system was originally put in place for parents to be able to judge what their children should be playing and to have an idea of what would be in the game that their children were playing. As you can see, with the information provided, there are many valid points around this debate. While reading Saunders and Provenzo I noticed that both of them brought up the Columbine school shooting which is a very emotional subject for some people. Kalinske and Deutsch both portray the general argument that video games can help educate teens, and video games could be a very powerful educational tool, if used correctly. All of these sources have helped me a lot in understanding more about the effects of violent video games on teens. Before my research I was not sure if I was for or against changing the rating system for video games, but now, with all this information, I will be arguing against creating a more strict rating system for video games. Works Cited Costikyan, Greg. The Problem of Video Game Violence Is Exaggerated. Video Games (2003) 25 Jan. 2007 . Deutsch, David. Playing Video Games Benefits Children. Video Games: Harmfully Addictive or a Unique Educational Environment? (1992) 02 Feb. 2007 . Kalinske, Tom. Video Games Do Not Cause Aggressive Behavior in Children. Violent children (2000) 02 Feb. 2007 . Provenzo, Eugene. Violence in Video Games Is a Serious Problem. Is Media Violence a Problem? (2002) 02 Feb. 2007 . Saunders, Kevin. Censorship Should Be Used for the Protection of Children. Censorship (2005) 05 Feb. 2007 . Video games and violence. Facts. com. (2007). Issues and Controversies. 25 Jan. 2007.

Higher Education Savings Plans Essay -- essays research papers

Higher Education Savings Plans Abstract   Ã‚  Ã‚  Ã‚  Ã‚  This paper is about the Section 529 higher education savings plans that allow family members to receive certain tax breaks while investing for a child’s higher education. The data used in this study is the historical rate of return on a Connecticut 529 plan versus the benchmark, the S&P 500. The time period covered was the inception of this plan starting in 2002 up to the start of research on this study, the end of September, 2004. The tests show that although this particular 529 plan offers tax benefits that could help in investing for higher education, that this particular plan failed to outperform the market during the period observed. Therefore it is my conclusion that there are better investment options on the market to invest in a child’s higher education than this Connecticut 529 savings plan. This study may lead to further observation of other Connecticut 529 plans as well as 529 plans managed nationwide to figure out if 529 plans are as effe ctive as advertised. â€Å"529† college plans have become greatly debated in recent years as a tool for investing for college. The plan, which takes its name for the provision of the tax code that sanctioned them, is a college savings account which allows parents or grandparents to give gifts to children that will be later used to obtain a college education. Although some 529 plans have been around since 1988, the Economic Growth and Tax Relief Reconciliation Act of 2001 made sweeping changes to Section 529, most of which became effective in 2002. These changes offer substantial tax benefits to families seeking to finance the cost of college expenses. 529 plans offer families, regardless of income, the opportunity to generate tax-free earnings on funds specially set aside for higher education. These plans, which are run by individual states, can be of great benefit to children by allowing their family members to give money to them in advance to save for college. It can also be detrimental to not o nly the people who invest but the children who are receiving these gifts. I became aware of these 529 plans by reading â€Å"A Random Walk Down Wall Street† by Burton Malkiel. My motivation was to see if these 529 college saving plans are as effective as advertised and to look at the upsides and downsides of investing in them. Since there are tax deduct... ...  Ã‚  881.69  Ã‚  Ã‚  Ã‚  Ã‚  935.11  Ã‚  Ã‚  Ã‚  Ã‚  840.31  Ã‚  Ã‚  Ã‚  Ã‚  855.7  Ã‚  Ã‚  Ã‚  Ã‚  -2.74%  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2-Dec-02  Ã‚  Ã‚  Ã‚  Ã‚  941.55  Ã‚  Ã‚  Ã‚  Ã‚  954.4  Ã‚  Ã‚  Ã‚  Ã‚  869.42  Ã‚  Ã‚  Ã‚  Ã‚  879.82  Ã‚  Ã‚  Ã‚  Ã‚  -6.03%  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1-Nov-02  Ã‚  Ã‚  Ã‚  Ã‚  885.76  Ã‚  Ã‚  Ã‚  Ã‚  941.85  Ã‚  Ã‚  Ã‚  Ã‚  872.02  Ã‚  Ã‚  Ã‚  Ã‚  936.31  Ã‚  Ã‚  Ã‚  Ã‚  5.71%  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1-Oct-02  Ã‚  Ã‚  Ã‚  Ã‚  816.3  Ã‚  Ã‚  Ã‚  Ã‚  907.49  Ã‚  Ã‚  Ã‚  Ã‚  768.58  Ã‚  Ã‚  Ã‚  Ã‚  885.77  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  

Hong Kong Education Essay

The pre-school education voucher scheme was launched by the government of Hong Kong Special Administrative Region in September 2007. The scheme was meant to introduce reforms in education in efforts to promote good early childhood education as the foundation for a child’s lifelong learning (Education Department, 2000). Based on this scheme, every parent who has a child aged between 3 and 6 years should be given a voucher worth $13,000 every year (HKU Faculty of Education, 2008). Out of the $13,000, $10,000 can be used by the parents to pay tuition fees in the kindergartens. The remaining $ 3000 should then be used for the professional development of the teachers in pre-school institutions. The pre-school education voucher should be used under certain conditions. These conditions are, that the voucher should not be used for generating profit, pre-school institutions such as kindergartens must make sure their accounts are open for inspection, the school must attain the set Education Bureau benchmarks within 5 years based on the pre-school quality of education, and tuition fees need to be under $24,000 for half day and $42,000 for full day programs per student, per annum. Due to the restrictions that accompany the pre-school education voucher scheme in Hong Kong, stakeholders in the education sector have shown concern for the impact of the imposed restrictions. This has resulted to a debate that has involved the government and the stakeholders. Since its introduction in the 2007/2008 years, the voucher scheme has been very important for parents with children attending kindergartens. The scheme has provided parents with direct fee subsidy and this has eased their financial burden. It is estimated that a total of 820 kindergartens which represents 85 per cent of the total number of kindergartens in Hong Kong have joined the scheme. In addition, 117,000 pupils are enjoying the benefits from the pre-school education voucher scheme fee subsidy. Since 1997, pre-school institutions in Hong Kong experienced reforms that considered internal effectiveness in schools to be important (Vickers, 2003). According to the Hong Kong government, the implementation of the voucher scheme is an indication of its commitment and support to pre-school education. In addition, the schemes are a positive response to the demands that have been made by the kindergarten principals and teachers. This has become possible through the financial support that the schemes provide for the professional development of the teachers and the principals. It is very important to note that the primary objective of the pre-school education voucher scheme in Hong Kong is to provide parents with direct fee subsidy. It is estimated that over 80 percent of the total number of kindergarten teachers have managed to obtain the Certificate of Early Childhood Education(C (ECE)). Some teachers have enrolled in the courses or have managed to obtain qualifications equivalent to (C (ECE)). To evaluate whether the voucher scheme has been successful in achieving its objectives, the Education Bureau (EDB) in Hong Kong continues to conduct Quality Review studies. By May 2009, the Education Bureau is estimated to have conducted survey on more than 320 kindergartens. The government of Hong Kong acknowledges that pre school teachers experience pressure at work and they need to develop in their profession. The scheme is considered to be one of the ways through which the teachers’ professional development can be promoted. Impact of the Pre-school education voucher scheme on teacher’s professional development Teachers at pre-school institutions have shown their full commitment and dedication to education in Hong Kong . One of the ways through which the pre-school education voucher scheme has impacted positively on the teacher’s professional development is by trying to reduce the workload of the teachers and the principals. Since one of the primary objectives of the scheme is to promote professional development of the teachers, the Education Bureau has continued to enhance communication between the school administration, teachers and other stakeholders in the sector (Andrew, 2008). This has resulted to efficient and continuous implementation of programs that are aimed at improving the teachers’ professional development. The quality review mechanism that has been adopted by the Education Bureau ensures that school self evaluation is done to encourage continuous improvement in education and the teachers professional development. Teachers have been concerned about the pressure at work that results from the quality review done by the Education Bureau as well as the work load at school. However, the quality reviews that are supported due to the implementation of the pre-school education voucher scheme have promoted professional collaboration between teachers. Pre-school education in Hong Kong has for a long time been provided by the private sector and non-profit making institutions. This demands that all pre-school institutions such as kindergartens to be well placed in a manner that the market forces are used to determine the teachers’ salaries at discretion. The launch of the pre-school voucher schemes has increased financial resources for the kindergartens and schools’ management activities (Hong Kong Special Administrative Region Government, 2007). In addition, these resources have been used to finance efforts that aim at providing a working environment that attracts and retains qualified and well performing teachers. The financial resources injected by the voucher scheme have also been very vital in facilitating the payment of good salaries to the teachers. These benefits have acted as a motivation for the teachers to improve their skills and abilities hence their professional development (The Education Bureau, 2009). The Hong Kong government has reaffirmed its commitment in promoting high quality education at the pre-school level by encouraging schools or kindergartens to provide the teachers with qualification allowances. Research studies that have been conducted to determine the impact of pre-school voucher schemes in Hong Kong show that over 52 per cent of parents, principals and teachers agree that the scheme is a fair policy that promotes excellence in early childhood education. The teachers satisfaction with the scheme has been due to the opportunities the schemes have offered to them to improve their professional skills. Teachers consider the voucher scheme to have a positive influence on the schools and their staff. By improving the quality of education offered at the kindergarten, it has become necessary for teachers qualifications to be improved. This has played an important role in the teachers’ professional development. A large number of parents with children in pre-school institutions assert that the schemes have promoted the qualifications of the teachers as well as the improvement made on the school facilities. The schemes have encouraged teachers to pursue higher education or to undertake more education courses. At the pre-school level, extra curricular activities are very critical for children development and learning (Sweeting, 1990). Teachers compliment learning in class by extra curriculum activities. By participating in the coordination and implementation of extra curricular programs in school, the teachers’ ability to lead and teach is improved. The voucher scheme has increased financial resources to be spent for the extra curricular activities in school. By being involved in the activities, the teachers’ professional ability to use the activities in educating the children is improved. By September 2008, about 30% of teachers at the pre-school level had enrolled and attained good qualifications after enrolling for (C (ECE)) courses which are recommended and supported by the Education Bureau. The pre-school principals who are also teachers have had an opportunity to pursue higher education . For example, about 61 per cent or a large number of principals have been enrolled to undertake the Bachelor of Education in Early Childhood Education (B Ed (ECE). A program to certify the qualification of the principals were put into place in January 2008 . By March 2009, about 300 principals who served in the pre-schools had taken a certification course. For continuous professional development in the teachers, many kindergartens have adopted teacher development subsidy (TDC) to offer the teachers’ school based training programs. The pre-school education voucher scheme provides support services that are offered to develop language skills, cognitive abilities and physical development in children. Teachers gain from this by being engaged in creating a good learning environment, proper children learning, portfolio planning as well as curriculum planning and organization. Being engaged in these activities has been vital in improving the professional skills of the teachers when it comes to planning for good learning at school (Bray and Koo, 2005). The Hong Kong Education Bureau participates in promoting the teachers professional development under the voucher scheme by commissioning a professional training course for their principals. By improving the principals’ leadership and management skills, the teachers are able to get good guidance and effective leadership that relate to the teacher’s work (Ranson, 2003). The principal training course is characterized by an offshore programme and provides an on-spot consultative visit to the principal who participates in the course. About 130 principals are estimated to join the training programme. The principals have given positive feedback about the benefits of the programmes. To support the implementation of the pre-school curriculum revised guide, the Education Bureau organizes professional development programmes which relate to school based curriculum knowledge, leadership, curriculum management and pedagogical knowledge in various areas of learning. This effort has promoted the professional development of the teachers through capacity building. Transparency in pre-school institutions has been promoted by the requirements set by the Education Bureau when it comes to the management of the financial resources . The resources provided by the scheme promote the smooth running of the schools, good remuneration for the teachers and provide a good learning environment. These have gone a long way to increase accountability of the principals and the teachers and this has motivated teachers to embrace good values that are important in professional development. Some of the questions that have been raised about pre-school voucher schemes in Hong Kong is whether the schemes can minimize the overall work pressure on the teachers and improve the staff ratio. The pre –school education voucher schemes have promoted professional upgrading for both the principals and the teachers. For those who serve at PEVs-NPM-KGs, a teacher development subsidy is provided in each voucher. The subsidy is utilized for teacher training and development courses. Furthermore, the teachers and the principals who serve in non PEVs-NMP-KGs can claim a reimbursement from the Education Bureau to cater for up to 50 percent of the fees for a degree or diploma course that has been approved in early childhood education. By the year 2011/2012, all teachers serving at pre-school level are expected to have obtained a certificate in Early Childhood Education (LegCo panel on education, 2009). This together with the demand by the scheme that all kindergarten principals who are appointed from 2009 to have a BEd (ECE) have encouraged teachers to pursue higher education. In addition, the requirement for principals to have a one year post qualification experience and a certification course has encouraged principals and teachers to get engaged in professional development activities and programs. All kindergartens under the scheme have put into place measures that ensure there is continuous professional development by providing school based training programmes under the teacher development subsidy program. Areas of school work that are covered include children’s’ development, learning and teaching, management and organization, and children and school culture support. The quality reviews carried out by the Education Bureau assists the teachers to invest their energy and time in professional development as a way of promoting sustainable school improvement. For example, local non-profit making schools starting 2012-2013 will be able to redeem the education voucher if they are able to meet the prescribed standards of the Quality Review framework (Education Department, 2007). The requirements specified in the Education ordinance (Cap 279) ensures that teachers’ professional development can occur when they meet the set educational standards. The first batch pf 130 Quality Review planned visits began in the 2007-2008 school year (Legislative Council of the Hong Kong Special Administrative Region Government, 2008b) and an increase in ratio of graduate teachers in 2008/2009 has raised the professional standards and status of the teachers. The Quality Review Framework promotes transparency and accountability in schools which promotes a culture that is good for professional development of teachers. The Hong Kong government is committed and dedicated to the improvements made in education and the professional development of teachers. The development and implementation of the Pre-school Education Voucher Scheme in Hong Kong is one of the ways through which the government has managed to improve the quality of education and to promote professional development in teachers and principals. High quality education at the pre-school level can be attributed to the pre-school education voucher scheme, classroom inspection and quality reviews in schools. In conclusion, the pre-school education voucher scheme has been promoted through the 2007/08 school year Training Activity, Teacher Development plan for 2008/09 school year, Four-year Teacher Development plan and the professional upgrading of Kindergarten principals and teachers.

The Mysterious Old Man – Creative Writing

He came like the wind, as it from nowhere. As the gently wind ruffles the placid surface of a still pond, his visit caused small ripples on the smooth surface of the peaceful life that prevailed in our small village. At that time none of us had the foggiest idea of the shape of things to come. Perched on the sea- facing slope of a hill that forms part of a mountain rampart along the seaboard, our village was a perfect haven for anyone who hated modern civilization. It took a half day's walk by a footpath to the nearest town. The march of time has left us behind by a decade. In a way we were happy that the wind of change did not blow in our village. We are contented with life as it is, for it is very much the same as it used to be for centuries. Our village folks were mostly fisherman and peasants. The fertile land and the bounteous sea were very generous towards us in their gifts. There was a village shop keeper who's name was Ahmed, who used to get us few things we needed from the outside world. Visitors from the outside world were few and far between – who would care to visit such a godforsaken place? When occasional visitors came, they inevitably arouse our suspicion and so it was when this strange came. To be frank, there was nothing strange about him. But to the simple folks of our village anyone from the outside world was strange and mysterious. So from the very beginning, we looked upon him with suspicion. He was first seen at Ahmed's shop. Aseem, the coffee shop attendant approached him to ask him what he wanted. Taking his seat, the stranger placed his canvas bag on a table and ordered a cup of coffee. Aseem brought the coffee; while mopping the table, he lifted the canvas bag and placed it on a chair. Two blood-shot eyes that seemed to see through everything transfixed Aseem. â€Å"My bag,† muttered the stranger curtly, â€Å"will remain where I placed it. No one shall touch it.† Aseem just managed to mumble something apologetically. He placed the bag where it was. The stranger sat there, sipping the coffee and puffing a cigar. There were only a few people in the coffee shop then. They all glanced at him through he corners of their eyes as if they did not want him to know that he was being watched. None dared to approach him. They whispered comments – it was certain that the stranger had aroused their curiosity. Meanwhile the stranger sat there, as if he was in a deep though, eyes distant. He was about sixty, lanky of frame with a droop at the shoulders. Having paid for his drink, the stranger went along the foot-path that led towards the nearest town. Those who saw him leaving hoped that they would see no more of him in our village. They were proved wrong; he was there again on the next day and the next. He frequented Aseem's coffee shop; meanwhile news of the stranger figured prominently in the gossip of our village. They all had something to say about him. But opinion varied as to whether his frequent visits were a good omen of bad. Elderly people like Mr. Tan and old Haji were decidedly against it, for â€Å"such strange visitors often bring some misfortune with them,† they argued. It was really startling news to us when we heard that the old man had rented out a room in Madam Ho's house. Madame Ho was a widow; her only son, Chen, the village carpenter went to town in search of work. The old woman was living alone in a three-roomed house. We were a bit puzzled when we heard that the old man was going to stay among us. Mind you, it was not because we had anything against the stranger- it was simply because it meant some change, at least; and we were not used to changes. Days rolled by and once again life in our village returned to normal. As eventless days passed by, life continued to flow with that same unruffled placid quietude, but we did not know that it was the calm before the storm; we did not realize that we were sitting on a dormant volcano. The stranger seldom spoke to any of us. A man of few words, he seemed to move in a plane entirely different from ours. We suspected that there was something shady about him. For one thing, he was very secretive. We knew very little about his movements; not that we cared about it, but how would you feel about a fellow who lived by your side and of whom you knew next to nothing? He used to go out early in the morning – no one knew where to. At sunset, he was back, none knew from where. Like a frightened rabbit, he would look furtively at anyone who was near him and scuttle off from company. A fortnight or so later, two strangers called at Ahmed's shop. They wanted to see a friend of theirs. The description they gave of their friend fitted the old man exactly. Ahmed showed them Madam Ho's house and told them their friend was staying there. â€Å"But it's no use going there now; he has gone out,† Ahmed informed them. This seemed to satisfy the strangers. â€Å"We'll come tomorrow; we know he'll wait for us,† they said and departed. They were lying; they came to see him – that night itself. The next morning our village awoke to witness the bloodiest scene we had ever seen. Murder was committed in Madam Ho's house. The mysterious old man lay in a pool of blood. A ten inch dagger, plunged into his chest, had skewered him to the floor. Utter panic gripped the whole village. Fear and consternation could be seen on every face. Ahmed alone had a head cool enough to act wisely. Having instructed the curious crowd to keep clear away from the dead body, he sent his boy, Sam to the Police Station in the nearest town, but before San reached there, the police were already on the scene. They had caught the scent of the murder somehow or other. The Inspector in charge of the police surveyed the scene of murder with an expert's glance and asked, â€Å"Didn't he have any personal belongings such as a bag or a box?† â€Å"Yes, he used to carry such a canvas bag,† volunteered Ahmed. â€Å"It is missing, but I didn't expect to find it. There is a reward of $5000 for this rascal. Murder was his business. He is the third of the notorious ‘Five Diamonds' to meet with his end. Now, the remaining two who have got away, will slit each other's throat for that canvas bag. It contained a fortune in diamonds and precious stones.

Whats a Good PSAT Score for a Freshman

What's a Good PSAT Score for a Freshman SAT / ACT Prep Online Guides and Tips If you're gearing up for a high PSAT score in junior year, then you may choose to take the PSAT as a freshman for practice. Taking the PSAT in 9th grade will help you identify your current scoring level and figure out how you can improve for the future. As a freshman, you can choose between two tests: the PSAT/NMSQT that 11th graders take or the PSAT 8/9, a version of the test specifically geared toward 8th and 9th graders. These two tests have comparable, but slightly different, score ranges. This article will go over the scoring and percentiles of both so you know what would make a good PSAT/NMSQT or PSAT 8/9 score as a freshman. How Is the PSAT Scored? The PSAT NMSQT (National Merit Scholarship Qualifying Test) and the PSAT 8/9 use slightly different scoring systems, but they match up pretty closely. Let's take a look at both. The PSAT/NMSQT gives you two scaled scores between 160 and 760. One is for Math, and the other is for Reading and Writing together. Adding these scaled scores together, the composite score range on the PSAT falls between 320 and 1520. The PSAT 8/9 gets shifted down 80 points, falling on a scale between 240 and 1440 total, or 120 to 720 for each section. It's moved down to make up for the fact that it's a slightly easier test than the PSAT/NMSQT. A perfect score on the PSAT 8/9, while strong, doesn't equate exactly to a perfect score on the PSAT NMSQT. Similarly, the PSAT/NMSQT is shifted 80 points down from the SAT's score range of 400 to 1600 to make up for its slightly less challenging content. You can picture the score ranges like a slide, with the SAT at the top, the PSAT/NMSQT just below, and the PSAT 8/9 underneath that. To calculate your final scores, College Board considers everyone's performance on a given administration. Once it figures out your scores, it assigns them a percentile. If you score in the 75th percentile, to give an example, then you scored higher or the same as 75% of other test-takers. The remaining 25% scored higher than you. By looking at how scaled scores get translated into percentiles, we can answer our original question of what makes a good PSAT score for a freshman. Objectively speaking, we can look at what PSAT score is higher than the scores of the majority of other test-takers. Is your score above average, or did you fall below the halfway mark? PSAT Scores and Percentiles Since freshmen can take either the PSAT/NMSQT or the PSAT 8/9, we'll look at the data for both tests. By looking at how scores fall into percentiles, we can figure out what makes a good score on either test for a freshman. First, let's consider the percentile chart for the PSAT/NMSQT. PSAT/NMSQT: Percentile Chart Since the majority of PSAT/NMSQT test-takers are juniors, followed by sophomores, the College Board unfortunately doesn't release stats on the scores and percentiles of only freshmen. Instead, it groups all students who are 10th graders and younger together when presenting data on how scaled scores convert to percentiles. If you feel like you're scoring lower than average, don't worry! The majority of students represented in this data have a whole year of schooling on you. The chart below matches up thePSAT/NMSQT scores of younger students with percentiles. This chart is sourced fromCollege Board's 2018 score report. PSAT/NMSQT Score Reading and Writing Math 760 99+ 99+ 750 99+ 99+ 740 99+ 99 730 99+ 99 720 99+ 99 710 99 99 700 99 98 690 98 98 680 98 98 670 97 97 660 97 97 650 96 97 640 95 96 630 94 95 620 92 95 610 91 94 600 89 92 590 87 91 580 85 89 570 83 87 560 80 85 550 78 82 540 75 80 530 72 77 520 68 74 510 65 71 500 62 68 490 59 64 480 56 60 470 52 56 460 49 52 450 45 48 440 42 43 430 39 39 420 35 35 410 32 30 400 28 26 390 25 21 380 21 17 370 17 14 360 14 11 350 11 8 340 8 6 330 6 5 320 4 4 310 3 3 300 2 2 290 and below 1 and below 2 and below As you can see, you don't have to get a perfect score to make it to the 99th percentile. Using this information, keep reading to learn what can we conclude makes for a good score for freshmen on the PSAT/NMSQT. What's a Good Score for Freshmen on the PSAT/NMSQT? Since freshman year is early to take the PSAT, your target scores can certainly be lower than they would be when you reach 10th or 11th grade. In fall of freshman year, you haven't taken any full high school classes yet. You may have already done a good deal of prep for the PSAT though, and you have lots of time to do more before taking the PSAT as a sophomore and/or junior. With this in mind, let's consider good scores to be in the 70th percentile or higher. These are the section and composite scores you'd need to achieve on the PSAT/NMSQT to score in these higher than averagepercentiles. Percentile Reading and Writing Score Math Score Composite Score 70% 520-530 500-510 1020-1030 80% 560 540 1090 90% 600-610 580-590 1180 99% 700 710 1370 An average section score in the 50th percentile would be a score of about 460 on each section. To get an above average score,you'd want to get 470 or higher in both sections. Want to get a head start on the PSAT NMQST? We have the industry's leading PSAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Check out our 5-day free trial today: Now let's consider the other version of the PSAT you can take as a freshman, the PSAT 8/9. PSAT 8/9: Percentile Chart The data in the chart below solely reflects the scores and percentiles of 9th graders who took the PSAT 8/9 in the fall of 2018. Remember that the PSAT 8/9 score range goes from 240 to 1440, or from 120 to 720 for each section. This information is sourced from the College Board's official 2018/2019 report on the PSAT 8/9. PSAT 8/9 Score Reading and Writing Math 720 99+ 99+ 710 99+ 99+ 700 99+ 99+ 690 99+ 99+ 680 99+ 99 670 99+ 99 660 99 99 650 99 99 640 98 98 630 98 98 620 97 98 610 96 97 600 95 96 590 94 96 580 93 95 570 91 94 560 89 92 550 87 91 540 85 89 530 82 87 520 80 85 510 77 82 500 74 79 490 71 76 480 68 72 470 64 69 460 61 64 450 58 60 440 54 55 430 50 51 420 46 46 410 42 42 400 38 38 390 34 33 380 30 28 370 26 24 360 22 20 350 18 17 340 15 14 330 11 11 320 8 9 310 6 7 300 4 6 290 3 4 280 2 3 270 1 2 260 1 2 250 1 2 240 and below 1 and below 1 and below Based on these percentiles, let's take the same approach as we did above to figure out what makes a good score for a freshman on the PSAT 8/9. Let's see what you'd need to score to make it into the 70th percentile and above. What's a Good Score for Freshmen on the PSAT 8/9? Unlike the data on the PSAT/NMSQT, this data is entirely based on 9th graders. It's also more recent, so it should give the most realistic view of what you'd need to score on the PSAT 8/9 to do better than average. This chart shows the scores you'd need to achieve to make it into the 70th, 80th, 90th, and 99th percentiles. Percentile Reading and Writing Score Math Score Composite Score 70% 480-490 470-480 950-960 80% 520 500-510 1010-1020 90% 560-570 540-550 1100 99% 650 650 1270 You can use all this data on scores and percentiles to set goals for whichever test you choose to take as a 9th grader. How can you achieve your target scores? That all depends on how much you prepare.Read on for a few tips for prepping for the PSAT leading up to freshman year. By prep, I mean studying, not popped collars. How to Prep for the PSAT as a Freshman One of the first steps in getting ready to take the PSAT is defining your target scores. What are you aiming for? What do you hope to score at this point in your education? To figure this out, I recommend taking a timed PSAT practice test. Score your test, and figure out where you're currently scoring and what areas you can improve in. For a lot of freshmen, the math section might be especially challenging with new concepts and problems. To get yourself ready, you could seek out PSAT practice materials and self-teach or get tutored in the new concepts and vocabulary you'll need to know. By finding your areas of strength and weakness, you can adjust your studying to meet your own individual needs. Official PSAT practice tests and sample questions are the best representation of what you'll see on the test. You can also use older practice tests to prep, as well as practice tests for the new SAT, as the exams will be very similar. When you score them, write down any mistakes you made or questions you're unsure about. Taking the time to thoroughly understand and correct your mistakes is the best way to ensure you answer similar questions correctly the next time. The PSAT is a national standardized test, so even when the specifics change, the question types generally stay the same test after test. By thoroughly studying question type and format, you can gain a strong familiarity with the commonly asked questions. You may even reach the point where you feel that your official PSAT is very similar to practice tests you've already taken. The PSAT is challenging for its content, the complex wording of questions, and the strict time limits. By timing yourself as you practice, you'll improve your ability to answer questions quickly and efficiently. You can try out strategies of speed reading and skimming for key content, as well as how to identify and fix grammar rules fast. While there may be some content that you just haven't studied in school yet, all this studying will at least help your test-taking skills. You'll get better at working quickly under time limits, applying time-saving strategies, like process of elimination, and handling the pressure of taking College Board exams. Even if you decide not to take the PSAT as a freshman, it's a great idea to start early with a PSAT practice test to gauge your level, map out your study plan, and familiarize yourself with the test. By the time you reach junior year, you'll be prepared to take the PSAT NMSQT when it counts for National Merit and ultimately, the SAT. What's Next? Are you deciding between the PSAT 8/9 and the PSAT NMSQT? Read all about the PSAT 8/9 here and whether or not you should take it at this point in high school. In sophomore year, you might also be considering the PSAT 10. This guide explains what this College Board exam is all about, while this article discusseswhether you should take the PSAT 10 or the PSAT NMSQT. Are you starting to think about SAT prep? Read all about if you should start prepping for the SAT as a freshman or what a good freshman SAT score would be. Want to improve your SAT score by 160points 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:

The ABCs of Alphabet Games A Complete Guide

The ABCs of Alphabet Games A Complete Guide SAT / ACT Prep Online Guides and Tips It’s hard to imagine a time when you didn’t know the alphabet, so the idea of teaching the letters to someone else can be daunting. But for toddlers and preschoolers (and anyone else learning English), the letters of the alphabet are the building blocks of the English language. Learning and recognizing them is the first crucial step to developing strong literacy and language skills. Enter: alphabet games. Alphabet games make mastering letters fun- which is exactly what learning should be! So whether you have a little one just starting out on their literacy journey, or know someone learning English as a second language, we’ve broken down everything you need to know about alphabet games. In this article, we’ll explain what alphabet games are, the best ones to use, and the mistakes to avoid when using them to guarantee learning success. Feature image:Retrokatz/CC What Are Alphabet Games? Alphabet games are any activities designed to help children learn the 26 letters of the English alphabet. They may also be referred to as â€Å"letter games,† â€Å"ABC learning games,† or â€Å"letter recognition games.† They can be as simple as using alphabet magnets to show letters, or as advanced as alphabet puzzles, and everything in between. Edward Miller/CC Why Do We Use Alphabet Games? Being able to read, write and listen are core to understanding and communicating in English (and any language). As such, we want to do everything we can to encourage success. By making that first big step (learning the alphabet) fun and engaging, children are more likely to remember letters and their sounds. The more they remember their letters, the more they’ll recognize them and identify them in and out of order. And the more prepared they’ll be to learn to read and write. Josh Applegate/Unsplash Early Childhood Cognition From the moment they’re born, children are like sponges absorbing everything in their world. They want to know how things work, why they work, and what things are. Learning the alphabet serves as a base for learning to read, communicate and understand the English language. It’s the first step to providing children with the tools to not only learn, but to seek answers on their own. To add to their knowledge base of how and why things work and what they are. Beyond the alphabet, letter games help children improve and strengthen their memory and cognition- all vital skills for anyone to have.. When it comes to mastering the alphabet, the vital concept a child must conquer is the ability to recognize letters and recall them. The easier they can recognize and recall, the easier it’ll be for them to learn letter sounds, which is a must for learning to read. Being able to â€Å"recognize and recall† letters means your learner can tell the difference between each of the 26 alphabet letters. They can also say the name of each letter. Identifying a letter by its name and sound (regardless of the order presented), requires memorization and practice. So, the more letter recognition games they play, the more fun they’ll have, but also the more letter repetition they’ll be exposed to and the more easily they’ll be able to remember and recognize letters and sounds. The following is a chart featuring a few of the reading-related milestones to look out for depending on your learner’s age, according to the U.S. Dept. of Education: Age: 0-3 years Age: 3-4 years Age: 5 years Age: 6 years Begin to associate words they hear frequently with what the words mean. Understand that print carries a message. Sound as if they are reading when they pretend to read. Read and retell familiar stories. Handle objects such as board books and alphabet blocks in their play. Make attempts to read and write. Recognize letters and letter-sound matches. Decide on their own to use reading and writing for different purposes. May write about topics that mean a lot to them. Understand how books should be handled; pretend to read books. Identify familiar signs and labels. Understand that print is read left-to-right and top-to-bottom. Identify new words by using letter-sound matches, parts of words and their understanding of the rest of a story or printed item. Look at pictures in books and realize they are symbols of real things. Identify some letters and make some letter-sound matches. Begin to match spoken words with written ones. Identify an increasing number of words by sight. Begin to pay attention to specific print such as the first letters of their names. Enjoy listening to and talking about storybooks. Begin to write letters of the alphabet and some words they use and hear often. Sound out and represent major sounds in a word when trying to spell. Produce some letter-like forms and scribbles that resemble, in some way, writing. Use known letters (or their best attempt to write the letters) to represent written language especially for meaningful words like their names or phrases such as "I love you." Begin to write stories with some readable parts. Try to use some punctuation marks and capitalization. What Are the Different Types of Alphabet Games? We tend to think of the alphabet song when we think of learning letters, but that’s only one of many letter games children should be playing. This is because we want learners to do more than just sing the alphabet in order. We want them to be able to recognize and distinguish between the letters. This will make them versatile and adept readers down the road. It can be hard to differentiate between letter recognition games when there are so many out there. Particularly given that not every child learns best in the same way. There are three main types of learners: auditory, visual and kinesthetic. Knowing which one your child is (or combination of) can help you find the best letter games for them. Each alphabet game you use should focus on one or more of these types of learning: What Are the Best Alphabet Games to Use? The first thing to know is that there is no absolute right way to teach the alphabet. However, the most effective method will use a combination of letter games targeting the different types of learning. The best games will address some or all of the following: memory, sight recognition, sound and speaking (or â€Å"phonics†), and touch. The following are a few of the most used and versatile ABC learning games we recommend: Alphabet Bingo Alphabet bingo (or â€Å"letter match†) is great for audio, visual and kinesthetic learners. Players get to see the letters on a card, hear the letter being said to them (and, if you’d like, you can have them say the letter back to you!), as well as identify and physically place (touch) a marker to the correct letter. You can easily make this game yourself using household items, download it for free online (here’s a link to 30 free printable alphabet bingo cards), or purchase it from a vendor, such as Amazon. Sidewalk Chalk Games Sidewalk chalk games are fantastic for visual and kinesthetic learners because children get to see letters in a different context and move around while still learning. And the best part? All you need is chalk and (you guessed it) a sidewalk. While there are numerous games you can play, we recommend â€Å"Alphabet Hopscotch† for its versatility. Alphabet Hopscotch can be played as the hopscotch game we all loved as kids (just with letters inside the squares), as the block version below, as a â€Å"hop and move† game (second photo), or any variety of ways you can imagine. Sidewalk letter games are great for children who learn best by doing and being physical./Buggy Buddy Use actions to make the letters more memorable./No Time For Flash Cards Playdoh Letters Playdoh Letters is another fantastic game you can â€Å"play† in so many different ways. Playdoh Letters are great for kinesthetic and visual learners because of their tactile nature. Use Playdoh to make letters for your child to touch (identify) or have them make Playdoh Letters based off of alphabet letters written on paper or shown on a screen. A child can also stamp letters into the Playdoh, or use magnetic letters or alphabet cookie cutters to make letters. Use Playdoh Letters for audio learners by saying the letters and having your learning choose the correct one, then have them pronounce the letter back to you. Alphabet Puzzles Another great activity for letter learning is the alphabet puzzle. Puzzles are fantastic for kinesthetic and visual learners because children get to touch and move letters around, as well as see them in 3D. Use them for audio learners by saying aloud and having your child say the letter once they’ve put it in its correct slot. There are many versions of this game in stores and online, but for those looking for a DIY version, This Reading Mama has printable puzzles on her website. Reading Ok, so we know it’s not exactly a game, but reading can really help a child on his or her journey to learning the alphabet. Reading exposes learners to seeing letters on a page, and hearing the letters being pronounced helps them understand letter sounds. Reading also helps children understand how letters can be used to form words and trains them to know English reading is done from left to right and top to bottom on a page. Nicole Honeywill/Unsplash Alphabet Learning Games for Students With Different Learning Needs There are also alphabet learning games available for students with different learning needs (i.e.: for the blind and deaf). Below are a few links we recommend checking out for games using American Sign Language and Braille. Sign Language Learning Games (for Learners Who Are Deaf) DeafLinx Very Well Health Kids Courses Braille Learning Games (for Learners Who Are Blind) Paths to Literacy Pinterest Sensory Sun Other Resources The internet is full of great resources for teaching and learning the alphabet. We recommend searching through Pinterest and YouTube for alphabet learning games. There are also a ton of free resources available on various websites and blogs (e.g., those by parents and teachers) that can be found using your favorite search engine. Here are a few we recommend: Growing Book By Book Healthy Children How Wee Learn Reading Rockets The Measured Mom The Most Common Mistakes Made When Using Alphabet Games (and How to Avoid Them) Unfortunately, finding fun alphabet games is only the first step. If you want to help a child learn their letters efficiently, make sure to avoid these common mistakes. #1: Teaching the Alphabet in Order Believe it or not, teaching the alphabet in order from A-Z is not the most effective or useful way to learn the alphabet. This is because we want to ensure children not only memorize their letters, but that they know them by sight and sound independent of the alphabet order. Instead, try teaching the letters in groups to both break up the alphabet into chewable nuggets and to give your child a chance to distinguish small words. For example, teaching a child the letters in their name can be a fun, easy way to get started. Not only will they hear and see those letters on a regular basis, they’ll also have a simple word to learn that ensures they know each letter in their name by sight and sound. Once a child can identify a letter by its name, it’s easier to move on to learning the letter sounds. Another trick is to teach groups of letters that can make small words. Say you focused on the following group of letters: B, P, N, D, E. Once a child has learned those letters, they can begin to identify small words such as: den, bed, pen, etc. #2: Not Making Alphabet Games Hands-On Enough Learning the alphabet and playing alphabet games should be a dynamic, engaging process. Children love to move, touch, see, and interact with the world around them, and alphabet games should tie into that enthusiasm easily. Relying too heavily on methods like worksheets can lose a child’s interest and decrease the likelihood that they’ve truly learned their letters and can distinguish them in and out of their alphabetic order. #3: Not Mixing It Up Avoid the temptation of using the same two or three games over and over. As with anything, variety is the spice of life. Keep minds interested and engaged by changing up the types of games used to master letters. #4: Not Being Consistent Practice truly makes perfect when it comes to letter recognition and ABC learning games. One simple way to keep children invested is to use everyday objects as a chance to learn. Try labeling objects around the house that a child will come in contact with throughout the day and every time you see them interact with that object, use a simple word to help them connect it back to the alphabet. For example: when your child sits on a couch, you can point to the label and ask them what object they just sat on. Then say the word â€Å"couch† and/or have them say the word and the letter it starts with (i.e.: â€Å"C† is for â€Å"couch†). #5: Not Celebrating Each Success Along the Way Learning the alphabet is an incredible accomplishment! But there are 26 letters to learn and each one mastered is a reason to celebrate. Give your learner a sense of accomplishment by encouraging them and cheering them on every time they learn a new letter. Remember... There is no single correct way to teach the alphabet. However, the more fun, dynamic and engaging you make it, the more your learner will remember his or her letters. The more they remember, the better prepared they’ll be to learn to read. Be sure to mix up the types of alphabet games you play by using letter recognition game ideas on Pinterest, YouTube and blogs (like ours!). Be consistent and don’t forget to celebrate every learned letter as its own accomplishment. What’s Next? Looking for more learning games? Be sure to read our complete guide. (Coming soon) Already reading? Check out the 9 Literary Elements You’ll Find in Every Story. If you need a break from letters, learn about the Most Common Shapes and How to Identify Them. These recommendations are based solely on our knowledge and experience. If you purchase an item through one of our links, PrepScholar may receive a commission.

Nyse Vs Nasdaq Essay Example | Topics and Well Written Essays - 500 words

Nyse Vs Nasdaq - Essay Example They have websites and so much of the trading that is conducted through them is done through the Internet. Within this context it is interesting to examine the role played by the New York Stock Exchange and NASDAQ in our developing financial world. Few companies illustrate the above situation as well as NASDAQ, the world's first electronic trading company. NASDAQ led the charge away from site-specific bourses and towards a virtual presence where trading is done through software and online. This is the direction many stock exchanges have been going, although most maintain a premier city-specific exchange as part of their brand. With the merger of NYSE and Euronext a few years ago, NASDAQ has a competitor. Both companies due basically the same thing. NYSE Euronext has a massive sweep now that NYSE has a European foothold. It is more competitive with NASDAQ. Both companies continue to purchase stock exchanges. NASDAQ in 2007, for example, bought the Philadelphia exchange. A lot of the m oney now is in mergers and acquisitions among stock exchange companies. Both companies are based out of New York. There are a few differences between the two companies. NASDAQ has been more aggressive and more of a pioneer. Another big difference is how securities are actually traded.