ignorance and want - 875 Words

Set up against the rampant industrialization of the 18th century, Charles Dickens classic novella â€Å"A Christmas Carol† endorses the notion that all people have a responsibility to ensure the safety and welfare of every member of society. By taking his seemingly irredeemable protagonist Ebenezer Scrooge on an other worldly journey. Dickens intends to convey to the complacent classes of the age, the necessity of various traits that are essential in life, such as the responsibility for those whom are less fortunate and other vital traits such as charity, generosity and simply caring for others. Dickens warns the reader of the consequences that will follow if these lessons are not taken into consideration. Through the use of characters such†¦show more content†¦Dickens also uses his characters to endorse other lessons that he believed were essential in keeping Christmas ‘well’. Scrooge’s behavior in Stave 1 towards the two portly gentlemen and his rudeness displayed towards his ‘ruddy’ nephew Fred, encapsulates all the attitudesShow MoreRelatedWhat Makes A Society?1546 Words   |  7 Pagesand the bad. Because of their Ignorance. The worst of it all. To be horrible and not recognize it. That is why we need to educate. We need to change the paradigms of society, of education, it is disfiguring our past, present, and future. To change society, starting small is what it is needed. Because what you ll change actions does not change in what they believe in; ignorance. Education is what paves the way to a better future. One without the constraints of Ignorance and Prejudice. I am talkingRead MoreEssay On The Danger Of Ignorance In House Of Dark Shadows743 Words   |  3 PagesThe definition of Danger of Ignorance, states that â€Å"Ignorance is risky and dangerous. Ignorance can kill you! Lack of knowledge, stupidity and deception of yourself and others are all life denying and can destroy happiness and meaning in your life.† The theme of Danger of Ignorance perfectly fits the book, â€Å"House of Dark Shadows,† written by Robert Liparulo. This book focuses on a fifteen year old boy named Xander who moves to a small town called Pinedale, with his family. They find a big victorianRead MoreThe Characters Of Ignorance In Fahrenheit 451 By Ray Bradbury753 Words   |  4 PagesIn the novel Fahrenheit 451 by Ray Bradbury, ignorance is depicted by most of the characters, such as Mildred and Captain Beatty. Their entire society is seen as narrow-minded and very ignorant and theyre forbidden to read books and be able to learn, therefore all th e information they know is from the news, which isnt always accurate. Society is set up that people have what they need to be considered happy. Things are told to people the way they want it to be known, and the peoples minds dontRead MoreThe Great Gatsby, by F. Scott Fitzgerald and Fahrenheit 451, by Ray Bradbury846 Words   |  4 Pagesknowledge. The pursuit of knowledge tends to take time and energy, two things we call invaluable, and it also shows us things that might depress us. Contrastingly, ignorance takes no time and energy. Also, (as the common saying goes) ignorance is bliss. It keeps ugly truths away from us. But that is no reason to forsake knowledge for ignorance. In the early 1900’s, two books were published that would eventually be referred to the pinnacle of classical literature. The Great Gatsby and Fahrenheit 451 bothRead MoreThe Miserable And Wretched Creatures Of Mary Shelley s Frankenstein And Charles Dickens s A Christmas Carol1697 Words   |  7 Pag esMary Shelley’s â€Å"Frankenstein† and Charles Dickens’s â€Å"A Christmas Carol† are all products of the same social and cultural forces, however one is more noticeably linked to these issues while the other is more abstract. The two child-like spirits, Ignorance and Want, serve as warnings to Scrooge that society will be littered with people ignorant and wanting like he is if he does not change his attitudes toward the poor. The relationship between Victor Frankenstein and his monster foreshadow the relationshipRead MoreReview Of Fahrenheit 451 Essay1552 Words   |  7 Pagescover† (Bradbury 155). This is most relevant to modern day society due to the fact that people tend to judge others by their appearance. In this case, Montag tended to judge a book how others believed they should be treated, but never did his society want to take a challenge onto their puny lives just like how Guy Montag did after realizing the real significance behind bo oks. Ray Bradbury’s compelling novel, Fahrenheit 451, is about a fireman, Montag, whom is trying to seek happiness, and freedom byRead MoreOedipus The King Character Analysis1429 Words   |  6 Pages Prabesh Adhikari Mrs. Long-Goldberg Honors World Lit/Comp 26 September, 2017 Ignorance Can Lead to Great Agony Plays were of great importance in early Greek culture. Plays were the main source of entertainment, and one of the most prominent examples is Oedipus the King written by Sophocles. The drama is uplifted by the character development and excellent structure Sophocles has put forward. Interactions between characters and each character’s motivations generate brilliant themes throughoutRead MoreJohn Rawls s Theory Of Justice1558 Words   |  7 Pagespolitical structures that are designed by society for its citizens. He considered his theory as a guide to preserving social justice and individual liberty. In this essay, I will explain Rawls philosophy on the principles of justice, the veil of ignorance and provide my criticisms to his theories. A society should be well organized and beneficial for its citizens because a well-ordered state is â€Å"when it is not only designed to advance the good of its members but when it is also effectively regulatedRead MoreRay Bradburys Fahrenheit 451 Essay875 Words   |  4 PagesIn Ray Bradbury’s Fahrenheit 451, Bradbury uses the life of Guy Montag, a fireman in a near future dystopia, to make an argument against mindless conformity and blissful ignorance. In Bradbury’s world, the firemen that Montag is a part of create fires to burn books instead of putting out fires. By burning books, the firemen eliminate anything that might be controversial and make people think, thus creating a conforming population that never live a full life. Montag is part of this population forRead MoreDystopian Society In 2 B R 0 B1232 Words   |  5 Pagesdepartment. Through this dreary image of a society, one character gives insight to the true nature- the painter, a nameless character who se role in the story is to paint a mural. The painter in â€Å"2 B R 0 2 B† gives insight to the overall theme of willful ignorance in the dystopian society through his reflection of his mural, his talk with Leora Duncan, and his reaction during the climax. The mural that the painter is creating is named â€Å"The Happy Garden of Life,† a name that the painter is not too keen on.

Teen Pregnancy And The Teenage Pregnancy Rates - 2094 Words

Pregnancy and parenthood is a significantly life- altering event that anyone could experience. These two life events inquire not only physical but mental obstacles. What happens when these events occur when your body is not physically developed and your mental maturity is not fully ripened? This happens too often amongst the teen age population. In the United States, teen pregnancies are the highest when compared to other developed countries. Teen births account for 10% of all births in the United States. (NCHS) While the only way to solve this issue is to educate teens on prevention, Hispanics continue to have the highest teen pregnancy rates because lack of financial resources, lack of formal sexual education, and cultural beliefs. With Hispanic teenagers accounting for over a quarter of teenage pregnancy there are many factors affecting the Hispanic communities and families that cause these numbers to be so high. And at 53% of Hispanic females becoming pregnant at least once by the time they are 20 years old is an extremely large percentage that causes the Hispanic populace to have the highest teenage pregnancy rates in the country. Poverty is another root of teenage pregnancy among Hispanic youth. What has been seen in history in the U.S. is the endless spiral that faces families that are in poverty. When one young woman becomes pregnant her child if female has a 22% increased chance of becoming a pregnant teenager herself. With this comes the possibility ofShow MoreRelatedTeen Pregnancy And Teenage Pregnancy Rates940 Words   |  4 PagesStudies show that black and Latina girls have that highest teenage pregnancy rate compared to other races of girls. Black and Latina girls are more than twice as likely as white or indian girls to become pregnant before they leave adolescence.While dramatic declines among Hispanic and black teens (51 percent and 44 percent, respectively) have helped reduce gaps, birth rates remain twice as high for these teens nationally compared with white teens .It varies all across the U.S. and even county by countyRead MoreTeenage Pregnancy : The Highest Rate Of Teen Pregnancy1666 Words   |  7 PagesTeen Pregnancy The United States has the highest rate of teen pregnancy of most industrialized nations. According to a 2014 article, in 2013 nearly 273,105 babies were born to women aged 15-19 years, for a live birth rate of 26.5 per 1,000 women in this age group. This is a record low for U.S. teens in this age group, and a drop of 10% from 2012. Birth rates fell 13% for women aged 15–17 years, and 8% for women aged 18–19 years. Still, the U.S. teen pregnancy rate is substantially higher thanRead MoreLiterature Review On Teen Pregnancy1254 Words   |  6 PagesTeenage Pregnancy Introduction Teenage pregnancy in the U.S is a major issue given the number of teens between age 15 and 19 years giving birth. The average teen pregnancy rate in America is about 57 per 1000 teens in 2010 (Knox 1). This has decreased to about 47 per 1000 teens, but at the state level, some states such as Texas have higher averages. Currently, the state of Texas recorded a rate of 73 teenage pregnancies per 1000 females aged between 15 and 19 years (Sayegh et al. 95). The main causeRead MoreTeenage Pregnancy And Teen Pregnancy1546 Words   |  7 PagesTeenage pregnancy is pregnancy in human females under the age of 20 at the time that the pregnancy ends. Low-income communities have the highest teenage pregnancy rates in the United States. Because of the fact that this is a very controversial issue in the United States, it is very important that most questions be addressed. Questions like, why is a teenage girl in Mississippi four times as likely to give birth as a teenage girl in New Hampshire? Or why is the teen birth rate in Massachusetts 19Read MoreThe Dilemma of a Pregnant Teenage In the world of today, one of the most predominant controversies,1000 Words   |  4 PagesThe Dilemma of a Pregnant Teenage In the world of today, one of the most predominant controversies, we have been facing for decades is ‘Teenage Pregnancy’. Teenage pregnancy, affects different aspects of life, the newborn, mother and family of the teenagers involved. Few people believe that the society should be reprimanded. But I believe the society, should not take all the blame. In spite of societal blames, teens having unprotected/protected sex and getting pregnant are personal decisions. ThereRead MoreTeenage Pregnancy Is A Public Health Issue1637 Words   |  7 PagesTeenage birth rates, defined as live births per one thousand 15-19-year-old US females, declined by 10% from 2012 to 2013 from 29.4 to 26.5. In fact, the birth rate has been on a steady decline over the past 20 years, from 61.8 in 1991 to 26.5 in 2013. Teenage pregnancy represents both a health and social inequality in our society. Specifically, teenage childbearing is a public health issue because teenage mothers are more likely to experience negative social outcomes such as dropping out of schoolRead MoreTeenage Pregnancy Is An Issue For A Plethora Of Reasons1344 Words   |  6 PagesTeenage pregnancy is an issue for a plethora of reasons. For example, there are many health risks for the mother and the baby that come along with teenage pregnancy. Although most pregnancies are accidents, this one accident can cause a complete change in the father and mother’s lives. One may ask, is teenage pregnancy on the rise? Luckily, it isn’t. Just in 2013, â€Å"there were 26.6 births for every 1,000 adolescent females ages 15-19, or 274,641 babies born to females in this age group† (â€Å"Teen Births†)Read MoreThe Issue Of Teen Pregnancy1722 Words   |  7 Pagesissues that women face in the United States is teen pregnancy which is still an enormous problem that needs to be addressed. The rates are still higher than they were only a decade ago. Becoming a parent permanently and profoundly alters a teenager s life. Most of the girls forget about their dreams of happy marriage, and become mothers at very early age. College is almost always out of the question, graduating High School becomes a goal most teenage moms don t achieve. Young girls having babiesRead MoreTeenage Pregnancy : A Social Issue1551 Words   |  7 PagesTeenage pregnancy rates have been declining in the United States, but when compared to pregnancy rates in other in dustrial countries such as Canada and the United Kingdom they are still relatively high. (Office of Adolescent Health, 2016). Teenage pregnancy is defined by UNICEF, as an adolescent between the ages of thirteen to nineteen becoming pregnant. (UNICEF Malaysia Communications). Teenage pregnancy is viewed as a social issue because of the way it affects a country’s economy, the mother andRead More Views on Teens Pregnancies Through the Years Essay844 Words   |  4 PagesThe Views on Teens Pregnancies Through the Years There are many different attributes to teenage pregnancy. The majority of teenagers do not realize the consequences of their actions. Taking that into consideration the influences of the teens are highly important during the pre teen stage all the way to adult hood. During the time of this impressionable stage many of the teens are having sex not because of love, but because it is a trend. The media is glamorizing teen pregnancy and leading to a cultural

What Are the Risks of an Extended Supply Chain Free Essays

What are the risks of an extended supply chain? In order to remain competitive, a company must offer superior quality goods or services at the lowest prices possible. Supply chain enables a company to reduce the cost while increasing the efficiency. However, there are risks that are associated with such benefits. We will write a custom essay sample on What Are the Risks of an Extended Supply Chain? or any similar topic only for you Order Now These issues should be properly addressed when a company is trying to rely heavily on supply chain management in order to stay competitive within its industry. A company is exposed to risk by sharing confidential information to its vendors. For example, Apple recently reported that arts and specs for both the iPhone 5 and the iPad mini leaked out well before their release dates. Apple accused its vendors for information leak. â€Å"Apple’s security practices are targeted marking sure US employees don’t leak stuff, but everything comes out from China now. † A company is held accountable for its vendors being socially responsible. This includes making sure that vendors do not employ minors. For example, Nestle’s cocoa supplier, Ivory Coast, failed to pass the Fair Labor Association’s inspection because it employed children to process cocoa. Nestle’s held accountable for Ivory Coast’s violation of FLA, it will seriously damage the company’s image as well as its profits. While a proper supply chain management produces cost effective products, there is a setback as it is difficult to quality control products that a vendor produces from oversea. For example, in 2007, Toys R Us vendor Mattel produced 83 products containing lead based paint, which is hazardous to health. Consequently, Toys R Us had to recall 967,000 affected toys from reaching consumers. A natural disaster or political instability of a vendor’s country could affect a company’s operation. For example, Dallas-based Texas Instruments said late Monday that it had suffered substantial damage to its production plant in Miho, Japan and slight damage to its Aizu-wakamatsu plant. Both facilities are located north of Tokyo in the areas most affected by the disaster. The company makes silicon wafers at its Miho plant, which are the thin pieces of silicon glass used to manufacture microchips. In conclusion, for those companies that rely heavily on extended supply chain management to remain lucrative should consider the following strategies to avoid the risks mentioned above. First, a company should have more flexibility. Flexibility, in this context, means that a company should incorporate a vendor-auditing program to make sure that it is meeting your standard. Second, a company should only share non-confidential information to its vendors to prevent them from compromising vital information. Lastly, a company should have multiple vendors to run a project in case one vendor fails to complete the project on timely manner. These are the key preventive strategy to avoid or mitigate the risks of a supply chain management. How to cite What Are the Risks of an Extended Supply Chain?, Essay examples

Towards the Conceptualization of a Nonâ€Linear ISD Model

Introduction Over the years, a multiplicity of instructional design models have been suggested, and many of these models have been incorporated into mainstream educational institutions for purposes of aiding instruction and directing the learning process. In their study on developing a multimedia package for teaching qualitative research, Colon et al (2000), noted that over 200 instructional design models have been proposed and indeed published in some of the widely read educational literature.Advertising We will write a custom research paper sample on Towards the Conceptualization of a Non–Linear ISD Model specifically for you for only $16.05 $11/page Learn More Many of the models, however, are oriented towards behaviorist and constructivist theories of learning, leading to accusations and counter-accusations by a number of leading scholars that the models impede the true nature and scope of learning not only due to their behaviorist point of ref erence, but also due to their signature top-down linear and sequential processes (Colon et al., 2000). In the light of the above and other accusations, this paper aims to demonstrate how a non-liner instructional systems design (ISD) model can be conceptualized for instruction. Why a Non-Linear ISD Model Existing literature demonstrates that employing an ISD model can be helpful to instructional designers in assisting them to systematically identify what is to be taught, establish the best teaching methodologies that can be used, and appraise the instruction to determine its effectiveness in fulfilling the tasks and objectives for which it is intended (Kanuka Anderson, 1999). The Instructional Systems Design Model developed in 1996 by Dick and Carey has indeed proved to be popular among instructional designers in providing a framework through which instruction is provided to learners. This particular model is solidly â€Å"†¦based on one form of systems theory, as well as beh avioral and information processing theories of learning† (Colon et al., 2000, para. 12). However, due to the convergence of technology, changes in the education system, and new and unique needs projected by learners, this and other linear models for instruction design continue to attract criticism from various quarters. According to Gayeski (1998), inadequacies and ineffectiveness exhibited by these models, especially in learning and performance improvement environments has called their practicability into question.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Critics have also faulted the sequential, systematic, teacher-led, and top-down approach employed by linear ISD models largely due to the fact that they relegate learners to the role of passive participants, not mentioning the fact that most of these models do not provide room for innovation and active feedback (Colon et al, 2 000). While it is critically important for educators to clearly identify the learning objectives and systematically sequence them from least complex to the most complex (Kanuka Anderson, 1999), the linear approach employed locks out many students from applying the knowledge learnt to solve contemporary practical solutions by virtue of the fact that learning objectives exist irrespective of the contributions made by the learner. The models are further criticized for assuming an overly behaviorist and constructivist orientation in instruction and ignoring other methodologies that can effectively be used to transfer knowledge (Mergel, 1998). There is, therefore, a compelling need to devise non-linear ISD models to ensure optimal transfer of practical knowledge from the educator to the student. Model Phases and Linkages The conceptualized ISD model heavily relies on R2D2 model developed in 1995 by Willis and Merrill’s First Principles of Instruction developed by David Merrill (C olon et al., 2000; Merrill, 2002). The model has 6 phases, namely, problem identification, recursion, reflection, activation, participatory application, and integration. The problem-centered ISD model first identifies the problem and develops a set of objectives used to solve the problem. The set of objectives developed in this model are likely to change depending on the needs of individual learners, hence the need to create a link between the problem identification and the recursion and reflection phases (see appendix 1). According to Merrill (2002), â€Å"†¦learning is activated when learners are engaged in solving real-world problems† (p. 43). The recursion phase will aim to specifically allow instruction designers and learners to revisit any phase included in the model to make refinements, corrections, and revisions as deemed necessary. This will actively promote the learning process in addition to ensuring holistic integration of new knowledge by the learners. This phase is also linked to problem identification phase, reflection phase and integration phase.Advertising We will write a custom research paper sample on Towards the Conceptualization of a Non–Linear ISD Model specifically for you for only $16.05 $11/page Learn More The next phase – reflection – is intended to emphasize the need for the instruction designers to considerately inquire about feedback and other arising notions from other sources, including the learners’ own perceptions, worldviews and level of understanding (Cohen et al., 2000). Further on, activation phase will take cognizance of the fact that â€Å"learning is promoted when relevant previous experience is activated† (Merrill, 2002, p. 46). Many learners have had many previous experiences that may relate to the task at hand and, as such, relevant information should be activated by going back to the reflection phase to ensure this information is elicited fo r use as groundwork for learning new knowledge. The participatory application phase is where real learning takes place. This phase takes note of the fact that it is the learners who will utilize the knowledge transferred by educators, and they must therefore be active participants in the learning process (Cohen et al., 2002). As such, this phase will also be linked with other phases such as problem identification and reflection to guarantee the involvement of learners. In this phase, educators must develop frameworks aimed at ensuring that learning process is consistent with the identified methodologies of solving the problem, and that learners have the capacity to utilize the new knowledge in solving practical problems. The integration phase will focus on ensuring that learners have the capacity to integrate the knowledge transferred by the educators to solve their everyday problems (Merrill, 2002). This phase will also be linked with reflection and recursion phases to ensure all a rising queries from the learners are adequately attended to (see appendix 1). Model Outputs The outputs for problem identification phase include the objectives and the methodologies that will be used to solve the underlying problem. The recursion phase will generate problem refinements, corrections, and revisions as may be deemed necessary. The reflection phase will generate feedback from instructors and students, and learners’ perceptions and worldviews concerning the problem at hand.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The activation phase will aim to come up with quantifiable measures that can be used to evaluate the capacity of learners to grasp and relate to the problem at hand, while the participatory application phase will generate the actual results of the learning process, including how the learner has understood the problem and if there is need to make clarifications. The outputs arising from the integration phase include the practical demonstration by learners on how they can use the knowledge learnt to solve real-life problems, and the capacity by learners to link the knowledge learnt to other life experiences. Structure of Model The model utilizes a non-linear structure to avoid the many problems associated with linear ISD models. This particular model realizes that different problems may call for diverse starting points, and new objectives may indeed emerge over the design process (Cohen et al., 2002). As such, it is important to create mechanisms for adequately address arising issues that are largely ignored in linear models. Conclusion The need to conceptualize and develop a non-linear ISD model is very much informed by the urge to come up with practical solutions to the many challenges facing instruction especially in contemporary times. Learners need to be assisted to solve practical solutions using an instruction strategy that is responsive to their needs, and that realizes their participation is important for effective learning to take place. In addition, the complex nature of modern problems and instruction have rendered most linear ISD models ineffective due to entrenched limitations in scope and practicability in offering an instruction methodology that can assist learners to relate what has been learned to real-life experiences (Merrill, 2002). The conceptualized non-linear ISD model will not only ensure that learners can use new knowledge to solve practical issues, but it will avail platforms for recursion and participatory application. Appendix 1: An Illustration of Non-Linear ISD Model References Colon, B., Taylor, K.N., Willis, J. (2000). Constructivist instructional design: Creating a multimedia package for teaching critical research. The Qualitative Research, 5(1-2). Web. Gayeski, D.M. (1998). Out-of-the box instructional design: Moving from assembly-line models to non-linear performance models. Web. Kanuka, H., Anderson, T. (1999). Using constructivism in Technology-Mediated Learning: Constructing the Order out of the Chaos in the Literature. Web. Mergel, B. (1998). Instructional Design Learning Theory. Web. Merrill, M.D. (2002). First principles of Instruction. ETRD, 50(3), 43-59. Web. This research paper on Towards the Conceptualization of a Non–Linear ISD Model was written and submitted by user Nadia Horton to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Humor Can Help Create Memorable Anniversaries

Humor Can Help Create Memorable Anniversaries Remember the first time you met your husband? Remember your first date with him? Or the time you spent together, frolicking on the beach? You may have had many such pleasurable moments together, but do you celebrate these occasions? You may remember your wedding day as if it had happened yesterday, but have you spared some time recollecting this beautiful day with your spouse? Thats what anniversaries are for. An anniversary is a grand celebration of lifes important milestones. It is a thoughtful way to acknowledge your love for your sweetheart or your dear ones. Marriage anniversaries are also the perfect excuse to throw a big bash and have your friends and family fuss over you. Consider birthdays. Right from the two-year-old toddler to the 80-year-old grandmother, everyone enjoys birthday celebrations. It is a special day to celebrate your entry into this world. You are happy to be alive and surrounded by loved ones, so why not share the happiness? Now, consider death anniversaries. Though it will not be a joyous celebration, you do honor the life of a loved one who enriched your life with happiness, companionship, and love. You reminisce their small gestures of affection and the nostalgic moments spent together, and you pray for their soul. This is also a form of celebration. Death makes one realize how important life is. In short, anniversaries are important celebrations. You cant afford to forget them. When you celebrate anniversaries, you express your love to your dear ones. Every Anniversary Has a Special Meaning Each anniversary year has a special significance, and it is symbolized by special materials. For instance, the first anniversary is denoted by paper. The  25th anniversary celebration is symbolized with silver, and hence friends and family members give silver articles as anniversary gifts. The 50th anniversary is a golden jubilee celebration, and as part of the tradition, gold items are gifted to the celebrating family. Anniversaries Represent the Journey One Has Traveled Anniversaries mark the passage of years, but they also reveal the emotional journey people undergo. In the first few years of marriage, many couples go through a challenging period of adjustment and turbulence. Some marriages survive the choppy ride, while a few marriages collapse even before the first anniversary. Couples often have doubts and apprehensions about their relationship. However, love keeps the couple bonded. Over years, couples understand each other and learn to adjust. As time goes by, couples even tend to take each other for granted. The ardent courtship is replaced by friendliness, and passion takes a back seat. Love becomes secondary; family and career take precedence. Anniversaries are gentle reminders for couples to review the milestones they reached together. Anniversaries are also occasions for couples to renew their commitment to each other. Death Anniversaries Remind Us of Our Dear Ones The first few years after the death of a dear one are especially traumatic. Readjustment after the demise of a loved one is difficult and painful. However, time is a great healer. When you seek to move on, seek solace from soothing words and memories. Life teaches us to enjoy every moment and make the most of it. Anniversaries Help Build Relationships Anniversaries remind you that relationships are special. They bring us closer to our near and dear ones and enrich our lives. When you celebrate your wedding anniversary, you express love and respect for your spouse. You strengthen your commitment to honor and cherish your vows. You also acknowledge each others contribution to making your marriage successful. Funny Anniversary Quotes Add Zing to Your Relationships Humor is like a breath of fresh air. With humor, you can rejuvenate your relationship. Humor helps you to win hearts. Your funny quotes will help thaw indifference and warm up those who are close to you. With funny anniversary quotes, you can shake off the lethargy and spice up your love life. William M. ThackerayI never know whether to pity or congratulate a man on coming to his senses.Grace HansenA wedding is just like a funeral except that you get to smell your own flowers.H. L. MenckenBachelors know more about women than married men; if they didnt, theyd be married too.Ronald ReaganA hippie is someone who looks like Tarzan, walks like Jane and smells like Cheetah.Mae WestA hard man is good to find.Jimmy CarterIve often wanted to drown my troubles, but I cant get my wife to go swimming.Mae WestLook your best who said love is blind?Compton MackenzieLove makes the world go round? Not at all. Whiskey makes it go round twice as fast.Oscar WildeBy persistently remaining single a man converts himself into a permanent public temptation.H. L. MenckenHappiness is the china shop; love is the bull.Mae WestLove thy neighbor - and if he happens to be tall, debonair and devastating, it will be that much easier.H. L. MenckenA man may be a fool and not know it, but not if he is marrie d. Kimberly BroylesAdam and Eve had an ideal marriage. He didn’t have to hear about all the men she could have married, and she didn’t have to hear about the way his mother cooked.Groucho MarxMarriage is the chief cause of divorce.

Editing †A Tough-Love Statement

Editing – A Tough-Love Statement Here lately, the discussion from readers seemed  to be centered about where to find an editor (for cheap), or in some cases, just finding someone who will read a manuscript and offer feedback. My answers are pretty clear: 1) Hire an editor (and be willing to pay what it costs), and/or 2) Trade services with another writer on your level or higher (and be willing to invest time into their manuscript), and/or 3) Carefully select/start a critique group and be patient enough to workshop the story over time. Any wallet can work with one of more of those options. If you want someone to read your work, either pay for it or critique in return. We cant just be takers. But back to hiring an editor. Its tricky to find one you appreciate and can afford. A cheap editor doesnt always offer iffy quality. And an expensive editor doesnt always get it right. Thats why word of mouth is valuable when finding an editor. You want that conduit between someone you trust and the party youre hiring. Sometimes it takes more than one, or two. Which is why so many people ask me who I recommend. How do I get my edits done?  (Even with dachshunds in my lap?) 1) First, Im not a bad editor in my own right, so my manuscripts are fairly clean. Yours need to be, too. 2) Second, I used to use two critique groups, then outgrew them. With my first several novels, these two groups were invaluable. If you are in this stage, hunt high and low to find one or two that fit. Search online, too. And stick with them for a couple years or more. 3) Third, I gravitated to beta readers. Just a couple of serious critiquers, and I seriously critiqued their manuscripts in kind. 4) Fourth, I ultimately hired the strongest beta reader I knew. That is the stage Im in now. Being under contract, I cannot afford the time delay of a group. 5) Fifth, I am traditionally published, so I know my publishers editor will beat it up again another three or more times. For those who will ask (and those who already   have), the beta reader I use is now hiring herself out for edits. She is one of two editors at  Two-Step Approach, where youll receive two editors feedback on your manuscript. I love this combination because you receive two opinions for the price of one. Both of these women have reviewed my novels. One of them has critiqued every novel Ive ever written, and she knew me before I was published. I still use these two ladies for developmental edits, even with a traditional press. There are many fine editors out there. There are many fine critique groups. And many authors have synced with strong beta readers. It takes time (and sometimes money), but the resources are there. So, you invest time or money into edits, or both. Time is invaluable to everyone. Remember that fact when you ask people to read your manuscript . . . and how often you would do the same for someone else. And if you dont have the time, or feel you dont have the talent to critique someone else, then pay for it.

Teaching Creativity in British Schools Essay Example | Topics and Well Written Essays - 1250 words

Teaching Creativity in British Schools - Essay Example Creative Partnerships brings creative professionals into schools to help educators teach creative skills that those professionals believe are valuable in the workplace (Creative Partnerships 2010). In this way, Creative Partnerships hopes to produce students with a passion for learning who are also likely to be hired by companies after graduation (Princewaterhouse Coopers LLP 2010). On the surface, Creative Partnerships seems like an excellent plan. Encouraging children to meet with artists and other creative practitioners from the workplace would encourage them to study harder and explore their skills to find out in which ways they could succeed too. However, as this report shows, such surface feelings cannot and should not always be taken at face value. Deeper research has dug up a surprising number of flaws and inconsistencies within the Creative Partnerships programme that warrant further investigation. Creative Partnerships was formed in 2002 as a result of the governmental repo rt â€Å"All our Futures†, which was published in 1999 by the National Advisory Committee on Creative and Cultural Educations (Creative Partnerships 2010). ... Instead, the authors argue for education that exposes students to creative thinking, which they believe would build a capacity for original thought and translate into life skills for the students. One point of this report which is the cornerstone of the resulting Creative Partnerships project is the idea that creativity is not innate, but can in fact be taught (National Advisory Committee on Creative and Cultural Education 1999). However, despite their desire to include creativity in the workplace outside of simply exposing students to visual or performance art, this area of the programme has been found to be decidedly lacking (House of Commons Education and Skills Committee 2007). Creative Partnerships is fond of repeating that their programme will bring about economic benefit. Primarily, they cite an â€Å"independent research paper† that found an economic benefit of ?15.30 for every ?1.00 invested in the programme (Creative Partnerships 2010; Princewaterhouse Coopers LLP 20 10). However, it is important to note that while Princewaterhouse Coopers is an independent business entity, the study was paid for by Creativity, Culture and Education, which is the governmental agency responsible for overseeing the Creative Partnerships programme. When statements such as â€Å"this flagship creative learning programme fosters long-term partnerships between schools and creative professionals to inspire, open minds and harness the potential of creative learning† are used to describe the supposedly separate organisation, heavy doubt is cast on the impartiality of the report (Princewaterhouse Coopers LLP 2010, p6). Creative Partnerships is not the only creativity or arts programme recently introduced to the English educational curriculum (Jones & Thomson 2008). However, these