Teaching grammar in context Essay Example for Free

Teaching grammar in context Essay According to Constance Weaver’s book entitled Teaching Grammar in Context, this particular aspect of education helps the students used their language in a correct manner of putting phrases and thoughts together to create a single message that sends a rightful idea to the readers or the listeners of the message. This I the primary reason why teaching grammar is encourages to be within the context of teaching speech and writing practices to the students. This is to primarily allow the students to use in actual practice what they are learning regarding grammar through writing and speaking as well. Knowing the basic ideas regarding the facts about what process writing and teaching grammar in context means, elaborating the ideas that pertain to this particular discussion indeed helps in enriching the discussion presented herein. Through the utilization of the ideas of other writers in this particular matter, proving the fact that teaching grammar in context within the curriculum of teaching the processes of writing is a more effective approach in t4eaching language to students of all ages. Presentation of sources As mentioned earlier, the book entitled â€Å"Teaching grammar in context† as authored by Constance Weaver discusses the most basic ideas that pertain to the fact that the effects of teaching grammar and process writing in an integrated manner gives better results among students, especially in the manner that they try to apply their learned strategies of writing in an effective manner that they are able to send the ample and actual message that they want to sent to their readers. In this particular reading material, Weaver points out several important points of consideration that would indeed help in the process of integrating grammar lessons within the procedures of teaching writing skills to students. The said points are as follows: teaching concepts of subject, verb, clause, sentence, and related editing concepts When teaching the basic skills that are needed to be considered in writing, the lessons on verbs as well as subjects and other parts of speech would indeed help in the procedures of helping the student understand the importance of using the right words and right phrases to be able to send the actual message needed to be conveyed to the readers. teaching style through sentence combining and generating When editing processes are discussed, the sentence structure discussion could also be generated to help the students identify what particular parts of the written work needs to be revised so as to be able to send the correct ideas to the reading audience. teaching sentence sense and style through manipulation of syntactic elements Syntactic elements and being able to understand the importance of this particular aspect of grammar in creating sensible sentences helps the writers create a better piece of work with a much clarified message and a much more furnished work. teaching the power of dialects and dialects of power The correct usage of language helps in creating a more clarified message within the context of any written work. Being able to learn this particular power of language shall encourage students, or writers at that in careful choosing the words that they use in their writing as well as furnishing the grammar that they utilize in their writing procedures. Teaching punctuation and mechanics for convention, clarity, and style- the impact of learning how to clarify the messages through the effective use of punctuations and clarifying styles of writing shall indeed help writers in being able to understand the importance of sending clarified ideas through the enhancement of the usage of correct punctuations within sentences to denote impact and feelings of the writers towards the topic.

Transition of the Bulgarian Economy: 1990-1997 :: Essays Papers

Transition of the Bulgarian Economy: 1990-1997 The immense political and economic changes in Central and Eastern Europe have created a variety of unique transition economies. Each country controlling its own development without fully understanding the implications of the monetary and fiscal macroeconomic policies it yields. Bulgaria in particular has had mixed results. A 1992 OECD Economic Assessment of Bulgaria described â€Å"shock therapeitic† reform programs that included the abolition of central planning, the liberalization of most prices, and opening more markets to foreign trade. While the survey concluded that â€Å"much has been achieved in extremely difficult circumstances,† by 1997, economic stability had not been realized. Since 1989, several governments have presided, the banking system has virtually collapsed, GDP has significantly declined along with the lev, inflation is rampant, and economic policies fail to generate confidence. However, Bulgaria’s economic performance is decidedly â€Å"middle of the road† when compared to other transitioning economies. Declines in output and average real income are much greater and unemployment and inflation much higher than the Visegrad group and Baltic Republics though often better than Ukraine, Belarus, and the Russian Republics. Many of Bulgaria’s current economic problems can be traced to economic conditions at the start of its transition. Heavy reliance on CMEA markets devastated the country , more so than any other country. Compared to GDP, over 60% of its imports and exports were orientated to the CMEA market. COMECON’s collapsed devastated Bulgaria, causing large initial declines in GDP and increases in unemployment. This event necessitated the complete restructuring of the modes of production. The complete upheaval of the Bulgarian economy forced a suspension of payments to foreign debts making it practically impossible to attract foreign/western investment to restructure the economy. Current economic instability is due to the lack of decisive economic policy from the seven successive governments following the fall of Todor Zhivkiv the former Communist Party leader in 1989. While each succeeding government has remained committed to economic transition, their policies have lacked cohesion over important controversies such as privatization, subsidies, co-operation with IFIs, and foreign investment. The result of the different policies have resulted in much change but little progress with measures dealing with â€Å"soft budget† enterprises and banks, privitisation of state assets, and attraction of foreign investment. Ripples from the discontinuity of Bulgarian economic policy are evident in the rapidly accumulating domestic debt, payment arrears, and the continual refinancing of inefficiently run commercial banks.

Judicial Activism and Empowerment of Indian Women Essay

Women’s empowerment is a noted concept in social change, which is much discussed, often elusive and sometimes abused. Yet in the context of development, women’s leadership and agency in social change have been levers for women’s empowerment within communities. Women have sought to fight entrenched interests for community benefits, and have garnered through their collective strength, a new identity. Women’s rights around the world are an important indicator to understand global well-being. â€Å"Creating the environment which imparts equal status to women in family, society and country is the sole motive behind various facets of programmes being run for women empowerment.† –Pratiba Patel, President of India (Express newspaper apr.14, 2011) Though Women have a unique position in every society whether developed, developing or underdeveloped, she still belongs to a class or group of society which is in disadvantaged position on account of several social barriers and impediments. This is particularly due to the various roles they play during various stages of their life, as a daughter, sister, wife, and mother etc. However, she tries too hard to stand equal to that of the men. The historical phase of development of women very well portrays the empowerment of women, in different periods. Vedic period: During the Vedic period women enjoyed a fair amount of freedom and equality. The Vedic period can be termed as feminine glory. Women participated in all spheres like men. They studied in Gurukulas and enjoyed equality in learning Vedas. In Aitereya Upanishad, the wife was called as companion of husband. In the Rig-Veda, the wife was blessed to live as a queen in the house of her husband. The word Thampati, so often used in the Veda, characterizes both wife and husband. According to MacDonnell and Keith, this word signifies the high status of women in ancient India. Men and Women together performed religious duties and carried out other function. In the Mahabharata the wife was called the root of Dharma, prosperity and enjoyment. No man was allowed to perform religious duties without his wife. Thus, like the status of women in the contemporary western world, the status of women in India was based on liberty, equality and co-operation.[1] Post – Vedic period: In post – Vedic period the status of women suffered a setback when various restrictions were put on women’s rights and privileges by Manu. This decline dates back to the period of the Manusmriti and the increasing authority of man. The birth of a daughter which was not a source of anxiety during the Vedic period became the source of disaster for the father. Education, which had been an accepted norm for women, was neglected and later on girls were totally denied access to education. Despite the overall social and cultural subordination of women, it is surprising to find that law givers recognized the right to property, particularly that which was known as streedhana, women’s property. [2] Medieval Period: With invasion of India by Alexander and the Huns, the position of women was further degraded. Their education and training came to a sudden halt. For reasons of security, movement outside was restricted which in turn denied opportunities in community affairs. Uneducated and devoid of any status, they came to be treated as chattels. Social evils like sati, child marriage, and female infanticide arose. Women suffered great disabilities. The evil of dowry had become deep–rooted and the system of Devadasi has already spread. The medieval period saw women living oppressed in the feudal social order and patriarchal families.[3] British period: The attitude, behaviour and living pattern of Hindu society changed drastically during the British regime due to education and western impact on the socio-cultural life of India. During the period there were two major movements which affected the position of women. There were the Social Reform Movement of the nineteenth century and the Nationalist Movement of the twentieth century. Both these movements raised the question of equal status of women. The issues which attracted the attention of the nineteenth century social reformers were sati, ill-treatment of widows, the ban on widow remarriage, polygamy, child marriage, denial of property rights and education to women. The Reformers thought that by giving women access to education and by enacting progressive legislation social change could be initiated. Raja Ram Mohan Roy, Ishwar Chandra Vidyasagar, M.G. Ranade, Mahatma Phule, Lokhitwadi, Aurobindo and others from all parts of the country raised their voice against the unjust practices while revivalists like Dayamanda saraswati, swami Vivekananda and Annie Besant Believed in receiving the old Vedic society presumed to be ideal for women.[4] Mahatma Gandhiji too, vehemently criticized the custom of child marriage, prohibition of widow remarriage, temple prostitution and the custom of purdah. The nationalist movements not only draw a large number of women to political activity but also generated strength and confidence among women which helped them to organize and fight for their cause. The formation of the All India Women’s Conference in 1927 was a crucial event in women’s march towards equality. Many laws were enacted which tried to eradicate certain social evils. These included an Act legalizing remarriage of widows, child marriage Restraint Act 1978, an Act recognizing Hindu women’s right to property, etc. Besides the social legislation, there were other laws affecting women’s work status, such as limiting hours of work in organized industries, prohibiting night work, restricting work in mines, establishment of crà ¨ches for the children of the women workers etc. Thus in short, during the British rule, awareness was created for the removal of social malaises, while education and organizing political participation increased women’s mobility. PRESENT STATUS OF WOMEN IN INDIA: The most important event after independence has been the drafting of the Constitution of this country enshrining the principles of equality, liberty and social justice. The framers of the Constitution were aware of the problem of emancipation of the female sex. They realized that equality was important for the development of the nation. It was evident that in order to eliminate inequality and to provide opportunities for the exercise of human right it was necessary to promote education and economic interests of women. It became the objective of the state to protect women from exploitation and provide social justice.[5] All these ideals were enshrined in the Preamble of the Constitution. The Preamble to the Constitution of India resolved to secure to all its citizens justice–social, economic and political; liberty of thought, expression, belief, faith and worship, equality of status and opportunity; and to promote among them fraternity assuring the dignity of an individual and the unity of the Nation. To attain these objectives, the Constitution guarantees certain fundamental rights and freedom, such as freedom of speech and expression, protection of life and personal liberty. The principles of gender equality and protection of women’s right have been the prime concerns right from the days of Independence. Accordingly, the country’s concern in safeguarding the rights and privileges of women found its best expression in the Constitution of India. Article 14, confers the equality before the law or the equal protection of the law to every person. It not only prohibits discrimination but also makes various provisions for the protection of women. And there is a prohibition of any discrimination on grounds of religion, race, caste, sex or place of birth, however, Art. 15(3) empower the state to make any special provision for women and children.[6] And also equality of opportunity is guaranteed for all the citizens in matters relating to employment or opportunity to any office under the state, forbidding discrimination on the grounds only of inter alia sex.[7] Article 19(1) (a) deals with the Freedom of speech and expression and Article 19(1) (g) provides for the Freedom to practice any profession or to carry out any occupation, trade or business. Article 21 ensures that â€Å"No person shall be deprived of his life or personal a liberty except according to the procedure established by law†. Women have a right to lead a dignified, honourable and peaceful life with liberty. DIRECTIVE PRINCIPLES OF STATE POLICY Article 39 mentions that the state shall direct its policy towards providing to men and women equally the right to means of livelihood and equal pay for equal work. The state is directed to make provisions for ensuring just and humane conditions of work and maternity relief.[8]And there is a fundamental duty imposed on every citizen to renounce the practices derogatory to the dignity of women.[9] In short, Fundamental Rights and Directive Principles provide the framework to achieve the ideals of the Preamble of the Constitution. Fundamental Duties too, recognize upholding the dignity of women as one of the duties. The perceptions on Fundamental Rights and the guidelines of Directive Principles of State Policy, is well reflected in various progressive labour legislations such as: ââ€" ª Industrial Dispute Act, 1947 ââ€" ª Minimum Wages Act, 1948 ââ€" ª Factories Act, 1948 ââ€" ª Maternity Benefit Act, 1961 LEGISLATIVE MEASURES: Inspired by the constitutional safeguards, the State has enacted various legislative measures to provide protection to women against social discrimination, violence and atrocities and to prevent child marriages, dowry, rape and practice of sati, etc., the Equal remuneration Act of 1976 provides for equal pay to men and women for equal work. The Hindu Marriage Laws Amendment Act 1955 has been amended by the Marriage Laws Amendment Act of 1976 to provide for the right of a girl to repudiate a child marriage before attaining maturity whether the marriage has been consummated or not. The Act 1956 for Suppression of Immoral Traffic against Women and girls was amended in 1986 to make the sexual exploitation of female, a cognizable offence. It was renamed as â€Å"The Immoral Traffic (Prevention) Act of 1986†. An amendment brought in 1984 to the Dowry Prohibition Act, 1961 made women’s subjection of cruelty a cognizable offence. A second amendment to the Act in 1986 makes the husband or in-laws punishable, if a woman commits suicide within 7years of her marriage and it has been proved that she has been subject to cruelty. The Child Marriage restraint Act of 1929 raises the age for marriage of a girl to 18 years from 15years and that of a boy to 21years. The Factories Act of 1948 provides for establishment of crà ¨che where 30 women are employed. The Medical Termination of Pregnancy Act of 1971 legalized abortion by qualified professional on humanitarian or medical grounds. The enactment â€Å"Indecent representation of women (prohibition) Act, 1987† has also been passed to protect the dignity of women and prevent violence against them as well as their exploitation. Some of the other measures which were taken for the progress of women were that in pursuant to a request by the United Nations General Assembly to prepare a report on the status of women in India (CSWI) was constituted in 1971. The terms of reference of the committee was to examine the Constitutional, legal and administrative provisions that have a bearing on the social status of women, their education and employment and to asses the impact of these provisions during the last two decades on the status of women in the country, particularly in the rural sector and to suggest more effective measures; It was also to consider the development of education among women and determine the factors responsible for the slow progress in some areas and suggest remedial measures and to survey the problem of working women, including discrimination in employment and remuneration. TOWARDS EQUALITY: In order to examine the status of women, as house wives and mothers in the changing social pattern and their problems in the sphere of further education and employment, the committee was to undertake survey or case studies on the implication of the population policies and family planning programmers on the status of women in addition to the above mentioned aspect. It was empowered to suggest any other measure which would enable women to play their full and proper role in building up the nation. The committee submitted its report entitled ‘Towards Equality’ in December 1974. The report was a landmark in the social history of India heralding a conscious change in attitudes, behaviour, law, establishment of special institutions and creating both infrastructure and environment for equality for women. The National Commission for Women was set up as a statutory body on 31st January 1992 under the National Commission for Women Act, (1990) to review constitutional and legal safeguards for women and recommend amendments to meet lacunae, inadequacies in such laws, participate in economic development of women and evaluate the progress made. However, there are many areas of inequality where working women still strive to overcome like: More women are in lower skilled part time work; Women are promoted less and earn less; Women are not equally represented in Government as Men; Women undertake significantly more of household work and childrearing than men and are often depict ed as weaker sexes and are sexualized. JUDICIAL RESPONSE: Over the years, the general public has come to repose absolute faith in the Judiciary. The Supreme Court of India has responded to issues of gender justice in a positive manner. Some of the decisions given by the apex court in the recent past has significantly advanced the cause and dignity of women. In Nigammar vs. Chikkaiah Case (2000)[10] compulsory blood test to determine paternity was held to be violative of fundamental right of life or liberty. In Chandrimadas Case (2000)[11], the Supreme Court has held that where a national Bangladeshi woman was gang raped, compensation can be granted under public law (Constitution) for violation of Fundamantal rights on the ground of Domestic Jurisprudence based on Constitutional provisions and Human Rights jurisprudence. In John Vallamatton V. Union of India (2003)[12], the Supreme Court struck down section 118 of Indian Succession Act, 1925 restricting bequeathing of property for religious or charitable use except in the manner provided the rein. It was that the right to equality of women vis-à  -vis their male counterparts is accepted worldwide and it will be immoral and illegal to discriminate women on the ground of sex. In CEHAT V. Union of India (2001)[13], the Supreme Court referred to the repercussions of unhindered female infanticide effecting overall sex ratio in various States. The Court issued directions to Central government, State government, Union Territories, and appropriate authorities for the implementation of the enacted Act, further in CEHAT & Others. Petitioners V. Union of India & Others Respondents (2002)[14], the apex court made the registration of the clinics with ultrasound machines mandatory and directed the State governments to take suitable action for creating awareness in public. In this way, judiciary has acknowledged the concept of ‘Gender Equality’. The formal equality given by the Constitution and the Law is however, not equivalent of substantive equality which enables enjoyment of all rights on an equal basis. While formal equality has afforded women access to areas of Education, empowerment and even political participation, on terms that are often equal to those by men, it is in the so-called private sphere, in areas such as marriage and the family that women continue to be denied equal rights. In the present situation, women are better educated and have entered all possible fields proving their might. They hold more jobs worldwide, yet most women continue to suffer from occupational segregation in workplace. There are artificial barriers, created by attitudinal and organizational prejudices, barring women from top executive jobs. Women, though more educated are not more equal. Gender equality is a multifaceted concept which implies equality of opportunity in economic as well as socio-political and legal aspects. Gender equality is not just morally right, it is pivotal to human progress and sustainable development. Economic opportunity does not mean their mere presence but includes the quality of women’s economic involvement. In developed countries, women may gain employment with relative ease, but their employments are usually transitory and are paid less than men. Herald Sun, an Australian newspaper has also recently raised issues relating to this. The question of gender equality is a very old and burning problem. Twenty years ago in Mexico the First World Conference on Women inspired a movement that has helped, to reduce gender inequality worldwide. Illiteracy among women is declining, maternal mortality rates are beginning to fall, and more women are participating in labour force than ever before. Now a days, women has broken their ill-social shackles and are ready to face the contemporary challenges without any help and hesitation and consequently, March 8, is formally observed and celebrated in several countries, including India as a mark of integrated achievements towards the equality of rights, status and dignity of women and their equal participation in economic, social and cultural development in contemporary world scenario. CONCLUSION: To curb down the menace of existing gender inequality many steps have been taken at the national as well as the international levels, but still a lot needs to be done to stamp out the growing violation of women’s dignity. Is there Gender Equality in Reality? I would say in the Gender Equation, women are evidently the victims. At this juncture, society needs to see women as dynamic promoters of social transformation, and have a powerful influence on their ability to control their environment and contribute to economic development. There should be a kind of positive respect for women. Only then, her rights can be well protected and nurtured. Physical violence is only the tip of the ice berg, what we don’t see below the surface is the lack of respect. Once we ensure that society in general and men in particular show a positive kind of respect to women, to their wives, the other rights are bound to follow in normal course. Though umpteen steps are taken in this direction like discouraging discrimination, lengthy legislations invoking equality but the picture is still disheartening and remains only in the talks. And the war on inequality, discrimination, violence and unempowerment is still continuing, making the road to success a not-reachable one.

The Value Of Speaking Spanish Essay - 1319 Words

Growing up I never understood the value of speaking Spanish until I integrated myself several years ago. It has been a teacher and a home to me. It is the language of the people that I love and it has taught me that without it I would not be who I am. Beautifully, language comes in many forms. It does not have to be foreign. Language can merely be a dialect, an accent, a code or anything else that conveys meaning. It can even be a creation or a mix of two languages specific to the individuals speaking it. Language is an extension of us and it extends into our personality as well as our identity. The language that parents raise their children with is the language that forges the very identity and personality of a person. It is the building blocks of a person, creating a pre-existing foundation for morals, values and central teachings. It is beautiful to see how language has different interpretations. It can be a different language from half way around the world or it can be a dialect . It can be an accent or a more loosened form of English. It is used every day, becoming a tool for growth and before people know it, it becomes this soul tweaking tool that raises and composes a personality and identity within a culture and family. As esteemed novelist and writer Amy Tan describes in her essay,Mother Tongue, it is â€Å"the language spoken in the family, especially in immigrant families which are more insular, plays a large role in shaping the language of the child† (181). Growing upShow MoreRelatedBilingualism : A Large Percentage Of Spanish Language860 Words   |  4 Pagespercentage of Spanish speaking parents in the United State do not teach their children or supply them with resources to better or maintain their Spanish language? Due to such high percentage of children not speaking, writing, or reading Spanish, is declining tremendously. Therefore, Bilingualism plays a big role among the Hispanic societies and provides our future generation with better employment opportunity, but due to parents lacks of involvement, the percentage of Spanish speaking youth are justRead MoreThe Benefits of Spanish Speaking Home and English in School Essay1298 Words   |  6 PagesEnglish speaking classroom to a Spanish speaking home. From eight in the morning I was given instruction in English by my professors at school. After three in the afternoon at home I engaged in Spanish conversation with my mother, father, and siblings. When the summer vacation came around, it was back to speaking espaà ±ol only, and then I regained the Mexican accent that had faded away during the school year. My experience learning English was different from what earlier Spanish speaking generationsRead MoreSpeaking Spanish in the USA1412 Words   |  6 PagesEnglish speaking classroom to a Spanish speaking home. From eight in the morning I was given instruction in English by my professors at school. After three in the afternoon at home I engaged in Spanish conversation with my mother, father, and siblings. When the summer vacation came around, it was back to speaking Spanish only, and then I regained the Mexican accent that had faded away during the school year. My experience learning English was different from what earlier Spanish speaking generationsRead MoreSpanglish Essay1726 Words   |  7 PagesEvery day, the English language continues to expand worldwide as it has become a universal language, meaning that different cultures around the world are speaking English. English is used differently by each culture and has developed a selection of dialects. The United States, specifically, serves as a prime example of the different ways English is spoken due to its diversity. America’s diversity is because it is a country with a high population of immigrants from all over the world. SpecificallyRead MoreEthnic Variability Of Hispanic Latino936 Words   |  4 Pagesthis policy became active in distinguishing race from ethnicity in population variability in the Hispanic/Latino community. In terms of Hispanic/Latino identity, the five most common subgroups are Mexican, Cuban, Puerto Rican, South American, or Spanish. This broad category defines the underlying premise of ethnic identity versus that of the biological racial characteristics that are typically categorized by Asian, Black, White, Native American, and Pacific Islander. This is why Hispanic/Latino ethnicRead MoreMexican American Culture1658 Words   |  7 Pagesmay be reflected in numerous ways such as: language, communication styles, religion, beliefs, values, clothing, or other types of aesthetic markers. Cultural identity is formed by many of these traits but is not limited to these specifically. This essay will provide detailed information on Mexican Americans, and their ancestry and heritage. I will also explain about this cultures central beliefs and values, while incorporating information on Mexican Americans, cultural patterns, cultural identityRead MoreThe Chicano Spanish And Chicano1284 Words   |  6 Pages2015 Title- The Language of Chicano The Chicano Spanish people are a discriminated group of people in a society where they felt rather ashamed of their language. In the essay of what Anzaldua wrote about the Chicano Spanish were discriminating themselves of being a marginalized group that their language was socially inferior to the dominant discourse, the English language in America. The Chicano, or the Spanish people, in American society’s goal was that they wanted to get ridRead MoreEssay on Richard Rodriguezs Hunger of Memory1116 Words   |  5 Pagesgiven the fact that while he was born and raised in the United States, he was strongly influenced in the ethnic environment of a Spanish family. Although the reader is introduced to only a short excerpt from the autobiography, he learns a great deal about Rodriguez’s family and his relationship to it, his conflict of speaking English versus Spanish, and the paradox that became evident as he used English as his primary language. Furthermore, the reader learns that Rodriguez’sRead MoreHispanic/Latino Culture Essay706 Words   |  3 PagesHISPANIC/LATINO CULTURE Hispanics or Latinos are defined as a people of Mexican, Puerto Rican, Cuban, South or Central American, or other Spanish speaking culture. This term â€Å"Hispanics† was created by the U.S. federal government in the early 1970’s to refer to Americans born in a Spanish speaking nation or with ancestry to Spanish territories. Hispanics people are vibrant, socializing, and fun loving people. Among various facts associated to this culture is that they have a deep sense of involvementRead MoreThe Languages Of Spain And The United Kingdom1091 Words   |  5 Pagesnational identity. This essay thus discusses the languages of Spain and the United Kingdom. Spain’s 17 autonomous regions are grounded in historical tensions of peripheral, or regional, and nationalist movements, and the struggles to demarcate ethnic values from the civic. It amounted with the Castilian language as the assimilating tool of Franco’s nationalistic regime. Such history has remained an im petus in modern Spain’s example of pursuing language plurality for regional and cultural identification

How to Create Your Own Homeschool Curriculum

Many homeschooling parents—even those who start out using a pre-packaged curriculum—decide somewhere along the way to take advantage of the freedom homeschooling allows by creating their own course of study. If youve never created your own teaching plan, it can sound daunting. But taking the time to put together a customized curriculum for your family can save you money and make your homeschooling experience much more meaningful. Here are some general steps to follow to help you design a curriculum for any subject. 1. Review Typical Courses of Study by Grade First, you may want to research what other children in public and private schools are studying in each grade in order to make sure your children are covering approximately the same material as other students their age. The detailed guidelines linked below can help you set standards and goals for  your own curriculum. Typical Course of Study for Elementary SchoolTypical Course of Study for Sixth GradeTypical Course of Study for Seventh GradeTypical Course of Study for Eighth GradeTypical Course of Study for Ninth GradeTypical Course of Study for Tenth GradeTypical Course of Study for Eleventh GradeTypical Course of Study for Twelfth Grade 2. Do Your Research. Once you have determined what subjects you will cover, you may need to do some research to make sure you are up-to-date on the particular topic, particularly if its one you are not already familiar with.   One solid way to get a quick overview of a new subject? Read a well-written book on the topic aimed at middle schoolers! Books for that level will tell you everything you need to know to cover the topic for younger students, but still be comprehensive enough to get you started on a high school level. Other resources you can use include: Popular nonfiction young adult books;Websites about a subject for students;Review books written for high school students;Self-help books for adults (such as the For Dummies series);Textbooks, particularly ones that are recommended by other homeschoolers. As you read, make notes on key concepts and topics you may want to cover. 3. Identify Topics to Cover. Once youve gotten a broad view of the subject, start thinking about what concepts you want your children to learn. Dont feel you have to cover everything—many educators today feel that digging deep into a few core areas is more useful than skimming over many topics briefly. It helps if you organize related topics into units. That gives you more flexibility and cuts down on work. (See below for more work-saving tips.) 4. Ask Your Students. Ask your children what they would like to study. We all retain facts more readily when were studying a topic that captivates us. Your children may be interested in topics that fall right in line with what youd want to cover anyway, such as the American Revolution or insects. However, even topics that may not seem educational on the surface can provide valuable learning opportunities. You can study them as-is, weave in related concepts, or use them as a springboard for more in-depth topics. 5. Create a Timetable. Figure out how long you would like to spend on the subject. You can take a year, a semester, or a few weeks. Then decide how much time you want to devote to each topic you want to cover. I recommend creating a schedule around units instead of individual topics. Within that time period, you can list all the topics you think your family would like to learn about. But dont worry about individual topics until you get there. That way, if you decide to drop a topic, youll avoid doing extra work. For instance, you may want to devote three months to the Civil War. But you dont need to plan out how to cover each battle until you dive in and see how it goes. 6. Select High-quality Resources. One big plus of homeschooling is that it lets you use choose the very best resources available, whether they are textbooks or alternatives to textbooks. That includes picture books and comics, movies, videos, and toys and games, as well as online resources and apps. Fiction and narrative nonfiction (true stories about inventions and discoveries, biographies, and so on) can also be useful learning tools. 7. Schedule Related Activities. Theres more to learning a topic than accumulating facts. Help your kids put the topics you cover into context by scheduling in field trips, classes, and community events that relate to the subject you are studying. Search out museum exhibits or programs in your region. Find experts (college professors, craftspeople, hobbyists) who might be willing to talk to your family or homeschool group. And be sure to include lots of hands-on projects. You dont have to put them together from scratch -- there are lots of well-made science kits and arts and crafts kits, as well as activity books that give you step-by-step directions. Dont forget activities like  cooking, making costumes, creating ABC books, or building models. 8. Find Ways to Demonstrate What Your Kids Have Learned. Written tests are just one way to see how much your students  have learned about a subject. You can have them put together a research project that includes an essay, charts, timelines, and written or visual presentations. Kids can also reinforce what theyve learned by making artwork, writing stories or plays, or creating music inspired by the subject. Bonus Tips: How to make writing your own curriculum quicker and easier: Start small. When youre writing your own curriculum for the first time, it helps to start with one unit study or one subject.Keep it flexible. The more detailed your teaching plan, the less likely you are to stick to it. Within your subject, pick a few general topics you want to touch on. Dont worry if you come up with more topics than you can possibly cover in one year. If one topic doesnt work for your family, youll have options to move on to. And nothing says you cant continue on with a subject for more than a year.Choose topics that interest you and/or your kids. Enthusiasm is contagious. If you child is fascinated with a subject, chances are you will pick up some factoids about it as well. The same goes for you: Teachers who love their topic can make anything sound interesting. Writing your own curriculum doesnt have to be a daunting task. You might be surprised to discover how much you enjoy personalizing your familys curriculum—and how much you learn along the way. Updated by Kris Bales

How to Do a Quickweave Essay - 708 Words

Melissa Williams English 101 Essay 1: How to do A Quick Weave Ladies have you ever wanted to change your hairstyle and didn’t know what to do? Do you ever get tired of looking the same way? Do you want to look classy with long flowing hair? Here is a great idea for you. Quick weaves are beautiful, fast to do, and easy to maintain. It doesn’t cost a lot, and the hair would make you fall in love with yourself. You can have short, long, thin, or thick hair. It doesn’t matter this will work for you. You will receive information on the tools you need, the steps, and the styling. It is the beginning of a beautiful makeover. The main ingredient for this process is the hair extensions. You can go to the nearest beauty supply†¦show more content†¦Take the hair that’s hanging from the ponytail, pull it tight, split it in half, and gel both sides down. Sit under the dryer for one hour or until your hair is dry and hard. Once your hair is dry you are ready to start the next process. Now get ready to use your hair extensions, glue, and scissors from your supplies. Take the hair out of the packaging and unroll it. Start by laying the tracks in the back from ear to ear and work your way to the top. Once you reach the top of your head where you left the hair out, use it to cover the tracks. Now you have a beautiful quick weave that is ready to style. Long hair is what people usually prefer. With long hair you can take the straightening iron and go over the hair to make it blend. If you like short hair and want a bob pull the hair in the ponytail to the back of your head. Take the scissors and cut the hair that’s hanging out the rubber band off, and take out the rubber band. Use the straightening iron and curl the hair under and there is your bob. Play with your quick weave and style it however you want it’s your hair. Quick weaves are one of the greatest hair styles. If you never had one and you are confused, you can YouTube or Google beautiful, trendy, and popular styles. They are better than wigs, and you can change hairstyles as often as you like. If you have little or no hair and want long hair, this is definitely for you. If you have long hair and it’s thin you can use this

Hamlet Masks We Wear Essay Example For Students

Hamlet: Masks We Wear Essay MasksA mask is a covering worn on the face or something that disguises or conceals oneself. All the characters in Shakespeares Hamlet hide behind masks to cover up who they really are, which contridictes a main idea, expressed by the fool, Old Polonius, To thine ownself be true (Polonius 1.3. 84). All the characters share strengths and triumphs, flaws and downfalls. Instead of revealing their vulnerabilities, each of them wears a mask that conceals who they are and there true convictions. The masks brought about feelings such as fear, hatred, insanity, indecisiveness, ambitiousness, and vengeance all of which contribute to the tragic ending of the play. Shakespeare reveals the idea of the masks in the first lines of the play, Whos there (Barnardo 1.1.1). Nay, answer me. Stand and unfold yourself (Fransisco 1.1.2). These masks are upon each character, placed there by either society, self-ignorance, or guilt. Ophelia, Polonius daughter and Hamlets lover, hid behind a mask, just like Queen Gertrudes. It was, according to the society and the culture of the time, in the best interest of the woman to display a passive behavior for their personal preservation, which served as Gertrudes mask. Gertrude was brought up to believe that when a woman protests her innocence, in any matter, too much then people will begin to think otherwise. Gertrude revealed the idea of her mask, when responding to Hamlet inquiry of her likes to the play, her response was a bold reply, The lady doth protest too much methinks (Gertrude 3. 2.254), while viewing The Murder of Ganzago. Hamlets disgust with his mothers lack of strength, in regards to Claudius sexual temptations, was evident in his soliloquy, after Gertrude begged him to stay with her and Claudius in Elsinore. And yet, with a month let me not think on t; fratility, thy name is woman. (Hamlet 1.2.149-50) Gertrudes submissiveness is also evident in her refusal to face the pain of the true nature of her husbands murder. Gertrude begs O Hamlet, speak no more! / Thou turnst my eyes into my very soul, / And there I see such black and grained spots / As will not leave their tinct (Gertrude 3. 4.99-103). In relation to Gertrude, Ophelia is even weaker and more passive. This is obscure to the audience until, her confrontation with Hamlet, set up by Claudius and Polonius to determine whether it was Polonius refusal to allow her to see Hamlet that made him crazy. It was during this confrontation that Hamlet openly spurned and rejected her, leaving her no place to turn except to herself. Ophelia is rendered ineffectual regarding the loss of her father because she can not take revenge against her lover, Hamlet, who is also her fathers murderer. After her fathers murder by Hamlet, her true love, two of the three men she loved most were forever lost and the third in some far off country, Ophelia could no longer find any sense of security, and without security her sanity would be nowhere found. The masks created by society for Ophelia and Gertrude resulted in the tragic endings for both of them, Gertrude by the hand of her husband, Claudius, and Ophelia, by the loss of her loved ones. Self-ignoranceis the laking knowledge or comprehention of ones own self, and therfore the self-ignorance of Rosencranz and Guildenstern, allowed for the King to coax them into betraying their good friend Hamlet, by posing as a spy for the King. Upon the arrival of Rosencrantz and Guildenstern, Hamlet welcomed his friends but became suspicious about their reasons for visiting. After Hamlet asked them three times for their business with Hamlet, and received lines such as, To visit you, my lord, no other reason. (Rosencrantz 2. .uf89caf45702e3b2c6493fc05df1a9364 , .uf89caf45702e3b2c6493fc05df1a9364 .postImageUrl , .uf89caf45702e3b2c6493fc05df1a9364 .centered-text-area { min-height: 80px; position: relative; } .uf89caf45702e3b2c6493fc05df1a9364 , .uf89caf45702e3b2c6493fc05df1a9364:hover , .uf89caf45702e3b2c6493fc05df1a9364:visited , .uf89caf45702e3b2c6493fc05df1a9364:active { border:0!important; } .uf89caf45702e3b2c6493fc05df1a9364 .clearfix:after { content: ""; display: table; clear: both; } .uf89caf45702e3b2c6493fc05df1a9364 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf89caf45702e3b2c6493fc05df1a9364:active , .uf89caf45702e3b2c6493fc05df1a9364:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf89caf45702e3b2c6493fc05df1a9364 .centered-text-area { width: 100%; position: relative ; } .uf89caf45702e3b2c6493fc05df1a9364 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf89caf45702e3b2c6493fc05df1a9364 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf89caf45702e3b2c6493fc05df1a9364 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf89caf45702e3b2c6493fc05df1a9364:hover .ctaButton { background-color: #34495E!important; } .uf89caf45702e3b2c6493fc05df1a9364 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf89caf45702e3b2c6493fc05df1a9364 .uf89caf45702e3b2c6493fc05df1a9364-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf89caf45702e3b2c6493fc05df1a9364:after { content: ""; display: block; clear: both; } READ: Supreme Court (503 words) Essay2.292), Hamlet then asked if they were sent for, Gulidinstern replied with, What should we say my lord? (Guildenstern 2.2.299). With this Hamlet concluded to Rosencranz and Guildenstern that the good queen and king have sent for you. (Hamlet 2.2.304-05), and agreed that they had been sent for. Rosencranz and Guildensterns masks of friendship towards Hamlet resulted in no information to the King of Hamlets insanity, and their death in place