A life in the day of Paul Harris Essay Example for Free

A life in the day of Paul Harris Essay I wake up 6:30 a. m. with my light going on and a very loud voice shouting, Get up Paul! Immediately or I will stop you from playing stupid games on your Playstation. (I find this one of my mothers most annoying habits. ) I eventually haul myself out of my bed and stagger to the bathroom, where I transform my self from Ape to human. Laura my adorable (if somewhat a pain), sister, is already dressed and downstairs feeding our cat Bobby. Dad is blocking the stairs putting his shoes on as he advances to work for another day in the bank. Mum is busy juggling the washing machine, the toaster, packed lunch and signing my planner. Just as I think it is safe to come down stairs, to have a tasty breakfast of Coco Pops, my mum would start practicing Opera, for her lesson on Friday lunch time. I dont particularly like Opera, I prefer Punk rock, my favourite band is Blink 182 and my favourite song is, All the small things. The trip to school is fun and exciting with lots of little alloy ways to get lost in. The ride on the train is an exciting but short journey from Hightown station towards Freshfeld station via Formby station. I walk to school from there with my best friend Jamie Hall, who has his hair up spiked and also likes Punk rock. We both share a big interest in computers and we are both going to build a computer individually. School is a mixture of excitement and work (education). This year I have taken a great interest in my education because it is the start of my G. C. S. Es. A time of hard work to get qualifications. I particularly have to work at English, but Im lucky because my English teacher is a good teacher, who teaches the class properly. I enjoy I. T because it is full of interesting facts about computers and when the teachers not looking, I start playing games like Sonic the Hedgehog. Maths is a good subject because I can do the work, at the moment. I sit next to Michael Roberts who can be good fun but gets moody sometimes (we all have faults and mine is that I rush things). At breaks I walk round the school mumbling about computers or games with Jamie. Sometimes I play a game called manhunt with a few of my other friends, like Ashlee Rowe. It is a physical game that involves chasing people and catching them. When it is time to leave school, I wait for my friend Allister in year ten, (we live next door to each other). We get the train together; Allister is more obsessed about computers than I am, but he adores games and I love all aspects of computers. When I get home, my homework comes first before any thing else, so I do it, have something to eat, before my horrible task of ironing my Army cadets uniform. I go to cadets with a friend from school called Danny; He can be a bit strange at times because he makes noises with his mouth. Cadets is enjoy full because I love the Army and the activities I do (Im not the best at shooting because Im short sighted). I think The Army will be my career as an officer or I might join the navy, as an engineering officer. For now I will think I will stay who I am. When dad gets home from a very stressful job, he is usually moody like a bear with a sore head, so I help him buy making him a brew of P. G Tips tea. At tea time I have to gulp my tea down so Im ready for cadets. My friend Chris Caralan picks me up for cadets he is 15 and has recently lost his lance corporal stripe for forgetting to go to annual camp. To night will be a brilliant night because I get to go in the best tank in the world, The Challenger 2. When we arrived at the Army camp it was there, the Challenger 2. A giant monster by its self, a khaki coloured snail with a thick layer of armour like a shell. It had two eyes both sides of the turret to give it character. When one of the officers turned on the engine it roared like a grizzly bear. We got a chance to gone in it and a guided tour. After a long exhausting day I finally get a chance to drop off at the land of nod.

Experiencing Brave New World in 1998 :: Aldous Huxley Brave New World Essays

Experiencing Brave New World in 1998 Since good literature transports the reader to immersion, absorption and sensation of plot, the successful literary experience often unveils a segment of the self's concealed character. Aldous Huxley's Brave New World immerses the reader in a State scientifically constructed to produce perpetual happiness without hardship. Six centuries into the future, a world leader has designed a civilization flabbily devoid of balancing challenges by eliminating illness, geriatrics, fear of death, passion and love, parenting, poverty, and pursuit of anything. Its inhabitants exist in a bureaucratically controlled state of stability sans emotion. Brave New World is the citizen's polar experience to the prehistoric caveman's solitary existence of self. Today we struggle individually to establish satisfactory symmetry between these two states of bureaucracy and independence while bench-pressing multi-weighted challenges. A journey to Brave New World's civilization of the ridiculous elicits an excell ent measure of the 1998 reader's centeredness between the self's grip of autonomy and its interdependence with State. Franz Boas, primo cultural anthropologist, subscribed that studying the varied threads of cultural tapestry (what's different) facilitates the understanding of culture. Published in 1932, Brave New World presented greater bureaucratic exaggeration to a general readership unengaged in the battle of the balance. Government was barely a gadfly on the barbell, while the 1932 self indeed included the entire village of extended families and neighbors bolstering each other. Sixty-six years hence, government has infiltrated human life stealthily, while the individual has gradually isolated itself with a transient society and fast-track economy bearing down upon the burden-lifter like additional weights. Although hardship labels remain the same, the 1998 challenge of dealing with these afflictions is more complex. Health and psychiatric practitioners caution us that balance is next to godliness. Therefore, we strive in solitude to balance corporate positions with family disasters, our yin wit h our yang, our left brains with our right brains, and most importantly, our debits with our credits. Our state of autonomy depends upon our frame of reference, for it is easy to remain autonomous without adversity. Consider the reaction of the Brave New World reader who has experienced a loved one's serious illness and painful death as a solitary struggle to provide emotional, financial and HMO medical support. Through the assistance of Brave New World, the reader subsequently tours "The Park Lane Hospital for the Dying, a sixty-story tower of primrose tiles. The air is continuously alive with gay synthetic melodies.

Cognitive Coaching Essay

The Effects of Cognitive Coaching on Education and in Supporting Teacher Leadership â€Å"Creating a profession of teaching in which teachers have the opportunity for continual learning is the likeliest way to inspire greater achievement for children, especially those for whom education is the only pathway to survival and success† (Sumner, 2011, p. 10). Educators today are required to have a different set of skills to effectively prepare students to be global competitors in the workplace. Educators cannot make these alterations in teaching methodology and instructional delivery without support. Coaches support and encourage teachers, improve teacher strategies, promote teacher reflection, and focus on desired outcomes (Sumner, 2011). A key ingredient for improving student achievement is high quality leadership. Although leadership skills may come naturally for some, most educators need some form of practice and coaching to become high quality leaders (Patti & Holzer, 2012). What is Cognitive Coaching? Cognitive coaching is a relationship that is learner-centered, where the person being coached is an active participant in their learning process. The coach is responsible for creating an environment that is sensitive to the participant’s needs, providing ample opportunity for self-reflection which enables the participant to learn from their own unique experiences. Garmston (1993) stated: Cognitive Coaching is a process during which teachers explore the thinking behind their practices. Each person seems to maintain a cognitive map, only partially conscious. In Cognitive Coaching, questions asked by the coach reveal to the teacher areas of that map that may not be complete or consciously developed. When teachers talk out loud about their thinking, their decisions become clearer to them, and their awareness increases (p. 57). The relationship that evolves through cognitive coaching is based on a journey of self-discovery for both the coach and the coached individual. The coach is equally responsible for reflecting and learning from their own experiences in an effort to providing the best guidance to the coached individual throughout their coaching relationship. If mentors are to facilitate learning of their mentees, they can best begin by being in touch with the forces in their own lives (Zachary, 2000). The learning that takes place in stages is the focal point of cognitive coaching. Cognitive coaching uses a three-phase cycle: pre-conference, observation, and post-conference. These cycles are used for the sole purpose of helping the teacher improve instructional effectiveness by becoming more reflective about teaching (Garmston, 1993). Cognitive Coaching asserts that instructional behavior is a reflection of beliefs; teachers must analyze and change their beliefs in order to change their behaviors. Coaches ask teachers to reflect on their beliefs about the classroom to facilitate making changes or improvements (Patti & Holzer, 2012). Cognitive Coaching in Education The most valuable asset in the education profession is its human capital – teachers and administrators. Unfortunately, these professionals are typically given limited opportunities throughout their career to enhance their knowledge and skills enabling them to be more effective teachers and leaders. Newly hired recruits into the profession usually receive coaching for a few months during their first year of employment, but the majority will gain experience through their own trial and error. According to Patti & Holzer (2012): Professional development opportunities for teachers and administrators who function in a leadership capacity are often too scarce or narrow in focus to cultivate lasting and effective improvement. Most school systems regularly provide teacher educators with just two or three days per year of professional development, typically aimed at improving literacy and mathematics scores. Effective professional development happens when the adult learner connects personally to the new learning. When educators participate in reflective practices that cultivate self-awareness, emotion management, social awareness, and relationship management, they are in a better position to deliver high quality instruction and leadership (p. 264). The education profession can benefit from implementing cognitive coaching as a way of helping teachers and administrators expand their professional development through self-observation, self-reflection, and self-feedback. An analysis of the findings from these factors will help the professional to become aware of their own self-imposed limitations. In education, coaching has traditionally supported teachers in the acquisition of knowledge, skills and abilities that target student achievement (Patti & Holzer, 2012). The effects of cognitive coaching on teacher efficacy has been positively correlated to increased student performance. Sumner (2011) offers: Coaching is a key method for helping teachers improve student achievement and school culture. Much of this potential school improvement comes from educating teachers in how to be reflective about their practice and in learning how to establish an equal relationship based on mutual desire to improve. Perhaps most importantly, ―a culture of coaching improves teaching and improves student learning (p.47). While the ultimate goal of cognitive coaching is to help foster change in the thinking patterns and behaviors of the coached individual – the end result of this endeavor is improved student performance. Professional development can only work if it is focused on both student and teacher learning and a culture of support for and valuing of quality staff development is present (Sumner, 2011). Cognitive Coaching Supporting Teacher Leadership Cognitive coaching allows teachers to take ownership of their professional development by encouraging them to be accountable of their cognitive learning process. The self-reflection that is involved in cognitive coaching coupled with professional vision enables teachers to become a catalyst of change both in the classroom and beyond. Patti & Holzer (2012) stated: The coaching relationship provides a safe haven for mindful attention to self-change in the areas of self-awareness, self-management, social awareness, and relationship management. It is through this individual process that the teacher and administrative leader positively impact the culture and climate of the classroom and school (p. 270). Every teacher has the capabilities to improve their knowledge and skill and cognitive coaching affords the opportunity of exploration into one’s self, challenging old beliefs and habits, emerging a better, stronger leader. Leadership is not mobilizing others to solve problems we already know how to solve, but to help them confront problems that have never yet been successfully addressed (Fullan, 2007). The reflection learned through cognitive coaching helps develop problem-solving skills as teachers examine their experience, generate alternatives, and evaluate actions. Educators need to model risk taking, open-mindedness, and continuous learning to create schools that are communities of learners (Garmston, 1993). Conclusion â€Å"Effective leaders work on their own and others’ emotional development. There is no greater skill needed for sustainable improvement† (Fullan, 2007). Cognitive coaching enables educators to develop unexplored potential, while expanding their repertoire of teaching methodologies. The implementation of cognitive coaching increases student achievement and teacher efficacy, produce higher order teacher thinking, and provides teacher support (Sumner, 2011). Great schools grow when educators understand that the power of their leadership lies in the strength of their relationships. Strong leadership in schools results from the participation of many people, each leading in his or her own way (Donaldson, 2007). Cognitive coaching is the key to educators’ unlocking their inner power to profoundly impact students’ learning.

Biography of Ronald Reagan, 40th President of the U.S.

Ronald Wilson Reagan (February 6, 1911–June 5, 2004) was the oldest president to serve in office. Before turning to politics, he had been involved in the movie industry not only through acting but also through serving as the president of Screen Actors Guild. He was the governor of California from 1967–1975. Reagan challenged Gerald Ford in the 1976 presidential election for the Republican nomination but ultimately failed in his bid. However, he was nominated by the party in 1980 to run against President Jimmy Carter. He won with 489 electoral votes to become Americas 40th president. Fast Facts: Ronald Wilson Reagan Known For: 40th president of the U.S., who led the country during the height of the Cold War.Also Known As: Dutch, The GipperBorn: Feb. 6, 1911 in Tampico, IllinoisParents: Nelle Clyde (nà ©e  Wilson), Jack ReaganDied: June 5, 2004 in Los Angeles, CaliforniaEducation: Eureka College  (Bachelor of Arts, 1932)Published Works: The Reagan DiariesHonors and Awards: Lifetime gold membership in the Screen Actors Guild, National Speakers Association  Speaker Hall of Fame,  United States Military Academys  Sylvanus Thayer AwardSpouse(s): Jane Wyman (m.  1940–1949), Nancy Davis  (m.  1952–2004)Children: Maureen, Christine, Michael, Patti, RonNotable Quote: Every time the government is forced to act, we lose something in self-reliance, character, and initiative. Early Life and Career Reagan was born on Feb. 5, 1911, in Tampico, a small town in northern Illinois. He attended and graduated from Eureka College  in Illinois in 1932 with a Bachelor of Arts degree. Reagan began his career as a radio announcer that same year. He became the voice of Major League Baseball. In 1937, he became an actor after signing a seven-year contract with Warner Brothers. He moved to Hollywood and made about 50 movies. Reagan was part of the Army Reserve during World War II and was called  to active duty after Pearl Harbor. He was in the Army from 1942 to 1945, rising to the rank of captain. However, he never took part in combat and remained stateside. He narrated training films and was in the Army Air Force First Motion Picture Unit. Reagan was elected Screen Actors Guild president in 1947 and served until 1952, and served again from 1959 to 1960. In 1947, he testified before the House of Representatives concerning Communist influences in Hollywood. From 1967 to 1975, Reagan was the governor of California. 40th President Reagan was the obvious choice for the Republican nomination in 1980. George H.W. Bush was chosen to run as his vice president. He was opposed by President Jimmy Carter. The campaign centered on inflation, the gasoline shortage, and the Iran hostage situation. Reagan won with 51 percent of the popular vote and 489 out of 538 electoral votes. Reagan became president as America entered the worst recession in its history since the Great Depression. This led to the Democrats taking 26 Senate seats from Republicans in the 1982 election. However, recovery soon began and by 1984, Reagan easily won a second term. In addition, his inauguration brought an end to the Iran Hostage Crisis. More than 60 Americans were held hostage for 444 days (November 4, 1979–January 20, 1980) by Iranian extremists. President Carter had attempted to rescue the hostages, but the attempt was unsuccessful due to mechanical failures. Sixty-nine days into his presidency, Reagan was shot by John Hinckley, Jr., who justified the assassination attempt as an effort to woo actress Jodie Foster. Hinckley was found not guilty by reason of insanity. While in recovery, Reagan wrote a letter to then-Soviet Leader  Leonid Brezhnev hoping to find common ground. However, he would have to wait until  Mikhail Gorbachev took over in 1985 before building a better relationship with the Soviet Union and easing tensions between the two nations. Gorbachev ushered in an era of glasnost, greater freedom from censorship and of ideas. This brief period lasted from 1986 to 1991 and ended with the fall of the Soviet Union during the presidency of George H.W. Bush. In 1983, the U.S. invaded Grenada to rescue threatened Americans. They were rescued and the leftists were overthrown. Reagan was easily elected to a second term in 1984 after running against Democratic challenger Walter Mondale. Reagans campaign stressed that it was Morning in America, meaning that the country had entered into a new, positive era. Iran-Contra Scandal and Second Term One of the major issues of Reagans second administration was the Iran-Contra scandal, also called the Iran-Contra Affair, or just Irangate. This involved several individuals throughout the administration. In exchange for selling arms to Iran, money would be given to the revolutionary Contras in Nicaragua. The hope was also that by selling arms to Iran, terrorist organizations would be willing to give up hostages. However, Reagan had spoken out that America would never negotiate with terrorists. The Congress held hearings delving into the Iran-Contra scandal in mid-1987. Reagan eventually apologized to the nation for what had happened. Reagan completed his term on January 20, 1989, after several important meetings with Soviet Premier Mikhail Gorbachev. Death Reagan retired after his second term to California. In 1994, he announced he had Alzheimers Disease and left public life. He died of pneumonia on June 5, 2004. Legacy One of the most important events that occurred during Reagans administration was the growing relationship between the U.S. and the Soviet Union. Reagan created a bond with Soviet leader Gorbachev, who instituted a new spirit of openness or glasnost. This would eventually lead to the downfall of the Soviet Union during President H.W. Bushs term in office. Reagans largest significance was his role in helping to bring about that downfall. His massive buildup of weapons, which the USSR could not match, and his friendship with Gorbachev helped usher in a new era that eventually caused the breakup of the USSR into individual states. His presidency was marred, however, by the events of the Iran-Contra Scandal. Reagan also adopted an economic policy whereby tax cuts were created to help increase savings, spending, and investment. Inflation went down and after a time, so did unemployment. However, a huge budget deficit was created. A number of terrorist acts occurred during Reagans time in office, including the April 1983 bombing attack on the U.S. embassy in Beirut. Reagan claimed that five countries typically harbored aided terrorists: Cuba, Iran, Libya, North Korea, and Nicaragua. Further, Muammar Qaddafi of Libya was singled out as the primary terrorist. Sources Editors, History.com. â€Å"Ronald Reagan.†Ã‚  History.com, AE Television Networks, 9 Nov. 2009.â€Å"‘Morning in America.’†Ã‚  Ushistory.org, Independence Hall Association.