History of the 1960 Olympics in Rome, Italy

The 1960 Olympic Games (also known as the XVII Olympiad) were held in Rome, Italy from August 25 to September 11, 1960. There were many firsts at these Olympics, including the first to be televised, the first to have the Olympic Anthem, and the first to have an Olympic champion run in bare feet.   Fast Facts Official Who Opened the Games:  Italian President Giovanni GronchiPerson Who Lit the Olympic Flame:  Italian track athlete  Giancarlo PerisNumber of Athletes:  5,338  (611 women, 4,727 men)Number of Countries:  83 Number of Events:  150 A Wish Fulfilled After the 1904 Olympics were held in St. Louis, Missouri, the father of the modern Olympic Games, Pierre de Coubertin, wished to have the Olympics hosted in Rome: I desired Rome only because I wanted Olympism, after its return from the excursion to utilitarian America, to don once again the sumptuous toga, woven of art and philosophy, in which I had always wanted to clothe her.* The International Olympic Committee (IOC) agreed and chose Rome, Italy to host the 1908 Olympics. However, when Mt. Vesuvius erupted on April 7, 1906, killing 100 people and burying nearby towns, Rome passed the Olympics to London. It was to take another 54 years until the Olympics would finally be held in Italy. Ancient and Modern Locations Holding the Olympics in Italy did bring together the mixture of ancient and modern that Coubertin had so wanted.  The Basilica of Maxentius and the Baths of Caracalla were restored to host the wrestling and gymnastic events respectively, while an Olympic Stadium and a Sports Palace were built for the Games. First and Last The 1960 Olympic Games were the first Olympics to be fully covered by television. It was also the first time the newly chosen Olympic Anthem, composed by Spiros Samaras, was played. However, the 1960 Olympics were the last that South Africa was allowed to participate in for 32 years. (Once apartheid ended, South Africa was allowed to rejoin the Olympic Games in 1992.) Amazing Stories Abebe Bikila of Ethiopia surprisingly won the gold medal in the marathon - with bare feet. (Video) Bikila was the very first black African to become an Olympic champion. Interestingly, Bikila won the gold again in 1964, but that time, he wore shoes.   United States athlete Cassius Clay, later known as Muhammad Ali, made headlines when he won a gold medal in light heavyweight boxing. He was to go on to an illustrious boxing career, eventually being called, the Greatest.   Born prematurely and then stricken with polio as a young child, U.S. African-American runner Wilma Rudolph overcame here disabilities and went on to win three gold medals at this Olympic Games. A Future King and Queen Participated Greeces Princess Sofia (the future queen of Spain) and her brother, Prince Constantine (the future and last king of Greece), both represented Greece at the 1960 Olympics in sailing. Prince Constantine won a gold medal in sailing, dragon class. A Controversy Unfortunately, there was a ruling problem on the 100-meter freestyle swim. John Devitt (Australia) and Lance Larson (United States) had been neck and neck during the last segment of the race. Though they both finished at about the same time, most of the audience, the sports reporters, and the swimmers themselves believed Larson (U.S.) had won. However, the three judges ruled that Devitt (Australia) had won. Even though the official times showed a faster time for Larson than for Devitt, the ruling held. * Pierre de Coubertin as quoted in Allen Guttmann, The Olympics: A History of the Modern Games (Chicago: University of Illinois Press, 1992) 28.

Defining Assertiveness Essay - 1215 Words

I had never really considered the definition of assertive behavior, nor had I ever contemplated my own assertiveness level. I generally think of assertiveness more as a state of being, not really something that I need to strive for. After reviewing Module One and researching assertiveness and assertion training, I realize that I have not Dbeen realistic about what assertiveness entails. According to Beagrie (2006), â€Å"Many people confuse assertiveness with being bossy, overbearing or aggressive. Being assertive is simply the ability to stand up for yourself, state your views, tackle issues up-front and, in many cases, stop others from taking advantage† (p. 24). I can admit that up until now, I was one of those confused people. I have†¦show more content†¦According to Gautam (2005), â€Å"Most of us have been taught to be â€Å"good†-to work hard, listen well, try to please others, be pleasant and easy going and considerate, and not focus on our own need s because that would be â€Å"selfish†Ã¢â‚¬ (p. 23). While this is not always negative behavior, it is not always healthy either. With stress levels and depression running rampant in the United States, people are learning that keeping emotions in can be detrimental to the body and mind. Millions of Americans seek therapy on a daily basis to relieve stress and speak freely with someone who will not judge . I would be willing to bet that many non-assertive people have not become assertive because they are afraid of how they will be judged by others. Assertion training is a valuable tool which allows men and women to become more successful in both their professional and private lives. While I have not yet had the privilege of assertion training, at work I am slowly learning that it is okay to say no to certain requests. When I first started working, I never said no. Then, I reverted to a diluted â€Å"No†¦unless you really need me to,† and then I would complete the task anyway. I am finally learning that just a simple no really does work and generally does not make anybody angry. I have to keep reminding myself that I have rights at work too. At home, it seems to be easier to be more assertive. I contribute this to my comfortShow MoreRelatedListening Is The Conscious Processing Of Auditory Stimuli Perceived Through Hearing865 Words   |  4 Pagesinformation that would affect your product enhancement or development decision. 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Hemophilia 4 Essay Example For Students

Hemophilia 4 Essay Hemophilia is the best known of hemorrhagic disorders. When a person has hemophilia, the blood does not clot properly and bleeding persists. The people who have hemophilia are called hemophiliacs or bleeders. Bleeding disorders, such as hemophilia, result from a disruption of the bodys process of how blood clots are formed. The coagulation process involve platelets as well as plasma proteins called clotting factors. Clotting begins when platelets stick to the site of an injury to a blood vessel. The proteins in the plasma that cause blood to clot is absent. Hemophilia is named from a Greek word meaning fond of blood. There are two types of hemophilia. Hemophilia A, which is the most common and is also called classic hemophilia. Hemophilia B or Christmas disease, named after the first patient diagnosed and treated with hemophilia B. Hemophilia B lacks AHF (antihemophilic factor). About 85% of hemophiliacs have classic or hemophilia A. Hemophilia As blood lacks the clotting factor eight. The rest of the 85% have Christmas, which lacks clotting factor nine. An extremely small number of hemophiliacs lack yet another kind of clotting factor. Both A and B forms have also been called the royal disease. Hemophilia was inherited by decedents of Englands Queen Victoria and introduced into the royal houses of Spain, Germany, and Russia. Hemophilia A and B are caused by genes that are sex linked and recessive. A defective gene on the X chromosome, one of the two chromosomes, that determine a persons sex. The Y chromosomes which has no genes for clotting is the other chromosome. Males have one X chromosome and one Y chromosome. Girls have two X chromosomes. A boy who inherits the hemophilia defect on his X chromosome will most defiantly will be a hemophiliac. A girl who inherits the defective gene on her X chromosome will be a carrier instead of hemophiliac, because the normal gene on her X chromosome provides enough for the most needed clotting factor. She might transmit the defective gene to her children. It is very rare for a girl to have hemophilia. Most often hemophilia occurs in families who have a history of diseases whic h pass from grandfather to grandson through the mother who is a carry. It does pop up in families which the disease hasnt been previous. This is not yet determine why. The major problem for hemophiliacs isnt external cuts which can be treated with pressure and bandages, but it is uncontrolled internal bleeding. The amount of bleeding various from person to person. The more severe forms of hemophilia become visible early in life. Newborns often show no signs of hemophilia unless the are circumcised . This causes extensive bleeding. If the infant is not circumcised, signs of hemophilia dont show until a child starts crawling or walking in which bruised markings appear were they have fallen or hit something. Hemophilia, in mild forms, may not show up later in life, until extensive bleeding occurs only after surgery, tooth extraction, or major injury to any body parts. A physician can diagnose hemophilia by using specialized laboratory tests to measure the clotting activity of factors e ight and nine, or other factors for that matter. Further investigating can occasionally turn up the condition in other members of the family. The way current medical treatment is advancing, people with hemophilia can have a close to average life expectancy. Although the disease is life long, it can be controlled with medication or the administration of clotting factors. This allows a relatively normal life. Depending on how severe the hemophilia is in a patient, it may be necessary to take extra care to decrease bleeding as a result of physical activity. If hemophilia is in advanced stages, it may lead to anemia as a result of excessive and continuous blood loss. Bleeding in the joints can occur in this stage. It can cause very painful swelling which over a long period of time can lead to permanent deformity and hemophilic arthritis. Sometimes the disorder becomes more difficult to control because antibodies develop to the clotting factor that has been used in treatment. Treating bl eeding outbreaks may involve the administration of AHF alone to speed up clotting. Without treatment, reoccurring bleeding into the joints can happen. This causes chronic pain and weakness and can destroy joints all together. Blood has also been known to gather around the neck, head, or in the digestive system. This condition is extremely dangerous and extremely serious. In order to prevent joint destruction all bleeding episodes of a hemophilic should be treated right away by infusion of a clotting factor replacement, a medicine called desmopressin. If you have hemophilia or think you may carry the trait, prenatal testing and genetic counseling can help you wether or not your child could inherit hemophilia. There is special treatment for hemophiliacs. Already the drug desmopressin was brought to your attention. This drug helps stop bleeding by stimulating the release factor eight and making blood contract. If you have hemophilia B or a more severe case of hemophilia A, bleeding epi sodes may stop only after the missing clotting factors are replaced by infusion. These clotting factors are derived from donated human blood and are supplied as purification concentrates ( a clotting factor concentrate derived from donated blood). During the 1980s, hundreds of hemophiliacs became infected with the AIDS virus (Acquired Immune Deficiency Syndrome) after receiving treatments of clotting factor contaminated with the virus. More than half of those infected have died of AIDS. Since 1985, the clotting factor concentrates were treated to prevent the transmission of AIDS and this is greatly increased the safety of treatments with clotting factor. With special training through a physician or regional hemophilia center, a hemophiliac can learn to infuse desmopressin, DDAVP, or some of these blood products by himself as soon as he shows some signs of bleeding.Dont use medications that might worsen bleeding, such as aspirin. Thanks to modern blood bank techniques, quantities of whole blood can be made readily available. Bed rest and hospitalization may also be recommended by a doctor. .u7e9d83a214428aa6f0a4afe29267971d , .u7e9d83a214428aa6f0a4afe29267971d .postImageUrl , .u7e9d83a214428aa6f0a4afe29267971d .centered-text-area { min-height: 80px; position: relative; } .u7e9d83a214428aa6f0a4afe29267971d , .u7e9d83a214428aa6f0a4afe29267971d:hover , .u7e9d83a214428aa6f0a4afe29267971d:visited , .u7e9d83a214428aa6f0a4afe29267971d:active { border:0!important; } .u7e9d83a214428aa6f0a4afe29267971d .clearfix:after { content: ""; display: table; clear: both; } .u7e9d83a214428aa6f0a4afe29267971d { 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; } .u7e9d83a214428aa6f0a4afe29267971d:active , .u7e9d83a214428aa6f0a4afe29267971d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7e9d83a214428aa6f0a4afe29267971d .centered-text-area { width: 100%; position: relative ; } .u7e9d83a214428aa6f0a4afe29267971d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7e9d83a214428aa6f0a4afe29267971d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7e9d83a214428aa6f0a4afe29267971d .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; } .u7e9d83a214428aa6f0a4afe29267971d:hover .ctaButton { background-color: #34495E!important; } .u7e9d83a214428aa6f0a4afe29267971d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7e9d83a214428aa6f0a4afe29267971d .u7e9d83a214428aa6f0a4afe29267971d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7e9d83a214428aa6f0a4afe29267971d:after { content: ""; display: block; clear: both; } READ: Teenage Pregnancy EssayProper hygiene is very important in a hemophiliac. Hemophiliacs should put every effort into not letting tooth decay happen. Parents of children who have hemophilia should inform a dentist so that every precaution is taken to not make the child bleed. Even the most common procedure such as a tooth extraction can be a major health hazard. Only absolute necessary surgery should be performed on hemophiliacs. If recurrent internal bleeding has destroyed any of your joints, a hemophiliac may choose to have the joint replaced surgically with an artificial joint. Physical therapy can also help damaged joints to function better. Swimming, walking, and biking can help to build up a hemophiliacs muscles, and this also helps to protect your joints. Do not under any circumstances engage in any contact sports.

The Back Of The Bus Essay Sample free essay sample

From what I saw in the essay. Mary Mebane lived in a society that was full of subjugation and favoritism against the inkinesss. In the essay. she recounted her experience of a usual drive in a coach on a Saturday forenoon. It was a clip that inkinesss were seen as â€Å"invaders† and abominable in America. I guess that the clip that this essay was written was a clip when human rights militants stood up to support the rights of the inkinesss. Consequently. some Torahs were made in order to put their claims off and to look merely. although these Torahs were non followed in the existent sense of it. Furthermore. one thing one thing that I noticed in Mary’s work is the passion with which the essay was written and her the manner she was detailed. Arguably. she could hold been really participated actively in the Union protests in America so. We will write a custom essay sample on The Back Of The Bus Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page My averment is informed by her instead passionate and expressive manner by which she made the reader experience the hurting that inkinesss were really traveling through at that clip. In the essay. Mary Tells of how. even after Torahs were already made on racial segregation. inkinesss in America still lived a life of limitation. From the essay. we can see that although these Torahs were said to be enacted. they were simply a facade and there was still segregation all around America. Blacks were avoided like plagues and they of course kind of know their topographic point in the society. It was like a state of affairs where inkinesss were told that they were portion of the society yet judging by the actions/ behaviours of the people. they were still aliens and they were still seen as inferior in America. Blacks were the suspects when it comes to offense and it was a clip when inkinesss had to confront the horrors of inhuman treatment. unfairness and extreme favoritism. Summarily. I see Mary Mebane’s â€Å"Back of the Bus† as a mirror that shows the life that inkinesss were forced to populate in and the usual happenings that happen to them daily. It is a kind of a â€Å"diary† that contains the ocular description of the people we regard as Black Americans today.

Lord of the Flies Characters essays

Lord of the Flies Characters essays Often in literature, the actions of a character indicate what kind of person he is. In the novel Lord of the Flies, by William Golding, both Ralph and Jacks actions indicate what kind of people they are. Ralphs actions indicate that hes a responsible, intelligent leader. Jacks actions indicate that hes a crazy, devil-like leader. Ralph indicates that he is a smart, responsible leader by doing various things throughout the journey on the island. He takes control and acts as the leader in the beginning of the story. This is his first good move. All the other people on the island were either younger or not as smart in his eyes. This act of taking over shows that Ralph is an intelligent and responsible individual. He also makes keeping the fire going the number one priority of the forsaken boys. This is the only way they will be rescued. All the other boys think about having fun, playing games, and going hunting. Ralph thinks logically and understands that this is the only way out and the boys will be thankful later on. This shows once again how good of a leader Ralph is. Ralph makes a set of rules and tries to enforce them. He wants to maintain order and retain the kids in a civilized state of matter. Of course this doesnt work, but at least he tries. This action of him making rules indicates that Ralph is a responsible and intelligent leader. Lastly, Ralph sticks up for Piggy at some times in the story, although he embarrasses him at times too. He knows that Piggy is the brains of the group. They need him. This action of protecting Piggy shows how smart and caring Ralph is. Ralphs actions indicate what kind of person he is. Jack indicates that he is a crazy, devil-like leader by doing various things throughout the island adventure. At first, he fights over Ralph being the lone leader and argues with everybody. This shows how shallow he is. Ralph is the chosen lead ...

How to Choose the Right Book Cover Dimensions in 3 Simple Steps

How to Choose the Right Book Cover Dimensions in 3 Simple Steps How to Choose the Right Book Cover Dimensions When we talk about book cover design, we often talk about the color palette, typography and use of images. What we rarely mention are the dimensions of the cover. After all, it’s usually determined by the book’s trim size. That, or it’s seemingly inconsequential, as most new independent authors rely on ebook sales anyhow, where the cover only really exists on digital retailers.In this post, we'll look at the standard sizes of book covers in publishing and help you decide on the right dimensions when creating or commissioning your own design.Before we jump too far into the conversation, let's start by looking at the most popular ebook cover sizes used today.What are the recommended book cover dimensions?Kindle Direct Publishing recommended size -   2,560 x 1,600 (1.6:1 aspect ratio)Novels and Non-Fiction -   2,560px x 1,600px (1.5:1 aspect ratio)Illustrated Books -   2,800px x 3,920px  (1.4:1 aspect ratio) or  3,000px x 3,600px (1.2:1 aspect ratio)Audiob ooks -   3,200px x 3,200px (1:1 aspect ratio)These numbers might be confusing at first, especially if you're not familiar with pixels and aspect ratios. In this next section, we'll take a closer look at what these terms mean, and how they will affect your cover. Choosing the size and shape of your ebook coverThe cover on the right has half the dots per square inch (DPI) of the version on the left.Both KDP Print and IngramSpark suggest a resolution of 300 dots per square inch (DPI) for your cover design. And in the case of most printers, a CMYK (Cyan Magenta Yellow) color profile is preferred over an RGB (Red Green Blue) one.To learn more about designing your perfect cover, check out this complete guide to book cover design on the Reedsy blog.Do you have any questions or thoughts on book covers and their recommended dimensions? Drop a message in the comments below.

Negotiation Agent Essay Example | Topics and Well Written Essays - 500 words

Negotiation Agent - Essay Example One of the things that I did well in this negotiation was to frame the negotiations in a way that ensured a fair outcome for both parties involved. To gain the trust of Fred, I said that Mike and Rachel would have to pay more rent between the two of them than he would have to pay himself because their room was larger than his. This was important because it put me in a position where both of the parties would listen to my opinion. After this, I brought up a point on which there would be easy agreement, namely the payment of the utility bills. It was agreed that each person would pay equally for all utilities. I feel that this was a good thing to do early in the negotiation, to get them agreeing and working together before negotiating on the rent itself. When I brought up the rent, Fred made an offer to pay $250 in rent, which would leave the remaining $450 for Mike and Rachel to split. I told him that I thought $250 seemed too low since he would have his own room, which wouldn't be mu ch smaller than the master bedroom. Then I asked Mike what he thought was a fair price and he said he wasn't sure. This was when the negotiation became somewhat awkward, since I felt I needed to represent Mike's interests, but I also didn't want to lose Fred's trust.

Attachment Style Research Paper Example | Topics and Well Written Essays - 500 words

Attachment Style - Research Paper Example Further, the Close Relationships Questionnaire, as I see it, is quantitative than qualitative. It attempts to measure the emotion or feeling of a person towards his/her beloved/lover. My attachment style has been calculated: 4.38 for anxiety and 4.50 for avoidance. With this data, it seems that I am pessimistic to my relationship; that is not sophisticated. I know myself more than what the Close Relationships Questionnaire tells me. I cannot agree to the â€Å"findings† set by such questionnaire. It says that I am fearful-avoidant in relation to my attachment style. The questionnaire explains that â€Å"[t]hey [e.g., myself] tend to avoid becoming emotionally attached to others, and, even in cases in which they do enter a committed relationship.† Perhaps it is true, at certain extent that I tend to be emotionally unattached to my partner. By emotionally unattached, I mean I do not share or express explicitly to my partner what I feel to certain thing or event. Neverthel ess, I am sensitive to the emotion or feeling of my partner. If she shares something to me, I listen to her. In essence, I do not completely avoid emotional stuff between me and my partner. Sigmund Freud argues that the adult people’s character or behavior originates from, or is influenced by, his or her childhood years. Probably there is truth in that.

Through Deaf Eyes Essay Example for Free

Through Deaf Eyes Essay While watching Through Deaf Eyes, there were a lot of things that I didn’t think about before. For example, when they started talking about how even in deaf schools, African Americans were segregated from the rest of the white people I was a little thrown off by this. When talking about this in history classes, I never thought about segregating people twice?! The deaf community was already misunderstood and had to have their own schools and now the black deaf community had to be pushed out even farther? This concept started a whole new world for me. In my life, I really have never been exposed to sign language before. I think I have only met one real deaf person and he was about three and had a cochlear implant. So, the deaf community has never popped into my mind when it came to things like this. I think that another big part of the movie, for me, was when the students from Gallaudet University protested against their new president because she wasn’t deaf. Again, this is not something that I had never thought about before. It was big when Obama first became president that was a big turning point for America and also very moving. I know it was more important to the African American community because of their history and how crazy that was for them! Now, I know I can’t relate to the deaf community but I do understand that as an all-deaf university there should be an all-deaf staff, including the president. For those students to fight that hard and win just goes to show how dedicated they are in preserving their community and not afraid to fight for what they believe in and what is right. I really like how proud and powerful the deaf community is when it comes to standing up for themselves and others. The last thing that I really liked which was really the first thing, was the man in the very beginning of the film. I thought that it was a very powerful way to start. We often don’t think about what we say before we say it and a comment like, â€Å"Are you deaf?!† isn’t always going to turn out well for you in the end. That’s just like that, â€Å"That’s gay† comments that some people make. I don’t like that word and I try not to repeat it. I have an uncle who is gay and when I hear those kinds of comments I will most likely say something about it. I know that if I ever made that mistake about the deaf comment and a deaf person then asked me, â€Å"Are you hearing?!† I would feel pretty embarrassed and ashamed. I do admit that I have said that in the past, not ever thinking about it ever hurting someone. I can say now, that I will not say that because it is just like calling something/someone gay when you don’t mean it. After watching this movie and especially now that I am taking this class and learning so much about the deaf culture, I know that I will learn so much more and be able to think with another angle.

Adverse Situations and the Formation of Culture :: Cultural Identity Essays

An unspoken contempt of culture has grown throughout white America. What benefit could possibly come from silly rituals, special foods, colorful garments, jewelry and ceremonies? Even most of the relativists have forgotten the purpose of culture and blindly dispense hollow respect for it. Sociology and anthropology texts imply it's just arbitrary stuff people come up with for the hell of it when they live near one another. With such an implication, it certainly seems a little silly in today's world. Culture emerges in only one circumstance and serves only one purpose. When a group of people face the same adversity at the same time, they do better if they deal with it together. A people's collective solutions to adversity is their culture. If there's a limited supply of food, we'll get used to the same fruits and meats and use the same cooking techniques. If we live in the same climate and around the same building materials, we'll learn to build dwellings together. If we experience the same weather and live near cotton plants, we'll weave similar clothing. If we're confused by the same astronomical phenomenon or killed by the same unknown disease, we'll come up with myths together. Without unified adversity, problems are fleeting. If I face hunger one month, infant mortality the next, and predators the third, and you face these things in the opposite order, we build no culture together. We're not going to hunt together or create a common death ritual or learn to build secure dwellings together. This is the only reason culture is geographically localized. Now, many classes of people do not face any perceptible adversity that unification is a weapon against. A non-trivial percentage of the world who are of certain races, live in certain countries, and are born to affluent families no longer see problems in their lives that could be overcome if they just had the help of their fellow man. There is no hunger for them, no discrimination, no infant mortality, no predators, no droughts. As far as they know, their only enemy are the people around them competing for the same jobs, resources, and mates. Genuine culture cannot emerge in these situations. Instead, we end up with something that looks a lot like culture—a common language, beliefs, some customs, ways of greeting and acceptable conversation. However, for these people, this commonality does not serve the purpose of culture. Instead, it's used only to smoothly interact with those in proximity.

Ap World Syllabus

Advanced Placement World History Course Syllabus 2012-2013 Ms. Rebecca Layton Friendly High School Fort Washington, MD 20744 301-449-4900 Rebecca. [email  protected] org Course Description: The Advanced Placement World History (APWH) course is an intensive, year long, examination of global history from the period of 8000 B. C. E. to the present. The purpose of APWH is to develop a greater understanding of the evolution of global processes and contacts, in interaction with different types of human societies.The course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies. This course also builds an understanding of cultural, institutional and technological precedents that, along with geography, set the human stage. The course is broken down into five major periods of study. They are: ? Foundations: 8000 B. C. E. to 600 C. E. ? 600 C. E. to 1450 ? 1450 to 1750 ? 1750 to 1914 ? 1914 to the present A PWH Course Themes: The APWH course is guided by six themes which will receive equal attention throughout the course: . The dynamics of change and continuity across the world history periods covered in this course, and the causes and processes involved in major changes of these dynamics. 2. Patterns and effects of interaction among societies and regions: trade, war, diplomacy and international organizations. 3. The effects of technology, economics and demography on people and the environment (population growth and decline, disease, labor systems, manufacturing, migrations agriculture and weaponry. ) 4. Systems of social structure and gender structure (comparing major features ithin and among societies, and assessing change and continuity). 5. Cultural, intellectual and religious developments, including interactions among and within societies. 6. Changes in functions and structures of states and attitudes towards states and political identities (political culture), including the emerg ence of nation-state (types of political organization). APWH Habits of Mind or Skills: The APWH course addresses habits of mind or skills in two categories: (1) those addressed by any rigorous history course, and (2) those addressed by a world history course.Four habits of mind are in the first category: ? Constructing and evaluating arguments: using evidence to make plausible arguments. ? Using documents and other primary data: developing the skills necessary to analyze point of view, context and bias and to understand and interpret information. ? Assessing issues of change and continuity over time, including the capacity to deal with changes as a process and with questions of causation. ? Understanding diversity of interpretations through analysis of context, point of view and frame of reference.Three habits of mind belong in the second category: ? Seeing global patterns and processes over time and space while also connecting local developments to global ones and moving through le vels of generalization from the global to the particular. ? Comparing within and among societies, including comparing societies’ reactions to global process. ? Being aware of human commonalities and differences while assessing claims of universal standards, and understanding culturally diverse ideas and values in historical context. Required Materials: ? Bentley, J. and Ziegler, H. 2003). Traditions and Encounters: A Global Perspective on the Past. (3rd Ed. ). Boston: McGraw-Hill. ? Andrea, A. and Overfield, J. (2005). The Human Record: Sources of Global History, Volume I: to 1700. (5th Ed. ). Boston: Houghton Mifflin Company. ? Andrea, A. and Overfield, J. (2005). The Human Record: Sources of Global History, Volume II: Since 1500. (5th Ed. ). Boston: Houghton Mifflin Company. ? Laden, J. and Whelan, P. (2009). Kaplan AP World History . Kaplan Publishing Grading Criteria: Quarter grades will be computed according to the following factors: ?Tests/Quizzes/Essays/Projects50% ? H omework25% ? Classwork/Participation25% Conduct: Students are expected to follow all rules in this class that correspond to those stated in the Prince George’s County Code of Student Conduct. Punctuality is a necessity and tardiness to class will result in loss of participation points. Work missed because of an unexcused absence may not be made up. Work missed because of an excused absence must be made up within the week the student returns to school. It is the responsibility of the student to arrange for make up work.All assignments must be handed in on time; late work will not be accepted. Methodology: This course is conducted using a variety of methods: lecture/discussion, simulations, cooperative learning activities, presentations and independent study/research. All students are responsible for reading the assignments before coming to class so that they may actively participate. A variety of film clips and videos are also used throughout the course. Unit I: Foundations 80 00 B. C. E. to 600 C. E. Week One Topics: Agricultural Revolution World Geography Geographic Determinism- Jared Diamond Discussion/DebateReadings: Course Introductions/Overview, Chapter 1 (Bentley) Major Assignments: Comparative Graphic Organizer: Early Civilization Assessments: Quiz: Chapter 1 Timed Writing: Comparative Essays on Early Civilizations Jared Diamond Take-Home Essay Weeks Two and Three Topics: Civilization Discussion/Debate Early Civilizations (Complex Societies) Economic Specialization/Trade Bantu/Aryan Migration Religion Readings: Chapter 2 (Bentley) Chapter 3 (Bentley) Chapter 4 (Bentley) Chapter 5 (Bentley) Chapter 6 (Bentley) Major Assignments: Annotated Timeline/Companion Essay Vocabulary Building Exercises (Ancient Civilizations)Assessments: Quiz: Chapters 2-5 Foundation Exam, Part 1: Chapters 1-6 Weeks Four and Five Topics: Classical Societies/Empires Economic Specialization/Development of Long Distance Trade Belief Systems (Religions of Salvation) Readings: Ch apter 7 (Bentley) Chapter 8 (Bentley) Chapter 9 (Bentley) Chapter 10 (Bentley) Chapter 11 (Bentley) Major Assignments: Annotated Map: Greek/Roman Mediterranean Comparative Graphic Organizer: Classical Societies/Empires Comparative Graphic Organizer: Belief Systems Assessments: Quiz Chapters 7-11 Timed Writing: Document Based Question: Buddhism Weeks Six and SevenTopics: Cross-Cultural Interactions/Migrations Long Distance Trade Spread/Diffusion of Religion Spread/Diffusion of Disease Collapse of the Classical Societies/Empires Readings : Chapter 12 (Bentley) 1. 1-1. 15 (Andrea/Overfield, Vol. I) 1. 46-1. 54 (Andrea/Overfield, Vol. I) 1. 18-142 (Andrea/Overfield, Vol. II) Major Assignments: ASPIRE Chart Annotated Timeline (AP Themes) Assessments: Foundations Exam, Part II: Chapters 7-12 Unit II: 600 C. E. to 1450 Week 8 Topics: Byzantium: A Survivor Society Islam: Rise and Expansion Economy and Society: Urbanization, Hemispheric Trade Readings: Chapter 13 (Bentley)Chapter 14 (Bentley ) Major Assignments: Map Activity: Dar al Islam Vocabulary Building Exercises: Byzantine and Islam Assessments: Quiz: Chapter 13-14 Week 9 Topics: Restoration of Imperial Rule in China Islamic and Hindu Kingdoms Economic Development and Trade Culture and Society Readings: Chapter 15 (Bentley) Chapter 16 (Bentley) Major Assignments: Continuity-Change Over Time Graphic Organizer: Chinese Dynasties Assessments: Quiz: Chapters 15-16 Timed Writing: DBQ-The Silk Roads Week 10 Topics: Political Stability Economy and Society The Papacy Regional States and Expansion The CrusadesReadings: Chapter 17 (Bentley) Chapter 20 (Bentley) Major Assignments: Comparative Graphic Organizer: European and Japanese Feudalism Mini-DBQ: The Crusades Assessments: Quiz: Chapter 17 and 20 Unit II Exam, Part I: Chapters 13-17 and 20 Week 11 Topics: Turkish Migrations and Expansion Mongol Expansion and Empire Building Readings: Chapter 18 (Bentley) Major Assignments: Annotated Timeline (AP Themes) Vocabulary Build ing Exercises: Asia/Middle East Map Building Exercise: Turkish/Mongol Assessments: Quiz: Chapter 18 Timed Writing: CCOT Essay: The Mongols Weeks 12 and 13 Topics: West African Kingdoms/EmpiresIslamic Kingdoms/Empires Long Distance Trade: Trans-Saharan Trade/ Indian Ocean Trade Culture and Society Mesoamerican Empires Readings: Chapter 19 (Bentley) Chapter 21 (Bentley) Major Assignments: Persuasive Essay: Why/ Why Not Build Long Distance Trade Routes? Presentation: Empire Building Assessments: Quiz: Chapter 19 and Chapter 21 Quiz: Vocabulary/Map Week 14 Topics: Cross-Cultural Interactions Long-Distance Trade Crisis and Recovery Exploration and Colonization Readings: Chapter 22 (Bentley) 1. 55-1. 113 (Andrea/Overfield, Vol. I) Major Assignments: ASPIRE Chart Annotated Timeline (AP Themes)Assessments: Quiz: Chapter 22 Unit II Exam, Part II: Chapters 18-22 (Excluding Chapter 20) Unit III: 1450 to 1750 Week 15 Topics: Exploration: Navigation and Motivation Colonization: Europeans to the Americas/South Asia Exchange: Transoceanic Trade Readings: Chapter 23 (Bentley) Major Assignments: Map Activity Vocabulary Building Exercises Annotated Timeline/Corresponding Essay (AP Themes) Assessments: Quiz: Chapter 23 Quiz: Vocabulary/Map Skills (Renaissance Europe) Week 16 Topics: Reformation/Counter Reformation Revival of Empire Capitalism-Expansion of Trade-Labor SystemsReadings: Chapter 24 (Bentley) Major Assignments: Vocabulary Building Exercises (Reformation) Essay: Transformation of Europe Assessments: Quiz: Chapter 24 Timed Writing: DBQ-Christian and Muslim Attitudes Towards Trade Week 17 Topics: The Spanish in the Americas Colonial Society European Expansion into the Pacific Readings: Chapter 25 (Bentley) Major Assignments: Annotated Timeline Colonization Map Assessments: Quiz: Chapter 25 Timed Writing: Comparative Essay on Labor Systems Week 18 Topics: Labor Systems in the New World-Triangular Trade African Diaspora (Demographic Impact) Abolition of SlaveryReadings: C hapter 26 (Bentley) Major Assignments: Essay: The Growth of Plantations Assessments: Quiz: Chapter 26 Timed Writing: DBQ on the Abolition of Slavery Week 19 Topics: Political Stability in China (Post Mongols) Economic and Social Changes â€Å"New† Cultural Influences/Traditions Unification of Japan Readings: Chapter 28 (Bentley) Major Assignments: Comparison Graphic Organizer: Japanese and Chinese Social/Political Changes Vocabulary Building Exercises: East Asia Map Activity: East Asia Assessments: Quiz: Chapter 27 Quiz: Vocabulary/Map: East Asia Week 20 Topics: Islamic Empires Islamic SocietyEmpires in Transition Readings: Chapter 28 (Bentley) 2. 3-2. 58 (Andrea/Overfield, Vol. II) Major Assignments: ASPIRE Chart Annotated Timeline Middle East Map Activity Assessments: Quiz: Chapter 28 Unit III Exam, Chapters 23-26 Unit IV: 1750 to 1914 Week 21 Topics: Enlightenment and Revolution (American/French) Impact of Revolution – Latin America – Abolitionism – Wo men’s Rights Nationalism and the Formation of National States (Italy/Germany) Readings: Chapter 29 (Bentley) Major Assignments: Vocabulary Building Exercises: Political Upheaval Comparative Graphic Organizer: American/French RevolutionsComparative Graphic Organizer: Italian/German Nation Building Assessments: Quiz: Chapter 29 Quiz: Vocabulary Week 22 Topics: Industrialization Changing Industrial Society-Urbanization and Migration Global Impact Readings: Chapter 30 (Bentley) Major Assignments: Annotated Timeline Assessments: Quiz: Chapter 30 Timed Writing: CCOT Essay on the Roles of Women in East Asia, Latina America, Sub-Saharan Africa and Western Europe, 1750-1914 Week 23 Topics: The Americas State Building Economic Development Society and Culture Readings: Chapter 31 (Bentley) Major Assignments: Annotated Timeline Map Activity: U. S. GrowthAssessments: Quiz: Chapter 31 Essay: Immigration and Change in the Americas Week 24 Topics: Declining Empires Ottoman’s -Russian- China Readings: Chapter 32 (Bentley) Major Assignments: Map Activity: Russia Annotated Timeline/Companion Essay: Growth and Change of Russia Assessments: Quiz: Chapter 32 Weeks 25-26 Topics: Imperialism: Building of Global Empires Motives for Empire The Scramble (Africa and Asia) New Imperial Powers Impact of Imperialism Readings: Chapter 33 (Bentley) Major Assignments: Map Activity: Imperialism Comparison Graphic Organizer: European Imperialism Assessments: Quiz: Chapter 33Week 27 Topics: Review/Reflect/Recover Readings: 2. 40-2. 80 (Andrea/Overfield, Vol. II) Major Assignments: ASPIRE Chart Vocabulary Building Exercises: Imperialism Assessments: Timed Writing: DBQ- Asian Indentured Labor in the 19th Century Unit IV Exam, Chapters 29-33 Unit V: 1914 to Present Week 28 Topics: World War I Global War Total War Impact of Versailles Readings: Chapter 34 (Bentley) Major Assignments: Map Activity: Europe WWI Annotated Timeline/Companion Essay: Causes, Impact and Fall Out of WWI Assessmen ts: Quiz: Chapter 34 Weeks 29 and 30 Topics: Global Depression and Political ChallengesRise of Totalitarian Movements (Fascism, Communism, National Socialism Nationalism and Political Identity –Asian Autonomy –Colonial Africa Latin America Readings: Chapter 35 (Bentley) Chapter 36 (Bentley) Major Assignments: Comparative Graphic Organizer: Totalitarian Movements Comparative Graphic Organizer: Asia/Africa/Latin America Vocabulary Building Exercises: Political Systems Assessments: Quiz: Chapters 35-36 Timed Writing: CCOT Essay on Attitudes Towards Political Structures Week 31 Topics: World War II Causes and Consequences Total War Holocaust Atomic Bomb Readings: Chapter 37 (Bentley)Major Assignments: Annotated Timeline/Companion Essay: Causes, Impact and Fall Out of WWII Map Activity: Europe WWII/Asia Holocaust Writing Perspective Assessments: Quiz: Chapter 37 Week 32 Topics: The Cold War Emergence of Super Powers Hot Spots: Korea/Cuba/Vietnam End of Cold War Readings: Ch apter 38 (Bentley) Major Assignments: Comparative Graphic Organizers: Hot Spots Annotated Timeline: Cold War Vocabulary Building Exercises: Post War Map Activity: South East Asia Assessments: Quiz: Chapter 38 Quiz: Vocabulary/Map Week 33 Topics: De-Colonization Asia-Africa-Latin America Readings: Chapter 39 (Bentley)Major Assignments: Map Activity: Africa Map Activity: Latin America Comparison Graphic Organizer: Independence Africa/Asia/Latin America Assessments: Quiz: Chapter 39 Timed Writing: DBQ-Nationalism Among Muslim Leaders Week 34 Topics: The Global Economy Cross-Cultural Exchanges and Communication Global Problems-Demography and Environment Readings: Chapter 40 (Bentley) 2. 100-2. 123, 2. 87-2. 98 (Andrea/Overfield, Vol. II) Major Assignments: ASPIRE Chart Presentation: Global Economy, Cultural Interactions, Global Threats, Rights of Women or Migration Assessments: Quiz: Chapter 40 Unit V Exam, Chapters 34-40

Features of bluetooth technology Essay

The logo for Bluetooth is based on Runes surrounding the legend of Harald Bluetooth. Bluetooth the technology is based on communications central to man’s own personal space. Fundamentally Bluetooth operates within the Industrial, Scientific and Medical (ISM) band at 2. 4 GHz. It is a short-range wireless communication standard defined as cable replacement for a Personal Area Network (PAN) (see â€Å"Bluetooth†. Grolier Encyclopedia of Knowledge, pp. 87-94). Figure 1 is the Bluetooth Logo. A cable replacement standard has been defined because cables limit mobility of the consumer; they are cumbersome to carry around, are easily lost or broken. Often connectors are prone to difficult to diagnose failures; or are proprietary. To counteract these limitations Bluetooth is designed to be light and portable. It can be embedded to take the riggers of physical knocks and shocks. It includes standards and protocols to make it mobile, robust, reliable and not limited to one manufacturer (see â€Å"Bluetooth†. Grolier Encyclopedia of Knowledge, pp. 87-94). The operating band also fits the goals of Bluetooth, imposing requirements as a cable replacement. The cost needs to be comparable with cable. Reductions can be achieved by operating in the licence free 2. 4 GHz ISM band, keeping backward compatibility wherever possible lowers the cost of ownership by avoiding upgrades and having a relaxed radio specification enables single chip integrated circuit solutions. It also needs to be as reliable and resilient as cable and cope with errors and degradation caused by interference. For mobile devices it must be compact, lightweight, low power and easy to use (see â€Å"Bluetooth†. Grolier Encyclopedia of Knowledge, pp. 87-94). A. 1 Frequency Hopping We have addressed the reasons for the Bluetooth without delving into the ‘nuts and bolts’ of the technology to discover how it operates. For the majority of countries the ISM band used by Bluetooth is available from 2. 40-2. 4835 GHz, although some countries impose restrictions. In this band Bluetooth uses Frequency Hopping Spread Spectrum (FHSS) techniques in order to improve its immunity from interference (see J. Bray and C. F. Sturman, Bluetooth: Connect Without Cables†, Prentice Hall). In unrestricted countries the radios hop in pseudo random sequences around all available channels, this equates to 79 RF channels with a channel spacing of 1 MHz. Starting at a base frequency of 2402 MHz then the frequency of the channels, f, can be expressed as: f =2402 + n MHz where, n, is the channel number with an integer value in the range of 0 to 78. In restricted countries a limited frequency hopping schemes with just 23 channels is used and is catered for in the Bluetooth specification. Both hopping schemes have a 1 MHz channel spacing making it possible to design a simple radio interface whereby the baseband only has to specify a channel number and the radio multiplies this up to the appropriate frequency offset (see J.Bray and C. F. Sturman, Bluetooth: Connect Without Cables†, Prentice Hall). In this FHSS scheme there are 1600 hops per second, which is a hop every 625  µs. Part of this hop timing is taken up by the guard time of 220  µs allowing the synthesizer time to settle. The frequency hopping implements time division multiplexing as shown in Figure 2. The basis of the scheme has the Master device transmitting in the first 625 us slot, k, and here the Slave receives. In the next slot k = 1 the Slave is permitted to transmit and the master listens (see J.Bray and C. F. Sturman, Bluetooth: Connect Without Cables†, Prentice Hall). Figure 2: Frequency Hopping, master and slave interact on corresponding slots The radio must be able to retune and stabilise on a new frequency within tight time constraints. This is pushed further when establishing a connection; the hop rate can be shortened to every 312. 5 us. As the radios are constantly hopping to different radio channels, this ensures that packets affected by interference on one channel can be retransmitted on a different frequency channel. To further enhance resilience both ARQ (Automatic Repeat reQuest) and FEC (Forward Error Correction) form part of the specification (see J. Bray and C. F. Sturman, Bluetooth: Connect Without Cables†, Prentice Hall). One drawback with the normal hop sequence is the time taken for production testing. Bluetooth ensures adequate frequency coverage with a test sequence allowing the radios to be tested at a faster rate (see J. Bray and C. F. Sturman, Bluetooth: Connect Without Cables†, Prentice Hall).

Five More Reasons Why You Should Consider Private School

Five More Reasons Why You Should Consider Private School Some of the popular reasons why parents look at private school as an education option for their children include smaller classes and superb facilities. However, there are other important reasons why families choose to send their children to private school. Individual Attention Most parents want their children to have as much personal attention as possible. After all, you spent enormous amounts of time nurturing them when they were infants. If you can make it happen, you want them to receive as much individual attention as possible in school as well. If you send your child to a private school, it is most likely that she will be in a small class. Independent schools often have class sizes that range from 10 to 15 students, depending on grade. Parochial schools have slightly larger class sizes typically in the 20 to 25 student range. With a lower student to teacher ratio, teachers are able to give each student more individual attention. Another important aspect of increased individual attention is that discipline problems tend to be less frequent. There are two primary reasons why: most students are in private school because they have a strong desire to learn and, secondly, many private schools have more consistent enforcement of codes of conduct. In other words, if a student misbehaves or breaks the rules, there will be consequences, and those may include expulsion. Parental Involvement Private schools expect parents to be actively involved in their childs education. The concept of a three-way partnership is an important part of the way most private schools work. Naturally, the degree of participation and involvement will probably be greater if you have a child in preschool or elementary grades than if you are the parent of a high school student or a child away at boarding school. What kind of parental involvement are we talking about? That depends on you and the amount of time which you can devote to helping out. It also depends on your talents and experience. The best thing to do is to observe and see where you can fit in. If the school needs a gifted organizer to run the annual auction, then help out as a committee member for a year or two before offering to take on the lead role. If your daughters teacher asks you to help chaperone a field trip, thats an opportunity to show what a great team player you are. Academic Differences Most private schools do not have to teach to a test. As a result, they can focus on teaching your child how to think, as opposed to teaching her what to think. Thats an important concept to understand. In many public schools, poor test scores can mean less money for the school, negative publicity, and even the possibility that a teacher could be reviewed unfavorably. Private schools dont have those pressures of public accountability. They must meet or exceed state curriculum and minimum graduation requirements, but they are accountable only to their clientele. If the school does not achieve the desired results, parents will find a school which does. Because private school classes are small, your child cannot hide in the back of the class. If she does not understand a math concept, the teacher will probably discover that pretty quickly and can address the learning issue on the spot, rather than waiting weeks or months to fix it. Many schools use a teacher-guided approach to learning so that students discover that learning is exciting and full of possibilities. Since private schools offer all kinds of educational methods and approaches ranging from very traditional to very progressive, it is up to you to choose a school whose approach and philosophy meshes best with your own aims and objectives. A Balanced Program Ideally, you want your child to have a balanced program in school. A balanced program can be defined as equal parts academics, sports, and extracurricular activities. In private school, most students take part in sports as schools try to achieve that kind of balanced program. At some private schools, Wednesdays are a half-day of formal classes and a half-day of sports. In boarding schools, there may be classes on Saturday mornings, after which students participate in team sports. Sports programs and facilities vary greatly from school to school. Some of the more established boarding schools have sports programs and facilities which are finer than those at many colleges and universities. Regardless of the scope of a schools sports program, what is really important is that every child is required to participate in some athletic activity. Extracurricular activities are the third component of a balanced program. Like compulsory sports, students must participate in an extracurricular activity. Many private schools have extensive music, art, and drama programs, so there are many extracurricular activities to choose from. As you begin to explore school websites, review the sports and extracurricular activities as carefully as you review the academic curriculum. Make sure that your childs interests and needs are properly met. You should also note that intramural sports and most extracurricular activities are coached or supervised by faculty members. Seeing your math teacher coaching the soccer team and sharing your passion for the sport makes a huge impression on a young mind. In a private school, teachers have the opportunity to be exemplars in many things. Religious Teaching Public schools are required to keep religion out of the classroom. Private schools can teach religion or not, depending on the mission and philosophy of the particular school. If you are a devout Lutheran, there are hundreds of Lutheran owned and operated schools in which your beliefs and practices will not only be respected but taught on a daily basis. The same is true of all the other religious denominations. Article edited by  Stacy Jagodowski

Beginning Your Mystery Novel

Beginning Your Mystery Novel Beginning Your Mystery Novel Beginning Your Mystery Novel By Maeve Maddox Youve got a great idea for a mystery novel. You can hardly wait to get started, but before you launch into that first chapter, three steps can save you hours of frustration and repair work later. 1. With the murder as the central event, draw a time line. Indicate where every character is at any given time. This will aid you in the creation of alibis. It will also prevent you from placing a character in two places at the same time. Have a clear idea from the outset as to what period of time your story will cover. Suspense is always greater when the action takes place within strict time constraints. 2. Write brief a biographical sketch for each character. You may have only three characters to begin with: victim, detective, and person telling the story. As new characters enter the story, add their bios. Take the time to think of appropriate names for your characters. Using temporary names and changing them later is counterproductive. Names contribute to a sense of character. The biographies neednt be lengthy. Obvious information needed: the characters physical appearance age gender aspirations role in the story Knowing the characters likes and dislikes, past disappointments, and at least one childhood trauma will feed your unconscious mind, contributing to the plot in ways you cant anticipate when you begin your story. If in addition you give each character a secret, the way is clear to provide false leads by making the innocent characters behave in suspicious ways. 3. Keep your draft in one word processing file, not in separate files for each chapter. Having it all in one big file will simplify revision. You will want to rearrange chapters and spread out information. Its much easier to do that when the entire draft is in one searchable file. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:25 Subordinating ConjunctionsHow Long Should a Paragraph Be?Sentence Adverbs

Lies my teacher told me Essay Example | Topics and Well Written Essays - 250 words

Lies my teacher told me - Essay Example Gone with the Wind focuses not on the hardships of slavery, but the injustices of the Union Army and Reconstruction. This is very misleading. Did the South face hardships at the hands of the Union Army? Of course they did, they lost the war. However slaves also faced injustices. In Gone with the Wind only one slave was whipped for not taking care of a hot horse (Mitchell 51). In Bullwhip days: The slaves remember: An oral history (Mellon 2002:39) a slave recounts numerous whippings with blood and blisters all over a slave’s back. This is what happened according to a witness. However all races of students would be uncomfortable with this image. That is why history has to be smoothed over for children. Is it right that teachers lie to students? No, it is not right. One human trait is to separate people, events, and history into a good and evil category. The truth is not all slaves were beaten by their white masters, but many were. Not all white people owned or even believed in s lavery, but many did. History needs to treat events as humanly as possible. That means judgment does not need to be passed, but history needs to be presented through facts not emotion. Slavery was not a clear cut issue. It is difficult, but needs to be addressed by all races. Bibliography Loewen, J. W. (1996). Lies my teacher told me. New York: Touchstone. Mellon, J. (2002).

Discussion board Essay Example | Topics and Well Written Essays - 250 words - 8

Discussion board - Essay Example Factors such as socio-emotional, cultural, personality, family background and learning environment are some of those that can largely change a learner’s attitude towards education. A study done in South Australia as reported by Hattie, indicated that learning is much more pleasurable when the social upbringing of a child is effective and enriched such that values, social skills, confidence and self-esteem among other are built early enough through right healthy nurturing. As the school system emphasizes the spirit of responsibility, the family socialization puts a strong foundation to it such that when these children go to school these virtues automatically synchronize without much struggle. It is worth pointing out that humans need to be reinforced to make most of the moves in the real world contrary to Willingham’s conception that they are naturally predisposed to automatic functioning. It is my stance that not all learners hate school or that they undergo through the process through coercion. It is, however, notable that owing to above-mentioned factors, a child may develop hatred for education. Scientific research has proved that to hold that all students hate school is a flawed premise as there are clear

Contemporary Management Issues Report JB HI-FI Essay

Contemporary Management Issues Report JB HI-FI - Essay Example It is through adherence to these values that build a strong partnership of trust between the company and stakeholders. This code applies to all from the directors, chairperson, C.E.O, to the junior employee. JB Hi-Fi as a company respects the dignity of every employee, the freedoms, rights and needs of all individuals. The company strives to provide a working environment that is rewarding, challenging and safe. The company realizes the benefits of recognizing the work of all employees. The company respects all personal and sensitive information that relates to their customers, employees and suppliers. The company strives to reinforce the commitment it has to highest standards of business and professional ethics (JB Hi-Fi 1). All company employees are expected to treat fellow employees, the public and customers with courtesy, respect and honesty. They are also expected to safeguard and respect customer properties, the company and the property of all fellow workers. The employees are e xpected to maintain the confidentiality of all customers, the confidentiality of the company and all other parties’ information that have been gained through work (JB Hi-Fi 1). The employees are expected to perform their duties to the best of their ability; this is taking into account the experience, skills, position and qualifications. The employees are expected to perform their duties in a responsible, safe and effective manner. The company expects the employees and all company staff to respect all sensitive and personal information according to the privacy legislation. The company expects that the personal business and financial interests of the employees to not conflict with their duty to the company and work within the policies and rules of the company and obey the law. When all employees undertake their responsibilities and obligations, the workplace, job performance and satisfaction benefits the company and helps the company achieve business goals (JB Hi-Fi 1). Competi tors and fair competition All company employees have knowledge of commercially sensitive information. The employees must also disclose all significant stakes in a competitor. The interest in a competitor constitutes a conflict of interest and employees are expected to divest themselves of this interest. Fair competition means that the company; Will know and follow its legal obligations to competitors. Will not compete on a basis of obstructing comp0etitive conduct, rather the company will compete on a basis of customer service. This is part of the company’s commitment to management, staff and fair-trading. Will does not differ unfairly between customers when supplying products or Services. Will not refuse to deal or discriminate against, a customer for any improper reason. Not threaten or intimidate a customer, organization or other person. The company does not encourage untruthful or disparaging remarks about any of the competitors, their products and services. The company a ims at conducting business fairly, and competes on a basis of product and services merits. The company also aims at being an effective competitor that acts according to the ethical norms acceptable to the community. The company does not accept bribes, kickbacks or payoffs, in all deals; the company ensures that it is courteous, truthful and well informed. The company ensures that it is careful to avoid misrepresenting the features, availability or quality of their

Horse And Rider Archetypes In Canterbury Tales English Literature Essay

Horse And Rider Archetypes In Canterbury Tales English Literature Essay Several works have brought about various The Canterbury Tales aspects. However, only a few of these works have recognized and given credit to the horses which are one of the characters mentioned by Chaucer. The aim of this essay is to try to bring out the significance of these characters which often go unnoticed thereby remaining neglected. The realization of these characters assists in filling an important fissure in the comprehending as well as appreciating the great work of Chaucer. The main purpose of this essay is to illustrate that Chaucer made the choice of mentioning pilgrims horses not only for the sake of aesthetic detail but for figurative alongside actual narrative purposes as well. The horses bring out more information concerning the pilgrims dressing manners in addition to physical features. As the horses act as an indication of the pilgrims social condition, they in addition give a hint on the moral character of a certain character. Even though the appearance of horses in the whole of The Canterbury Tales is minimal; they make a provision for one to draw an insight on the Chaucers vivid menagerie. In the Canterbury Tales; Chaucer has made reference to the horse for a number of times. In an approximation he has actually mentioned them for more than hundred and fifty times. Particularly, these solid references are mostly either proverbial terminologies or images which give reflections on the horses common notions thus giving an illustration of the relationship between characters in respect to their animal qualities, passions alongside stately status. It comes as no surprise to have Chaucers travelers mounted as pilgrims usually used the horses during pilgrimages. Nevertheless, Chaucer oddly makes a specification of eight pilgrim mounts, that is; Baths wife took her ride on an ambler, the Plowman rode a mare, and the palfrey was for the Monk while the reeve rode a stot. Though Chaucer maintains that the horses are simply normal animals helpful to man, he could not have given such a detailed description if that was the only reason he used them. Most likely, Chaucer used the horse archetypes so as to make an illustration; though subtly, of the pilgrims rank within the society alongside the individuals real moral character. For example, Chaucer allocates the mare to the Plowman which is a low class mount meant only for the most poor people in society. However, as the Plowman meekly acknowledges his personal social status, he rides the mare happily and thereby embodies a morality level of high standards because he never pretends to be what he is actually not. As a careful craftsman, Chaucer seems to possess a particular use for each detail, together with the pilgrims horses description. People such as Beryl Rowland have alleged that the mount mostly gave reflection of a riders disposition. Actually, the horse type allocated to every pilgrim tends to give a hint on various character traits. Seventeen pilgrims have in a certain time been defined relative to their individual horses; some of them in just one or two lines while others such as the Monk alongside the Canon in substantial detail. On top of the overall prologue, Chaucer has also mentioned horses within a number of the individual tales themselves, with the Reeves Tale having the greatest number of horses mention. For instance, Bayard, a slack horse, has been used within Reeves Tale to give a depiction of the clerks as well as the millers status, nature, freedom and their sexual desires. Amongst the core Canterbury Tales attractions is Chaucers capability to bring out his characters uniquely as well as universally (Chaucer 109). Even though each pilgrim turns out as a unique stranger, he or she possesses a great deal of appeal to the audience as within every pilgrim lay specific fundamental human aspects. These human aspects seem to reveal Chaucers lively characters cast together, although what remains more appealing is their peculiarity and oddness: By the means of individual characterization, Chaucer develops a human, all mans image. Certain mount types have been used to illustrate the pilgrims nature whereas characters equestrian habits bring out, mostly more effectively, the inner nature of the pilgrims. Chaucer definitely introduces characters oblique moral judgement on the basis of their individual riding habits. For instance, Chaucer portrays the Squire as a young, passionate man who is Cuteisà ¢Ã¢â€š ¬Ã‚ ¦., lowly, and Servyable ( Chaucer 99). Which fits the Wel koudeà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.sitte on hors and faire ryde line (94). By stating that it would have been not understandable to have the handsome, worthy honorable Knights son ride clumsily on his steed, Chaucer brings out Squires equestrian abilities. In accordance to the social conventions of a young man of his class Chaucers Squire assimilates the archetype as all squires were considered as proficient in horsemanship. Chaucer applies furthe r rider archetypes to the Clerk as well as Merchant. The Merchant is shown as one who talks his resonsà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.ful solemnly (Chaucer 274) as well as utilizes wel his bisette (279) rightfully rides hye on [his] horse (Chaucer 271). Similarly the reserved clerk, rides coy and stille as doth a maydeà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦new espoused (1-2) fittingly puts across how pilgrims moral alongside personal nature is reflected by their riding ability. Chaucer initially conducts an examination of the Knight together with his son; Squire who are his most noble plus aristocratic characters before describing the pilgrims in detail which assists in the better understanding of the horses effect in the medieval society status. Chaucers Knight appropriately takes after the Knights archetype as just like most of the other knights, fights for aristocracy membership. Ful worthy was he in his lordes were (Chaucer 47). In overall, certain pilgrims mounts contribute to the tales realism in addition to subtle and thereby Chaucer actually had a purpose by using them. Work Cited Chaucer Geoffrey. (1775). Canterbury Tales. London, U.K: Mews-gate press

Melba Patillo and the Arkansas Nine :: Racial Segregation Integration

Melba Patillo changed history by enduring one of the first high school integration in history. Without Melba's bravery and endurance we would not have black people and white people together in the same building, much less in the same schools. Melba and the other eight black students spent one gruesome year at Central High, which is located in Little Rock, Arkansas. They not only tried to socialize and study, they had to go to press conferences concerning integration and were forced to ride in a car driven by soldiers. They had to be alert every second for the entire year in order to survive. These nine kids, also known as the Arkansas Nine, have showed the world that they can beat segregation. Nineteen hundred fifty seven was a horrible time in Little Rock, Arkansas. Segregationists were opposed to the blacks having any power and threw racial words at black people. There was a large lawsuit about integration in Little Rock in 1952 that wanted to have black students attend an all white school. Unfortunately, a petition was filed opposing black kids going to an all white school. Miraculously ,May 17, 1954 was the surprising day that the Supreme Court ruled in the case of Brown vs. Board of Education of Topeka, Kansas. Their ruling stated that segregating public schools made them unequal and was illegal. Segregationists did whatever it was necessary to stop the integration in Central High School. Gov. Faubus tried to stall the integration by having two hundred witnesses testtify in opposition. Fortunately with the help of the NAACP, the court decided to make the integration work in 1957. The school year was exhausting for the Arkansas Nine. The white students had to be mean to the Arkansas Nine or be threatened by segregationists if they helped the Arkansas Nine. Melba, One of the Arkansas Nine, was a strong warrior even as a baby. She was born on Pearl Harbor Day with a scalp infection. The nurse did not tell Mother Lois how to get rid of had the infection, because she said “We do not coddle with n---------s.” If it was not for the janitor eavesdropping on the doctor telling the nurse about the cure, and telling Mother Lois, Melba would not have lived to become a warrior at the school.

Philippines: The jejemon fever Essay

What’s the texting capital of the world? It’s the Philippines. Wherever you set your eyes in the streets, in schools, in malls, you can see various people giving much attention in pressing the keypads of their phones. It’s been a habit for most of us Filipinos that on our leisure time, we spend it through texting. Admit it that even during class discussion some teachers and students usually look at their phones to see if someone had texted them. Texting here in the Philippines before was so single. We just shortened the words by sometimes omitting the vowels until a new style of texting was introduced and used – the jejemon way. Jejemon is a collective term for those persons who use a different kind of spelling and pronunciation on our English and Filipino words especially when texting. They are peculiar with their clothes. The term jejemon actually came from two words: jeje and mon. Compared to us ordinary Filipinos, jejemons have a different language. They also have a unique alphabet called the jejebeth. It is quite different in our English alphabet because it contains both letters and numbers on their alphabet. They don’t mind the grammatical incorrectness of their sentences. It is very hard to read a text message of a jejemon. You would need minutes or even hours to understand what they are trying to say. It’s like it still need to decode these sentences to fully understand them. Like a jejebuster, Filipinos should stop too much exposure of this language to the youth especially now, even Grade 5 or Grade 6 students in elementary are already exposed in mobile phones and are so much fund of texting. Even before the dominion of jejemos, spelling of words is so much affected already by our simple way of texting. Filipino texters already have a different language. Could you imagine what would happen to the proficiency of the youth on the English language if this rising number of jejemons continuously increased? Well, it’s simply a massive decreased on our adaptness in the English language especially when speaking and writing poems say for example. As time goes by some Filipinos who continuously use this language, the probability is for us to be fund of it that they might forget the real spelling of any jejemon word using our own alphabet on the English one. It may also result to less job opportunities because upon using this language even only texting, the way we speak ca be greatly affected. There is a less chance for them to be hired because their interviewer might not understand what they talking about. Our English education is also at sake. Perhaps, because of these jejemons, our education might be destabilized. But in fairness to the government, the Department of Education already implemented some training to English teachers, disseminate quality English books and provide remedial classes to students. Department of Education officials and workers also coordinate with the parents of our students to encourage the youth in using proper English. Thousands of years ago, English was introduced to Filipino ancestors by several teachers brought by the United States by the end of the Spanish era in 1989. It was widely used until such time that it became the medium of instruction in all schools. This trend was passed on from generation to generation which made Filipinos at present proficient in the said language. In the long run, the Filipino’s adeptness in speaking and writing using English as the medium had helped the country attract foreign investors to support its industry thus helping most of the population overcome hunger and poverty. This is one of the reasons why English is retained as the medium for communication next to the national language, Filipino. Perhaps, jejemon might also cause a decrease on the Philippines economy to have a greater economy, we need many investors and perhaps because of jejemons, the investors we are expecting to go in the Philippines would lessen. They might be distracted on the way jejemons dress up, speak and write. They may be offended especially our American investors because it’s like that their language had been disrespected due to the alternations on their alphabet and would be discouraged because of our poor proficiency in English – the universal language. According to the Roman Catholic Church, the birth of jejemons is fine. It will just be gone as time goes by. We can’t do anything about it because it is one way of showing our freedom of expression. However, the birth of jejemons is just like the birth of bacteria. If we won’t kill it at once, it will multiply as fast as it could until it is already countless same when a person has a cancer at stage 1, could you like this to reach stage 5 or would you cure it at once. Since, there are still so many Filipinos especially Filipino texters who are not yet so much influenced by this new style of texting, we could still stop the domination of jejemons. Filipinos should not allow it to reach its final stage wherein almost all, including the old and young speak and write words in a different way from what we are grown up with. Our national language – Filipino – is our identities. Jejemons worsens further our English proficiency today. Because of being popular, it is readily accepted by the youth which is very alarming. It influences a big part of our society where language means a lot. The distraction it creates on the technicalities of proper writing and forms of communication. This should be stopped before the worst thing happens; this is the passing of this form of informal language to the future generation.

Handle Information in Health and Social Care Setting Essay

1.1 The legislation that relates to recording storage and sharing of information known as care plans is the Data Protection Act 1998. There are 8 principles to be followed when gathering data 1) processed fairly and lawfully 2) processed only for 1 or more lawful purpose 3) adequate and relevant 4) accurate and up to date 5) kept for no longer than necessary 6) processed in line with the right of the individual 7) secured against loss or damage 8) not transferred to countries out of EEA. 1.2 It is important to have secure systems for recording and storing information to prevent personal information from being misused. Any information that has been gathered is confidential but written evidence may be required by other professionals on occasions. Also if new staff members arrive they can read the care plans to gain all the information needed. 2.1 I would follow my company’s policies and procedures for guidance and advice about handling information but would also speak to my directors or Human resources office. Information can also be gained from government websites for advice or other professionals. 2.2 If there are concerns over the recording storing or sharing of information i would document and report my concerns and secure all the information immediately. 3.1 Agreed ways of working relates to the company’s and government policies in relation to Care Plans. All documents should be evaluated and reviewed regularly, updated as required, completed and legible so others are able to decipher them. 3.2 Agreed ways of working when a) Recording information; would be to follow the company’s and government policies to ensure all information gathered is accurate, legible, complete and confidential. b) Storing information; all information that is gathered should be stored in locked filing cabinets that are only accessible to the persons requiring access to information.

Can I Get an Accredited High School Diploma Online

Can I Get an Accredited High School Diploma Online SAT / ACT Prep Online Guides and Tips Are you looking into online high schools and wondering if they’re legitimate?Have you come across the word â€Å"accredited† and want to know what it means?Online high schools have been exploding in popularity in recent years, and, as more are created, it can be difficult to tell which are legitimate schools and which are little more than diploma mills. Read this guide to learn more about online high schools, what it means for a school to be accredited, where to get an accredited high school diploma online, and how to ensure that you are choosing the best school for you. Note: If you're interested in getting your GED online rather than an accredited high school diploma, read this article instead. What Is an Online School? Asyou may have guessed, an online high school is a school or program where students can earn their high school diploma by taking classes online.Some of these classes arecompletely online, while others are mostly online but require students to visit a testing center or other location to take final exams. If you enroll in an online high school, you can either take a few classes to supplement your degree at your regular high school, or you can earn your entire high school diploma online.Some of these programs are affiliated with traditional brick and mortar schools while others are solely online.Online high schools can be public, private, charter, or university/college affiliated. To learn more about why people choose to attend online high school and how it can benefit you, check out our guide to online high school, and learn how to decide if it's a good choice for you. What Does Accreditation Mean? Accreditation is a process of evaluation that schools (both online and traditional) undergo in order to ensure they meet certain quality standards for education. Accreditation is evaluated regularly, and a school can lose accreditation if a large number of students don't meet educationalstandards for their grade level, there aren't enough teachers for the students, teachers don't have necessaryeducational backgrounds, or a different reason. Before a school becomes unaccredited, it is often given a warning and probationary period first to try and improve. A school can regain its accreditation if it has shown sustainable improvement, but becoming re-accredited can often take several months or even years. For high schools, accreditation requirements vary by state. Public schools must follow guidelines set by their state government in order to be accredited, while the requirements for private and charter schools often vary widely, depending on the state. Accreditors must be approved by the US Department of Education (USDE) in order to be considered legitimate.A school that is legitimately accredited will provideinformation about who it is accredited by (such as a regional accreditor), and who accepts that accreditation, such as "Fully accredited by the State Department of Illinois." A school that simply lists "accredited" without mentioning who it is accredited by or who accepts that accreditationmay not be officiallyaccredited, which is pretty much the same as not being accredited at all. Unfortunately, fake accreditors do exist. Accreditation is important because it lets students know they are attending a school that provides them with a quality education, and, when they graduate, it lets others know that their education met certain standards. Colleges want to accept students from accredited high schools because it gives them confidence that those students were taught what they need to know to be prepared for and succeed infuture classes. For students who are younger than16, accreditation becomes even more important because you will only be considered enrolled in school (which is required until you turn 16) if the online school you attend is accredited. Are There Non-Accredited Online High Schools? What Are the Dangers of Taking Classes Through Them? As online education continues to grow in popularity, more and more online high schools have been created in order to keep up with demand.Some of these online high schools have gone through rigorous development and reviews and can provide an education equal to that of a traditional high school;however,others are nothing more than diploma mills that take your money and give you a prettyuseless piece of paper in return. Accreditation is the best way to pick out the highest quality schools and prevent yourself from getting scammed.But what if you find a really great online high school that offers great classes, but it isn’t accredited? Is it really that bad to take classes at an unaccredited school? In short, yes.The first reason taking classes from a non-accredited school is bad is that you likely won’t get a good education. For a school to not be accredited, it either didn’t put in the effort to attempt accreditation (a bad sign, considering how important it is), or it failed the accreditation process because it didn’t meet certain education standards. Simply put, this means that you will be taking classes from a school that hasn’t been found to provide a quality education. Any person canset up a website and claim to run an online high school.Some online high schools will give you a â€Å"diploma† as long as you pay their fee and take a short multiple choice exam. While that’s an extreme case (and that company was eventually shut down), there are many other non-accredited programs that claim to offer you a high school education but don’t deliver. Getting a diploma from an unaccredited school could cause problems for you in the future. Image Source: Flickr/Enokson While getting a high school diploma so easily may seem nice, if you don’t learn much before getting it, you likely won’t be prepared for whatever the reason you’re attempting to finish high school, whether that’s college classes or a more advanced job. That can lead to you feeling confused and overwhelmed, and you may end updroppingout of schoolor quitting your job because you didn’t have the knowledge you needed to do well. Another important reason to not take classes from a non-accredited school is because most other schools and people won’t accept the classes you took. This means that, if you took classes at anon-accredited online school, they probably won'ttransfer to your regular high school, and if you receive a diploma from anon-accredited high school, mostcolleges and employers won’t accept it.Colleges want students from accredited high schools because it increases the likelihood that they received a rigorous education and are prepared for college classes. For almost alljobs and colleges, having a diploma from a non-accredited high school is just about the same as not having a high school diploma at all.Taking classes at a non-accredited online high school can leave you with a poor education and an expensive piece of paper that likely don'thelp you further your education or career. Is It Ever OK to Take Classes at a Non-Accredited Online High School? Now you know the risks of studying at an unaccredited online school, but would there ever be a good reason to take classes at anon-accredited school? For almost all high school students, it's a bad idea to classes at anon-accredited school.However, there area fewtimes whenit could be OKto take classes at anon-accredited online high school. The reasons are listed below; however, for each of them, remember that there is still some risk involved if you ever change your plans and would like those classes to transfer to a school that only accepts credits from an accredited school. Whenever possible, you should still choose an accredited school. One reason you may take classes at a non-accredited school is because you don't plan on pursuing additional education afterward,so you don't need to worry about other schools accepting the classes. This may be the case if you are attending a technical school or certificate programwhere your qualifications will be based on a specialized test you need to pass and not the accreditation of your school. Another reason you may take classes at a non-accredited online school is if you are only taking a few classes for your own personal use and not looking to receive academic credit for them. This could be the case if you want to take some online classes for fun, to brush up on a particular skill, or to prepare yourself for future classes where you will receive academic credit (such as taking an online calculus class before your actual calculus class begins). This may also be true forhome-schooledstudents who want to supplement their education with online classes. A third reason is that the traditional (i.e. not online) school you are attending or will attend has agreed to accept classes from a non-accredited school. Some high schools and colleges have partnershipswith certain online class providers, and they may give you academic credit for classes you take through them, even if those online schoolsaren't accredited because your schoolstudied their syllabi and knows theymeet their standards. However, you should absolutely check on thisbefore enrolling in an unaccredited online class, and you should get confirmation, preferably in writing, that the class will be accepted. If you're going to attend an unaccredited online school, be careful, and don't jump in right away. How Can You Find OutIf an Online High School Is Accredited? So now that you know how important accreditation is, how can you find out if the online high schools you’re interested in are accredited? There are several different steps, and each isoutlined below. Step 1: Check the School Website Typically, the easiest way to see if a particular school is accredited is to check its website.If the school is accredited, it will state that somewhere on its website, often on the first page or in the â€Å"about† section. Some schools have specificpages just to show their accreditation. Once you find this information,sure the schoolalso states whoit received its accreditation from and/or who that accreditationis recognized by (such as a regional accreditationor a department of education). A school will rarely come out and state that it’s not accredited, however.If you can’t find any accreditation information on the school’s website, move on to the next step. Step 2: Check Online Resources While the US Department of Education has created a database for people to check the accreditation of colleges and universities, there is currently no such resource to check for high schools, so it can be slightly more difficult to learn if a high school is accredited.First try doing an internet search for â€Å"accreditation + [School Name]†.You can also search for online reviews to see what past students are saying about the school. Step 3: Contact the School If you are unable to find information online, contact the school itself.Look on the school’s website to find its contact information, and either call or e-mail them.Ask if the school is accredited and, if so, by whom. Be aware that many schools do not like to admit outright that they aren’t accredited, so they may give you a roundabout answer. You should be extremely wary of any answer that isn’t a plainâ€Å"Yes.† This includes â€Å"We’re almost accredited†, â€Å"No, but we’re just as good as accredited schools,† and similar responses. This is often just a way to try and convince you to enroll in the school anyway. If they are accredited, ask for more information on who accredited them. It may be a regional accreditation, national accreditation, or a state accreditation. If a school isn’t accredited, move on to another one that is. There are many options for online high school now, and more and more of these schools are becomingaccredited. Summary Online high schools can be a great way for people who can’t attend traditional schools to obtain their high school diploma. However, as online education becomes more popular, some schools have been created solely as a way to make money for their owner, with no regard to quality of education. Accreditation is a way to easily find out which schools provide a good education. If a school is accredited, that means it met certain education standards. If you enroll in an online high school that isn't accredited, you will most likely not get a good education, and your diploma and coursework won’t be accepted by almost anycolleges or employers, making it pretty much useless. You should always check to see if a school is accredited before enrolling. You can do this by looking on the school’s website or contacting them directly. What's Next? Wondering if you should earn an accreditedhigh school diploma online? Check out our guide toonline high schools and learn how to decide if they are the best choice for you. Thinking about getting a GED instead? We discuss what a GED is, how to get your GED online and the best GED practice tests to help you prepare here. Want an in-depth look at an online high school? Read our reviewof the prestigious Stanford Online High School and see if it's something you're interested in. Why is your high school transcript so important? Learn about what information a transcript includes and why it's often the most important piece of information colleges look at. Do you even need a high school diploma to get a job? Find out what careers require a high school diploma and when you can get away without one in this article. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: