11 High Paying Jobs That Dont Require a College Degree

11 High Paying Jobs That Dont Require a College Degree we don’t all have the luxury of going straight to college or university after high school. but if you can’t (or shouldn’t, for personal reasons) go to college right away, you don’t have to settle for low-paying work. here are 11 high-paying  jobs that don’t require a college degree.real estate brokeryou will need to acquire a license, but you can apply for your first position with just a high school diploma. you may have to log a lot of evening, weekend, and holiday hours to start, and you might not generate income for a while. but when you get your stride, you can make over $180k per year. it’s a competitive field, and the low range of the salary field is just over $30k per year. but if you have the talent, luck, and dedication, you could thrive.air traffic controllerbecause the job is incredibly stressful and the stakes (and responsibilities) are high, this is a very high paying position. an average of just under $159k annually. thereâ₠¬â„¢s a lot of pre-employment screening to get through, but it pays handsomely.small business ownerif you have the capacity to start your own business, and the wherewithal to get through the difficult early stages (and, importantly, you have a valuable product or service to offer the market), this could be a good option for you. set your own hours, write off many expenses on your taxes, and make as much as you possibly can. the sky’s the limit.fire chiefyou’ll have to work your way through the ranks of this challenging and physically demanding career, but if you’re comfortable with high risk and lots of time away from home, then you could succeed in scaling the ladder to be chief. the salary range is approximately $42k to $119k per year.construction managerif you like working construction, you don’t have to worry about switching careers to something better. construction companies often promote from within. if you truly like the work, you could consider st icking it out and working your way up the ranks to management. expect to make anywhere from $41k to $131k per year.plumberlearn this trade through apprenticeships or technical school. it’s super high demand, and salaries can soar to over six figures very quickly.network/it manageras long as you’re up on the latest technology and talented with gadgets, networks, and computers, you can excel in this field. it’s stable work with good benefits and salaries ranging from $53k to $125k per year.hotel executive chefobviously, you’ll have to start at the bottom and work your way up. you’ll have to deal with impossibly long and grueling hours. but if you have the passion and the talent and can get to the executive level, you can easily make six figures.radiation therapistyou’ll need a two-year associate’s degree or a certificate in radiation therapy, but not a traditional four-year degree. you can make as much as $116 per year.court reporterif you can transcribe 250 words per minute, and spell, and have absolute and precise attention to detail, then you can make anywhere between $29k and $104k. you’ll have to take some training classes in transcription, as well as pass some stringent background checks, but it could well be worth it.pilotif all of these jobs sound good, but just not glamorous enough for you (and you have perfect eyesight), then you might consider becoming a pilot. the average salary is $110k per year, but many pilots, depending on their training, experience, and license, can make over twice that.if you’re willing to work hard and dedicate yourself to excellence in your chosen career, then you can easily make six figures without a traditional degree.

How to Style Titles of Print and Online Publications

How to Style Titles of Print and Online Publications How to Style Titles of Print and Online Publications How to Style Titles of Print and Online Publications By Mark Nichol The rules for formatting titles of compositions and their constituent parts may seem complicated, but they follow a fairly straightforward set of guidelines, outlined below. Capitalization Titles of compositions are generally formatted in headline, or title style. In this system, the first letters of the following words are capitalized: The first and last word of the title, regardless of part of speech Nouns, pronouns, verbs, adjectives, adverbs, and subordinating conjunctions (such as although, because, and than) In titles, the following words are lowercased: Prepositions (except when they are used adjectivally or adverbially (in such phrases as â€Å"off day† and â€Å"come down†) To when it is part of an infinitive (for example, â€Å"to exercise†) All articles, prepositions, and coordinating conjunctions (such as and, but, and or) Emphasis Italics are used for titles of books, periodicals, films, television specials and series, and both series titles and episode titles for anthology programs like Masterpiece Theatre, though episodes of regular series, as well as titles of book chapters and magazine, newspaper, and online articles, are enclosed in quotation marks. Some publications, including most newspapers and some magazines, use quotation marks for titles of all compositions as well as parts of compositions, but italics are almost always employed for this purpose in books, and I highly recommend maintaining this distinction in periodicals and online. Titles of many nonfiction books include a subtitle following a colon, and except in informal usage, the full title should be used on first reference; the title alone the part preceding the colon can be used thereafter. Note that magazine and similar descriptive words should be capitalized and italicized only if they are part of a publication title: refer to â€Å"the New York Times Magazine,† for example, but â€Å"Time magazine†; in the former case, magazine is officially part of the publication’s name. (In a context in which it is obvious that Time, for example, refers to the publication with that title, the word magazine can be omitted.) Also, as shown in this example, do not capitalize or italicize the before a publication name, whether or not it is part of the title. Various publications differ in self-identification, even when their titles share a word for example, the New York Times bills itself as â€Å"The New York Times,† while the Los Angeles Times omits the article and this rule is designed to save writers the trouble of having to check individual publications for specific usage. Titles of plays and of poems long enough to be published in book form are italicized; titles of poems short enough to be included in a collection in a book are formatted, like chapter titles, in quotation marks. To determine how to treat titles of websites and their components, compare them to print equivalents: A website that sells products and/or services, even if it features content related to those offerings, is an online store, and the site name should not be formatted as a composition title. But titles of sites that emulate books and periodicals, and their articles and essays, should be treated like them; the same standard applies to blogs and blog posts. What about titles of videos posted online? Many such videos, especially those posted to video-sharing sites such as YouTube, don’t have titles or lack well-thought-out titles so they can just be referred to generically (â€Å"See Smith’s video about wombats†), with a link. For those with traditionally composed titles, however, use either italics or, especially for short videos, quotation marks. 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 Style category, check our popular posts, or choose a related post below:Using "a" and "an" Before WordsTaser or Tazer? Tazing or Tasering?Comment, Suggestion, and Feedback

Two and a Half Men Analysis Assignment Example | Topics and Well Written Essays - 1500 words

Two and a Half Men Analysis - Assignment Example It provides the perfect opportunity to study two opposite forms of modern masculinity. â€Å"Literature on gender and hegemonic masculinity frames this research project, offering both a historical perspective and a critical understanding of media representations. I argue that the performances of hegemonic and subordinated masculinity on Two and a Half Men reconstruct and reinforce the dominance of hegemonic masculinity within our society as the only acceptable performance of manhood. Effeminate masculinity, an alternative masculinity, fails to find legitimate cultural articulation within the show.† â€Å"In an important sense there is only one complete unblushing male in America: a young, married, white, urban, northern, heterosexual, Protestant, father, of college education, fully employed, of good complexion, weight, and height, and a recent record in sports†¦ Any male who fails to qualify in any one of these ways is likely to view himself–during moments at leas t– as unworthy, incomplete and inferior† (Sex and Gender, nd). If this then is what our society expects from the â€Å"perfect† man and the main character Charlie Harper has literally none of these other than white fully employed and good looking, could we assume that these then are the historical attributes alone that attract us and especially female viewers to him? Technical Perspective The technical aspect of media may be summed in Lasswell’s model. According to Lassswell, this aspect encompasses who says what, to whom it is being said and effect it that the â€Å"saying† has (Aect, 2011). Two and a Half Men as a comedy has been starred by John Cryer, Jones Angus and Charlie Sheen, individuals who have proven beyond doubt to the audience that they are capable of... Two and a Half Men has been a captivating hit since it started gracing the airwaves in 2003. The program basically compares the character of one individual in the show with the same character in his real life. The story portrays a family that is clearly dysfunctional from every point of standing and yet one that has remained a story of great interest to an audience consisting of people across different ages and gender. Two and a Half Men has interested various people, age and gender being no barrier, there are various elements that have led to this captivation as can be seen based on the various perspectives discussed above. This is an amazing thing with Kutcher replacing Charlie Sheen because now we will know so much about ourselves. Did we watch the show primarily because Charlie Sheen was the lead or did we watch the show because we deep down expect the male role to be that of a hard drinking women getting misogynist who contrasts the respectable but boring brother. We will find out if the show was drawing audiences with the clichà © of the dumb child and cold aloof mother or whether or not the world finds the dysfunctioning of someone else’s family is like that train wreck we don’t want to turn away from. Various spectators have aired their disrespect for Charlie Sheen’s actions in respect of boasting about his supernatural abilities. Whereas some feel that CBS took the right direction in stopping the production of the shows for his utterances, others feel that Sheen’s actions related to the abuse of several women is the greater sin. I personally thought Charlie Sheen was made for this role and vice versa considering the spring board from when he replaced Michael J Fox in Spin City. I was sad to see Michael Fox leave but became quickly sold on the very first episode with Charlie Sheen as was most of America. You saw it there in his Spin City Charlie Crawford role which developed into his Charlie Harper role which just maybe was the real life problem of Charlie Sheen trying to live up to his on screen persona. Wholesome and naà ¯ve TV sitcoms themselves from Father Knows Best and Leave it to Beaver have grown and matured and even festered over the many years since the 19 50s and we can see that same festering path in Charlie Sheen’s life.

Chapter 6 Duval l& Hays Essay Example | Topics and Well Written Essays - 250 words

Chapter 6 Duval l& Hays - Essay Example One cannot simply use the literary context of reading the ingredients written on a tuna-can and apply it to understanding Bible. The game of genre determines the meaning. There are many passages and verses that are frequently misinterpreted by ignoring the immediate context. For instance, Jesus has said in the Bible that he is vine (John 15:5). This is probably the prime example of what conferring to immediate context means. If this statement is considered without immediate context it can be misinterpreted that probably Jesus was calling himself a plant, which is not the case. Topical preaching is valid when the passage is not misunderstood regarding the context or when the passage is coherent with the context (Duvall & Hays, 2009). Usually what happens is topical preaching disregards the literary context and that gives the chance to the listener or the reader to misinterpret the message. For this reason the expository preaching is considered a better alternative to topical preaching (Duvall & Hays, 2009). It topical preacher has more chances of getting it wrong by misinterpreting when the correct when they connect their first thought stemming from Johns preaching with some random fourth thought relevant to

Single Parent Homes and Academic Achievement Essay Example for Free

Single Parent Homes and Academic Achievement Essay There are several theories that can be used to study the way family structure influences academic achievement, as well as to demonstrate the influence of other factors such as poverty and family resources. When these factors are more closely examined it is evident that within any family structure a lack of necessary financial and supportive resources will negatively affect children’s academic achievement. As the number of both single and two-parent families living in poverty rises, this research is important in helping to develop an educational system in the United States that is both equal and effective for the growing changes in family demographics. Keywords: academic achievement, single-parent homes, Family Deficit Model, Risk and Protective Factor Model, social capital theory, parental involvement Children from single parent homes are not as negatively impacted academically as some in the popular media suggest. Raising children without a partner presents many challenges, but there is research that points to strategies to mitigate these issues. Specifically in terms of children’s academic achievement, studies show that it is other social and environmental factors, not single parenthood itself, which accounts for the achievement gap between children from single-parent homes and their peers from nuclear families. Statistics In 2007, there were approximately 13. 7 million single parents in the United States (Wolf, 2011). This number was an increased from an estimated 11 million on 1994 (Engber, 1995). In roughly 81% of these homes, the mother is the custodial parent, with just 17% of fathers as the primary custodian. Of the mothers who are head of household, 45% are divorced or separated, 34. 2% have never been married, 19% are remarried (to someone other than other parent), and 1. 9% are widowed (Wolf, 2011). Other important statistic regarding single-parent homes is that almost 40% are living at or below the poverty line in the United States. Nearly 90% of single-parents however, are employed full-time (Wolf, 2011). This places many families in a situation where their income is too high to receive state funded services such as Medicaid and cash assistance, but not high enough to meet the family’s financial needs. Research models Different models have been used throughout the years to study the effects of single parenting on children. In the 1970’s the Family Deficit Model suggested that single-parent homes have a negative impact on children because the model starts from the assumption that the traditional nuclear family structure is ideal. This model did not take into account economic or other social factors that influence families. In the early 1990’s the Risk and Protective Factor Model was developed. This model states that family structure is one of several risk factors. Under this model, a risk factor can be any environmental, familial, or social factor that has the potential to have a negative impact on a family. Protective factors, as described by this model, are those that positively support a family and can lessen the effects of risk factors (Adoption Media LLC, 2011). A third theory used to research the effect of single-parent homes on academic achievement is social capital theory. Social capital refers to a person or family’s ability to access resources such as income and education. According to Shriner et al. (2010), â€Å"As a construct, social capital is measured by the quality and quantity of networks connecting children to the resources of their parents† (p. 447). Using this model, researchers have identified factors other than family structure that influence academic achievement. One article stated: Although similar to each other, adolescents in single-mother and stepfather family structures had lower grades and vocabulary scores compared to their two-biological-parent counterparts. In these family structures, the academic outcomes were more likely related to mothers’ race, education, monitoring, and attachment, than family structure. (Shriner, 2010, p. 446) Academic Achievement The phrase academic achievement refers to the level of mastery in certain subject areas, not including one’s potential to achieve (Center for American Progress, 2006). Beginning with the No Child Left Behind Act, states are required to measure academic achievement of public school students using standardized tests and other tools (Center for American Progress, 2006). There has been much debate over the effect of single-parenting on children’s academic achievement. Some studies have shown that children from single-parent homes do not perform as well in school and have higher dropout rates than children from two-parent homes (Entwisle, 1996). In 1988, it was reported that the rate of grade repetition for children of single parents was 75% higher than children from nuclear families (Entwisle, 1996). Other studies have stated that children from single-parent homes are less likely to attend college and perform less well on standardized tests (Hampden-Thompson, 2005). In contrast, other research demonstrates that being from a single-parent home is not necessarily detrimental to academic achievement. According to one website devoted to research and information on single-parenting: Exceptionally achieving individuals in virtually every human endeavor are more likely to have lost a parent Roe (1952a) learned from her examination of notable contemporary scientists that 15% had lost a parent by death before age 10. Broken down by field, this happened to 25% of the biologists, 13% of the physical scientists, and 9% of the social scientists. To place this figure in perspective, Roe referred to data showing that only around 6% of college students lost a parent by age 10. Roe also mentioned Bells (1937) work on illustrious mathematicians, in which around one-quarter had lost a parent before age 10 and nearly one-third before age 14 parental loss can occur by means other than orphanhood, such as alcoholism, abandonment, and divorce (The Liz Library) One of the reasons for the change in views on this issue may be that earlier research was conducted mainly with single-parent families that became that way through divorce. The research did not include the trauma of divorce and the change in socioeconomic status that is often the result of divorce. It could be these factors, not the family structure itself, that accounts for the differences in academic achievement (Entwisle, A Parents Economic Shadow: Family Structure Versus Family Resources as Influences on Early School Achievement, 1995). Parental education, particularly that of the mother, is also pinpointed as having a major influence on a child’s academic achievement (Shriner, 2010). Children who have mothers who did not complete high school scored lower on standardized tests in math and reading. Conversely, when those mothers acquired more education, children’s test scores improved (Shriner, 2010). Many young mothers who become pregnant in high school are amongst the group of single-parent families. If these women are not able to complete high school or go on to college, the result could be lower academic achievement for their children (Shriner, 2010). Another possible explanation for research that shows lower academic achievement in children from single-parent homes is lack of financial resources and policies that support various types of families. Of 11 countries studied by Pong, et al. (2003), the Unites States ranked lowest in achievement differences between children from single versus two-parent homes. The researchers in this study also found there are several countries with equally high rates of single-parent homes as the United States. A major difference however, is that the United States is the only country that did not offer government funded family allowances. Countries such as Austria, Norway, and Canada, offer these family allowances to lower-income families, which offer a major source of financial support (Pong, 2003). This extra income can provide enough support that a single parent can work just one job and be available to be more involved in the lives of their children. Parental Involvement In both single and two-parent homes, parental involvement in a child’s education is found to be a major factor influencing academic achievement (Shriner, 2010). Anne Lewis provides an example of this fact in her article: For example, factors that together explain almost 90% of the differences among eighth-graders in math performance on the 1992 National Assessment of Educational Progress are ones parents control: student absenteeism, variety of reading materials available in the home, and excessive television watching. Reading aloud to young children, the report says, is the single most important activity that parents can undertake to influence the future reading success of their children. (Lewis, 1995, p. 431) Several studies are now showing that factors such as time spent doing homework with children, mother’s level of education, and volunteering at a child’s school, contribute to higher levels of academic achievement (Shriner, 2010). Discussion Combining the vast body of research, one conclusion that can be drawn is that there are factors beyond family structure that impact academic achievement more than family structure itself. Poverty is consistently identified as a major contributor to lower achievement scores. While supporting children on one income rather than two makes it more likely that a single-parent family falls below the poverty line, as the economy continues to decline and unemployment numbers rise, more and more two-parent families find themselves in poverty as well (DeNavas-Walt, 2011). According the 2010 information from the U. S. Census Bureau, there are 46. 2 million people in this country living at or below the poverty line. This is the largest number found in the 52 years that poverty has been studied (DeNavas-Walt, 2011). In countries that have developed policies that help support and supplement families below the poverty line, the achievement scores on standardized tests have improved (Pong, 2003). Without solid support policies in place to assist families in poverty, despite the structure of that family, achievement scores will continue to fall in the United States. Building on the issue of poverty and academic achievement is the issue of parental involvement. With parental involvement being a key factor in academic success, it stands to reason that in families where one or more parent has to work more than one full-time job or one job with an excessive amount of hours, there is less opportunity for parental involvement in education. Despite the changing structure and economics of families in the United States, the educational system and governmental policies have not caught-up in terms of supporting family involvement (Lewis, 1995). There is research to indicate that stronger policies that support parental literacy and financial resources for low-income families is correlated with higher achievement scores (Pong, 2003). There is a great deal of research about family structure and academic achievement. Though it was previously thought that being in a single-parent household was in itself detrimental to a child’s achievement, research has now brought to light factors that are more specific and are now disputing the original conclusions about single-parent homes. This research will be instrumental in helping educators, parents, and policy-makers to make changes that will better support families and improve academic achievement in children in the United States. References Adoption Media LLC. (2011, November). Single Parenting and Childrens Academic Achievement. Retrieved from adoption. com: http://library. adoption. com/articles/single-parenting-and-childrens-academic-achievement. html This article cites significant research on the issue of single-parenting and academic achievement. Specifically the article discusses two of the major theories researched in terms of family structure, the Family Deficit Model and the Risk and Protective Factors Model. Adoption Media LLC provide community service information and resources to families considering adoption from any angle. This company has provided assistance and information to several news media organization, and thoroughly cites research for the articles on the website. Center for American Progress. (2006, July 26). Measuring Academic Achievement. Retrieved from americanprogress. rg: http://www. americanprogress. org/issues/2006/07/b1982011. html The Center for American Progress is a political action committee which reviews and advocates on different political issues. The website for this organization provides a detailed definition for the term academic achievement and how it is measured. DeNavas-Walt, C. P. (2011). U. S. Census Bureau, Current Populations Reports, Income, Poverty, and Health Insurance Coverage in t he United States: 2010. Washington D. C. : U. S. Government Printing Office. This

Crisis Essay -- Yucca Mountain Nuclear Waste Essays

Crisis â€Å"Crisis!† Anytime we, as a society, hear this word our ears perk up and the speaker has our attention. Usually when we hear crisis we think that it is something with â€Å"the distinct possibility of a highly undesirable outcome† (Merriam Webster) that calls for immediate response. President George W. Bush says that we are in a national â€Å"energy crisis† (Is Yucca Mountain in Nevada a safe disposal site?). Bush has proposed a solution, storing all of our nation’s nuclear waste in Nevada’s Yucca Mountain, but has been met with much resistance from Nevada residents and politicians and environmental groups. The proposal is that Yucca Mountain will be a â€Å"permanent disposal facility† for two types of nuclear energy. Spent energy is from our nations 103 nuclear reactors. According to the article â€Å"Is Yucca Mountain in Nevada a safe disposal site?,† spent energy will comprise more than ninety percent of the waste at Yucca Mountain. This waste is fingertip sized enriched uranium pellets. One single pellet can produce as much energy as 149 gallons of oil, 1,780 pounds of coal or 17,000 cubic feet of natural gas (Yucca Mountain). The second type of nuclear energy that would be stored in Yucca Mountain is high-level radioactive nuclear waste produced by the military when manufacturing nuclear weapons. The amount of this waste is fifty five million gallons. To be able to be buried in Yucca Mountain, this liquid must be changed into a solid form such as glass. Currently, nuclear waste is stored in concrete-lined above ground containers. Although these containers are secure from environmental elements, the containers are not designed for long-term storage. Steven P. Kraft, director of used-fuel management at the Nuclear Energy Institu... ...Cited Hansen, Brian. "Nuclear Waste." The CQ Researcher Online 11.22 (2001). 10 April 2005 <http://library.cqpress.com/cqresearcher/cqresrre2001060800>. Document ID: cqresrre2001060800. Crisis. Merriam-Webster Online. 11 Apr. 2005 <http://www.m-w.com/cgi-bin/dictionary?book=Dictionary&va=crisis>. "Office of Civilian Radioactive Waste Management." Yucca Mountain Project. US Department of Energy. 10 Apr. 2005 <http://www.ocrwm.doe.gov/ymp/index.shtml>. "St. Petersburg Times." Opinion: No to Yucca Mountain. 02 2002. 11 Apr. 2005 <http://www.sptimes.com/2002/05/02/Opinion/No_to_Yucca_Mountain.shtml>. The Revival of Nuclear Energy-Going Forward Together. 2005. 12 Apr. 2005 <http://www.ans.org/pubs/magazines/nn/docs/2005-1-3.pdf>. Transmutation. Wikipedia The Free Encyclopedia. 11 Apr. 2005 <http://en.wikipedia.org/wiki/Transmutation>.\ Crisis Essay -- Yucca Mountain Nuclear Waste Essays Crisis â€Å"Crisis!† Anytime we, as a society, hear this word our ears perk up and the speaker has our attention. Usually when we hear crisis we think that it is something with â€Å"the distinct possibility of a highly undesirable outcome† (Merriam Webster) that calls for immediate response. President George W. Bush says that we are in a national â€Å"energy crisis† (Is Yucca Mountain in Nevada a safe disposal site?). Bush has proposed a solution, storing all of our nation’s nuclear waste in Nevada’s Yucca Mountain, but has been met with much resistance from Nevada residents and politicians and environmental groups. The proposal is that Yucca Mountain will be a â€Å"permanent disposal facility† for two types of nuclear energy. Spent energy is from our nations 103 nuclear reactors. According to the article â€Å"Is Yucca Mountain in Nevada a safe disposal site?,† spent energy will comprise more than ninety percent of the waste at Yucca Mountain. This waste is fingertip sized enriched uranium pellets. One single pellet can produce as much energy as 149 gallons of oil, 1,780 pounds of coal or 17,000 cubic feet of natural gas (Yucca Mountain). The second type of nuclear energy that would be stored in Yucca Mountain is high-level radioactive nuclear waste produced by the military when manufacturing nuclear weapons. The amount of this waste is fifty five million gallons. To be able to be buried in Yucca Mountain, this liquid must be changed into a solid form such as glass. Currently, nuclear waste is stored in concrete-lined above ground containers. Although these containers are secure from environmental elements, the containers are not designed for long-term storage. Steven P. Kraft, director of used-fuel management at the Nuclear Energy Institu... ...Cited Hansen, Brian. "Nuclear Waste." The CQ Researcher Online 11.22 (2001). 10 April 2005 <http://library.cqpress.com/cqresearcher/cqresrre2001060800>. Document ID: cqresrre2001060800. Crisis. Merriam-Webster Online. 11 Apr. 2005 <http://www.m-w.com/cgi-bin/dictionary?book=Dictionary&va=crisis>. "Office of Civilian Radioactive Waste Management." Yucca Mountain Project. US Department of Energy. 10 Apr. 2005 <http://www.ocrwm.doe.gov/ymp/index.shtml>. "St. Petersburg Times." Opinion: No to Yucca Mountain. 02 2002. 11 Apr. 2005 <http://www.sptimes.com/2002/05/02/Opinion/No_to_Yucca_Mountain.shtml>. The Revival of Nuclear Energy-Going Forward Together. 2005. 12 Apr. 2005 <http://www.ans.org/pubs/magazines/nn/docs/2005-1-3.pdf>. Transmutation. Wikipedia The Free Encyclopedia. 11 Apr. 2005 <http://en.wikipedia.org/wiki/Transmutation>.\

Sir Gawain Essay

11-1-11 Chivalric But Still Human â€Å"The motto of chivalry is also the motto of wisdom; to serve all, but love only one. † (Honore de Balzac). The Chivalric code is a clutter of rules that contradict each other and challenge normal human behavior. These rules of chivalry are predominantly concerned with courage, honor and gentlemen- like- behavior, which play an important role in proving one’s faithfulness to the King. In the poem, Sir Gawain and the Green Knight, Sir Gawain proves to be a hero because he continually struggles against his human flaws to act in a heroic manner.Sir Gawain is acknowledged as a chivalric human because he is a courageous man who perseveres through difficult events and faces both human temptation and terror. Throughout Sir Gawain and the Green Knight, Gawain constantly battles to uphold the chivalric code, and in the end one can determine that Gawain did in fact uphold the chivalric code. To begin, Gawain upholds the law to be a courageous man in all circumstances. Near the end of the poem Gawain reaches the Green Knight’s castle to uphold his promise that they made a year and a day before.When Gawain arrives, he and the knight begin conversation and form an agreement to follow through with the terms. As the Green Knight describes what he shall do, Gawain says, â€Å"Never fear†¦ I’ll stand still and allow you to work as you like and not oppose/ you here† (91-95). At this point within the poem, Gawain has done everything to follow the code of chivalry. True bravery and courage is not found in many men, but Gawain is able to conquer this obstacle and prove that he is brave. In this instance, Gawain is allowing the knight to do as he pleases, which is to cut off his head.This demonstrates that he is a fearless man awaiting his death. Additionally, he does not choose to resist the punishment and run for his life, he takes in the punishment because he has the strength to accept his fate. Many me n in this situation could not demonstrate this action, allowing the reader to conclude that Gawain has a strong sense of bravery, which is an important and crucial characteristic needed to uphold the chivalric code. As the story progresses, so does Gawain following and upholding the Chivalric code.The code, furthermore, includes such as acts of honor and noble behavior towards women. After the Green Knight has given his punishment to Gawain, he speaks words of truth to him saying, â€Å"A man who’s true to his word should have nothing to fear† (195-196). The Knight know that Gawain did nothing wrong the first two days, because he returned what he had received. Since he did not try to take her seductive kisses to the next level while being chaste towards the mistress, shows that he respects women. Respect and love towards women is an important contribution to the chivalric code.Furthermore, the demonstration of returning what was received for the two of the days shows t hat Sir Gawain was an honorable man to his host, by staying true to his vows exchanged three days earlier. Overall, Sir Gawain is shown to maintain the chivalric code by following four critical laws within the code of chivalry, yet still struggling with his many human weaknesses throughout the course of his journey. Despite the fact that Gawain upheld most of the chivalric code, some may think that he failed to uphold the code because of human mistakes.As the story begins, the Green Knight comes inside the castle, gets his head sliced off and then is miraculously fine, and he walks out telling Sir Gawain to find him in a year and a day. This series of events exemplifies to Gawain that he, himself, is not immortal and he should fear for his own life. When Gawain finally arrives at the Knight’s castle on the dreadful day, the knight explains, â€Å" But you have lacked a little, sir; you were less that loyal;/ But since it was not the sash itself or lust/ But because you loved your life, I blame you less† (207-209).All humans have, in some way, a in fear of death. This was the feeling that overcomes Sir Gawain, causing him to keep the sash that was given to him on the third day by the mistress. This action caused Gawain to fail to uphold the chivalric code because he was disloyal to the host. No other knight would be chivalrous enough to pass up a chance to save his life; each one is human which means they ultimately fear their own death.In the end, some would consider Gawain a failure, but in logical terms it was an opportunity too difficult to pass up by any human, showing that human flaws have interfered with Gawain’s journey to uphold the chivalric code. The knight agrees with this and understands that even though Gawain should uphold the code, he has to go through some loopholes. This understanding by the Green Knight later comes about in the conversation between Sir Gawain and the Green Knight, the Knight states, â€Å"You are the fin est man that ever walked this earth†¦ so Gawain indeed stands ut above all other Knights† (204-206). Even though Gawain has showed disloyalty to the Knight, or at the time his host, the Green Knight is still able to state that he is a heroic knight. Gawain is considered one of the greatest knights, because he knows that he is only making mistakes due to human flaws in his judgments, which difficult to overcome. But the Knight knows that he has the ability to recognize his mistakes and fix them. Overall, this shows that Gawain is trusted and trusted not to repeat his mistakes, revealing him to be chivalrous by then end of the poem.In conclusion, some may think that Gawain was not able to uphold the Chivalric code, but this is a false accusation, because he struggled due to his human flaws that would be impossible to overcome for any living being. Sir Gawain is able to uphold the chivalric code by conquering difficult tasks while following the rulebook. The Chivalric Code i s a complex system that goes against many human flaws and behaviors. Gawain stays courageous, honorable and gentlemen-like through out his journey, even tough he has many battles with temptation and fear.Gawain tries with extreme patience to overcome his errors, but sometimes fails to do so, which shows that he is only human and that everyone makes mistakes but they have the ability to fix them. As Sir Gawain and The Green Knight ends, the reader concludes that even though Gawain did have some failures in meeting all of the exact laws the chivalric code, he is still able to uphold a majority the code of chivalry with prominence and pride.

Scavenging for Food as Early Hominid Activity

The article â€Å"Scavenger Hunt† by Pat Shipman takes a look at the activities of Early Hominids in terms of food hunting and gathering, specifically in the African plains of Kenya. To her surprise, early hominids portrayed a somewhat unusually trait rather than the established fact about early hominids as well-established hunters. It seemed that the foundations of early humans of the Neolithic age, that were built around hunting and gathering may collapse and be replaced with something that we cannot be proud of. However, it is a possibility since some still exhibit such trait in the modern world. Scavenging is a well-known activity of many mammalian carnivores in Africa. However, some are still pure or nearly pure in terms of hunting and scavenging. Nonetheless, a lot of the well-known carnivores such as pack hunters or the big predators practice a hybrid of strategies in order to fill their stomachs. Much to her surprise, Pat Shipman discovered that early hominids (Homo Habilis, Australopithecus africanus, A. Robustus) practice scavenging more often than hunting. There were many evidences to this claim that early men who utilized stone tools were scavengers rather than established hunters. In the same sense, bipedalism also suggested that early hominids practiced scavenging, as their bodies were suited for such activities. Bone marks also suggested such an activity by Early Hominids. It may have been much later when hominids became established hunters—much in the time of Homo Erectus and the invention of fire. However, being a scavenger was not all bad as it had advantages that involved energy efficiency; as many mammalian predators would agree to. They would scavenge what they can and hunt when they must (Shipman 115). It is somewhat an interesting fact to discover an unusual early hominid activity, as it quickly reassembled my knowledge that all early bipedal hominids were established hunters rather than scavengers (I would not argue that they were not gatherers). It does not really come as a shock but much more like an interesting surprise. Well, it was supported astoundingly by Pat Shipman and her colleagues. There is nothing wrong with scavenging as it was a risky but brilliant strategy done by most predatory mammalians, which apparently includes early hominids with Neolithic tools. I would not say that I was quite disappointed in discovering such a characteristic belonging to early hominids—the supposed achieved hunters of the African plain, or of any other plain. Scavenging is actually an effective strategy as it ensured the survival of many early hominids without the expense of immense energy from hunting and killing the prey. Carcasses provided them with skin or hide for their clothing, and meat (of course). The scavenging trait of early hominids are still much present to a lot of modern humans today—especially those who are unable to provide themselves with proper food. That discovered fact from the article helped me clear some things up about modern humans possessing characteristics similar to a scavenger—like a vulture perhaps, minus the flying. It made me realize that the source of such trait may have occurred as an instinctive practice by early humans—to grab what they can from their surroundings—which was not bad at all since it enabled people to survive this long. Possessing the hunting-scavenging trait, humans have become a well-known survivor that can adapt to any condition. Pat Shipman took a different angle in analyzing early hominid activity, in terms of food gathering and their diet. The results were not all bad as scavenging provided a lot of things for early hominids, and ensured their survival for quite a long time. This trait may have been carried over to this date. â€Å"We scavenge what we can and hunt if we must,† should very much explain early hominid activity.

Teaching the Teacher Using the Train the Trainer Model

Teaching the Teacher Using the Train the Trainer Model Too often, the last thing any teacher wants after a day of teaching in the classroom is to attend professional development (PD). But, just like their students, teachers at every grade-level need ongoing education to keep up with educational trends, district initiatives, or curriculum changes. Therefore, the designers of teacher PD must consider how to engage and motivate teachers using a model that is meaningful and effective. One model that has demonstrated its effectiveness in PD is known as the Train the Trainer model. What Is the Train the Trainer Model? According to the Society for Research on Educational Effectiveness, Train the Trainer means: initially training a person or people who, in turn, train other people at their home agency. For example, in a Train the Trainer model, a school or district may determine that question and answer techniques need to be improved. The PD designers would select a teacher,  or group of teachers,  to receive extensive training in question and answering techniques. This teacher, or group of teachers, would, in turn, train their fellow teachers in effective use of question and answering techniques.   The Train the Trainer model is similar to peer-to-peer instruction, which is widely recognized as an effective strategy for all learners in all subject areas. Selecting teachers to act as trainers for other teachers has many advantages including reducing costs, increasing communication, and improving school culture. Advantages to Train the Trainer One major advantage to the Train the Trainer model is how it can assure fidelity to a particular program or strategy for  teaching. Each trainer disseminates prepared materials in exactly the same way. During the PD, the trainer in this model is similar to a clone and will stick to a script without making any changes. This makes the Train the Trainer model for PD ideal for large school districts who need continuity in training order to measure the effectiveness of a curriculum between schools. The use of the Train the Trainer model can also help districts to provide a consistent professional learning process for compliance with mandated local, state, or federal requirements. A trainer in this model may be expected to use the methods and materials provided in the training in their own classrooms and perhaps to model for fellow teachers. A trainer may also provide interdisciplinary or cross-curricular professional development for other content-area teachers.   The use of the Train the Trainer model in PD is cost effective. It is less costly to send one teacher or a small team of teachers out for expensive training so that they can return with the knowledge to teach many others. It can also more cost effective to use the trainers as experts who are provided time to revisit teacher classrooms to measure the effectiveness of the training or to model the training throughout the school year. The Train the Trainer model can shorten the timetable for new initiatives. Instead of the lengthy process of training of one teacher at a time, a team can be trained at once. Once the team is ready, the coordinated PD sessions can be offered for teachers simultaneously and initiatives put in place in a timely manner. Finally, teachers are more likely to seek advice from other teachers than from an outside specialist. Using teachers who are already familiar with the school culture and the school setting is an advantage, especially during presentations.  Most teachers know each other, personally or by reputation within a school or district. The development of teachers as trainers within a school or district can set up new pathways of communication or networking. Training teachers as experts can also increase leadership capacity in a school or district. Research on Train the Trainer There are several studies that illustrate the effectiveness on Train the Trainer method. One study (2011) focused on special education teachers who delivered such training that was a â€Å"cost-effective and sustainable method for improving the access to and accuracy of teacher-implemented [training].† Other studies have shown the effectiveness of the train the trainer model including: (2012) food safety initiative and  (2014) science literacy, as well as for social issues as seen in the Report on Bullying Prevention and Intervention Professional Development by the Massachusetts Department of  Elementary and Secondary Education (2010). The practice of Train the Trainer has been used nationally for many years. Initiatives from the National Literacy and National Numeracy Centers have provided leadership and training for educational institutions and consultants, who â€Å"train school heads, lead math teachers and expert literacy teachers, who in turn train other teachers​.† One drawback to the Train the Trainer model is that the PD is usually scripted in order to serve a specific purpose or to address a specific need. In larger districts, however, the needs of a school, classroom or teacher may differ and the PD delivered according to a script may not be as relevant. The Train the Trainer model is not flexible and may not include opportunities for differentiation unless the trainers are provided materials that can be tailored for a school or classroom. Choosing the Trainer(s) The selection of a teacher is the most critical part in developing the train the trainer model. The teacher selected as a trainer must be well-respected and able to lead teacher discussions as well as listen to his or her peers. The teacher selected should be prepared to help teachers to link the training to instruction and to demonstrate how to measure success. The teacher selected must be able to share results (data) on student growth that is based on training. Most important, the teacher selected must be reflective, be able to accept teacher feedback, and above all, maintain a positive attitude.   Designing Professional Development Before implementing the Train the Trainer model, the designers of professional development in any school district should consider the four principles that American educator Malcolm Knowles theorized about adult education or andragogy.  Andragogy refers to â€Å"man led† rather than pedagogy which uses â€Å"ped† meaning â€Å"child† at its root. Knowles proposed (1980) principles he believed were critical for adult learning. Designers of PD and trainers should have some familiarity with these principles as they prepare the trainers for their adult learners.  An explanation for application in education follows each principle: Adult learners have a need to be self-directing. This means instruction is effective when teachers have been involved in the planning and in the evaluation of their professional development. Train the trainer models are effective when they respond to teacher needs or requests.Readiness for learning increases when there is a specific need to know. This means that teachers learn best, like their students, when the professional development is central to their performance.  Life’s reservoir of experience is a primary learning resource; the life experiences of others add enrichment to the learning process. This means that what teachers experience, including their mistakes, is critical because teachers attach more meaning to experience rather than knowledge that they acquire passively.Adult learners have an inherent need for immediacy of application.  A teacher’s interest in learning is increased when professional development has immediate relevance and impact to teacherà ¢â‚¬â„¢s job or personal life. Trainers should know that Knowles also suggested that adult learning is more successful when it is problem-centered rather than content-oriented.   Final Thoughts Just as the teacher does in the classroom, the trainer’s role during PD  is to create and maintain a supportive climate so that the instruction designed for teachers can take place. Some good practices for the trainer include: Be respectful of fellow teachers.Show enthusiasm about the training topic.Be clear and direct in order to avoid miscommunication.Ask questions in order to receive feedback.Use â€Å"Wait Time† to encourage questions and allow time to think about an answer or response. Teachers understand firsthand how mind-numbing an afternoon of PD could be, so using teachers in the Train the Trainer model has the benefit of adding  elements of camaraderie, appreciation, or empathy to professional development. Trainers will work hard to meet the challenge of keeping their peers engaged while teachers who are learning may be more motivated to listen to their peers rather than a consultant out of the district. Ultimately, using the Train the Trainer model may mean highly effective and less  boring professional development simply because it is peer-led professional development.

Compound Tenses of the French Verb Prendre

Compound Tenses of the French Verb Prendre Prendre, which  primarily means to take both literally and figuratively, is a general, all-purpose verb  thats  one of the most frequently used in the French language. Its conjugation is irregular  in both the simple and compound forms,  although it has a following of other verbs ending in -prendre, such as apprendre (to learn),  that are conjugated in the same way.   Prendre is also found in a number of idiomatic expressions, such as prendre sa retraite  (to retire), prendre une decision (to make a decision) and the informal prendre a pot (to have a drink). Other Meanings of Prendre In addition to take, the French verb has several other meanings, from catch (as in, I caught him cheating) to be successful (as in, This book is going to be a great success). The reflexive form se prendre  also has several possible meanings, beginning with to consider oneself (something).   The French equivalent of to take is most often prendre,  in the sense of to move something physically from one place to another, to  take transportation,  to take something to eat or to take a size (number). But there are other French verbs as well that mean to take.  Amener,  for instance,  means to take someone or something  with you.  Enlever signifies to take something  off. And  passer un examen means to take a test.   Compound conjugations of  prendre use the auxiliary verb avoir.  To conjugate other verbs that need  avoir  as the  auxiliary verb  in  compound tenses, replace the  past participle  in these conjugations with the past participle of the new verb. Other verbs take  Ãƒ ªtre as the auxiliary verb.   Compound Conjugations of Prendre Pass compos Pluperfect Past subjunctive j ai pris avais pris aie pris tu as pris avais pris aies pris il a pris avait pris ait pris nous avons pris avions pris ayons pris vous avez pris aviez pris ayez pris ils ont pris avaient pris aient pris Future perfect Conditional perfect Pluperfect subjunctive j aurai pris aurais pris eusse pris tu auras pris aurais pris eusses pris il aura pris aurait pris et pris nous aurons pris aurions pris eussions pris vous aurez pris auriez pris eussiez pris ils auront pris auraient pris eussent pris Past anterior Conditional perfect, 2nd form j eus pris eusse pris tu eus pris eusses pris il eut pris et pris nous emes pris eussions pris vous etes pris eussiez pris ils eurent pris eussent pris Past imperative Past infinitive Perfect participle (tu) aie pris avoir pris ayant pris (nous) ayons pris (vous) ayez pris Additional Resources Simple tensesFrench verb conjugator

ARE POLICE ABOVE THE LAW Essay Example | Topics and Well Written Essays - 750 words

ARE POLICE ABOVE THE LAW - Essay Example However, at the same time police are in the best position to be tempted by corruption, kickbacks, dealing in contraband, and covering up excessive force. While violating the law is not the norm for the vast majority of good officers that play by the rules, for those that don't the system and organization places them above the law. Police officers are in a position to abuse the law and will naturally take advantage of their position when the opportunity arises, and are in fact encouraged by the system to do so. According to Johnson and Cox, "Police officers are exposed to an extraordinary level of temptation in such areas as drug investigations" (70). As with any cross section of Americans, some people will be more prone to violate social values when there is an opportunity for economic gain. This factor is exacerbated by the fact that "little or no discipline is imposed when police officers witness fellow officers engaging in misconduct. As a result, public safety officers believe that it is acceptable to break the law or the rules of the department" (70). In many routine instances police officers, and the department, places their actions above the law. The police department not only provides the opportunity fo... Police are conditioned to form an unbreakable bond with their peers. As part of their training, "Police rookies are given the impression that they are under attack by the public and can only rely on one another" (Terrance and Cox 73). This carries over through generations and pervades the entire department. According to Terrance and Cox, "The problem is not a "few bad apples," but an organizational climate that molds new officers into thinking and doing as the organization wishes" (74). If the officer was honest when he or she entered the academy, by the time they hit the street they will encouraged to turn a blind eye to corruption and abuse. Incidents involving police misbehavior confirms the theory that when police are given a considerable opportunity to break the law they will take advantage of a system that will refuse to report or punish them. In 1998, Human Rights Watch reported that police brutality was a persistent problem in US law enforcement. They cited cases of "unjustified shootings, severe beatings, fatal chokings, and unnecessarily rough treatment" and while they represented a minority of the total officers they found that "law enforcement supervisors, as well as local and federal government leadership-often fail to act decisively to restrain or penalize such acts" (Police Brutality). Police officers that operate outside and above the law have become a growing national problem. Critics will argue that the public exposes the police to too much scrutiny and places unreasonable expectations on the officers. They will say that officers are often in life and death situations that call for immediate reactions and split second decisions. The heat of the moment can cause an officer to over-react, but should be considered