Financial Globalization The International Economic System

The financial globalization is growing nowadays and it is important to know what its causes are and how they influence the world’s economics or one of the separate countries. The main area of globalization is the international economic system (economics), i.e. global industry; the exchange and consumption done by the enterprises in their national economies and in the world market. As a result of the globalization, the financial capital gained the considerable mobility, seeking for the most attractive and profitable opportunities. Financial globalization has increased the influence of international markets on the operations of lending and borrowing by the residents of different countries. This process has led to the growth of the international network of financial institutions and corporations, and to fundamental changes in their systems of organization of flows of funds management. At the same time, the financial globalization seriously affects different countries, as the competition of national economies for credit resources, which are freely reallocated on the scale of the new global world economy, becomes tougher in new conditions. As for this paper, t he focus lies in arguing that microeconomic principles were applied to promote recovery in South America, Poland, India, and Russia, since it proved to be the only way to stabilize the decaying economics of the abovementioned countries. Considering the microeconomic policy prescriptions, it is worth saying that RussiaShow MoreRelatedHow Globalization Affects Developing Countries?1504 Words   |  7 PagesHow Globalization Affects Developed Countries The phenomenon of globalization began in a primitive form when humans first settled into different areas of the world; however, it has shown a rather steady and rapid progress in the recent times and has become an international dynamic which, due to technological advancements, has increased in speed and scale, so that countries in all five continents have been affected and engaged. What Is Globalization? Globalization is defined as a process which, basedRead MoreThe Globalization Of The World Economies Is A Direct Result Of Globalization1309 Words   |  6 PagesOver the past few decades, particularly during the 2000s, financial markets around the globe have become increasingly interconnected (Shmukler, 2004). 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In fact, over 36% of all foreign inflows were to developing countries in 2005, (Bà ¼the 741). This shift has been accompanied by varying regulatory demands from a growing body of stakeholders, with attempts to govern foreign direct investment (FDI) and finance that have experienced varying levels of effectiveness and support. FDI is the international flow of firm-specific capital, such asRead MoreInternational Financial Institutions1391 Words   |  6 Pagesits underlying operations each successive year. International trade has had a profound impact on global wealth while also increasing the quality of life for societies around the world. Banking, and in particular, international banking facilities the exchange of capital to areas of the world that need it. These inflows of capital help to foster ingenuity, creativity, and innovation to help spur international growth. 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The darkness closed in over her †Creative extended writing Free Essays

string(63) " What could he mean again\? Have they met before\? Impossible\." The darkness closed in over her. She could feel it getting nearer. Every breath a vicious flash back of her life. We will write a custom essay sample on The darkness closed in over her – Creative extended writing or any similar topic only for you Order Now â€Å"Don’t hurt me,† she sobbed. â€Å"Please don’t hurt me†. Still he came, closing in on her. The silence was deadly. She huddled against the cold, damp wall, paralysed with fear. She thought that if she moved he would easily find her, but it was useless, he knew where she was anyway. She tried closing her eyes and block out thoughts of what he would do, willing herself to disappear. There was no escape now. She was stuck, watching him draw nearer, if she closed her eyes, visions would appear. Horrible visions of him committing the deadly crime. Over and over in her mind, she could see herself being killed and lying dead on the dark floor of the secluded warehouse. â€Å"No!† she screamed. Eyes wide open. She couldn’t believe it. She was alive. He was gone. It had changed, there was no longer the dripping pipes or piled boxes of the warehouse. Instead, she found herself in a green field, daisies and rabbits everywhere. She was stunned, suddenly the terrible death scene had transformed into something completely different. Something she liked. The sun was setting over the hills, the gentle breeze caressing her face. She sat on a soft patch of heather and sighed. Turning to see the view, everything disappeared from her line of sight and all she saw was rubble flying everywhere. An earthquake, maybe, or a bomb. She crouched down to dodge the rocks that were falling like rain. Then she felt the rocks start to disintegrate beneath her. She started to panic. What was happening? She fell and landed on something soft. It looked familiar, where was she? â€Å"I know this place,† she whispered to herself. She felt soft flooring underneath the soles of her bare feet. Reaching down with her hand, she touched a rug. Her rug. She was back in her room. But something was different. Something was missing. Light. Everything was in darkness and the atmosphere was eerie. Something wasn’t quite right. She tried closing her eyes tight again, imagined she was somewhere else. Hoping that when she opened her eyes again, everything would be okay. But things don’t work that way. Horror struck as she realised she couldn’t open her eyes. â€Å"I can’t open my eyes!† she screamed, running into the wall. She desperately clawed at her eyes but to no avail. Then ‘POP!’ Her ears popped and she lost all sense of hearing. Deaf, blind, it can’t get any worse! Could it? Just as she thought it was the end, the vision of her home faded into sight. Taking a deep breath, she stepped into the hallway. Smiling as she recognised each and every familiar crack in the paintwork. Her dads’ handiwork. â€Å"Ahem.† She spun round to face a police officer. â€Å"And what are you doing here young lady?† he said in an immaculate British accent. â€Å"I†¦I live here† she stammered. â€Å"Preposterous!† cried the police officer. â€Å"You can’t live here!† close to tears, she looked him in the eye and said. â€Å"Why not?† Just as the police officer was about to answer, her little brother stared at her in shock from behind him. His face completely drained of colour. He gulped and said â€Å"Officer, tell me you can see her too.† What was going on? Had he gone crazy? Was something going on in his warped 14 year old mind? What could he possibly mean by that? â€Å"Yes I see her. What a strange thing to ask. She obviously there, I mean†¦Ã¢â‚¬  he stopped dead in his tracks. â€Å"Oh goodness. Is that†¦?† her brother nodded slowly, hardly believing it himself. â€Å"But that’s impossible!† exclaimed the police officer. â€Å"How can it be?† â€Å"How can what be?† she asked. â€Å"What’s going on?† she stared at her brother, waiting for him to answer. â€Å"You’re dead.† It was so simple. Amazing what two little words could do. She couldn’t believe her ears. â€Å"I’m what?† she whispered. â€Å"You’re dead sis. But then, how come I can see you? Are you like†¦some kind of spirit now? A ghost?† she stared blankly at him. He stared expectantly back into her eyes. Amidst the silence, the police officer crept away. â€Å"I†¦I don’t know.† She said. â€Å"Am I†¦Am I dreaming?† she stammered. Confused, she held her heavy head in her hands. Her eyes rolled into her head and colours swirled in her mind. She felt as light as air. Just like a ghost! She looked at her hands and she could see her brothers’ horrified face through them. â€Å"Delise?† he cried her name. She was too shocked to speak as she faded away into nothingness, or so her brother thought. She found herself in a beautiful, peaceful garden, full of tulips, her favourite. There was a sparkling pond with a weeping willow hanging over it providing some cool shade. She couldn’t help but relax and it felt so good. There was a tall, young man standing in the middle of it, she wondered how she had not noticed him until just now. â€Å"Delise Patterson,† he smiled. â€Å"I’ve been expecting you† â€Å"I’m dead,† was all she could say. â€Å"No people never die, you are not a ghost, you are a person. That body was your ghost. Now you are free of it. Now you are nothing but yourself, like it was meant to be.† He smiled warmly at her but she didn’t return it. â€Å"I have to go back! I want to go back!† she cried. â€Å"Why would you want to return to a place where you can feel pain, where you can get hurt, where you can hurt others?† he asked, â€Å"This is paradise.† â€Å"I was murdered! Please show me how to go back!† she screamed. â€Å"Why do you want to go back?† he repeated the question patiently. â€Å"I have to find the bastard who killed me!† she screamed angrily. â€Å"No!† he flared out. â€Å"I’m not letting you get away! Not again, not ever.† â€Å"Get away again?† she said to herself. What could he mean again? Have they met before? Impossible. You read "The darkness closed in over her – Creative extended writing" in category "Papers" She was sure she could recognise a face like that. Beautiful, yet twisted. Charming, yet deceptive. Cocky, yet hesitant. â€Å"Never again will I let you escape. My whole life spent searching for something, and in a matter of seconds, it’s gone. She’s gone. You, were gone.† He said, close to tears. Delise could sense that if she didn’t do anything soon, he’d be sobbing uncontrollably and she’d never get out. She’d never go back. Back home. But she needed to get back to take her wicked revenge. â€Å"Please stop crying. I†¦I will come back.† But he still wept. Delise was starting to get irritated. â€Å"Come on don’t be pathetic, what do you mean you won’t let me go again?† â€Å"You don’t recognise me do you?† he said through tears. â€Å"Why should I?† she asked, puzzled. â€Å"How can I recognise you if I don’t know who you are?† â€Å"But you DO know me. You DO!† he cried. â€Å"How can you not recognise your own brother?† Silence. â€Å"Tim?† she whispered. â€Å"Yes,† he whispered back. â€Å"Tim.† He didn’t know why he did that. Lied to her. He guessed Tim was her brother. He’d change his name to Tim now. Yes. Tim. â€Å"You look so different.† She said stunned. â€Å"Tim. If you love me, you will let me go back. Don’t you want the person who murdered me to get what they deserve? She sobbed. â€Å"You’re not dead.† He said. â€Å"How many times do I need to tell you? You’re not dead!† he paused. How could he come up with a believable reason? â€Å"I took you here to be†¦safe.† Delise stared in disbelief. â€Å"I didn’t want you to get hurt.† He said. â€Å"Hurt?† she questioned. â€Å"Yes. Hurt. Hurt by†¦me.† â€Å"What? But you’re my brother! Why would you hurt me?† she cried. â€Å"I’m not your brother and you can’t leave. I have to protect you from him.† â€Å"This is crazy.† She said. â€Å"I’m protecting you from him, the guy in the sky, the man upstairs, GOD.† â€Å"What? I’d rather be dead than stay here with you, you psycho.† â€Å"Oh no you don’t.† he muttered. â€Å"Nobody stands up to me and gets away with it!† he screamed. â€Å"I am the most powerful being there is! Fear me mortal!† â€Å"DELISE!† she heard a man’s voice. â€Å"Don’t look into his eyes! It’s Satan!† Satan? She knew she was in real trouble now. Clamping her eyes shut she screamed for help. Nobody came. The darkness closed in over her. She could feel it getting nearer. Every breath a vicious flash back of her life†¦ She felt dizzy. Exhausted and sick. Ill with confusion. Fatigued, she fell into a deep sleep. * * * * * Delise awoke to the sound of humming. A mellifluous tune. Calming and dreamy. She hummed along as if she knew the tune all her life. Smiling, she sat up. Beside her, a man in his early twenties aroused, dazed. Not the man she met in the garden, he was too peaceful to be evil. â€Å"Delise,† he whispered. â€Å"Is it really you?† â€Å"Yes.† She whispered back. â€Å"Who are you?† â€Å"Tim.† He smiled. Truth in his eyes. Eyes that have seen too much. Eyes like Delise’s. â€Å"It’s really you this time, I can tell.† She said. â€Å"Oh Tim!† she cried as she threw her arms around him. â€Å"I won’t ever leave you again.† Tim’s eyes started to fill with tears â€Å"That day†¦when the house was burgled and mum and dad†¦well you know†¦where did you go?† he whispered between sobs. â€Å"You just sort of†¦faded out of sight. All those years I thought you were dead.† He sobbed. â€Å"I’m sorry Tim.† She really was. â€Å"I was so alone! My friends turned on me. They called me an unwanted orphan. So long, Delise, too long.† â€Å"Do they still†¦Ã¢â‚¬  she couldn’t think of what to say. â€Å"Bully me? Call me names? No.† He said. â€Å"Never again. I am forever rid of them. The world is forever rid of them.† Her eyes widened in shock. â€Å"Oh Tim you didn’t did you? Oh please say it’s not true!† she wept hysterically. Without waiting for his answer, she ran. She ran for what seemed like forever until she was out of breath. Panting, she rested her pounding head on the cool wall of the dimly lit corridor. By now, she was sobbing uncontrollably, she couldn’t, wouldn’t believe it. Her little brother? He’s a†¦she couldn’t bring herself to even think the word. Suddenly, she froze. Footsteps. Behind her. She waited. Still the footsteps drew nearer, ever closer, the pace matching that of her hearts’. Spinning round, she searched for the eyes of her stalker. There was no one there. â€Å"Delise.† Said a voice behind her. She gasped in horror. â€Å"Murderer.† Whispered Delise. â€Å"Delise, you need to understand, I had to do it. There was no other option.† â€Å"No other option.† Said Delise coolly. â€Å"No other option!† she turned on him, pushing and shoving, wrapping her slender but strong arms around his dark neck. â€Å"Don’t give me that you little piece of shit! I’m ashamed of you Tim. You are a disgrace.† She hissed. â€Å"It was either them or me. Satan is in charge of the world now and he controls everything. There’s no escape Delise. He’s even watching us right now. He makes people fight for his fun, but there’s no loser until someone dies. They had to die.† Still hitting him, but now more feebly, she wept. She wept for her brother, she wept for those he killed, but more than anything, she wept for herself as she saw an image play in her mind. She was standing, covered in blood. Someone else’s blood. â€Å"This is it. You ready?† sneered a woman also covered in blood. Delise glared hard at her. â€Å"You look just like my mother. I’m home† she spat back. Screaming, the anonymous woman ran at her dagger at the ready. Barbarically, Delise mirrored her actions but was a split second too late. The cold metal touched her skin seductively before breaking the skin, scraping her ribcage, piercing her already broken heart. Eyes wide open; Delise didn’t even have a chance to scream. The taste of fresh blood in her dry mouth, gushing out onto the sandy floor. A stinging mixture of blood, sweat and tears as she realised this was no vision. She fell forwards, pushing the dagger all the way through so that it protruded her back. The darkness closed in over her. She could feel it getting nearer. Every breath a vicious flash back of her life. Closing her eyes, she let herself drift into sleep, never to wake again. How to cite The darkness closed in over her – Creative extended writing, Papers

Mise En Scene in Sofia Coppola’s the Virgin Suicides Essay Example For Students

Mise En Scene in Sofia Coppola’s the Virgin Suicides Essay Director Sofia Carmina Copolla has been known for her ultra-feminine. visually fashionable. rather pretentious intervention of her movies. . Her love for humanistic disciplines and manner contributes to the really animal and appealing signifier of her work. One of her earlier movies. The Virgin Suicides. is a testament to this ; with its soft colour pallets. moony soundtrack. and the liminal and transitional subject of the narrative that captures the force per unit areas of traveling through adolescent rites of transition: first dance. first buss. losing 1s virginity. The cryptic Lisbon girls’ self-destructions is told to us by an anon. male child that represents the group of male childs that have loved. revered and wondered at the Lisbon misss and were the last to see them alive. In the scene wherein they get a clasp of Cecilia’s journal. the manager establishes merely how much of a enigma these misss are to the male childs. We are neer given a clear image as to the girls’ white-picket-fence suburban lives and the things that might hold lead to Cecilia’s self-destruction ; lone rumours and chitchat offered by neighbours. narrated by the male childs ; that’s why the diary serves as both a vehicle for the promotion of the secret plan and an of import medium to pass on to us the Lisbon girls’ ideas and feelings in a distant yet really personal manner. The male childs wanted to cognize what could hold triggered the decease of one them. and in cognizing more about them. they come to fall in love with the elusive Lisbon misss. Even the diary prop. inexperienced person in the manner that it was made–with the spines of rainbows. drawings of flowers. written in beautiful cursive–contained improbably sad anecdotes about Cecilia and the misss. It was about a prefiguration of the things to come ; how the inexperienced person. beatific misss could perpetrate suicide for no readily evident ground. The diary scene starts with the male childs tossing through the pages together. It is of import that we go together with the male childs through their journey in treating their information and feelings towards the misss. In this scene we are given our ain infinite in the circle. as one of the research workers of Cecilia’s self-destruction. in the manner the shootings were framed. Medium to shut up shootings of the diary prop and the male childs makes us experience like fellow speculators. looking over the shoulders of others in an effort to calculate out what’s traveling on. It is of import to observe besides. the contrast in colour. from the circle of male childs hanging out in a room. to the dreamy. imagined diary entries. The really masculine solid blues. striped leafy vegetables. dark reds of their costumes. the grey checked walls and bed sheets ; passages to the quietly lit. and cross-fading yellows. oranges. sky blues and hayfield leafy vegetables of the misss. The diary entry collages is how the male childs would wish to conceive of the Lisbon misss. as the voice over says. â€Å"we knew that the misss were really adult females in camouflage. and that they understood love. and even death† It starts with them reading through entry after entry. looking for anything that might explicate Cecilia’s self-destruction. They skim through a few. non really interested in anything. Boring. thinks the cats. One of the male childs say â€Å"how many pages can you compose about deceasing trees? † It is merely until they encounter entries that tell of the Lisbon sisters that their attending is shifted from looking for something to happening out about the misss. It is interspersed with half-a-second cartridge holders of Lux that looked about like it was taken from a home-made picture ; it is punctuated with merely the get downing beats of Air’s Ce Matin La. The discontinuity of the music and the cartridge holders of Lux connotes that this is non what they were looking for. as it merely of all time induces splinters of imagined flashbacks with the misss. but they were near. .u4605e666fbfeb506958427e3bb997ca6 , .u4605e666fbfeb506958427e3bb997ca6 .postImageUrl , .u4605e666fbfeb506958427e3bb997ca6 .centered-text-area { min-height: 80px; position: relative; } .u4605e666fbfeb506958427e3bb997ca6 , .u4605e666fbfeb506958427e3bb997ca6:hover , .u4605e666fbfeb506958427e3bb997ca6:visited , .u4605e666fbfeb506958427e3bb997ca6:active { border:0!important; } .u4605e666fbfeb506958427e3bb997ca6 .clearfix:after { content: ""; display: table; clear: both; } .u4605e666fbfeb506958427e3bb997ca6 { 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; } .u4605e666fbfeb506958427e3bb997ca6:active , .u4605e666fbfeb506958427e3bb997ca6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4605e666fbfeb506958427e3bb997ca6 .centered-text-area { width: 100%; position: relative ; } .u4605e666fbfeb506958427e3bb997ca6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4605e666fbfeb506958427e3bb997ca6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4605e666fbfeb506958427e3bb997ca6 .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; } .u4605e666fbfeb506958427e3bb997ca6:hover .ctaButton { background-color: #34495E!important; } .u4605e666fbfeb506958427e3bb997ca6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4605e666fbfeb506958427e3bb997ca6 .u4605e666fbfeb506958427e3bb997ca6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4605e666fbfeb506958427e3bb997ca6:after { content: ""; display: block; clear: both; } READ: Table 3.4 Some Common Polyatomic IonsThe male childs settle on an entry that tells of Lux’s relationship with Kevin Heines the refuse adult male and the music continues and this clip. does non halt. as Cecilia voices over entry after entry with a collage of the playful misss. This is how the male childs see the misss through the diary ; planing through the pages. they see fragments and glances of their memories. ideas. and feelings ; and so it is merely suiting that this is how they imagine them every bit good. In merely second-long cartridge holders of languid camera motions. extreme close ups of desirable oral cavities. desirable hair brushing desirable eyes. cross-fading to unicorns and pyrotechnics. tree swings. green hayfields and pure white clouds. â€Å"And so we started to larn about their lives† the voiceover says. They saw through the diary how improbably still and smothering a sheltered Lisbon girl’s life could be. â€Å"the manner it made your head active and moony and you ended up cognizing what colourss go together† The phantasmagoric picture collage. and the Lux imagined flashbacks. all contribute to the feeling of enigma and disaffection that the misss bring. A journal can merely of all time uncover so much about a miss. allow entirely a group of misss. The male childs realize that they can neer cognize the misss in their entireness. To farther thrust this point place. the scene ends with the screen melting to black. with merely the voiceover stating â€Å"we knew that they knew everything about us. and we couldn’t penetrate them at all† this so adds to the ulterior defeat of the girls’ self-destructions. such that. by the terminal of the movie. the group of male childs that have fallen in love with the misss. say that they will pass the remainder of their lives seeking to set together the insolvable enigma of the Lisbon sisters.

Impact of ADHD on Classroom-Free-Samples-Myassignmenthelp.com

Question: Disucss about the Impact of ADHD on Classroom Performance. Answer: Introduction Attention Deficit Hyperactivity Disorder (ADHD) is described by persistent and developmentally unsuitable complicatedness with concentration, rashness and hyperactivity. Aggression, nonconformity and angst are some of the behavioral problems associated with ADHD. Children with ADHD are not likely to make friends or grab teachers attention in the classroom. They are often perceived as students with special needs. On the academic front, students with ADHD are expected to perform poorly. In addition, their chances of being retained during elementary school are higher than students without ADHD. DuPaul, Weyandt and Janusis (2011), point out the three most basic interventions for students with ADHD, which includes behavioral intervention, adjustments to academic directives and home-school communications program. They further argue that pharmacological treatment to reduce ADHD symptoms however affective is not sufficient. The authors have also laid stress on the behavioral impact of students with ADHD on classroom. The ratio of students with ADHD to that of students without it is quite low and thus it is difficult for teachers to address their impulsive behavior. Interventions to tackle ADHD Students with ADHD tend to be weak when it comes to self-regulation that is organizing themselves on their own. In addition, they have a weak working memory that leads to poorer academic performance and reduced interactions with peer. Teachers face troubles controlling these students, which in turn affects the overall environment of the class. Academic intervention Hart et al., (2011) have highlighted the academic as well as behavioral impact on classroom with students having ADHD. They have studied the behavior of ADHD students in different groups and found that those students responded better during small-group instructions. This brings forth the issue of the degrading academic performance of the students with ADHD and the lack of concrete solution in schools to assist them. A systematic approach to address this issue has to be adopted. Teachers need to be given training on the ways to detect and address issues of students with ADHD. The school-based services to assist ADHD students must be evaluated and updated as per the situation and needs of the students. Teachers must encourage other students to be more lenient and humble towards their peers having ADHD syndrome. According to Martinussen et al., (2006), ADHD is identified in preschool age children. However, they also put forward views that low scores and poor grades at the school level is the result of inattentive behavioral dimension and not hyperactive impulse behavior. They outlined the facts that ADHD symptoms may not be perceived in its early age as it starts with mild then goes to moderate and then becomes severe. Therefore, it is important for teachers, they say, to understand the mild and moderate behavioral symptoms like inattentiveness to studies. Hart et al., (2011) opine that lot of students with ADHD syndrome receives school-based services that include behavioral and learning involvement. However, it has been found that these services are of little or no effect to these students. A deeper study on their behaviors and its impact on academic performance have to be carried out. It is essential for teachers to realize that ADHD symptoms occur on a continuous basis and must be addressed at an early age. Evidences are there that support the fact that students with ADHD respond better to situations where they are given the opportunity to respond and in situations where they get feedback from the educators. Encouragement and confidence building play a significant role in boosting the morale of a student and especially students with ADHD. It is a prerequisite for teachers to develop a classroom environment that fits the features of each student. in addition, teachers also have to keep on interacting with the students with ADHD so that they do not feel left alone or separated. The students without ADHD may also be encouraged by the teachers to befriend the students with ADHD and involve in productive tasks such as reading and other activities. Behavioral Interventions Both antecedent and consequence-based strategies are included in the behavioral intercessions for students with ADHD. In accordance with this method, teachers can post rules that need to be followed by students in the classroom. Antecedent refers to the events leading up to any unwarranted behavior as per DuPaul, Weyandt and Janusis (2011). Thus, in order to prevent that incident from occurring, teachers can strategize and analyze the rules that they want every student to abide by. However, they must be cautious not to include too many rules as it might have an adverse affect on the students with ADHD. In addition, the rules should be written in a positive manner that is, the students must not be instructed to behave properly but must be asked what things they have to do are. Consequence-based strategy to manage behavioral impact includes management of a specific situation to adjust the regularity of that behavior. Teachers in schools have applied several consequence-based strategies to counter the hyperactive-impulsive behavior of students with ADHD. Some of which are conditional positive corroboration, response cost and self-management interventions. The most common and useful method however is the conditional positive corroboration. In this method, the teacher appreciates and praises a student suffering from ADHD syndrome for the successful completion of any task. Teachers also reward the students with things like poker chips or sticker points that can be exchanged at the end of the day to play computer games or do other activities. It must although be bore in mind that the reinforcements must not be commonplace as it might reduce the students interest in completing a task. Teachers must evolve fresh ways to reward the student and keep them involved an d in the task. DuPaul, Weyandt and Janusis (2011) argue that behavioral intervention and stimulant prescription are alone not enough to improve the academic performance of the students with ADHD. Academic intervention that directly addresses the academic weakness of the students is necessary to improve academic performance. A teacher-intervened instruction is an effective method to better academic performance of ADHD students. Studies have found that students with ADHD respond better when taking notes or appearing for tests during direct teacher instructions. It also needs to be mentioned that in the age of technology, computer-aided teaching also boosts the academic performance of not only students with ADHD but also everyone. Utilizing computer-aided teaching to teach subjects such as mathematics and other readings could significantly improve academic performance of the students with ADHD. Teachers can also promote peer instructions in reading, spelling or doing math. Peer instructions or tutoring also benefit students with ADHD to improve their academic performance. Academic intervention if exploited properly could largely assist students with ADHD in improving not only their skills in academy but also feel related to the classroom environment (DuPaul, Weyandt Janusis, 2011). Martinussen et al., (2006) while stressing on the need for interventions, also state that a single-method-to-all approach is unlikely to yield considerable results. According to them, children with ADHD must be intervened as per their individual requirements. In order to meet this demand, they have developed a method that involves a five-stage process. The first stage is the analysis of classroom curriculum and activities; second stage is identification of strengths and weaknesses of the students; third stage includes goals to be set for students and categorize progress indicators; the fourth stage comprises action plan identification, management, instructional plan utilization and the final stage includes supervising progress. These five stages could assist the teachers to understand and work upon the academic needs of the students with ADHD. Through these five stages, the teachers could focus on the four key areas of learning for the students. These are context of learning, language of instruction, child strategies and instructional supports. All these key areas when clearly addressed may greatly assist the teacher to implement strategies with a clearer view to approach students with ADHD. As advocated by Hart et al., (2011), small-group instructions for students with ADHD is an improved way to help students with ADHD learn better in classrooms. They further lament that there are few or no research carried out to evaluate systematically the practices that assist in handling these students. Conclusion Therefore, it can be concluded that researches and experiments have been done to devise ways for improving the behavior and academic skills of students with ADHD. The essay discusses the prominent methods and process involved with additional recommendations as to how teachers and educators can equip themselves to handle such students. ADHD is a problem that needs attention from an early age as discussed in the essay above and a cooperative attitude from both teachers and parents is needed. Every student has unique syndrome of ADHD and it must be treated accordingly. Behavioral and academic interventions are although the two basic methods but variations and modifications must be done in order to help the students with ADHD. Medicinal treatment while effective only decreases the symptoms but does not help in confidence boosting. This has to be done by the teachers at school in the classroom. Once this is achieved, ADHD students may no longer feel isolated. References: DuPaul, G., Weyandt, L., Janusis, G. (2011). ADHD in the Classroom: Effective Intervention Strategies.Theory Into Practice,50(1), 35-42. https://dx.doi.org/10.1080/00405841.2011.534935 Hart, K. C., Massetti, G. M., Fabiano, G. A., Pariseau, M. E., Pelham Jr, W. E. (2011). Impact of group size on classroom on-task behavior and work productivity in children with ADHD.Journal of Emotional and Behavioral Disorders,19(1), 55-64. Martinussen, R. L., Tannock, R., Chaban, P., McInnes, A., Ferguson, B. (2006). Increasing awareness and understanding of attention deficit hyperactivity disorder (ADHD) in education to promote better academic outcomes for students with ADHD.Exceptionality Education Canada,16(2/3), 107.

Future Plans After University - Writing a Sample Essay

Future Plans After University - Writing a Sample EssayWhen it comes to writing future plans after university sample essay, there are many factors that you must consider before you put pen to paper. It is quite normal for college students to throw out their own future plans after university to find some way to save money. However, it would be the best if you could actually analyze where you are going and what your plans will be after graduation. Below are some of the main things that you should know before you begin writing your future plans after university.When you think about future plans after university, one of the things that you should think about is your family. After graduation, you will need to think about where you will live. You need to know that you will have limited funds available to cover your expenses. At this point, it is time to start looking for employment. It is also important to think about your future family as well.You need to think about your family's future p lans as well. This can be done through knowing that you will have more money to provide for your family. As long as you are able to go through college with a good grade, then you can afford to provide for your family after graduation. The income after graduation will not be enough to provide for all of your needs, but this will be something that you will have to think about during your time at university.It is important to write future plans after university sample essay because you want to make sure that you have a good job. You will be leaving school with the intention of getting a job as soon as possible after graduation. You need to know that the money that you earn from your work will cover all of your other needs and expenditures. In addition, you need to understand that your job after graduation will not only help you make ends meet; it will also help you improve your resume.Future plans after university will also help you plan for a better life after graduation. The most imp ortant thing that you can do after graduation is to find out what you want to do. This will help you create your future based on what you want to do. If you want to go into business, you need to know that you need to figure out how you will go about creating this type of business, as well as what you need to do in order to start it.You should also keep in mind that future plans after university can be rather complex. You need to remember that you will not have any money or home to start off with, so it is very important that you find out how you are going to get through college and your classes, as well as what you need to do to improve your grade. It is also important to remember that you will have a full-time job after graduation, so you need to look at your options.Future plans after university may seem to be pretty easy, but it can actually be rather complicated. You need to remember that this type of writing will help you realize what you want in life and what you need to do to get there. Additionally, you will need to look at your finances and how you will manage to save up for your future after graduation. So when you write future plans after university, remember to look at everything that you need to do before you graduate.

Bright Shining Lie Essays - Vietnam War, John Paul Vann,

Bright Shining Lie A Bright Lie Shining: John Paul Vann and America in Vietnam Neil Sheehan has used this novel to tell the story of the Vietnam conflict utilizing the perspective of one of its most respected characters. This is the story of John P. Vann who first came to Vietnam as a Lieutenant Colonel in the Army and later returned as a civilian official. It is the story of his life from the beginning to the end. It is also Vietnam's story; it offers clear reasons for the conflict, and why it was such a disaster for all those involved. Vann arrived in Vietnam on March 23, 1962 as part of the new U.S. Military Assistance Command Vietnam. He became a chief advisor to an ARVN infantry division. His duty was to advise his Vietnamese counter part, but he officially had no power over any ARVN troops. It was this situation that became a major point of conflict between him and those who were running the war. During his first stay in Vietnam, Vann came to the conclusion that the U.S. could not win the war the way it was being fought. He decided to try and change the way things were. He gathered data and submitted detailed reports to those in charge of the actual conditions and state of the war. However, those above him either ignored the reports or destroyed them, because they could not believe that anyone could stand up to the might of the U.S. Reports that were sent to Washington were often dressed up to make things appear better than they were. No deliberated plan to misinform the government was ever uncovered, the generals simply believed that eventually things would go their way and they didn't want to alarm anyone. Vann learned of this practice and decided to start using the press to get his ideas out, in hopes that someone would listen and fix the problems. People listened, but high-ranking officials repeated denied his claims and informed the President that he had nothing to worry about everything was going fine. Vann left Vietnam and retired because there was little chance of advancement for him. Almost two years after he left Vietnam he once again returned, but in a civilian role. He was to help with the pacification programs that were developed to reduce the Viet Cong's presence in South Vietnam. Once again the problems with the way the U.S. was fighting became clear to him. This time he was in a little bit better of a position to change things. He had spent his years away from Vietnam developing his connections and reputation. However no real action was taken until 1968, after the Tet Offensive showed just how ineffective the war of attrition was. When Nixion took office he was looking for new ideas. John's ideas were looked at, and partially adopted. He called for the U.S. to take complete control of South Vietnam in order to make ARVN troops more effective. This idea was doomed to fail however, because most people viewed that step as to close to colonialism. So once again his ideas were ignored. John Vann died on June 6, 1972 in a helicopter crash while in Vietnam. This was just a general overview on how the book addresses Vann's role in Vietnam. Neil Sheehan was a reporter during the war, and like many other people came to believe Vann was the only person with his head screwed on straight. The reporters who knew him often described him as their bible because of his understanding of the situation. This above all is a work of history, it covers Vann's childhood, the Korean War, World War II, and even a little bit of World War I. Sheehan uses the information from all these sources to clearly spell out why things occurred and the reasons why people behaved the way they did. The sheer volume of information contained in this novel is astonishing. I found it difficult to absorb and analyze all of the information. So in the sections to come, I plan to address specific parts of this novel and relate them to what we have discussed in class so far. The title A Bright

Une Fois Que Uses the French Future, Not Subjunctive

Une Fois Que Uses the French Future, Not Subjunctive Une fois que  (once that) is a type of conjunctive phrase that does not take the subjunctive because it expresses facts, which are considered certain; this makes the subjunctive unnecessary in this case. On the other hand, there are many more conjunctive phrases that do express uncertainty and, thus, do require the subjunctive. Future Tense With These Conjunctive Phrases, Not Subjunctive The subjunctive  mood  is dedicated to expressing actions or ideas that are uncertain and subjective, such as will/wanting, emotion, doubt, possibility, necessity, judgment. Une fois que and other conjunctive phrases like it are usually followed by the  future  tense, not the subjunctive, as illustrated below: Je lachà ¨terai une fois quil arrivera.Ill buy it once he arrives.Mangeons quand il arrivera.Lets eat when he arrives.Une fois que tu aura compris, tout sera plus facile.Once youve understood, everything will seem easier. Note that there are a number of idiomatic expressions that contain the word fois, such as une fois, cette fois-ce, bien des fois and encore une fois, but they are not relevant to understanding the verb tenses that the conjunction un fois que requires. Other Conjunctive Phrases Like Une Fois Que Here are more conjunctions that  do not  take the subjunctive because they express facts, which are considered certain and, thus, contrary to the subjectivity of the subjunctive: ainsi que   just as, so asalors que  Ã‚  while, whereasaprà ¨s que**  Ã‚  after, whenaussità ´t que**  Ã‚  as soon ascar  Ã‚  since, becauseen mà ªme temps que  Ã‚  at the same time thatdepuis que  Ã‚  sincedà ¨s que**  Ã‚  as soon as, immediatelylorsque**  Ã‚  whenparce que  Ã‚  becausependant que  Ã‚  whileplutà ´t que  Ã‚  instead of, rather thanpuisque  Ã‚  since, asquand**  Ã‚  whentandis que  Ã‚  while, whereasune fois que**  Ã‚  once **These conjunctions would be followed by the  future tense  in French, while in English we use the present tense.