Observational essay Example | Topics and Well Written Essays - 750 words

Observational - Essay Example nt will take forever but when these new students see a familiar starbucks coffee shop in the campus it makes them realize that the environment is not that different. I sat at the Starbucks on campus for three days and observed people in the evening. Starbucks is a very clean and nice place in the university to spend some time. I observed that sometimes its environment get very crowded and they use dividers in order to make a zigzag pattern of lines for managing the crowd. At times Starbucks on campus service can be very fast especially at a time where there is no line at all and other times the crowd as to wait for several minutes to get their order. The sitting arrangement and the environment within this coffee shop is highly comfortable which attracts people to go there and interact with many different people. I have observed that Starbucks on campus was a place of relaxation for students. They use to come there tired, sit, spent some time for relaxing and then get back to the tough routine of the university. One of the major events that I have observed during my three day observation is that there was a student who uses to come to Starbucks on campus as a regular student. His class was very near from the shop so he had a great chance of having coffee daily in the morning at one of the most well known coffee shops at his school. Initially everything was going fine but on the last day of the observation I realized that the student was in a hurry and wanted a coffee. He had some important work to do but the line was moving very slowly. He waited for the turn for around half an hour and soon after some time I heard him screaming that Starbucks on campus is a waste of time. He was screaming and saying that it is better to order a pizza somewhere instead of waiting here for so long and that all for a cup of coffee. Other than this one event my observation for Starbucks on campus went very smoothly and problem free. Starbucks on campus is a place where students can

Education and Teachers Essay Example for Free

Education and Teachers Essay Teachers in Taiwan enjoy higher occupational prestige and great job satisfaction.In Germany teachers enjoy teaching. Teachers in China are highly respected. Those within the Indian culture feel that teachers are next to God. American teachers believe that teaching helps societys well-being. Teachers in England are poorly regarded. Teachers are constant companions and they mold student’s personality. They are role models and they motivate the students. However,according to individual experience there are different kinds of teachers some are friendly ,some are strict and others are ideal teachers. The first kind of teachers are friendly teachers. They combine both the guidance of a teacher and the understanding of a friend. Friendly teachers act like philosophers and guides. A friendly teacher helps the students to choose the right path . These teachers are closer to the students and better educators because they understand students needs and help them accordingly. Personality development and positive attitude of the each student is their first priority. Friendly teachers never criticize their students in the class ,and they are always gentle with them. My 8th grade math teacher is the perfect example for this. He was very friendly with us. He used to stay after school to help with our math problems. He used to meet our parents on regular basis. I really enjoyed his teaching methods. He is one of my favorite teachers. So friendly teachers are very important for the students future. The other kinds of teachers are strict teachers. Strict teachers are very tough on students. They dislike any mistakes or carelessness. These kind of teachers have high expectations for their students. Disciplining their students is important for the strict teachers. Students have to be extra cautious about these kinds of teachers. For example, my 6th grade music teacher was very strict. He wanted us to memorize each note. I was nervous when I started that class. I wanted to quit the class because of his strictness. After I realized that he was just helping me through tough times, I admired him. Because of his discipline, I continued the music class. Even though strict teachers are rough sometimes,some students need these kind of teachers. The third kinds of teachers are ideal teachers. Some teachers sacrifice their lives to help the students. They are humble, self -disciplined, helpful, honest ,creative and available to all the students. By respecting the students and giving self confidence to their students, these teachers help the students to become good citizens. They are perfect role models and they also have great hearts. Anne Marie Murphy, 52 is the perfect example for these kinds of teachers. She was a Sandy Hook Elementary teacher who died to protect her students during the shooting. She sacrificed her life for her students. She was the perfect role model. Students who have these kind of ideal teachers are very lucky. Teachers do not all teach same way. Students like their teacher according to their own individual preference. The relationship between teachers and their students is the key element in creating an educational atmosphere that is both pleasant and effective. Teachers are different, however, they all have something in common, and that is the desire to help their students.

Transformation in Louise Erdrichs The Red Convertible Essay -- Red C

Transformation in Louise Erdrich's The Red Convertible      Ã‚  Ã‚  Ã‚   In Louise Erdrich's "The Red Convertible," the two main characters start off doing seemingly well. However, there are many changes that these two young men go through during the story. Henry experiences the largest transformation due to his involvement in the Vietnam War. This transformation also alters Henry's brother, Lyman, although not for the same reasons. As the story progresses, and these certain events take place, the brothers' innocence is soon lost.   Ã‚  Ã‚   Before the war, the Lamartine brothers, Henry and Lyman, are naive and carefree. They spend all of their time together. They even buy a car together. This red convertible is the most notable way that Erdrich represents the boys' innocence in the story. To get this car, they spend all of the money they have, without even thinking about it. "[B]efore we had thought it over at all, the car belonged to us and our pockets were empty" (461). Soon after purchasing the red convertible, Henry and Lyman set off driving with no real destination. They simply explore the country, going where the road takes them. They have no responsibility, no worries, nowhere to be, and nothing that has to be done. The boys "just lived [their] everyday lives here to there" (461). Lyman and Henry fall asleep under willow trees, wake up, and begin driving again. During their expedition, they meet a girl named Susy. Susy lives in Chicken, Alaska, where they agree to take her. Upon reaching Alaska, the boys do not want to return home. There, where the sun never really sets in the summer, they hardly sleep at all. They live like animals. Before they leave, before winter, an interesting thing happens that truly exp... ...who endures pain. His brother, Lyman, suffers from many of the same things as Henry. Lyman also experiences post-traumatic stress. Although Lyman seems to acknowledge this stress in a rather different way than Henry, it is there all the same. Just as Henry tries to give the red convertible up to his brother, Lyman does the same in the end, and pushes it right back to him. The red car represents a bond between the two brothers, and with Henry gone, Lyman can not bear to have it around anymore. Unfortunately, getting rid of the car does not take care of Lyman's pain. Even a long time after Henry's death, Lyman still experiences post-traumatic stress.   Only now he has a tragedy of his own to endure.    Work Cited Erdrich, Louise. "The Red Convertible." The Story and Its Writer. 5th ed. Ed. Ann Charters.   Boston: Bedford/St. Martin's, 1999. 460-67. Transformation in Louise Erdrich's The Red Convertible Essay -- Red C Transformation in Louise Erdrich's The Red Convertible      Ã‚  Ã‚  Ã‚   In Louise Erdrich's "The Red Convertible," the two main characters start off doing seemingly well. However, there are many changes that these two young men go through during the story. Henry experiences the largest transformation due to his involvement in the Vietnam War. This transformation also alters Henry's brother, Lyman, although not for the same reasons. As the story progresses, and these certain events take place, the brothers' innocence is soon lost.   Ã‚  Ã‚   Before the war, the Lamartine brothers, Henry and Lyman, are naive and carefree. They spend all of their time together. They even buy a car together. This red convertible is the most notable way that Erdrich represents the boys' innocence in the story. To get this car, they spend all of the money they have, without even thinking about it. "[B]efore we had thought it over at all, the car belonged to us and our pockets were empty" (461). Soon after purchasing the red convertible, Henry and Lyman set off driving with no real destination. They simply explore the country, going where the road takes them. They have no responsibility, no worries, nowhere to be, and nothing that has to be done. The boys "just lived [their] everyday lives here to there" (461). Lyman and Henry fall asleep under willow trees, wake up, and begin driving again. During their expedition, they meet a girl named Susy. Susy lives in Chicken, Alaska, where they agree to take her. Upon reaching Alaska, the boys do not want to return home. There, where the sun never really sets in the summer, they hardly sleep at all. They live like animals. Before they leave, before winter, an interesting thing happens that truly exp... ...who endures pain. His brother, Lyman, suffers from many of the same things as Henry. Lyman also experiences post-traumatic stress. Although Lyman seems to acknowledge this stress in a rather different way than Henry, it is there all the same. Just as Henry tries to give the red convertible up to his brother, Lyman does the same in the end, and pushes it right back to him. The red car represents a bond between the two brothers, and with Henry gone, Lyman can not bear to have it around anymore. Unfortunately, getting rid of the car does not take care of Lyman's pain. Even a long time after Henry's death, Lyman still experiences post-traumatic stress.   Only now he has a tragedy of his own to endure.    Work Cited Erdrich, Louise. "The Red Convertible." The Story and Its Writer. 5th ed. Ed. Ann Charters.   Boston: Bedford/St. Martin's, 1999. 460-67.

My First Court Case Viewing-Civil: Small Claims Essay

On the 24th of August 2007, I, with the permission of the prosecution, defence and of course the judge was given the opportunity to quietly observe a civil small claims court case (court 5) at Bromley County Court. This trial had been an ongoing stalemate for a few months; however I luckily was present on the judgement day. Upon arrival the waiting room was busy since there were other more serious court cases going on. The Prosecution, Mr. Austridge, representing himself (accompanied by his wife) was hired by the defence, Ms. Dudley (accompanied by her dad) and a lawyer, Mr. Jones to extend her house however due to a series of poor decisions and errors in workmanship, Dudley terminated the building contract, with her house left incomplete in a state troublesome to herself and her neighbour. Mr. Austridge was prosecuting her on account of his realisation he had been underpaid approximately  £2000. The sequence of events: -Ms. Dudley hired Mr. Austridge to extend her house, consisting of an extension of the kitchen, extension of the porch and a new ensuite bathroom for her bedroom. -Initially Mr Austridge received very inaccurate drawings from Ms Dudley however, he chose to use them anyway and build to her very erroneous specifications. -Mr. Austridge gave Ms Dudley an initial rough estimate of the project which she eventually agreed to after a gradually haggling to a lower value. Furthermore Mr. Austridge didn’t include the duration of the extension due to the fact that the time for this type of extension varies greatly due to the typical British weather and also the number of people there, nevertheless Ms. Dudley hired them and they started on the construction. -After 8 weeks the construction was moving smoothly, with most of the groundwork complete. Dudley showed her satisfaction of the job by occasionally congratulating the builders. A week prior to this Dudley moved to her parent’s house without stating a reason. In fact reason for her leave was that she was allergic to dust but the judge was keen to see whether she brought it to Mr. Austridge’s attention it was unclear for my stay. -2 weeks later Mr. Austridge went on holiday with his family to Cornwall for a 1 week stay; however it was extended by a week due to the fact there was a â€Å"hurricane† making it unsafe to return, Ms. Dudley grudgingly sympathised and didn’t make an issue of it. – Mr. Austridge returns and immediately commits himself to the construction. 2 weeks later Ms. Dudley returned and started complaining that the porch was done wrong, and one of the windows was made of the wrong material. The kitchen was an issue because he made the kitchen in 2 parts one being in the extension and she was upset because in order to make it even he raised the ground. She then again asked for a reduction in price for the errors plus for general saving of money and Austridge agreed and put less plug sockets, bulb sockets for the room. – Due to heavy rain and the incomplete roof gutter (due to the extension) it overflowed into her neighbour’s garden leaving it a mess. – Ms. Dudley terminates the contract, and Austridge requests a meeting with her, she claims that the work took to long and the workmanship was horrendous for the price. – Mr. Austridge takes Dudley to court for inadequate payment in order to pay his team. In my viewing Austridge stated that he reduced the payment in a very lenient way and that he was shocked that Dudley was so abrupt in terminating the contract, despite him stating the construction would have only lasted another week and then later contradicting himself saying it would only take a day. Ms. Dudley strangely left her family in hardship by terminating the contract, she apparently told Austridge about the dust allergy but he denied it immediately. Her dad apparently checked the house everyday and said that he was confident that there was nobody occupying it for large periods of time while she was at her parents. Though not mentioning it to Austridge she said moving was extremely inconvenient and her disabled mother made it a greater ordeal for her. Dudley believes she was the one who should have been compensated and helping her neighbour who had also been adversely affected. Mr. Jones gave me the impression that he was there to stall time as most of his points/contradictions were facts and figures which just hindered the case and Austridge did an excellent job of contradiction Mr. Jones’ which were backed by insufficient evidence meanwhile Mr. Austridge with stacks of paper work to back his points. The judge was forced to recap the events when we went there which she found was futile so she therefore put her foot down and decided to make her decision on the same day. I left before the final decision but I was given the impression it was a very cache 22 situation. Ms. Dudley believing if anything she overpaid and Mr. Austridge thinking he was underpaid. If I was given the opportunity to reach a verdict, from what I deduced, I think that Austridge had a much more powerful, believable case it was clear he was being too much of a nice guy when he reduced the price so willingly and considering Ms. Dudley made the regrettable decision of cancelling the contract, it is still affecting other members of her family and her neighbour, she got the bad end of the stick because of an atrocious decision. Mr. Austridge couldn’t avoid the out of the blue decision and therefore should have been paid for his work.

A Current Issue of Global Concern

A Current Issue of Global Concern: The Significance of Education for Peace and Stability in Afghanistan  © Over 30 years of war and instability have ruined the infrastructure of all spheres of Afghan life. Education has probably been the sector that has sustained the most devastation in Afghanistan. Educating the Afghan populace – especially the young generation – is a critical facet toward engendering enduring peace and stability, alleviating endemic poverty, and resuscitating economic growth in the country.From this writer’s personal awareness, in Afghanistan today most schools lack proper teaching facilities and materials (apart from the usual facilities this would include current library holdings, computerized language labs, computer labs etc) . But perhaps most important of all †¦in Afghanistan †¦there is a critical shortage of qualified teachers. Teachers with current qualifications reflective of those which would be demanded, at a minimum, in n eighboring states †¦let alone the rest of the world.Beyond the issue of availability of adequate educational opportunity however, the educational crisis in Afghanistan is further acerbated by societal circumstances. This writer is certain most readers will be aware of the circumstances which prevail in Afghanistan but, according to a report by Surgar (2011), Afghan parents are reluctant to send their children to school buildings which – because the populace is aware of the grim inadequacy of the schooling facilities – are strikingly empty of activity and children.The Surgar report underpins this writer’s own research on the ground in that it reveals that the quality of Afghan education is â€Å" low† and in most cases a striking non-existence of textbooks and of proper curricula and syllabi is evident. Another issue that has a bearing – but which has not figured prominently in discussions about the re-engineering of the Afghan educational syst em – relates to the socio-cultural bias that many Afghans have toward the education of females, especially in the conservative and remote areas of the country.This is another challenge that the Afghan government needs to wrestle with. According to a report by the United Nations Children’s Fund the disparity between the enrollment (at schools offering even the most basic educational facilities) of girls’ and boys’ is enormous. In 2009 the enrolment of young Afghan girls constituted only 35% of the total primary school enrollments (UNICEF, 2009). This percentage swells in some rural provinces in the south of the country such as in Zabul Province. Due to growing instability 90 out of 100 girls are not in schools in that province.As an average only 50% of all children receive schooling in Afghanistan (IRIN, 2011). Beyond early School education †¦in Afghanistan today there are other significant education related challenges that need to be addressed. Among them is the desperate circumstance surrounding availability of higher education opportunities   (certificate, diploma   and degree programmes)   for those Afghans who have actually made the difficult, and sometimes perilous, journey through early school †¦to qualify with a High School qualification.Part of the issue is an epidemic of despair that, for those who complete early schooling †¦high school †¦ and do not have the resources to proceed further with their education, there are virtually no employment opportunities upon graduation. This situation, obviously, only lends to the damaging environment of thought that education does not do anything to better ones lot in life. Further looming education related problems continue to surface in Afghanistan. According to the Ministry of Higher Education of Afghanistan (2010), the number of high school graduates will reach 600,000 students by 2014.These are young eager Afghans on the brink of adulthood who should be ab le to look to their own country for the provision of further, higher education opportunities with which to prepare themselves to compete in a world filled with others of their own age who are forging ahead armed with modern further education qualifications. Under normal circumstances the half a million or more Afghans who will seek admission to college or university should not – if proper strategic planning had been evident †¦if the governmental will had been evident – have been a problem. Unfortunately such is not the case in Afghanistan.As of this time of writing – in January 2011 – the currently existing public and private universities do not have the capacity to cope with such a huge number of potential new applicants (MoHE, 2010). Although, the Afghan government sponsors higher education of some Afghan students by sending them to countries such as the United State and India,   in a nut-shell this alternative is disastrously expensive for Afgha nistan, and, in most cases, futile. Most Afghan students studying abroad – upon earning whatever qualification they had sought – often do not return to Afghanistan after completion of their education.This writer is personally aware that many seek asylum in the host countries (personal research, 2010). Despite the fact that – since the fall of Taliban in 2001   – the Afghan education sector has – according to the nation’s Ministry of Education – witnessed substantial progress in, for instance,   the amount of overall enrolment in some form of educational pursuit (7 million),   the training of teachers, and the construction of over 4,500 schools (Afghanistan Ministry of Education, 2010); Afghanistan sustains the highest illiteracy rates in the world for both men and women.More than 11 million Afghans over the age of 15 still cannot read or write. In rural areas, where the majority of Afghans live, 90 percent of the women and more than 60 percent of the men are illiterate (REAC, 2010). This situation has created a perfect opportunity for the opposition of the Afghan government to exploit the unawareness of the locals and use them for political and personal agendas (Time, 2010). It is this writer’s strongly-held personal belief that Education has a pivotal impact on peace and stability.If the Afghan government – and the international community which spends billions in Afghanistan facing the enemy militarily – want to bring peace and security to Afghanistan, they must play a strong, supportive role in pressing the Afghan authorities to focus upon educating Afghans. In essence there needs to be a sea-change in the much promulgated strategies we fall victim to so often from supposed experts. The essential need is that there MUST be greater and better educational opportunities inside the country.It is patently obvious that in this vital period of national re-building the authorities have many other vital imperatives to address. Hospitals, transportation infrastructure, etc. But in ignoring the country’s precious resource – its young.. its youth †¦and their education †¦Afghanistan is breeding further problems. The high rate of unemployment and crisis-level –lack of availability of opportunities to higher educational institutions simply means more foot soldiers for the enemy (Associated Content, 2007).The opposition †¦ fighting in Afghanistan†¦ easily recruits disaffected, disgruntled, under-educated, and under-utilized young Afghans and uses them against the Afghan government and coalition forces. Even the encouraging strides to provide more schools, colleges and universities, made by the Afghan education authorities are, to this writer, insufficient. Far too often (public, state-funded) Universities from the Coalition countries float into Afghanistan and enter into arrangements with local government universities.This is not necess arily what is needed. The Afghan Education authorities should not – in this era of resuscitation – try to go it alone. They should encourage private higher educational organizations – who may be more apt to develop genuine long-term relations – given their personal investment not garnered from government coffers – to invest in the country †¦to open degree programmes in discipline areas which will train Afghans to take their place in the global arenas of business, commerce, international trade, international relations, and leadership.The Afghan Education authorities should encourage international private education entities to invest in the nation and its people by making the currently extraordinarily- difficult approval process much leaner and rational. As the new school year begins in Afghanistan, The Human Rights Research and Advocacy Consortium (HRRAC) released Report Card: Progress on Compulsory Education. The new report urges policymakers to work harder to address urgent and long term education needs in the country. Oxfam International is one of the Consortium members.The report card (for grades 1-9) recognizes that Afghanistan has made progress in enrollment, but finds key gaps in school completion rates, policy management, quality of education and available resources. * Despite the increase in school enrollment, more than half of Afghanistan's children don't attend primary school. Less than 34% of those enrolled are girls. * Drop-out rates are high, particularly among girls. Of those attending primary school, only 9% go on to secondary school. * Female teachers are scarce. In one province there is one female teacher for every 152 male teachers.Increasing the number of female teachers is essential to increase the enrollment of girls. HRRAC recommends that international donors honor their commitments to provide sufficient and long-term funding for Afghanistan and ensure adequate steps are taken to increase the enroll ment of girls and improve the quality of education. The Human Rights Research and Advocacy Consortium is a group of Afghan and international organizations working in the fields of humanitarian relief, reconstruction, human and women's rights, peace promotion, research, and advocacy.It was established in early 2003 to engage in proactive research and advocacy on human rights issues over a sustained period. Opposition within Afghanistan to girls’ participation in education predates the Taliban. Historically, education for girls was rare in rural Afghanistan and almost exclusively confined to the capital. In 1919 King Amanullah seized the Afghan throne and began a rapid development of the country’s secular education system, with a particular focus on expanding education for women.During this period shortly following independence from Britain, women and girls were encouraged in their scholarly pursuits. This shift, however, directly threatened the centuries-old practice of traditional male-oriented madrassa (religious) education among many of the ethnic tribes in Afghanistan. Amanullah’s experiment with a secular approach to education, along with other reforms prohibiting polygamy and bride price — the provision of money to the wife’s family upon marriage — aroused protest from the country’s religious establishment, who eventually supported the overthrow of the king.Nadir Shah, who took power following Amanullah, was more cautious in his attempt to introduce educational opportunities for women. Nevertheless, over the course of the twentieth century, and in particular during King Mohammed Zahir’s long reign between 1933 and 1973, Afghanistan’s education system steadily expanded even as it continued to be influenced by demands from the country’s conservative cultural and religious authorities. By the 1970s, women made up over 60 percent of the 10,000 students who studied at Kabul University.The ri se of the Soviet-backed People’s Democratic Party of Afghanistan in 1978 brought large-scale literacy programs for men and women, again alongside the abolition of bride price and other reforms beneficial to women. During this period leading up the Soviet occupation of Afghanistan, reforms in areas such as education stirred resentment among religious and tribal leaders in the rural areas. Although full implementation of these reforms were limited by political exigencies, women were able to experience expanded access to education and also the opportunity to actively participate as university faculty staff.During the Soviet occupation from 1979 to 1989, Afghans lived through a devastating war fueled by external forces and funding from multiple countries, among them the United States, Iran, Saudi Arabia, Pakistan, and China. Islamic militants, or Mujahideen, thrived in rural areas and constructed their own revolutionary army with the goal of overturning all socialist policies suc h as those governing women’s rights in general, and access education in particular. With the fall of the Communist government in 992, the country was divided among warring factions, many of them religiously inspired Mujahideen groups ideologically opposed to modern education and to education for girls. Millions of Afghans, particularly the educated, emigrated to other countries. Many of the schools not destroyed by war were closed due to lack of security, the lack of teachers and teaching material, or simply because of dire poverty. Education under the Taliban went from bad to worse. The Taliban focused solely on religious studies for boys and denied nearly all girls the right to attend school.During the Taliban’s rule, only about 3 per cent of girls received some form of primary education. The prohibition of female education, coupled with the cultural mandate that women receive their health care from female health care providers, resulted in a vulnerable population re ceiving care from poorly-educated providers. Twenty-three years of war have destroyed the infrastructure of the education system and further increased the illiteracy rate in Afghanistan. Since 2001, the participation of children and adults in education has improved dramatically and there is great demand.Afghanistan has one of the youngest populations on the planet. Unexpectedly large numbers showed up when schools reopened in 2002, and enrollments have increased every year since, with the Ministry of Education reporting that 5. 2 million students were enrolled in grades one through twelve in 2005. This includes an estimated 1. 82-1. 95 million girls and women. An additional 55,500-57,000 people, including 4,000-5,000 girls and women, were enrolled in vocational, Islamic, and teacher education programs, and 1. 24 million people were enrolled in non-formal education programs.These numbers represent a remarkable improvement from the Taliban era. More Afghan children are in school today than at any other period in Afghanistan’s history. In 2003, in response to the lack of educational opportunities in Afghanistan for the general population and especially for females, the United States Agency for International Development funded the Afghanistan Primary Education Program (APEP). APEP offers emergency access to accelerated elementary education for out-of-school youth between 10 and 18 years of age, focusing on females.Between 2003 and 2005, APEP supported accelerated learning programs for 170,000 over-age youth in more than 3,000 villages in Afghanistan. Located at Kabul University, the Women’s Teacher Training Institute opened in September 2004. The institute is currently operating programs that aim to teach basic literacy to Afghan women in rural areas and to reduce maternal and child mortality. Despite numerous positive steps forward in education for Afghan women and girls, persistent violent attacks on schools by resurgent Taliban and other forces co ntinue to force some schools to close.In a statement released in June 2006, Ret. U. S. Gen. Barry McCaffrey stressed the comparative superiority of the Taliban’s equipment and tactics to those of the NATO-trained Afghan National Army (ANA). â€Å"They are brutalizing the population,† wrote McCaffrey of the Taliban, â€Å"and they are now conducting a summer-fall campaign to knock NATO out of the war, capture the provincial capital of Kandahar, isolate the Americans, stop the developing Afghan educational system, stop the liberation of women, and penetrate the new police force and ANA. Summary AIL works to empower Afghans by expanding their educational and health opportunitites and by fostering self-reliance and community participation. What is the issue, problem, or challenge? Afghan women and children had no access to education for a decade. After the fall of the Taliban in 2001, the Afghan Institute of Learning organized Educational Learning Centers (ELCs) to bring women life-saving healthcare and education. AIL helps local leaders start ELCs and decide where and what services to offer.AIL has requests for ELCs from many communities that have not historically been open to education for women. AIL now supports 44 ELCs in Afghanistan and refugee camps of Pakistan. How will this project solve this problem? AIL’s ELCs serve 350,000 women and children each year with medical and reproductive healthcare, health education, skills training, teacher training, leadership/human rights classes, pre-school through post-secondary education, and fast track classes. Potential Long Term ImpactBecause AIL is run by Afghan women and respectful of Afghan culture, conservative villages trust AIL to begin services for thousands of isolated women in dire need. Other NGOs and the Afghan government now use this model for women’s services. Project Message Our eyes are opened. Now we can read and write. Actually, now we have come to know the value of an edu cated person in a society. We thank AIL for enlightening rural areas with the lights of education. – Salma, woman in a literacy class in a rural ELC

GSW, Georgia Southwestern State University Admissions

GSW, Georgia Southwestern State University Admissions Georgia Southwestern State University Admissions Overview: Applications to GSW include standardized test scores from the SAT or ACT, high school transcripts, and an application form that can be filled out online or on paper. The school has an acceptance rate of 68%, making it largely accessible to those who applystudents admitted to GSW tend to have solid grades and test scores, although the school does take other factors into consideration.   Admissions Data (2016): Georgia Southwestern State University Acceptance Rate: 68%Test Scores 25th / 75th PercentileSAT Critical Reading: 440 / 540SAT Math: 430 / 520SAT Writing: - / -What these SAT numbers meanACT Composite: 19  / 23ACT English: 18 / 23ACT Math: 17 / 23What these ACT numbers mean Georgia Southwestern State University Description: Georgia Southwestern State University is a four-year, public university located in Americus, Georgia. Atlanta and Tallahassee are each about two-and-a-half hours away. The universitys 3,000 students are supported by a student/faculty ratio of 18 to 1. GSW offers a wide range of undergraduate and graduate degrees between the School of Business Administration, College of Arts and Sciences, School of Education, School of Nursing, and School of Computing and Mathematics. Campus life is active with about 60 student clubs and organizations including the Artist Association, the Outdoor Adventure Club, and GSW Gaming. The university also has an active Greek life with four fraternities and two sororities. On the athletic front, students will find plenty of intramurals including Indoor Soccer, Flag Football, and Blitz Ball. For intercollegiate sports, GSW competes in the NCAA Division II Peach Belt Conference (PBC) with a variety of sports including men’s golf, women’s cross coun try, and men’s and women’s tennis. Enrollment (2016): Total Enrollment: 2,954  (2,558 undergraduates)Gender Breakdown: 38% Male / 62% Female69% Full-time Costs (2016 - 17): Tuition and Fees: $5,262  (in-state); $15,518 (out-of-state)Books: $1,400 (why so much?)Room and Board: $7,672Other Expenses: $6,044Total Cost: $20,378 (in-state); $30,634 (out-of-state) Georgia Southwestern State University Financial Aid (2015- 16): Percentage of New Students Receiving Aid: 95%Percentage of New Students Receiving Types of AidGrants: 86%Loans: 58%Average Amount of AidGrants: $6,539Loans: $5,505 Academic Programs: Most Popular Majors:  Accounting, Business Administration, Elementary Education, Nursing, Psychology Transfer, Graduation and Retention Rates: First Year Student Retention (full-time students): 70%Transfer Out Rate: 33%4-Year Graduation Rate: 14%6-Year Graduation Rate: 32% Intercollegiate Athletic Programs: Mens Sports:  Basketball, Soccer, Golf, Tennis, Baseball  Womens Sports:  Soccer, Softball, Basketball, Tennis, Track and Field, Cross Country Data Source: National Center for Educational Statistics If You Like Georgia Southwestern State, You May Also Like These Schools: University of Georgia:  Profile  |  GPA-SAT-ACT GraphMercer University:  Profile  |  GPA-SAT-ACT GraphColumbus State University:  Profile  Clark Atlanta University:  Profile  |  GPA-SAT-ACT GraphEmory University:  Profile  |  GPA-SAT-ACT GraphSpelman College:  Profile  |  GPA-SAT-ACT GraphGeorgia Institute of Technology:  Profile  |  GPA-SAT-ACT GraphFlorida State University:  Profile  |  GPA-SAT-ACT GraphArmstrong State University:  Profile  Valdosta State University:  Profile  Savannah State University:  Profile  Auburn University:  Profile  |  GPA-SAT-ACT Graph

Evolution of Warfare Ancient Greece, Romans and Chinese Essays

Evolution of Warfare Ancient Greece, Romans and Chinese Essays Evolution of Warfare Ancient Greece, Romans and Chinese Essay Evolution of Warfare Ancient Greece, Romans and Chinese Essay Throughout the ages, weapons, armor, and even warfare have evolved in astonishing ways to suit societys needs. Many reasons exist for the changes in all these tools. Armor evolved through the need for one to protect him/her-self and weapons evolved alongside to break through this protection. Warfare evolved with society, just as society was evolving itself through time. No other societies better than Ancient Greece, Rome and China can show us how the Age of Armor began and evolved. These societies were the dawn of the great cultures of the world. Greeces epic poems The Iliad and The Odyssey best describe the kind of warfare that was used in battle, along with the weaponry and armor of the time. Ancient texts and artifacts grant us access of how Greek warfare had changed and how some aspects of war remained the same, until the Roman times. The Romans improvised and improved a lot of the tactics that were used by the Greeks and along with new inventions they brought warfare into a whole new level. And the Chinese (Qin Dynasty) were the pioneers of many intriguing weaponry and battle tactics. The Greek soldiers were called hoplites (acquired this name from the hoplon, a convex, circular shield, approximately three feet in diameter, made of composite wood and bronze.(Encyclopedia Britannica). These soldiers were characteristically equipped with about seventy pounds of armor, most of which was made of bronze.Hoplites were equipped with a hoplon (shield), a cuirass, a helmet and a greaves which all consistent of bronze and a long thrusting spear with an iron tip and butt, along with a sword. The heavy bronze shield, which was secured on the left arm and hand by a metal band on its inner rim, was the most important part of a hoplites panoply, as it was his chief defense .