What can be gained by engaging in comparative education studies

What can be gained by engaging in comparative education studies It is in the very nature of logical activity to make comparisons. Comparing is a elementary part of thought process which enables us to make sense of the world and our experience of it. Indeed, it can be said that only by making comparisons can we properly defend our position on most questions of importance which requires the making of the judgments. Comparing causes us to make statements to the effect that one thing is intellectually or morally preferable to or more effective or better than the other, and this can be clearly exposed in the education field, where the quest for improvement for doing things better is always compelling. In a world which is mainly focused on intense global economic competition and growing beliefs in the key role of education as the source of potential advantage, governments have become increasingly obsessed with the international rankings of measured educational outcomes. Educational policy is increasingly driven by national attempts to copy the perceived advantage associated with the educational strategies and techniques of other countries. Margret Brown argues that documenting practices in high-scoring countries that give ideas for change are very important (as cited in Broadfoot 2000, p.361). It would be at least as important to find out why similar projects have not been successful in other countries. (Shorrocks-Taylor Jenkins 2000, p.16) It is crucial to assess any suggested practices from one country to another. Teachers and the general public need to be informed about the problems of putting something borrowed into practice and reform ideas from other countries to our own system. The increasing international importance of a policy discourse of learning in relation to conventional educational institutions such as schools and universities, reflects the contemporary understanding of the implication of the knowledge society (Broadfoot 2000, p.358); It is of great potential and inevitability for the whole population to be capable and disposed to take advantage of the new methods for accessing new knowledge that information and communications technology is making available. This also reflects the growing recognition that learning is not equivalent with teaching. Todays growing concern is lifelong learning which is powerfully described in a recent European Commission report: The Treasure Within. (Broadfoot 2000, p.358) Different perspective of comparative education by different scholars Antoine Jullien de Paris in 1817 saw comparative education as an analytical study of education in all countries with a view to perfect national schooling systems with adaptation and changes from which policymakers can borrow ideas to implement in their own-country (Bray 2007, p.1). In Hans view the utility of comparative education was that type of education which analyzes comparative law, comparative literature or comparative anatomy in order to highlights the differences in the forces and origins that create the differences in the educational systems (C.S. Oni 2005, p.244). Lewis approached the issue of comparative education in terms of an Island formation. Lewis asserted that, no country is an island; that each is a part of the world; therefore, no educational system anywhere in the world is worth anything unless it is comparable to some other systems in the world.(Quoted from C.S. Oni 2005, p.244). Comparative education for Blishen is the branch of educational theory that has to do with analyzing and interpreting the educational practices and policies in different countries and culture (C.S. Oni 2005, p. 244). Le Thanh Khoi believed that comparative education is a multidisciplinary area when he said that it is not strictly a discipline, but a field of study covering all the disciplines which serve to understand and explain education (quoted from Bray 2007, p. 35). In addition to learning about other people and cultures, comparative education also helps the researcher to know about oneself. As George Bereday puts it: It is self-knowledge born of the awareness of others that is the finest lesson comparative education can afford.(Quoted from Kubow Fossum 2003, p. 11). With the enhancement of nationalism and the increasing importance of the nation states in the beginning of the 19th century comparative education was pushed ahead. The objective was to learn useful lessons from foreign countries, especially concerning education systems. This contained a very colonialist view of the western societies on the foreign countries. School systems were seen as a resource of new educational ideas, which could be borrowed to improve the own school system. Comparative education transferred itself from highly pure description level to a more sophisticated analysis. With the rise of the social sciences in the 1950s the historical aspect became insignificant. Instead comparative education was introduced as a true science by using statistical techniques and more quantitative methods. The main approach was structural functionalism. The aims of comparative education: The aims of comparative education are to describe educational systems, processes, and ending products as well as to assist in the development of educational institutions and practices. It also highlights the relationships between education and society and establishes generalized statements about education that is valid in more than one country. Comparative education also deepens our understanding of our education and society; it can be of great aid to policy makers and administrators; and can be of great asset in the education of teachers (Bray 2007, p.15). Comparative research also helps us understand better our own past; locate ourselves more exactly in the present; and see more clearly what our educational future may be. Comparative education gives the researcher the ability to describe what might be the consequence of certain courses of political and economical action, by looking at experience in a range of countries. From the theories mentioned above extracted from different sch olars, we can see that comparative education facilitates the researchers to learn from the accomplishment and faults that other countries have made in the process of solving similar educational problems. The focal point of comparative study in education is the collection and categorization of information, both descriptive and quantitative. As Sadler stated in one of his lectures delivered in 1900: In studying foreign systems of education we should not forget that the things outside the schools matter even more than the things inside the school, and govern and interpret the things inside. We cannot wander at pleasure among the education systems of the world, like a child strolling through a garden, and picking flowers from one bush and some leaves from another, and then expect that if we stick what we have gathered into the soil at home, we shall have a living plant. A national education system of education is a living thing, the outcome of forgotten struggles and of battles long ago. It has in it some of the secret workings of national life. (Quoted from Philips in Alexander et. al 1999, p.19). On Comparing The comparative education researcher should go far from the familiar to see the unfamiliar to make the familiar strange, in order to broader the principles, geographical and epistemological view (Broadfoot 2000, p.363). When comparing in education researchers are producing a variety of descriptive and explanatory data which differ from micro to macro comparative data analysis, allowing us to see various practices and procedures in a very wide context that helps us to throw light upon them (Sultana as cited in Borg 2009, p.21). While less developed countries have a tendency to look at more developed countries to learn from them, more developed countries tent to look at countries that are on the same economic and educational level to make cross-national comparisons. Examples of this are number of countries that looked at USA as their model. Switzerland in mid-1990 apart from looking up to USA, it also hired American consultants to develop a reform package for schools (Steiner- Khamsi 2002, p.76 as cited in Bray 2007, p.18). On the other hand, America learned also from other countries (Levin 2010, p.96 in www.kappanmagazine.org) like East Asia, (Bray 2007, p.21-22) where the US department of education made an intensive study of Japanese education and came out with 12 principles of good practices. Educators and policy makers went to Finland, which is the top-performing country in the first three rounds of PISA, in order to find the key to education success to achieve high marks in PISA. Private companies like Cisco and McKinsey, are issuing reports on the quality of education around the world. Comparisons across time provide information about improvement or decline over the years like comparing the different periods in the history of education. These comparisons though are limited in the nature of the reference groups or criteria used: that is they are usually limited to school systems similar to those being evaluated. When policy makers look at the past to learn for the future as the British policy makers used to do in 1980s to make comparisons with their own past rather than with other countries. Sometimes the reason to compare with the predecessors is to see how the society has developed as well as to learn from the mistakes that were done in the past (Bray 2007, p.23, Bradburn Gilford 1990, p.2). Comparisons with other localities or between states, provincials and regions compare similar local educational systems within the same state, or with those in other states or the nation as a whole. Comparisons with other states or the nation as a whole have the advantage of comparing between educational systems that are broadly similar. They provide information on particular nations level of achievement in education to the much broader area of the worlds education system (Bradburn Gilford 1990, p.2).Example of such comparison is the comparison between the education systems of Hong Kong (Bray 2007, p.131) or the education systems of Macao (Bray 2007,p.134). When comparing the researcher has to identify the areas; countries or places, and cannot be generalised. As Le Than Khoi (in Sultana as cited in Borg 2009, p.16) gave the example of the Mediterranean. There are too many differences in the region that we call the Mediterranean to make it the object of comparative analyses. Culture is an important factor when comparing places. An example of this is the result that Finland got in the PISA in 2002 compared to other places which was based on the reading competences. Finland achieved well as it has centuries of cultural tradition that long promoted the reading ability (Bray 2007, p.167). A comparative education researcher must try not to be prejudiced either on political, national, religious, racial, gender or ideological aspects. It is crucial that the paradigms used are relevant to all geographic areas and nations that are included in the study. Differences between inter and intra-national research present challenges in comparative research that must be recognized. Such differences are often significant resource of cultural variation (Bradburn Gilford (1990), p.21). The contribution of developing countries in international studies adds information to the development of local research capacity and also widens the sample of participating countries. Third-world participation develops North South dialogues as well as East- West linkages as it serves as a good source for building trust and co-operation (Bradburn Gilford (1990), p.22). As the economic sector is increasing its value and the importance of having a sound education system, the business and industry sector may consult comparative educational studies in their international planning. Textbook publishers, developers of educational software and other educational traders use comparative education to categorize the needs and markets for new products. So the question raised is In whose interests do the education system and decisions taken, work? (My lecture notes). Though comparisons in education are of great benefit there are also who is sceptic and critic about it. There is the belief amongst these that comparative research will lead to a homogeneous-world approach to education that impede proper attention to each countrys unique history, culture, and people.(Bray 2007, p.178). This idea comes from experiences with international institutions that forced economic policies that had negative consequences in less-developed countries. It is vital for policy makers to keep in mind that not all the methods of any country can or should be put into practice in other countries. (Lavin 2010, p.96 in www.kappanmagazine.org, Stromquist 2002, p.87) It is important that insiders and outsiders work collaboratively in order to research and development work that is more sensitive to local, social constructions of reality. (Crossley 2002, p.82) Education research projects and organizations: As global economic competition increases, increases also the beliefs in the education as the source of marginal advantage, governments have become increasingly obsessed with the international rankings of measured educational outcomes. However the issue and impact of power on the educational institutions differentiate form in society to another. It is becoming important more than ever as the decision making in education is changing considerably. The main actors are no longer those most affected by education like the students, parents and the teachers but rather private agencies and international financial institutions (Stromquist 2002, p.87). International agencies compare patterns and results in different countries in order to improve the advice that they give to national governments and policy makers. The UNESCO, World Bank and OECD are amongst international agencies each emphasising their own aims varying from pedagogy, curriculum, economic and financial matters, which play an important part in the education arena. Their aim is to assist countries in designing and implementing successful policies to address the challenges that the educational systems are facing. They also create schemes for promoting lifelong learning in relation with other socio-economic policies (Bray 2007, p. 31). New ideas gained from international studies such as PISA, TIMMS and Survey -Lang can be tried to see if they will improve the education system and to understand why the performance of students in different countries differs (Shorrocks-Taylor Jenkins 2000). Since the late 1950s with the founding of the International Association for the Evaluation of Educational Achievement (IEA) such large scale comparative studies have taken on considerable significance in education. From the beginning the IEA has been committed to studying learning in the basic school subjects and to conducting on a regular basis survey of educational achievement. Over time, these outcome data have been increasingly linked to analyses of the effects of curriculum and school organization upon learning and the relationship between achievement and pupil attitudes (Shorrocks- Taylor 2000, p.14). There are different methods on how to measure the comparative aspect which differs from theoretical grounded studies intended to build or test complex models of educational systems to descriptive studies whose purpose is to monitor different features of educational systems, practices and outcomes. The purpose of theoretically oriented studies is mainly to examine relationships among variables and look for casual explanations. It is designed to examine links between school achievement and such characteristics as curricula, teaching methods, family expectations and funding levels. These highlight the level of differences between schools or classes as well as on differences between students as the unit of analysis. (Bradburn Gilford 1990, p.5) Belatedly, the intensification of international competition, spurred on by globalization, neo-liberalism and marketizing, has major implications for cross-national studies of educational achievement, for those engaged in or dealing with the powerful influence of national and international league tables, and for the theoretical frameworks that we employ in our analyses. If the funding of research is increasingly linked to commercial interests, for example, the potential for critical theory, or for alternative cultural perspectives to influence the construction of new knowledge, may be increasingly challenged. Questions of power and whose knowledge counts?, in the process of development arise, perhaps, more strongly than ever before ( reference from my lecture notes). As Sultana stated, comparative education should go further than the concern with comparing like with like (Sultana as cited in Borg 2009, p.9). It focuses more on finding a particular point from where educational and related social phenomenon can be seen from different perspectives; create a deeper understanding of the dynamics as well come up with new ideas. Comparative education provides insights on higher education, educational innovation, teacher education, power and education researches each bringing the experience of the researchers country, or the country or the countries that researcher has studied and came together in order to share these issues in debating sessions. Comparative education and globalization: In a globalise world, schools have come under greater national enquiry regarding the ways they can contribute to or delay a national progress. Claxton (1998) has described the rapidly-changing times we are living as the Age of Uncertainty in which it is impossible to predict the state and shape of the world in few years time (as cited in Broadfoot 2000, p. 358). The educational world today encounters systems which may eventually prove to be a revolution in what is to be taught, to whom and how, since, as Edmund King implies, all its established systems were developed for a world that no longer exists (quoted in Broadfoot p.267). Accountability and educational transformation rose questioning on the education process itself. The heightened interest in and concern over education has encouraged educators to re-evaluate in the light of new global realities, the purpose of schooling, the underlying theories about the relationship between education and development and questioning about educator professionalism. (Watson as cited in Crossley 2002, p.81) The ways in which educators in different countries view these issues and the strategies employed to address them must be understood in the light of different cultural, social and political context in each country. By viewing the educational issue from the perspective of two diverse countries the researcher can identify factor that might be missed when viewing the issue within the context of own country alone. If the research area is related to researchers own cultural environment, it is not always easy to perceive its special characteristics. The case may appear too understandable and non-problematic. A fish cannot see that it is living in water (quoted in http://www2.uiah.fi/projects/metodi/172.htm). Multiple cultural perspectives thinking and analytic frameworks from a multiplicity of disciple the research would provide an international context as well as tools for opening perspective to enhance the way of seeing education. Critical thinking on Comparative education: Comparative education and the critical perspective taking that comparative inquiry, help the researcher to go into a deeper analysis of the relationship among society, development, education and the role that citizens either directly or indirectly play in the education process. Through the development of comparative thinking skills researchers should be able to undertake analyses of their home cultures and systems with a more understanding of the various cultural factors at play. Comparative education encourages both researchers and educators to ask questions like: What kind of educational policies, planning and teaching are appropriate and for what kind of society? The field of comparative education focuses attention on what might be appropriate and inappropriate policy while encourage awareness of philosophies underlying educational policies and encourages interdisciplinary critique. (Klein 1990, 1996, Epstein 1983 as cited in Kubow Fossum 2003, p.7). Comparative education is beneficial and necessary not only for scholars and policy makers but for education practitioners as well. As Gutek said, teachers function in two dimensions: as citizens of particular nation-states, they foster students national identity; and second as citizens of a global society, they recognize that possibilities of humans growth and threats to human survival going beyond national boundaries (Gutek 1993 as cited in Kubow Fossum 2003, p.251). Teachers must learn to look at other equivalent classroom and school practices throughout the world. As Stake (1978) said we observe that people intrinsically pursue the general by looking at the specific. People make sense out of the new circumstances they encounter by comparing that particulars to the universe that includes their own frames of reference. We have named the process of performing cross-cultural investigation and then deriving insights from these investigations the skills of comparative perspective takin g (quoted in Kubow Fossum 2003, p.252). Schools are compared with arenas which constitute tension and combination of forces. In order to understand and control such condition, involves critical skills and the ability to understand the political underlining of societal and educational circumstances (Kaplan 1991 as cited in Kubow Fossum 2003, p. 252). These kinds of critical thinking can promote critical questions like: What is the intention of schooling? What are the equitable education and who decides? What is the appropriate balance between educator authority and accountability? What factors reinforce or hinder teacher professionalism? (Quoted from Kubow Fossum 2003, p. 252). The field of comparative education continues to define its identity and significance in the new thinking about education, society, colonialism and development. Ideas from post-foundational thinking, post-modernism, post-structuralism and post-colonialism, are of great importance in comparative research because they deal with common metanarratives of progress, modernity, dominance and subordination that there have been the fulcrum of the main ideas in comparative education.(Mehta Ninnes 2003, p.238), Crossley 2002, p.82). Examples of Case studies: Case study 1: Comparing literacy The usefulness of comparative education is seen in the number of different case studies. An example of a case study is Literacy skills in Maltese-English bilingual children by Rachael Xuereb (2009). The study examines the reading and phonological awareness skills in English and Maltese of children whose mother tongue is Maltese and second language English. A sample of 50 typically developing Maltese children aging between 8 years 0 months to 10 years 5 months was chosen to participate in this study. The children acquired Maltese as a first language within the family and later acquired English as a second language through Kindergarten and/or the early school years. The participants in this study attend a church school situated in the south-western part of the island. Since children star going to school at the age of 5 years, the children have been learning to read in Maltese and also in English. For the purpose of this study, Maltese reading and reading-related tests were created to parallel the UK and US standardised assessments. All the children sat for the novel tests and the standardised tests. According to the results found by Xuereb, Maltese children read better in Maltese than in English, which is the language of instruction in most of the subjects. Each child was tested on the following measures in both languages: word and non word reading, non word repetition, spelling, segmenting words and non words elision, rapid naming of letters, numbers and colours, forward memory for digits. Increasing research has addressed this issue for bilingual students, in relationship to whether phonological awareness in the first language predicts phonological awareness in the second language (Quiroga, Lemos-Britton, Mostafapour, Abbott Berninger, 2002). Studies comparing first language and second language decoding skills in readers of different orthographies suggest that these skills are positively correlated and that individual differences in the development of these skills can be predicted on the basis of underlying cognitive and linguistic abilities such as phonological skills, memory, orthographic knowledge and speed of processing (Geva Wade-Woolley, 1998 as cited in Xuereb 2009, p.331). This study aimed to find answer for how do Maltese-English bilingual children perform on reading and phonological tasks and to verify whether prior findings of cross-language transfer from first language phonological awareness to reading or to second language phonological awareness be replicated in this sample of Maltese-speaking students. Case study 2: Comparing the role of gender and age on students perceptions towards online education. This study conducted by Fahme Dabaj, and Havva BaÃ…Å ¸ak, was conducted in order to question and analyze the perceptions and attitudes of the students to online distance education by means of email and the World Wide Web as the method of delivering instruction through on-line diploma programs offered by Sakarya University in Turkey with respect to their age and gender. The research was based on a questionnaire as a mean of data collection method. The findings of the analysis explained that although the students registered to the online program by will, they preference was for the traditional face-to-face education due to the difficulty of the nonverbal communication, their lack of ability in using the technology required, and their belief in traditional face-to face learning more than online education. The research methodology of this study used the quantitative statistical methods and techniques such as significance differences, correlation and the cross-tabulation distribution to find out if there is a significant relationship between the independent and the dependent variable questions, measuring the role of age and gender of students towards their perceptions regarding distant education. The quantitative data was collected by survey questionnaire and was analyzed via quantitative statistical methods. All the students enrolled in the distance education programs and the online courses in the autumn term of the 2005/2006 Academic Year took part in the research. Regarding gender, the results proofed that the female students have a better awareness of the online education contrasting to the male students. Regarding age, the results showed that the older the students preference moves towards attending face-to face classes. Case study 3: Comparing different Art methodologies. I also attempted to make a small comparative study in which I compared Art methodology adopted in a state school compared with that adopted by the Verdala International School. The Verdala International is a co-ed international school in which foreign students resident in Malta can attend. The Art department in this school in based on two Art Programs; the IG which is equivalent to O level exam and the IB which is equivalent to the A level exam. My research was aimed at bringing out the difference in teachers and students approach towards the subject. The first difference which I pointed out was the level of organization in the state schools Art room in comparison with the organized chaos that ruled in the Verdala International. Both teachers response to my comments about the Art room environment was that it reflects the methodology they adopt towards the subject. Art lessons in the state school are more structured; students have to follow rules which hinder them from using their imagination freely. In both schools the lessons where introduced in the same manner there was a lot of teacher talk with the teacher orchestrating the whole thing. The children were only asked to participate when the teacher asked them for suggestions. The two lessons differed in the way they developed while in the state school, the students followed the traditional method by copying the teachers examples from the whiteboard and were very limited in experimentation, at Vedala international the students were much freer to experiment and be creative. The reason was that although the Art syllabi of both schools are very similar, the methodology adopted is different. The teacher at the state school believes that in order to break the rules in Art first the student has to learn them by using the traditional method by copying. While Art lessons at the state school are more exams oriented, although at Verdala International they do have an end of year test, the focus is more on helping students develop creative ideas. During my observation sessions at the state school, which were carried out in the beginning of November, the teacher consistently reminded the students about the exam. On the other hand at Verdala International the final test was never mentioned. At the Verdala International I also tried to compare Maltese students who have been to a state school and are now attending Verdala International with foreign students who had been attending to Art classes in their own countries are now at Verdala. The aim of such comparison was to identify students perspectives of the methodologies used for the teaching of Art in Malta and abroad. The foreign students interviewed were from Italy, USA, Sweden, Germany, Russia and England. From the response given it resulted that the conservative Art methodology used in Maltese state schools is very similar to that in Russia and in the early years of the middle school in Germany. Lessons at Verdala International are more similar to those in Italy where the students are active participants and able to take decisions on what they should do. While in state schools every lesson planned out by the teacher following the syllabus that is to be covered, at Verdala International the lesson is in the form of a group discussion. Each student decides on a theme that he/she would like work on and the teacher will facilitate his learning. This way, different students might be working on different projects unlike in state schools where everyone would be doing the same thing. Maltese students prefer more the methodology used at the Verdala International than the Art methodology used in the state school. The research methodology of this study consisted of observation sessions, interviews with students both on individual bases and in groups, and interviews with four teachers (one at Verdala International and 3 at state school). The number of students that took part in this study was 45 students (22 at Verdala International and 23 at state school). Conclusion The comparative education area is composed by what researchers declare about its nature, origins, purposes, futures, by the truths people support and by the struggle over what made true comparative education (Mehta Ninnes 2003, p.240). The significance in studying this area using intellectual accuracy, the working and foreign systems of education will result in our better fitted to study and understand our own while helps to extend and d

The Advantage of School Uniforms Essay -- Arguement Argumentative Pers

Did you know that as many as twenty-five percent of the nation?s pubic elementary, middle, and junior high schools have successfully implemented a school uniform policy? (Isaacson, 1998) School uniforms greatly benefit both the students and faculty by creating an atmosphere in which the students are able to get the most out of their education. I believe that all students should wear school uniforms regardless of whether or not the school is public. Below are clear-cut arguments in favor of school uniforms. First, one of the chief benefits of school uniforms is their ability to make schools safer. Studies have shown that they help to reduce gang influences. (Isaacson, 1998) Many gang members wear particular types of colors and clothes to signify their membership to a certain gang. With every student wearing the same articles of clothing, gang members will not be able to establish a rivalry within the school. Uniforms also minimize violence by reducing some sources of conflict. A Long Beach Superintendent stated the first year that the uniforms had been implemented into his school, crimes decreased by thirty-six percent, school violence by fifty-one percent, and vandalism to the school dropped eighteen percent. (US Dept. of Ed., 1996) Uniforms will also make it easier for trespassers to be identified. (Ryan & Cooper, 2000) These trespassers will stick out like a soar thumb because they will not have on a uniform like everyone else. Identifying and properly escorting the...

The Indigo Spell Chapter Twenty-Four

I FELT PRETTY BAD about burning down my teacher's house. Ms. Terwilliger, for obvious reasons, seemed to think that was the least of her problems. She wasn't sure if her insurance would cover the damage, but her company was pretty speedy in sending someone out to investigate the cause. We were still waiting to hear their verdict on coverage, but one thing they didn't report finding was any sign of human remains. Part of me was relieved that I hadn't actually killed anyone. Another part of me feared we hadn't seen the last of Alicia. What silly comparison had Adrian made? The Moriarty to your Holmes. I had to imagine that being hit in the face with razor blades and then left in a burning building would make anyone hold a grudge. A little investigation eventually turned up Veronica at a Los Angeles hospital, checked in as Jane Doe. Visiting her comatose sister became the greatest of Ms. Terwilliger's priorities, and she harbored hopes of possibly finding a way to undo the spell. Despite how busy she now was, my teacher still managed to urge me to meet her coven, and I agreed for a few different reasons. One was that it was kind of impossible for me to act like I didn't want to wield magic anymore. The other reason was that I didn't plan on being around. I was still resolved to go with Marcus to Mexico, and the week flew by. Winter finals were a breeze, and before I knew it, it was Friday, the day before our trip to Mexico. I took a risk by telling my friends goodbye. The safest thing would've been to disappear without a trace, but I trusted them all – even Angeline – to keep my secret and feign ignorance once the Alchemists discovered they had a runaway. I told Trey as well. No matter what had gone down between us, he was still my friend, and I would miss him. As the day wore on, the dorm grew quieter and quieter – aside from unending Christmas music playing in the lobby. Not wanting to exclude other religions, Mrs. Weathers had also set out a menorah and â€Å"Happy Kwanzaa† banner. Tomorrow was officially the last day before everyone had to be out, and a number of people had already left for winter break. I'd finished my own packing, which was light. I didn't want to be burdened down with excess luggage since I really had no idea what to expect in Mexico. I still had two people I needed to say goodbye to: Adrian and Jill. I'd avoided them both for very different reasons, but time was running out. I knew Jill was just a flight of stairs away, but Adrian was more difficult. We'd been in touch a couple times after the fire, simply to sort out some details, but he'd soon gone silent. No calls, no texts, no dreams. Maybe I should've been glad. Maybe I should've welcomed the chance to leave without any painful goodbyes . . . but I couldn't. My chest ached with the thought of not seeing him again. Even though he was the reason I was leaving, I still felt like I needed some closure. It's not about closure, Sydney. You want to see him. You need to see him. And that's exactly why you have to leave. Finally, I took the plunge and called him. It took me so long to work up the nerve that I could hardly believe it when he didn't answer. I resisted the urge to immediately try again. No. I could wait. There would still be time tomorrow, and surely . . . surely he wasn't avoiding me? I decided to hold off on talking to Jill until the next day. Telling her goodbye was just as difficult – and not just because of what she saw through the bond. I knew she'd think I was abandoning her. In truth, if I stayed and ended up with Adrian, I'd possibly be caught and never be able to help her at all. At least if I was away and free, I could try to help her from the outside. I hoped she'd understand. Waiting on her gave me the opportunity to take care of an unwelcome errand: returning Malachi Wolfe's gun. I'd never gone to his home without Adrian, and even though I knew I had nothing to fear from Wolfe, there was still something a little unsettling about going to the compound alone. To my complete and utter astonishment, Wolfe let me into the house when I arrived. All was quiet. â€Å"Where are the dogs?† I asked. â€Å"At training,† he said. â€Å"I have a friend who's an expert dog trainer, and he's giving them some stealth lessons. He used to work for a local K-9 unit.† I didn't think it was in the Chihuahua genetic code to ever be stealthy. I kept that to myself and instead stared around in amazement at Wolfe's kitchen. I'd expected something like a ship's galley. Instead, I found an astonishingly cheery room, with blue-checkered wallpaper and a squirrel cookie jar. If someone had asked me to describe the most unlikely Wolfe kitchen out there, it would've looked something like this. No – wait. On the refrigerator, he had some magnets that looked like ninja throwing stars. That, at least, was in character. Adrian's going to flip out when I tell him. Then I remembered I might not see Adrian for a very long time. That realization killed whatever amusement I'd just felt. â€Å"So what do you need?† asked Wolfe. Peering at him, I suddenly had a strange feeling the eye patch really was on a different eye from last time. I should've paid more attention. â€Å"Another gun?† I returned to the task at hand. â€Å"No, sir. I didn't even need the first one, but thanks for lending it to me.† I removed it from the bag and handed it to him. He gave the gun a once-over and then set it inside a drawer. â€Å"Fixed your problem? You can still hang on to it if you want.† â€Å"I'm leaving the country. Bringing it over the border might cause me some trouble.† â€Å"Fair enough,† he said. He grabbed the cookie jar and took off the lid, leaning it toward me. An amazing scent drifted out. â€Å"Want one? I just made them.† I was really regretting not being able to tell Adrian about this. â€Å"No thanks, sir. I've had more than enough sugar these last few weeks.† I felt like I should have a frequent customer card for Pies and Stuff. â€Å"I thought you looked better. Not all skin and bones anymore.† He nodded in approval, which felt really weird and slightly creepy. â€Å"So where are you two kids going?† â€Å"Mexi – oh, Adrian's not going with me. I'm going with someone else.† â€Å"Really?† He slid the squirrel back across the counter. â€Å"I'm surprised. I always figured when you two left here, you went home and had your own private ‘training sessions.'† I felt myself turning bright red. â€Å"No! It's not like – I mean, we're just friends, sir.† â€Å"I had a friend like that once. Silver Tooth Sally.† He got that faraway expression that always came on when he had an anecdote to share. â€Å"I'm sorry, did you say – â€Å" â€Å"Never met a woman like Sally,† he interrupted. â€Å"We fought our way across Switzerland together, always watching each other's backs. We finally got out alive – just barely – and she wanted to come back to the States and settle down. Not me. I had dreams, you see. I was a young man then, drawn to danger and glory. I left her and went off to live with an Orcadian shaman. It took two years and a lot of vision quests to realize my mistake, but when I got back, I couldn't find her. When I close my eye at night, I can still see that tooth sparkle like a star. It haunts me, girl. It haunts me.† I frowned. â€Å"I don't think the Orcadians have vision quests, sir. Or shamans.† Wolfe leaned forward and shook a finger at me, his eye wide. â€Å"Learn from my mistakes, girl. Don't go to the Orkneys. You don't need some mystical vision to see what's in front of you, you hear me?† I gulped. â€Å"Yes, sir.† I hurried out after that, thinking that being in a different country from Malachi Wolfe might be a good thing. The next morning, I prepared to tell Jill goodbye, but she beat me to it and showed up at my door. It was the first time we'd truly spoken since the morning after that last dream with Adrian. She walked into my room and frowned when she saw the suitcase. â€Å"You're really going?† â€Å"Yes. And I'm sure you know why.† She crossed her arms and looked me straight in the eye, without any of the reservation she'd shown last time. I had trouble holding that stare. â€Å"Sydney, don't leave Adrian because of me.† â€Å"It's more complicated than that,† I said automatically. â€Å"It's really not,† she said. â€Å"From everything I've seen and heard, you're just afraid. You've always controlled every detail of your life. When you couldn't – like with the Alchemists – you found a way to seize back that control.† â€Å"There's nothing wrong with wanting control,† I snapped. â€Å"Except that we can't always have it, and sometimes that's a good thing. A great thing, even,† she added. â€Å"And that's how it is with Adrian. No matter how hard you try, you aren't going to be able to control your feelings for him. You can't help loving him, and so you're running away. I'm just an excuse.† Who was she to lecture me like this? â€Å"You think I'm lying about how awkward it is for you to see everything that happens between us? Every intimate detail is on display. I can't do that. I can't live like that.† â€Å"Adrian's learned to.† â€Å"Well, he's had to.† â€Å"Exactly.† Some of her fierceness mellowed. â€Å"Sydney, he brought me back from the dead. It's the greatest thing anyone can or will do for me. I can't pay him back, but I can let him live his life the way he wants to. I don't expect him to shelter me because of the bond, and I'm not going to judge him – or you. Someday, he and I will learn to block each other.† â€Å"Someday,† I reiterated. â€Å"Yes. And until then, we do the best we can. All you're doing by leaving is making three people miserable.† â€Å"Three?† I frowned. â€Å"I'm helping you.† â€Å"Do you really think I'm happy when he's miserable? Do you think I like the darkness that crawls over him?† When I said nothing, she pushed forward. â€Å"Look, I don't have the same physical reaction to you that he does, but when he's with you, he's so full of joy . . . it radiates through to me, and it's one of the greatest experiences I've ever had. I've never been in love like you guys are.† â€Å"I'm not – † I couldn't say it, and she gave me a knowing look. I tried a different tactic. â€Å"Staying here is dangerous, especially with him. The Alchemists might find out about everything – him, my tattoo, Ms. Terwilliger, and God knows what else.† â€Å"And if they don't find out, look at what you get. Adrian. The rest of us. Magic. The chance to uncover their secrets. I know you love this life. Why would you give it up? You're too smart to get caught. We'll help you. Do you really think Marcus and his Merry Men can do that much fighting when they're always on the run?† I shook my head. â€Å"They're like me. They understand me.† She was obstinate. â€Å"They aren't like you at all. They talk. You act.† It was so surprising to see her like this, so confident and so much wiser than her years. It was also a little irritating. If she was so wise, why couldn't she understand how much was at stake? â€Å"Jill, staying is a big risk – in all ways.† â€Å"Of course it is!† she exclaimed, her eyes flashing with anger. â€Å"Any life worth living is going to have risks. If you go to Mexico, you'll regret it – and I think you know that.† My phone rang, cutting off my next response. It was Eddie. He rarely called, and panic seized me. â€Å"What's wrong?† I demanded. He sounded mystified. â€Å"I wouldn't say anything's wrong . . . just surprising. Is Jill with you? You guys should really come down. We're outside† He hung up, and I was left totally confused. â€Å"What's up?† asked Jill. â€Å"Something surprising, apparently.† She and I went down to the lobby, with no more mention of Adrian. When we stepped outside, we found Eddie and Angeline pointedly avoiding eye contact with each other. Standing near them was a tall, good-looking guy with neatly trimmed black hair and bright blue eyes. He wore a stern, serious expression and was scanning the area. â€Å"He's a dhampir,† Jill murmured to me. His eyes locked onto us at our approach, and that fierce look relaxed. â€Å"Jill, Sydney,† said Eddie. â€Å"This is Neil Raymond. He's going to be joining us here.† Neil swept Jill a bow so low, it was a wonder he didn't hit the ground. â€Å"Princess Jillian,† he said in a deep voice. â€Å"It's an honor to serve you, and I'll do so to the best of my abilities, even if it means sacrificing my own life.† Jill took a step back, her eyes wide as she took him in. â€Å"Th-thank you.† Eddie looked back and forth between them, a small frown appearing on his face. â€Å"Neil's been sent as backup. I guess you filed some complaint about Jill not having enough protection?† That was to me, and unless I was mistaken, there was an accusatory note in his voice. â€Å"No – I. Oh. I guess I kind of did.† When I'd been trying to do damage control with Stanton, one of my grievances had been that I never felt Jill was safe. I guess this was Stanton's response. It was surprising, just as Eddie had said, but more eyes on her couldn't hurt. From the way she was sizing Neil up, she certainly didn't seem to mind either. I shook his hand. â€Å"Nice to have you around, Neil. Are they passing you off as another cousin?† â€Å"Just a new student,† he said. That was probably just as well. Our â€Å"family† was in danger of taking over Amberwood. I would've liked to learn a little more about him, but my time was up. Marcus was picking me up soon to go to the train station, seeing as Latte had been declared totaled. I guess that was a different sort of closure, albeit a sad kind. I told them all goodbye as I left to get my suitcase, acting as though I just had to run an errand. Eddie, Angeline, and Jill knew the truth, and I could see the hurt and regret in their eyes – especially Jill. I prayed they'd be okay without me. When I came back downstairs, I found Jill was the only one still there. â€Å"I forgot to give you this,† she said, handing over a small envelope. My name was on the outside, and I recognized the writing. â€Å"I've been trying to get a hold of him and thought he might be avoiding me. This is his goodbye, huh?† I felt disappointed that I wouldn't be able to see Adrian in person one last time. Maybe a letter was better than nothing, but I wished I could have left with those beautiful eyes fresh in my mind. â€Å"Is he . . . is he really upset?† I couldn't stand the thought of him hurting. â€Å"Read the letter,† she said mysteriously. â€Å"And remember, Sydney. This isn't about me. This is about you guys. You can control everything else, but not this. Let go, and accept how you feel.† We left on that note, and I went outside to sit on the curb and wait for Marcus. I stared at the envelope, looking at the way Adrian had written my name. Three times I nearly opened it . . . but chickened out each time. Finally, I saw Marcus drive in, and the envelope disappeared into my purse. As soon as he picked me up, he began talking excitedly about the big plans ahead. I barely heard. All I kept thinking about was Adrian and how empty my life was going to seem without him. Marcus and I were meeting Wade and Amelia at the train station, but I couldn't picture any of them understanding me like Adrian – even if they were human and shared the same background. None of them would have his dry wit or uncanny insight. And simmering beneath all those emotions were the more heated memories . . . the way we'd kissed, the way it had felt to be wrapped up in him. . . . â€Å"Sydney? Are you even paying attention?† I blinked and glanced over at Marcus. I think it was another of those moments where he couldn't believe someone wasn't hanging on to his every word. â€Å"Sorry,† I said. â€Å"My mind's somewhere else.† He grinned. â€Å"Well, shift it to beaches and margaritas because your life's about to change.† It was always beaches and margaritas with him. â€Å"You left out the part about us sealing the tattoo. Unless your tattooist is also a bartender.† â€Å"There you go again, funny and beautiful.† He laughed. â€Å"We're going to have a great time.† â€Å"How long will we be down there?† â€Å"Well, we'll take care of the tattoos first. That's the most important thing.† I was relieved to see him taking that seriously. â€Å"Then we'll lie low, enjoy the sights for a few weeks. After that, we'll come back and follow some leads on other dissatisfied Alchemists.† â€Å"And then you'll repeat the process?† I asked. In the rear-view mirror, I could see the Palm Springs skyline disappearing as we drove north. I felt a pang of longing in my chest. â€Å"Get others to retrieve critical information and then free them?† â€Å"Exactly.† We drove in silence for another minute as I processed his words. â€Å"Marcus, what do you do with that information you gather? I mean, what are you going to do about Master Jameson?† â€Å"Keep finding more evidence,† he said promptly. â€Å"This is the biggest lead we've ever had. Now we can really push forward in finding out more.† â€Å"It's more than a lead. Why not leak it to the Moroi?† â€Å"The Alchemists would deny it. Besides, we don't want to be hasty.† â€Å"So what if they do deny it?† I demanded. â€Å"At least the Moroi will have a heads-up.† He glanced over at me with a look that reminded me of a parent trying to be patient with a child. Ahead of us, I saw a sign for the train station. â€Å"Sydney, I know you're eager, but trust me. This is the way we've always done things.† â€Å"I don't know that it's the right way, though.† â€Å"You have a lot of ideas for someone who just joined up.† He chuckled. I wished he'd stop doing that. â€Å"Just wait, and then you'll understand.† I didn't like his condescending attitude. â€Å"I think I already understand. And you know what? I don't think you guys do anything. I mean, you've uncovered some amazing information . . . but then what? You keep waiting. You run away and skulk around. How is this really helping? Your intentions are good . . . but that's all they are.† I could almost hear Jill's voice: They talk. You act. Ironically, Marcus was speechless. â€Å"You could do so much,† I continued. â€Å"When I first found out about you, you seemed to hold all the potential in the world. Technically, you still do. But it's being wasted.† He pulled into the train station's parking lot, still looking utterly stunned. â€Å"Where the hell is this coming from?† he asked at last. â€Å"Me,† I said. â€Å"Because I'm not like you guys. I can't do nothing. I can't run away. And . . . I can't go with you.† It felt good to say that . . . and it also felt right. All week, my brain had been telling me the right thing to do was to walk away before things with Adrian and the Alchemists blew up. And yes, that probably was the smart thing. My heart had never entirely been on board, but I'd tried to ignore it. It wasn't until I'd listened to both Jill and Marcus that I realized just this once, my brain might have to opt for the less logical solution. I had to give Marcus credit. He actually looked concerned and wasn't just put out at not getting his way. â€Å"Sydney I know how attached you are to this place and these people, but it's not safe for you here. It's not safe for you anywhere, not as long as the Alchemists are watching. Not as long as your tattoo is vulnerable.† â€Å"Someone told me any life worth living has risks,† I said, unable to hide a smile. I never thought I'd be quoting Jill. Marcus slammed his fist against the dashboard. â€Å"That's sentimental bullshit! It sounds good in theory, but the reality is completely different.† â€Å"What kind of reality could you have created if you'd stayed with the Alchemists?† I asked. â€Å"How much could you have uncovered?† â€Å"Nothing if I was caught,† he said flatly. â€Å"And no matter how useless you think we are, I've freed dozens of Alchemists. I've helped Clarence and other Moroi.† â€Å"You aren't useless, Marcus. You do good work, but we're just not on the same path, that's all. I'm staying and doing things my way. Isn't that what you said when we first met? Helping the Moroi on our own terms? These are mine.† â€Å"You're wasting your time!† â€Å"It's my time to waste,† I said. Adrian had said exactly the same thing to me on the flight to the wedding, when I'd told him he couldn't keep loving me. I felt bad for Marcus. I really did, especially since he'd truly been counting on me to come with him. He caught hold of my hand. â€Å"Sydney, please don't do this,† he begged. â€Å"No matter how confident you feel, no matter how careful you think you are, things will spiral out of control.† â€Å"They already have,† I said, opening the passenger door. â€Å"And I'm going to stop fighting them. Thank you for everything, Marcus. I mean it.† â€Å"Wait, Sydney,† he called. â€Å"Just tell me one thing.† I glanced back and waited. â€Å"Where did this come from? When you called me to tell me you were coming, you said you'd realized it was the smart thing to do. What made you change your mind?† I gave him a smile that I hoped was as dazzling as one of his. â€Å"I realized I'm in love.† Marcus, startled, looked around as though he expected to see my objet d'amour in the car with us. â€Å"And you just realized that? Did you just have some sort of vision?† â€Å"Didn't need to,† I said, thinking of Wolfe's ill-fated trip to the Orkneys. â€Å"It's always been right in front of me.†

Science Fair Chemistry Project Ideas and Inspiration

Science Fair Chemistry Project Ideas and Inspiration These science fair projects ideas provide information and questions you can develop into a science fair project. Bookmark this page or check back regularly, since new ideas are added. You may submit an idea for a science fair project to be included in the list. Quick Look at Projects by Education Level These projects are grouped according to grade level ranging from preschool through middle school, high school, and college. 12th Grade Science Fair Project Ideas. Senior high school science projects can be fairly advanced. Some seniors have done projects that gain them scholarships or change the world!11th Grade Science Fair Project Ideas. 11th grade is the peak time for students to apply to colleges, so an award-winning or thought-provoking project can gain scholarships or aid during the school interview process.10th Grade Science Fair Project Ideas. 10th-grade science fair projects offer students the opportunity to explore whether they want to pursue college education or a career in science. There are scholarship opportunities at this level, too.9th Grade Science Fair Project Ideas8th Grade Science Fair Project Ideas7th Grade Science Fair Project Ideas6th Grade Science Fair Project Ideas5th Grade Science Fair Project Ideas4th Grade Science Fair Project Ideas3rd Grade Science Fair Project Ideas2nd Grade Science Fair Project Ideas1st Grade Science Fair Project IdeasKindergarten Science Fair Project Ideas

Samsung Analysis Essay Example

Samsung Analysis Essay Example Samsung Analysis Essay Samsung Analysis Essay 1/Identify the ressources and competences of an organisation with which you are familiar utilizing Exhibits 1 and 2 ( WA ) . I decided to set about an analysis of the Samsung company because I spend a full twelvemonth in South-Korea. from July 2011 until grand 2012. Hence. Samsung is an highly of import pudding stone in this state. working there is for many considered as a  « dream-job  » and furthemore bring forth every bit much as 20 % as the state entire exports. Samsung is good known for their electronic merchandise created by the electronic subordinates of the company. Sansung Electronics. Their flagship phone. presently being the Samsung Galaxy S3 sold over 40 1000000s units. They produce Television. Computer. Display. semiconducting materials. Cameras†¦ But if Samsung is chiefly known in the western states for the Samsung Electronics subordinates. it is possible in Korea to populate your whole life with Samsung merchandises. Indeed. among the subordinates. we can happen Samsung Life Insurance. Samsung Heavy Industries ( chiefly a shipwright subsidiarie ) . Samsung C A ; T†¦ There is even some  « Samsung Cities  » . like the Suwon Samsung Digital City. It is countries where merely the Samsung employees and their households are allowed to acquire in. Here. there is appartment. school. infirmary. amusement. and everything one’s need to take a life. except that everybody around you is working for samsung. Indeed. Samsung is bring forthing itself about all the constituent the company demand. So there is enourmous production demands. that lead to enourmous production site. Many of the Samsung employee have so no other pick than populating on site with their household. If I am presenting this company that manner. it is in order to assist us understanding some of the most valuable plus of the company. Samsung has won the trust and the trueness over 1000 of workers who are willing to travel the excess stat mi for the company. Korea is celebrated to hold one of the longest work clip in the universe. Indeed. in most of the companies workers must be willing to make many hours. Samsung has the intangible benefit of an highly flexible work force. But non merely flexible. this work force is besides peculiarly good educated. thanks to the Korean instruction system. one of the hardest in the universe. As we said earlier. working for Samsung is considered for many as a dream occupation. and Samsung workers are more willing than any other worker to travel to the excess stat mi. because they receive a better intervention than other workers in similar Korea company as LG. etc. ( In term of salary. but besides in term of insurance. and retirement program: we should non bury that Samsung is non merely Samsung Electronics. but besides Samsung Life Insurance. and so this company can offer first-class trade to their workers ) . There is besides a prestigiousness for working at Samsung. Consequently. Samsung can easy enroll the elite of Korean pupil. of Korean research workers. and this so is an highly of import competitory advantage other the competition. No company in Korea has this attraction. and outside Korea merely Apple and Google might be able to hold similar advantages. But Apple and Google are western companies. and this mean that non all of their workers agree to give their life to the company. They are surely non as much loyal as Samsung worker. because Samsung has become portion of Korea itself. a national pride. This allow Samsung to hold an outstanding capablenesss for bearing mass production of any given merchandise at any clip. Without the willingness of Samsung employees. the company would surely non be nowadays worldwide figure one top merchandising smartphone company. neither be able to bring forth high quality merchandise and being recognized worldwide for their quality. 2/Undertake an analysis of the strategic capableness of an organisation with which you are familiar in order to place which capablenesss. if any meet the standards of ( a ) value. ( B ) rareness. ( degree Celsius ) hardiness and ( inimitability ) .

Role Transition from LPN to RN Essay Example | Topics and Well Written Essays - 1000 words

Role Transition from LPN to RN - Essay Example LPN and RN practice have several similarities and differences in terms of how they are undertaken. LPN practice has fewer skills compared to the RN practice. For example, what a registered nurse can be allowed to undertake in his practice is different from what a licensed practice nurse can be allowed to undertake in his practice. This is because of the limitation in the skills that a licensed practice nurse is required to develop before being allowed to practice. The functions of LPN practice and RN practice are identical. The functions performed by the licensed practice nurse are almost identical to function performed by a registered nurse in their day-to-day practice. Both the LPN and RN implement the nursing process in the delivery of nursing care and also administer treatment authorized by an authorized prescriber. This indicates that the functions of RN and LPN practices are identical. Licensed practice nurse is not allowed to give instructions but to follow instructions of the registered nurse and doctors. A good example is being required to administer nursing care services only when instructed by a registered nurse. This indicates that this nursing practice has no leadership responsibilities. LPN roles also lack peer relationship. Peer relationship is exhibited when individuals within the same level of practice are allowed to work together and share knowledge and experience in order to improve their effectiveness. Licensed practice nurses are not allowed to function without instructions from a registered nurse or a doctor.

Summary of an article Essay Example | Topics and Well Written Essays - 250 words - 1

Summary of an article - Essay Example Students use their computer systems to copy music files and download movies and similarly they think that copying and pasting other writers’ work is the same non-serious task. Gabriel mentions a survey which shows that 40% of students admit plagiarizing, and the number of students who consider plagiarism as a serious act is declining with every passing year. Students going to libraries for research work are very few today and since everything is virtual online, thus they do not think that there is any harm in using words that do not belong to them. Students get motivated to use other works through TV shows that copy other shows and music that contains others’ lyrics. They just need a grade to pass the exam and do not mind plagiarizing for this purpose which makes their work unoriginal and unauthentic. Students mix their work with others which keeps them from bringing up new and innovative ideas. However, Gabriel quotes Ms. Wilensky who states that still there are many s cholars who are producing original pieces of work. She asserts that students should be taught to reproduce ideas in their own words right from the start so that they do not plagiarize when they go to