Biblical Prophets of the Post-exilic essays

Biblical Prophets of the Post-exilic essays Before the Babylonian exile, Biblical prophesy reached its highest point. Prophets such as Jeremiah and Ezekiel changed and molded the scope of Hebrew religion. Their writings were intelligent, insightful, well developed, and contained a great spiritual meaning. Following the Babylonian exile, however, prophesy took a depressing downward turn. There are many post exilic prophets, yet their writings are usually short, mostly irrelevant, repetitive, and, for the most part, anonymous. Though this is the case for many of these prophets, some works cannot be overlooked. Haggai and Zechariah were leaders in the cultic reform of the Hebrew people. Malachai calmed their fears, and assured them of God's love. Still other prophets told of a new, Messianic time when the word of the Lord would be held in its former glory. These were the most important works, as post exilic Hebrews needed not only protection, but spiritual guidance to sustain their society. The prophet Haggai was an integral figure in uniting the Hebrew people. Upon return to their homeland, the Hebrews found most of the infrastructure in a state of disrepair, with the people uncaring for their moral and social responsibilities, to say nothing for their religious practices. Even the temple of the Lord had been destroyed. Haggai emphasized the return to a more cultic society. The coming of a latter glory that was foretold in Haggai's prophesy is emphasized in the book of Zechariah. Zechariah prophesied in the shadow of Haggai, but gave his words a slightly different spin. He emphasizes, like the pre-exilic prophets, the importance of a moral reform among the Hebrews. Zechariah's way of receiving the word of God is very unique among the prophets. The word comes to him in the form of eight visions. These "colorful and strange" visions make up most of his book. The visions are so bizarre that the Lord sends an angel as in interpreter, so that Zeccariah can derive meaning from t...

Japanese Verbs Conjugations

Japanese Verbs Conjugations Japanese verbs are roughly divided into three groups according to their dictionary form (basic form). The basic form of Group 1 verbs end with ~ u. The basic form of Group 2 verbs end with either ~iru or ~ eru. Group 3 verbs are irregular verbs. There are only two irregular verbs, kuru (to come) and suru (to do). Click here to learn more about Japanese verbs and hear their pronunciation (Audio Phrasaebook – verbs). Here are some common verbs from each group. The links lead to various conjugations of each verb. Group 1 aruku æ ­ ©Ã£   - to walk asobu é Å Ã£  ¶ - to play au ä ¼Å¡Ã£ â€  - to meet hairu å… ¥Ã£â€šâ€¹ - to enter hajimaru Ã¥ §â€¹Ã£  ¾Ã£â€šâ€¹ - to begin iku è ¡Å'㠁  - to go kaeru Ã¥ ¸ °Ã£â€šâ€¹ - to return kakaru 㠁‹ã â€¹Ã£â€šâ€¹ - to takekaku æ› ¸Ã£   - to writekau è ² ·Ã£ â€  - to buy kiku è Å¾Ã£   - to listen matsu Ã¥ ¾â€¦Ã£  ¤ - to wait motsu æÅ' Ã£  ¤ - to havenarau ç ¿â€™Ã£ â€  - to learnnomu é £ ²Ã£â€šâ‚¬ - to drinkokuru é€ Ã£â€šâ€¹ - to sendomou æ€ Ã£ â€  - to thinkoyogu æ ³ ³Ã£   - to swimshiru çŸ ¥Ã£â€šâ€¹ - to know suwaru Ã¥ º §Ã£â€šâ€¹ - to sit tatsu ç «â€¹Ã£  ¤ - to stand tomaru æ ­ ¢Ã£  ¾Ã£â€šâ€¹ - to stop tsuku ç â‚¬Ã£   - to arrive uru Ã¥ £ ²Ã£â€šâ€¹ - to sellutau æ ­Å'㠁† - to singwakaru 分㠁‹ã‚‹ - to understandwarau ç ¬â€˜Ã£ â€  - to laugh yomu è ª ­Ã£â€šâ‚¬ - to read Group 2 kangaeru è€Æ'㠁ˆã‚‹ - to thinkmiru è ¦â€¹Ã£â€šâ€¹ - to see; to lookneru Ã¥ ¯ Ã£â€šâ€¹ - to sleeposhieru 教㠁ˆã‚‹ - to teachtaberu é £Å¸Ã£  ¹Ã£â€šâ€¹ - to eat Group 3 kuru æ  ¥Ã£â€šâ€¹ - to come suru 㠁™ã‚‹ - to do

Hrd Practice Essay Example | Topics and Well Written Essays - 5750 words

Hrd Practice - Essay Example Information was gathered and notes taken through personal discussions with HRD personnel, management and a number of personnel affected by these systems. Data on attrition rates, performance appraisals, and career development was garnered from the meticulous records maintained by the ORTD. This data was allowed to be drawn for study only and not allowed to be used in this report. The main findings included in the following report are that ABC has a clear view of its mission and objectives and HRD strategy is visibly and strongly linked to the overall plans. The two areas studied are well developed and effectively used. This report offers some recommendations to further strengthen these. This report is written at the conclusion of a study of Human Resource Development (HRD) practices in an existing company (ABC, at their request). Theoretical inputs received during class and the thinking of various experts was compared with actual practice, to develop deeper understanding of HRD. HRD embraces a large range of activities aimed at bringing out the best in each individual to meet organizations' objectives this study was limited to two areas, Career Development and Performance Appraisal. ABC adopts a paternalistic approach and shows total involvement in the welfare of the employee both on and away from the workplace. In all dealings with employees the company makes a conscious attempt to integrate feelings, priorities and welfare of the employees' family. ABC also has well thought out medium and long term plans for growth and consolidation and its efforts at career planning and development are fully integrated into them. Manning and skill level requirements of the organisation as it evolves and grows in the next five years are written and HRD responds to this through its activities of recruitment, training and development of in-house human resources. Lateral recruitment at higher levels is rare. 2.0 Industry Studied - Overview 2.1 Background The Organisation selected for study is a large company, employing about 3,600 personnel. The company manufactures fertilizers, PVC and Cement and is essentially chemical technology driven. The company is very successful in its performance as is

Gay Lesbian Parents Essay Example | Topics and Well Written Essays - 1250 words

Gay Lesbian Parents - Essay Example That reality suggests that the children of gay and lesbian couples can experience healthy and normal psychological development were it not for societal tendencies towards discrimination, on the one hand, and the innate tendency of children to react negatively to uniqueness, or difference, on the other (Ahmann, 1999). In other words, while homosexual parenting does not, in itself, limit a child's capacity to undergo a normal psychological development process, the fact that it unfolds within societies which, despite public statements to the contrary, are innately protective of the traditional family structure and biased against same-sex families, detrimentally impacts the child's opportunities for healthy development. Through a review of the arguments on either side, the research shall attempt to prove the stated argument. Western societies, despite the prevalence of laws upholding homosexual rights tend towards negative conceptualisations of homosexuality. The anthropologist, D. Gilmore (1990) asserts that societal acceptance of sexual orientations is ultimately defined by the prevalent culture and cannot be dictated by laws. Insofar as Western societies, whether as a consequence of historic or religious traditions, define homosexuality as a practice which falls from without the bounds of normalcy, if not outright abnormal, it is inherently incapable of comprehending the possibility of children of same-sex parents as anything other than underprivileged. The fact that this is not necessarily the case and that the aforementioned perception is ultimately predicated on the dominant culture's perception of homosexuality as abnormal is validated by evidence which effectively proves that cultures which perceive of homo and hetero-sexuality as equally normal, have no prejudices against the concept of same-se x parenting (Gilmore, 1990). In other words and as further emphasised by Halwani (2002), culture dictates perceptions of homosexuality and, as a result, invariably affects the children of same-sex couples. The fact that culture, concomitant with traditional definitions of marriage and family, inexorably influence perceptions of the stated relationship and, as such impact the psychological development of the children concerned, is evidenced in a plethora of commentary on the phenomenon. The law, for example, clearly defines marriage and the family unit which is subsequently formed as a "union of man and woman uniquely involving the procreation and rearing of children within a family" (Johnston, n.d.). Religion, similarly defines marriage and family, consequently maintaining same-sex unions and families to be a harmful deviation from the norm with incalculably detrimental psychological effects on the children concerned (Richardson, 2004). In other words, there exists a predominately negative perception of the same-sex family unit insofar as culture, religion and the law combine to define it as abnormal. That in itself will limit the possibilities of healthy psychological development for children with gay or lesbian parents. Psychologists have determined the existence of a strong likelihood, as evidenced by empirical fact, that children who grow up with same-sex parents can

Black Aesthetics Essay Example for Free

Black Aesthetics Essay Black Aesthetics The word â€Å"aesthetics† can be defined as a branch of philosophy that critically reflects on art, culture, and nature. It is a view, opinion, or an attitude toward what is considered offensive or acceptable. It is more scientifically defined as a critical judgment of the sensory emotional values that exude from the nature of beauty, art, and taste. Aesthetics as it pertains to the black community or simply â€Å"black aesthetics† refers to ideologies and perspectives of art that centers around back culture and life. Black aesthetics spawned from the Blacks Arts Movement of the 1960’s where blacks demonstrated that you didn’t have to assimilate into white American culture. The movement refers to a period of African American creativity beginning in the mid-1960’s and continuing through much of the 1970’s. It was a pivotal moment in African American literature. It inspired black people to establish their own publishing houses, magazines, journals and art institutions. It led to the creation of African American Studies programs within universities. It all precipitated from the assassination of Malcolm X in 1965. Linked both chronologically and ideologically with the Black Power Movement, The BAM recognized the idea of two cultural Americas: one black and one white. The BAM pressed for the creation of a distinctive Black Aesthetic in which black artists created for black audiences. The movement saw artistic production as the key to revising Black American’s perceptions of themselves, thus the Black Aesthetic was believed to be an integral component of the economic, political, and cultural empowerment of the Black community. The Black Arts Movement called for an explicit connection between art and politics. This movement created the most prevalent era in black art history by taking stereotypes and racism and turning it into artistic value. The concepts of Black Power, Nationalism, Community, and Performance all influenced the formation of this national movement, and it proliferated through community institutions, theatrical performance, literature, and music. One of the biggest problems that black Americans have been dealing with since being removed from our homeland is self-identification within western civilization. American culture was initially shaped by many European races and cultures coming together through shared ideals and values in which, has attributed to our diversity. However, other races did not always have a choice; all of the enslaved Africans were forced to assimilate. During the late 1950’s and early 1960’s, many African nations were struggling for their independence from Europe. Their struggles correlate to the struggle of blacks in the United States during the same time period. Since the 1880’s, when European nations colonized Africa, Europe had almost complete control over the continent, but this changed during the 1950’s and 1960’s. By 1958, ten African countries had gained their independence, and sixteen more joined the list in 1960 alone. With these nations gaining heir independence, it demonstrated the ability of blacks to overpower their white oppressors. The Black Power and Black Arts Movement in the United States were the result of just that. Who are black people, what are black people, what is their relationship to America and the world? It must be repeated that the whole myth of Negro citizenship, perpetuated by the white elite, has confused the thinking of radical and progressive blacks and whites in this country. The broad masses of black people react to American society in the same manner as colonial peoples react to the West in Africa, and Latin America, and had the same relationship that of the colonized toward the colonizer. Too long have we allowed white people to interpret the importance and meaning of the cultural aspects of our society. We have allowed them to tell us what was good about our Afro-American music, art, and literature. How can a white person who is not part of the black psyche (except as the oppressor) interpret the meaning of the blues to us who are manifestations of the songs themselves? Black people concerning the contributions that we have made in shaping this country must make a thorough re-examination. If this re-examination and re-evaluation is not made, and black people are not given their proper due and respect, then the rivalries and contradictions are going to become more and more evident, more and more intense, until there is a national uproar.

Continuing Education: Market Driven or Student Centered? :: School Education Learning Essays

Continuing Education: Market Driven or Student Centered? One enduring controversy in continuing education is whether programs should be market driven. The controversy has some connection with the pervasive image of the marginality of continuing education in higher education as well as the concept that continuing education programs must be self-sustaining. As Edelson (1991) says, "This principle of having to pay its own way is the single most distinguishing feature of American continuing education today" (p. 19), adding that adult education is the most blatantly market-driven segment of education. At the heart of the controversy is the issue of whether "market driven" is necessarily antithetical to the principles and philosophy of adult learning. This publication looks at whether this is a misconception or a reality. The Case against Market Driven According to Beder (1992), successful market-driven programs must have "sufficient numbers of voluntary adult learners who are motivated to exchange enough of their time and money to yield the clients and fee income" needed to operate programs (p. 70). This need to target areas of high demand leads to what Beder sees as the primary problems of market-driven systems: (1) they perpetuate inequality by neglecting the needs of those less able to pay; (2) they may meet individual needs efficiently but not overarching social needs; and (3) they often displace educational benefit with profit as an overriding goal. Rittenburg (1984) agrees that the demands of the marketplace are not a sufficient foundation for continuing education: "The nature of aesthetic and ideological products is such that production to meet consumer demand is not an adequate framework" (p. 22) because such products have intrinsic value. Controversy over a market orientation for adult education programs is not a new issue. Edelson (1991) reviews the history of the Ford Foundation/Fund for Adult Education's Test Cities Project (1951-61), which sought to demonstrate that noncredit liberal adult education could and should pay for itself. Over time, this obsession with economic viability led to the sacrifice of small-group discussion forums to the need for economies of scale and formats that produced higher revenues (such as large lectures). The controversy crosses many fields. In social work, Laufer and Shannon (1993) describe how program quality, which requires long-term investment in lieu of short-term profit, can suffer when programs must pay as they go. They argue that quality should be "the bottom line below the bottom line" (p.

Classroom Behavior Managment: Common Mistakes Essay

Mistakes are common in the classroom, but there are tips on how to manage your classroom that will eliminate the chaos and help your students learn. Prevention is an effective form of behavior management. From the beginning you need to establish a set of rules and regulations so that the students know your expectations. There are twelve common classroom behavior management mistakes, but are followed by suggestions as to what we should do instead. The systems should be able to meet the changing needs of the classroom and students. The first few mistake rules are basic concepts that teachers need to know. One is being able to define misbehavior by its function not by how it looks. Number two and three is to assess the behavior directly instead of asking a question or approaching the problem in a different way instead of trying harder for it to work. Number four is to set and establish classroom rules right away, but do not have too many because it makes it more difficult for both the teacher to enforce and students to comply. The fifth one is to treat some behaviors as â€Å"can’t dos† like lack of skills not all as â€Å"won’t dos† as in lack of motivation. Number six is an easy fix by planning transition time appropriately instead of lack of planning. Number seven has true knowledge by ignoring wisely instead of ignoring all or nothing at all. Make sure to understand what you should ignore and what you should not. Number eight moves onto misuse and overuse of time out. The student’s reinforcement opportunities are withdrawn when in time out. Moving onto number nine is that you should have clear expectations of your students that you reinforce consistently. Your students are more likely to obey when the teacher is consistent than when they are inconsistent. Number tens mistake is not including others in your management efforts. The classroom will be more effective if parents, students and others are involved. Number eleven and twelve are about using academic instruction as a tool and taking the misbehavior professionally not personally. A brief review on the common mistakes is useful for developing a comprehensive behavior management plan. Reflection: I enjoyed reading this article because the main thing I look for when I go into my field experiences is the different classroom settings and figuring out how each classroom is run differently. Teachers have their own behavior management techniques and they all handle situations differently. This article is really going to help me in my future because I now know the common mistakes teachers make and I can look for them when I am in my fields. I thought that this article was well written and gave just enough information and examples for each mistake. What I think is most important is prevention because if you can stop it before it starts then hopefully you illuminate the problem all together. I really do believe in getting the ground rules set early so that the students know your expectations. You should not over load them with tons of rules but if you have a good set of four to six rules that could govern classroom situations then I believe that you will have less behavioral problems. I think that this article is worthwhile and I would recommend it to other teachers because maybe by me passing on this article I could help another teacher get their class behavior under control. Some teachers are old fashioned and need new direction and passing an article on like this one could be beneficial for any teacher. I really thought that this article was knowledgeable. I learned more than I thought I would and any teacher would benefit from reading and applying this to their classroom.

The Turn of the Screw by Henry James

Henry James is well-known for crafting fine literature. One special short piece, The Turn of the Screw, taps into a topic that received great acclaim in the era it was published: ghosts. It was initially released at the tail-end of the 19th century, and followed up with 20th century critical essays regarding this saga. Turn of the Screw was first released when actual ghost-sighting incidents were so common that they became coffee-table discussion. My focus is, in fact, on the subject of ghosts. After reading James’s work, I believe that the governess and her ghost incidents were actually a figment of her imagination, based largely on her unstable mental health. I will offer my reflections as to why our governess was tripped-up and tricked into believing she saw phantoms. The main thrust of her disillusionment came from her mental illness. The history behind The Turn of the Screw is woven to the argument between the apparition-believers and the non-apparition traditionalists. The phenomenological spirit-hunter controversy has been wide spread, even in this day and age of the 21st century. In order to stay true to Henry James, it is important to define what I mean by apparition and non-apparition. According to James’s time period—which I will be true to in my assessment—I will clarify that an apparition refers to explanations in which ghosts are seen to be very real figures or a manifestation of paranormal activity existing in a person’s field of vision. Non-apparition, instead, infers that the explanations in which ghosts are viewed are actually hallucinations of the mind. This is the standard terminology used in The Turn of the Screw. From the beginning, although James has a captive means of expressing himself through story-telling, one major criticism is that the stories he creates are too far-fetched. He misses out on incorporating the essence of reality into his story, which immediately sends reads on a downward spiral away from realism. The story does not tell about life and the journals of the governess. Instead the governess and the supporting characters (which includes ghost figments) are not people we’d easily associate with in life. James has a focus in his novella, but the thematic structure is too narrow in the sense that he ignores incorporating daily-life experience and background structure—both in characterization and scenery. Readers cannot truly take his account as a subject of realism. When we look at his characters and plot-structure, it becomes clear that James excluded huge segments of society. He was not concerned with low-class families or even the middle class. He wrote of nothing in regards to the common man. Instead, his interest lie solely in envisioning a class of people devoted to the luxuries of high class status. So, in order to follow along with Henry James, we must pay a ticket, so-to-speak, to enter his special world of an elite cast from another planet of thinking. First, we must agree to the boundaries of his world. Then, and only then, can we consider him to be a realist. However, it’s important to point out that James is true to his characters. He never violates the laws of his reality. His is, in effect, a faithful storyteller and his characters are always understandable. Robert Lee Wolff, for instance, in his published piece, The Genesis of The Turn of the Screw, points out that there were many skeptics who felt that readers who believed in this supernatural tale were, in effect, caught in the trap of Henry James. It was viewed as a â€Å"cold artistic calculation† on the part of its highly entertained author (Wolff p. 125). As we look at the governess in the first few turns of the story, we see how James very deliberately and carefully sets up the machinery where the governess first witnesses the ghosts. The governess believes in these ghost-incidents but refuses to investigate the situation. It’s difficult to believe our governess would not be shaken by curiosity in hopes of validating her visions. It’s also apparent that the governess takes a liking to her employer and she wants him to go on these walks with her, in hopes of them both seeing the ghosts. But she does not. This is very uncharacteristic of a mentally stable person. James leaves room for the reader to decide whether or not it’s her infatuation or psychotic visions that has a hold of her. It seems, to me, that her imagination, along with her mental fragility, are the keys that lead her to imagine the ghosts, instead of actually seeing them. To back up my claim, Francis Roellinger cites the following, If James emphasized the artistic limitations of the â€Å"recorded and arrested† ghosts, it is chiefly to make clear to the reader his reasons for ignoring these limitations in the construction of his own phantoms† (Roellinger 135). With working with children during the day, the governess discovers the magic within the children—and their own individual gravity toward curiosity and uncovering the truth of situations. Yet, her state of mind seems to cloud her vision. This further strengthens my plea that these ghosts were actually figments of her imagination. The governess does spend time discussing these apparition sightings with Mrs. Grose. They learn that the man died after falling on the ice after a drunken evening at a tavern. The history of recent dead individuals includes the previous governess who died last year. Are these dead the ghosts she sees? We then discover that the children know of these ghosts, but are hiding this information from the adults. James has a spine-tingling means of crafting his story, yet the believability fall short with his lack of realism and superficial details. Later, other critics saw his work lacking realistic integrity. Robert Lee Wolff added that Henry James created a governess that certainly suffered from mental illness. Wolff wrote, â€Å"the tortured forms and expressions, are proof positive that he regards the governess, who sees the ghosts and tells the story, as a neurotic, suffering from sex repression (Wolff p. 126). Another critic, in the same published essay by Wolff, was cited as locating several situations that carried Freudian significance, which integrated our governess’s final pedophile passion for the young boy. The governess, in the end, scares him out-of-his-mind, frightening him to death. In reading a story so heavily laced with ghost appearances, how is it that the governess is such a stoic in regards to keeping her fear-factor at bay? This question brings to mind the notion that our governess might have some secret desire for fear or even pain. How else could she perpetuate her relations with the young boy child to the point of utter contempt regarding sexual desire? The situation weighs too heavily in favor of the governess’s mental instability being a driving force that leads her to imagine that she sees these ghosts. As we consider it deeper, her illness can be paralleled to imagining some of the scenes where children—according to her—are chatting with an apparition. On top of this, her solitude and lack of having a lover or partner in her life further distresses her situation. In essence, we can view this entire tale as a battle of good versus evil—not paranormal reality. The governess could also be considered a person who created this ghost scenario upon innocent children, which would be an extremely neurotic tendency on her part. She feels so alone and, when the children are in confidence with the ghosts, she creates a scenario, through her excessive imagination that holds little remorse for the repercussions that might occur to the children or other characters in the story. In conclusion, it’s clear that this is a story of a mentally unstable woman who uses her neuroses to create this universe of ghosts. It’s her means of communicating with others, after her younger years did not lead her to love. She is a deeply unstable individual, flawed with ruin. She is not the type of person who would be able to deal with these spine-tingling events with the conviction she displayed. This character trait in the governess along with other unrealistic situations in the story, offer no other solution than to consider it as a purely fabricated and imaginary chain of events.

10 Fun 5th Grade Math Games to Help You Learn

10 Fun 5th Grade Math Games to Help You Learn SAT / ACT Prep Online Guides and Tips Looking for a fun and effective way to reinforce the math skills learned in 5th grade? Try playing a game! Games are a great way to solidify the key lessons fifth graders learn in the classroom while also having fun. In this article, we'll talk about the key skills students learn in fifth grade, why games are so important for mastering those skills, and give you a list of 10 games you can start playing right now. Key Math Skills Learned in 5th Grade Fifth graders put together the skills they've learned throughout elementary school to solve complex problems using complex numbers. While they work on building their fluency for these skills, they also learn how to apply them to real-world problems about time, measurement, and money. Most states in the United States have their own unique educational standards, but the basic fifth grade math curriculum and the skills fifth graders learn are fairly standard. Fifth graders learn: How to divide whole numbers with and without remainders How to make connections between decimals, fractions, and percentages How to multiply and divide fractions How to compute the area and volume of basic geometric shapes like rectangles and squares Fifth graders will also start to investigate basic algebraic equations, as well as the relationship between circumference and diameter. Each of these skills can be reinforced with games to help students master them. How 5th Grade Math Games Can Help Master Key Skills Games are a great way to help students learn key skills. There has been tons of research about how effective games are in helping students not only learn how to master a concept, but also have a safe space to explore and fail. Here are a few reasons why 5th grade math games should be an important part of your student's practice: Games are a fun way to practice. Fun math games for 5th grade students help them practice needed skills in a way that feels fun, not frustrating. Students won't feel like they're wasting their time learning, they'll feel engaged and excited about their practice. Games teach important skills. Games are a great way to introduce new skills to students. A 5th grade math game about basketball, for instance, can be a good way to get students to think about diameter or circumference before actually teaching them the skill. Likewise, once students have learned about a skill in the classroom, games can help them apply the skill in a real world setting. Aside from the educational skills students learn, games also teach students how to deal with failure, work together, and overcome obstacles. Games form positive memories of learning. Learning math can be frustrating for a lot of kids. If they experience failure or frustration learning in the classroom, games are a great way to reclaim their sense of worth and help them actually have while learning. 5 Fun Math Games for 5th Grade You Can Play in the Classroom There are tons of fun math games for 5th grade students that you can play in the classroom. Here are ten of the best. #1: Multiplication/Division War Students will build fluency with multiplication and division problems by working to figure out which student has the highest sum or product quickly. This is a great way to reinforce the basic skills students need for other 5th grade math problems. All you need for this game is a few sets of math fact flash cards. For fifth graders, use multiplication or division cards. Link to detailed instructions: here #2: The Amazing Equation Game This game helps students become more familiar with basic algebraic in a fun, competitive way. Students will learn to get comfortable with variables like letters standing in for numbers, as well as figuring out how to manipulate equations. For this game, you'll need scrap paper and pencils for your students and white paper (or index cards) and markers to prepare the game. Link to detailed instructions: here #3: Percent Flash Students will learn how to easily calculate percentages. They'll pull a card and add a "0" to the end. For instance, if they pull a "2" card, they'll be working with 20%. Then, they'll roll the dice and calculate the percentage of the numbers they rolled. This game will help students become more excited about percents. For this game, you'll need a deck of cards, dice, one calculator per player, paper, and pencils. Link to detailed instructions: here #4: Graph Puzzles Geometric shapes can make many students uneasy. This 5th grade math game can help students become more confident with their graphing skills. Students will learn to draw shapes using positive and negative numbers and ordered pairs to create fun shapes- just like solving a puzzle. For this game, you'll need graph paper, pencils, and rulers. Link to detailed instructions: here #5: Lego Area and Perimeter This skill teaches students the basics of figuring out area and perimeter for rectangular shapes. You'll have students to figure out area and perimeter by placing the legos on the graph paper and counting the squares. For this game, you'll need small legos, graph paper, a pencil, and paper. Link to detailed instructions: here 5 5th Grade Math Games Online There are tons of 5th grade math games online that your student can play. Here are five 5th grade math games online that cover a wide variety of 5th grade math skills. #1: Multiplying Fractions Soccer Game This game has student solve fraction problems in order to have the chance to score a goal for their soccer team. The game has students interpret the products of different fraction multiplication problems. The game is great because it can be played on computers and tablets without installation and can be played alone or in teams. It's fun for students to kick the soccer goals, but the game is more about the math than the soccer. #2: Papa's CupCakeria This game helps students persevere in the face of problems, as well as manipulate fractions. The student has to fulfill cupcake orders and work quickly to staunch the flow of customers in a shop. This game is fun, with brightly colored graphics and a fun soundtrack. It can only be played on a computer, which limits the number of students that can interact with it, and it's focused more on real-world problem solving than fractions, with students spending more energy balancing fulfilling order than actually figuring out the fractions. #3: Math Games This online math game database has tons of different practice problems built into an online platform. You can practice basically every skill your fifth grader will need to master during the year, broken down into standards. This database is great because it has hundreds of problems for every single 5th grade math skill. Unfortunately, the skills are more drills than games - they're really just straight practice. Still, this is a great way to get lots of practice on lots of skills in quickly. #4: Boat Coordinates This fun and simple online math game has you help navigate a boat down a river full of obstacles by selecting the proper coordinates to steer to in four quadrants. This game is great because it can be customized to a single quadrant or four quadrants to help students master the skills at different levels. This is a solid game for many students, with the one caveat that it has to be played on a desktop, not an app. #5: Algebra Meltdown The game starts simple but gets increasingly difficult as it progresses. Unfortunately, the game isn't responsive to student progress, so it gets more difficult whether or not your student is ready for it. However, a student who does well at linear equations will find this game fun and challenging. Go Play! There are thousands of 5th grade math games that you can use to reinforce math skills for your student. You can play games online or in-person- either way, the games will help them learn while having fun. What's Next? Before you play some of these games, you'll need to know some basics about graphing. Learn about the four graph quadrants (and where numbers are positive/negative) here! Want to know the fastest and easiest ways to convert between Fahrenheit and Celsius? We've got you covered! Check out our guide to the best ways to convert Celsius to Fahrenheit (or vice versa). Are you learning about logarithms and natural logs in math class? We have a guide on all the natural log rules you need to know. Did you know that water has a very special density? Check out our guide to learn what the density of water is and how the density can change.

Whats New on LinkedIn - October 2016

Whats New on LinkedIn - October 2016 Over the past six months, and since my March 2016 report on the 8 Most Important Updates for You to Know on LinkedIn, LinkedIn has introduced a panoply of new features to make life easier for job seekers, enhance the mobile experience, and support both students and members of the LinkedIn community who might not have a college degree. If you know where to look, you can find a wealth of information and tools tailored just for you! Heres a list of what I think are the 6 most important updates on LinkedIn since March 2016. 1. LinkedIn’s Job Search App Whether you are a job seeker or an employer, you need to know about LinkedIn ® Jobs. Jobs are so important on LinkedIn, in fact, that they have their own tab right in the top menu. Now with robustly featured mobile apps for iOS and Android, job seekers can apply to jobs using LinkedIn right from their phones. Don’t let that job offer sit in your inbox for hours while you’re out networking! For Android users: Click here to get LinkedIn ® Job Search App for Android (Google Play) and log in to your account. Tap the grid icon in the upper right corner. From the dropdown menu, select Job Search. You can then search for new job opportunities, save your searches, create job alerts and apply. From the dropdown menu in the upper left, select â€Å"Activity† to see your recently viewed jobs, save searches, and keep track of where you’ve applied. Or click â€Å"Discover† to view the jobs that LinkedIn has recommended for you. You can also sync your phone with your LinkedIn account. For iOS (iPhone) users: Click here to get the LinkedIn ® Job Search App for iPhone (iTunes). iPhone users enjoy additional amenities with the Job Search App for iPhone. Search jobs, save searches, set up notifications, apply online and track jobs you’ve applied to. Click her for more about LinkedIn for mobile. 2. Open Candidates In October 2016, LinkedIn introduced the â€Å"Open Candidates† tool, which allows job seekers to privately signal to recruiters that they are open to new job opportunities. Now you don’t have to worry that you will be telling the world (or your current employer) that you are on the hunt. Here’s how to use Open Candidates: From the Jobs menu, select the Preferences tab and flip the switch to â€Å"On.† You will then be asked to provide preferences for jobs you are interested in. Open Candidates makes it easy to access hundreds of thousands of recruiters who are looking for talent on LinkedIn. It’s available in the U.S., U.K. Canada and Australia on both the desktop and mobile versions of LinkedIn, and there are plans to rolled out the program globally. Ready to get started? Log in here to change your preferences. Click here for more info on Open Candidates. 3. New Mobile App Features On October 12, 2016, LinkedIn kindly outlined the three newest features available to you via your mobile phone. These features are designed to help you find what you need more easily and to control the type of information that comes through your LinkedIn feed. Customizable Feed Click the three dots in the upper right corner of your mobile app to reveal the â€Å"Improve my feed† option. Pick topics that interest you, follow leaders you want to hear from, and tap on publications you like to read. Also, you can unfollow or hide updates from connections that you find less interesting, and the app will deliver more of what you like to read. Save Content for Later At the bottom right of each article, there is now an option to bookmark it so you can come back to it later. To access your saved content, click on your â€Å"Me† tab. Search for Content The mobile app’s search box allows you to find the content that interests you most. Who doesn’t love a search function? 4. LinkedIn Students App According to LinkedIn’s official article announcing this mobile app, â€Å"86% of students choose to go to college to get better jobs, but 44% of graduates are underemployed.† Ada Yu, LinkedIn’s product manager, stated that often students â€Å"don’t know what to search for †¦ what they’re qualified to do, or even what’s out there.† This skill gap, coupled with mounting student debt, makes support to get a job right out of college- or even during college- a huge advantage. LinkedIn’s Students App was created to help college students land their first job sooner. Available for iOS and Android (in the US only), this app helps you as a student work on a host of job search activities between classes or whenever you have a few precious moments. Explore suggested roles based on your education. Read helpful articles curated by LinkedIn and JPMorgan Chase Company. See the companies that hire from your school. View the profiles of recent alumni with your major. Get job listings appropriate for your major and year. Get new recommendations delivered every day. The information recommended by the app is generated just as it is with LinkedIn Jobs, except tailored specifically for students. In fact, the app has been touted as resembling the infamous Tinder app, making it familiar and easy for students to learn and navigate. 5. Training Finder Are you just a training or two short of being qualified for the positions you want? In March 2016, LinkedIn began rolling out â€Å"Training Finder,† a service designed for people with a high school diploma and some or no college who need to learn a skill. Currently limited to only a handful of cities in Arizona and Colorado, this tool, powered by LinkedIn’s Economic Graph, provides local candidates a way to secure better jobs by connecting them with live training programs. Allen Blue, LinkedIn’s VP of Product Management and Co-Founder, describes Training Finder as providing â€Å"relevant training programs in their area; which programs are affiliated with employers; whether or not they’re accredited; the program’s employment rate, cost, and duration; the skills the program will teach them; the jobs they’ll be qualified for when they complete the program; and the estimated salary. These insights will help them choose the training program that will teach them the skills they need to get the job they want.† According to LinkedIn Help, the â€Å"majority of information about programs †¦ is uploaded by the schools directly (training descriptions, potential job positions, affiliated employers, skills you will learn, etc.). The other information, such as alumni of the program, number of job openings related to the program, and expected salary for those jobs is based on LinkedIn’s own data.† 6. Career Pages On the Company side, LinkedIn has created the â€Å"Next Generation of Career Pages.† If you are a job seeker, the new career pages could mean that you are getting a much better customer experience when a company is interested in your candidacy! You will be able to learn more about a company’s culture, and have better access to people in similar roles to the ones that interest you. I’d love to hear your stories of how this feature works for you. Have you noticed any other new features on LinkedIn that you want to report or have questions about? Let me know and I will cover them in my next update!

Labour is making Britain greener, cleaner and less polluting (Labour Essay

Labour is making Britain greener, cleaner and less polluting (Labour Party environment policy statement, 2009). Discuss in the context of British government and politics - Essay Example ons Reduction Target (CERT), which has provided a large investment in household energy efficiency between 2002 and 2008 and brought in carbon saving; delivering more seaward wind facility than any society in the globe; and implementing the world’s first long-term, legally binding greenhouse emission reduction programme (Carter 2007). Hence, in their environment policy statement in 2009, the Labour Party declared, â€Å"Labour is making Britain greener, cleaner and less polluting† (The Labour Party 2010: para 5). However, this activities, campaigns, and achievements of the Labour Party have not been examined in the context of British government and politics comprehensively. This essay will attempt to contribute in this area of knowledge. The primary issue that will be addressed here is the role of the British government and its relationship with the people. These issues have gained a new significance. A decade into the existence of this Labour government, policy-makers seem to be certain that their mission has changed. Gordon Brown, as he reflects on his experience, addressed communities breaking new ground for elected legislators to pursue (Worley 2009). However, in one domain specifically, we oblige our policy-makers to lead rather than follow, and to take risks. That domain is the environment. The media response has been unsurprising. Conservative channels that were quick to criticise David Cameron’s demand for stricter aviation taxes are imploring that the electorate cannot take any more. They are incapable of justifying their standpoint beyond complaining about nursemaid states and fiddling with, or supporting, the assertions of climate-change denouncers (Worley 2009). Newscasters respond even more recklessly, with Channel 4 exposing a feature film that go against all the facts and with the BBC misinterpreting its demand to ‘balance’ by advocating discussion between the two parties, as if they embody corresponding bodies of evidence. Brown has taken