Scouting the World Essay -- Personal Narrative Essay Example

Scouting the World It was July 2000, when it started. Colorful flags of 14 nations gently flapped under a blue Canadian sky. In a field, 1500 young people from around the world assembled in uniform for the opening ceremonies of the sixth worldwide jamboree of the Polish Scouting Organization. I was among the scouts proudly representing the USA. It was only my first "international" experience, but one that was the start of an unforgettable multicultural adventure. And standing there in that field, I felt it starting. I had not traveled far from home, but it seemed I was visiting lands from afar - France, Argentina, Australia, Poland. Talking to the scouts, being in the presence of youth from all around the globe put me in their world. Even though we were hosted by Canadians, Polish was the indispensable language of communication at this jamboree. Yes, among our friends we used our own language, but when we spoke to the other scouts, the Polish Austalians, Polish Danes, Polish Germans, there was only one language to use, one we all shared - Polish. For two weeks we bonded through both the scouting experience and our Polish heritage. We discovered that in many ways, we were the same and yet there was a distinct flavor to each nation's group, revealing its cultural individuality - be it in song, verbal expressions, or in just the way they interacted with each other. I was amazed at how comfortable I felt in this setting and it sparked my desire - I wanted to experience it more. In two weeks, I formed lifetime friendships that crossed many countries' borders and since then, we have been exchanging letters. Later that summer, I was lucky to travel to Rome for the World Youth Day 2000 whe... ...chool students from across the world came together to share ideas and interact socially. I was thrilled when my project won awards in this distinguished fair, but especially touched because it was for a subject close to my heart. It is hard to believe that my yearlong multicultural odyssey, which started on that sunny Canadian field, ended at an international science fair. Meeting so many young people from around the globe made me gain a fresh perspective of my own cultural experience, as well as that of others. It opened my eyes, and I learned that we each have our own unique cultural identity, which is constantly being shaped and hopefully, enriched. Such cross-cultural encounters inspire an appreciation of diversity, strengthening a real human connection we all share, and how significant a lesson that is for me, at only 17 years of age, to have learned.

Mandated Curriculum vs. Developmentally Appropriate Practices Essay

I am contacting you in regards to the new state mandated textbook – based curriculum for kindergarten. While I understand that Common core learning standards recently adopted by 45 states and the District and supported by the Obama administration and asserting that they lead to poor quality teaching and take all the joy out of kindergarten (Kenny, 2013). Many children, especially kindergarteners need less strict and regimented learning opportunities to enjoy learning instead of being stressed. Our goal as parents and educators is to instill a love of learning not fear and disappointment. Not every child learns at the same rate and efficiency as others in the same classroom. This needs to be taken into account when using the textbook- based curriculum. There is however a way to stick to the state standards while making the learning experiences more fun for the children. To do this we would need to incorporate the Developmental Appropriate Practices method of learning. The Developmental Appropriate Practices often shortened to DAP, is an approach to teaching grounded in the research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children’s optimal learning and development (NAEYC, n.d.). With this method of learning, the teachers are meeting the needs of the children, both individually and as the whole group. Children comprehend more when the information is delivered in a more relaxed setting. The NAEYC acknowledges three core considerations, knowing about child development and learning, what is individually appropriate, and what is culturally important. By incorporating theses core values into the standards the children will be able to learn in a more child friendly and productive environment. Students who complete kindergarten should demonstrate mastery of many of the skills within the Kindergarten Standards. It is critical that kindergarten instruction occurs through an active learning approach where teachers use differentiated instructional strategies and focus on learning centers and play as key elements of the  daily schedule. Child directed instruction should be predominant with language and literacy and math infused through the day in addition to their special focus learning times. Kindergarten children should be given opportunities to develop social and emotional skills, physical skills and their creative expression within the course of a kindergarten day (pakeys, 2009). Below is an abridged version of the 2014 Pennsylvania Department of Education Academic Standards for Language Arts: 1.1 Foundational Skills – Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. Book Handling CC.1.1.K.A Utilize book handing skills. Print Concepts CC.1.1.K.B Demonstrate understanding of the organization and basic features of print. Follow words left to right, top to bottom, and page by page. Recognize that spoken words are represented in written language by specific sequences of letters. Understand that words are separated by spaces in print. Recognize and name all uppercase and lowercase letters of the alphabet. 1.1 Foundational Skills – Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. Phonological Awareness CC.1.1KC Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Recognize and produce rhyming words.  Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single- syllable spoken words. Isolate and pronounce the initial, medial vowel, and final sound (phonemes) in the three- phoneme (CVC) words. 1.1 Foundational Skills – Students gain a working knowledge of concepts of print, alphabetic principle, and other  basic conventions. Phonics and Word Recognition CC.1.1.K.D Know and apply grade-level phonics and word analysis skills in decoding words. Demonstrate basic knowledge of one-to-one letter-sound correspondence. Associate the long and short sounds with common spellings for the five major vowels. Read grade-level high-frequency sight words with automaticity. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. 1.1 Foundational Skills – Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. Fluency CC.1.1.K.E Read emergent – reader text with purpose and understanding. 1.2 Reading Informational Text – Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. Key Ideas and Details Main Ideas CC.1.2.K.A With prompting and support, identify the main idea and retell key details of text. Key Ideas and Details Text Analysis CC.1.2.K.B With prompting and support, answer questions about key details in a text. Key Ideas and Details Text Analysis CC.1.2.K.C With prompting and support, make a connection between two individuals, events, ideas, or pieces of information in a text 1.2 Reading Informational Text – Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. Craft and Structure Point of View Intentionally Blank Craft and Structure Text Structure CC.1.2.K.E Identify parts of a book (title, author) and parts of a text beginning, end, details). Craft and Structure Vocabulary CC.1.2.K.F With prompting and support, ask and answer questions about unknown words in a text. 1.2 Reading Informational Text – Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. Integration of Knowledge and Ideas Diverse Media CC.1.2.K.G Answer questions to describe the relationship between illustrations and the text in which they appear. Integration of Knowledge and Ideas Evaluating Arguments CC.1.2.K.H With prompting and support, identify the reasons an author gives to support points in a text. 1.2 Reading Informational Text – Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, andmaking connections among ideas and between texts with a focus on textual evidence Integration of Knowledge and Ideas Analysis Across Texts CC.1.2.K.I With prompting and support, identify basic similarities and differences between two texts (read or read aloud) on the same topic. Vocabulary Acquisition and Use CC.1.2.K.J Use words and phrases acquired through conversations, reading, and being read to, and responding to texts. 1.2 Reading Informational Text – Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. Vocabulary Acquisition and Use CC.1.2.K.K Determine or clarify the meaning of unknown or multiple-meaning words and phrases based upon grade-level reading and content. Range of Reading CC.1.2.K.L – Actively engage in group reading activities with purpose and understanding. 1.3 Reading Literature – Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. Key Ideas and Details Theme CC.1.3.K.A With prompting and support, retell familiar stories including key details Key Ideas and Details Text Analysis CC.1.3.K.B Answer questions about key details in a text. Key Ideas and Details Literary Elements CC.1.3.K.C With prompting and support, identify characters, settings, and major events in a story. 1.3 Reading Literature – Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence Craft and Structure Point of View CC.1.3.K.D Name the author and illustrator of a story and define the role of each in telling the story. Craft and Structure Text Structure CC.1.3.K.E Recognize common types of text. Craft and Structure Vocabulary CC.1.3.K.F Ask and answer questions about unknown words in a text. 1.3 Reading Literature – Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. Integration of Knowledge and Ideas Source of Information CC.1.3.K.G Make connections between the illustrations and the text in a story (read or read aloud). Integration of Knowledge and Ideas Text Analysis CC.1.3.K.H Compare and contrast the adventures and experiences of characters in familiar stories. In conclusion as you can see above by using the textbook- based curriculum alone there is the potential for less learning on the part of the students and a stressful environment. However, incorporating the DAP principle into the standards can offer the students both the state required learning and the NAEYC recommended approach to early- childhood learning. Children comprehend more when the information is delivered in a more relaxed setting. References Kenny, D., 2013, The right curriculum for kindergarten: Play, The Washington Post, http://www.washingtonpost.com/opinions/making-the-common-core-work-for-students/2013/03/08/a8e7b5d8-86a8-11e2-98a3-b3db6b9ac586_story.html http://www.naeyc.org/DAP, â€Å"Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8† (PDF), adopted in 2009. https://www.pakeys.org/uploadedContent/Docs/PD/Standards/Kindergarten%202010.pdf http://www.pdesas.org/Standard/StandardsDownloads Pennsylvania Department of Education, 2014, Academic Standards for English Language Arts, http://static.pdesas.org/content/documents/PA%20Core%20Standards%20ELA%20PreK-5%20March%202014.pdf

The History of the Fall of Rome Is the United States...

Between the second century BCE and the first century ACE Rome expanded from a city-state into an empire controlling the Mediterranean Sea, which at the time of the Roman Empire, was the center of the civilized world. As years went by Rome fell. Many people link Rome and the United States together. Rome rose from nothing into a great world power, however, they reached their peak and then fell, much the same, as the United States is today. Rome and the United States are similar in many ways. Rome, at one point, was an advanced civilization that was ruled by a democracy. Also, in the beginning the great Roman Empire was not even a great power, just as the United States was in the 1700’s. During the United States’ rise, however, they†¦show more content†¦While it is true that plagues killed many Roman citizens, this was not the only reason for Rome’s demise. The United States no longer has to worry about the Black Death that is now referred to as three diffe rent illnesses, the bubonic plague, most common of the three illnesses, the pneumonic, and the septicemia, which was the most deadly and the most rare form. For the bubonic and pneumonic plagues as there is now a vaccine to take against this murderous illness. Boccaccio said that the victims ate lunch with their friend and dinner with their ancestors in paradise. The Black Death spread quickly and swiftly from house to house and person to person. Civil wars might have to be one of the worst kinds of wars. A civil war has the ability and power to turn an entire nation against itself. Roman civil wars made Rome weak to foreign invasions and attacks. Countless times nations have been split into two parts. The United States, if faced with civil war, would be forced to recover immediately or drastic changes could come about. For instance, take Korea, in 1948 Korea split into North Korea and South Korea. This started an international controversy between the United States and surrounding c ountries. In Korea’s weakness, countries tried to influence the minds of leaders to think their way and to join forces with them. This is similar to what would happen to the United States if ever faced with a civil war, again. Foreign and internal attacks wouldShow MoreRelatedAnalytical Essay1268 Words   |  6 PagesDecline and Fall of Rome History of Western Civilization 1 HIEU 201 April 11, 2013 Professor Philip Brown History of Western Civilization 1 HIEU 201 April 11, 2013 Decline and Fall of Rome When you think of Rome, you think of a super power that rose from a small civilization into an Empire that stretched from Italy down to North Africa. Over the time period of 500 years, the leaders of Rome conquered city by city to reach their greatness. 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Evolution Of Freedom Through History Essay - 1240 Words

Evolution of Freedom Through History The relationship of the â€Å"historical consciousness† of man and its part in his freedom, is a philosophical ideology discussed by many philosophers. Whether by means of Spirit, Geist, reason, individualism, or other ideas, philosophers have theorized the correlation between history and it unfolding into eventual true freedom. Three such philosophic minds are that of G.W.F. (Georg Wilhelm Friedrich) Hegel, Ralph Waldo Emerson, and Friedrich Nietzsche. Although each of the philosopher’s ideas on the role history plays in several ways, they all believe that its end result is significant in the eventual possibility of political freedom: Hegel discusses the methods of history and the Spirit within it, while Emerson believes in a more universal or individualistic mind and Nietzsche being less historical has more unhistorical or in-the-now mentality. Before Hegel’s idea of the Spirit can be understood one must understand the histo ry it is contained in. Hegel puts the methods of writing history into three methods: original, reflective, philosophic. Original history is simply the historian living through an event and documenting what he or she saw in that moment. Reflective history is described by Hegel as, â€Å"history whose presentation goes beyond the present in spirit, and does not refer to the historian’s own time† (6). That is to say that the â€Å"reflective† historian looks back on previous historical events with a present day viewpoint. ReflectiveShow MoreRelatedThe First Ammendment and Dealing with the Separation of Church and State1741 Words   |  7 Pagesat taxpayer expense, by sponsoring events like Christmas concerts, caroling, by supporting the teaching of religious ideas, or even by supporting the teaching of creationism in public schools. It appears the United States government has had a history of favoring Christianity. The United States governments favoritism of Christianity is a clear violation of the First Amendment. 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Optimism as a Theme for Candide Essay - 1121 Words

Optimism as a Theme for Candide Just as on the title, Candide, or Optimism, Optimism is also used as a major theme. Voltaires satire of philosophical optimism is one of the major issues of Candide. Throughout the story, satirical references to the best of all possible worlds contrast with natural catastrophes and human wrongdoing. According to Wikipedia, optimism, the opposite of pessimism, is a lifeview where the world is looked upon the as a positive place. Optimists generally believe that people are inherently good. These people are said to have a positive outlook on life, believing that given time, things will work out in the end. Also according to Wikipedia, In philosophy, optimism is linked with the name of Gottfried†¦show more content†¦Private misfortunes make for public welfare, Pangloss concludes. This is true in a optimistic society According to SparkNotes.com: Pangloss and his student Candide maintain that everything is for the best in this best of all possible worlds. This idea is a reductively simplified version of the philosophies of a number of Enlightenment thinkers, most notably Gottfried Wilhelm von Leibniz. To these thinkers, the existence of any evil in the world would have to be a sign that God is either not entirely good or not all-powerful, and the idea of an imperfect God is nonsensical. These philosophers took for granted that God exists, and concluded that since God must be perfect, the world he created must be perfect also. According to these philosophers, people perceive imperfections in the world only because they do not understand Gods grand plan. Because Voltaire does not accept that a perfect God (or any God) has to exist, he can afford to mock the idea that the world must be completely good, and he heaps merciless satire on this idea throughout the novel. The optimists, Pangloss and Candide, suffer and witness a wide variety of horrorsÂâ€"floggings, rapes, robberies, unjust executions, disease, an earthquake, betrayals, and crushing ennui. These horrors do not serve any apparent greater good, but point only to the cruelty and folly of humanity and the indifference of the natural world. Pangloss struggles to find justification for the terrible things in the world, but hisShow MoreRelatedThe Candide By Francois Marie Arouet970 Words   |  4 PagesWorld History-H/P8 January 7th 2015 Candide Candide was written by Franà §ois-Marie Arouet or as he is most well known by his pen name, Voltaire. Candide was published by Sirà ¨ne in January 1759. This book was chosen because it is relevant to the Enlightenment through the stories of Candide. mentions many key points that period. 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Throughout his travels, he adheres to the teachings of his tutor, Pangloss, believing that all is for the best in the best of all possible worlds. Candide is Voltaires answer to what he saw as an absurd belief proposed by the Optimists - anRead MoreEssay on Use of Satire to Attack Optimism in Voltaires Candide1358 Words   |  6 PagesUse of Satire to Attack Optimism in Voltaires Candide       In its time, satire was a powerful tool for political assault on Europes corrupt and deteriorating society. 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There are several other themes or motifs related to this story, and I am going to touch onRead MoreEssay on Voltaires Candide826 Words   |  4 Pagespossible worlds.† This is a statement that can be found many times within Voltaire’s Candide. Voltaire rejected Lebitizian Optimism, using Candide as a means for satirizing what was wrong with the world, and showing that, in reality, this is not the best of all possible worlds. nbsp;nbsp;nbsp;nbsp;nbsp;The philosophy of Gottfried Wilhelm Leibnitz, which Voltaire called â€Å"optimism,† is one of the main themes of Candide. The two main points of Leibnitzian philosophy are that God is beneficent, and thatRead MoreThe And Philosophical Movement Of Voltaire s Candide1641 Words   |  7 Pagesreligious authoritarianism. People began to reflect on themselves rather than relying on the church. Voltaire was a writer and philosopher, who played an important role by incorporating themes of The Enlightenment into one of his famous novels, â€Å"Candide† to spread ideas. Themes including religion, and optimism in â€Å"Candide† were used by Voltaire through his perspective to emphasize the Character s progress out of traditional values with reasoning and thinking. An intellectual and philosophical movement

House of Balloons Essay Example For Students

House of Balloons Essay One Saturday night, in a late drive home with my girlfriend, I was dozing off and decided to turn on the radio. It was more of a reflex movement, and I really wasn’t expecting anything special to keep me up, and was strongly considering stopping on the side of the road and sleeping in my car. However, seeing that I had to drop her off at her house, and that my parents wouldn’t freak out if I were not to return home, I decided to try my luck, and was praying for something along the lines of heavy metal. What I got was Abel Tesfaye’s High for this. The song starts off with a low churning tone, which made me feel uneasy from the start. Then there’s the drop, and that’s where Abel’s honeyed vocals come into fore. He begins the song by whispering tunefully â€Å"you don’t know what’s in store, but you know what you’re here for†. It sounded like my kind of music, it sounded like my kind of tune, and I felt like a new surge of energy had just been generated in my body, and I shot up awake. However I noticed that this song was scary, evil and very twisted. My girlfriend looked at me and said, â€Å"this music scares me†, and it scared me too, but I also liked it. From the first chorus of the song, I knew Abel was something different. The song in general had the lifting beautiful vocals of any RB hit, but the sourcing was all wrong. We all know that RB is the croony style of music that circulates around topics such as one-night stands and soft drug taking. The Weeknd takes this established style and adds darkness to it. High for this is a song about a man pushing hard drugs onto a girl because she’ll want to be high for what he’s planning to do to her, which is clearly not a game of scrabble†¦The Weeknd takes us right to the moment, the moment where she is sitting on the bed, scared, alone, and nervous. He talks her out of using a condom, holds her hand, gives her a glass, and asks her to relax. Then the darkest part of the song, â€Å"Even though, you don’t roll, trust me girl, you wanna be high for this†, the girl needs to be high, regardless if she’s done drugs before or not. After arriving home, I looked the dude up and discovered a few things about him, which caught my interest. Abel Tesfaye is an Ethiopian of Amish/Muslim background which surprised me because firstly, I’ve never actually come across an Amish-Muslim, and secondly because if that was the case, it surprised me that his song is about a one night stand with a girl he wants to get ‘faded’. I then checked out some of his other songs on YouTube and discovered he was already a hit in his native Canada and the United States. After listening to some of his other songs I decided to download his mixtapes, and found myself listening to his music all morning and day. After listening to the song ‘Loft music’ I felt a chill run down my spine. That song was bad, like nothing I had heard before. It was either that boy has an imagination that surpasses that of an everyday human being, or he is a criminal, and to be honest he really does look like butter wouldn’t melt in his mouth. It’s a song about drug taking and hardcore sex, to put it bluntly. What makes this song interesting is that he has all these prepared apologies if the girl has a problem with him, which makes this album a self-loathing album. He constantly apologies for her pain and how he can make up for it by having sex and providing her with drugs. This song implies a hedonistic dragging man who is in a downward spiral, having sex with prostitutes but ‘has a taste’ for pure women. According to L.V Lopez, a psychiatrist, â€Å" this song is so unsafe it should come with a child-proof cap, so dirty that you’ll feel guilty the next time you see your wife†. .u5a9db3c55ca90a94be77e1f95212a677 , .u5a9db3c55ca90a94be77e1f95212a677 .postImageUrl , .u5a9db3c55ca90a94be77e1f95212a677 .centered-text-area { min-height: 80px; position: relative; } .u5a9db3c55ca90a94be77e1f95212a677 , .u5a9db3c55ca90a94be77e1f95212a677:hover , .u5a9db3c55ca90a94be77e1f95212a677:visited , .u5a9db3c55ca90a94be77e1f95212a677:active { border:0!important; } .u5a9db3c55ca90a94be77e1f95212a677 .clearfix:after { content: ""; display: table; clear: both; } .u5a9db3c55ca90a94be77e1f95212a677 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5a9db3c55ca90a94be77e1f95212a677:active , .u5a9db3c55ca90a94be77e1f95212a677:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5a9db3c55ca90a94be77e1f95212a677 .centered-text-area { width: 100%; position: relative ; } .u5a9db3c55ca90a94be77e1f95212a677 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5a9db3c55ca90a94be77e1f95212a677 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5a9db3c55ca90a94be77e1f95212a677 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5a9db3c55ca90a94be77e1f95212a677:hover .ctaButton { background-color: #34495E!important; } .u5a9db3c55ca90a94be77e1f95212a677 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5a9db3c55ca90a94be77e1f95212a677 .u5a9db3c55ca90a94be77e1f95212a677-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5a9db3c55ca90a94be77e1f95212a677:after { content: ""; display: block; clear: both; } READ: "Death lies upon her like an untimely frost Upon the sweetest flower of all the field" EssayI then decided to listen to the House of balloons/glass table girls which was a song that found the equilibrium between the chilled RB style and the desperate self imposed hatred on others. It’s that equilibrium that defines what The Weeknd’s albums are all about. This song is a remake of the Siouxsie and the Banshees Happy house song, a darker scarier version. This song describes how a deeply self-destructive male is throwing himself onto women in a way only a few women can legally defend themselves against. It’s a song about a house where drugs are the norm, a nd where the girls can get whatever they want as long as they have sex. Its a ‘happy house’, where everybody is happy, but infact, the truth is nobody is happy. This artist has come up with a new age of music that most artists would shy away from, a new age of music that is different and scary. The songs are very listenable, but they are all trying to pull and distort the familiar RB into a new shape. The songs are filled with chilly minimalism and sparse, crisp beats that attract the teenagers who might consider themselves the Weeknd-esque characters.