Why Everyone Is Talking About Cause and Effect Essay Ideas Topics and What You Need to Do

Why Everyone Is Talking About Cause and Effect Essay Ideas Topics and What You Need to Do Have a look at the list of the most fascinating cause and effect essay topics available to create your essay stick out! Essays are not difficult to writethey all follow the identical structurewhich I will demonstrate in an instant. Writing essays is part of formal education. For example, you can take persuading essay, expository essay help and aid in writing argumentative essays too. The History of Cause and Effect Essay Ideas Topics Refuted Cause and effect is a typical way of organizing and discussing ideas. It's a fact that smoking gives a sense of pleasure. Because it's not a bit of cake to create a distinctive idea with a cause and effect connection which will be simple to write and research. Cause and Effect Essay Ideas Topics: the Ultimate Convenience! Once you explore the explanations for why something happened, you must explain what you found out to the readers. 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In the event you need your custom made cause and effect essay achieved by a non-native English speaker, you will produce that option and we'll provide you with a writer best suits your writing needs. If you're searching for inspiration for your subject, you might come across ideas from the subsequent list. Then, the next thing to do is to learn about which topic your inner writer wishes to write. When selecting a topic to cope with, you should make certain it's in clear connection with the the inner workings of the issue under review. It is crucial to note that if selecting a topic on history and world events, you will need to be sure that there's enough details on it. Check the way that it goes, how you are feeling. The Good, the Bad and Cause and Effect Essay Ideas Topics An outline will act as a guide during the writing process. Make certain you have enough data which you may use as an effective evidence. Topics for cause and effect essay could be variable, but the paper presupposes that the author should do lots of analyses and discover the root of the problem under review, the factors for it and the resultant results. Locating an excellent topic for your paper is easily the most significant part the practice. The cause and ef fect essay mainly consists of the discussion regarding the reason for the occurrence of a specific thing together with the impact of occurrence of the exact same. Maybe you can create 1 effect or several consequences. You may wind up with single or a number of consequences. You may be angry or frustrated, but there might be long-term effects too, including a potential increase in blood pressure. The Appeal of Cause and Effect Essay Ideas Topics Following that, you have to compose the most fascinating and distinctive argument for impacting your audience. What other impacts possess the uprisings had. 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Should Same Sex Marriage Be Legal - 2556 Words

Alia Thompson Wanosky APUSH, Block F June 10, 2015 US History: Definition of a â€Å"Real Marriage† Can the US government define a marriage in 2015? In the United States, marriage is defined as â€Å"a formal union between a man and woman† [New York Times]. It is estimated that 229 million people currently are legally married in United States [Freedom to Marry]. But at the same time only thirty-six states including the District of Columbia is where same sex marriage is legal [Freedom to Marry]. Recent controversy about same sex marriage has become a forefront for young political activists who are trying to challenge the government whether or not it has legal justification to define whom one can and can’t marry based on the 14th amendment. This year, the Supreme Court will now have decide once again how to define marriage in the 21st century. This issue is not new to the United States Supreme Court, as the forty-eight years ago they unanimously ruled that the Virginia s anti-miscegenation laws were unconstitutional. Therefore the 1883 Pace v. Alabama case was overturned [Ryan, Joe]. This allowed Mildred Delores Loving and Richard Perry Loving, the plaintiffs in the landmark United States Supreme Court case Loving v. Virginia, to legally live as an interracial couple in the state of Virginia. The case of Loving v. Virginia was not only a major turning point of the Civil Rights Movement, but an imperative step toward equitable treatment for all Americans. The Supreme Court notShow MoreRelatedSame Sex Marriage Should Be Legal1288 Words   |  6 Pages Marriage is not precisely the same as it used to be interpreted. For example, women used to be their husband’s property. Sometimes the women were forced to marry who ever their parents wanted them to marry and most of the time they couldn’t leave the marriage. Nowadays women have more freedom. They can vote, they can run their own business, and they can marry whichever man they want to. The laws change as the people’s mind change. As they get more comfortable with the idea, they become more openRead MoreSame Sex Marriage Should Be Legal Essay1475 Words   |  6 PagesSame sex relationships relate to when a man or woman are attracted to someone of the same gender of themselves. It is being rejected as same gender marriage denies the obvious purpose between a man and a women which is procreation (Richardson-Self, 2012). Denying same sex couples the legal right to get married, could mean that they are being denied their basic human rights to enjoy human benefits (Richardson-Self, 2012). However, the opposing view is that if gay marriage was granted the legal rightsRead MoreSame Sex Marriage Should Be Legal1403 Words   |  6 Pages Same-Sex Marriage â€Å"I now pronounce you†¦Ã¢â‚¬  At some point in a person’s life, they have heard or will hear those words. What follows, however, has changed somewhat over the years; although, the commitment has remained the same. Those words historically indicate that until the death of a spouse, that couple shall remain together. Who should be able to determine whom that spouse is for that person? Some people judge others for their sexuality and how it is affecting them, but they never stop andRead MoreSame Sex Marriage Should Be Legal1144 Words   |  5 PagesGay Marriage There are many issues the revolve around same-sex marriage. Many issues like: Whether same-sex should be legalized and should there be an amendment on same-sex marriage? There are multiple side to view this, but gay marriage but in my opinion gay marriage is socially accepted. it should be legal and it does affect American teens in a broad spectrum of ways. There have been a lot of issues on whether or not same-sex marriage should be legal or not. According to Burns, â€Å" The unionRead MoreSame Sex Marriage Should Be Legal998 Words   |  4 PagesSame sex marriage ought to be legalized on the grounds that it is uncivilized and unmerited. Marriage is a commitment between two people that cherish one another. In almost every country and culture, marriage is a commitment of loyalty and love. Marriage is an authority contract gathering two individuals together, furnishing them with profits of holy matrimony such as tax cuts and clinical privileges. The debate throughout most countries today is whether or not the rights of these profits and commitmentsRead MoreSame Sex Marriage Should Be Legal1659 Words   |  7 Pages Same-sex couples can hardly remember a time where they were not fighting for their right to marriage in the United States. After several court cases, California Proposition Six, and their struggle against the Defens e of Marriage Act (DOMA), same-sex couples found their way into U.S. society. Many misguided studies appealed to those opposing same-sex marriage, but after several years of integrating in society, same-sex couples found the support they were looking for. Before the Supreme CourtRead MoreSame Sex Marriage Should Be Legal899 Words   |  4 Pages In the United States, same sex marriage became legal nationwide on June 26, 2015, when the United States Supreme Court overruled the court in favor of same sex freedom and marriage. The victory of same sex marriage came to be recognized from the Obergefell v. Hodges case which was submitted when an American Ohio man was denied and regretted to get his name on his late husband’s death certificate. Same sex marriage has been a controversial social issue in the United States for several decades. SinceRead MoreSame Sex Marriage Should Be Legal1491 Words   |  6 PagesSame sex marriage is one of the most debatable issues in the modern world. Marriage has been accepted as the social union between a man and a woman for the past thousand years. Homosexuality was viewed with scorn, and marriages among same sex couples were prohibited in most cultures across the globe. However, gay relationships are slowly obtaining acceptance, as homosexuals have come to be expressive in fighting their rights to marry in the early 90’s. As homosexuality grows in acceptance in theRead MoreSame Sex Marriage Should Be Legal2253 Words   |  10 Pages1776). The recognition of same-sex marriage is an issue influenced by numerous factors, and debates continue to arise over whether people in same-sex relationships have the right to marriage. Marriage provides many benefits, legally, financially, and personally. Same-sex marriage can open up those in same-sex relationships to tax benefits and financial demands comparable to those afforded to and required of people in opposite-sex marriages. Same-sex marriage also gives them legal pr otections, such asRead MoreSame Sex Marriage Should Be Legal892 Words   |  4 PagesLove Same sex marriage is now allowed in all states across the country. But it took years and years for this â€Å"issue† to be finally laid to rest. The first state to legalize same-sex marriage was Massachusetts in 2004. There was not a last state to legalize gay marriage. The supreme court realized how many states were now legalizing it, so they just had all of the states left legalize it as well. ProCon.org supplies information that â€Å"Twenty-six states were forced to legalize gay marriage because

Cooperation among Organization in Education Sector

Question: Wwrite an assignment about the cooperation among organisation in education sector. Answer: Introduction In the modern-day competitive scenario, there has been an increased demand for establishment of strategic partnerships amongst organizations. Partnership is considered as an agreement wherein two or more than two parties work together towards the accomplishment of mutual partnerships. Strategic partnerships have further played a key role in the educational sector, which is characterized by cooperation amongst organizations. Educational partnerships are considered as a situation that is characterized by two or more parties coming together towards ensuring common good of schools as well as increase the level of student learning. The partners associated with forming educational partnerships might include anyone concerned with providing an enriching educational experience to the students, schools and community. In this regard; it is worth mentioning that strategic partnerships are at the forefront of place-based education efforts. Hence, it is vital to develop an understanding of forming partnerships in education (Kiely Nielson, 2003). In this context, there is a need to develop an understanding of the importance of forming partnerships in education, particularly in the context of place-based education. In addition to critiquing the role of partnerships in education, the essay highlights some of the recommendations for successful partnership and sustainability. Literature Review Educational Partnerships Education partnerships have played a key role in the development of children as well as schools that aim towards enhancing the growth opportunities for their students. Herein, it must be noted that education partnerships are directed towards providing the children with best possible level of education at all the levels. In addition, there is a need to emphasize on the fact that educational partnerships are created in order to foster public relations, working towards accomplishment of a specific goal, overcoming educational challenges and seeking additional funds, amongst others. Several school districts are associated with creating partnerships with their communities or family members with respect to their educational goals (Education Scotland, 2016). Benefits of Partnership in Education Partnership in education offers a number of benefits to the people and enables providing better educational possibilities for the children. Specifically mentioning, the partnerships are directed towards benefitting the school, community, teachers, family members as well as administrators. Partnerships in education provides benefits to the school in the form of enhancing communication amongst all the involved parties, enhanced level of discipline, lower amount of violence, proper working conditions, acceptance of diverse students, development of interpersonal relationships, increased family participation and increased level of communication amongst students, teachers and family members. In addition to providing benefits to school, partnership in education further offers benefits to families by providing them with enhanced understanding regarding education, establishment of closer relationships, foster community support, provide better communication facilities and ensuring high level o f knowledge regarding the manner in which children can learn. In addition, partnerships in education further provide the benefit of better understanding pertaining to instructions and curriculum. Correspondingly, it enables creating better opportunities to work in close coordination with the teachers, wider access to community resources and empowerment to take decisions, apart from creation of creation of better expectations pertaining to home learning practices (Victoria State Government, n.d.). Partnerships in education further offer numerous benefits to the students. Emphasis needs to be placed on the fact that partnerships in schools offer children with high level of motivation and achievement to learn, creation of a positive attitude towards school, foster higher quality homework and strong attendance rates, lower level of discipline problems, higher level of self-confidence and positive family relationships. With regards to benefitting teachers, it must be noted that partnerships in education offer a number of benefits such as improving the level of morale, enhancing positive teacher experiences, provide increased levels of support as well as appreciation from the family members and reduced discipline problems (Obrien, 2012). Correspondingly, partnerships in education further provides the benefits underlying lower levels of stress and frustration, higher level of awareness regarding stereotyping, stronger relationship with the students and higher level of expectations. Administrators further benefit from the partnerships in education through focusing upon establishment of better partnerships with the children, teachers and family, lower level of complaints, making proper use of resources, enhanced communication with the family members and fostering community and family support. Partnership in education further offers numerous benefits to the community since it enables students to work in collaboration as members associated with the society, fostering relationship with families who provide education development along with benefitting the schools that are associated with working over a broader community (Powers, 2004). Examples of Partnerships in Education There are a number of partnerships in schools that are determined on the basis of needs of the students. Although, educational professionals and families play a key role in establishment of partnerships in education, it must be noted that partnerships can also be formed with broader communities such as sports teams, media agencies, local corporations and citizens. Furthermore, there is a need to highlight the fact that schools and teachers must engage them in working in close association with the partners in order to focus on determination of goals, assessment of time required to implement a partnership and areas pertaining to the curriculum that aim towards taking advantage of partnerships. Community partnerships, family-school partnerships and professional education partnerships might be considered as some of the forms of partnerships in education (Smith Sobel, 2014). A number of characteristics can further be noted with regards to establishment of effective strategic partnerships in education. In this regard, due consideration needs to be placed on the fact that effective educational partnerships encompass characteristics such as respect, common goals, commitment, leadership, meaningful goals, linguistic differences and accountability, amongst others. Partnerships in education are created based on a mutual understanding, communication, respect and trust among all the involved parties. Cultural relevance and appropriateness of educational partnerships can play an important role in facilitating lifelong learning amongst the children (Crown, 2016). Educational Partnerships and its Types A partnership is regarded as the agreement amongst two or more individuals, which might be implicit or explicit in nature. In case of schools, it must be noted that the partnerships amongst communities as well as family members is considered explicit in nature. Specifically mentioning, partnerships in educations can be categorized into explicit, implicit and null partnerships. In case of explicit partnerships, the partners such as communities, schools and families focus upon explicitly highlighting strategies, written goals and outcomes that are associated with increasing the level of education amongst the children. Correspondingly, in case of implicit partnerships, communities, schools and family members are associated with establishing conversation with each other regarding common goals. However, there does not exist any specific outcome, goal or strategy. In relation to null partnerships, it must be noted that groups as well as individuals are associated with occupying the same pl ace; however, there does not exist any specific communication pertaining to specific strategies, goals and outcomes pertaining to the partnerships (Roberts, Downes, Cook, Heiner Caffery, 2014). It must further be noted that such types of partnerships in education results in the development of various types of collaborations that can be categorized into no-collaboration collaboration, one-time collaboration, arms-length collaboration, arm-in-arm collaboration and hand-in-hand collaboration. In case of no-collaboration collaboration, there is an agreement amongst two parties who are concerned with the accomplishment of individual wants, and hence, is also regarded as a partnership underlying convenience. In case of one-time collaboration, it must be noted that such type of collaboration is considered as a service offered for the rendering of similar services. These partnerships are short-lived and encompass limited amount of communication. Correspondingly, the arms-length collaboration is associated with ensuring that each of the involved parties in the partnership has some amount of contribution that needs to be offered. This type of collaboration further aims at creation of shared values amongst the partners (Rural Schools Collaborative, n.d.). The arm-in-arm collaboration is yet another significant collaboration wherein, the involved parties are associated with bringing and making use of complimentary resources that is further directed towards value creation. In this type of collaboration, there is an ongoing commitment with regards to development of a common goal wherein all the engaged parties consider that working together enables meeting mutual needs of the partners, rather than self-interests. Finally, the hand-in-hand collaboration is yet another important type of collaboration underlying partnership in education that is associated with focusing upon creation of shared products and values rather than emphasizing on the self-interests of each of the involved parties. It is further based on characteristics such as trust and respect that are considered ongoing for a continued period of time (Smith, 2002). Importance of Partnerships in School Partnerships have an important role to play in creation of awareness in schools that enables them to showcase a creative approach towards teaching and become innovative learning centers. It further incorporates participation from the parents, apart from highlighting education as the top priority. Teachers benefit from extending themselves in creating learning opportunities in classrooms, and are further able to gain appreciation with respect to rewards of teaching. Correspondingly, students benefit from learning that the community is aware about their education as well as their academic success. In addition to extending the classrooms, partnerships play a key role in bringing human and financial resources to schools that possess the capability of enhancing the ability of schools to offer quality education. Even if partnerships are not associated with the financial component, it must be noted that funding is considered as an important part of the partnership program. In addition, part nerships for learning further play an important role in offering personalized experiences to young people and children. Partnerships in education further have an important role to play in engaging parents and families in making positive decisions, creation of successful partnerships, develop partnerships at the community levels, school-college partnerships and offer support materials (Parker Vernet, 2009). In Australia, the Australian Council for Education Research published a report with regards to evidence base for National Australia Banks Schools First Awards. It provided an understanding of the fact that educational partnerships were capable of playing an important role in benefitting the children by making enhancements in academic accomplishments, development of reading skills, lower levels of drop-out rates, enhancement in students readiness to learn and increased levels of transition, development of learning opportunities, better access to targeted support and development of opportunities directed towards decision-making experiences. Multi-Academy Trusts (MATs) can further play an imperative role in the development of relationships amongst schools. MATs enable sharing the most appropriate teaching practices and economies of scale. Additionally, flexible staffing arrangements, retaining of most appropriate school teachers and development of school leadership roles further play an important role in development of school leaderships (Smith, 2013). Role of Place-Based Education in School Partnerships Place-based education enables associating students with the local experiences, culture, heritage and landscape that act as a foundation for the development of language arts, science and mathematics, along with other subjects. Specifically mentioning, place-based education plays an important role in providing encouragement to students regarding use of public lands, schoolyards and community, along with other special places that are aimed towards turning communities in classrooms. Place-based education has an important role to play in energizing teachers. Teachers are able to develop their leadership skills and confidence, apart from gaining a better understanding of the local community scenario. In addition, place-based education has a vital role to play in bringing transformations pertaining to school culture through integrating local nature centre and schoolyards with the classrooms. Students are further motivated to asking critical questions and develop new learning experiences. It further enables the students to learn and make association with their environment with regards to incorporating new experiences. Establishing connection between communities and schools is yet another significant role underlying partnerships in education (Sobel, 2004). In addition, place-based education partnerships further play an important role in enhancing students to become environmental stewards, apart from enabling students to become active citizens. Place-based education efforts are further based on a number of principles that are associated with fostering child education in classrooms. Herein, emphasis needs to be placed on the fact that partnerships in education are able to create a shared vision as well as accountability for results, strong partnerships, high expectations, develop community strengths and foster respect for diversity and decision-making. In addition, the benefits underlying place-based education encompasses development of community connections that enables involvement of parents in decision-making as well as share their experiences. Additionally, it creates a positive impact with respect to student learning since students feel more concerned regarding their feeling towards the community (Potapchuk, 2013). Challenges in Placed-based Education In addition to providing several benefits, place-based education encompasses a number of challenges that can be categorized into internal and external challenges. Herein, there is a need to note that teachers do not consider responding to changes and hence resist changes. In addition, the external challenge pertaining to place-based education includes an increased amount of risks since classes are operated outside the classrooms (Green, Somerville Potts, 2013). Another significant challenge underlying place-based education can be associated with absence of a set-structure. Parent backlash can be considered as another important challenge facing place-based education. Negative student behavior, weather and influence of outsiders can be considered as yet another significant factor underlying negative influence of place-based education. Improper implementation of student ideas and lack of time that can be devoted to implement changes in curriculum can be considered as other challenges f aced with respect to place-based education (Hall, 2015). Schools face the challenge of enacting such partnerships in the long-term scenario. Moreover, there is a need to develop an understanding of the fact that in several situations, there has been a negative influence upon educational partnership as a result of disconnection amongst teachers and parents, existence of stress pertaining to standardized testing, apart from negative information that is showcased in media sources. Arguably, miscommunication and lack of experience are considered some of the factors associated with hindering the establishment of strategic partnerships in schools. On a similar note, the diverse cultural beliefs pertaining to families and teachers, work obligations along with lack of time with respect to busy daily schedules further have created a negative impact on the establishment of strategic partnerships (Qiu, 2015). Synthesis and Critique Argument of Place Based and Standard Based Education For certain time, rural school supporters and investigators have pronounced anxieties over standards based education and place based education in schools. Most of the critique do not concentrate on setting severe ideals for students or even make schools liable for reaching rigours standards in education (Kannapel, 2000). Rather the critiques concentrate on the body that define standards and the way they are evaluated. Issues about who determine standards are dual. Some critiques fear that externally developed standards corrode local control and reject the society the prospect to define which the students should learn. The procedure of establishing standards in local society, make the objective of schools explicit and enhance the possibility of society members to a mutual comprehension of those objectives. The other critiques are concerned with the fact that externally resulting standards reduce local requirements and interests, and as they frequently request that tutors cover a wides pread level of education component, they also force out whatever locally derivative curriculum teachers formerly have utilised (Jennings, 2000). Anxieties regarding the objectives of standard based improvements worry that state standards homogenise what gets taught in schools and focus a curriculum geared toward educating students what they know learn and be capable of competing in the international field, rather than local stadium (Kannapel DeYoung, 1999). Although placed based education is not an exceptionally rural school occurrence, it is at the core of many rural school improvements. Since the year 1950, rural school have confronted persistent risk of closure and alliance. A closed school is frequently the first phase in societys demise, thus it is comprehensible the reason a curriculum which highpoints the significance of local school to its position and highlights for students the significance of supporting the local communities. Given the manners in which various rural education advocates and researchers define place based education, there is conflict with standard based education. The Rural School and Community Trust (2004) depicts the idea of place based education as the learning which is entrenched in local, unique history, environment, culture, economy, literature and art of specific place. The society provides the setting for learning, student performance concentrates on community requirements and interests and societal mem bers act as resources and associates in every facet of education and knowledge. Theobald (1997) states that place based education assist students to observe the interdependence of their lives and their societies and situations. The objective of place based education is to enhance students gratitude of their local environments with an ultimate objective of assisting students to study means to withstand their local atmosphere. Thus the students learning in different places will possess diverse characteristics and different intentions as the background of learning varies. The primary objective of place based education rests in the way it serves to strengthen childrens association to others and to the regions in which they live. By re-joining rather than unravelling children from the world, place based education serves both people and societies, assisting individuals to experience the value they hold for others and permitting societies to obtain advantage from the obligation and involve ment of their members. In this perspective, place based education not only utilises place as a background for education, but has the provision and sustainability of place as an objective. Given this aspect, state standards and evaluations are almost by definition adversative to place based curriculum (Jennings et. Al., 2005). Conceptualization of Place Although place is a core idea of geography and omnipresent in geography education, its meaning is disputed in the academic area (Major, 2010). On the basis of geographic encouragement, the description attributed to place can be extensively different. Massey (1994) frequently describe place as not territorially restricted, but open and absorbent. Place do not have sole identities; rather it has manifold, variable and contested identities. Place is not something static, but it is dynamic and always changing. She suggested that place should not be observed as points or areas in a geographical map, rather it is regarded as incorporations of space and time. There is no denying that place has certain significance and uniqueness. She argues that particularity of place depends in a mix of associations to that which lies beyond. In other words, places are determined by other places, developed out of a specific group of social relations, meetings and interlacing together, at a particular locus . An additional component of specificity of place is the added history of place, the outcome of layer upon layer of diverse set of connections, both local and to the broader world. Hence, the accumulation of procedures and connexions that build places, spread beyond the local, frequently at locations far detached in time and place (McInerney et. al., 2011). The conceptualisation of place is vital for comprehending place based education. It frequently signify local place as standardised, static and restricted; as leftovers of the past (Israel, 2012). Gruenewald Smith (2008) situate place based education as a portion of local movement to mitigate against the possibly damaging influence of globalisation. This critiques points out that every place has separate blend of extensive and more local social relationship that places are created by the network of power association and the uneven distribution of resources within and across places. However, McInerney et. al., (2011) pointed out that many urban and rural environments are far from pleasant places for students. It is easy to have feeling of strong sense of attachment to an appealingly lovely place, but it can be insecure for education, particularly which is broken by social, economic and racial divisions. From this viewpoint, location based education can attend to an international sens e of place and an understanding that place is both, internally manifold and a product of relationships which spread out way beyond it (Preston, 2015). Place and Education It is evident from the researches and various voiceprints that there is increasing attention, curiously and critiques on placed based education. Many researchers claim that place based education lack precise theoretical tradition due to its wider application to numerous fields of study. Place based education is regarded to not passably make link between the global and the local. However, this link observed to be indispensable if observing place based education as a reaction to existing economic, social and environmental concerns (Gruenewald, 2003). This argument and a distinguished lack of critical viewpoints in place based education are pooled by various academics. In the light of every aspect which has been introduced in the issues created by low level of clear definition for place based education, certain features are evident. Place based education do not appear like conventional education. In this kind of education, students act and converse in groups and habitually leave the sch ool itself, to involve in acts in the area of society. And the teachers do not focus on drilling students for high stakes examination, depending instead on forms of comprehension and knowledge which appear more progressively by actual life examinations and problem solving (Smith, 2007). It is characterised by interconnectedness of students, tutors, schools, society and local resources. It is chastised in resources, issues and values of the local society, designed to inspire school and society partnerships, which include environmental, cultural, social, economic and political viewpoints in formal and informal manners (Powers, 2004). Recommendations The review of literature have influenced that education should be undertaken as isolated effort, rather in order to make it sustainable, there is need to develop infrastructure comprising partnership between school and community. Thus, it is recommended that The trust should enthusiastically hold an incorporated model of place based education as one of the most powerful approach for nurturing in students the knowledge, feeling of personal liability, connectedness to society and readiness to perform that characterise efficient environmental factors There is need to make sure that place based education initiative reflect plans to establish reliability in local schools. Acceptance by the schools in the initial phase of application and institutionalisation. In order to be accepted by schools, particularly in the existing environment of high-stakes, consistent evaluation, place based education must be appropriately associated to specific learning goals within classroom and the schools over bending prospectus. There is need to make sure that the influence of place based education on students knowledge, approaches and activities is considerately evaluated and given the objective of increasing environmental stewards, that the portion of such an assessment explicitly addresses the influence of stewardship. Accountability in the form of thorough and thoughtful assessment will act to improve the trustworthiness of place based initiative. Trustworthiness makes it possible for a school to accept place based education as an instructional model. In order to sustain place based education, it necessitates bigger obligation on the portion of school. It is also recommended that the trust should make sure that the design of place based education acknowledges the significance of school culture and supports its development. A supporting school culture is geared to students who are active and intrusive learners, teachers, having access to proper resources and professional development and administrators who value pertinent, actual world learning and comprehend that societies are partners, rather than opponents in the delicate procedure of educating students. Culture in school is determined by rules, guidelines and relationship sand these aspects have significant influence on place based education. In particular, professional development and continuing support of participating teachers is crucial to the long run effectiveness of place based education. In this vein, it is recommended that there is need to ensure the design of place based education comprise a synchronised plan for the professional development of every involved teachers in participating schools. Such a plan must address the duties of the employees, leaders and administrators who work at local schools and the participating teachers Tutor who holds the place based education as instructional approach; require a specific kind of professional development. Thus, it is recommended that the professional development for tutors in support of place based education should be observed as a constant attempt which establishes their content information, skill in enabling students question and the capability to perform collaboratively and efficiently with society. There are various examples of efficient programs of professional development which methodically attend to many components of teachers practice. Leaders of place based learning face particular challenge as they require to address the aspects of tutors, students and the societies. Conclusion Partnerships in education have a key role to play in the development of students, schools, administrators and community. It aims at enhancing the level of learning and educational opportunities in schools. It further offers benefits such as overcoming educational challenges, accomplishment of a specific goal and seek additional funds, enhanced understanding regarding education, establishment of closer relationships, foster community support and provide better communication facilities. The study further highlighted partnerships that can be categorized into community partnerships, family-school partnerships and professional education partnerships. Partnerships in education have several characteristics such as respect, common goals, commitment, leadership, meaningful goals, linguistic differences and accountability. In addition, there are a number of challenges in place-based education such as miscommunication, lack of experience, absence of a set-structure, lack of time and lack of imp lementation pertaining to student ideas. References Gruenewald, D. A., Smith, G. A., (2008). Introduction: Making room for the local. Lawrence Erlbaum Associates. Gruenewald, D., (2003). The Best of both worlds: A critical pedagogy of Place. Educational Researcher, 32(4), 3-12. Green, M., Somerville, M., Potts, M. (2013).Place-based Education for Sustainability in Gippsland Schools: A Report for Participating Schools and the Wider School Communities in Australia about the Implementation of Place-based Sustainability Curriculum: March 2013. Israel, A. L., (2012). Putting geography education into place: What geography educators can learn from place-based education, and vice versa. Journal of Geography, 111( 2), 7681. Jennings, N., (2000). Standards and Local Curriculum: A Zero-Sum Game? Journal of Research in Rural Education, 16, 193201. Jennings, N. et. Al., 2005. Place-Based Education in the Standards-Based Reform EraConflict or Complement? American Journal of Education, 112, 44-65. Kannapel, P., (2000). Standards-Based Reform and Rural School Improvement: Finding the Middle Ground. Journal of Research in Rural Education, 16, 202208. Kannapel, P., DeYoung, A., (1999). The Rural School Problem in 1999: A Review and Critique of the Literature. Journal of Research in Rural Education, 15, 6779. Kiely, R., Nielson, D. (2003). International Service Learning: The Importance of Partnerships.Community College Journal,39, 41. Massey, D., (1994). General introduction. Polity Press. Major, B., (2010). Aspects of place. Teaching Geography, 35(3), 9092. McInerney, P., et. Al., (2011). Coming to a place near you? The politics and possibilities of a critical pedagogy of placebased education. Asia-Pacific Journal of Teacher Education, 39(1), 316. Obrien, A. (2012). The Importance of Community Involvement in Schools. Potapchuk, W.R. (2013). The Role of Community Schools In Place-Based Initiatives. Powers, A. L. (2004). An evaluation of four place-based education programs. The Journal of Environmental Education,35(4), 17-32. Preston, L., (2015). The Place of Place-Based Education in the Australian Primary Geography Curriculum. Geographical Education, 28, 41-49. Powers, A. L., (2004). An evaluation of four place-based education programs. The Journal of Environmental Education, 35( 4), 17-32. Smith, G. A., 2007. Place based education: Breaking through the constraining regularities of public school. Environmental Education Research, 13(2), 189-207. Smith, G. A. (2002). Place-based education.Phi Delta Kappan,83(8), 584. Smith, G. A. (2013). Place-based education.International handbook of research on environmental education, 213-220. Smith, G. A., Sobel, D. (2014).Place-and community-based education in schools. US: Routledge. Sobel, D. (2004). Place-based education: Connecting classroom and community.Nature and Listening,1-4.

What do we learn about Blanches character Essay Example For Students

What do we learn about Blanches character? Essay In this essay I am going to explore what the text in Scene 9, page 98 (from Its dark in here up to page 99 believe you was straight) tell us about Blanches character. This passage is essentially based on and has emphasis on, symbols such as shadows and light, a paper lantern hiding ugliness, words with double meaning it is an obvious metaphor of Blanches conception of reality. In this passage Blanche is made to appear nervous about Mitch having such a radical change of humour in comparison to the last time she saw him. Blanche keeps chattering uncontrollably and the audience would start to see her laugh breathlessly from the moment in which Mitch declares I dont think I ever seen you in the light. Thats a fact! Blanches only way to evade talking about her physical appearance and, eventually, her age, is to answer with a short and artificial Is it? , pretending not to understand him. As a response, Mitch then tears the Chinese paper lantern off the light bulb and switches on the light. She is portrayed as a woman afraid of aging and light. We will write a custom essay on What do we learn about Blanches character? specifically for you for only $16.38 $13.9/page Order now She is always shown trying to hide from any type of thing which is likely to give a clue about what is her real age. The reader is already aware of this earlier in the play. Williams uses this passage to illustrate that she likes darkness. For Blanche, light is to be feared while darkness is a kind friend on which she can rely to hide her fading beauty and, metaphorically, the ugliness and cruelty of the real world. A world in which she has had many bad experiences that no longer wants to remember. We can see an example of Blanches panic towards light when she says (fearfully) Light? Which light? What for? As Mitch shows a clear an interest in Blanche, she is afraid he will find out about the chapter in her life when she is acting almost as a prostitute. Stanley finds out about this and threatens to tell. Another incident the audience is already aware of is when Blanches husband committed suicide, a heartbreak for which she felt responsible and guilty. This passage partly explains Blanches character by exposing her reaction to these events, she has had a hard time accepting them and tries to replace truth with utopia. It is easy for an audience to understand why Blanche wants magic instead of realism after having witnessed this information about her fragile persona during the play. It is the only way to maintain her illusions, and if her illusions disappear, her sanity vanishes. Even though Blanche may be a dreamy character, with dreamy thoughts, and hard to know when she is telling the truth or just making up a lie, she is really aware of being this way. She is shown here to be clear-headed and frank about her need to camouflage reality, to disguise the truth. I misrepresent things to them. I dont tell the truth, I tell what ought to be the truth. Finally, when she is conscious about having lost Mitch she adds And if that is sinful, then let me be damned for it! This also tells us that Blanche can have a wiser half, but can also have a bad temper if she gets excessively irritated about something she cares, as we can see some pages later, before the end of Scene 9, when Mitch has to run away in a startled grasp. It could be said that Blanche is represented as a character dependant on male admiration and desire in order for her to have some self-esteem and this is reinforced in this passage when she says There is some obscure meaning in this but I fail to catch it and What are you leading up to? , as she wants to try to evade the conversation to make Mitch preserve the image of a good-looking lady he has about Blanche, even though she surely knows that Mitch is wishing to have a closer look at her. .ud8e4b26d5b8e622431c15e761e6eabf9 , .ud8e4b26d5b8e622431c15e761e6eabf9 .postImageUrl , .ud8e4b26d5b8e622431c15e761e6eabf9 .centered-text-area { min-height: 80px; position: relative; } .ud8e4b26d5b8e622431c15e761e6eabf9 , .ud8e4b26d5b8e622431c15e761e6eabf9:hover , .ud8e4b26d5b8e622431c15e761e6eabf9:visited , .ud8e4b26d5b8e622431c15e761e6eabf9:active { border:0!important; } .ud8e4b26d5b8e622431c15e761e6eabf9 .clearfix:after { content: ""; display: table; clear: both; } .ud8e4b26d5b8e622431c15e761e6eabf9 { 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; } .ud8e4b26d5b8e622431c15e761e6eabf9:active , .ud8e4b26d5b8e622431c15e761e6eabf9:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud8e4b26d5b8e622431c15e761e6eabf9 .centered-text-area { width: 100%; position: relative ; } .ud8e4b26d5b8e622431c15e761e6eabf9 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud8e4b26d5b8e622431c15e761e6eabf9 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud8e4b26d5b8e622431c15e761e6eabf9 .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; } .ud8e4b26d5b8e622431c15e761e6eabf9:hover .ctaButton { background-color: #34495E!important; } .ud8e4b26d5b8e622431c15e761e6eabf9 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud8e4b26d5b8e622431c15e761e6eabf9 .ud8e4b26d5b8e622431c15e761e6eabf9-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud8e4b26d5b8e622431c15e761e6eabf9:after { content: ""; display: block; clear: both; } READ: Alexander Pope poem EssayIn conclusion, this passage of the play reinforces the idea of Blanche not just being a character with lunatic dreams. She is proved here to be intelligent and self-aware of creating an imaginary disguised world in which she can retreat and hide from the ugliness of reality. We discover a more mature version of Blanche. Her foolish way of acting is cleared away to illustrate her true feelings, which are profounder than what the reader could have imagined at the beginning of the play.