High School And Selective Honors Programs - 983 Words

One of the biggest myths in my high school was that the people in the top ten rank were the smartest students in the city. That because we were considered to be the best school in the city(another issue in and of itself), they were the ones that were going to be accepted into the high ranking universities and selective honors programs. But what most of my classmates (and myself at first) failed to see, was that the truth was actually very different. When one took a step back and actually looked at the credentials and scores of the people in the top ten rank when compared to the rest of the class, it became exceedingly obvious that the numbers don’t support the notion that they are the â€Å"elite† scholars of the school. Many of the â€Å"elite† were there for one reason only, they knew how to play the system by picking the easiest teachers for each subject. Now of course there were a couple of students that were indeed hard workers and very intelligent, our vale dictorian is a great example of that. But the majority of them were anything but. Most of their test scores (AP, SAT, ACT, etc.), awards, and community service/extracurricular activities were noticeably less than the students who were deemed less â€Å"successful† than them. Now when I first started there I thought that maybe if I tried to do what they did, I would have a higher chance of getting into a great university, but I started to notice several little things about the previous classes and their top ten’s experience inShow MoreRelatedHigh School And Selective Honors Programs989 Words   |  4 PagesOne of the biggest fallacies in my high school was that the people in the top ten rank were the smartest people there. That because we were considered to be the best school in the city(another issue in and of itself), they were the ones that were going to be accepted into the high ranking universities and selective honors programs. But what most of my classmates, and myself at first, failed to see that the truth was actually very different. When one takes a step back and actually looks at the credentialsRead MoreAnalysing Clemson University Essay871 Words   |  4 PagesClemson University is the school for you if you strive for academic excellence, great opportunities, and a happy college life. The school was founded in 1893 by Anna Maria Calhoun and Thomas Clemson. It was originally an agricultural college and an all-male military school. It was only in 1955 when it became coeducational. In 1964, Clemson’s academic offerings were expanded and the school was renamed to Clemson University. The honors college is named The Calhoun Honors College after Anna Maria CalhounRead MoreNational Honor Society Admissions Essay675 Words   |  3 PagesNational Honor Society Application Essay When I first received the letter inviting me to apply to the National Honor Society, my initial thoughts were of appreciation for the recognition of my hard work during this past academic year. To think of myself as a member of the NHS is an honor that could have a profound impact on my future. Over the past several years I have driven myself to become a much more motivated person. Along with achieving a GPA of 3.67, which is a personal best, I have alsoRead MoreCleveland Clinic Science Internship Program : Clinical Education843 Words   |  4 PagesEducation: Western Reserve Academy 9th Grade - Present Class of 2018 Weighted GPA: 4.11 Highest Honors Student Work Experience: Cleveland Clinic Science Internship Program, Radiology (2016) This is a nine-week, paid internship for rising high school juniors and seniors who attend school in Northeast Ohio. This internship gives students the ability to work with nationally-renowned physicians, researchers, and other healthcare professionals. Students are given the opportunities to focus on researchRead MoreEssay On High Point University892 Words   |  4 PagesTwo colleges I would like to attend is High Point University and UNC Pembroke. I would like to attend High Point because it is near both Winston-Salem and Greensboro. UNC Pembroke is also a great option to attend to because I noticed that the campus is closed off which will help in staying focus but it’s not as close to the city. My academic interest is in natural science involving biology but also math. My social interests is doing activities in the city in order to have a separation from campusRead MoreA Brief Note On North Dakota State Universi ty1453 Words   |  6 PagesArizona State University as of 2015 is 83,301 students. There are many differences between NDSU and ASU, but each of them have their own special upsides. However, they each have their own special downsides as well. NDSU and ASU are both very good schools who offer quality education, and hopefully by the time I am a senior I will have figured out which to go to and how I am going to do it. North Dakota State University is a public university that focuses on agriculture and applied sciences. Its mainRead MoreCivil Rights Heroes By Jonathan Kozol1504 Words   |  7 Pagesand Thurgood Marshall are all civil rights heroes, not to be forgotten. However, Jonathan Kozol reveals that the schools he has had experience with that are named after these civil rights champions are actually dishonoring the dead. Professor Gary Orfield indicates that schools that are comprised mostly of minority students, less than 1% white, are essentially â€Å"apartheid schools.† There is a reciprocal action, â€Å"To give up on integration†¦.requires us to consciously and deliberately accept segregation†(OrfieldRead MoreInvestigation Of Bioscience And Biotechnology1662 Words   |  7 Pagesabout the course(s) listed above? * As the co-founder and co-president of an entrepreneur club, DECA (Distributive Education Clubs of America), I lead group discussions on recent news in business, entrepreneurship, marketing and finance. Since my high school does not offer business courses, DECA serves as a club to attract motivated students to share their ideas in business. My particular interest is in the effects of marketing and finance on a business, however, I have never taken a course on theseRead MoreThe Milieu Of High School Education Essay1551 Words   |  7 Pages The milieu of high school education is constantly changing and the demands upon students academically and socially are at an all time high. Classrooms are no longer typically filled with textbooks, desks, chalkboards, and overhead projectors but replaced with computers, smart boards, greenhouses, CAD Labs, and interactive technology that allow students to communicate with other students and industry personal globally. The face of education has evol ved and the demands from industry and academia haveRead MoreFinding Employment For College Graduates1178 Words   |  5 Pagesattend an elite school or a predominately white school. Graduating from a historical black college most of the time gets looked down on because how people view them. There is a stigma that HBCU’s are less stringent and collect fewer less post grad employment opportunities. Sometimes receiving employment is not all about what school you graduated from, the color of your skin, or what gender you are, it’s about simply what you know or who you know. Another problem is that many of the schools do not help

The Musical Goerges Seurat´s Life Essay - 612 Words

During the time an artist is working on his/her product, there are several issues that may come up to either hinder or advance the progress he/she makes. This prompts an artist to either make a balancing act, or to sacrifice one aspect of his life for another. Additionally, some artists are inspired by personal experiences in their private and professional life to write a particular piece of work. A classic example is Georges Seurat’s life where he could not afford to accord his mistress the attention she sought from him to the point where she had to leave him and marry another man. Sunday in the park with George is musical that illustrates the struggles that Georges experienced as an artist while doing his paintings. The musical follows†¦show more content†¦The doctor by the name Eugà ¨ne Delamare died as a result of his second wife’s (Delphine) actions. From observing this development in Gustave Flaubert’s work, one can clearly see that the events in the writer’s personal life influenced his choice of story about Emma Bovary (Dudley, 2010). It is also noteworthy to mention that Gustave’s father wanted Gustave to become a doctor, something that Gustave was against. Therefore, it is possible that he saw a reflection of how his life could have turned out had he followed in the footsteps of his father. In Mrs. Dalloway by Virginia Woolf, the author used some of the lead character’s life story to reflect her own personal story. Such an example is shown by the fact that the female characters in the novel are hinted as to be engaging in lesbian affairs and later in her life Virginia Woolf had a lesbian relationship with Vita-Sackville-West. This is an indicator of the fact that while certain artists may write for pure entertainment and information, there are some who choose to write about their real life accounts. When penning the play Hamlet, Shakespeare was experiencing a personal loss that involved his own son Hamnet, who was only 11 years when he died (Dudley, 2010). Most scholars believe that the personal tragedy and loss of his only son might have moved him into writing the tragedy based on the grief he

Cultural Frame Essay Picasso Free Essays

Evaluate the view that art reflects the social values of a particular time and place. â€Å"Painting isn’t an aesthetic operation; it’s a form of magic designed as a mediator between this strange, hostile world and us, a way of seizing the power by giving form to our terrors as well as our desires† this quote by Pablo Picasso allows the audience to delve deeper into his emotions and what has finally persuaded Picasso to enter the art world. Art reflects the social values of a particular time and place; this can be seen throughout many of Picasso’s artworks throughout time, and how he and his techniques have changed over the period of his career. We will write a custom essay sample on Cultural Frame Essay Picasso or any similar topic only for you Order Now Pablo Picasso was one of the twentieth century’s most famous artists. Picasso was born in Spain in 1881 and died in South France aged 92. During his life time Picasso had an enormous impact on the Western Art world. Guernica is a grey, black and white painting which reaches 3. 5 meters tall and 7. 8 meters wide. The painting shows images of people and animals suffering as well as buildings destroyed by the violence and chaos. The painting is depicted within a room where there are animals and people all over the place, at an open end on the left a bull can be seen standing over a woman who is grieving over a lost child. The centre of the painting is occupied by a horse that is falling as it has just been struck. Picasso’s art work Guernica is one of the most well-known artworks he has completed; created in 1937 this picture depicts an image responding to the bombing of Guernica by the Germans and Italians during the Spanish Civil War. Throughout the work of Guernica we see images which connect Picasso to his homeland, Spain. One of Spain’s most well known icons is the use of the bull; the bull is seen as a brave animal and is used often as a symbol of struggle, courage and victory. Bulls have been seen throughout a number of Picasso’s works as they have close relations to his past, since his childhood he has loved the figure of the bull and has used it in many images throughout his career. Picasso uses the use of the bombing in Guernica as the main theme of his artwork, using history in his art making. Throughout Picassos painting career he went through a number of periods, Picasso’s Blue period (1900 – 1904) shows a time when Picasso painted mostly in shades of blue, these works were inspired by Spain even though they were painted in Paris. These works all seemed to reflect Picasso’s experience with relative poverty and instability. Picasso’s blue period represents him at a time when he was dealing with his depression after the shocking death of his friend, although he was not there to witness this event it still had a large impact on Picasso, the drama from this event emerged throughout several of his works. One of Picasso’s early works from his Blue Period was the Blue Nude created in 1902; this painting is a part of his blue period, it shows the talent that Picasso possesses as it still managed to highlight deep feelings with the use of only one colour pallet. Blue Nude depicts the image of a woman who is sitting with her back towards us holding her knees as if she is in the search for security and comfort. These artworks allow the audience to have a deeper understanding on how Picasso has changed over the course of his art life and how issues have impacted him on his painting styles and techniques. Picasso has used his memories and feelings in his art making to show the deeper meaning of society, throughout his blue period he painted a lot of the real, raw people of Paris (e. g. prostitutes, beggars and drunks) which shows what influenced him at the time. Another one of Picasso’s artworks is Bullfight: Death of the Toreador this artwork shows a clear indication to how Picasso has progressed and moved though his periods. The artwork is full of colour and incorporates his love of bullfighting. Picasso often painted bullfights which were held on Sundays when he was unable to attend them. Interestingly this work was not painted in his home town, Spain, but painted in Paris. The painting depicts a grey house in a panicking state, the horse is painted with heavy brushstrokes which show a tonal contrast which enhances the moment we see the bullfighter’s death. The grey tones used on the horse makes the horse less obvious to the viewing audience. The presents of the horse and the man is taken up by the mass of red cape which twirls in between the bull and the fighter. The colour in this painting creates a powerful scene of energy, violence and death. This picture shows an influence to the Spanish culture, as mentioned before, the bull is an important part of the Spanish culture, the bull represents struggle, courage and victory, bull fighting was seen as a way to prepare for the war. By including the bull fighting scene in this artwork Picasso has added something which is important to him and his cultural background. Art reflects the social values of a particular time and place, Picasso show’s this through a number of his works. He has emphasised his values towards his culture by the symbols he uses in his artworks to make them personal (e. g. the bull and the use of blue tones) the personalisation of his works enable us to have a greater understanding of the message Picasso is trying to convey to the audience. How to cite Cultural Frame Essay Picasso, Essay examples

Juvenile Justice Laws

Question: Write your paper comparing and contrasting each program. Include the following elements in your paper: A detailed description of each program (including APA citation and references as to where you found the information) Goals, successes, and failures of each program Your conclusion about which program you think would be most effective in treating and rehabilitating juvenile delinquents Answer: Comparative study of Juvenile Justice Aftercare Programs Introduction The contemporary times has witnessed a growing concern for the increasing crowd in the juvenile correctional facilities (Bernard Kurlychek, 2010). With each passing day there are high rates of recidivism, increasing expenses for confinement and this has generated adequate interest in the efforts to bring in changes and innovation in the aftercare programs of the juveniles and in the practice and philosophy of parole. Regrettably, it has been observed that the field of juvenile corrections has a miserable record for the reduction of the rates of offenders of juveniles who have been released from secure confinement. Research on the juvenile justice aftercare programs have indicated that if failure occurs with subgroups of released juveniles it is seen that most of these offenders have a long record of misconduct that generally commences at a very early age (Benekos Merlo, 2008). These youths who are at high risks exhibit a particular and constant style of justice system such as arrests, placements or adjudication and are also plagued by some other risk factors based on several needs (Halbrook, 2013). Usually these factors are combined with various problems such as ones relating to family, peer pressure, difficulties in school and substance abuse. Additionally, these need related problems are also accompanied by other ancillary requirements and problems. In order to counter these issues in juvenile justice system, a number of Community-Based Aftercare Programs has been organized in the past few decades in different states of the United States. These aftercare programs mainly focus on the serious juvenile offenders and take steps to intensive supervision to ensure safety of the public and aid in the proper reintegration process which allows these offenders to be released before their term as a result reduce recidivism in those juveniles who are released from residential facilities (Hill, Lockyer Stone, 2007). In this study the researcher examines two aftercare programs prevalent in the United States and makes a comparative analysis between them. Juvenile Justice Aftercare Programs Juvenile Justice Aftercare program introduced by the United States Department of Justice, Office of Justice Programs had introduced intensive aftercare programs for the high risk juveniles. This model involves the assessment and relevant research on the implementation and operation of aftercare programs based on the juveniles released from correctional facilities (Dum Fader, 2013). Further it involves the development of appropriate program models and such policies which would be helpful for the states, correctional agencies and policy makers. The project design also includes the making of prototypes and such policies and procedures so that a proper training and technical assistance can be created. Later these prototypes are tested and implemented in different jurisdictions. In order to deal with the different types of risk factors related to these juveniles the juvenile aftercare program model is formed to deal with the problems (Evans-Chase Zhou, 2012). The schematic model has been shown below. This theory driven empirical model focuses on these risk factors and models and also creates clear and comprehensive guidelines which have specific and tangible programs and are based on the required services. The primary goals of this aftercare program is to reduce recidivism of the juvenile parolee population, structure the juvenile justice delivery system and research on the size, nature and availability in different states of United States. This Intensive Aftercare Program is based on the following principles required for reintegration. Firstly, it prepares the youth for gaining responsibility and freedom in the community (Frederick Roy, 2003). Secondly, it facilitates communication and involvement of the youth; thirdly, it focuses on working with offenders and community support systems which are essential for interaction and successful return of the juveniles to the society (Montague, 2003). Fourthly the program tends to develop new resources and support whenever required and finally is also monitors the ability of the youth to work productively with the community. States such as California has adopted this aftercare program to implement it in their state. The next program to deal with is an initiative of the Juvenile Law Center which based its aftercare model on the John D. and Catherine T. MacArthur Foundation Model to change the aftercare reform situation in the states . This model was implemented in the state of Pennsylvania and a Joint Policy Statement on Aftercare was developed to deal with the juvenile system. Some of the key state agencies adopted this Model in 2005 and since then this Joint Policy Statement has become an organizing tool for efforts of reform, aspiration that is also converted into policies and procedures. The Policy defines aftercare as a commencement of disposition (Wells, 2006). It implies that the program identifies the connections to aftercare services and support programs for the youth in placement. The primary aim of the Model is to improve the aftercare services for the juveniles and also supervise these juveniles so that juveniles get a chance to succeed after releasing from the correctional homes. The program contributes to the workgroups all over the state to address aftercare and work with stakeholders from the courts, education system and probation. These reform efforts are coordinated at the country and state levels so that these efforts have a much wider and national perspective. The Model tends to ensure that the juvenile youths develop skills to become productive members of the communities when they return to their societies. Conclusion A constructive comparison of the two models of Juvenile aftercare depict that the primary aims and objectives of these programs is to ensure that the juveniles are successfully returned to their societies. However the approach of the two models are different and hence the result and success of these Models would differ. It has been observed that the Intensive Aftercare Program established by the United States Department of Justice, Office of Justice Programs tend to have more emphasis and a better success rate due to the main fact that the Model is more focused on the involvement of the youth and the relationship between them and the community support system. Whereas the later model used in Pennsylvania needs to be more constructive and focused. The juvenile aftercare models of the state must ensure that the juveniles are dealt with maturity and the models should focus more on the communities also where the juvenile are sent after they are released. References Benekos, P., Merlo, A. (2008). Juvenile Justice: The Legacy of Punitive Policy.Youth Violence And Juvenile Justice,6(1), 28-46. doi:10.1177/1541204007308423 Bernard, T., Kurlychek, M. (2010).The cycle of juvenile justice. New York: Oxford University Press. Dum, C., Fader, J. (2013). These Are Kids Lives!: Dilemmas and Adaptations of Juvenile Aftercare Workers.Justice Quarterly,30(5), 784-810. doi:10.1080/07418825.2011.628946 Evans-Chase, M., Zhou, H. (2012). A Systematic Review of the Juvenile Justice Intervention Literature: What It Can (and Cannot) Tell Us About What Works With Delinquent Youth.Crime Delinquency,60(3), 451-470. doi:10.1177/0011128712466931 Frederick, B., Roy, D. (2003).Recidivism among youth released from the Youth Leadership Academy to the City Challenge Intensive Aftercare Program. Albany, NY: New York State Division of Criminal Justice Services. Halbrook, K. (2013).Nobody but us. New York: HarperTeen. Hill, M., Lockyer, A., Stone, F. (2007).Youth justice and child protection. London: J. Kingsley Publishers. Montague, K. (2003).Aftercare strategy. [Baltimore, Md.]: Maryland Dept. of Juvenile Justice. ncjrs,.Intensive Aftercare for High-Risk Juveniles. Retrieved 24 January 2015, from https://www.ncjrs.gov/pdffiles/juvcc.pdf Wells, J. (2006). A Quasi-Experimental Evaluation of a Shock Incarceration and Aftercare Program for Juvenile Offenders.Youth Violence And Juvenile Justice,4(3), 219-233. doi:10.1177/1541204006290153