Code of Ethics for US Government Service

Code of Ethics for US Government Service   In general, rules of ethical conduct for persons serving the U.S. federal government are divided into two categories: elected members of Congress, and government employees. Note that in the context of ethical conduct, â€Å"employees† includes persons hired or appointed to work for the Legislative Branch or on the staffs of individual Senators or Representatives, as well as those executive branch employees appointed by the President of the United States. Active duty members of the U.S. military are covered by the codes of conduct for their specific branch of the military. Members of Congress The ethical conduct of the elected members of Congress is prescribed by either the House Ethics Manual or the Senate Ethics Manual, as created and revised by the House and Senate committees on ethics. Executive Branch Employees For the first 200 years of U.S. government, each agency maintained its own code of ethical conduct. But in 1989, the Presidents Commission on Federal Ethics Law Reform recommended that individual agency standards of conduct be replaced with a single regulation applicable to all employees of the executive branch. In response, President George H.W. Bush signed Executive Order 12674 on April 12, 1989, setting out the following fourteen basic principles of ethical conduct for executive branch personnel: Public service is a public trust, requiring employees to place loyalty to the Constitution, the laws and ethical principles above private gain.Employees shall not hold financial interests that conflict with the conscientious performance of duty.Employees shall not engage in financial transactions using nonpublic Government information or allow the improper use of such information to further any private interest.An employee shall not, except as permitted ... solicit or accept any gift or other items of monetary value from any person or entity seeking official action from, doing business with, or conducting activities regulated by the employees agency, or whose interests may be substantially affected by the performance or nonperformance of the employees duties.Employees shall put forth honest effort in the performance of their duties.Employees shall not knowingly make unauthorized commitments or promises of any kind purporting to bind the Government.Employees shall not use public offic e for private gain. Employees shall act impartially and not give preferential treatment to any private organization or individual.Employees shall protect and conserve Federal property and shall not use it for other than authorized activities.Employees shall not engage in outside employment or activities, including seeking or negotiating for employment, that conflict with official Government duties and responsibilities.Employees shall disclose waste, fraud, abuse, and corruption to appropriate authorities.Employees shall satisfy in good faith their obligations as citizens, including all just financial obligations, especially those- such as Federal, State, or local taxes- that are imposed by law.Employees shall adhere to all laws and regulations that provide equal opportunity for all Americans regardless of race, color, religion, sex, national origin, age, or handicap.Employees shall endeavor to avoid any actions creating the appearance that they are violating the law or the ethical standards set forth in this part. Whether particular circumstances create an appearance that the law or these standards have been violated shall be determined from the perspective of a reasonable person with knowledge of the relevant facts. The federal regulation enforcing these 14 rules of conduct (as amended) is now codified and fully explained in the Code of Federal Regulations at 5 C.F.R. Part 2635. Part 2635. Over the years since 1989, some agencies have created supplemental regulations that modify or supplement the 14 rules of conduct to better apply to the specific duties and responsibilities of their employees. Established by the Ethics in Government Act of 1978, the U.S. Office of Government Ethics provides overall leadership and oversight of the executive branch ethics program designed to prevent and resolve conflicts of interest. The Overarching Rules of Ethical Conduct In addition to the above 14 rules of conduct for executive branch employees, Congress, on June 27, 1980, unanimously passed a law establishing the followinggeneral Code of Ethics for Government Service. Signed by President Jimmy Carter on July 3, 1980, Public Law 96-303 requires that, â€Å"Any person in Government service should:† Put loyalty to the highest moral principles and to country above loyalty to persons, party, or Government department.Uphold the Constitution, laws, and regulations of the United States and of all governments therein and never be a party to their evasion.Give a full days labor for a full days pay; giving earnest effort and best thought to the performance of duties.Seek to find and employ more efficient and economical ways of getting tasks accomplished.Never discriminate unfairly by the dispensing of special favors or privileges to anyone, whether for remuneration or not; and never accept, for himself or herself or for family members, favors or benefits under circumstances which might be construed by reasonable persons as influencing the performance of governmental duties.Make no private promises of any kind binding upon the duties of the office, since a Government employee has no private word which can be binding on public duty.Engage in no business with the Government, either directl y or indirectly, which is inconsistent with the conscientious performance of governmental duties. Never use any information gained confidentially in the performance of governmental duties as a means of making private profit.Expose corruption wherever discovered.Uphold these principles, ever conscious that public office is a public trust. Is There a Presidential Code of Ethics? While the elected members of Congress have chosen to adopt their own code of ethics, the President of the United States, as an elected rather than hired or appointed representatives of the people, is not subject to any specific statute or rule governing his or her ethical conduct. While they are subject to civil suit and criminal prosecution for violations of common laws, presidents are generally immune from punishment for conduct related to their official acts. In other words, presidents are generally free to lie or misrepresent facts, as long as they do not intentionally defame any specific person or persons in doing so. In fact, the only the only practical remedies to unethical conduct on the part of the president are the constant vigilance of a well-informed public, congressional oversight, and ultimately the threat of impeachment for â€Å"high crimes and misdemeanors.†

Biography of Subrahmanyan Chandrasekhar

Biography of Subrahmanyan Chandrasekhar Subrahmanyan Chandrasekhar (1910-1995) was one of the giants of modern astronomy and astrophysics in the 20th Century. His work connected the study of physics to the structure and evolution of stars and helped astronomers understand how stars live and die. Without his forward-thinking research, astronomers might have labored far longer to comprehend the basic nature of stellar processes that govern how all stars radiate heat to space, age, and how the most massive ones ultimately die. Chandra, as he was known, was awarded the 1983 Nobel Prize in physics for his work on the theories that explain the structure and evolution of stars. The orbiting Chandra X-Ray Observatory is also named in his honor. Early Life Chandra was born in Lahore, India on October 19th, 1910. At the time, India was still part of the British Empire. His father was a government service officer and his mother raised the family and spent much time translating literature into the Tamil language. Chandra was the third oldest of ten children and was educated at home until the age of twelve. After attending high school in Madras (where the family moved), he attended Presidency College, where he received his bachelors degree in physics. His honors standing afforded him a scholarship for graduate school to Cambridge in England, where he studied under such luminaries as P.A.M. Dirac. He also studied physics in Copenhagen during his graduate career. Chandrasekhar was awarded a Ph.D. from Cambridge in 1933 and was elected to a fellowship at Trinity College, working under astronomers Sir Arthur Eddington and E.A. Milne.   Development of Stellar Theory Chandra developed much of his early idea about stellar theory while he was on his way to begin graduate school. He was fascinated with mathematics as well as physics, and immediately saw a way to model some important stellar characteristics using math. At the age of 19, onboard a sailing ship from India to England, he began thinking about what would happen if ​Einsteins theory of relativity could be applied to explain the processes at work inside stars and how they affect their evolution. He worked out calculations that showed how a star much more massive than the Sun would not simply burn up its fuel and cool, as astronomers of the time assumed. Instead, he used to physics to show that a very massive stellar object would actually collapse to a tiny dense point- the singularity of a black hole. In addition, he worked out whats called the Chandrasekhar Limit, which says that a star with a mass 1.4 times that of the Sun will almost certainly end its life in a supernova explosion . Stars many times this mass will collapse at the ends of their lives to form black holes. Anything less than that limit will stay a white dwarf forever. An Unexpected Rejection Chandras work was the first mathematical demonstration that such objects as black holes could form and exist and the first to explain how mass limits affected stellar structures. By all accounts, this was an amazing piece of mathematical and scientific detective work. However, when Chandra arrived at Cambridge, his ideas were soundly rejected by Eddington and others. Some have suggested that endemic racism played a role in the way Chandra was treated by the better-known and apparently egotistical older man, who had somewhat contradictory ideas about the structure of stars. It took many years before Chandras theoretical work was accepted, and he actually had to leave England for the more accepting intellectual climate of the United States. Several times after that, he mentioned the overt racism he faced as a motivation for moving forward in a new country where his research could be accepted regardless of his skin color. Eventually, Eddington and Chandra parted cordially, despite the o lder mans previous disdainful treatment. Chandras Life in America Subrahmanyan Chandrasekhar arrived in the U.S. at the invitation of the University of Chicago and took up a research and teaching post there that he held for the rest of his life. He plunged into studies of a subject called radiative transfer, which explains how radiation moves through matter such as the layers of a star such as the Sun). He then worked on extending his work on massive stars. Nearly forty years after he first proposed his ideas about white dwarfs (the massive remains of collapsed stars) black holes and the Chandrasekhar Limit, his work was finally widely accepted by astronomers. He went on to win the Dannie Heineman prize for his work in 1974, followed by the Nobel Prize in 1983. Chandras Contributions to Astronomy Upon his arrival in the United States in 1937, Chandra worked at the nearby Yerkes Observatory in Wisconsin. He eventually joined NASAs Laboratory for Astrophysics and Space Research (LASR) at the University, where he mentored a number of graduate students. He also pursued his research into such varied areas as stellar evolution, followed by a deep dive into stellar dynamics, ideas about Brownian motion (the random motion of particles in a fluid), radiative transfer (the transfer of energy in the form of electromagnetic radiation), quantum theory, all the way to studies of black holes and gravitational waves late in his career. During World War II, Chandra worked for the Ballistic Research Laboratory in Maryland, where he was also invited to join the Manhattan Project by Robert Oppenheimer. His security clearance took too long to process, and he was never involved with that work. Later in his career, Chandra edited one of the most prestigious journals in astronomy, the Astrophysical Journal. He never worked at another university, preferring to stay at the University of Chicago, where he was Morton D. Hull Distinguished Professor in astronomy and astrophysics. He retained emeritus status in 1985 after his retirement. He also created a translation of Sir Isaac Newtons book Principia that he hoped would appeal to regular readers. The work, Newtons Principia for the Common Reader,  was published just before his death.   Personal Life Subrahmanyan Chandrasekhar was married to Lalitha Doraiswamy in 1936. The couple met during their undergraduate years in Madras. He was the nephew of the great Indian physicist C.V. Raman (who developed the theories of light scattering in a medium that carry his name). After emigrating to the United States, Chandra and his wife became citizens in 1953. Chandra wasnt just a world leader in astronomy and astrophysics; he was also devoted to literature and the arts. In particular, he was an ardent student of western classical music. He often lectured on the relationship between the arts and the sciences and in 1987, compiled his lectures into a book called Truth and Beauty: the Aesthetics and Motivations in Science,  focused on the confluence of the two topics. Chandra died in 1995 in Chicago after suffering a heart attack. Upon his death, he was saluted by astronomers around the world, all of whom have used his work to further their understanding of the mechanics and evolution of stars in the universe. Accolades Over the course of his career, Subrahmanyan Chandrasekhar won many awards for his advancements in astronomy. In addition to those mentioned, he was elected a fellow of the Royal Society in 1944, was given the Bruce Medal in 1952, the Gold Medal of the Royal Astronomical Society, the Henry Draper Medal of the U.S. National Academy of Sciences, and the Humboldt Prize. His Nobel Prize winnings were donated by his late widow to the University of Chicago to create a fellowship in his name.

New Treatment of Aortic Stenosis by Transcatheter Aortic Valve Research Paper

New Treatment of Aortic Stenosis by Transcatheter Aortic Valve Implantation - Research Paper Example The most common of aortic stenosis undergo in patients 65 years of age and over (called senile calcific aortic stenosis) (Kulick, 2012). General symptom of aortic stenosis patients are exertional dyspnea (shorten fatigue), angina pectoris (chest pain), syncopy (fainting), and congestive heart failure. Every aortic stenosis patient will be investigated by multidisciplinary team; 2 interventional cardiologists, 1 cardiac surgeon, and an anaesthesiologist (Bedogni et al., 2011). In general, the treatment for aortic stenosis patients, who are not showing symptoms of the disease, is to take medicine while the severely symptomatic aortic stenosis patients must have surgical aortic valve replacement. Transcatheter aortic valve implantation (TAVI) is the new procedure for severe aortic stenosis treatment. The progression of this treatment makes it suitable for patients who are inoperable or very high risk with standard surgical aortic valve replacement. In addition, the procedure of TAVI is executed in a catheterization laboratory or hybrid operating room, under general anaesthesia and without cardiopulmonary bypass (Jean-Bernard et al., 2009). The procedure of TAVI is the device implant with two transcatheter aortic valves (the Edwards SAPIEN valve, ESV or the Medtronic Corevalve, MCV) with three approaches used (transfemoral, transaxillary, or transapical) (Godino et al., 2010). The transcatheter aortic valve implantation (TAVI) was underwent with the first patient in 2002 (Rodes-Cabau, 2010). Furthermore, TAVI clearly achieved safety and efficacy of the percutaneous treatment in aortic stenosis towards the end of 2010 (success rates > 90% and 30 days procedural mortality rates < 10%) (Rodes-Cabau, 2010). The aim of this case study will be to capture the progression of transcatheter aortic valve implantation, for patients who are inoperable or with very high surgical risk in standard aortic valve replacement. Firstly, it will briefly review the cause of aortic stenos is, followed by an explanation of transcatheter aortic valve implantation procedure with two difference transcatheter aortic valves and three difference approaches. Finally, the major effective procedure of TAVI and future development of TAVI will be discussed. Impact of Aortic Stenosis Degenerative Aortic Stenosis is the most common valve disease, and its prevalence is projected to increase in the coming years due to aging populations. This has implications not only for those specializing in cardiovascular disease; Aortic Stenosis is increasingly diagnosed and treated by other medical specialties, including internal medicine, geriatrics and intensive care. This point to the increasing rang of the impacts that aortic Stenosis has been established to have. The Aorta, both ascending and descending, is responsible for the circulation of oxygenates blood throughout the body. It is no wonder that the partial or complete Stenosis of the Aorta would lead to varied conditions that can be de tected either in Intensive care Unit, when the patient is in a stupor, or by the gastric, as a result of ventral pooling of blood, caused by its stagnation in the veins, venules, and arterioles. This pooling is caused by the lack of, or limited pressure from the Aorta, to help in the circulation of

Advertising and marketing communications Essay Example | Topics and Well Written Essays - 2500 words

Advertising and marketing communications - Essay Example Marketing communications is traditionally thought of as organizations' efforts to promote the services or products they offer to external clients and customers. The goals of internal marketing are similar to those of external marketing, to increase visibility and awareness of the services or product available, and increase sales or orders. By increasing knowledge and awareness of the services that a department offers, the department can help to ensure that opportunities are not missed out on due to a lack of awareness in other parts of the business. In this paper, we would be discussing on the theories of Advertising and Marketing Communications and creating an advertisement for M.Sc Crop Biotechnology and Entrepreneurship.Marketers have a variety of promotional tools at their disposal. To make effective use of them, a company' personal selling, advertising, and other promotional activities should form a coordinated promotional program within its total marketing plan. However, these activities are fragmented in many firms, with potentially damaging consequences. For example, advertising directors and sales-force managers may come into conflict over resources, or the sales force may not be adequately informed about the details of a particular sales promotion effort. This wouldn't happen if the elements comprising promotion were part of an integrated marketing communication (IMC) effort, a strategic business process used to plan, develop, execute, and evaluate coordinated communication with an organization's public. IMC begins with a strategic planning effort designed to coordinate promotion with product planning, pricing, and distribution, the other marketing-mix elements. Promotion is influenced, for instance, by how distinctive a product is and whether its planned price is above or below the competition. A manufacturer or middleman must also consider its promotional links with other firms in the distribution channel. On the other hand, Communication is not a one way flow of information. Talking at or to someone does not imply successful communication. This only occurs when the receiver actually receives the message that the sender intended to send. Message rejection, misinterpretation and misunderstanding are the opposite of effective communication. To address the various communication models, no simple diagram can reflect all the nuances and complexities of the communication process. There are many models of communication including single step model, two-step model, mass communication, multi-step model, Web communication and adoption model. In this paper, we would be creating an advertisement for M.Sc crop biotechnology and entrepreneurship using one of the communication models. We would be using the "Mass Communication Model" to advertise M.Sc crop biotechnology and entrepreneurship. A single-step communications model There are three fundamental elements in communication, the sender (or source), the message and the receiver. This basic model assumes that the sender is active, the receiver is inactive or passive and the message is comprehended properly. In reality this is rarely the case. An understanding of the target receiver or audience helps to identify what is important to the audience and how symbols, signs and language are interpreted. The message is 'dressed up' or coded in an appropriate way, sent through a media channel and, if it gets through all the other noise, finally decoded by the receiver. Guinness advertisements basically ask their target audience to drink Guinness, but

Documents of American History Essay Example for Free

Documents of American History Essay John Adams is an important figure in the history of this country at the most important time in its history: the time of its birth. He is a towering figure in American History and his accomplishments speak to protecting the rights of his fellow men, even if those men were British soldiers accused of shooting Americans as was the case with the Boston Massacre of 1770. John Adams served as minister to France in 1777 when at that time, the colonists badly needed French intervention if they ever hoped to win the American Revolution. Adams also had a contributing role in America’s Declaration of Independence as he was a vocal member of the Continental Congress. Adams also wrote the Massachusetts State Constitution, including its Bill of Rights. All of the above mentioned speak to the love of freedom and the protection of these rights to which Adams spoke so dearly. So then why during the 20th century, was Adams almost vilified compared to his friend and one time enemy Thomas Jefferson? It is peculiar how History seems to take sides over one issue of vilifies or glorifies one person above his real role in life.   Both Thomas Jefferson and Abraham Lincoln enjoyed such an honor during the latter half of the 19th century and into the 20th. Only recently, when it is almost certain, that Jefferson fathered children of a mixed breed, yet still owned 200 slaves at a time, when Adams spoke to the emancipation of slavery, does the playing field become more level. This is especially true with David McCullough’s book John Adams, which actually sparked a Congressional insight into the importance of John Adams and a rethinking by the American public, spoke about the legacy of a man who was vital to the survival of this new experiment called the American Republic. Adams is vilified to a certain degree for two actions: forcing his bitterness over the loss of the 1800 election, not to greet the incoming President as is the custom now, and the dreaded Alien and Sedition Acts of 1798 which horrified Thomas Jefferson and helped lead to the one time best friends, not to speak to speak to each other for another twelve years. Both John Adams and Thomas Jefferson will be forever linked together in American history. The 2nd and 3rd presidents of The United States and one time best friends, who later became political rivals and has the distinction of dying on the same day; the 50 anniversary of the signing of the Declaration of Independence, were giants in the quest for American Independence. John Adams, twice, served as a diplomat to France both during the American Revolution as well as in the years immediately following the war. â€Å"Both Jefferson and Adams were very important times since historians later hailed French involvement in the American Revolution as what helped turned the tide of the war in the favor of the colonists.† (McCullough, 2001 p. 322) And as the war was nearing its end, John Adams wrote his state’s Constitution as well as its Bill of Rights. This Constitution, more than any other of its time, expanded these rights, to a greater degree than had been seen previously. Adams was instrumental in procuring the freedom of African Americans, who in Jefferson’s Virginia, would continue to be slaves or live in slave like conditions well after the end of the Civil War and despite the passage of the 13th, 14th and 15th Amendments. But it would not be until the 20th century that such ironies were given their proper attention. â€Å"But it would be the passage of the 1798 Alien and Sedition Act that would puzzle and infuriate all those that had been a part of the construction of the Constitution’s Bill of Rights in 1791 and specifically, the 1st amendment which protected, among others, a person’s right of free speech.† (Burns, 1997) This meaning has been expanded over the years but then as well as now, its first usage was to protect one who criticized the government, from reprisal. The 1798 Alien and Sedition Acts seemed to come in stark contrast to this most sacred of rights within the American Constitution. It said: â€Å"That if any persons shall unlawfully combine or conspire together, with intent to oppose any measure or measures of the government of the United States, which are or shall be directed by proper authority, or to impede the operation of any law of the United States Shall be punished by a fine not exceeding $5,000 or a term in prison between five months to six years.† (Commanger, 1947 p. 177) This Act would later be repealed only to see the light of day again in 1918 during WWI. But such measures, horrified Thomas Jefferson and in response, wrote along with his friend James Madison, the Kentucky and Virginia Resolutions which were in direct response to the Sedition Acts and portrayed the further split between the Federalist and Democratic Parties, made even wider by the personal disunion caused by Adams and Jefferson. The Kentucky and Virginia Resolutions stated that: â€Å"no power over freedom of religion, freedom of speech, or freedom of the press being delegated by the   United States by the Constitution, nor prohibited by it to the states, all lawful powers respecting the same did of right remain, and were reserved to the States, or to the people.† (Commanger, 1947 p. 179) This meant that Jefferson, always distrusting of big government and in line with his belief in states’ rights, proclaimed that the federal government had no jurisdiction in enforcing the Alien and Sedition Acts as well as the fact that such restrictions on human freedom was in express contradiction to the Constitution and the ideals in which the American Revolution was fought in the first place. Everyone who had been locked up or fined under the Alien and Sedition Act was either set free or reimbursed by the federal government along with written apologies when Thomas Jefferson took over as President in March of 1801.The feud between Jefferson and Adams, made even larger by the ugliness of the 1800 Presidential election, lasted until 1812, when both were out of public office. Jefferson started a correspondence with Adams in what would become one of the most poignant and heart filled pieces of American literature. They both reminisced about their time together, hoping that this experiment in human democracy called the United States was actually going to work or not. Apologies were not given but rather regret that so much time has been lost to two people that were so important to the nation as well as to each other, were expressed in the correspondence. And what has to be one of the greatest coincidences in American history, two giants of American freedom who did not always practice what they preached; Adams’ enforcement of the Alien and Sedition Acts, and Jefferson personally owning more than 200 slaves for most of his lifetime, but still responsible for the expansion of human rights in America, died on the 50th anniversary of the signing of the Declaration of Independence. Each died while saying that the other still lives. They were both right in that respect.

Mozart Essays -- essays research papers

Julien Rouleau â€Å"The classical period produced more instrumental than vocal music, a wealth of serious and comic operas as well as vocal religious music also appeared during this time†(Ferris, 231). One of the best composer of this time was Wolfgang Amadeus Mozart. In this paper I will go through his childhood, his friends and family, and of course his music. Enjoy!!! Child of the Enlightenment The world that Wolfgang Amadeus Mozart entered ceremoniously in 1756 was brimming in change. Historians refer to this era as the Age of Enlightenment, one of unparalleled scientific, philosophical, and political ferment. Within Mozart’s lifetime it set in motion forces that would fundamentally alter life not only in his native, Salzburg, but also around the globe. The Enlightenment was not, to be sure, a democratic movement. In France, the absolutism of the Sun King, Louis XIV, continued under Louis XV and XVI. But in Austria, Empress Maria Theresa introduced a greater measur e of tolerance and freedom among her subjects, laying a foundation for the democratic revolutions that followed. Wolfgang’s father Leopold came from a family of Augsburg bookbinders. He received a solid Jesuit education, more intellectual than evangelical after a year at the Benedictine University in nearby Salzburg; Leopold stopped attending classes to pursue a career as a musician. â€Å"Leopold figured as Mozart’s most important first model. He taught his son the clavier and composition†(Mercardo 763). Wolfgang’s mother Anna-Maria brought as much talent to her 32-year marriage as did Leopold. Though deprived of a formal education, she was highly intelligent and quick-witted— qualities that attracted the sober and reserved Leopold. Only two of their seven children survived infancy. Wolfgang’s musically talented sister Nannerl was five years older. Yet in this painting, the 12-year- old looks like a spinster of seventy—complete with budding double chin. Wolfgang, too, looks far older than his 7 years, and controls the action from his place at its center. The Child Prodigy Indeed, Mozart marks the beginning of the Western fascination with the child prodigy. Dressed in the festive outfit given Wolfgang in 1762 by the Empress Maria Theresa, this boy of not quite seven years old looks, for all the world, like a miniature adult who has simply skipped childhood. â€Å"Mozart was keenly aware of his exceptional ... ...prodigy. The idealization of Mozart’s genius was complete by the end of the nineteenth century. Between 1762 and 1766, the Mozarts appeared at almost every major court in Europe. Wolfgang dazzled audiences with his ability to read difficult music at sight and to improvise Four of his operas—The Abduction from the Seraglio(1782), The Marriage of Figaro(1786), Don Giovanni(1787), and Cosà ¬ fan tutte(1790) —were premiered or performed in the prestigious Burgtheater. Then Mozart met Haydn; we do not know the occasion on which Mozart first encountered Joseph Haydn. In Haydn, he not only found a composer whose achievements were on a level with his own, but a warm and sympathetic friend in whom he could confide. In the autumn of 1791, Mozart’s health became progressively worse. He died on December 5, 1791, and was buried in a pauper’s grave. Critical thinking:  Why do you think Mozart’s instrumental music has been regarded as â€Å"ab solute music†? Why do you think was Mozart is Called a child prodigy? Suggested Further Listening: Opera: -The magic Flute -The marriage of Figaro Symphony: -Jupiter symphony, K.551 Piano Music: -C Minor Sonatas K.457 -D Major Sonatas K.576

Vandalism in Malaysia

$25,000 bail set in wild ride case Man charged in girlfriend’s assault By Dave Greenslit TELEGRAM & GAZETTE STAFF CLINTON — A man who allegedly beat, choked and raped his girlfriend before hitting her with her car in Bolton was ordered held on $25,000 bail yesterday. John D. Martineau, 31, of Tewksbury was arraigned in Clinton District Court on charges stemming from what the 21-year-old victim told police was a frightening ride from Lowell to Bolton early Monday morning. Police charged Mr.Martineau with aggravated rape, assault and battery with a dangerous weapon, assault and battery, three counts of assault with intent to murder, three counts of destroying property, larceny of a motor vehicle, leaving the scene of a personal injury accident, three counts of leaving the scene of a property damage accident and reckless driving. Judge Martha A. Brennan set bail and continued the case to Feb. 16. The victim was able to escape from Mr. Martineau near the intersection of Rou tes 117 and 85 in Bolton after jumping out of her car, which he had driven into the parking lot of the Country Cupboard variety store.She told police Mr. Martineau had dragged her with the vehicle before she broke free and ran to a home for help. According to a report from Bolton Police Officer Yvette D. Washington, the victim gave the following account of events that culminated in Bolton just after 3 a. m. Monday: She had gotten out of her car in Lowell during an argument with Mr. Martineau, but got back in after he threatened to harm her family and friends. Her 2006 Ford Taurus then ran out of gas, and the woman called her father to bring some. While waiting, she tried running away from Mr.Martineau, who caught her, threw her to the ground, and choked her. When her father showed up with the gas, Mr. Martineau convinced him his daughter was all right. Mr. Martineau then drove onto Interstate 495 South, at one point allegedly slamming his girlfriend’s head against the car win dow and breaking the rear-view mirror off the windshield, threatening to â€Å"cut her eyes out† with it. Mr. Martineau allegedly forced the woman to perform a sex act, then cut his wrists with the broken mirror because â€Å"he wanted her to watch him die. † The victim persuaded Mr.Martineau to get off the highway in Bolton by telling him she loved him and didn’t want him to die. In the parking lot of the store, she got part of the way out of the still-moving car, but Mr. Martineau allegedly grabbed her by the hair and jacket and dragged her with the car. She broke free and ran behind a Postal Service mailbox, which Mr. Martineau allegedly hit with the car before hitting her with the vehicle and knocking her to the ground. She ran to a home on Main Street, where Mr. Martineau allegedly plowed the car into the steps before backing into a split-rail fence and driving away.The woman, who lives in Lowell, was taken to UMass Memorial Medical Center — Universi ty Campus in Worcester, where she was treated and released. Mr. Martineau was later arrested at Lowell Memorial Hospital, where he went for treatment. In arguing for the $25,000 bail, Assistant District Attorney Erin Donnelly said Mr. Martineau had a long record, four cases pending in other courts, and a history of default. Lawyer Eugene Lumelsky, who represented Mr. Martineau for the arraignment, sought an unspecified lower bail, saying the suspect was a college graduate, worked in sales and had extended family in the area.

Where There’s a Will There’s a Way

Alex Stough Prof. Minner English 1301 9 November 2012 Where There’s a Will, There’s a Way Many people who are physically challenged have accomplished a lot during their lifetime, proving that they are not â€Å"handicapped†. Bob Sampson and Steven hawking have created successful careers while being confined to a wheelchair. Sampson, despite having muscular dystrophy, has worked for United Airlines for more than thirty years, and has also earned a degree in law.Steven Hawking, most famous for his book A Brief History of Time, used a voice synthesizer to dictate his books and conduct public lectures because he was unable to speak. He was also a teacher of mathematics at Cambridge University. Franklin D. Roosevelt, Ann Adams, and Itzhak Perlman all refused to let polio destroy their lives. Roosevelt and Adams were diagnosed with polio when they were adults; Itzhak, however, was diagnosed when he was just a mere child.President Roosevelt led the United States during two of the worst periods of its history; the great Depression and World War II. Reassured by his bombastic voice, Roosevelt inspired hope and determination in the American public. Ann Adams, who was talented in art before polio paralyzed her, retrained herself to draw with a pencil grasped in her teeth; she now produces sketches of children and pets that are turned into greeting cards.Itzhak Perlman was unable to play sports when he was a child; instead he studied the violin which inevitably made him into one of the greatest violinist of today. Like Perlman, many physically challenged individuals turn to the arts; perhaps the reason is because the joy of artistic achievements compensates for other pleasures that they cannot experience. Ray Charles, Stevie Wonder, Jose Feliciano, and Ronnie Milsap all express their music through their souls. For instances, a lot of Ray Charles’ songs are emotionally driven and have a lot of meaning behind them.Although they are unable to see p hysically, their music reveals truly how well they see. Although hearing impairment struck Ludwig van Beethoven and Marlee Matlin, it did not stop them from developing their talents as Artists. Already a successful composer, Beethoven’s most powerful pieces were written after he had become deaf. Similarly, Matlin has had excellent acting roles in movies, plays, and television programs; indeed she won an Oscar for the film Children of a Lesser God.She encourages others to develop their ability, and because of this many hearing-impaired actors have been inspired by her. Handicapped is a word used far too often to describe those who are physically challenged. As history has proven, many famous individuals have made great achievements in spite of their disabilities. People who are physically challenged should not automatically be labeled as â€Å"handicapped†. We as humans have the mental capability to overcome and adapt the challenges that we may face, even if that means making lifestyle changes.

What Should You Do If You Go to a Bad High School

What Should You Do If You Go to a Bad High School SAT / ACT Prep Online Guides and Tips The quality of education at different high schools can vary widely, sometimesto the detriment of students. If you go to a school that doesn’t offer the programs and level of instruction that you would like, you might feel frustrated and worried about getting into college. In this article, I’ll give you some of the characteristics of a â€Å"bad† high school and tell you what steps you can take to improve your educational experience and college applications despite these disadvantages. What Defines a â€Å"Bad† High School? There are a few traits that are common amonghigh schools that don't prepare students adequately for college.Your school might not necessarily be â€Å"bad† just because it has one of these characteristics, but if it has all of them, the advice in this article is for you. Low-Quality Teaching The quality of teaching at a high school can make a big difference in how much students learn in their classes and how interested they are in the subjects.If the teachers aren’t engaged, the students definitely won’t be.A hallmark of low-quality teaching is when the teacher structures everything so that he or she has to do as little work as possible.For example, instead of more challenging short answer tests, the teacher might give you all multiple-choice tests because they’re faster to grade.Students know low-quality teaching when they see it - it usually means easier, duller classes that lack substance. Very Few Advanced Classes Low-quality high schools often don't offer many advanced classes to students.This ties into issues with teaching as well; advanced classes are more difficult to teach and require expertise that the teachers at the school might not have.A â€Å"bad† high school may not offer any AP or IB classes, or it may offer only one or two.A lack of high-level classes can prevent advanced students from challenging themselves in high school and reaching their full potential.It can also be a setback when it comes to applying for college. Limited Choices for Classes Overall In general, â€Å"bad† high schools don’t give students many choices for classes.These schools may offer fewer classes because they’re underfunded and don’t have the resources for additional teachers and course materials.A lack of choice can mean that students are unable to explore their areas of interest in a way that would be possible at another high school.They might be forced onto a certain course track that doesn’t fit their needs or miss out on a subject that they would love. In extreme cases, students could even end up unprepared for college because their high school didn't offer the prerequisites they needed to succeed in introductory college classes. It would be cool to take the AP Environmental Science class in high school if you're passionate about nature conservation, but your school might not give you that option or offer other classes you're interested in. What Are Your Options If Your School Is Bad? If your high school offers poor quality instruction, you may have to go above and beyond to get the kind of education you need to be prepared for college. But don't despair: you do have options. Option 1: Talk to a Teacher or Academic Advisor If you go to a bad high school, you will probably benefit from extra help beyond the instruction you’re getting in your classes.You can discuss your options with a teacher or guidance counselor to see what you can do to improve your chances of being accepted to a good college.They might have advice based on what other high-achieving students have done in the past to make up for the lack of opportunities. Solutions might include devising your own independent study class or doing extra projects in your existing classes to demonstrate your academic abilities.This is the least disruptive option you have, and it should be the first step you take before you decide to pursue more drastic measures like taking classes elsewhere or transferring schools. Option 2: Take Classes at a Nearby Community College Many high schools will allow you to do â€Å"dual enrollment.† This means that you’re simultaneously enrolled in classes at your high school and a nearby college.If the advanced classes you’re looking for are not offered at your high school, this can be a great way to gain access to the learning experiences you want. Keep in mind; however, that there are some drawbacks to taking community college classes in high school. You may have to pay for them on your own if your high school doesn't offer financial assistance, and you'll need to find reliable transportation to and from campus. Balancing classes at two different schools can be tough, especially if you're heavily involved in extracurricular activities. Speak to a guidance counselor to find out more about how your high school handles dual enrollment and what your options are. Option 3: Transfer to a Different High School in the Area The final option you have is transferring high schools. This is a more realistic option if you're a freshman or sophomore, although technically you can transfer in any year of high school. It's best to transfer as an underclassman because you'll have more time to take advantage of better resources at the new school and adjust to a different environment. It can be tough socially and academically to transfer, so this should be a last resort if you feel like your school isn’t cutting it.Transferring high schools will require some planning on your part, but it’s usually not too difficult to apply for a transfer.You can apply at the beginning of each school year (in September or October) for a transfer that will take place the following year.Again, check with your guidance counselor to see what your school’s policies are for transferring. The new high school will have to download all data from your brain before you can begin attending classes. This procedure is relatively painless. Will Your School’s Quality Impact Your Chances of Getting Into College? If you go to a high school that could be considered â€Å"bad,† you might be worried about the effect this will have on the college application process.Admissions offices collect a lot of data about high schools around the country that they use to inform their decisions.If your high school only offered two AP classes and you took both of them, you wouldn’t be compared directly to a student at another high school who took five AP classes out of the 15 that were offered. Colleges understand that every high school is different and that some provide better opportunities than others.They do their best not to fault students for attending high schools with fewer opportunities by considering whether a student made the most of the situation at hand.Colleges will be mainly concerned with two things if you go to a bad high school: Did you challenge yourself as much as possible within the constraints of the curriculum at the school while earning high grades? Did you seek out additional opportunities outside of your high school to enrich your learning experience? If you do both of those things, you will still stand a strong chance against high-achieving students who were fortunate enough to attend better high schools. What Are Some Other Ways to Strengthen Your Application If You Go to a Bad High School? If you’re still worried about how you’ll fare in the application process, there are a couple of measures you can take to make sure you’re presenting yourself to colleges in the best way possible: Build Up Strong Extracurricular and Leadership Credentials Even if your school doesn’t have the best academics, you still might be able to participate in extracurricular activities that will bolster your application.If you have an interest that you feel isn’t represented bythe current extracurricular offerings at your school, you can even create a new club.This signals to colleges that you’re willing to take initiative and are passionate about something. You can also get involved in extracurricular activities that are not connected to your school, whether that includes a church group, volunteer organization, community theater company, or a different organization. If you’re into sports, you can try to become a team captain so that you’re in a leadership role.Leadership is important to colleges because it shows that you are capable of being in a position of authority with extra responsibilities. This indicates independence, maturity, and the potential to make big changes in the world. The point of extracurricular activities is to show that you have interests outside of academics and will bring something unique to a college campus.You should use your extracurricularsto showcase who you are and demonstrate your potential. Get Great Letters of Recommendation Another way to build up your application is to stay on top of your letters of recommendation. Make sure you ask your teachers with plenty of time to spare (ideally let them know during the spring of yourjunior yearand then confirm with them early in your senior year). Be strategic about which teachers you ask for letters. It's best to ask teachers who can testify to your strengths as a student and your ability to go above and beyond in your coursework. If you consulted a teacher on how to improve your academic record for college applications, you might ask that teacher for a recommendation so that he or she can provide anecdotes that point to your determination. Write an Awesome Personal Statement The personal statement is an opportunity for you to tell colleges something about yourself that they might not learn from the rest of your application.It’s another place where you can show what makes you special as an applicant apart from your academic credentials.A great personal statement can make you stand out in the application process as someone who has a strong voice and will contribute something valuable to the college community.See our guide for how to write a great college essay. Seek Out Academic Awards Outside of the academic boundaries of your high school, there are other awards that you can win to bolster your application.If you take the PSAT and manage to get a very high score, you may qualify for a National Merit Scholarship.You can also check out this list of the best scholarships for high school seniors (many of them are available to lower high school grades as well).A scholarship can be an impressive addition to your credentials. Do some exploring and see if there are any particular scholarships or awards that appeal strongly to you and your interests.For example, if you’re a particularly strong math student, you might consider trying to qualify for the International Math Olympiad.If you take some of these steps to improve your application, colleges will be impressed with your drive and will be more likely to accept you. I won first place in a golden cup forging contest! Conclusion â€Å"Bad† high schools are typically characterized by poor teaching, a lack of advanced classes, and fewer class options overall.If you go to a â€Å"bad† high school, you should discuss your concerns with your guidance counselor or an academic advisor.You might decide to take classes at a nearby community college or even transfer to a different high school in the area that has better academics. Colleges will know the limitations of your high school when reviewing your application, so you shouldn’t worry too much about being penalized as long as you’ve challenged yourself as much as possible within the constraints of your environment. To improve your application further, you can focus onextracurricular and leadership activities, a great personal statement, and outside scholarships and awards.The quality of your high school shouldn’t dictate where you go to college as long as you continue to pursue your interests and be proactive about challenging yourself academically. What's Next? Are you planning on applying to competitive colleges? Find out what a rigorous high school course load looks like so you can impress them with your application! You should also read this article to get more information on honors societies and classes and how they can affect your potential in the college application process. For a quick overview of the steps you'll need to take in high school to apply to college, take a look at this infographic. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The Complete IB Extended Essay Guide Examples, Topics, and Ideas

The Complete IB Extended Essay Guide Examples, Topics, and Ideas SAT / ACT Prep Online Guides and Tips IB students around the globe fearwriting the Extended Essay, but it doesn't have to be a source of stress! In this article, I'll get you excited about writing your Extended Essay and provide you with the resources to get an A. If you're reading this article, I assume you're an IB Student getting ready to write your Extended Essay. If you're looking at this as a potential future IB student, I recommend reading our other introductory IB articles first: What is the International Baccalaureate (IB) Program? andWhat is the IB Curriculum? What are IB Diploma Requirements? Why Should You Trust My Advice? I'm a recipient of an IB Diploma, and I happened to receive an A on my IB Extended Essay. If you don’t believe me, the proof is in the IBO pudding, If you're confused by what this report means, EE is short for Extended Essay, and English A1 is the subject that my Extended Essay topic coordinated with.In layman’s terms, my IB Diploma was graded during May 2010, I wrote my Extended Essay in the English A1 category, and I received a grade A. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. What Is the Extended Essay? The IB Extended Essay (or EE) is a 4,000 word structured mini-thesis that you write under the supervision of an advisor (an IB teacher at your school), which counts towards your IB Diploma (to learn about all of theIB diploma requirements, check out our other article).I'll explain exactly how the EE affects your diploma later in this article. For the Extended Essay, you choose a research question as a topic; this topic needs to be approved by IBO (which is not very difficult). You can do a typical research paperor conduct an experiment/solve a problem. Most schools allow you to pick your advisor (an IB teacher preferably at your school). I'll explain how to pick your IB EE advisor below. The IB Extended Essay must include: A cover page An abstract (one-page synopsis of your essay) A table of contents The 4,000-word essay (which will range from 10-20 pages depending on whether your topic requires illustrations such as an experiment would) A bibliography Your completed Extended Essay will then sent to the IBO to be graded (I will go into more detail on grading below). What Should You Write About in Your Extended Essay? You can technically write about anything, so long as the IBO approves it.However, you should choose a topic that falls into one of the IB Course Categories, (such as Theatre, Film, Spanish, French, Math, Biology, etc.) which shouldn’t be difficult because there are so many class subjects.Here is a range of sample topics with the attached extended essay: Biology:The Effect of Age and Gender on the Photoreceptor Cells in the Human Retina Chemistry:How Does Reflux Time Affect the Yield and Purity of Ethyl Aminobenzoate (Benzocaine), and How Effective is Recrystallisation as a Purification Technique for This Compound? English:An Exploration of Jane Austen's Use of the Outdoors inEmma Geography:The Effect of Location on the Educational Attainment of Indigenous Secondary Students in Queensland, Australia Math:Alhazen's Billiard Problem Visual Arts:Can Luc Tuymans Be Classified as a Political Painter? You can see from how varied the topics are that you have a lot of freedom when it comes to picking a topic. So, how do you pick when the options are limitless? I will help you with that next: 6 Tips for Writing a Grade A Extended Essay Below are the six key tips you need to follow to write an outstanding Extended Essay. Tip #1: Write About Something You Enjoy I love British theatre and ended up writing mine about a revolution in post-WWII British theatre #theatrenerd.I really encourage anyone who pursues an IB Diploma to take the Extended Essay seriously.I ended up receiving a full-tuition merit scholarship to USC’s School of Dramatic Arts program and in my interview for the scholarship, I spoke passionately about my Extended Essay.I genuinely think my Extended Essay helped me get my scholarship. How do you find a topic you are passionate about? Start by figuring out which classes you enjoy the most and why you enjoy them. Do you like Math because you like to problem solve? Or do you enjoy English because you like to analyze texts? Once you have figured out a general subject area such as physics, you should brainstorm more specific topics by putting pen to paper. What was your favorite chapter you learned in that class? Was it astrophysics or mechanics? What did you like about that specific chapter? Is there something you want to learn more about? I recommend spending an hour on this type of brainstorming. Tip #2: Chose a Topic That Is Not Too Broad or Too Narrow This is a fine line. You need to write about something specific, but not so specific that you can’t write 4,000 words on it.You can’t write about WWII because that would be a book's worth of material.You don’t want to write about what type of soup prisoners of war received in POW camps because you probably can’t come up with 4000 words on it.However, you could possibly write about how the conditions in German POW camps were directly affected by the Nazis successes and failures. This may be too obvious of a topic, but you get my point. If you're really stuck trying to find a not too broad or narrow topic, I recommend trying to brainstorm a topic that uses a comparison.Once you begin looking through the list of sample essays below, you may notice that many use comparisons. I also used comparison in my EE, comparing Harold Pinter's Party Time to John Osborne's Look Back in Angerin order to show a transition in British Theatre. Topics with comparisons of 2-3 plays/books/diets/etc. tend to be in the sweet spot of not too narrow or broad because you can analyze each portion and after doing in-depth analysis on each, you compare and explain the significance of the comparison. The key here is that the comparison needs to be significant. I compared two plays to show a transition in British Theatre. Comparisons are not the only way to get a grade A EE. Ifafter brainstorming, you pick a non-comparison based topic and you are still unsure if a topic is too broad or narrow, spend 30 minutes doing some basic research and see how much material is out there. If there are over 1,000 books/articles/documentaries out there on the exact topic, it may be too broad. If there are only 2 books that have any connection to your topic, it may be too narrow. If you are still unsure, ask your advisor! Speaking of advisors: Don't get stuck with a narrow topic! Tip #3: Choose an Advisor Who Is Familiar With Your Topic If you are not certain of who you would like to be your advisor, I would start by creating a list of your top three choices. Next, create a list of pros and cons (I know this sounds tedious, but it really helps!). For example, Mr. Green is my favorite teacher, and we get along really well, but he teaches English, and I want to conduct an experiment to compare the efficiency of American Hybrid Cars to Foreign Hybrid Cars. Ms. White teaches Physics, I had her a year ago, and she liked me. She could help me design my experiment. I am going to ask Ms. White! Do NOT just ask your favorite teacher to be your advisor. They may be a hindrance to you if they teach another subject. I would not suggest asking your Biology teacher to guide you in writing your English EE. EXCEPTION: If you have a teacher who is passionate and knowledgeable about your topic (as my English teacher was about my Theatre topic), you can ask that instructor. Consider all of your options first before you do. There was no theatre teacher at my school, so I could not find a theatre-specific advisor, but I chose the next best thing. Some IB high schools require your IB Extended Essay advisor to sign an Agreement Form. Make sure you ask your IB coordinator if there is any required paperwork. IBO does not require any paperwork. If your school needs a Form signed, make sure you bring it with you when you ask a teacher to be your EE advisor. Tip #4: Choose an Advisor Who Will Push You to Be Your Best Some teachers may just take on students because they have to and may not be passionate about reading drafts and may not give you a lot of feedback.Choose a teacher who will take the time to read several drafts and give you extensive notes.I would not have gotten my A without being pushed to make the draft better. Ask a teacher that you have experience with through class or an extracurricular activity. Do not ask a teacher that you have no connection to; a teacher who does not know you is unlikely to push you. Note: The IBO only allows advisors to suggest improvements to the EE, but they may not be engaged in writing the EE. The IBO recommends that the supervisor spends approximately two to three hours in total with the candidate discussing the EE. Tip #5: Make Sure Your Essay Has a Clear Structure and Flow IB likes structure.Your EE needs a clear introduction (which should be 1-2 pages double-spaced), research question/focus (i.e. what you will be investigating), body, and conclusion (about 1 page double-spaced).An essay that has unclear or poor organization will be graded poorly.Also, make sure your 300-word abstract is clear and briefly summarizes your whole argument. An ambiguous abstract will make it more challenging for the reader to follow your essay’s argument and will also hurt the grading of your EE. The body of your EE should make up the bulk of the essay. It should be about 8-18 pages double-spaced (again just depending on whether or not you include diagrams). Your body can be split into multiple parts. For example, if you are doing a comparison, you might have 1/3 of your body as Novel A Analysis, 1/3 as Novel B Analysis, and the last 1/3 as Comparison of Novel A and B Analysis. If you are conducting an experiment or analyzing data such as in this EE, your EE body will have a clear and obvious parts following the scientific method: stating the research question, discussing your method, showing the data, analyzing the data, discussing uncertainties, and drawing a conclusion/evaluating the experiment. Tip #6: Start Writing Sooner Rather Than Later! You will not be able to crank out a 4,000-word essay in a week and get an A.You will be reading many, many articles (and, depending on your topic, possibly books, plays, and watching movies).Start the research possible as soon as possible. Each school has a slightly different deadline for the Extended Essay. Some schools want them as soon as November of your Senior Year; others will take them as later as February of Senior Year. Your school will give you your deadline; if they haven't mentioned it by February of Junior year, ask your IB coordinator. Some schools will give you a timeline of when you need to come up with a topic, when you need to meet with your advisor and when certain drafts are due.Not all schools do. Ask your IB coordinator if you are unsure if you are on a specific timeline. Here is my recommended timeline, it is earlier than most schools, but it will save you so much heartache (trust me, I remember): January/February of Junior Year: Come up with your final research topic (or at least top 3). February of Junior Year: Approach a teacher about being your EE advisor (if he or she says no, keep asking others until you find one - see my notes above on how to pick an EE advisor). April/May of Junior Year: Submit an outline of your EE and a bibliography of potential research sources (I recommend at least 7-10) to your EE advisor. Meet with your EE advisor to discuss your outline. Summer between Junior and Senior Year: Complete your first full draft over the summer between Junior and Senior Year!I know, I know no one wants to work during the summer, but trust me this will save you so much stress come the fall when you are busy with college applications and other IB internal assessments for your IB classes.You will want to have this first full draft done because you will want to complete a couple of draft cycles as you likely won’t be able to get everything you want to say into 4000 articulate words the first time. Try to get this first draft into the best possible shape you can, so that you do not have to work on too many revisions during the school year on top of your homework/college applications/work/extracurriculars/etc. August/September of Senior Year: Turn in your first draft of your EE to your advisor and receive feedback. Work on incorporating their feedback into your essay. If they have a lot of suggestions for improvement, ask if they will read one more draft before the final draft. September/October of Senior Year: Submit second draft of EE to your advisor (if necessary) and receive their feedback. Work on creating the best possible final draft. November-February of Senior Year: Submit two copies of your final draft to your school to be sent off to IBO. You likely will not get your grade until after you graduate. The early bird DOES get the worm! How’s the Extended Essay Graded? Extended essays are marked by external assessors (examiners appointed by the IB) on a scale of 0 to 34.You'll be graded on five criteria, each with its own set of points. You can learn more about how you'll be graded on each criterion by reading the IB guide to extended essays. Criterion A: Focus and method (6 points maximum) Criterion B: Knowledge and understanding (6 points maximum) Criterion C: Critical Thinking (12 points maximum) Criterion D: Presentation (4 points maximum) Criterion E: Engagement (6 points maximum) How well you do on each of these criteria will determine the final letter value you get for your essay. Although each criterion has a point value, IB explicitly states that graders are not converting point totals into grades; instead, they use qualitative grade descriptors to determine the final grade of your EE.Grade descriptors are on page 103 of this document. However, here's a rough estimate of how different point values translate to letter grades, based on previous scoring methods for EE. Remember though, this is just an estimate, and you should read and understand the grade descriptors so you know exactly what the scorers are looking for. Rubric Assessment Points Earned Descriptor Letter Grade 30 – 34 Excellent: A 25 – 29 Good: B 17 – 24 Satisfactory: C 9 – 16 Mediocre: D 0 - 8 Elementary: E Here is the typical breakdown of scores (from 2014): % Awarded Grade A B C D E Extended Essay 13% 24% 38% 22% 2% How Does the Extended Essay Grade Affect Your IB Diploma? The Extended Essay grade is combined with your TOK (Theory of Knowledge) grade to determine how many points you get towards your IB Diploma.To learn about Theory of Knowledge or how many points you need to receive your IB Diploma, read our other articles on What is the International Baccalaureate (IB) Program?or IB Diploma Requirements.This diagram shows how the two scores are combined to determine how many points you receive for your IB diploma (3 being the most, 0 being the least). So, let’s say you get an A on your EE and a B on TOK, you will get 3 points towards your diploma. As of 2014, a student who scores an E on either the extended essay or TOK essay will not be eligible to receive an IB diploma.Prior to the class of 2010, a diploma candidate could receive a failing grade in either the extended essay or theory of knowledge and still be awarded a diploma, but this is no longer true. Sample Extended Essays In case you want a little more guidance on how to get an A EE. Here areover 50 Excellent (grade A) sample extended essays for your reading pleasure: Biology 1 Biology 2 Biology 3 Chemistry 1 Chemistry 2 Chemistry 3 English 1 English 2 English 3 English 4 English 5 English 6 English 7 English 8 Geography 1 Geography 2 Geography 3 History 1 History 2 History 4 History 5 ITGS 1 ITGS 2 Mathematics 1 Mathematics 2 Mathematics 3 Mathematics 4 Music 1 Philosophy 1 Philosophy 2 Philosophy 3 Philosophy 4 Physics 1 Physics 2 Politics 1 Politics 2 Politics 3 Psychology 1 Psychology 2 Psychology 3 Social and Cultural Anthropology 1 Social and Cultural Anthropology 2 Visual Arts 1 Visual Arts 2 Visual Arts 3 Visual Arts 4 World Religion 1 World Religion 2 What’s Next? Trying to figure out what extracurricular you should do? Learn more about participating in Science Olympiad, starting a club, doing volunteer work, andjoining Student Government. Studying for the SAT? Check out our complete guide to the SAT.Taking the SAT in the next month? Check out our guide to cramming. Not sure where you want to go to college? Check out our guide to finding your target school.Also, figure out your target SAT score or target ACT score. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Dreamers versus Workers and Their Humanity Essay

Dreamers versus Workers and Their Humanity - Essay Example The Cherry Orchard illustrates Chekhov's time, when feudalism shifted to capitalism and how it differentiated the dreamers from the workers, although Chekhov did not press judgment on these people, since he also believes that humanity is humanity because they are fraught with weaknesses. Chekhov's time represented the transition from feudalism to capitalism in Russia, which drastically altered the social class structure and contributed to the â€Å"defeat of the cultured elite†. He shows Madame Ranevskaya’s household as the â€Å"passing of the semifeudal existence of Russian landowners on their country estates†. Madame Ranevskaya composes the aging and fading Russian aristocracy, who slips into economic decline after centuries of upholding luxurious lifestyles. Another class emerges, nevertheless, the â€Å"semiliterate, ambitious middle class† that Lopakhin belongs to. Lopakhin has become wealthy because of his hard work, which the aristocrats lacked. He is part of the â€Å"workers† in the play. Lopakhin feels short of being part of the true, new upper class, however. He realises that he can never replace the upper class: â€Å"...you'll find I'm still a peasant down to the marrow of my bones† (Chekhov Act 1). This viewpoint may also be part of Chekhov's belief that the bourgeoisie is a class of its own that cannot fully usurp the ancient charm and sophistication of the former aristocracy. The characters depict Chekhov's idea that dreams are nothing without action. Madame Ranevskaya lives in the same dream that she is still wealthy. She sells her villa to have her daughter Anya go to Paris. Once there, they act as if they remain rich. Anya tells Varya: â€Å"We had dinner at a station; she asked for all the expensive things, and tipped the waiters one rouble each† (Chekhov 1). Instead of living within their means, Madame Ranevskaya continues her former wealthy lifestyle, which economically ruins her. Madame Ra nevskaya also wants to save the orchard from being sold and divided. She is emotionally attached to the orchard, which is why she cannot bear selling it. The cherry trees stood for their aristocrat â€Å"happiness,† a happiness which Chekhov felt when he tended to his own orchard (Vorob'eva 82). Madame Ranevskaya knows that they cannot rely on Gaev, because he is also a dreamer who does act to save the orchard. He wants to save the orchard though, because it stands for their erstwhile affluence. He mentions to Lopakhin that their cherry orchard was once mentioned in the Encyclopaedic Dictionary. The dictionary represents the extinction of aristocracy, who will only be remembered in the pages of history. Varya also dreams of Lopakhin's proposal, but the latter does not feel he deserves Varya. Varya expresses her bitterness to Anya: â€Å"But everybody talks about our marriage, everybody congratulates me, and there's nothing in it at all, it's all like a dream† (Chekhov 1). Indeed, these characters have various dreams that they never act on. Gaev illustrates the futility of dreaming:â€Å"I keep thinking and racking my brains; I have many schemes, a great many, and that really means none.† The play draws the difference between dreaming and realising those dreams. But dreaming is better than having no dreams at all. Chekhov shows that people with no aspirations are more deplorable than those who dream. Yephodov, who earned the nickname of two-and-twenty misfortunes because of his