Classification essays are basically aimed at placing the object into consideration into the appropriate category. In essence the objective of classification is always unique to project but the method always remains the same. This piece of academic writing requires the same effort to be put in just as any other writing work regardless of the fact that it may seem easier. Classification is also viewed as a simplification and organizing tool as complex notions are being broken down into straightforward and uncomplicated grouping. There are various reasons why one may need to classify subject or objects according to particular attributes as discussed below.
Choosing An Appropriate Classification Essay Principle
First of all, classification can be applied as a unifying standard as every idea, object or subject is comprised of a multitude of attributes and can be classified in a variety of ways. This can cause a lot of confusion to the writer and reader if the writer does not come in terms with the whole process. In order to avoid this undesirable complication, the writer should set the reader with a unifying principle such as a thesis statement. Such kind of approach ensures that you as a writer are geared toward a particular point and will help to avoid common classification essay mistakes.
Monday, January 10, 2011
www.BestEssayHelp.com | Composing a Successful Cause and Effect Essay
Cause and effect essay has a name that speaks for itself - this type of academic assignment covers both the cause behind an event or action as well as its associated effect. This type of essay permits the writer to infer a certain happening by means of explaining why it happened and what it might bring about. Cause and effect essay is a common assignment given to students as a way of assessing their creative and critical thinking abilities along with their analytical skills. There is a variety of ways to complete your cause and effect essay: on the one hand, you can choose a straightforward writing principle, which follows the common essay paper layout and lists the causes followed by their effects, or, on the other hand, you can choose an indirect approach, noting down the effects while conveying a unique logic of exigency to the people reading your paper, getting them involved and trigged. It is advisable to avoid a linear writing method for this type of written assignment as it can get the reader bored and uninterested.
www.BestEssayHelp.com | Essay Introduction Example Writing: Tips and Suggestions
In order to be successful in developing great essay introduction, be sure to understand what you are writing about. Keep your thesis in mind, building up your introduction paragraph around it; in a way preparing the readers to be presented with your core idea. To make your introduction attention catching and intriguing, try employing some of the useful essay introduction writing tips below:
- Consider using an analogy or metaphor. Developing analogies requires much creativity from you as a writer, therefore, make sure that your analogy is relevant to the main idea as well as clear enough for the readers to catch the hint at the spur of the moment while reading your essay introduction;
- Try telling an anecdote. One can create an engaging essay introduction by telling a short story that illustrates a point. Be sure your story is short, to the point, and relevant to your topic. This can be a very effective opener for your college essay, however, keep in mind to use it carefully;
Friday, January 7, 2011
www.BestEssayHelp.com | Tensions persist over Pacific Collegiate School diversity
SANTA CRUZ - Tension surfaced Thursday as the County Board of Education began a review of a memorandum of understanding between the board and high-achieving Pacific Collegiate School.
The memorandum follows the September renewal of the Westside school's charter for another five years, a process that included controversy surrounding the charter school's lack of diversity and other issues.
The 30-page memorandum covers specifics about how the school should be run and overseen by the county that are not in the charter. Examples include what should be posted on the school's website, a requirement for Brown Act Training by school board members, required teacher qualifications, educational performance standards and funding issues. It states the school can be charged up to 1 percent of its categorical block grant revenue for administrative costs incurred by the county.
But some specifics anticipated by Santa Cruz City Schools trustees were not in the draft considered Thursday by the board's Ad Hoc Charter School Committee meeting, comprised of Trustees Arnie Levine, Bud Winslow and Gina Locatelli.
Santa Cruz Trustees Rachel Dewey Thorsett and Cynthia Hawthorne said it was promised during the charter approval process that a plan to increase the school's diversity would be outlined in the memorandum.
"We did not challenge the charter, even though we believe it is in conflict with the ed code," Hawthorne said. "Our expectation is that the MOU does
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address it."
The memorandum is a binding legal document, and city schools trustees see it as their last chance to get the school to commit to specific ways to increase diversity.
But county education officials seem to have a different understanding.
Theresa Rouse, associate superintendent with the County Office of Education, said she has not yet met with Pacific Collegiate School representatives about the memorandum but could not promise it will include a provision about diversity.
"The MOU would only include whether they are implementing the charter as described in the petition," she said. "The Diversity Plan is on their website and are they implementing it? Yes. Are they getting the results everyone thinks they should? I can't answer that."
In the charter petition, the school outlines steps it has taken to increase diversity and vows to continue those efforts, including starting a new "lottery pilot" to gain students who would be the first in their families to attend college.
The Board of Education determined the school's efforts and plans to increase diversity met state requirements.
Thursday, seven people attended the informal meeting. All but one were school board members or school administrators.
After noting the public interest, Watkins said he would recommend to the seven-member County Board of Education at the Jan. 20 meeting that the document not be finalized this month as planned. He said it must be done by June.
"We will extend it for adequate public input, though in my opinion, it's been an extremely transparent process," he said.
But some in the audience disagreed, including George Wylie, a trustee with the San Lorenzo Valley Unified School District. Wylie said he attended the meeting because he was concerned about the transparency of the proceedings.
"Ad Hoc is supposed to be for one purpose," he said. "Charters schools are ongoing, so it should be a standing committee."
Levine answered that he was willing to make it one.
"We always observe the Brown Act," Levine said, referring to the state's open-meeting law.
Rouse said she expected a revised draft of the memorandum would be completed before the Feb. 17 board meeting.
There is a history of tension between the Santa Cruz City Schools district and the school that exists within its boundaries, due in part to concerns that the school skims the district's top students. The tension improved in September, after the sides met face to face.
Pacific Collegiate School is open to all county residents. About 60 percent of its students live within the Santa Cruz City Schools boundaries.
Admission is granted via a lottery after preference is given to siblings of students and children of staff, board members and former board members. The school consistently ranks in the top 10 among the nation's public high schools.
Source: Mercury News
The memorandum follows the September renewal of the Westside school's charter for another five years, a process that included controversy surrounding the charter school's lack of diversity and other issues.
The 30-page memorandum covers specifics about how the school should be run and overseen by the county that are not in the charter. Examples include what should be posted on the school's website, a requirement for Brown Act Training by school board members, required teacher qualifications, educational performance standards and funding issues. It states the school can be charged up to 1 percent of its categorical block grant revenue for administrative costs incurred by the county.
But some specifics anticipated by Santa Cruz City Schools trustees were not in the draft considered Thursday by the board's Ad Hoc Charter School Committee meeting, comprised of Trustees Arnie Levine, Bud Winslow and Gina Locatelli.
Santa Cruz Trustees Rachel Dewey Thorsett and Cynthia Hawthorne said it was promised during the charter approval process that a plan to increase the school's diversity would be outlined in the memorandum.
"We did not challenge the charter, even though we believe it is in conflict with the ed code," Hawthorne said. "Our expectation is that the MOU does
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address it."
The memorandum is a binding legal document, and city schools trustees see it as their last chance to get the school to commit to specific ways to increase diversity.
But county education officials seem to have a different understanding.
Theresa Rouse, associate superintendent with the County Office of Education, said she has not yet met with Pacific Collegiate School representatives about the memorandum but could not promise it will include a provision about diversity.
"The MOU would only include whether they are implementing the charter as described in the petition," she said. "The Diversity Plan is on their website and are they implementing it? Yes. Are they getting the results everyone thinks they should? I can't answer that."
In the charter petition, the school outlines steps it has taken to increase diversity and vows to continue those efforts, including starting a new "lottery pilot" to gain students who would be the first in their families to attend college.
The Board of Education determined the school's efforts and plans to increase diversity met state requirements.
Thursday, seven people attended the informal meeting. All but one were school board members or school administrators.
After noting the public interest, Watkins said he would recommend to the seven-member County Board of Education at the Jan. 20 meeting that the document not be finalized this month as planned. He said it must be done by June.
"We will extend it for adequate public input, though in my opinion, it's been an extremely transparent process," he said.
But some in the audience disagreed, including George Wylie, a trustee with the San Lorenzo Valley Unified School District. Wylie said he attended the meeting because he was concerned about the transparency of the proceedings.
"Ad Hoc is supposed to be for one purpose," he said. "Charters schools are ongoing, so it should be a standing committee."
Levine answered that he was willing to make it one.
"We always observe the Brown Act," Levine said, referring to the state's open-meeting law.
Rouse said she expected a revised draft of the memorandum would be completed before the Feb. 17 board meeting.
There is a history of tension between the Santa Cruz City Schools district and the school that exists within its boundaries, due in part to concerns that the school skims the district's top students. The tension improved in September, after the sides met face to face.
Pacific Collegiate School is open to all county residents. About 60 percent of its students live within the Santa Cruz City Schools boundaries.
Admission is granted via a lottery after preference is given to siblings of students and children of staff, board members and former board members. The school consistently ranks in the top 10 among the nation's public high schools.
Source: Mercury News
Thursday, January 6, 2011
www.BestEssayHelp.com | Governor Takes On Higher Education Struggles
Newly elected California governor Jerry Brown was inaugurated this week, ready to tackle the $82 billion in debt accumulated over the past year alone — but is skeptical about how much he will be able to take on in the face of the statewide budget crisis.
This debt figure has already begun plaguing talks about reform as the state’s fiscal situation takes the front seat, leaving topics like higher education in the dust. But the governor will still try to address those problems according to his inaugural speech.
The governor’s plan for higher education was clear during campaign season, but whether he can keep his promises during one of the worst economic times in history remains to be seen.
“Recent state budgets have raised tuition drastically, reduced the number of new students … cut class sections so that students cannot get basic classes they need, and driven good professors to other states,” Brown said on his campaign website. “This situation calls for a major overhaul of many components of the postsecondary system.”
Brown plans to stage this overhaul by creating a new state “master plan,” meant to provide better college access and success for the long-term, he said. He also aims to introduce more online learning and “extended university programs.”
“Technology can increase educational productivity, expand access to higher learning, and reduce costs,” Brown said on his website.
UCSC will begin to implement online courses in March of this year, along with all of the other UCs in California.
Politics professor Daniel Wirls is skeptical of UCSC’s initiatives to create online courses.
“Such courses are best for a limited number of subjects taught in a fairly particular fashion, such as mathematics with machine-graded exams,” Wirls and in an e-mail. “So far the primary purpose seems to be revenue-generation rather than cutting costs or increasing affordability. Greater revenue does not necessarily translate into greater affordability for most students.”
Donna Blitzer, director of government relations, said in an e-mail that she is looking forward to working with Brown on the subject of higher education. She said he is well informed and qualified on the topic.
“We understand he is intending to confront a serious state budget challenge,” Blitzer said, “and we hope to work with him cooperatively on that in a way that preserves the important contributions the UC makes to California.”
Another way Brown hopes to help higher education in California’s current state of crisis is by stopping state transfer of monetary support from those institutions to pay for prisons. He called prison expansion “unnecessarily expensive” and said it would add “substantially to our state’s deficit.”
“We can do this without sacrificing public safety,” Brown said. “By relentlessly pursuing similar cost savings, we can channel needed funds to our higher education system.”
Brown has yet to speak as governor on the higher education issue, but it will not be what all Californians may hope for in the face of the state’s financial crisis, he said.
“The budget I present next week will be painful, but it will be an honest budget,” Brown said in his inaugural speech Monday. “Choices have to be made and difficult decisions taken. Our budget problem is dire, but after years of cutbacks, I am determined to enhance our public schools so that our citizens of the future have the skills, the zest and the character to keep California up among the best.”
Source: City On A Hill
This debt figure has already begun plaguing talks about reform as the state’s fiscal situation takes the front seat, leaving topics like higher education in the dust. But the governor will still try to address those problems according to his inaugural speech.
The governor’s plan for higher education was clear during campaign season, but whether he can keep his promises during one of the worst economic times in history remains to be seen.
“Recent state budgets have raised tuition drastically, reduced the number of new students … cut class sections so that students cannot get basic classes they need, and driven good professors to other states,” Brown said on his campaign website. “This situation calls for a major overhaul of many components of the postsecondary system.”
Brown plans to stage this overhaul by creating a new state “master plan,” meant to provide better college access and success for the long-term, he said. He also aims to introduce more online learning and “extended university programs.”
“Technology can increase educational productivity, expand access to higher learning, and reduce costs,” Brown said on his website.
UCSC will begin to implement online courses in March of this year, along with all of the other UCs in California.
Politics professor Daniel Wirls is skeptical of UCSC’s initiatives to create online courses.
“Such courses are best for a limited number of subjects taught in a fairly particular fashion, such as mathematics with machine-graded exams,” Wirls and in an e-mail. “So far the primary purpose seems to be revenue-generation rather than cutting costs or increasing affordability. Greater revenue does not necessarily translate into greater affordability for most students.”
Donna Blitzer, director of government relations, said in an e-mail that she is looking forward to working with Brown on the subject of higher education. She said he is well informed and qualified on the topic.
“We understand he is intending to confront a serious state budget challenge,” Blitzer said, “and we hope to work with him cooperatively on that in a way that preserves the important contributions the UC makes to California.”
Another way Brown hopes to help higher education in California’s current state of crisis is by stopping state transfer of monetary support from those institutions to pay for prisons. He called prison expansion “unnecessarily expensive” and said it would add “substantially to our state’s deficit.”
“We can do this without sacrificing public safety,” Brown said. “By relentlessly pursuing similar cost savings, we can channel needed funds to our higher education system.”
Brown has yet to speak as governor on the higher education issue, but it will not be what all Californians may hope for in the face of the state’s financial crisis, he said.
“The budget I present next week will be painful, but it will be an honest budget,” Brown said in his inaugural speech Monday. “Choices have to be made and difficult decisions taken. Our budget problem is dire, but after years of cutbacks, I am determined to enhance our public schools so that our citizens of the future have the skills, the zest and the character to keep California up among the best.”
Source: City On A Hill
Tuesday, December 28, 2010
www.BestEssayHelp.com | Gov. Daniels plans changes for Indiana's education system for 2011
Indianapolis - Gov. Mitch Daniels has promised that change will continue to dominate the last two years of his administration. When the legislature goes into session in January, education will be at the top of that list.
In the first of three parts of our year-end conversation with Gov. Mitch Daniels, he talks to Eyewitness News the type of change he would like to see in Indiana schools.
WTHR: "Let's start with the obvious here. You have a Republican majority in the House and the Senate. It makes me think of the quote, 'to whom much is given, much is expected.'"
Daniels: "We expect a lot of ourselves. We asked to be entrusted with the leadership in the legislature as well as here and now we have to turn that into positive change for Hoosiers, but that is exactly what we intend to do."
WTHR: "Where do you want to take the state? I know you want to start with education so let's start there. What are your key points there?"
Daniels: "Teacher quality by runaway margin the most important predictor of how our children will do. It trumps everything - poverty, class size they are small by comparison. So teacher quality first. More flexibility. We have more accountability in the system now. Starting this year every school is graded A through F. Every parent will be able to understand it. We've got to get the local superintendents and school boards and principals enough authority and flexibility to meet the expectations. And then finally more options for our families and we will be able to choose among public schools, among charter public schools or even non-government schools. Whatever they think is best for their child. We trust them to make that decision."
WTHR: "The devil is always in the details as it is negotiated, but on teacher accountability I have talked to some instructors who have said, 'It is not always what we do. Sometimes it is the class. It can vary from year to year.' How do we address all that is out there?"
Daniels: "Right. Well let's start by saying nothing is less fair then it is today. The very very best teacher gets absolutely no credit or advantage for that compared to the very poorest teacher in a given school. They get the same raise at the end of the year. It's all seniority-based. So that can't be the best answer. It's very fair to say that we should evaluate teachers not on how children do in absolute terms because some classes will start out well behind others, but how much did they grow? How much did they learn during the year? We can measure this now and local leadership can devise their own ways of evaluating which teachers are the most often helping children wherever those kids started grow at least a year for every year in school."
WTHR: "On the issue of early graduation, there are several questions, like who will get the money and whether it will be universal."
Daniels: "Visiting Indiana high schools I kept running into seniors who had already completed their graduation requirements and they would tell you they were more or less cruising through senior year, which led me to the idea that maybe, purely on a voluntary basis, if they would rather have the money we're gonna spend on them and begin applying it to the high cost of college or some kind of post-secondary education might be a good idea."
Daniels said 77 percent of students polled said they'd love to have that choice.
Daniels: "I think the idea is to - at the student's option - let them direct if not all, at least most of the money we would otherwise spend on a wasted senior year - as long as they're gonna use it somewhere in the state to pursue their education and growth."
WTHR: "Is there some concern by schools that they might lose more money that way?"
Daniels: "Schools are always concerned about money, sometimes I think more than they seem to be about how the students are doing. But we have to focus in Indiana education on the young people, on the students, what is best for them? What will help them grow the most? Everything else is a means to that end. If a family or a student through his or her own diligence completes graduation requirements in less than 12 years, let's help them with the cost of college. Let's think about them first and this idea would accomplish that."
Tuesday night, we'll talk to the governor about the state's dire need for jobs.
Source: Eyewitness Politics
In the first of three parts of our year-end conversation with Gov. Mitch Daniels, he talks to Eyewitness News the type of change he would like to see in Indiana schools.
WTHR: "Let's start with the obvious here. You have a Republican majority in the House and the Senate. It makes me think of the quote, 'to whom much is given, much is expected.'"
Daniels: "We expect a lot of ourselves. We asked to be entrusted with the leadership in the legislature as well as here and now we have to turn that into positive change for Hoosiers, but that is exactly what we intend to do."
WTHR: "Where do you want to take the state? I know you want to start with education so let's start there. What are your key points there?"
Daniels: "Teacher quality by runaway margin the most important predictor of how our children will do. It trumps everything - poverty, class size they are small by comparison. So teacher quality first. More flexibility. We have more accountability in the system now. Starting this year every school is graded A through F. Every parent will be able to understand it. We've got to get the local superintendents and school boards and principals enough authority and flexibility to meet the expectations. And then finally more options for our families and we will be able to choose among public schools, among charter public schools or even non-government schools. Whatever they think is best for their child. We trust them to make that decision."
WTHR: "The devil is always in the details as it is negotiated, but on teacher accountability I have talked to some instructors who have said, 'It is not always what we do. Sometimes it is the class. It can vary from year to year.' How do we address all that is out there?"
Daniels: "Right. Well let's start by saying nothing is less fair then it is today. The very very best teacher gets absolutely no credit or advantage for that compared to the very poorest teacher in a given school. They get the same raise at the end of the year. It's all seniority-based. So that can't be the best answer. It's very fair to say that we should evaluate teachers not on how children do in absolute terms because some classes will start out well behind others, but how much did they grow? How much did they learn during the year? We can measure this now and local leadership can devise their own ways of evaluating which teachers are the most often helping children wherever those kids started grow at least a year for every year in school."
WTHR: "On the issue of early graduation, there are several questions, like who will get the money and whether it will be universal."
Daniels: "Visiting Indiana high schools I kept running into seniors who had already completed their graduation requirements and they would tell you they were more or less cruising through senior year, which led me to the idea that maybe, purely on a voluntary basis, if they would rather have the money we're gonna spend on them and begin applying it to the high cost of college or some kind of post-secondary education might be a good idea."
Daniels said 77 percent of students polled said they'd love to have that choice.
Daniels: "I think the idea is to - at the student's option - let them direct if not all, at least most of the money we would otherwise spend on a wasted senior year - as long as they're gonna use it somewhere in the state to pursue their education and growth."
WTHR: "Is there some concern by schools that they might lose more money that way?"
Daniels: "Schools are always concerned about money, sometimes I think more than they seem to be about how the students are doing. But we have to focus in Indiana education on the young people, on the students, what is best for them? What will help them grow the most? Everything else is a means to that end. If a family or a student through his or her own diligence completes graduation requirements in less than 12 years, let's help them with the cost of college. Let's think about them first and this idea would accomplish that."
Tuesday night, we'll talk to the governor about the state's dire need for jobs.
Source: Eyewitness Politics
Monday, December 27, 2010
www.BestEssayHelp.com | Education should trump tax breaks in Kansas
Kansans not only placed Sam Brownback in the governor’s seat in 2010, they cleared out any semblance of potential political obstacles.
The GOP sweep in Kansas leaves Democrats a token force in the Legislature. For Brownback’s agenda in 2011, that’s the good news. It should be smooth sailing.
Here’s the not-so-good news: The governor-elect will arrive in office facing a $500 million revenue shortfall. The early signs for how he will deal with it aren’t good.
Brownback keeps talking about backing economic development in the state, but at the same time he is looking at slashing funding to our greatest economic development tool: education at Kansas schools and universities.
While there may be some short-term gain in tax incentives attracting new businesses, it will be a long-term failure if it comes at the expense of a high-quality education. Without good employees, businesses fail, regardless of the tax situation. And without high standards from elementary school through postgraduate levels, the state fails to produce not only the skills needed in the work world, but minds nimble enough to adapt and evolve, an essential for the modern business world.
Brownback has said he wants to avoid cutting economic development specialty areas, such as the KU Medical Center and pharmacy school, Kansas State’s veterinary medicine school and Wichita State’s aviation institute, while perhaps dropping less economically productive degree tracts.
Successful university systems, however, cast broad nets to bring in students in a wide range of majors, many of whom will benefit their states in unexpected ways.
Disappointing some supporters, Brownback has said he sees no way to reverse the penny sales tax increase passed this year under Democratic Gov. Mark Parkinson. This is smart. Parkinson didn’t back the tax because he favored big government. He did so because life in the Sunflower State without it would be life without essential services.
But Brownback is talking about targeted economic development tax cuts. If the state cannot afford $50 million to beef up our universities (which he says it cannot), it also cannot afford more tax cuts. Already, the Kansas tax burden is shouldered by too few.
For every penny of sales tax collected in Kansas, the state exempts 2 cents. Brownback should be looking at ways to spread, not increase, the tax burden more fairly so everyday Kansans aren’t asked to prop up breaks for businesses.
Brownback has resisted the notion of tax increases to shore up state coffers. Surely, though, even a small reduction in subsidies so easily handed out by lawmakers to everyone from manufacturers to Girl Scouts makes more sense than to see a proud education system fail.
By the end of the 2011 legislative session, Brownback will not be able to complain that he couldn’t get through his agenda for political reasons.
But if his agenda cripples education, future Kansans will look back on the broom that swept the Republican Party into complete control in the state with great sadness.
Editor’s note: This is part two of an editorial series on issues that cross over from 2010 to 2011.
Source: Kansas City
The GOP sweep in Kansas leaves Democrats a token force in the Legislature. For Brownback’s agenda in 2011, that’s the good news. It should be smooth sailing.
Here’s the not-so-good news: The governor-elect will arrive in office facing a $500 million revenue shortfall. The early signs for how he will deal with it aren’t good.
Brownback keeps talking about backing economic development in the state, but at the same time he is looking at slashing funding to our greatest economic development tool: education at Kansas schools and universities.
While there may be some short-term gain in tax incentives attracting new businesses, it will be a long-term failure if it comes at the expense of a high-quality education. Without good employees, businesses fail, regardless of the tax situation. And without high standards from elementary school through postgraduate levels, the state fails to produce not only the skills needed in the work world, but minds nimble enough to adapt and evolve, an essential for the modern business world.
Brownback has said he wants to avoid cutting economic development specialty areas, such as the KU Medical Center and pharmacy school, Kansas State’s veterinary medicine school and Wichita State’s aviation institute, while perhaps dropping less economically productive degree tracts.
Successful university systems, however, cast broad nets to bring in students in a wide range of majors, many of whom will benefit their states in unexpected ways.
Disappointing some supporters, Brownback has said he sees no way to reverse the penny sales tax increase passed this year under Democratic Gov. Mark Parkinson. This is smart. Parkinson didn’t back the tax because he favored big government. He did so because life in the Sunflower State without it would be life without essential services.
But Brownback is talking about targeted economic development tax cuts. If the state cannot afford $50 million to beef up our universities (which he says it cannot), it also cannot afford more tax cuts. Already, the Kansas tax burden is shouldered by too few.
For every penny of sales tax collected in Kansas, the state exempts 2 cents. Brownback should be looking at ways to spread, not increase, the tax burden more fairly so everyday Kansans aren’t asked to prop up breaks for businesses.
Brownback has resisted the notion of tax increases to shore up state coffers. Surely, though, even a small reduction in subsidies so easily handed out by lawmakers to everyone from manufacturers to Girl Scouts makes more sense than to see a proud education system fail.
By the end of the 2011 legislative session, Brownback will not be able to complain that he couldn’t get through his agenda for political reasons.
But if his agenda cripples education, future Kansans will look back on the broom that swept the Republican Party into complete control in the state with great sadness.
Editor’s note: This is part two of an editorial series on issues that cross over from 2010 to 2011.
Source: Kansas City
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