High School vs College Essay Example for Free

High School vs College Essay As we go on in life we face many challenges and new situations that we deal with. A new situation that most people deal with is college and all the changes that come along with it. What many people dont realize is that high school, in many ways, is similar and differrent from college. Not only are people changing but the surroundings and work change as well. There are some things that seem to never change such as some work and people. The majority of the work in college is very similar to high school. An example would be the Critical Thinking homework. In that class you have to re-write a sentence that is not proper and make it correct in high school I had to do the same thing in my English class. The papers are also similar; in high school I would have to write papers all the time just like in college. In World Culture class you have to answer questions throughout the book. In high school you had to do the same; you would have to read through the book and answer questions. The biggest difference from high school to college is the responsibility level that you take on. When youre in high school teachers tend to watch over what you do and chase you down for an assignment you didnt do. 1 College is different; the only person that makes sure your work gets done is you. 1 No professor chases a student down for work and watches everything you do; they correct the papers and tell you what is wrong. The student has the responsibility of either doing the work or not. 2 Time management is something that everyone must develop in college. In high school you have a usual routine that you follow, day to day. In college you usually have a few classes a day or maybe classes that are back to back. 1 Sometimes the classes are early and sometimes they are late. It is up to the student to manage there time doing homework and other activities in college. Time management is big because you can be lazy and not take time to do work or you could take every moment to accomplish things you need to do throughout the day. 2 An example would be playing video games when you should actually be writing a paper or doing other important work. This can make or break someone who is going off to college. In high school people usually fall into cliques or certain groups of people they hang around with. College and high school are similar; an example is that if someone plays football tend to spend more time with each other. They usually talk with one another or share a bond which no one else usually has. In high school people tend to do the same thing, kids group up with either the jocks or other groups. People just make friends more easily if they have something in common. A big difference between college and high school is a new place of living. When youre at home and going to high school your parents cook, shop, and make sure you do your work. At college things are different; you have to do all those that you parents did at home. An example would be doing your laundry. Not many kids do their own laundry, so when it comes to college, things are very different. Thats why people say that when youre in college you tend to mature due to the new style of living, which is living on your own. In college the amount of classes and the time you have to go for is different from high school. In high school you go in at the same time every day, which for me was 7:15 A. M. In college classes are usually a few times a week and longer than classes in high school. An example would be that my roommate only had one class on Wednesday which was 4:00 p. m. to 7:00 p. m. In high school you have the same classes every day and usually for the same amount of time unless your high school does double blocks. The point is that in high school its the same routine day to day but in college it changes day to day. Learning new things in high school are similar to college. How teachers taught us in high school was by handing out notes or taking notes from the black/white board. College is the same way; in my economics class we take notes from the black board or sometimes a projector. The notebook that I have now for notes is very similar to the one I had in high school. Writing papers in college are more common than in high school. In high school you do write papers but not as many as you tend to write in college. In college on average I have two papers a week to type and in high school I would maybe get one a week. They would also go more in-depth when correcting our papers. They would mark every mistake down, which kind of helped me become better when it came to writing papers. The lengths of papers in high school seem to be the same as the ones in college such as length and the content/structure. All the papers that have been passed in are about the same as high school. In high school papers were usually somewhere between 3 and 5 pages. The papers that have been turned in usually consist of the same format and writing style. Unity is something thats very different from high school to college. In high school you pretty much know everyone, because every day you see the same people over and over. Even in large schools you go to the same classes every day and see the same people. College is different because its bigger and most of the kids you usually dont see again. You may see them once or twice a month if lucky. This also depends on what type of school you go to. If you go to a small college then there is a good chance you will see people over and over again. As people go in life they will face changes every day and also see things that are similar to the past. When people go to college they tend to relate to this, they face many similarities and differences from high school. The differences between high school and college seem to be on a larger scale, such as living and responsibilities. The differences seem to change people, mostly for the better. People learn as life goes on; college helps doing this because it shows people new differences which people must change their ways to adapt to a new stage of life. Works Cited 1. The Differences: High School vs. College. 2003. 27 April 2007. http://www. murraystate. edu/secsv/fye/hsvscollege. htm. 2. High School vs. College. 2007. 27 April 2007. http://advising. buffalo. edu/firstyear/highschool_college. php.

Use of Imagery in D.H. Lawrences The Horse Dealers Daughter :: Horse Dealers Daughter Essays

Use of Imagery in D.H. Lawrence's The Horse Dealer's Daughter Circumstances force three brothers and their sister from home in D.H. Lawrence's "The Horse Dealer's Daughter." The brothers, and their friend Jack Fergusson, worry because the sister, Mabel, will not tell them what she intends to do with herself. The author uses Imagery to symbolize a rebirth in Jack and in Mabel. Lawrence uses dog and horse imagery to describe the family members. Joe stands in "horsey fashion," Fred Henry is an "animal which controls," and Malcolm has a "jauntymuseau." In fact, the entire family has an "animal pride." Lawrence describes the brothers in terms of horses apparently to emphasize the importance of the horses in their lives; once the horses are gone, life as they know it will be over. Joe, the eldest, is reluctant to leave before his siblings resolve their plans, but eventually he retreats with his "tail between his legs." The author uses water imagery to symbolize death. On an afternoon "moist" with "heavy coldness," Mabel walks straight into a pond until the water is over her head. The pond's dimensions suggest a grave. Jack, who can not swim, risks his own life when he steps into the "dead cold" water to save her. He stumbles while in the water and feels as though he is "suffocating" for "eternity." When he recovers, he knows he is back in "the world" Jack and Mabel, by going into and under the "rotten" water, seem to experience a sort of death. Fire then would symbolize the rebirth Jack and Mabel experience and the passion that fuels it. The house is "empty" when Jack carries Mabel there, but fire is "burning in the grate." Likewise, "Mabel was unconscious of her surroundings," but "she was conscious of herself.

Television and Social Capital

Television a blessing or a curse? TV or not TV? That is the question. .Television is one of the greatest and at the same time worst inventions of all times. . It is true that television can inform, inspire and create. But it can also misinform, deceive and destroy. Firstly, watching television makes people depended on laid-on entertainment. That makes them lazy and unoccupied. People used to have hobbies, read books, listen to music, go outside for walks now all of these have been replaced by television.Furthermore, our communication with the members of our family can be affected by television. Being glued to the â€Å"box† for so many hours can be really unsociable as you can’t talk and communicate with others while you are watching TV. Added to that, television promotes a fake lifestyle, which is totally irrelevant to real living. Children can easily be affected by that, as it is possible that they believe in fake life situations which can even lead to death. For exam ple, a young child jumped off his window, believing that he could fly just like superman.However, TV is not always a bad influence to us. Without television, we wouldn’t be able to experience the â€Å"visual travelling†. We can watch the Eifel Tower, the Great Wall of China, the Colosseum of Rome, the Sydney opera House in Australia and many other great buildings by just turning the TV on. Also, the information that television offers, can sometimes be vital as we need to be informed about the climate changes, the earthquakes, the wars, and a lot of other events which could lead to destructions.Moreover, there are enormous possibilities for educational programs on television. Since children love watching TV it can’t be that hard to convince them to learn through a television program. The lesson will be a lot more amusing and not so tiring as school lessons. Considering the audiovisual perspectives that TV can offer, teachers can easily be replaced by televisions ! In conclusion, the question â€Å"TV or not TV? † still remains unanswered. The negative points are as many as the positive ones. It’s up to us, then, to decide whether we are going to be watching TV or not.Television has the potential to unite communities, provide information to allow positive cultural, social and environmental change, and to create a true global village. It also has the potential to alienate, desocialise, to promote aggressive and negative behaviours, provide negative and inappropriate role models to our children, and to create negative values such as values of consumption and possession. During the past two decades there has been considerable debate on the issue of the impact of television violence on youth behaviour.Many in the television industry deny television's contribution to youth violence. The Net-generation refers to people born between 1977 and 1997. There have been many studies that identify an association between exposure to violence i n entertainment and violent behaviour, but these studies do not prove that exposure causes violent behaviour. They show that there is a risk that exposure to media violence will increase the likelihood of subsequent aggressive behaviour. This risk can be increased or decreased by a large number of other factors.Recent research into the effects of pornography and violent video/computer games is starting to draw similar conclusions, although findings suggest that pornographic films, especially those containing violence, can contribute to callous sexual behaviour and violence towards women. The relationship between what we see and what we do is extremely complex. Some of the more important variables are context in which violence is portrayed, the age of the viewer, the sex of the viewer, the ability of the viewer to differentiate between fantasy and reality, and justified and unjustified use of force.Violence on television seems to be effecting our feelings of safety within the communi ty. There is some evidence to suggest that the level of violence in television programs, films, news, may have led to an increase in fear that society is more dangerous than is actually the case. Censorship issues are difficult to resolve. What are our rights? Are they to be protected from viewing things that may be harmful to our own or our children's psyche, or are they to have the right to decide for ourselves? Censorship may also lead to the ‘forbidden fruit' phenomenon and the development of black markets.Similar results may occur if there is regulation of broadcasters. Would self-regulation work? It is well known that parental influence can be a major factor in reducing the impact that television violence will have on children. But parents need to be aware of this and need to take the time to know what their children are viewing and, at best, view programs with children in order to ameliorate the negative impacts from such viewing. Parental influence can also enhance the positive impacts of television, and can allow children to understand social systems and appropriate behaviour more fully.Parental education and awareness programs will determine how successful this approach is. One option to ensure television viewing is less damaging to children is to have media literacy education for children in all schools. The aim of this education would be to help children to critically evaluate the images, which are presented to them on an everyday basis. If we are concerned about the kind of television our children are watching, technological advances such as the ‘v-chip' (violence chip) can be programmed to block out unwanted programs from television broadcasts.Just as it is with censorship issues, new technology relies on parental involvement. Television programming is driven by commercial intent. Television appears to be harmless entertainment, but the function of global television is connected with the ideology of globalising capitalism. It appears the commercial intent is focused on distraction and cultural reformation. Television has a large social cost. Television viewing removes us from the physical reality of our current lives – and often for extended periods of time. When we watch television, we stop social interaction – conversation becomes fractious and partial, if it continues at all.While we watch television we miss the verbal interaction that allows for sharing, learning and building collective perspectives. Television changes culture in more ways than we can imagine. In the United States, half of the population now report watching television while eating dinner, and more than a third watch while eating breakfast or lunch. People in the US spend more time watching television than they do talking with their spouses (four to six times more) and playing with their children (an average of twenty minutes each day compared with four hours of television viewing).The situation is no much different in the UK wh ere 46 percent of people say that at the end of a working day all they want to do is watch television. It is, in fact, the number one leisure time pursuit in much of the developed world. ; People's absorption in television results in far less time for intimate social connectedness, which is visible not only in the home but in the broader patterns of community vitality, or social capital. Social capital is a term used to describe the overall health of social connectedness – feelings of common purpose, common identity and common commitment.Television viewing has been implicated in the collapse of positive civic participation in almost all of its forms. Since healthy communities are characterized by high levels of social capital and participation, lack of positive civic participation indicates and unhealthy communities. This is decline in civic participation reveals a clear inter-generational shift Music and Human life Music is one of the greatest creations of human kind in the course of history. It is creativity in a pure and undiluted form and format.Music plays a vital role in our daily life. It is a way of expressing our feelings and emotions. Music is a way to escape life, which gives us relief in pain and helps us to reduce the stress of the daily routine. It helps us to calm down, an even excites us in the moment of joy. Moreover, it enriches the mind and gives us self confidence. Music surrounds our lives at different moments of lives, whether we hear it on the radio, on television, from our car and home stereos.Different kinds of music are appropriate for different occasions. We come across it in the mellifluous tunes of a classical concert or in the devotional strains of a bhajan, the wedding band, or the reaper in the fields breaking into song to express the joys of life. Even warbling in the bathroom gives us a happy start to the day. Music has a very powerful therapeutic effect on the human psyche. It has always been part of our association wi th specific emotions, and those emotions themselves have given rise to great music.The origins of Indian music can be traced back to the chanting of the Sama Veda nearly 4,000 years ago. The primacy of the voice, and the association of musical sound with prayer, were thus established early in the history of Indian music. Today, music is available for us in different forms and the choice for music varies from person to person just as the reading choices vary from one another. There is folk music, classical music, devotional music, instrumental, jazz, rock music, pop music, hindi movie songs and many more.

Tda 2.2 Safeguarding the Welfare of Children and Young...

TDA 2.2: safeguarding the welfare of children and young people 1.1 Safeguarding legislations: ï‚ § Health and safety policy ï‚ § Healthy and safety at work act (1974) ï‚ § Every child matters framework (covered on page 20) ï‚ § Working together to safeguard children (2006 and 2010) ï‚ § Safeguarding policy ï‚ § Children act (1989 and 2004) ï‚ § Child protection policy ï‚ § E-safety Children Act: The Children’s Act came in to force in 1989 and was drafted complement the Human Rights Act but be specific to children. The act puts into law the rights of children, in particular it makes it clear on the laws concerning looked after children and our duty of care to them. Section 11 of the Children Act 2004- promoting the welfare of children was published in†¦show more content†¦2.2 At Gainsborough we have many first aiders. The names are listed in halls and in the staff room. When in the playground children often bump into each other or fall over grazing their knees and hands. We would deal with this at school, using antiseptic wipes and plasters. This would be reported and when the child goes home at the end of the school day a letter will be passed to the parent/career to notify them of the incident. When a child has bumped his/her head living a bump or a cut we call parent/career and ask them to collect the child and take them to their GP. 2.3 Here are some situations that require urgent medical attention. ï‚ § Anaphylaxis – many children have allergic reactions with foods such as nuts, seafood and eggs. Children in anaphylaxis shock will find it difficult to breathe and have swelling of the throat, as this is life threatening immediate medical help would be needed. Diagnosed children may have an auto-injection kit which is available at the school. ï‚ § Asthma – asthma is a very common condition in schools. The symptoms are wheezing and coughing. Most children will carry an inhaler with them and handle the condition well but when children have an asthmatic attack which is not helped by an inhaler medical help is sought out immediately. ï‚ § Epilepsy – a child who has an epileptic fit must be kept safe from harm. As they recover from the seizure they will need to be reassured. If a child has not yet beenShow MoreRelatedTda 2.2 Safeguarding the Welfare of Children and Young People2049 Words   |  9 PagesLorraine Bale TDA 2.2 Safeguarding the welfare of children and young people 1.1 United Nations convention protection of children’s act- when was the 1st legislation impacted. It was drawn up in 1989, but the United Kingdom decided on 16th December 1991 formally agreed to make sure that every child has the same rights listed in the convention. Signed 20th November 1989 Location New York Effective 2nd September 1990 Condition 20 ratifications Signatories 140 Parties 194 Depositary UN secretary generalRead MoreTda 2.2 Safeguarding the Welfare of Children and Young People.2245 Words   |  9 PagesTDA 2.2 Safeguarding the welfare of children and young people. Introduction Safeguarding the welfare of children and young people is a high priority in the workplace, and certain actions and procedures must be followed to ensure the safety of all children, both inside and outside of school. There are several different areas that must be addressed when considering safeguarding the welfare of children and young people, both within the school environment and the home environment. TDA 2Read MoreTda 2.2 Safeguarding the Welfare of Children and Young People2112 Words   |  9 PagesTDA 2.2: Safeguarding the Welfare of Children and Young People. L.O 1 1.1. 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Social services-Read MoreCashe Level 2 Essay example18123 Words   |  73 PagesCACHE Qualification Specification CACHE Level 2 Certificate for the Children and Young People’s Workforce (QCF) CACHE Level 2 Certificate for the Children and Young People’s Workforce (QCF)  © CACHE 2011 Except as allowed by law, or where specified in the text, no part of this publication may be reproduced or transmitted in any form or by any means without prior permission from the Council for Awards in Care, Health and Education. CACHE has provided this Qualification Specification in MicrosoftRead MoreTDA 3.2 organisation in schools Essay3183 Words   |  13 PagesF/601/3327 TDA 3.1 Communication and professional relationships with children, young people and adults Knowledge skill 3 2 2 A/601/3326 TDA 3.2 Schools as organisations Knowledge 3 3 3 F/601/4073 TDA 3.3 Support learning activities Knowledge skill 3 4 4 A/601/4069 TDA 3.4 Promote children and young people’s positive behaviour Knowledge skill 3 3 5 H/601/4065 TDA 3.5 Develop professional relationships with children, young people and adults Read MoreTDA2.2 – 1.1 – Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people, including e-safety.4380 Words   |  15 Pagesï » ¿Kay Clark TDA2.2 – 1.1 – Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people, including e-safety. Within my workplace I am aware of the statutory and regulatory health and safety requirements for pupils, staff, families and visitors in the school. Health and safety legalisation places overall responsibility for health and safety with the employer. However, as an employee working within a school, you also have responsibilitiesRead MoreTda 2.2 Childcare Nvq Level 21248 Words   |  5 PagesTDA 2.2 Safeguarding the welfare of children and young people Different agencies involved in safeguarding the welfare of children and young people and their roles: †¢ Local safeguarding children board- they look into the death of children who have been abused or neglected. And how different professionals/agencies have dealt with it. †¢ General practitioner- Can refer to necessary agencies i.e. social services/police and they provide a report for child protection conference. †¢ National society for