Persuasive Essay Topics For 4th Grade

Persuasive Essay Topics For 4th GradePersuasive essay topics for 4th grade are essential if you are considering pursuing a career in public speaking. Teachers of 4th graders are not only very demanding but they are also very careful when it comes to the preparation of their students. So if you have enough passion for public speaking and feel that you would be good at public speaking, consider writing persuasive essays for your 4th grade education.If you are a persuasive essay writer, this means that you can get your essay topics for your 4th grade education prepared by a teacher. Some teachers may allow the student to edit the material to make it more entertaining and not like a real topic. Other times they may ask you to rewrite the essay without making any changes.These are good opportunities for you to sharpen your skills as a persuasive essay writer. And most likely you will be the one that gets to choose the topics that will be required in your presentation. Of course you will b e free to choose the topics that you think is the most effective and have the most appeal.But how do you go about writing persuasive essay topics for your 4th grade education? You could always consider consulting a professional in the field or you could approach the person that has taught you the most in high school. You could also ask the teachers at your children's school or the guidance counselor if they have a suggestion or two. Either way you will need some ideas and guidance so you know where to start.Once you have come up with a list of persuasive essay topics for your 4th grade education, you will need to sit down and think of a few ideas that you feel are compelling. This is a good time to brainstorm. Whether you think you have ideas that are compelling or not, just use these to get started and take things from there.Firstly, decide on the topics you want to focus on. There are many different topic choices that you can make. Then you will need to plan out how you will be go ing about the presentation. Now you need to decide on the level of detail that you would like your speech to have.These are three basic steps to learn how to write persuasive essay topics for your 4th grade education. And once you master these three steps, you will have a lot of ideas about how to craft your own persuasive essays. With all the advice you can get, you can be sure that you will be able to produce an impressive yet impressive persuasive essay topic for your 4th grade education.

Ephesians Essays - Anger, Emotions, Sola Fide, Nicomachean Ethics

Ephesians Bib Lit Don Blosser 3-16-01 Ephesians 2. Vs. 25: Paul begins with Therefore? Context is always important? Summarize the previous paragraph in one or two sentances, and show how it connects with the new paragraph. Paul is saying that that the way that these people had been living their lives is not the way that they were brought up. Paul is encouraging them to begin a new way of life as a Christian. In the next few paragraphs Paul is suggesting ways to live their new lives as Christians more thoroughly. 3. Vs. 25: Why is telling the truth so important? Why do people not tell the truth? What should we do when they don't? Ephesians 4:25 say that we should stop telling lies because we are a part of a whole congregation. As Christians we are not independent individuals, we are people who are united through faith to form one body. By lying we deny each other the truth which changes decisions we would make and the way we would act. (Carson 1240) By not telling the truth, we can jeopardize the relationship of the believers. (Fee 189) People sometimes do not tell the truth because they are afraid. In the end the consequences of not telling the truth tend to be worse than if someone had told the truth in the first place. Often, this is hard to see, this is what makes telling the truth difficult for many people. When someone doesn't tell the truth, it is good to let him or her know how their decision has hurt people. Sometimes people don't tell the truth because they think that it would be in the best interest of themselves, or someone else, if they withheld, or changed some of the information. It is importan t to inform people who lie about the impact of their actions. 4.Vs. 26: Paul says we should be angry. What were you taught a child about anger? Give one or two examples of when we should and shouldn't be angry. What is the danger (sin) in being angry? What are appropriate ways to deal with anger? As a child I was taught that it was okay to be angry or mad sometimes, but it is important to know how to deal with our emotions so that we don't hurt other people. I was told that if we are angry with someone, we should tell that person how we feel and why we fell that way. Then, we should work together to find a solution so that both of us will be happy. Before we are done we should forgive the person, because we all make mistakes. It is also important to realize our own faults, as well as others. We also learned not to stay angry for too long, holding anger inside builds up, and when it is released, it can be hurtful. Not dealing with our anger is not constructive behavior. Lastly we learned that we don't always have to be angry when something doesn't go our way; it is okay to be frustrated, but sometimes you can't have everything your way. Learning how to adapt and accept others differences will help to avoid feelings of anger and frustration. It is okay to be angry when someone hurts you or someone else, but do not get angry just because things aren't exactly the way you like them, or the way that you are used to. We also learned that you shouldn't get angry when things don't turn out the way you expected. As Stephen Schwartz wrote in Godspell: Don't forget that when you get to Heaven you'll be blessed? Yes, it's all for the best... Sometime things happen that we don't expect, and sometimes it makes us angry, but in the end it is all for the best. Paul is warning us to watch our behavior when we are angry. When Paul says, Do not let the sun go down while you are still angry. He is warning us not to go to bed angry, so we can resolve things before a new day starts. In the West, anger is thought of as a sign of manliness, but in the Jewish culture it is thought of as a divisor and a corrupting power. Anger is socially destructive and it withdraws and

Essay Sample on How to Buy a Car in University

Essay Sample on How to Buy a Car in University On becoming a student, each one gets a sense of freedom and adolescence. This kind of feeling is rather tempting, as young people realize they are grown up enough to take serious steps and nothing can stop them. Exactly at this period of time students buy their first cars – and that seems to be exciting and unforgettable! However, there are some useful tips and its better to know about them to make this investment successful. See them below: The moment you make up your mind to buy a car – its a good idea to talk it over with your family and other close people – they might support your decision and give you practical recommendations about where and what model of car to buy, etc. Making your choice in favor of a business class car or a sports car will restrict your search in the needed direction. Surfing the Internet and analyzing the feedback of other customers can confirm or disapprove the ideas you have already. Its worth keeping in mind that cars need constant investment – buying a car is just a starting point. The thing is the moment you start using it, the car may need additional investment for its repair and improving the way it functions. Thus, the price you pay when buying a car is not the final sum to spend. The next important thing is the insurance you are to buy. In case youre lacking the necessary sum to buy the insurance policy, look for an insurance company that will be able to offer you a discount or even a driving credit especially designed for students. Keep in mind that your grades may influence the decision of the company manager (Harrison, 2011)! Do not exceed the limit of the sum of money you have planned to spend for this purchase. Try to resist the temptation to get all the modern updating to the car you choose (Harrison, 2011). Later you surely will be able to buy a better designed model, equipped with all the latest functions and being perfectly tuned. So everything comes with time, and theres no need to increase the number of possible debts. Just get exactly the same car your mature distant relative has! When buying a car, make sure you feel comfortable with the salesperson. Dealing with a person you feel at ease with may influence making the right choice. In case you feel the slightest tension when communicating with the person selling you a car, ask to speak to another representative of the sales department or the manager. In terms of making important decisions, you must not undergo any kind of pressure and be forced to buy the thing you dont want to buy. Besides, a good salesperson is likely to give you practical advice on what model of car is better to buy (Harrison, 2011). Apart from it, mutual understanding with the sales person can encourage you to negotiate and reduce the price for the car of your dreams! Feel free to ask for a discount – you risk nothing, but may benefit a lot! Study the contract carefully before signing it – it is a necessary part of your business deal. Having the smallest detail that seems unclear to you, pepper the manager with questions. Its better to ask a couple of extra questions to be on the safe side than to regret afterwards. Mind the advantage of using gas guzzling when driving long distances –using gas instead of petrol can save you a real fortune! And finally, on having bought the car, mind your personal safety and take care while driving (Embly, 2010)! Buying a car is a truly unforgettable moment in life, make it even brighter by taking care and providing full preparation for your purchase! Feel free to buy an essay online  on any topic and discipline you need at our website. Our custom writing service is always online to help you!

Inclusion of Disabled Children in Primary Education Essay

Inclusion of Disabled Children in Primary Education - Essay Example This education consists of six or seven years. The children enrolled in primary education are of the age of five or six years. According to UNESCO (UNESCO, 1994) almost 70 % of the children enroll for primary education. This report also suggests that most governments in all parts of the world are ready to archive a full universal enrollment of all children in primary schools by the year 2015. Disability is defined as an impairment, which can be either physical or mental that limits a human being from performing activities performed by an ordinary person. The Disability Discrimination Act(DDA) defines disability as a mental or physical limitation that has substantial long term negative effect on the person and limits his/her ability to perform day to day duties. With respect to this definition; substantial indicates that the disability can be minor or major. Long term means that its effects can last for one year minimum, the activities that the disabled person is unable to perform include but not limited to speech, hearing, sight, manual work, movement and reasoning power. According to research conducted by the International Classification of Functioning, Disability and Health (ICF), the areas affected by disability include; performance of general task, communication impairment, limited or no mobility, lack of self care, limited learning ability, inability to carry out domestic function, inability for relationship with other people and the community as a whole. some of the most common disability among human being include; deafness, which is the inability to hear, blindness which is the inability to see, lameness which is the inability to walk or perform other physical tasks and mental retardation or cognitive disability which is the inability to reason or solve problems normally. According to a report by UNESCO (UNESCO, 1994) the implementation of inclusive education would be more advantageous to the disabled children in the long run. The report highlights that the inclusion of the disabled children will lead to the enhancement of a cooperative spirit between the disabled children and the other students. This will help the other students to accept the disabled children as part of the society. The other children will also help them in adapting to the ordinarily system of learning. Implementation of inclusive education is considered to be beneficial to all the children in the long run, initially the disabled children may feel a little different from other kids, but with time the children accept their differences. The children with disability will also run how to tolerate and accept each other differences. Special schools These are schools, specially designed and staffed with specially trained and experienced tutors in order to cater for education needs of disabled children. In these schools the student are given high attention and the teacher. The student- teacher ratio is less than 6:1. In addition, these students have special facilities e.g. sensory rooms, special swimming pools and other facilities that aid these children develop, learn, play and interact with each other. Some of these special schools include; school for the blind, school

INFORMING AND INVOLVING EMPLOYEES HRM Essay Example | Topics and Well Written Essays - 3000 words

INFORMING AND INVOLVING EMPLOYEES HRM - Essay Example Employee participation and involvement are two different terms with two different outcomes. Cox, Marchington and Suter (2009) consider employee involvement and participation (EIP) a loose term as it can give rise to different perceptions of the terms. Different definitions and interpretations have been given of the term EIP which ranges from encouraging commitment to achieve organizational success or exercising influence over their work or personal involvement of organization al workers. According to the Chartered Institute of Personnel and Development (CIPD) employee involvement (EI) is defined as ‘a process of employee involvement designed to provide employees with the opportunity to influence and where appropriate, take part in decision making on matters which affect them’ (LTSN, n.d.). Employee participation (EP), on the other hand, is ‘a process of employee involvement designed to provide employees with the opportunity to influence and where appropriate, take part in decision making on matters which affect them’. Thus employee participation has a direct impact on decision-making whereas employee involvement amounts to support, understanding, commitment and contribution (AC219, n.d.). EI has been identified as a means to secure commitment and high performance which has resulted in an increase in the interest in employee involvement and participation. EI has been a major area of growth in the UK since early 1980s. It includes team-working (including self-managed teams), team briefing, downward communications, two-way communications, suggestion schemes, problem-solving groups, and financial participation (including profit-sharing schemes). Performance is a function of ability, motivation and Oppurtunity. This suggests that the selection process should be rigorous and the training systems should be improved to increase the ability levels.

Difference Between Historians and Scientists

Difference Between Historians and Scientists Yong Jia Bu Theory of Knowledge History and the Human Sciences: Stepping Stones through Time Title #5: â€Å"The historian’s task is to understand the past, the human scientist, by contrast, is looking to change the future.† To what extent is this true in these areas of knowledge? History and the human sciences are considered two different areas of knowledge, but are common in that both are concerned with human existence and interactions. To say that â€Å"[t]he historian’s task is to understand the past, the human scientist, by contrast, is looking to change the future† suggests a method of distinguishing between these two areas of knowledge based on the time frame relevant to each, and the purposes for which each area obtains knowledge: history focuses on analysis of past events, their causes and implications, while human sciences, such as geography and psychology, seek more to find patterns in human activity in order to predict and change the future. Subjects such as geopolitics and evolutionary anthropology can, however, bridge the time gap between history and the human sciences, and cause the purposes of knowledge in these two areas to overlap as well. In these particular subjects, understanding the past and changing the future are not neces sarily divergent purposes, but purposes which can work hand in hand to allow a knower to acquire and make use of knowledge. The quotation in the topic of this paper suggests that history is an area of knowledge which places a greater emphasis on understanding the past than on using the acquired knowledge to achieve goals or to alter the trajectory of future events. One reason why this attitude toward history might exist is that out of the vast collection of past events studied in this discipline, the majority of subjects are believed to be too distant in the past or too far removed from the concerns of today’s society to be of significant influence to the future. While this claim is likely not true, as knowledge is almost always pursued because it has value and applications, this belief indirectly reveals the expectations of a credible historian to record and interpret historical knowledge in the most accurate form possible, and that he or she is not motivated to influence the present or future by putting forth historical information that supports personal agendas. A credible historian is therefore someone who uncovers and makes sense of the past for the sake of understanding what has come before. A credible historian recognizes that the knowledge gained his or her studies can be relevant to or have value in the present and future, but does not attempt to control how the knowledge may become influential to society. When I researched the topic of whether Louis Riel, a Canadian politician and rebel during the late 1800’s, should have been sentenced to death for treason, my goal was to gain a better understanding of who Riel was and the circumstances surrounding his death, and then to evaluate the events based on the information I had gathered. In presenting my findings, I needed to show that the conclusions I came to had been achieved through consistent and impartial treatment of historical evidence, and that although my findings may eventually challenge or disprove other positions, the focus on my research was to better understand historical events rather than to promot e what I believed to be true. While I cannot consider myself a credible historian, I believe that those who can would go through a similar process in their studies, in which the historian investigates, makes sense of, and communicates his or her findings without actively aiming to change the future. In this way, a historian’s main concern is to understand the past, despite awareness of the potential implications that their pursuit and refinement of historical knowledge can have on the future. In some cases, although events may have occurred centuries ago, their consequences can continue to affect the lives of people for a long time, and the way that historians interpret evidence surrounding such events can significantly influence the decisions made by individuals or even entire nations. Society may actively pursue historical knowledge in order to solve problems concerning the future. The establishment of political boundaries, though it may fall within field of geopolitics and therefore the human sciences, is closely tied to and influenced by historical land claims and records of settlement. In the Senkaku or Diaoyu Islands dispute, Japan, China, and Taiwan all claim to have sovereignty over a set of uninhabited islands in the East China Sea based on historical records and proceedings (Drifte 11). The Chinese claim is based on documents from the fourteenth to seventeenth centuries that describe ownership of the islands by Taiwan, which China also claims to be part of its o wn country. Disputes also revolve around the Treaty of Shimonoseki of 1895, which ceded islands under Chinese control to Japan but did not specifically mention the Senkaku or Diaoyu Islands (Drifte 12). The understanding of historical events and interpretation of historical documents thus play an important role in shaping the political future, as they are used by governments and international organizations to negotiate territorial boundaries. This field exemplifies how the historian’s role is to look equally toward understanding the past and changing the future. In comparison to history, the human sciences are associated with a more present-to-future time frame. Human scientists recognize the importance of understanding the past observations and studies that their knowledge is based upon, but it is the application of existing knowledge to new situations and problems that is the purpose at the centre of the human sciences. One goal of a human geographer may be to predict the volume and direction of human migration to and from a nation, so that this information can be used to help shape a nation’s future migration policies and perhaps prevent demographic changes not desired by the nation. To do this, the geographer would need to have background knowledge such as the theory of push and pull factors of migration, which consists of â€Å"laws of migration† developed by Ernest George Ravenstein in 1885, and modified by later geographers. Ravenstein’s theory outlines general patterns in the movement of people from one place to another, such as that â€Å"[m]igrants proceeding long distances generally go by preference to one of the great centres of commerce or industry† (Corbett), and while Ravenstein and later contributors must have based their conclusions on studies of specific migratory cases, the statements within the theory do not include details regarding the specific past occurrences that the theory is derived from. The principles of migration listed in this theory act as a condensed body of knowledge that can be learned and applied to current conditions to make predictions about migration trends in the future, which can subsequently prompt actions to avert undesired outcomes. As extensive understanding of the origins of current theories does not necessarily improve the effectiveness of their use, it is not considered essential that human scientists focus their time on understanding past developments which led to the formation of current theories. Rather, human scientists are encouraged to lo ok toward changing the future by readily using the latest complication of knowledge in their field. There are also disciplines which, although considered human sciences, are very concerned with understanding the past. Evolutionary anthropologists seek both to investigate the origins of human beings, as well as to change future scientific paradigms based on new discoveries. In 2013, anthropologists working in southern Georgia excavated 1.8 million-year-old skulls of human ancestors which â€Å"ha[ve] forced scientists to rethink the story of early human evolution† (Sample), because the existence of these early humans in Europe at the same time as the existence of early humans in Africa undermines the widely accepted theory that humans evolved from species that originated in Africa. Regardless of whether this discovery leads to a new evolutionary theory, it illustrates how in one way, the purpose of knowledge in evolutionary anthropology is to seek understanding of the past as historians would—by investigating the collective origins and past of the human species— while in another way, the evolutionary anthropologist also seeks to change the future of the discipline by challenging the accepted theories and paradigms of today. Understanding the past and changing the future can thus be equally important objectives in the advancement of the human sciences. When a knower strives to change the future, he or she often realizes the need to understand the past in order to better predict the outcomes and consequences of his or her actions. Conversely, in attempting to understand the past, a knower may be motivated to modify existing approaches toward knowledge to change the future. Subjects within history and the human sciences may lean closer to either the purpose of understanding the past or the purpose of changing the future, but are likely some combination of the two. As history and the human sciences are thus difficult to distinguish on the basis of time frame and purpose of knowledge, additional consideration of their differences in methodologies or sources of evidence may aid in clarifying the differences between the natures of these two areas of knowledge. Word count: 1479 Works Cited Corbett, John. â€Å"Ernest George Raventstein: The Laws of Migration, 1885.† Centre for Spatially Integrated Social Science. University of California, Santa Barbara, 2011. Web. 26 Nov. 2013. Drifte, Reinhard. The Senkaku/Diaoyu Islands Territorial Dispute between Japan and China: between the Materialization of the â€Å"China Threat† and Japan â€Å"Reversing the Outcome of World War II†? The Research Unit on International Security and Cooperation (UNISCI), May 2013. PDF file. Sample, Ian. â€Å"Skull of Homo Erectus Throws Story of Human Evolution into Disarray.† The Guardian. Guardian News and Media Limited, 17 Oct. 2013. Web. 24 Nov. 2013.

The Workforce

The workforce is contingent with the teamwork of personnel and state. The workforce remain the main concern of employers everywhere. All areas of employment are touched by economics and its affected by births, plus the quality of training each person receives. 100 years ago, jobs were manufacturing in nature, what I mean is that individuals worked in factories or on an assembly lines. These types of positions weren't very challenging because it's a situation that was repetitious as the worker repeat steps. Subsequently new technology happens to be more demanding, very aggressive and creative. Women are employed within position that once was considered â€Å"only men were productive in. Work shifts are divided into three shifts for several organizations. They're basically eight hours a shift and the employee usually work forty hours a week. Over the years the workforce has added four generation of workers. This has caused a distinctive effect on the workforce causing them to face the age differences. The HR knows that the workforce of the past consequencely will impact the future status of many organizations. They know that achieving their goal depends on how they hire workers. Also, the facts show that countless people are not retiring but are carrying on working well past the age of 65. HR specialists find that they're having to formulate additional resolutions to link the demands relating to the workforce with the aging workers. Which requires HR specialists to understand and be able to execute ways to create jobs and to fill them with acceptable workers. Meanwhile workers and jobs are always transforming so organizations realize that they have diversity and the skill to maintain a balanced workforce being competent to accomplish their goals for the future of the organization. Also, companies have moved to global level with improved technology and communication. Besides more women employees entered the workforce which was not the state 100 years ago where women lives tended to be centered around their families. During World War I changed who the workforce would use once the men were either volunteering or being drafted to serve in the military which resulted in there was no one to fill the positions. So businesses hired the women to work in the men's place. After showing the factories that the women were capable to carry out the duties that the men could do, but they were paid less for the same job. Since then women have demanded rights for equal pay and equal treatment. Because the workforce have become more diverse with gender, age, and culture it has caused organizations to change how they attain workers and maintain their numbers. The older workers are still present in the workforce is making HR to consider alternative ways for hiring, training, and what type of benefits plans to offer as enticements.Today HR managers needs to spend considerable time and money in training in new technology and keep them updated. The future US workforce groups in 2025 would be mostly aged population over 60 years. The workforce I filled with many kinds of technology such as computers, internet, smart phones and many mobile devices that has opened communication where everything seems to move at the speed of light. Therefore, HR will need to be on their toes to meet every task in the future.