Graduation Party Ideas Make It Legendary!

Graduation Party Ideas Make It Legendary! You did it! All those 24-hour Red-Bull-and-Calculus benders did the trick. Now, as you consider the final weeks of your college experience, you think, â€Å"Hey, I should totally celebrate by throwing THE MOTHER OF ALL PARTIES.† You should do that. Here are the five best types of parties for graduating college. Pick your poison and get ready to forget everything you’ve learned over the past four years. The Kegger Not innovative, but still fun. Get together some of your friends from the College of Education or Mechanical Engineering program and get crazy. When you’re throwing one of these, remember to go simple. Cheap food, lots of inexpensive alcohol, and a few bottles of whiskey. Now you’re talking fun! Drinks: PBR, Jack Daniels, and Jello Shots. Food: Taquitos, Oreos, Chips, and Queso. Activities: Quarters, Beer Pong, and Strip Poker The Club Party For you and your buddies from the School of Marketing, Broadcast Journalism, Education, or Nursing, maybe a club party is the right speed. Here, you can drink, dance, and still manage to give your outgoing selves a chance to meet some new people. Dress up, drink some Appletini’s and bask in your success at the same time you scope out the hotties. Drinks: Cosmopolitans, Whiskey Sour, Bloody Mary, Boilermaker Food: Macaroni Bites, Fried Oysters, Mini Cheesecake Activities: Dancing, Wet T-Shirt Contests, Retreating to a Private Bottle Service Table The Cheese and Wine Party If you are graduating with a degree in Philosophy, Literature, Journalism, or History you may want a party that is quiet enough so that you can discuss your favorite topics. You can throw this in your home or apartment, as long as it is in good taste and excellently furnished. Having a good amount of medium-quality wine and unique appetizers is all you need to get this party set up. Once there, though, you may need to do some official activities to get people to feel comfortable. Drinks: Pinot Noir, Sauvignon Blanc, Cabernet Franc (Check out Good Wine Under $20 for more ideas) Food: Teleme Cheese, Stuffed Mushrooms, Salmon Bites Activities: Charades, Apples to Apples, Icebreaker Games The Theme Party Nothing says fun like a graduation party that’s also a costume party. You can make it easy so that guests must come in their cap and gown, or turn it into a toga party. Either way, it makes for a night full of unique activities and foods that your guests will never forget. The only thing to keep in mind, however, is that many grads have family and friends who will be joining them. Make sure your theme is inclusive enough so that everyone feels like they’re welcome to join in. Drinks: Choose drinks that go with your party. If you have a Renaissance party, mead might be a good choice. For a toga party, you’d want to have lots of dark red wine. Just keep drinks consistent with your theme. Food: Food should also be consistent with your party. If you have a 80’s themed party, you might be able to just get away with traditional party snacks. If you decide to have a Meditteranean-themed party however, you might have olives, falafel, or gyros. Do some research to see what foods will be delicious, cheap, and fun. Activities: Again, research will be your key friend for developing the right activities. You might choose some specific dances and games that relate to your chosen theme. You might also decide to have a contest for the best costume. Grad Party Tips No matter which party style you pick, here are some of the key things to remember when you throw your party: Have extra. Make sure you have extra food, drinks, toilet papers, and game boards. Create something to save memories. Give out â€Å"yearbooks† or other party favors that guests can share and sign. You don’t have to have your party on graduation day. Pick a day that is less stressful. Your guests won’t have to worry about their company as much. Send out invitations at least a week in advance. As graduation gets closer, everyone’s schedule fills up, so make sure your party gets on the list. Choose low maintenance, if possible. The goal is for all of you to have fun. That’s kind of hard if you’re running around cleaning up spills and creating culinary masterpieces. What do you plan for your grad party? Do you have some more ideas to share? Hurry up!

Over-education in the graduate labour market (Researched Literature Essay

Over-education in the graduate labour market (Researched Literature Review) - Essay Example The universities and the government have thus a responsibility to institute policies to reduce the rising incidence of over-education and its effects. Higher education in the UK has expanded in the last three decades and the trend continues. Policy makers justify this expansion on two rationales. First, it is important to meet the high-skill labour requirements of a knowledge economy and second, to add opportunities in education and, consequently, employment for groups that have been under-represented in higher education in the past (Wilton, 2011). Although this expansion is beneficial in many aspects, there have been no adequate attempts to ascertain the capacity of the economy to absorb the increasing numbers of graduates from the various fields of education, hence resulting into a phenomenon where the demand for labour is unable to keep pace with the supply. Ultimately, some graduates end up getting employment in jobs that do not match their educational qualification. Such workers are overeducated in the labour market (Dolton and Silles, 2008). There is a broad body of evidence for the existence of over-education in the UK grad uate labour market and its incidental effects. Some years back, the discrepancy between graduate and non-graduate level jobs was very conspicuous in the UK. University graduates, usually, entered into traditional graduate careers such as medicine and Law or got recruited onto graduate management training programs with prestigious firms. However, in the recent past the graduate market has become more complex especially because of advancements such as rising global competition and development in technology, which demand that the workforce should be more skilled to fit in the current job market. Thus, jobs that in the past did not require a degree now demand a degree, resulting to expansion of higher education as more people enroll to acquire degrees hence bringing about competition

Identifying Female Masquerading Through Film Essay

Identifying Female Masquerading Through Film - Essay Example Once spectators feel a comfortable disconnect from the women on screen, they are able to realize that the representations being presented to them on the big screen are exaggerated masks of femininity. An example of this concept in action can be seen in the iconic actress Marilyn Monroe. During her career, Monroe was known for her ability to infuse overt and blatant sexuality into all of her performances. While she quickly became famous for her figure and sexual nature, she was not a person with whom the average female spectator would identify herself with. This disconnect is what the female masquerade is based around. With female spectators subconsciously separating themselves from the women they are seeing on screen, they are able to step back and view how these women use excessive femininity to play a part or get what they want on screen. Although women may be able to take bits and pieces of this type of behavior back into their regular lives, actually infusing this into their dail y world is not something they would feel comfortable doing   - which is why the world of film allows female spectators to pretend to be someone else. The next concept of the imaginary signifier is defined by Christian Metz. This theory consists of tying cinema’s interlocking mechanisms of production, exhibition and the development of movies themselves to the audience response of fantasy, desire and pleasures. As Metz describes, imaginary signifiers are essential in film because their purpose is to have movies act as â€Å"good† objects for audiences.... An example of this concept in action can be seen in the iconic actress Marilyn Monroe. During her career, Monroe was known for her ability to infuse overt and blatant sexuality into all of her performances. While she quickly became famous for her figure and sexual nature, she was not a person with whom the average female spectator would identify herself with. This disconnect is what the female masquerade is based around. With female spectators subconsciously separating themselves from the women they are seeing on screen, they are able to step back and view how these women use excessive femininity to play a part or get what they want on screen. Although women may be able to take bits and pieces of this type of behavior back into their regular lives, actually infusing this into their daily world is not something they would feel comfortable doing - which is why the world of film allows female spectators to pretend to be someone else. The next concept of the imaginary signifier is define d by Christian Metz. This theory consists of tying cinema’s interlocking mechanisms of production, exhibition and the development of movies themselves to the audience response of fantasy, desire and pleasures (Pieto, 2010). As Metz describes, imaginary signifiers are essential in film because their purpose is to have movies act as â€Å"good† objects for audiences. These positive experiences connect audiences with pleasurable emotions and therefore create a draw which will leave film spectators wanting to return to the cinema to experience those same emotions again. This theory can be furthered upon analyzing how people develop the type of movie genres they enjoy. Ask any person what their favorite

Positive changes to the communication environment Essay Example for Free

Positive changes to the communication environment Essay There are many positive changes to the communication environment which can be made to support the communication development of children with BSED, and some have already been outlined in Assessment 2.2 and 2.3. Other positive changes may include using visual support in the form of picture cards, makaton signs or even pointing to objects when speaking. This gives further clarification to our speech and helps a child with communication difficulties understand what is being taught or requested of them, which in turn will prevent any confusion and misunderstanding which could lead to undesired behavior being displayed. To assist a child’s understanding of our instructions, we should also speak clearly and slowly, using simple age appropriate language in simple sentence structures. Asking the child to reiterate what is being asked of them can help ensure they understand, although in some children they may not have the vocabulary to do this. With those children, we could demonstrate our request i.e. asking ‘please help tidy up’ can be reinforced by picking up blocks and putting them in the box and indicating for the child to assist. In older children using written and verbal language, we should again ensure they understand by reading through any signs or written documents with them, pointing out and explaining any key words and reiterating any importance. Similarly, storage for toys and equipment could be labeled with words and pictures, so each child knows where items belong when they need to be put away, and also where to find them if they need them. Staff, including volunteers could offer regular one to one direct support to the child for their communication skills whether this is assistance with reading or phonics. This allows the child to learn in a quieter and less pressured environment and gives them extra precious time to potentially develop the skills which their peers already have. All staff should be given extra training and be made more aware of the difficulties that children with  SLCN and BSED experience in order to offer extra support successfully. As already mentioned, creating a calmer and quieter environment with fewer distractions can help most people concentrate better, but will work exceptionally well for a child who is already easily distracted due to their BSED. Minimal distractions allow the adult to spend more quality time supporting the child, making it easier to communicate as the child is more focused and therefore more receptive to learning. In any environment there needs to be clear boundaries and rules, and these need to be made easy to understand and achieve for children of all ages and abilities. A consistent approach to dealing with conflicts regarding rules helps to avoid any misunderstanding for the child. As already mentioned, a child seeking attention will gain this in the way easiest to him or her, and if attention is usually only given following negative behavior, then this how the child is likely to behave. Positive encouragement and praise should be given as often and as emphasized as negative comments as this will help the child acknowledge that good behaviour is just as, if not more so rewarded than undesirable behaviour. Unfortunately in society there is a stigma attached to people with SCLN and/or BSED, and a less than favourable opinion can be formed by a child when witnessing how an adult deals with a child’s behaviour. It is therefore imperative that we show no discrimination towards a child with SLCN or BSED, nor make them feel any different or inferior to their peers. All children can benefit from having information clarified and reiterated especially rules and boundaries, so this doesn’t need to be a direct communication just towards the child with extra needs. If a child is made to feel different than their peers in a classroom, they may react to this in a negative manner as it accentuates their extra needs and draws attention to them which may be unwanted. Their reactions may be to become more withdrawn and show less pro-social skills, or to display disruptive or even aggressive behaviour in order to express their feelings of upset. A child with BSED and communication difficulties may not understand their work or what is required of them and we must encourage ways of the child asking for help, as well as  us pro offering support. One way to do this within a classroom environment could be to use playing cards, with each pupil having a card each, and if they require help they can turn the card over on their desk, so only the teacher can see, avoiding drawing attention to themselves by having to put their hand up and request help and reducing any embarrassment they may feel. Simple reward charts work well with most children but need to be realistic regarding expectations and consistent in recognizing achievements. This could be done as an overall class chart or individual charts for each child aimed at specific development areas. The school my 5 year old daughter attends uses a ‘traffic light’ system to acknowledge good and negative behaviour. All children begin with their name tag on green, however if negative behaviour is witnessed then they move to amber – if the behaviour improves, they move back to green, if it proceeds as negative behaviour then move to red. Each time a child moves to amber, they lose 5 minutes from their playtime, and if on red, they lose their ‘golden’ free play time on a Friday. If the child is on green all week, they receive a treat on a Friday (usually a sweet, lollipop etc) and for those displaying exceptional hard work or efforts, a certificate of merit is given. The children respond well to this as their ‘punishment’ for negative behaviour is immediate (or as near as can be) so they quickly learn to display alternative behaviour. It is important to remember that a child with BSED may not recognize boundaries and the cause and effect of their behaviour or a reward scheme and therefore a tailored approach would be required. Teaching a child with BSED techniques on how to deal with their emotions before they reach a crisis point can help the child manage their behaviour and develop their emotional and social skills at the same time as their communication skills. Ways of doing this could include teaching the child a way in which to communicate to their key worker or teacher that they require help or that they are angry or frustrated. This allows the key worker or teacher to support the child before the feelings escalate. Other ways may include helping the child to use a ‘time out’ facility whereby when the child is feeling anxious or angry, they go to a quiet corner until they feel calmer and someone can support them. Using play or activities which the child has a specific interest in (or even using favourite toys or characters within the activity) will help the child maintain their interest and allow them further opportunities to interact, increasing their communication and social skills. Finally, reiterating the day’s timeline can help children understand what is happening next or when certain activities will take place. Many young children have little concept of time, and for a child who is unsettled and finding it difficult to conform to the boundaries within the setting, it may help them feel more at ease and less anxious if they know what to expect next. The timeline could be repeated verbally or simple pictures could be displayed to show what activity will be happening soon i.e. lunchtime (a picture of a sandwich and drink), outdoor play (picture of trees and a ball) or home time (a picture of a coat). Many different ways can be implemented but they may require a lot of time, and a great deal of extra effort from staff before a child begins to display any positive changes and this should be taken into account before deciding that a specific strategy appears to not be working.

The Theater of Dionysus :: essays research papers fc

The Theater of Dionysus The Theater of Dionysus was Europe's first theater, and stood immediately below the Parthenon in Athens, Greece. It was originally built in the late 5th century B.C. The theater was an outdoor auditorium in the shape of a great semicircle on the slope of the Acropolis, with rows of seats on which about eighteen thousand spectators could comfortably seat. The front rows consisted of marble chairs, and were the only seats in the theater that had a back support. The priests of Dionysus and the chief magistrates of Athens reserved these rows. Priests claimed 50 of the 67 front row seats, then came the officials, the guests of honor, then finally the ordinary citizens of Athens. Beyond the front row, stood a circular space called the orchestra where the Chorus would sing and dance, and in the center of which stood the alter of Dionysus. The orchestra level was around 3 meters higher than the shrine. Behind the orchestra, there lied a heavy rectangular foundation known as the stage on which the actors would perform their section of the play. The back of the stage had a building painted to look like the front of a temple or a palace. Here, the actors would retire when they were not needed on stage or would go to when they had to change their costumes. Above lay the deep blue sky, behind it was the Acropolis, and seen in the distance was the olive colored hills and lush green of the forests that surround. The theater was built as a result of the Athenian's religious practice in honor of the god, Dionysos, who personified both wine and fruitfulness. Long before the theater itself was built, an annual ceremonial festival was held for Dionysus in the same spot. This ancient ceremony was performed by choruses of men who sang and danced in the god's honor. Spectators would gather in a circle to watch these dancers; that was the way that the theater took its circular shape. When the theater was built, the performers only sang and danced about the stories of Dionysus's life, then later the stories of other gods and heroes. The stories were told in the form of a song, chanted at first by all who took place, then later by a chorus of about fifty performers. During the intervals of a song, the leader would recite part of the story himself. As time passed, these recitations became more and more important, as it eventually overtook the chorus. They were now presented by two or three people, while the chorus

Should Public Exams Be Abolished in Hong Kong?

Should Public Exams Be Abolished In Hong Kong? Public examinations play an important role in a student‘s life, especially in Hong Kong. Nowadays, there is no other ways to promote into university in Hong Kong unless passing the examination. Students have to sit for 2 major public exams including The Hong Kong Certificate of Education Examination(HKCEE) and The Hong Kong Advanced Level Examination(HKALE). Should public exams be abolished in Hong Kong? This topic is a hot issue that many parents and teachers discuss with the students. Related essay: Why Boarding Schools Should Be AbolishedSince some people still believe the functions of public examination while some people argue that examination is not necessary. There are many different views of this hot issue. Personally, I strongly agree that examination is a good way to assess student, evaluate the education system and served as a motive to let students to study hard and get well preparation for the future competition. Public examination is a good way to assess student. Until now, it is the best and fastest way to assess and evaluate students.Students who fail the exams could not continue their studies while some students who attain the minimum request could promote to form 6 or universities. For instance, form 5 students have to get at least 14 marks in HKCEE(Hong Kong Certificate of Education Examination) in order to promote form 6. Also, if form 7 students want to get into universities, they have to pass all the subject in HKALE(Hong Kong Advanced Level Exa mination). Otherwise, those failed students will be eliminated from their school.Actually, the schools can find out the weakness and strength of the students from examinations because exams show what subjects the students are better at or not good at. Practice make perfect. Teachers can help students to improve their achievement by doing more exercises. At the same time, parents can supervise and remind their children to concentrate on studying. Examination can evaluate the education system. Actually, our Hong Kong Government would changes the education system according to students’ exam results. Students’ exam results reflect the efficiency of the education system.If the education system is efficient, students’ exam results should be expected to be better. The government can improve the exam mechanism according to the results of the students. It's important to know if a person can memorize and apply the knowledge they have learned at school when they taking exa ms. According to Thomas Kellaghan(2004), ‘by providing a specification of clear goals and standards for teachers and students, they control the disparate elements of the education system, helping to ensure that all schools teach to the same standards. (p. 5) Besides, the schools can alter their educational orientation according to examination. Some students may feel confuse before exams or even after exams. Thus, schools can implement some education policy. For example, before exams, the schools can give more exercises for students to practices. After exams, the school can offer some specific classes of some subjects for those students who get a bad results in the exams. Government can also give guidelines to the schools and teachers in order to improve students’ achievements.The government can give some reports or analysis about students’ exam results to every school. It’s important to know more about students’ study situation. According to John Si mons (2005), examination served as a motive to let students to study hard and get well preparation for the future competition. As we know exams are important to the students, especially in Hong Kong, an international city in the world. We are not hardly to hear that many students said they have great pressures and stresses. But pressure building from exams sometimes become a motive for students to study hard.Practice makes perfect and progress. This is the best sentences to remind students the right attitude. Moreover, exams train students’ ability to respond. Students sometimes have to answer the questions logically and critically, this can train their answering and responding skills. Since they have to solve different questions by themselves, this could train their problem solving skills. Also, exams help students to build up their confidence. If they can apply their knowledge and write it down correctly, they will have a good result which help them to make a high evaluatio n on themselves.And the admiration of teachers and parents will give them a great confidence. Although there are many functions of examination, some people still agree that public exam should be abolished in Hong Kong. They point out that many students are under great pressure and stress because of examination. It is not hard to hear that some students commit suicide after they get the bad exam result. Indeed, exam would build up the pressure on students. But pressure could make a person progress. If there is no pressure, students may not study hard.Besides, the pressures built on students are not only come from examination. It may comes from teachers or parents or even the society. Thus, pressure is not an excuse for abolishing the public exam. According to Candy Chan (2012), ‘Hok Yau Club, which supports students, has received a couple of calls from youngsters seeking help for exam-related stress. Senior social worker Kwok Man-fong has encouraged students to get in touch if they are experiencing anxiety. ’There are many ways to help students to relief their stress and psychological pressure.Actually, the public exams still play an integral role in Hong Kong. Hong Kong could not progress without examination. There is no doubt that the function of exams is very important. The parents and the teachers should help students to get a great achievement in those exams. Also, students should have a positive attitude towards to the public examination. It absolutely should not be abolished in Hong Kong. It dominates the fate of the students. It reflects what students have learned at schools and it acts as a gate-keeper to select the students.Thus, examination is a good way to assess student, evaluate the education system and served as a motive to let students to study hard and get well preparation for the future competition. Reference List : Thomas Kellaghan (2004). PUBLIC EXAMINATIONS,NATIONAL AND INTERNATIONAL ASSESSMENTS,AND EDUCATIONAL POLICY. Retrieve d from http://siteresources. worldbank. org/INTAFRREGTOPSEIA/Resources/paper_Kellaghan. pdf John Simons (2005). The Study Culture In The Modern City. Boston,MA: Pearson Education Samuel J. T. (2009). The Importance Of Education. The Thomson Corporation Candy Chan (2012, March 29). New exams off to tricky start. The Standard

Nathaniel Bacon and Bacons Rebellion

Bacon’s Rebellion occurred in the Virginia Colony in 1676. In the 1670s, escalating violence between Native Americans and farmers was occurring in Virginia due to the increasing pressure of land exploration, settlement, and cultivation. In addition, farmers wanted to expand towards the Western frontier but were being denied their requests by the royal governor of Virginia, Sir William Berkeley. Already unhappy with this decision, they became incensed when Berkeley refused to act against the Native Americans after several raids on settlements along the frontier. Nathanial Bacon Organizes a Militia In response to Berkeleys inaction, farmers led by Nathaniel Bacon organized a militia to attack the Native Americans. Bacon was a Cambridge educated man who had been sent to the Virginia Colony in exile. He bought plantations on the James River and served on the Governors Council. However, he grew disenchanted with the governor. Bacons militia ended up destroying an Occaneechi village including all its inhabitants. Berkeley responded by naming Bacon a traitor. However, many colonists, especially servants, small farmers, and even some slaves, backed Bacon and marched with him to Jamestown, forcing the governor to respond to the Native American threat by granting Bacon  a commission to be able to fight against them. The militia led by Bacon continued to raid numerous villages, not discriminating between belligerent and friendly Indian tribes.   The Burning of Jamestown Once Bacon left Jamestown, Berkeley ordered the arrest of Bacon and his followers. After months of fighting and delivering the Declaration of the People of Virginia, which criticized Berkeley and the House of Burgesses for their taxes and policies. Bacon turned back and attacked Jamestown. On September 16, 1676, the group was able to completely destroy Jamestown, burning all the buildings. They then were able to seize control of the government. Berkeley was forced to flee the capital, taking refuge across the Jamestown River. Death of Nathaniel Bacon and Impact of the Rebellion Bacon did not have control of the government for long, as he died on October 26, 1676, of dysentery. Even though a man named John Ingram arose to take over the leadership of Virginia after Bacons death, many of the original followers left. In the meantime, an English squadron arrived to help out the besieged Berkeley. He led a successful attack and was able to dispel the remaining rebels. Additional actions by the English were able to remove the remaining armed garrisons.   Governor Berkeley returned to power in Jamestown in January 1677. He arrested numerous individuals and had 20 of them hanged. In addition, he was able to seize the property of a number of the rebels. However, when King Charles II heard of Governor Berkeleys harsh measures against the colonists, he removed him from his governorship. Measures were introduced to lower taxes in the colony and deal more aggressively with Native American attacks along the frontier. An additional result of the rebellion was the Treaty of 1677 which made peace with the Native Americans and set up reservations that are still in existence today.