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Concluding a persuasive essay John F. Kennedy International School

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Former FBI Agent Reveals Who Really Killed JFK


NOTE: THIS STORY IS FROM SEVERAL YEARS AGO AND IS ONLY ONE RETIRED FBI AGENTS OPINION. I HAVE STOPPED ...

The President Takes a Stand - John F Kennedy - Civil Rights Movement

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Cast upon as the inferiority of the human race and ruled against in all forms of life as to be given without free will and deprived of human rights. The chosen poems to be present in this essay can be connected simply from the titles, and the tormentous days some spent in fear of the ‘white men’. In most works of writing you can find similarities. In the poems “When Black People. Essay John F. Kennedy School? African American , African diaspora , Afro-Latin American 1332 Words | 2 Pages. Compare and Contrast Essay on articles Cyprus, Twilight. is concluding International Edward Cullen’s adoptive sister. Cardiff Form College? Bella’s description in the book made me imagine Alice as much different then as the movie portrayed her. When Bella first . sees her she described her as being a short girl that was pixie-like, thin in the extreme, with small features. Her hair was deep black, cropped short and pointing in every direction.

Further into a persuasive International the book, Alice develops into a character that is services University seen as being an optimistic person that is usually in a joyful and happy-go-lucky mood. However, in. Bella Swan , Edward Cullen , English-language films 1600 Words | 4 Pages. Compare And Contrast Essay Skeleton. ? Compare / Contrast Essay Outline by Angela Lin Introduction Introductory Statement: Why getting . A Persuasive Essay John F. Kennedy International? married? Why being single?

Let me tell you why. Harnessing Statement (links to central idea): _________________________________________ ______________________________________________________________________________ Thesis: As the world is becoming more diverse, people have different opinions as to whether to get married or stay single, and contributing to their decision are the amount. Debt , Individual responsibility , Love 1072 Words | 3 Pages. Compare / Contrast Cinderella Essay “The Walt Disney Company is a powerful economic and cultural phenomenon known . throughout the United States and the world as a provider of family entertainment (Maltin, 1, 308). Its media and entertainment holdings establish it as a central communicator in contemporary life. As such, it provides many of the first narratives children use to admissions Marbella School learn about the world” (Ward, 1).

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Literacy Coaches Roles and Responsibilities. For several decades, research findings have noted the importance of high-quality teachers to the reading success of students, especially students who are at a persuasive John F. Kennedy risk for reading and academic failure. While other factors, such as the quality of the core reading program and the teacher-student ratio in the classroom, appear to persuasive help University (AUB) have some influence on reading achievement, the knowledge, skills, and experience of the concluding a persuasive John, classroom teacher seem to play a pivotal role in student reading success (Block, 2000; Bond Dykstra, 1967; Brady Moats, 1997; Darling-Hammond, 1988; Moats Foorman, 2003; Sanders Horn, 1998; Snow, Barnes, Chandler, Goodman, Hemphill, 1997). SEDL program associate Stacey Joyner works with literacy coach Brenda Chavez at Bernalillo Middle School. Teaching all students to read is a complex task that requires teachers to have a sophisticated understanding of how students learn to read, a thorough understanding of appropriate interventions that can be used to help struggling readers keep up with their peers, and an ability to use a variety of instructional strategies to meet the needs of all learners (National Reading Panel, 2000). Persuasive Essay University Bournemouth. It is clear that if schools are to rise to the challenge of leaving no child behind, they must take steps to a persuasive International ensure that all elementary school teachers are well-trained, highly effective reading teachers and that secondary schools develop effective literacy instruction, especially for how to articles, struggling students who need to acquire strong comprehension skills and build vocabulary. High-quality training for all teachers, however, has been problematic in essay John International School, real school settings. It has been emphasized in a number of studies that the reading instruction training most teachers get is often limited both in time and quality (Dole, 2003; Fullan, 1991; Little, 1993). Training usually comes in the form of workshops, lectures, or training academies. In such training, teachers may get a little time away from their class for quick training during a professional development day a couple of times a year.

That is not the sort of training that results in deep understanding and high levels of instructional skill building (Joyce Showers, 2002). A handful of teachers go above and beyond the most basic training to get richer, more advanced training in reading instruction. Those teachers may become reading specialistshighly trained, often certified professionals (NCES, 2004) who specialize in helping students who are struggling with learning to read in the regular classroom. Schools have come to depend upon reading specialists to help struggling readers and are more willing to make substantial investments in the professional growth and development of to write Cardiff Sixth College, those reading specialists. Unfortunately, the concluding School, pullout approach does not appear to be very effective. In many schools, struggling readers are pulled out of essays Cardiff Sixth College, their regular classroom for short, intensive sessions with a reading specialist. During this pullout time, the reading specialist may adhere to a specific reading program or may simply teach reading skills based on a student's needs or do a little of both. This short-term tutoring approach is used with the belief that struggling readers will learn effective reading skills and concluding essay John International School, strategies from the reading specialist that they can then practice and use to help them when they return to their regular classroom. Unfortunately, the pullout approach does not appear to be very effective.

Walmsley and Allington (1995) reviewed research on remedial and special education reading programs,* finding that in virtually every study the evidence indicates that some children seem to benefit enormously, but these children are not in the majority. St. Michael's School. They suggest that once these pullout programs are established for the struggling readers, the a persuasive John F. Kennedy School, classroom teachers excuse themselves from the responsibility of making sure these students become good readers. Walmsley and Allington assert that, as a result of these pullout reading interventions, the students in most need of instructional support may actually receive less support in the regular classroom where they spend most of their school day. Additionally, the pay people to write essays Cardiff Form College, good habits, skills, and strategies taught by the reading specialist may not be supported in John International School, the regular classroom, and struggling readers are likely to revert back to their old, ineffective reading habits. Pay People To Write Sixth. For example, while a reading specialist may know to direct the student's attention to sounding out unfamiliar words, offering help only when the essay John F. Kennedy International School, student has reached a point of frustration, the St. Michael's School, classroom teacher may allow the student to simply guess at words on the page or may be more eager to identify the a persuasive F. Kennedy, words for essay Arts, the student, thus teaching the student to depend upon the teacher for answers. As noted by Snow, Burns, and concluding essay John F. Kennedy International School, Griffin (1998), It is nothing short of foolhardy to make enormous investments in remedial instruction and then return children to classroom instruction that will not serve to maintain the gains they made in admissions help School, the remedial program.

This traditional model of depending on a few well-trained teachers to do most of the work with struggling readers is problematic for several other reasons as well. For example, many schools have difficulty coordinating the times that students are pulled from the classroom with the a persuasive John International, classroom instruction schedule, and there is also evidence that segregation from the regular classroom stigmatizes children (Leinhardt Pallay, 1982). Considering the St. Michael's, tremendous cost of training and supporting a full-time reading specialist who works individually or in small groups with struggling readers, the gains in student achievement are not as substantial or long-lasting as one would hope (Walmsley Allington, 1995). Also, in many schools, there are simply too many struggling readers, and the reading specialist is not able to work with all of them. Many schools, especially elementary schools, now realize that if every child is to be a successful reader, then every teacher must be a well-trained reading teacher. In secondary schools, teachers often feel unprepared to concluding essay International support and instruct struggling readersthey generally have received considerably less preparation to teach reading than elementary teachers. The responsibility for high-quality reading instruction cannot be left to a few reading specialists; that responsibility must be shared by all teachers. Schools are looking for effective but cost-effective ways to build the capacity of all classroom teachers, and pay people to write, many recognize that their reading specialists are in a persuasive essay John School, a good position to share their wealth of knowledge with the rest of the teachers. * Most of these studies were conducted in the 1980s and included works by R. L. Allington and P. Admissions Help Marbella International Of Hotel. A. Johnston (1989); R. L. F. Kennedy. Allington and A. McGill-Franzen (1989); L. Carter (1984); L. M. Gelzheiser, J. Write Articles European University. Meyers, and R. M. Pruzek (1992); K. A. Kavale (1988); B. Larrivee (1985); G. Leinhardt and essay John International School, A. Pallay (1982); C. A. Lyons (1989); R. E. Slavin (1987); and M. Synonym St. Michael's. Will (1986), among others.

From Reading Specialist to Literacy Coach. Rather than having the reading specialist work with struggling readers, some schools are now asking their reading specialists to serve as reading coaches or literacy coaches, who provide ongoing, job-embedded training and support for the other teachers in the school to build their capacity and a persuasive essay John, effectiveness as reading teachers. Researchers who examine issues related to teacher professional development are finding that the best-trained, most knowledgeable teachers (in any domain, not just reading) have had substantial support from a strong mentor or coach who helped them to learn new concepts and practice new skills in the classroom (Darling-Hammond, 2000). These highly skilled teachers get some training through workshops and lectures, but the training that has influenced their instruction the most has been ongoing and job-embedded with the support of a knowledgeable mentor or coach. Three Competencies of Effective Literacy Coaches. From our work and from other literature, we have identified three competencies that seem key to the success of literacy coaches. Effective literacy coaches. They are familiar with reading research, reading standards for their state, and reading assessments. They know what is to be taught at each grade level. understand pedagogy. They are familiar with best practices in reading instruction, they have a collection of effective strategies to draw upon, and they know how to essays Cardiff Form College manage a classroom of diverse learners so that the learning needs of individual students are addressed. They know that students learn in engaging learning environments, and a persuasive essay John School, they know how to essay help Les Roches International School engage students in appropriate learning. Concluding A Persuasive Essay John International. understand coaching.

They know how to St. Michael's help other teachers learn, experiment, and apply new knowledge. They know how to facilitate meetings, use questioning strategies, and offer support. They do not simply share information with teachers, but instead work collaboratively with teachers to learn new information and strategies together. Shifting the role of reading specialists into a mentoring and coaching role responsible for concluding a persuasive F. Kennedy School, providing other teachers with support and guidance that improves reading instruction can be a powerful step toward improving achievement at write University Cyprus low-performing schools. Thousands of concluding, schools are taking this step, in essay Arts University (AUB), part due to the federal Reading First initiative, which considers coaches an essay John F. Kennedy International, important part of professional development. Reviewed Articles Forest. However, merely staffing a literacy coach will not guarantee substantial increased achievement. In addition to the requisite knowledge and skills about reading instruction, the concluding John F. Kennedy School, effectiveness of the literacy coach likely depends on the roles and admissions essay, responsibilities that the coach has to fill, the level of support the coach has from campus and district leadership, and the culture of the school where the coach is a persuasive essay F. Kennedy School, working. The recent proliferation of literacy coaches in schools across the how to journal European University Cyprus, country (International Reading Association, 2004a) has not been studied very thoroughly or systematically. A Persuasive John International. There have been, to date, no evidence-based or data-driven empirical studies of the various factors that can influence the effectiveness of Arts Bournemouth, literacy coaches. However, there have been a number of less formal case studies of literacy coaches, and a good deal of useful advice can be gathered from recent books, articles, and concluding John F. Kennedy International, papers based on the experiences of pay people to write, those who have established coaching programs. Concluding Essay John F. Kennedy. Examples of the current literature base include works by peer reviewed journal Lake, the International Reading Association (2004a, 2004b), which published a position statement about the roles and a persuasive essay John School, responsibilities of reading coaches and included reading specialists and persuasive essay help Arts (AUB), literacy coaches in its Standards for Reading Professionals (2004b).

Other examples include works by Lyons and Pinnell (2001), Dole (2004), and concluding essay John School, Symonds (2002) who examined the roles literacy coaches can play in literacy improvement and school improvement efforts. Walpole and Blamey (in press) surveyed principals and literacy coaches about how to journal articles European, their practices and their perceptions about the roles that they play in John International School, school improvement efforts. Based on our own work at SEDL in school improvement efforts involving literacy coaches and the experiences of others, we have recommendations that schools should consider when staffing a literacy coach. Although there are a variety of ways literacy coaching programs may be structured, the how to write journal University Cyprus, elements discussed below should be considered when establishing the coaching position and ensuring campus support of the position. Recommendations for essay International, the Literacy Coach's Role. 1. Literacy coaches are resources for the teachers, always trying to provide support in a nonjudgmental way. Reviewed Journal Articles Forest. Most of the concluding International, examinations of literacy coaching initiatives have indicated that the successful literacy coaches are never put in a position of evaluating the persuasive help Bournemouth (AUB), job performance of other teachers. The principal or some other administrator is responsible for evaluating teachers and making decisions that may affect the pay, teaching assignment, or employment of the classroom teachersthe literacy coach should be. represented as someone who serves as a resource for teachers and who provides support to help teachers improve reading instruction.

The literacy coach should take steps to concluding John establish a safe, supportive environment for improving instruction. Certainly the literacy coach should observe instruction and provide feedback for the teachers, but the teachers should understand that the coach's observations are not used for synonym St. Michael's, formal evaluations of the teachers' performance. Teachers are less likely to trust a literacy coach who is evaluating their class performance, and in concluding a persuasive John, the absence of a trusting environment, they are less likely to take risks and try new approaches and strategies. 2. Most of the literacy coach's time should be spent working with teachers, but the coach's own professional development should also be a priority. The literacy coach's professional development should include reading articles, learning new strategies for to write Cardiff Sixth Form College, instruction and professional development, communicating with other reading experts, staying abreast of the research, and gathering information to share with the other teachers. Time for the coach's own professional development should be explicitly scheduled and a persuasive F. Kennedy, protected. It may be a good idea when first setting up the literacy coach position to specify what percentage of the coach's time will be spent working with teachers and what percentage will be spent on the coach's own professional development. 3. The literacy coach should not work with students unless it is to demonstrate lessons to teachers. The literacy coach is not a substitute teacher or a tutor. The time the literacy coach is working with students is not a time for critical St. Michael's, the teacher to grade papers.

The literacy coach exists to provide training and support for other teachers. The coach should visit every classroom regularly (several times a week), and the coach should work with teachers to make clear plans about areas of instruction to work on and practice between visits and meetings. 4. The literacy coach should clearly focus on five areas of instructional support for teachers: theory underlying instruction, demonstration of activities, observation of teachers practicing new lessons, feedback and reflection about instruction, and supporting collaboration among teachers. John. The coach should use objective and current data to inform the type of instructional support he or she delivers to teachers. Persuasive Essay Help Bournemouth (AUB). For example, if assessments show that students are leaving kindergarten without developing phoneme awareness, the concluding essay F. Kennedy, coach should emphasize the St. Michael's, theory and practice of phoneme awareness instruction for the kindergarten teachers. Similarly, if data indicate that students are failing to develop appropriate fluency skills, the coach should emphasize theory and instructional activities related to John International School developing fluency. 5. The coach should facilitate frequent staff meetings devoted to examining samples of student work and assessment data, helping teachers interpret assessment information and use that information to provide more focused instruction based on student needs. These meetings should be designed to encourage questioning, discussion, and dialog.

The coach should also focus on building expertise and peer Academy, leadership within the concluding essay John International School, staff. Recommendations for the School Leadership Support Role. The literacy coach cannot be effective without the consistent support of campus leaders. Initially, some teachers may not be enthusiastic about a literacy coach coming into their classrooms and may not welcome the support the literacy coach provides. Pay People To Write Essays. Especially in the beginning, the principal and other campus leaders will need to play an active role to support the literacy coach.

1. The principal should communicate through both words and behaviors that the literacy coach is not evaluating the performance of the teachers. As Cathy Toll (2004) suggests, Coaching is new to the culture of a persuasive F. Kennedy International, many schools, and staff members often feel suspicious about claims that the coach is there to help. In such situations, when a coach behaves like a supervisor, even subtly, those suspicions flare and the entire coaching endeavor is compromised. To this end, occasional positive comments from the principal can help to earn the teachers' trust and write journal articles, help teachers to see the literacy coach as an advocate, a resource, and someone to help meet their needs. To facilitate this, the literacy coach may share positive comments with the principal who, in turn, may want to concluding a persuasive John share the positive feedback with teachers.

This helps to reassure the pay people to write essays Cardiff, teachers that the literacy coach is there to essay John F. Kennedy International School encourage and support good instructional practices. It also lets the teachers know that the principal is communicating with the peer articles Academy, literacy coach and is playing an active role in supporting the literacy coach. 2. The principal plays an important role in holding staff accountable for working with the literacy coach to concluding a persuasive essay John F. Kennedy improve instruction. Pay People Essays Cardiff Form College. There may be teachers who are reluctant to concluding essay F. Kennedy International School collaborate with other teachers or to work with the literacy coachit is up to critical St. Michael's the principal to encourage active participation from all of the staff. This is a sensitive area, however, because it may undermine the trust that teachers should have for the literacy coach. It is best to begin with a clear expectation that teachers will accept support and will cooperate with the literacy coach to improve instruction. The principal should follow up regularly with the teachers and monitor whether the teachers are actually cooperating with the John F. Kennedy, literacy coach. If the teachers are stubbornly reluctant, a direct intervention may be necessary.

But usually, just the consistent monitoring from the principal is sufficient to communicate an admissions, expectation for collaboration and cooperation among the concluding essay F. Kennedy, teachers. 3. The literacy coach and the principal should meet frequently (about once a week) to discuss goals and essay help School of Hotel Management, plans for activities. The principal, as a good instructional leader, should have a clear vision for improving reading achievement in concluding a persuasive International School, the school, and reviewed articles Academy, the principal should work closely with the literacy coach to a persuasive John International School ensure that they are both working toward the same goals. A collaborative relationship between the literacy coach and the principal will prevent the literacy coach's work from being undermined or derailed and will help the critical St. Michael's School, principal lead the school toward high levels of student success. 4. The principal should make sure that adequate resources are allocated to support the work of the literacy coach.

Class schedules may need to be changed to allow for common planning periods, or space may need to be designated for concluding International, meetings or professional resources. Funding may need to be provided for such professional resources as subscriptions to professional journals, trade books, or conferences. 5. When the persuasive help Arts (AUB), literacy coach organizes collaborative meetings for the staff, the principal should attend as many of those meetings as possible. This helps the principal understand what is happening in the classroom and what he or she should be looking for when making classroom visits (something principals should be doing every week or so). Also, by attending those meetings, the principal may be able to help with decisions that are beyond the control of the literacy coach or any of the teachers present. Furthermore, the principal's presence communicates an expectation that every educator (including the principal) is expected to work with the literacy coach in some capacity. It takes time for the coach, the concluding a persuasive essay F. Kennedy International, principal, and the teachers to get comfortable in their roles.

The addition of a literacy coach can be a cornerstone for improving reading achievement for a school, but the school principal and other administrators must clearly, consistently support the coach if he or she is to be effective. Teachers know how important it is for children to become proficient readers and they do not want any of how to write journal European, their children to concluding a persuasive F. Kennedy School fail to develop this essential skill. It has been our experience that teachers are usually eager to have someone on how to journal articles Cyprus staff who can support them and help them improve reading instruction, but they also frequently ask for concluding a persuasive essay, help from the coach that the coach cannot provide (like reduction in class size, retention of students, help with discipline problems). The school leaders must work closely with the coach and the staff to set clear expectations and communicate clear boundaries for the work of the literacy coach. The literacy coach and the principal should also work together to examine ongoing student assessment data and monitor the progress of their school improvement efforts. Writing Services. They should keep in mind that the gains in reading achievement may not be dramatic in concluding essay F. Kennedy International School, the first year with a new literacy coach. It is not reasonable to help expect a school to suddenly turn around in a persuasive essay John F. Kennedy School, a year or to expect instruction to dramatically change immediately. It takes time for the coach, the principal, and the teachers to get comfortable in their roles. However, with reasonable goals and consistent support over time, a literacy coach can gradually, but consistently, improve the reading instruction of all teachers, and that, in turn, benefits every student in the school. Bean, R. M. (2004).

The reading specialist: Leadership for the classroom, school, and community. Reviewed Journal Forest Academy. New York: Guilford. Bean, R. M., Cooley, W. W., Eichelberger, R. International. T., Lazar, M. K. Admissions Essay Les Roches Marbella Management. Zigmond, N. (1991). In class or pullout: Effects of setting on the remedial reading program. Concluding A Persuasive F. Kennedy School. Journal of Reading Behavior, 23 (4), 445464. Essay Help Arts (AUB). Block, C. C. (2000). A case for exemplary instruction: Especially for students who begin school without the precursors for literacy success. National reading conference yearbook, 49, 421440. Bond, G., Dykstra, R. (1967).

The cooperative research program in first-grade instruction. Reading Research Quarterly, 2, 5142. Brady, S., Moats, L. (1997). Informed instruction for reading success: Foundations for teacher preparation. [Position Paper]. Essay International School. Baltimore, MD: International Dyslexia Association. Darling-Hammond, L. (1988). Admission Essay Writing Of Dayton. Teacher quality and concluding a persuasive essay John F. Kennedy International, educational equality. The College Board Review, 148, 1623, 3941.

Darling-Hammond, L. (2000). Teacher quality and St. Michael's School, student achievement: A review of state policy evidence. Educational Policy Analysis Archives, 8 (1), 142. A Persuasive Essay John F. Kennedy International. Dole, J. A. (2003). Professional development in reading comprehension instruction. How To European University. In A. P. A Persuasive John International. Sweet C. E. Snow (Eds.), Rethinking reading comprehension (pp. 176191). New York: The Guildford Press. Dole, J. A. (2004). The changing role of the essay writing services, reading specialist in concluding a persuasive F. Kennedy School, reform. The Reading Teacher, 57 (5), 462471.

Fountain, C., Cosgrove, M., Wiles, D., Wood, J., Senterfitt, H. (2001). The early literacy and learning model (ELLM): A collaborative effort of the Florida Early Literacy and Learning Partnership. Jacksonville, FL: Florida Institute of Education. Retrieved December 10, 2004, from http://www.unf.edu/dept/fie/ellm Fullan, M. G. (1991). The new meaning of educational change. New York: Teachers College Press. International Reading Association. (2000). Teaching all children to read: The roles of the reading specialist. [Position statement.] Retrieved December 8, 2004, from http://www.reading.org/ resources/issues/positions_specialist.html. International Reading Association (2004a). The role and qualifications of the essays Cardiff Sixth Form College, reading coach in the United States. [Position statement.] Retrieved February 25, 2005, from http://www.reading. org/resources/issues/positions_coach.html International Reading Association. (2004b).

Standards for reading professionals. Retrieved April 15, 2005, from http://www.reading.org/ resources/issues/reports/professional_standards. html Joyce, B., Showers, B. A Persuasive F. Kennedy. (2002). Student achievement through staff development (3rd ed.). Association for critical School, Supervision and Curriculum Development. Alexandria, Virginia. Leinhardt, G., Pallay, A. (1982). Restrictive educational settings: Exile or haven?

Review of Educational Research, 52 (4), 557578. A Persuasive Essay School. Little, J. W. (1993). Teachers' professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15, 129151. Lyons, C. A., Pinell, G. S. (2001). Systems for change in literacy education.

Portsmouth, NH: Heinemann. Moats, L. C. (1999). Peer Journal Articles Academy. Teaching reading is rocket science: What expert teachers of reading should know and be able to School do. Washington, DC: American Federation of Teachers. Moats, L. C., Foorman, B. R. Persuasive Help Bournemouth. (2003). Measuring teachers' content knowledge of language and reading. Concluding John International School. Annals of Dyslexia, 53, 2345.

National Reading Panel (2000). Teaching children to read: An evidenced-based assessment of the scientific research literature on reading and its implications for reading instruction. NIH Publication No. How To Journal Articles European University Cyprus. 00-4754. Washington, DC: National Institute of Child Health and Human Development. Concluding Essay International School. National Center for Education Statistics (2004). Who teaches reading in public elementary schools? The assignments and educational preparation of reading teachers. NCES Issue Brief 2004034. Washington, DC: U.S.

Department of Education, Institute of Educational Sciences. Pikulski, J. J. (1994). Preventing reading failure: A review of five effective programs. Journal Articles Forest. The Reading Teacher, 48, 3039. Sanders, W. A Persuasive Essay F. Kennedy. L., Horn, S. P. (1998). Research findings from the Tennessee Value-Added Assessment System (TVAAS) Database: Implications for educational evaluation and essay Arts Bournemouth, research. Journal of Personnel Evaluation in Education 12 (3), 247256. Concluding Essay F. Kennedy. Snow, C. E., Barnes, W.S., Chandler, J. Goodman, I.F., Hemphill, L. (1997). Unfulfilled expectations: Home and school influences on literacy.

Cambridge, MA: Harvard University Press. Snow, C. E., Burns, M. Admissions Marbella International. S., Griffin, P. (Eds.) (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press. Sturtevant, E. G. (2004). The literacy coach: A key to improving teaching and learning in secondary schools. Retrieved January, 21, 2005, from www. all4ed.org/publications/reports/html Symonds, K. W. (2002).

Literacy coaching: How school districts can support a long-term strategy in a short-term world. San Francisco: Bay Area School Reform Collaborative. Retrieved December 8, 2004, from http://www.basrc.org/ PubsDocs/LiteracyCoaching.pdf Toll, C. A. (2004). Separating coaching from concluding F. Kennedy School, supervising. English Leadership Quarterly, 26(4), 57 Walmsley, S. A. Allington, R. Persuasive Essay Arts. L. (1995). Redefining and reforming instructional support programs for at-risk students.

In R. L. Concluding A Persuasive Essay International. Allington S. A. Walmsley (Eds.), No quick fix: Rethinking literacy programs in America's elementary schools (pp. 1944). New York: Teachers College Press. Walpole, S. and Blamey, K. L. Essay Writing. (In Press). Building leadership for literacy: Principals and literacy coaches negotiating new roles. Journal of Literacy Research. Walpole, S., McKenna, M. C. (2004). The literacy coach's handbook: A guide to research-based practice.

New York, NY: Guilford Press. Sebastian Wren and Deborah Reed were SEDL program associates who worked with SEDL's Regional Educational Laboratory intensive sites to improve reading instruction and student achievement. Copyright 2017 American Institutes for Research. All rights reserved.

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Tony Blair Iraq essay full text: We have to liberate ourselves from the notion that #039;we#039; caused this crisis. We haven#039;t. The former Prime Minister that led Britain in the 2003 invasion says it is 'a bizarre reading to claim that but for the removal of Saddam, we would not have a crisis' The Independent Online. Tony Blair with troops in Iraq in 2003 PA. The civil war in Syria with its attendant disintegration is having its predictable and malign effect. Iraq is now in mortal danger. The whole of the concluding a persuasive F. Kennedy Middle East is synonym School, under threat. We will have to re-think our strategy towards Syria; support the concluding essay John F. Kennedy International School Iraqi Government in critical synonym St. Michael's School, beating back the insurgency; whilst making it clear that Iraq’s politics will have to a persuasive essay F. Kennedy International change for any resolution of the current crisis to be sustained. Then we need a comprehensive plan for the Middle East that correctly learns the lessons of the past decade. In doing so, we should listen to admissions essay Les Roches Marbella International School and work closely with our allies across the region, whose understanding of these issues is crucial and essay John F. Kennedy International School who are prepared to work with us in fighting the root causes of this extremism which goes far beyond the crisis in Iraq or Syria.

It is inevitable that events in Mosul have led to critical synonym School a re-run of the arguments over the decision to remove Saddam Hussein in 2003. The key question obviously is what to do now. But because some of the commentary has gone immediately to concluding a persuasive F. Kennedy International claim that but for that decision, Iraq would not be facing this challenge; or even more extraordinary, implying that but for the decision, the Middle East would be at peace right now; it is necessary that certain points are made forcefully before putting forward a solution to what is happening now. Three or four years ago al-Qa'ida in Iraq was a beaten force. The country had massive challenges but had a prospect, at least, of overcoming them. It did not pose a threat to its neighbours. Indeed, since the removal of Saddam, and despite the bloodshed, Iraq had contained its own instability mostly within its own borders. Though the challenge of terrorism was and is very real, the sectarianism of the Maliki Government snuffed out what was a genuine opportunity to build a cohesive Iraq.

This, combined with the failure to use the oil money to re-build the country, and the inadequacy of the peer journal articles Forest Iraqi forces have led to the alienation of the Sunni community and the inability of the Iraqi army to repulse the attack on Mosul and the earlier loss of concluding essay John F. Kennedy School, Fallujah. And there will be debate about whether the withdrawal of US forces happened too soon. However there is also no doubt that a major proximate cause of the takeover of Mosul by Isis is the situation in articles University, Syria. John School! To argue otherwise is wilful. The operation in Mosul was planned and organised from Raqqa across the Syria border. The fighters were trained and admissions essay Les Roches of Hotel battle-hardened in the Syrian war. It is true that they originate in Iraq and have shifted focus to Iraq over the past months. But, Islamist extremism in all its different manifestations as a group, rebuilt refinanced and re-armed mainly as a result of John International, its ability to grow and gain experience through the war in Syria. As for how these events reflect on the original decision to remove Saddam, if we want to have this debate, we have to do something that is rarely done: put the counterfactual ie suppose in 2003, Saddam had been left running Iraq. Now take each of the arguments against the decision in turn. The first is there was no WMD risk from to write Sixth College, Saddam and therefore the casus belli was wrong.

What we now know from Syria is that Assad, without any detection from the West, was manufacturing chemical weapons. We only discovered this when he used them. We also know, from the final weapons inspectors reports, that though it is true that Saddam got rid of the physical weapons, he retained the expertise and concluding John International capability to manufacture them. Is it likely that, knowing what we now know about Assad, Saddam, who had used chemical weapons against both the Iranians in the 1980s war that resulted in pay people to write Cardiff Sixth, over one million casualties and against his own people, would have refrained from returning to his old ways? Surely it is at least as likely that he would have gone back to them.

The second argument is that but for a persuasive essay International School the invasion of 2003, Iraq would be a stable country today. Leave aside the treatment Saddam meted out to the majority of his people whether Kurds, Shia or marsh Arabs, whose position of ‘stability’ was that of appalling oppression. School! Consider the post 2011 Arab uprisings. Put into the equation the counterfactual – that Saddam and his two sons would be running Iraq in 2011 when the uprisings began. Is it seriously being said that the revolution sweeping the Arab world would have hit Tunisia, Libya, Egypt, Yemen, Bahrain, Syria, to concluding a persuasive essay F. Kennedy say nothing of the smaller upheavals all over the region, but miraculously Iraq, under the essay most brutal and tyrannical of all the regimes, would have been an oasis of calm?

Easily the most likely scenario is that Iraq would have been engulfed by precisely the same convulsion. Take the hypothesis further. The most likely response of Saddam would have been to fight to stay in power. Here we would have a Sunni leader trying to retain power in the face of a Shia revolt. Concluding Essay John F. Kennedy! Imagine the consequences. Pay People To Write Essays Sixth College! Next door in Syria a Shia backed minority would be clinging to power trying to concluding John School stop a Sunni majority insurgency. In Iraq the opposite would be the case. The risk would have been of a full blown sectarian war across the region, with States not fighting by proxy, but with national armies. So it is persuasive Arts (AUB), a bizarre reading of the cauldron that is the Middle East today, to claim that but for the removal of Saddam, we would not have a crisis.

And it is here that if we want the right policy for the future, we have to learn properly the lessons not just of Iraq in 2003 but of the Arab uprisings from 2011 onwards. The reality is a persuasive F. Kennedy International School, that the whole of the Middle East and beyond is going through a huge, agonising and writing services protracted transition. We have to liberate ourselves from the notion that ‘we’ have caused this. We haven't. We can argue as to whether our policies at points have helped or not; and whether action or inaction is the concluding a persuasive essay John International best policy and there is a lot to be said on both sides. But the fundamental cause of the crisis lies within the region not outside it. The problems of the Middle East are the write European University Cyprus product of bad systems of politics mixed with a bad abuse of concluding essay F. Kennedy School, religion going back over how to write journal European, a long time. Poor governance, weak institutions, oppressive rule and essay John School a failure within parts of how to write European Cyprus, Islam to work out concluding a persuasive School, a sensible relationship between religion and Government have combined to create countries which are simply unprepared for write University Cyprus the modern world. Put into that mix, young populations with no effective job opportunities and a persuasive John International School education systems that do not correspond to reviewed Lake the requirements of the a persuasive John F. Kennedy future economy, and you have a toxic, inherently unstable matrix of factors that was always – repeat always - going to St. Michael's lead to a revolution. But because of the way these factors interrelate, the revolution was never going to be straightforward. This is the true lesson of Iraq.

But it is also the lesson from the whole of the so-called Arab Spring. The fact is that as a result of the way these societies have developed and F. Kennedy because Islamism of various descriptions became the focal point of essays College, opposition to oppression, the removal of the dictatorship is only the beginning not the end of the challenge. Once the regime changes, then out come pouring all the concluding essay F. Kennedy School tensions – tribal, ethnic and of course above all religious; and the rebuilding of the country, with functioning institutions and systems of synonym St. Michael's, Government, becomes incredibly hard. The extremism de-stabilises the country, hinders the attempts at development, the sectarian divisions become even more acute and the result is the mess we see all over the region. And beyond it.

Look at Pakistan or Afghanistan and the same elements are present. Understanding this and analysing properly what has happened, is absolutely vital to the severe challenge of concluding F. Kennedy International School, working out what we can do about it. So rather than continuing to re-run the debate over Iraq from over 11 years ago, realise that whatever we had done or not done, we would be facing a big challenge today. Indeed we now have three examples of Western policy towards regime change in the region. In Iraq, we called for the regime to change, removed it and put in troops to try to rebuild the country.

But intervention proved very tough and today the country is at help Les Roches Marbella International School of Hotel, risk again. In Libya, we called for the regime to change, we removed it by airpower, but refused to put in troops and now Libya is racked by concluding a persuasive essay John School instability, violence and has exported vast amounts of Forest Academy, trouble and weapons across North Africa and essay International School down into sub- Saharan Africa. In Syria we called for the regime to change, took no action and it is in the worst state of all. And when we do act, it is reviewed journal articles Academy, often difficult to discern the governing principles of action. Gaddafi, who in 2003 had given up his WMD and cooperated with us in the fight against terrorism, is removed by essay International School us on critical St. Michael's School, the basis he threatens to concluding essay International School kill his people but Assad, who actually kills his people on a vast scale including with chemical weapons, is left in power. So what does all this mean? How do we make sense of it? I speak with humility on this issue because I went through the post 9/11 world and know how tough the decisions are in respect of it.

But I have also, since leaving office, spent a great deal of time in the region and have studied its dynamics carefully. The beginning of understanding is to critical St. Michael's appreciate that resolving this situation is immensely complex. This is a generation long struggle. It is concluding John F. Kennedy, not a ‘war’ which you win or lose in synonym School, some clear and clean-cut way. Concluding F. Kennedy International School! There is no easy or painless solution. Intervention is hard.

Partial intervention is essay services University, hard. Non-intervention is hard. Ok, so if it is that hard, why not stay out of concluding a persuasive essay John School, it all, the essay writing University of Dayton current default position of the West? The answer is because the outcome of this long transition impacts us profoundly. At its simplest, the jihadist groups are never going to leave us alone. 9/11 happened for a reason. That reason and the ideology behind it have not disappeared. However more than that, in this struggle will be decided many things: the fate of essay International, individual countries, the future of the Middle East, and the direction of the how to write journal relationship between politics and the religion of Islam. This last point will affect us in a large number of ways. It will affect the radicalism within our own societies which now have significant Muslim populations.

And it will affect how Islam develops across the world. If the extremism is concluding essay John, defeated in reviewed journal articles, the Middle East it will eventually be defeated the world over, because this region is its spiritual home and from this region has been spread the extremist message. There is no sensible policy for the West based on indifference. This is, in part, our struggle, whether we like it or not. Already the security agencies of John, Europe believe our biggest future threat will come from returning fighters from Syria. There is a real risk that Syria becomes a haven for terrorism worse than Afghanistan in the 1990s. But think also of the pay people to write Sixth College effect that Syria is having on the Lebanon and concluding John F. Kennedy International Jordan. There is no way this conflagration was ever going to stay confined to Syria. Pay People Cardiff College! I understand all the reasons following Afghanistan and concluding a persuasive International Iraq why public opinion was so hostile to peer reviewed articles Forest Academy involvement. Action in Syria did not and need not be as in those military engagements. But every time we put off action, the action we will be forced to take will ultimately be greater.

On the immediate challenge President Obama is right to put all options on the table in respect of Iraq, including military strikes on the extremists; and right also to insist on a change in concluding a persuasive essay F. Kennedy School, the way the Iraqi Government takes responsibility for the politics of the country. The moderate and sensible elements of the Syria Opposition should be given the pay people to write support they need; Assad should know he cannot win an outright victory; and the extremist groups, whether in Syria or Iraq, should be targeted, in coordination and with the agreement of the Arab countries. However unpalatable this may seem, the a persuasive essay John alternative is worse. But acting in Syria alone or Iraq, will not solve the challenge across the region or the wider world. We need a plan for the Middle East and for dealing with the extremism world-wide that comes out of it. The starting point is to identify the nature of the battle. Services University Of Dayton! It is against Islamist extremism.

That is the fight. People shy away from the essay John International starkness of to write Sixth College, that statement. But it is because we are constantly looking for ways of avoiding facing up to this issue, that we can't make progress in the battle. Of course in every case, there are reasons of history and tribe and territory which add layers of complexity. Of course, too, as I said at the outset, bad governance has played a baleful role in exacerbating the challenges.

But all those problems become infinitely tougher to resolve, when religious extremism overlays everything. Concluding Essay John F. Kennedy School! Then unity in a nation is impossible. Stability is impossible. Therefore progress is impossible. Government ceases to build for services the future and manages each day as it can.

Division tears apart cohesion. Hatred replaces hope. We have to a persuasive John F. Kennedy International School unite with those in the Muslim world, who agree with this analysis to fight the extremism. Parts of the Western media are missing a critical new element in the Middle East today. There are people – many of them – in the region who now understand this is the battle and are prepared to wage it. We have to stand with them. Repressive systems of Government have played their part in the breeding of the extremism. A return to to write essays Cardiff Sixth the past for the Middle East is neither right nor feasible.

On the contrary there has to be change and there will be. However, we have to have a more graduated approach, which tries to essay F. Kennedy help change happen without the chaos. We were naive about the Arab uprisings which began in 2011. Evolution is preferable to revolution. I said this at the time, precisely because of reviewed journal articles Lake, what we learnt from Iraq and Afghanistan. Sometimes evolution is not possible. But where we can, we should be helping countries make steady progress towards change.

We should be actively trying to encourage and help the reform process and concluding a persuasive using the full weight of the international community to do so. Where there has been revolution, we have to be clear we will not support systems or Governments based on sectarian religious politics. Where the extremists are fighting, they have to be countered hard, with force. This does not mean Western troops as in Iraq. There are masses of critical St. Michael's, responses we can make short of that.

But they need to know that wherever they're engaged in terror, we will be hitting them. Longer term, we have to make a concerted effort to concluding reform the education systems, formal and informal which are giving rise to the extremism. It should be part of our dialogue and critical partnership with all nations that we expect education to be open-minded and respectful of difference whether of a persuasive essay John International School, faith culture or race. Journal Articles Forest! We should make sure our systems reflect these values; they should do the same. This is the very reason why, after I left office I established a Foundation now active in the education systems of over 20 different countries, including in the Middle East, promoting a programme of concluding a persuasive essay F. Kennedy International, religious and cultural co-existence. We should make this a focal point of cooperation between East and West. China, Russia, Europe and persuasive essay help University Bournemouth (AUB) the USA all have the same challenge of extremism.

For the avoidance of doubt, I am neither minimising our differences especially over issues like Ukraine, nor suggesting a weakening of concluding essay International, our position there; simply that on peer reviewed articles Forest, this issue of extremism, we can and should work together. We should acknowledge that the challenge goes far further afield than the Middle East. Africa faces it as the ghastly events in Nigeria show. F. Kennedy International! The Far East faces it. Central Asia too. The point is that we won't win the help Marbella School of Hotel Management fight until we accept the nature of it. Iraq is part of a much bigger picture. By all means argue about the wisdom of earlier decisions. But it is the decisions now that will matter. The choices are all pretty ugly, it is true. But for 3 years we have watched Syria descend into the abyss and as it is going down, it is slowly but surely wrapping its cords around us pulling us down with it.

We have to put aside the differences of the past and act now to save the concluding essay F. Kennedy School future. We use cookies to enhance your visit to our site and to bring you advertisements that might interest you. Read our Privacy and Cookie Policies to Sixth College find out more. We've noticed that you are using an concluding a persuasive essay F. Kennedy International ad blocker. Advertising helps fund our journalism and keep it truly independent.

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6 Major Resume Flaws (and How to Fix Them) Stephanie Taylor Christensen of concluding a persuasive essay F. Kennedy International School, LearnVest. This article is from persuasive Arts (AUB) our friends at concluding essay John, LearnVest , a leading site for Les Roches Marbella International of Hotel personal finance. When job hunting, your resume has a way of highlighting little career imperfections in black and white. Maybe you’ve job-hopped, had a long gap between gigs , or earned a degree that requires explaining (hello, art history majors!). Is there a way to smooth over these resume imperfections— without being dishonest? You betcha. You just have to get creative, be upfront, and do a little rebranding . Concluding John F. Kennedy International! We spoke with job coaches, recruiters, and candidates who have been in pay people to write Form your shoes to find out John F. Kennedy School, how best to fix six of the reviewed articles Academy most common resume flaws. Problem #1: You Want to Change Fields but Don't Have Any Experience. What to Do: Play up your skills, not your positions . What skills have you gathered in John School your previous positions that would be helpful in another job? asks Lea McLeod, a career coach and the founder of Degrees of Transition, a job coaching firm. That’s just what she did with her client, Todd Mauvais, 29. Though Mauvais had been teaching music for six years, he wanted a more stable career.

He applied to government jobs for a full year before he intended to admissions School Management make his transition, but nothing panned out, and Mauvais wasn't sure why. Essay School! Once he began working with McLeod, the problem was clear: He didn’t lack skills—he simply hadn’t identified the right field to apply them. Because Todd had a job where he commuted among multiple schools to persuasive essay Arts teach arts classes, he was an exceptional self-manager, she says. He also promoted summer arts programs to increase enrollment, was a great public speaker and presenter, and was comfortable in front of concluding F. Kennedy International School, a room. Articles European University Cyprus! She helped him recognize that this skill set translated perfectly to concluding John School a career in sales . Writing Services Of Dayton! Mauvais rewrote his resume to focus on his relationship building, speaking, and promotional skills, and reached out to a craft beer distributor he thought would be a good fit through LinkedIn . In just over a month, the former music teacher was hired as a sales associate and is still happy in his role there today. Problem #2: Your College Degree Isn't Directly Relevant to the Job or Field.

What to Do: If this describes you, don't worry: You're hardly alone. Only specific fields—like engineering, graphic design, healthcare, pharmaceutical, and automotive, to name a few—require related degrees for entry-level work, explains corporate recruiter Dennis Tupper. Otherwise, companies are seeking someone who is concluding a persuasive essay International, coachable and peer reviewed journal moldable, will work hard, and has a vested interest and passion in the company or industry. Taylor Brady, 23, faced this very challenge with his sociology degree. Having grown frustrated after three months of sending out resumes for concluding essay John jobs in social work and nonprofits without getting any response, he, too, reached out to McLeod. I had friends graduating from business schoo l who were Excel wizards and such, but I had to be creative in regards to selling myself, says Brady. To focus Taylor's experience, explains McLeod, we called out his work with a grant-writing mentor as a ‘special academic project ’ and pay people essays Sixth College included the John F. Kennedy International types and values of the grants he had written, so it really popped when he was applying for the grant-writing jobs he really wanted.” He also led his resume with a Special Skills section, which highlighted the critical synonym St. Michael's School key points of his past internships (including grant writing, donor database management, and volunteer coordination), then provided more information about each role in the “Work Experience” section.

With McLeod's help, Brady found his current role as a grant writer at a nonprofit by rebranding his resume to focus exactly on a persuasive International School, what he could do for his potential employer. Problem #3: You Have a Big Gap Between Jobs. What to journal articles Lake Academy Do: According to Jill Knittel, COO of recruiting and staffing firm Employee Relations Associates, significant gaps between jobs are fairly common imperfections that can be handled with two different approaches. One solution is to list just the number of years or months you worked at your earlier positions, rather than the usual start and essay John International end dates, Knittel advises. The other approach?

You can also use a functional resume , which elaborates on your skills, instead of a chronological resume. This will take the European focus away from time, and on to your abilities and what you can do for a company, she says. John F. Kennedy International School! If asked in reviewed journal Forest Academy an interview about the time frame of your resume, you will still need to be honest about the gaps, but either of these approaches can de-emphasize them on paper. Concluding International School! Problem #4: You've Job-Hopped Frequently. What to Do: Jessica Bedford, a recruiter at Artisan Creative, a staffing agency that specializes in peer reviewed journal finding jobs for creative talent, recommends that job-hoppers include a Reason for Leaving next to essay F. Kennedy School each position, with a succinct explanation like company closed, layoff due to downsizing, or relocated to new city. By addressing the peer articles Lake Forest gaps, you’ll proactively illustrate the reason for John F. Kennedy your sporadic job movement and make it less of an critical synonym School issue. A Persuasive Essay John F. Kennedy International School! If you have multiple gaps or have filled the time with several temporary projects, you might also create a section called ‘Consulting Work’ or ‘Freelance Work,’ and list all of how to write journal European Cyprus, them under the one section. With this approach, job seekers can account for a number of a persuasive, years at once, recommends Bedford. If you stayed at a job for only a matter of writing of Dayton, months, consider eliminating it from concluding essay F. Kennedy International your resume.

According to The New York Time s' Career Coach , leaving a particularly short-lived job or two off your work history shouldn't hurt, as long as you're honest about peer articles Lake Forest, your experience if asked in an interview. Problem #5: Your Resume is Three Pages Long, and You Don't Know What to John F. Kennedy International Cut. What to Do: Tupper says that if you work in an industry unrelated to one you worked in 10 years ago, you can omit the details of that past experience and include only the years and industries in persuasive essay help Arts Bournemouth (AUB) which you worked (so you don't appear deceitful in the case of a background check). For jobs you held several years ago that are in the same field, but don’t reflect your current level, keep descriptions brief. And, as mentioned above in the advice for job hoppers, jobs you held for only a few months can be eliminated, as long as you're upfront about the experience if the subject comes up. Problem #6: You Haven't Snagged That First Real Job. What to Do: If little professional experience is the reason your resume is lacking, executive recruiter Bruce A. Hurwitz of Hurwitz Strategic Staffing recommends adding a subhead called Related Employment Activities right under Work Experience. You can fill it with volunteer work, online courses , short-term employment, and consulting assignments—list everything from concluding essay John F. Kennedy School a part-time job to a webinar to an online course, says Hurwitz.

This section allows you to explain why you’re the to write Cardiff Form right candidate for the role—before a recruiter concludes you’re not. Don’t forget to concluding essay F. Kennedy International include the valuable soft skills job candidates tend to underestimate, like the ability to resolve customer service issues, work with ambiguity, coordinate among different groups, and negotiate with vendors. Photo of woman looking at resume courtesy of Shutterstock . Reviewed Lake Forest Academy! LearnVest empowers people to live their richest lives, with daily newsletters packed with tips and stories on managing your money and concluding a persuasive essay John International boosting your career, a budgeting center for keeping track of your expenses and admission services University of Dayton income, and concluding John School affordable, personalized financial plans from a team of certified financial planners. Hmmm, seems you#39;ve already signed up for St. Michael's this class. While you#39;re here, you may as well check out concluding essay School, all the amazing companies that are hiring like crazy right now.

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franz schubert essay Franz Peter Schubert is one of the most famous and concluding essay John F. Kennedy popular Austrian composers known worldwide. Essays Cardiff. He made a significant contribution in the development of music even though initially he lacked the professional education and his knowledge was considered to be quite meager. Nonetheless, regardless obvious gaps in professional knowledge, his talent and the help from the part of his friends and family permitted Franz Schubert create his outstanding creative works which remain popular till the present moment and music festivals known as Schubertiade are still widely spread and attract real connoisseurs of classic music. During his professional career Franz Schubert wrote about 600 lieders, seven completed symphonies, and the famous “Unfinished Symphony”¯. Also he became popular as the author of concluding essay F. Kennedy International liturgical music, operas, and a large amount of chamber and peer articles Academy solo piano music. Ironically, he was not widely recognized neither was he really popular within his lifetime.

In actuality, it was only a limited circle of specialists and outstanding composers and musicians who could really appreciate and understand his talent and the extent to which his works were original and concluding F. Kennedy innovative. Essay Help Arts University (AUB). Practically all his writings were characterized as highly original and harmonic. He started to mature as a composer in Vienna and his first relatively successful attempts in music were made in early 1820s when the first signs of the original and a persuasive essay School unique style of Schubert became quite obvious. Among his first works may be named the pay people Form College, unfinished oratorio “Lazarus”¯, which he began in February 1820, than it was followed by the 23 rd Psalm, the Gesang der Geister, the Quartettzatz in C minor and the really great “Wanderer Fantasy”¯ for piano. At the same time, Franz Schubert created two operas that appeared in Vienna’s Karntnethor theater “Die Zwillingsbruder”¯ and a persuasive essay John F. Kennedy School “Die Zauberharfe”¯. Peer Reviewed Lake Academy. It is worthy of mention that at concluding a persuasive F. Kennedy International School, the beginning his works were restricted to amateur orchestra at the Gundelhof, a society which “grew out of the quartet-parties at his home”¯ (McKay 1996, p.163), but as he implemented his talent his audience gradually enlarged and more and more people could enjoy by his creative work.

Unfortunately, he still basically remained unpublished. In this respect, it should be said that in 1821 his “Alfonso und Estrella”¯ was refused and so was “Fierabras”¯. His further works were not very successful either, for instance, his “Die Verschworenen”¯ was prohibited by the censor, mainly on the ground of its title, and “Rosamunde”¯ was withdrawn after two nights, presumably because of the poor quality of its libretto. At the same time, it is necessary to underline that “Die Verschworenen”¯ was actually a bright and peer reviewed journal Lake attractive comedy, while “Rosamunde”¯ contained some of the most charming music that Schubert ever composed. In 1823, Schubert created his first song cycle, “Die Schone Mullerin”¯ that, together with the a persuasive F. Kennedy International, later cycle “Winterreise”¯, is considered to be one of the most significant and talented works of the composer and of the German Lied at large. The next year he wrote the how to write articles European, magnificent Octet in F, “A Sketch for a Grand Symphony”¯, and concluding John International “Divertissement a l’Hongrois”¯, and the String quartet in A minor. The same year he completed the how to journal articles University, Mass in A flat. However, one of the most significant and widely known works created by Franz Schubert was the exquisite “Unfinished Symphony”¯ which he began in 1822 but did not manage to finish even though he lived for six years more.

Nonetheless, this unfinished work was apparently a turning point in his career and creative work since it symbolized the beginning of the new stage in concluding a persuasive essay F. Kennedy International, his professional development and indicated at a certain shift of interests in the composer’s creative work. To put it more precisely, the Symphony No 8 in B minor known as “The Unfinished Symphony”¯ marked the beginning of the Romantic period in his career which was quite symbolic, especially after his first failures and the period which may be called the dark period in to write Cardiff Form, his creative work when he was unpublished. At the same time, this symphony also marked the concluding essay John International School, development of the Romantic period not only in the professional work of Franz Schubert but it also reflected the general trends in the contemporary European and Austrian art and socio-cultural life at large. This is why “The Unfinished Symphony”¯ may be viewed as a turning point in Schubert work which incorporated his talent, innovative and original style and articles University his unique views on music and art along with recent achievements in socio-cultural life as well as the recent achievements in music and orchestra. Obviously, the development of Franz Schubert’s career was to a significant extent predetermined by concluding a persuasive essay his surrounding and the current socio-cultural situation in the country at large and in Vienna, where he worked productively, in particular. It should be pointed out that the peer journal articles Lake Forest Academy, early life and career of Franz Schubert was accompanied by a series of turbulent events that dramatically changed the traditional lifestyle in concluding essay John School, Europe and naturally affected the development of art and music. To put it more precisely, the beginning of the 19 th century, when Schubert was actually formed as a composer and journal articles Academy music professional, was marked by the Napoleonic wars and the radical ideological change in European culture. In fact, it was the epoch of a difficult shift from concluding a persuasive essay F. Kennedy International School traditional absolutist ideology to the new, more democratic one. Basically, this was the result of the French Revolution that changed the socio-economic and political situation in the continent and, in such a situation, the Napoleonic wars were just one of the consequences of this revolution. Naturally, the main ideas of the French Revolution could not fail but affect the traditional lifestyle and ideology of Austrians since Napoleon actually defeated Austria in the war. What was more important for the development of art and music in such a situation was not the fact that Napoleon firstly defeated Austria and gained political and economic control over the country which he, though, eventually lost but rather the ideological impact of French on local culture and art as well as on persuasive Bournemouth the whole population of Austria and its lifestyle, views and opinion.

Unquestionably, the French, even though it was the French army, brought the progressive ideology to Austrian people the essay International School, totally new ideology which basic principles were those of the French Revolution, i.e. liberty, fraternity, and International Management equality. Concluding John F. Kennedy International. In fact, the new ideology was totally different from what the local culture was based on since traditional Austrian ideology was based on the principles of absolutism that implied the help University Bournemouth (AUB), absolute power of the monarch and a strict class division of the concluding a persuasive John F. Kennedy, society which had practically unchangeable social hierarchy. In such a situation, the ideology of equality and liberty was absolutely revolutionary since it made all people equal and, what is more, conscious of their human rights which could not be usurped by a monarch or nobility. Consequently, the progressive part of Austrian society, especially in Vienna, willingly absorbed this new ideology which practically ruined ideals of the past which absolutely out of journal European Cyprus date. On the concluding John School, other hand, this new ideology remained quite strong and progressing even after the peer articles Lake Forest, defeat of Napoleon and essay the restoration of monarchy and one of the main effects of this dramatic change in social conscience of Austrians was idealism that brought the ideals of the French Revolution. Basically, this was the result of the substantial split between the reality and the desired ideals of the French Revolution. Obviously, the ideas of equality and total liberty were very attractive, especially for such young people as Franz Schubert, and they naturally affected dramatically their own views, beliefs and, consequently, their creative work.

As a result, such idealism led to the development of the romanticism in art at large and persuasive essay help Arts University Bournemouth (AUB) music in particular. On the other hand, the effect of the French Revolution and Napoleonic wars was not only ideological but it also led to a persuasive essay F. Kennedy International School, the development of the middle-class represented by the bourgeoisie which naturally had its own views on different aspects of pay people essays Cardiff Sixth College life, including culture, art and music. Concluding A Persuasive John F. Kennedy International School. This led to the development of Biedermeier which was spread in Central Europe, including Austria. In fact this term refers to how to journal University Cyprus, work in the field of literature, music, the visual arts and concluding a persuasive essay F. Kennedy interior design. In this respect, it is admissions essay help Marbella School worthy of mention that often the work of Biedermeier poets affected the work of many composers.

Schubert was exception. For instance, his “Die Schone Mullerin”¯ was inspired by poems of Wilhelm Muller. Moreover, the composer became the symbol of Biedermeier in Austria. Its development was predetermined by the growing urbanization and industrialization leading to a new urban middle class, and with it a new kind of audience. Schubert perfectly realized it and his early Lieder, which could be performed at the piano without substantial musical training, illustrated the broadened reach of art in this period. Also, there was another important trend that affected the creative work of Shcubert and the development of Biedermeier. This was the “growing political oppression following the end of the Napoleonic Wars prompting people to concentrate on the domestic and non-political”¯ (Plantinga 1984, p.204). However, this period was also marked by a persuasive essay John International significant limitations of the freedom of write articles European speech. Notably, Franz Schubert extremely suffered from strict rules of publications and the existing system of censorship that prevented some of his works from being published, such as “Die Verschworenen”¯, which was no published presumably because of its title. Naturally, such limitations of the freedom of speech limited dramatically the creative work of the composer who was apparently discouraged by the fact that his works, being positively assessed by specialists and his friends, remained unpublished.

By the way, it is necessary to underline that Franz Schubert’s friends and his family played an extremely important role in his creative work and, in all probability, he could hardly write the concluding a persuasive essay John, “Unfinished Symphony”¯ without their cordial support. It should be said that his friends and family helped him keep progressing and, what is write articles European more, they supported him financially as well as thy helped him realize his own talent and demonstrate it to the public. At this point, it is possible to refer to the probably most difficult period in his creative work preceding the “Unfinished symphony”¯, when Franz Schubert worked hard but was not published. For instance, he stated that “I write all day and concluding a persuasive John International when I have finished one piece I begin another”¯ (McKay 1996, p.223). Naturally, it could be hardly possible to forecast the consequences of the journal Forest, limitations of publishing of his works if his friends did not support him. Notably, all this time his circle of friends was gradually widening. For instance, Mayrhofer introduced him to Johan Michael Vogl, a famous baritone, who did him good service by performing his songs in concluding essay F. Kennedy International School, the salons of Vienna. Another friend of his, Anselm Huttenbrenner and his brother Joseph ranged themselves among his most devoted admirers. The Sonnleithners, a burgher family whose eldest son had been at the Convict, gave him free access to their home, and organized in his honor musical parties which soon assumed the peer Lake Forest Academy, name of Schubertiaden. A Persuasive Essay. Remarkably, the latter still persist and journal University remain quite popular among the connoisseurs of classic music and a persuasive F. Kennedy International School admirers of Schubert talent.

Orchestra size at the time. Speaking about Franz Schubert creative work at large and his “Unfinished Symphony”¯ in admissions help Marbella School, particular, it is necessary to point out essay John, that they were not only original and harmonic but they were also, to School, a significant extent, innovative. For instance, it should be said that some of his works preceding “The Unfinished Symphony”¯, notably “Fierabras”¯, “Die Verschworenen”¯ and “Rosamunde”¯, being practically unknown to the wide public during the composer’s lifetime, were written on concluding a persuasive F. Kennedy International a scale which would make their performance exceedingly difficult. To put it more precisely, “Fierabras”¯ contained over 1000 pages of peer articles Academy manuscript score that was quite unusual for concluding a persuasive School, that time. In such a situation, it seems to Arts University, be quite natural that Franz Schubert’s “Unfinished Symphony”¯ was also quite original and innovative and could be viewed as the concluding F. Kennedy International School, continuation of his experiments, though this was probably one of the most fundamental works created by the composer, regardless the fact that it was never finished. Speaking about this symphony, it is admissions essay School of Hotel Management primarily necessary to point out that, although Schubert began to work on this symphony in 1822, he gave the two completed movements in 1823 to his friend, Anselm Huttenbrenner, as the representative of the Graz Music Society which had given him an honorary diploma as a recognition of his talent and importance of essay F. Kennedy International School his work. Unfortunately, they were not performed until 1865, when they were conducted in Vienna by Johan Herbeck, who had persuaded Huttenbrenner to show him the score and who added the Cardiff College, last movement of Schubert’s Third Symphony as a finale. As for the original movements written by Franz Schubert, it should be said that they were really different from what was traditionally accepted in a persuasive essay John International School, that epoch. To put it more precisely, the Marbella International Management, key of the symphony was virtually unprecedented since none of the leading composers of essay John that time, including Mozart, Haydn, and Beethoven wrote no symphonies in B minor. Nowadays, it is believed that they avoid it because the key is a very difficult one for synonym St. Michael's, valveless brass instruments which were extremely popular at that time. At the epoch there was no B natural crook for horns and concluding a persuasive essay John International School trumpets.

Remarkably, Schubert had managed to solve this problem partly by writing for trumpets in E. Pay People To Write Essays Cardiff College. His first movement starts in B minor and modulates to a second subject in concluding a persuasive essay John F. Kennedy International, G major a surprisingly short four measures of reviewed journal articles Lake Forest Academy transition. In order to better understand the concluding a persuasive essay John School, significance of the symphony and its effect on the development of the romantic trend in Schubert creativity, it is necessary to discuss the reviewed journal Lake, two complete and completely orchestrated movements. The symphony’s first movement is in sonata form, opening softly in a persuasive essay, the strings followed by reviewed articles Lake a melody sounded by the oboes and clarinets. A transition, typical for the style of Franz Schubert, consists of just four measures, effectively modulating to essay F. Kennedy, the sub-mediant key of G major. The second subject group is pay people essays one of Schubert’s most famous. This group is played by a persuasive International the celli and repeated by the violins.

An emphatic closing theme features heavy sforzandi, and is based on a continual development of the second subject. Commentators on the symphony reaching back as far as Brahms have noted the highly dissonant chord that ends the exposition (Chusid 1968). Here Schuber superimposes a tonic B in the bassoons over the dominant F chord, creating the mixture of the two tonalities that evokes the end of the development in Beethoven’s “Erotica Symphony”¯ (Chusid 1968). Furthermore, it should be said that the development section is extended and features a reworking of the primary theme group. Near the end the persuasive University Bournemouth (AUB), flutes and oboes recapture their melodic role from the movement’s beginning, preparing the concluding a persuasive John F. Kennedy, transition to recapitulation. European University Cyprus. The recapitulation follows the standard sonata from principles, except for somewhat unusual modulation for the second subject. Instead of the conventional employment of the tonic (B minor), Schubert composes the essay F. Kennedy, second subject in D major. The closing theme reaches the threshold where the exposition had repeated, but leads instead to a coda in the tonic that recalls the peer reviewed journal articles Lake Forest Academy, opening theme. On analyzing the second movement, it should be pointed out that basically it alternates between two contrasting themes. One the one hand, the John F. Kennedy School, first theme features counterpoint between the basses, horns, and violins. On the other hand, the second theme appears first in the solo clarinet before passing to the other woodwinds.

Both themes are interrupted by episodes of counterpoint, and are repeated in variation. How To Write. It is also worthy of a persuasive International mention that the fragment of the scherzo intended as the how to write journal European Cyprus, third movement returns to B minor. At the same time, it is concluding essay John School necessary to underline that Franz Schubert skillfully uses trombone in his “Unfinished Symphony”¯, which, remaining not very exposed, plays an extremely important role in the symphony upbringing a substantial degree of original and unique style typical for the composer and underlying the original combination of musical instruments in reviewed articles Lake Forest, the symphony and their unusual use compared to essay F. Kennedy International School, the traditional symphonies created at that epoch. Thus, taking into account all above mentioned, it is essay help Arts Bournemouth (AUB) possible to concluding essay John International, conclude that since the peer journal Lake Academy, beginning of his professional career Franz Schubert faced a number of difficulties. In fact, even his education was marked by the low quality and, probably, it is only due to his talent he had managed to essay John International, realize himself as a composer whose works are still popular.

At the same time, it is necessary remember about the support of his family and friends who supported him both morally and materially. Obviously the position of the beginning composer would be much more difficult without the support of his family and friends. At the same time, it is necessary to underline that to a significant extent the difficulties Franz Schubert faced in his creative work were basically predetermined by the existing norms both legal and cultural. In this respect, the problem with the freedom of speech was probably one of the most significant since limitations in publishing and help Arts University (AUB) the existing censorship prevented many of his works from publishing and, consequently, he was deprived of the possibility to concluding John, widely publish his works. What was important in such a situation was the fact that the pretexts for the refusal to publish his works were often irrelevant to admission University of Dayton, the actual quality of his works. In other words, the concluding a persuasive essay F. Kennedy, pretexts were basically political while many specialists, including his close friends who were quite respectable music professionals, agreed that Franz Schubert was a really talented composer. Naturally, his talent could not remain unnoticed and peer journal articles Lake Forest the postmortem popularity of Schubert’s works perfectly illustrated the extent of a persuasive John F. Kennedy School his talent. Ironically, he remained practically unnoticed by the wide audience in essay help Les Roches Marbella of Hotel Management, his lifetime. Nonetheless, nowadays it seems to be even natural that his works became really popular only years after his death since, as “The Unfinished Symphony”¯ proves, his works were quite unusual and probably too complicated at the epoch of their creation. The composer used original style that different from traditional ones and it was practically difficult to fully realize Schubert’s ideas and the potential of his work during his lifetime, but it is really important that he managed to concluding a persuasive essay F. Kennedy International, write all his works that became a great heritage of a great but unrecognized by peer articles Lake the wide audience of his epoch composer.

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