History of Life Through Time Essay Example for Free

History of Life Through Time Essay 1. The website http://tolweb. org/Life_on_Earth/1 shows the basic phylogeny of the three main lineages of life forms. They are â€Å"Archaea,† â€Å"Eubacteria,† and â€Å"Eukaryotes. † It also shows â€Å"Viruses† outside of the tree, with a question mark indicating that its place in the tree is undetermined, if it belongs in the tree at all. 2. This site attempts to show the two alternative phylogenies of the major lineages of life forms. The â€Å"archaea tree† distinguishes two variations of archaea, and shows that archaea are more closely related to eukaryotes than to eubacteria. In the â€Å"eocyte tree,† archaea are not specified at all, but eukaryotes are shown as most closely related to crenarchaeota-eocytes, which was a derivation of archaea in the previous tree. 3. Viruses are not listed in these two phylogenies because they are not proven to be actual life forms. Where archaea, eubacteria and eukaryotes are classified as â€Å"life forms† due to their ability to transfer genes, viruses have not been determined to be living. They are therefore not included on these two phylogenetic trees. At the other website, http://www. ucmp. berkeley. edu/alllife/eukaryotasy. html, a detailed phylogeny of the Eukaryotes is provided. From this it is evident that Fungi are more closely related to Animalia than to Plantae. 5. Both sites show that the major life classifications are â€Å"Bacteria,† â€Å"Eukaryotes,† and â€Å"Archaea. † The â€Å"Tree of Life† site shows the alternatives to how closely the lineages are related, giving two examples of how the three domains may be nested within each other instead of being derived equally. The University of California site breaks down the systematics of each domain separately and more specifically, leaving the three domains as separate entities entirely. Works Cited History of Life Through Time. 2009. University of California Museum of Paleontology. 3 June 2009 http://www. ucmp. berkeley. edu/exhibits/historyoflife. php. Tree of Life Web Project. 1997. Life on Earth. Version 01 January 1997 (temporary). 3 June 2009 http://tolweb. org/Life_on_Earth/1/1997. 01. 01 in The Tree of Life Web Project, http://tolweb. org/.

Providing an Enabling Environment for Children

Providing an Enabling Environment for Children Environment plays an important role in a childs development and learning. Childs experience at early age constitutes a major influence on his / her life in the future changes. Assurance, safety and a happy childhood is important. This provides a foundation for children reveal skills and talents as they get older. It is important to understand how each aspect of the environment influences the childs life. Favorable environment encourages play, because children feel comfortable and relaxed. When children feel emotionally safe and secure, they are able to explore and find out about the place where they are and the things they can see, touch, manipulate or maneuver. Children develop and learn in the environment where their individual needs are expressed, as well as the relationships between the employees and them are positive. Positive environment helps a child to become independent and gain confidence in learning new skills and also achieve a sense of dependency. Environment is characterized by three aspects. Its emotional environment, outdoor environment and indoor environment. These three aspects are the context for games and learning. The emotional environment is more than a physical space. This is because children share emotions as well as parents and members of staff. The emotional environment is an invisible tool to assess feelings. Sometimes it can be a feel-good factor when all the people in that environment feels good. And for others it may not pose such a positive feelings in an environment where people don`t feel happy. It is important to maintain positive feelings and tightened feel safe emotional environment, because if children feel safe and equally, they can express feelings in a safe knowledge and they know that their employees or parents are near and ready to help. The ways to teach children in which they speak and express feelings, allowing them visually express it safely, rather than hold tight it to yourself and leave it a s a secret. It is important to express feelings safely and it can be easier resolved than those who remain unresolved. Lets talk about outdoor and indoor environments. So generous indoor environment has a direct impact on childrens learning and development quality. Comfortable, interesting and attractive interior environment which is suitable for use by children is known as a rich environment. This is the environment which becomes a second home for a child. There they sleep, play, eat or spend time by doing something else. Suitable environment is slightly different from the childs age. For example, for a group ofchildren under two years old, is three and a half square meters of space per child required and from two to three-year-old c hild needs just two and a half square meters of space required. But I will discuss it more detailed a bit later. Most importantly, the environment where children feel happy and secure. Inside area must be carefully planned in order to accommodate a flexible and changing for child`s needs and interests. Resources should be of the highest quality. Such as drawing tools, t oys or books. A significant benefit is learning outdoor. Ideal conditions, when the children have the opportunity to be outdoors every day, except when weather conditions are not favorable enough. Well, while they are out children are free to move, to breathe clean and fresh air and use all senses like sounds, colors, spaces and a sense of scale. The trust being outside is growing and by support children have the opportunity to play wide, to explain the problems and develop creativity with other children. Physical activity in outdoor environment is enhanced. Well, and the resources do not need to be expensive. This can be logs, boxes, old tires or anything else that encourages imagination and creativity using these resources in different ways. A good idea would be to establish a place of nature in where trees grow or can be ability to plant flowers. This creates greater contact with the natural world. Outdoor environment supports active learning. When this is combined with a peacefu l place for reflection, it can really improve the lives of children. Lets move on to the next important issue. This is a safe but challenging environment. What is it and what it brings to children? I will discuss the factors you need to consider when planning a safe but challenging environment. The meaning is that the child must be safe, but has a challenging environment. Because it increases the life skills which has a positive impact on all aspects of development. Creating an environment child increases self-confidence and allows him / her to see the deeper perspectives of life decisions. It is vitally important to have a safe environment in preventing incidents and reducing the risk. Parents do not need to worry about any hazard but feel calm. Each activity involves certain risks and the likelihood of children must learn how to deal with it. They need to see and survive, suffer the consequences, when absent careful. It is important to teach children to accept personal risk assessment and think about the possible consequences of their actions. Adult s should teach children safely use the equipment. It is important to protect children from harm and danger conscious when allowed to develop independently. We are surrounded by hazards and risk, so we need to evaluate risk. The environment risk in the setting is minimal, but it is important to know. What is the difference between risk and hazard is easy to understand. This is a concept which is the relationship between. So, there is a potential risk of injury causes and risk of injury is more likely. If all other factors are equal, in particular position of people and entities to, then the risk is proportional to the degree of risk. Nevertheless, all other factors are very rarely equal. The risk of doing something that has a chance of bad development. A hazard is something that is a bad influence on the development. As we see the difference between these two concepts are not big because they influence each other. This means that the chance to influence the risk of an event or a caus e is 50:50. The danger is that what influences incident such as liquid spills on the floor. It is very important for risk assessment. This work, which has a potential to cause injury to people needs careful observation. There are five basic steps that will help to assess the hazards in the work environment. The first thing to identify, characterize, and then find out how to deal with who can be injured. The third step is to remove risk precautionary decision. Fourth step and record the findings of their realization and evaluation and finally review and update if necessary. I will tell an example of how to manage the risk assessment. So, there are people who are reported to risk assessments. This can be a room leader. Hazards such as subsidence due to the mess is resolved simply by removing toys from the floor, when not in use. Also mats are cleaned every day and spills immediately cleared. Wash the bedding at least once a week and given to the appropriate child. Managers will advise what the potential risks are. A big plus is to hold meetings and discuss about it. Everyone who works in the nursery is responsible for security. Observation at changing conditions of risk assessment is needed. If you noticed a dangerous situation, it is necessary to report it. As we can clearly see, the practitioner`s role is important. Lets start from the environment. A practitioner has to monitor the environment, develo it to be advantageous. This person must create environment for the child which promotes the childs development. This staff member has to provide a positive environment for all childrens needs including physical, language, emotional and social. Environment must take individual needs of the child, stimulate, provide opportunities for any type of games and activities. It must also meet the positive social interaction and physical development. When the children are older, the practitioner can help children understand how they can protect themselves, how to comply with the safety requirements, and what they do. I will speak more about this a little bit later. The emotional environment provides an ability for children to express their feelings, they are more likely to explore the knowledge and feel safe. So practitioner should encourage a child ren to express their feelings and allow them to talk and develop active listening skills. A practitioner has a very important role on daily activities. There are other people who are great assistance. Including General manager, health visitor, a pediatrician, social workers, dentists, psychotherapists, speech and language therapist, emergency service and other agencies, such as Ofsted. A brief description of the main responsibilities of a teacher or a health visitor is that those people managers you. Health and safety officer monitors and provides procedures for records and reports. Local manager makes decitions on the removal of barriers of health and safety. And as I said all employees report any information relating to health and safety. Well, on health and safety issues employees have many duties and responsibilities. An employee takes care of the safety of children while they are playing, also draws attention to the room lighting, furniture, security, hot seasons arrange for th e safety of children, such as put suncream when children go outside, advised to wear hats and so. Also, as I mentioned earlier worker prepares records, evaluate safety. Potential hazards to health, safety and protection of the work environment is diverse, including lighting, temperature, tired rooms, ventilation, toleto premises and the like. Then the employee starts work he / she must be informed about health, safety and security procedures. He / she must report about their individual needs, desires, preferences and choices. This is in order to ensure safety. It is important to act in accordance with the role and limits the personal liability of relations to solve health and safety issues when necessary. No less important aspect is the report on health and safety issues and let the right people to complete the safety and health records according to legal and organizational requirements. Risk reduction and work with others is necessary in order to minimize the risk of potential risk s in the setting. The employee must ensure that their personal health and hygiene is not a threat to others. Similarly, a person working in the nursery must ensure that the right people aware of his whereabouts at all times. Health hazards and safety inspection and security risks at work is required in taking appropriate action if there were expected incident, injury or trauma. Health and safety is the most important factor speculating the appropriate environment for learning and development. Let`s have a look at regulatory requirements that must be followed for the organization of the environment for children. As I mentioned, all suppliers are required to perform the requirements of space environment, as well as the proportion of workers. These requirements shall be calculated with Ofsted, the place registered and they give the maximum allowed number of children to be in the setting at the same time. The staff coefficient ensures the safety of children, as well as children can be o bserved in their surroundings. As I wrote earlier calculate the area of child age groups takes an important part. Children under two years of age must have a three and a half square meter for each child group located. Also, children of this age group have at least one qualified employee with level 3 of child care and at least half of the staff trained to work with babies and children up to two years. And also three children through ratio has at least one qualified personnel. A group of children from two to three years through ratio four children have at least one qualified employee. Children in the age group of three years and older are required by a qualified worker for eight children and one child found the space of two and three-tenths square meters. Indoor environment of children from birth to three years should have an ability to monitor older children and that is how children get the social and emotional development. Well, from three to five years age group rooms could be repl aced by a script of play and exploration. Well, and the outdoor environment is also different for children ages recommendations. The main thing is the social, intellectual, physical and emotional development. It is recommended to use safety equipment such as protective plug sockets, radiator protection, window protection, locked gates, high chair or stair gate. When planning the organizations environment all fire exits should be kept clean, the furniture does not interfere with the children, a place for children to sleep should be separate and most importantly, all the areas should be visible to the employee. There are laws to be respected. These are the basic laws. First is Health and Safety at work act, 1974 which provides a framework for ensuring the health and safety of all employees in any work activity. Next one is Control of Substances Hazardous to Health Regulations ( COSHH) and these regulations require employers to assess and prevent the risks to health from use of any haz ardous substances used in workplace. So obligations to employers are to assess the risks, decide what precautions are needed, ensure that control measures are utilised and maintained, monitor exposure, etc. and the other regulations which are designed to bring the United Kingdom into line with European laws are The Healt and Safety (First Aid) Regulations 1981, Reporting of Injuries, Disease and Dangerous Occurences Regulations 1995 (RIDDOR), Fire Precaution (Workplace) Regulations 1997 and The Food Handling Regulations 1995. Security controlled actions must be such as: supervised who have a right to be in that environment, used to validate the methods and procedures when there is a risk of potentially promising activity, including the correct movement and storage techniques wearing the appropriate personal protective equipment. It is important to take appropriate and immediate action. Such as the use and storage of equipment and materials, when you want to deal with such things as spills or debris dispositive. These examples require hygiene. Finally, it would be a good idea to include grandparents, aunts, uncles and other relatives. It shows respect for the individual needs of children and families and combines their characteristics and communication with members. This will also helps to feel at home as well as allowing to settle and explore. The wider community also plays an important role in childrens learning and development. When a child is determined by what he / she needs to, other professionals are vital to their care, training and development, and they are ready work with other professionals.

Physics of Rollercoasters :: rollercoaster physics amusement theme park

There is a click, and the car you are sitting in is jerked. The chains that are cranking the car forward continue to make click click sounds and you find yourself counting them as seconds. Your heart begins to beat hard, and you hold your breath in anticipation as the car finally begins to transcend the first hill. Suddenly, you find yourself throwing your arms in the air to feel the air brush passed your face. Screams of terror and delight pierce through the air as you and your fellow passengers bank around the first curve and enter the first loop-de-loop. This is one possible experience a person can feel once they enter the realm of roller coasters. So, exactly how did this thrill-seeking amusement park ride develop? How does physics make it seem more dangerous than biking down the street? These questions as well as others can be answered in the pages contained on this site. Originally, roller coasters were developed in Russia during the 15th century. It consisted of people walking up an ice-covered hill, only to sit down on what was known as an ice-block sled and fly back down the hill. These contraptions, though rickety and quite dangerous at the time, began to appear all over in Russia. Their popularity increased, spreading to various countries in Europe before finally reaching the United States. The Mauch Chunk Railway was the first built in America. However, it was not originally intended to be a thrill ride. Instead it was used for easier transportation of coal downhill. Then, someone gained the bright idea to use it as a ride. So by day, the Mauch Chunk Railway was used for work, and by night for fun. For the next few years, roller coasters held the imagination. Most were built out of wood, and would have several hills, the force of gravity completing the ride. When the Great Depression began to ravage the land, roller coasters took a side seat though. Several were even taken down do to the bankruptcy of the parks. It was not until the late 1950s, when roller coasters came back with a completely new style. Walt Disney helped revolutionize the design by going from wooden to steel coasters. The first one, which appeared in Disneyland, was a simple bob-style Matterhorn, designed by Ed Morgan and Karl Bacon of the Arrow Development Company. With this new way of making roller coasters, more designs and ideas came to the surface.

Examination of Mrs Wright in Trifles by Susan Glaspell Essay -- Susan

Examination of Mrs Wright in Trifles by Susan Glaspell The play ?Trifles?, by Susan Glaspell , is an examination of the different levels of early 1900?s mid-western farming society?s attitudes towards women and equality. The obvious theme in this story is men discounting women?s intelligence and their ability to play a man?s role, as detectives, in the story. A less apparent theme is the empathy the women in the plot find for each other. Looking at the play from this perspective we see a distinct set of characters, a plot, and a final act of sacrifice. The three main characters, Mrs. Peters, the Sheriff?s wife, Mrs. Hale and Mrs. Wright are all products of an oppressive society which denies them their right to think and speak freely, in the case of Mrs. Peters and Mrs. Hale, and denies them their right to a happy, free life as in Mrs. Wright?s case. Throughout the play Mrs. Hale and Mrs. Peters are able to find clues to the motive for the murder from their detailed knowledge of simple housewifery of which the men are ignorant. They also are forced to find an empathy for Mrs. Wright as they compare their own experiences to the clues they discover of her life. In the end this empathy causes them to make a decision which also casts them into the underdog?s lot of women fighting for their freedom in the early part of our century. At the opening of the play we find the two women not taking a very active part in the play. In fact, they seem a little disconcerted to be on the scene of a murder, their only words as they stand by cold door on a cold night is ?I?m not ? cold.?(1170) The women do not start to take an active role in the story until the county attorney finds the broken preserves jars in the cabinets. ... ... bird and hiding it from the men to save Mrs. Wright. The unity the ladies have found with each other and Mrs. Wright is stated by Mrs. Hale in the final line of the play. ?We call it ? knot it, Mr. Henderson.?(1179) This has a double meaning, one that the ladies were united by their common bond of living in a male controlled world, where men think women are only good for such activities as quilting and housework. Second, that the women are united by their common bond of fighting for each other. Her reference to knotting the quilt can also be construed as a reference to knotting Mr. Wright?s neck. This final retaliatory remark shows the determination of women in that era to fight for equal rights and sisterhood, no matter what the moral cost. Works Cited: Glaspell, Susan. "Trifles" The Bedford Introduction to Literature. Bedford/St.Martins: Boston 2005.

Process Analysis Essay for Writing Papers -- essays research papers

Process Analysis Essay   Ã‚  Ã‚  Ã‚  Ã‚  When writing a paper it can be very difficult unless you break it up into sections. When I had to write my first paper I felt like a man on a desert island all alone without a clue on how to do anything. But with the help of a few teachers they taught me how to survive on the island of writing papers. What the teachers taught me was that just like everything in life it needs to be taken in steps. The steps they taught me still apply to the papers I write to this day.   Ã‚  Ã‚  Ã‚  Ã‚  The first thing you need when you write a paper is a strong foundation. Everything must start at the bottom and be built up. This applies to everything. It all starts with an idea. So start your paper with an idea, write them all down and now you have your foundation. It is just a plot of land but it’s there u just need to get it ready to be built on. So take your ideas and polish them and refine them until your have a clear well thought out idea. Now your foundation is clear and ready to be built upon.   Ã‚  Ã‚  Ã‚  Ã‚  But as with building a house you need to get the materials to create what is going to be built. You cant just have an idea in the paper and not have any support. You need to go and gather information from several sources to support your idea. You can find this in books, Internet, and magazines. I would recommend at least 3 sources or more if possible. Also make sure they are credible sources not just John Doe’s site on the civil war. Once you have your sources you can ac...

Comparing Catrin, the Affiction of Margaret, Digging

In both â€Å"Catrin† and â€Å"The affliction of Margaret†, both poets talk about their child who is either changing or has left them. The main difference however is that â€Å"The affection of Maraget† is a narrative while â€Å"Catrin† is written as a first person perceptive. Both poems use the metaphors of chains or ropes to symbolise the relationship between the mother and the child. In â€Å"Catrin† the â€Å"red rope† is used to symbolise the mother and child’s connection. It could mean that rope itself represents their love, and how both Catrin and the mother are spiritually tied by their love. Or the rope could literally mean the umbilical cord which is physically connecting Catrin to her mother at birth, at the beginning of the poem. In other sense the rope could be used represent the conflict for power between Catrin and her mother, it could seen as a Tug of war rope. The word â€Å"red† used in this in this metaphor is ambiguous because the colour â€Å"red† could represents the love between Catrin and her mother that is still there even though Catrin grown up; or it could also represent the anger and frustration between Catrin and her mother for the fight for power. Red is also a warning colour, it could be warning about changes in their relationship, showing that there might be more trouble in the future. However in contrast the â€Å"chains† in â€Å"The affliction of Margaret† symbolise the opposite of the â€Å"rope† in â€Å"Catrin†. It represents the separation between the mother and her son. We can see that mother in poem is feeling a great amount of grief and pain. We can tell that she is in this pain when she says â€Å"thou, worse to me than dead. † This phase emphasis the mother grief, this shows that mother is in a lot pain, and that she feels excluded from the world around her. Through-out the poem you can that tell that mother has a great affection for her son, you can tell this by the repetition of the possessive pronoun â€Å"my†, which normal followed up by â€Å"son. † The repetition of the â€Å"my† emphasise the bond the mother and son have; also it could should that mother feels that it is her problem alone to face. The structure of â€Å"The affliction of Margaret† backs the point that she has in an unstable mind-set. There are 11 paragraphs with very different meanings. They are random statements with no connection between them except, the loss of her son. It looks like the mother has written the first thing that has come to her head. Because there is hardly connection between the paragraphs, it shows she is rapidly thinking of event that might have happened to her son, which highlighting the grief that she feels. In contrast, â€Å"Catrin† is much more ordered than â€Å"The affliction of Margaret†. It has two sections; the first section is the birth of Catrin and second section is an event in Catrin childhood when she wants to skate for an hour more. The ordered structure of poem could symbolise the hospital, a clean and ordered place. It could also symbolise the mother’s control over Catrin. In this poem Catrin’s mum has a lot of authority in Catrin’s life; the most when she is a baby. However we see in second paragraph, when Catrin is older that line length in the paragraph starts to vary more and the structure is more irregular. This could represent the control over Catrin depleting, showing that Catrin is getting more power in their relationship. â€Å"Digging† is a first person perspective poem about the poet breaking free from the family tradition of being a potato farmer. While â€Å"On my first sonne† another first person perspective poem which is about the poet grieving over his death son. I both of these poems the poet has great admiration for their relatives In Digging, Seamus Heaney use simple, colloquial diction through-out digging, to emphasise how easy his father did his job. â€Å"By God, the old man could handle a spade†. This quotation doesn’t only show how simple his father found his job, but also show how the poet aspire to be as talented as his father. The phase â€Å"By god†, is used to describe his describe the talent that his father has; he compares his talent to god. Also like in â€Å"The affliction of Margaret†, there is a repetition of the word â€Å"my†, it show that father and son have good relationship; it also emphasise son admiration for his father. Ben Jonson also uses simple diction in â€Å"On my first Sonne† to emphases the poet grief of losing his son. If you’re grieving, it is difficult to complex vocabulary. Also religious diction is used such â€Å"hope† and â€Å"joy†. The main why these religious word are used, is to fit in with key theme that god has taken his son way from him. However these words are also used to describe what emotions boy gave him; this show much the poet admired and loved the boy, to give him these emotions linked to god The structure of â€Å"On my first Sonne† is very short; it is only 14 lines long, the reason for this, is because the length of the poem is used to symbolise the life of Ben Jonson Jr, it was very short. In the title, the word â€Å"Sonne† is used, this word sound like the word â€Å"sonnet†, which a poem with15 lines, this poem has 14 line, so it is incomplete sonnet, like the poet’s son’s life, it incomplete, lso â€Å"Sonne† has one letter missing to Sonnet, this is other way the poet show how incomplete his son’s life was. Both in â€Å"On first Sonne† and â€Å"Digging† both feel that they done something wrong to the other family member(s). The poet in â€Å"On first Sonne† feels that he has love his boy too much, refers to his love as a â€Å"sinne†. This show that the poet trying to explain his pain, he say constantly through-out the poem, that it is sin to love too much. The poet in â€Å"digging† feels that he has broken the family tradition, but in contrast to â€Å"On first Sonne†, there is an acceptance â€Å"The squat pen rests. I’ll dig with it† This show the poet is proud of his choice of becoming poet, and says that hasn’t broken the tradition, because his is still digging. We see in all these poems that there are closes bonds between the parents and children, we also that separation or disagreement in these relationships can cause confliction and grief between the parents and the children.

The True Purpose of Education

The purpose of a universal public education system can be debated, but originally, in the 1830’s, Horace Mann reformed the American school system in order to give all children the basis on which to learn and become judicious citizens. As public schooling has evolved throughout the years, the purpose of education has been slowly vanishing, being replaced by monotonous routines and pointless activities done by students that no longer are interested in learning, but getting good grades instead.The true purpose of learning isn’t being addressed properly in schools, and it isn’t being recognized by those who attend school in order to learn. In ‘An Education’, by Ralph Waldo Emerson, Emerson paints a picture of what an education is supposed to provide for a pupil. He writes, â€Å"The function of opening and feeding the human mind is not to be filled by any mechanical or military method†¦you must not neglect the form, but secure the essentials† (para. 9).In a sense, Emerson argues that the purpose of education is, not to mold a judicious citizen that has basic understanding of certain topics, but to guide and ultimately unleash the genius and determination in every man by giving them the essentials to learning. On the other hand, Mann in ‘Report of the Massachusetts Board of Education’ uses the analogy of Feudalism to show that when education is not made a mandatory opportunity for all, society gets broken into classes, like Feudalism, in which the rich and powerful abuse the poor and uneducated.Here we see a specific clash of opinions on what education is supposed to provide for an individual person, and a society. Although Emerson’s essay may seem less subjective than Mann’s, I believe Emerson holds a more broad understanding of what an education can give to a person. There are many cases in which twelve years of public school do not provide a student with the passion or direction in order to live a life full of learning and accomplishment, when twelve years of public education doesn’t provide an exceptional education.The solution might not be to end public schooling, but to begin public acceptance of young students becoming avid learners instead of teacher’s pets, self advocates instead of disabled pupils. Leon Botstein in ‘Let Teenagers Try Adulthood’ proposes that the answer to such an out of date and flawed institution is a world where sixteen year olds are â€Å"prepared to be taken seriously and to develop the motivations and interests that will serve them well in adult life† (para. 11). Being a 16 year old myself, I often wonder hat that would be like; if other adults didn’t know I attend high school or if that was completely irrelevant to begin with. As this is a nice thought, it is also a minor detail in the larger scheme of things. I find the solution of empowering students to be curious and to seek out what they want fr om schools to be far more superior. The public school system can indeed live up to the standard Emerson set for a great education; it just has to be changed. An excellent teacher has the power to provide students with the essentials to learning, good listening skills for example.However, public schools don’t often produce excellent students or teachers, and this is exactly what starts the banal cycle again. To what extent do our schools serve the goals of a true education? Our schools, being the student body, the leaders, and everything in between are too caught up in the everyday cycle of busy work and assessments, to realize that these methods need to be replaced with new ones that open the minds of students to what they can fulfill with the right passion for their education and the true purpose of being educated.