Comparison and Contrast Essay Example for Free

Comparison and Contrast Essay If you were to compare and contrast going to a community college verses going to a university, they can be very different but also one in the same. Some similarities include activities and, class choices. Differences between these two subjects are class size, living, and cost. Going away to school can be a lot different from going to a community college, but in some ways they can be similar also. The first point in which I will discuss is class size. When going to a community college, the class sizes are much smaller than going to a university. With a small class size, it is easier to get more help understanding the subject because there aren’t so many students. Teachers can give their students more one on one attention this way. A similarity between community college and a university is that some universities do have smaller class sizes. There are some classes at universities that aren’t lectures, making class sizes smaller than the usual 100 or more students. Class size at a university is usually much larger because there are a lot more students, with fewer classes. The second point to make in regards to comparing going to a community college and going to a university is the costs are very different. At a university you are paying for all four years whereas at a community college, you only have to pay for a minimum of two years, which makes for saving a lot more money. At a community college, you don’t have to pay anywhere near what you have to pay at a university. Also, at a community college, you aren’t paying for dorm living, which adds on thousands more of dollars. The only similarity between these two different schools costs is the online classes. You have to pay for taking an online class, but of course with a university it will still cost a lot more. They both offer online classes however. Another similarity between going to a community college verses going to a university is you have to pay if you want to be on a sport team. Both schools require money. Participating in activities at school such as sports, clubs, and concert events can be different when going to a community college and a university. Some ways they can be different is at a community college, some based on the size, don’t have football teams. All universities have football teams and stadiums. Community colleges, since they are smaller don’t have big stadiums or a football team. Going along with not having football teams, this means that community colleges don’t have marching bands either. Also, universities have famous people who give concerts and community colleges don’t do that either. Some similarities between school activities are both schools have some kind of clubs where students can join groups and become friends with the people in their clubs. Both colleges offer clubs. They also both have music programs as in band or orchestra or chorus. Both colleges offer music in the music departments. They may not be as large of a group as a university, but they are still offered. As you can see, if you go to a community college you won’t be able to participate sometimes in football, or marching band. Also, if you attend a community college, you can save a lot of money from not living on campus. The other topic I mentioned was class size and how much smaller the class size is compared to a university. The differences between both colleges that I mentioned were at a university there are larger classes, football stadiums, dorm living, and you have to pay much more money for attending a university for four years. Finally, the last thing I talked about were how going to a community college and a university have some things in common such as both having chorus, band, and orchestra. Also, they both have online classes and similar subjects that a student can take. Both colleges have similar activities such as clubs and after school activities. Since attending a community is much smaller, and a university is much larger, there are going to be many differences between these two colleges. But since they are both colleges, there are some similarities between the two of course as well. Regardless, you can now see exactly what they have in common, and what they don’t more clearly now.

Blending Face-to-Face and Distance Learning Methods in Adult and Career-Technical Education :: Learning Adult Education Essays

Blending Face-to-Face and Distance Learning Methods in Adult and Career-Technical Education Strengths and Limitations of the Two Methods In theory, the advantages of face-to-face and distance learning methods complement each other (Leung and Tran 2000). In classroom learning, face-to-face contact both in and out of class can help motivate and involve students; active learning can engage students in thinking and interaction through questioning, discussion, small-group presentation, role play, and case studies. In distance learning via ICT, technology makes material available anytime and anywhere; multimedia (e.g., video and audio) can engage multiple brain channels; graphics can help understanding of complex concepts; interactive activities can involve students in dynamic learning through a cycle of questions/answers/feedback; discussion and work groups allow students to evaluate their performance against that of peers. It is important to note, however, that those two sets of complementary advantages are sometimes only theoretical (Cutshall 2002; McKavanagh et al. 2002). In practice, both face-to-face and ICT distance programs often rely on transmissionist, teacher-centered provision of information rather than on interactive, student-centered construction of knowledge; students may end up receiving passively both online and in the classroom. Nevertheless, two themes clearly emerge as the most frequently cited strengths: the personal contact allowed by face-to-face classroom learning and the flexibility allowed by distance learning. An interesting wrinkle is that different distance learning methods can offer different combinations of personal contact and flexibility (Cutshall 2002; McKavanagh et al. 2002; Miller and Webster 1997; Perraton 1991; Zirkle 2002). In synchronous distance methods (e.g., satellite TV, audioconferencing, videoconferencing, live Internet chat), learners and/or instructors are all engaged in the activity at the same time, restricting flexibility; flexibility is further restricted by methods like audioconferencing or videoconferencing in which participants must be at a physical location with necessary technology and hook-ups. However, asynchronous methods allow learners and instructors to participate at different times. Learners can listen to audiotapes, view videotapes, check e-mail, log on to a threaded discussion, or visit webpages anytime; the necessary technology is widely—although not universally—available. The ultimate in flexibility is the "anytime anywhere" availabili ty of a web-based course or course components. It may be surprising that studies examining the connection between learning style and success among distance learning students yield mixed results. Aragon, Johnson, and Shaik (2000) found no correlation between learning style preference and course grade among online adult students in advanced technology education, in spite of differences in learning style preferences between online and face-to-face students enrolled in the program. Blending Face-to-Face and Distance Learning Methods in Adult and Career-Technical Education :: Learning Adult Education Essays Blending Face-to-Face and Distance Learning Methods in Adult and Career-Technical Education Strengths and Limitations of the Two Methods In theory, the advantages of face-to-face and distance learning methods complement each other (Leung and Tran 2000). In classroom learning, face-to-face contact both in and out of class can help motivate and involve students; active learning can engage students in thinking and interaction through questioning, discussion, small-group presentation, role play, and case studies. In distance learning via ICT, technology makes material available anytime and anywhere; multimedia (e.g., video and audio) can engage multiple brain channels; graphics can help understanding of complex concepts; interactive activities can involve students in dynamic learning through a cycle of questions/answers/feedback; discussion and work groups allow students to evaluate their performance against that of peers. It is important to note, however, that those two sets of complementary advantages are sometimes only theoretical (Cutshall 2002; McKavanagh et al. 2002). In practice, both face-to-face and ICT distance programs often rely on transmissionist, teacher-centered provision of information rather than on interactive, student-centered construction of knowledge; students may end up receiving passively both online and in the classroom. Nevertheless, two themes clearly emerge as the most frequently cited strengths: the personal contact allowed by face-to-face classroom learning and the flexibility allowed by distance learning. An interesting wrinkle is that different distance learning methods can offer different combinations of personal contact and flexibility (Cutshall 2002; McKavanagh et al. 2002; Miller and Webster 1997; Perraton 1991; Zirkle 2002). In synchronous distance methods (e.g., satellite TV, audioconferencing, videoconferencing, live Internet chat), learners and/or instructors are all engaged in the activity at the same time, restricting flexibility; flexibility is further restricted by methods like audioconferencing or videoconferencing in which participants must be at a physical location with necessary technology and hook-ups. However, asynchronous methods allow learners and instructors to participate at different times. Learners can listen to audiotapes, view videotapes, check e-mail, log on to a threaded discussion, or visit webpages anytime; the necessary technology is widely—although not universally—available. The ultimate in flexibility is the "anytime anywhere" availabili ty of a web-based course or course components. It may be surprising that studies examining the connection between learning style and success among distance learning students yield mixed results. Aragon, Johnson, and Shaik (2000) found no correlation between learning style preference and course grade among online adult students in advanced technology education, in spite of differences in learning style preferences between online and face-to-face students enrolled in the program.

Key Symbol – Statue of Liberty

Lazarus inscribed on her base, â€Å"Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tots to me, I lift my lamp beside the golden door! (Lazarus)† For in these words a key symbol of American pride became that which beckons to all who wish for more, for better, and for liberation from that which oppresses them. For Americans, the Statue of Liberty is a key symbol distinguishing liberty and freedom. She carries the Insurmountable burden of being the symbol for America's cantonal pride through Its accomplishments.Originally named â€Å"Liberty Enlightening the World†, the statue was constructed as an Icon celebrating America's victories over adversity. This was evident at the statue's Inauguration In 1886. Before a crowd of thousands and President Grover Cleveland, the American people intensified † almost immediately†¦ † That the statue â€Å"†¦ Was widely regarded as a symbol of the nation. † (Scorcher Arts and Entertainment) The people instantaneously accepted this magnificent work of art as a symbol of their power and strength.Furthermore, the eye symbolism can be felt through the emotions evoked through the interpretation of her â€Å"no-nonsense† facial attitude seen through all those who look upon. This is a representative of strength and resolve in the people of America. This is confirmed by the work of the sculptor Birthday, and his eloquent portrayal in the subtleties of expression, â€Å"Liberty serious demeanor underscores the Idea that liberty Itself comes at a cost and must not be taken lightly. † (Scorcher Arts and Entertainment) â€Å"Finally, almost covered by the drapery, Liberty left foot, which few viewers et to see, treads upon the broken shackles of tyranny.The receding position of her right leg makes the statue, when viewed from the south, seem to be striding onward to shed her lig ht before her. † (Scorcher Arts and Entertainment) Americans feel strongly about Lady Liberty and realize that having their personal freedom comes with cost, many times paid for in human lives and other sacrifices, but through it all as a nation of determined people, they will continue to break the shackles of tyranny and stride onward stronger than before.Furthermore, as a gift room France to the people of the united States to mark the Centennial of the American Declaration of Independence, the Statue of Liberty was given to recognize America for Its accomplishments and tribulations In Just one hundred short years of history. This key symbol was given in honor of the accomplishments the newly Torment unlace states Ana undergone since ten selling AT ten Declaration AT Independence: a Civil War and reconstruction of a nation, the overcoming of slavery, the death of a great leader, and a revolution not unlike the one experienced by theFrench. The people of France looked upon the United States as being triumphant over all odds and still remaining a strong independent nation; and from this, the Statue of Liberty as a symbol of national pride was born. The symbolism found in the Statue of Liberty is not exclusive to Just the people of America. Its representation of liberty and freedom is known throughout the world to those seeking safe harbor within her borders. The statue represents freedom, liberty for those immigrants that are in search of an opportunity and a new life.Immigrants re inspired to seek refuge in the United States through shared tales of how Lady Liberty stands at the doorway to this new life, and beckons them in with her colossal torch of light. The emotional perception and imagery is so intense that countless immigrants have been compelled to sell virtually all their worldly possessions, pack into ships like herds of cattle and make uncertain Journeys across stormy seas. The symbolism is further reinforced by those that have completed the Jo urney, as they share their tales of Lady Liberty with those souls seeking inspiration. For many the iris memory was the ‘lady with the torch'. † (Brownstone) A simple glimpse can conjure up an almost religious enchantment. It was not uncommon for passengers to weep or pray with gratitude upon seeing her verdigris face in the harbor. This is marked by the account of one immigrant, Celia Ripens as she recalls, â€Å"l saw the Statue of Liberty. And we all ran out and I prayed because I heard so much in Poland about it- the Statue of Liberty. (Brownstone) Moreover, another immigrant recalls being shown by her uncle the Statue of Liberty, and she notes that â€Å"That I will never forget. (Brownstone) Countless passengers on immigrant ships, many with their bodies wracked by illness and terrible seasickness, would rush up to the densely crowded decks, teeming with people to witness their first sight of the Statue of Liberty; a symbol proclaimed by the immigrating peoples a s their icon for success and newly afforded opportunities in a new land.Embodied in art work, and held as a cherished icon, Lady Liberty has appeared in countless renderings on American currency. The image of liberty has been seen on coins, Liberty Loan Bonds, and a number of commemorative coins. Her image stirs up the emotions that people relate to freedom and success, that her image has been endeared to financial freedoms as well. Liberty stands tall on a Liberty Loan Bond, issued during World War I to help boost the economy. Her likeness and images have graced the new dollar coins, giving an impression once again of triumph over adversity.As a key symbol not only to her nation, but to her home state of New York, her distinctive shape graces the small space of the US State Quarter, and after the events of September 1 1, 2001 her image has been shown on commemorative coins as symbol of triumph and solidarity over adversity against her nation. Lady Liberty is not only a key symbol, she is a work of art, having been represented in mediums from the copper of her frame to the renditions of many artists who endear her more and more in their works.She is truly a key symbol to the nation's people. As one AT ten most recognizable symbols AT American Justice Ana Treetop, Lay Liberty stands tall embodying Americans with national pride, as well as an intrinsic sense of personal pride. The statue continues to strengthen the American peoples' solve in their times of adversity. This strength continues to perpetuate through the stories and coinage passed from one generation to the next.The tales of the countless people that overcame unthinkable odds to simply pass before the lady with the torch, Liberty Enlightening the World is a reminder that Americans are those people. Americans are the tired, the poor, and the huddled masses that yearned to breathe free. Yet, through everything America endures, as a nation the people of the United States continue to draw on and find ref uge in the comfort and solidarity of his national key symbol, not to only guide them, but to serve as a reminder of their strength.

Appian Way Free Essay Example, 2750 words

BRIEF IDEA OF ROMAN CULTURE With regards to the above stated context, the cultural aspects of Rome during the period of 312 B. C. represented this nation as a central hub for all sorts of ‘trade’, ‘politics’, ‘commerce’ and ‘military’ activities that developed during that period. It was due to the construction of the Appian Way, which helped Rome in establishing contact with multiple other surrounding tribal groups such as Latium and Ostia. Taking consideration of these aspects, one can easily perceive about the existence of variedness within the roman culture at that point of time4. Christianity was also accounted as one of the prime cultural factors, which prevailed within the roman culture during the period of 312 B. C. This era of Roman history also addressed the emergence of multiple superstitious events such as voodoos and black magic. However, the punishment levels regarding such superstitious practices were harsh and in certain cases, the convicts were even sentenced with death penalties. Roman inhabitants during that period were also provided with the freedom of practicing their own religion under condition that they will have to adhere to the state’s religion as well. We will write a custom essay sample on Appian Way or any topic specifically for you Only $17.96 $11.86/pageorder now The emperors were addressed with high sign of societal respect and their judgments were considered as a word of God. The trend of establishing secret societies also emerged within Rome culture during that historical period5. Â   CONSTRUCTION FACTS AND PURPOSE OF THE APPIAN WAY It has been already mentioned that this distant pathway i. e. the Appian Way was built for a specific purpose of serving the war requirements of the Roman army. Thus, the overall construction of this road required the utility of high quality of raw materials and appropriate implementation of strategic plans. In addition, the Appian Way was also built to cater multiple trade practices and VIP travels during the period when Roman economy got subjected to a depletion stage. The primitive stage of this distant route construction was funded by the Roman Empire. However, with time, the cost burden associated with such construction eventually got shifted upon the findings as generated by the activities of this nation’s population6. As a part of the construction plan, multiple mountainous areas were leveled down and reinforced bridges were constructed on the rivers. In order to continue the roadway expansion, the expertise Roman engineers were made a part of the Roman army and the t roops within the army were assigned the roles of being workforce for such projects.