Declaration Of Independence Essay Example For Students

Announcement Of Independence Essay The Declaration of Independence was composed to show another hypothesis of government, reasons why they were isolating from England, and a proper affirmation of war. It gave the 13 settlements opportunity from Englands laws. The man answerable for composing the Declaration was Thomas Jefferson. He composed the Declaration between June 11, 1776 and June 28, 1776. Benjamin Franklin and John Adams took a gander at what Jefferson had composed and rolled out certain improvements to the Declaration. On July 4, 1776 Congress embraced the Declaration and it was marked by:John Hancock, Button Gwinnett, Lyman corridor, George Walton, Wm Hooper, Joseph Hewes, John Penn, Edward Rutledge, Thos Heyward Jr., Thomas Lynch Jr., Arthur Middleton, Samuel Chase, Thos. Stone , George Wythe, Charles Carrol of Carrollton, Richard Henry Lee, Thomas Jefferson, Benjamin Harrison, Thos Nelson Jr., Francis Lightfoot Lee, Carter Braxton, Robert Morris, Benjamin Rush, Benjamin Franklin, John Morton, George Clymer Smith, George Taylor, James Wilson, George Ross, Caesar Rodney, George Read, Tho M. Kean, Wm. Floyd, Phil. Livingston, Frans. Lewis, Lewis Morris, Richard Stockton, Jno.WItherspoon, Fras. Hopkinson, John Hart, Abraham Clark, Josiah Bartlett, Wm. Whipple, Samuel Adams, John Adams, Robert Treat Paine, Elbridge Gerry, Stephan Hopkins, William Ellery, Roger Sherman, Samuel Huntington, Wm. Williams, Oliver Wolcott, and Matthew Thorton. People needed the Declaration because on the grounds that the individuals believed that they reserved the option to be liberated from England and to be their own individual settlements with their own laws. Different things paving the way to freedom were that the British government had submitted acts that numerous settlers accepted abused their privileges as English subjects. Additionally that provincial blood had just been shed attempting to protect these rights. The French ; Indian war was the war that shed settlers blood to protect their privileges. The Declaration of Independence filled three significant needs. 1. Introduction and explanations behind partition. Among the explanations behind division were articulations about the ruler, George III. It said that he was an unforgiving and fiendishness lord and that the pioneers shouldnt must be under his standard. It additionally said that the residents showed restraint, accommodating, and tolerant individuals. These announcements were made to win the open help of the individuals for the Declaration. In this piece of the Declaration, Jefferson expressed the essential standards of vote based system. They were all men are made equivalent, They are supplied by their maker with certain unalienable1 rights; . . . among these are life, freedom, and the quest for joy. The motivation behind the administration was to make sure about these rights. This fundamentally expressed war existed. On the off chance that the Patriots neglected to win freedom, the pioneers of the insurgency could be passed judgment on liable of injustice against the British Crown and executed. The aftereffect of the Declaration of Independence was that pioneers picked up their opportunity. They had opportunity of religion and had a superior government. Take a gander at the present reality and see what it has achieved. Blacks and ladies currently have similarly the same number of rights as white men. I would have needed to pick up autonomy from the Declaration and separate from England. I think our general public has substantially more opportunity now than it would have on the off chance that we would have remained with England. Book reference:

Plato :: essays research papers

Plato.      Plato was the most popular of all the incomparable Greek logicians. Plato’s unique name was Aristocles, however in his school days he was nicknamed Platon (which means â€Å"broad†) due to his wide shoulders. Conceived in Athens around B.C. 427, Plato saught out political status. In any case, during the Athenian majority rule government, he did not activly grasp it. Plato committed his life to Socrates, and turned into his devotee in B.C. 409. Plato was insulted when Socarates was executed by the Athenian democrats in B.C. 399. He later left Athens persuaded majority rule government wouldn’t make it.      Years after Plato romed the Greek urban areas in Africa and Italy engrossing philosphical information and afterward coming back to Athens in B.C. 387. There he later made the primary University on the ground of popular Greek Academus, which was later called the Academy. He stayed at the Academy for the rest of his life overlooking 2 brief periods. He visited Syracuse and Greek Sicily to fill in as a coach for the new lord, Dionysis II. Which finished out gravely when the King acted like a lord, rather than a philospher. Maybe Plato’s more regrettable understudy.  â â â â      He later came back to Athens and passed on in his mid 80’s, around B.C. 347. Plato’s work is argueably the most well known and powerful of it’s kind ever distributed. His most well known work are transcripts, or discoursed between the incredible Socrates and himself. These exchanges are the premise of our general knowlege between Socrates’ perspectives and Plato’s sees.      Plato was a lot of like Socrates, in that he was generally inspired by moral reasoning and disregarded science [natural philosophy]. He considered the regular science as a second rate information, not deserving of his time.      Plato adored science for the most part in light of the fact that, in those days, it romanticized reflections and seperated from the material world. Plato thought science was the most flawless type of musings, and had nothing to do with regular daily existence. That doesn’t nessacarily apply to the issues of today. Plato belived in arithmetic so much that he portrayed a statement over the entryway of the Academy that expressed, â€Å"Let nobody oblivious of science enter here.†      Plato accepted that arithmetic, in perfect structure, could be applied to the sky. He communicates this in his exchange of Timaeus, his plan of the universe.      In his exchange Timaeus Plato makes a fictioinal story of Atlantis to put a

Major General Joseph Wheeler in the Civil War

Significant General Joseph Wheeler in the Civil War Significant General Joseph Wheeler was noted rangers leader who served in the Confederate Army during the Civil War (1861-1865) and the US Army during the Spanish-American War (1898). A local of Georgia, he was to a great extent brought up in the North and went to West Point. Choosing for side with the South during the Civil War, Wheeler picked up reputation as a mounted force officer with the Army of Tennessee. Serving in nearly of its significant crusades, he turned into its senior mounted force official. Winning a seat in Congress after the war, Wheeler chipped in his administrations when war with Spain was announced in 1898. Provided order of a rangers division in V Corps, he partook in the Battle of San Juan Hill and Siege of Santiago. He stayed in the military until 1900.â  Quick Facts: Joseph Wheeler Rank: Major General (Confederate States), Major General (United States)Service: Confederate Army, US ArmyNickname(s): Fightin Joe, Little JoeBorn: September 10, 1836 in Augusta, Georgia, USADied: January 25, 1906 in New York City, New York, USAParents: Joseph Wheeler and Julia Knox HullSpouse: Daniella Jones Sherrod (m. 1866)Children: Lucy Louise Wheeler, Annie Early Wheeler, Ella Wheeler, Julia Knox Hull Wheeler, Joseph M. Wheeler, Caroline Peyton Wheeler, Thomas Harrison WheelerConflicts: Civil War, Spanish-American WarKnown For: Battle of Shiloh, Battle of Perryville, Battle of Stones River, Knoxville Campaign, Atlanta Campaign, March to the Sea, Battle of Bentonville, Battle of San Juan Hill Early Life Conceived on September 10, 1836 in Augusta, GA, Joseph Wheeler was the child a Connecticut local who had moved south. One of his maternal granddads was Brigadier General William Hull who served in the American Revolution and lost Detroit during the War of 1812. Following his moms passing in 1842, Wheelers father experienced money related challenges and moved the family back to Connecticut. In spite of returning north at a youthful age, Wheeler consistently viewed himself as a Georgian. Raised by his maternal grandparents and aunties, he went to nearby schools before entering the Episcopal Academy in Cheshire, CT. Looking for a military profession, Wheeler was selected to West Point from Georgia on July 1, 1854, however because of his little height he scarcely met the academys stature prerequisite. Early Career While at West Point, Wheeler end up being a moderately poor understudy and graduated in 1859 positioned nineteenth in a class of 22. Authorized as brevet second lieutenant, he was presented on the first US Dragoons. This task demonstrated brief and soon thereafter he was requested to go to the US Cavalry School at Carlisle, PA. Finishing the course in 1860, Wheeler got requests to join the Regiment of Mounted Riflemen (third US Cavalry) in the New Mexico Territory. While in the Southwest, he participated in crusades against the Native Americans and earned the moniker Fighting Joe. On September 1, 1860, Wheeler got an advancement to second lieutenant. Joining the Confederacy As the Secession Crisis started, Wheeler walked out on his northern roots and acknowledged a commission as a first lieutenant in the Georgia state volunteer army mounted guns in March 1861. With the start of the Civil War the next month, he formally left the US Army. After brief help at Fort Barrancas close to Pensacola, FL, Wheeler was elevated to colonel and provided order of the recently framed nineteenth Alabama Infantry. Taking order at Huntsville, AL, he drove the regiment at the Battle of Shiloh the next April just as during the Siege of Corinth. Back to the Cavalry In September 1862, Wheeler was moved back to the mounted force and provided order of the second Cavalry Brigade in the Army of Mississippi (later Army of Tennessee). Moving north as a feature of General Braxton Braggs crusade into Kentucky, Wheeler explored and attacked before the military. During this period, he brought about the hostility of Brigadier General Nathan Bedford Forrest after Bragg reassigned the greater part of the latters men to Wheelers order. Participating in the Battle of Perryville on October 8, he helped in screening Braggs withdrawal after the commitment. A Quick Rise For his endeavors, Wheeler was elevated to brigadier general on October 30. Provided order of the Second Corps, Army of Tennessees rangers, he was injured in a conflict in November. Rapidly recuperating, he attacked into the back of Major General William S. Rosecrans Army of the Cumberland in December and kept on badgering the Union back during the Battle of Stones River. After Braggs retreat from Stones River, Wheeler earned notoriety for a staggering assault on the Union gracefully base at Harpeth Shoals, TN on January 12-13, 1863. For this he was elevated to significant general and got the thanks of the Confederate Congress. With this advancement, Wheeler was provided order of a rangers corps in the Army of Tennessee. Setting out on a strike against Fort Donelson, TN in February, he again conflicted with Forrest. To forestall future clashes, Bragg requested Wheelers corps to watch the armys left flank with Forrests protected the right. Wheeler kept on working in this limit during the summers Tullahoma Campaign and during the Battle of Chickamauga. In the wake of the Confederate triumph, Wheeler led a monstrous attack through focal Tennessee. This made him miss the Battle of Chattanooga in November. Corps Commander In the wake of supporting Lieutenant General James Longstreets ineffective Knoxville Campaign in late 1863, Wheeler came back to the Army of Tennessee, presently drove by General Joseph E. Johnston. Managing the armys rangers, Wheeler capably drove his troopers against Major General William T. Shermans Atlanta Campaign. In spite of the fact that dwarfed by the Union rangers, he won a few triumphs and caught Major General George Stoneman. With Sherman approaching Atlanta, Johnston was supplanted in July by Lieutenant General John Bell Hood. The next month, Hood guided Wheeler to take the mounted force to pulverize Shermans gracefully lines. Leaving Atlanta, Wheelers corps assaulted up the railroad and into Tennessee. In spite of the fact that far-going, the assault did minimal significant harm and denied Hood of his exploring power during the conclusive phases of the battle for Atlanta. Vanquished at Jonesboro, Hood cleared the city toward the start of September. Rejoining Hood in October, Wheeler was requested to stay in Georgia to restrict Shermans March to the Sea. Despite the fact that conflicting with Shermans men on various events, Wheeler couldn't forestall their development to Savannah. In mid 1865, Sherman left on his Carolinas Campaign. Joining a restored Johnston, Wheeler helped in endeavoring to obstruct the Union development. The following month, Wheeler may have been elevated to lieutenant general, anyway banter exists with regards to whether he was affirmed in this position. Put under the order of Lieutenant General Wade Hampton, Wheelers remaining mounted force partook in the Battle of Bentonville in March. Remaining in the field after Johnstons give up in late April, Wheeler was caught close to Conyers Station, GA on May 9 while endeavoring to cover President Jefferson Davis escape. Spanish-American War Quickly held at Fortress Monroe and Fort Delaware, Wheeler was allowed to get back in June. In the years after the war, he turned into a grower and legal counselor in Alabama. Chosen for the US Congress in 1882 and again in 1884, he stayed in office until 1900. With the episode of the Spanish-American War in 1898, Wheeler chipped in his administrations to President William McKinley. Tolerating, McKinley delegated him a significant general of volunteers. Assuming responsibility for the mounted force division in Major General William Shafters V Corps, Wheelers power included Lieutenant Colonel Theodore Roosevelts renowned Rough Riders. Showing up in Cuba, Wheeler explored in front of Shafters primary power and drew in the Spanish at Las Guasimas on June 24. Despite the fact that his soldiers took the brunt of the battling, they constrained the foe to proceed with their retreat towards Santiago. Becoming sick, Wheeler missed the initial pieces of the Battle of San Juan Hill, yet hurried to the scene when the battling started to take order. Wheeler drove his division through the Siege of Santiago and served on the harmony commission after the citys fall. Later Life Coming back from Cuba, Wheeler was dispatched to the Philippines for administration in the Philippine-American War. Showing up in August 1899, he drove a unit in Brigadier General Arthur MacArthurs division until mid 1900. During this time, Wheeler was marshaled out of the volunteer help and authorized as a brigadier general in the normal armed force. Getting back, he was given an arrangement as a brigadier general in the US Army and set in order of the Department of the Lakes. He stayed in this post until his retirement on September 10, 1900. Resigning to New York, Wheeler kicked the bucket on January 25, 1906 after an extended sickness. In acknowledgment of his administration in the Spanish-American and Philippine-American Wars, he was covered at Arlington National Cemetery.

Strategies of Outsourcing and Offshoring †MyAssignmenthelp.com

Question: Talk about the Strategies of Outsourcing and Offshoring. Answer: Presentation: In todays business world, so as to continue, entrepreneurs embrace ways and strategies that can make their work process quick and efficient(Kremic, 2006). Re-appropriating is the main way that can demonstrate valuable as it helps with designating work to outside individuals. The term redistributing can likewise be characterized as a procedure of assigning work to others who are not gotten together with the firm yet should convey certain undertakings under concurred criteria(Bucki, 2017). For the most part organizations redistribute assignments that require unique treatment or the ones which could demonstrate costly for them. There are numerous ways by which redistributing capacity can be conveyed like performing assignments in house, producing in different units; IT empowered help, giving on the web employments, or getting master advices(Iqbal, 2013). In spite of the fact that there are numerous who don't have faith in re-appropriating as it has numerous disadvantages likewise, yet a t the same time on a few or the other path needs to designate work to others like transportation, currier, drawing in legal advisors, and so forth. For a solitary or constrained gathering of individuals, to play out all the assignments are impractical and can need quality(Mukherjee, 2014). In this examination paper points of interest and weaknesses of re-appropriating business capacity will be looked into and finished up in the wake of watching potential explanations behind redistributing in little and enormous associations. Study made by numerous creators and specialists have been used in this paper to make nitty gritty investigation of the theme to give help to the individuals who are wanting to actualize redistributing capacity in their business. The essential element of redistributing for example performing work in shorter time alongside cost reductive way has made re-appropriating capacity a necessary part in numerous associations. Organizations redistributes work to others so as to engage with most recent innovations and patterns which could some way or another would have been hard to perform under restricted territory and people(Pine, 2017). In this manner outside organizations and specialists with most recent innovations are redistributed by significant organizations to get refreshed results of most recent patterns. Time and cost sparing are likewise noteworthy destinations that causes associations to re-appropriate their work alongside getting efficiency(Iqbal, 2013). In the above figure it is plainly demonstrated that objective behind re-appropriating can be satisfied in various way and yet can become hazard arranged without legitimate system. The purposes for re-appropriating are evident to the point that occasionally numerous organizations falls into its prey and needs to shoulder surprising losses(Mukherjee, 2014). To distinguish the entanglements behind re-appropriating it ought to be the essential objective of organizations to perceive the dangers before gave or, more than likely could lead them with unfavorable effects. In business where the work territory is little and has constrained capital, re-appropriating turns into an extraordinary assistance as it empowers offering dangers to re-appropriated offices and in this way discharges danger of capital. Contingent upon the demeanor of business, destinations behind re-appropriating can change yet a definitive objective lies in improving item/services(Syluancia, 2009). The extension or reason for redistributing is been recognized, all things considered, by entrepreneurs nowadays and have been acknowledged by them to satisfy numerous purposes(Riley, 2010). The essential degree gave by redistributing, as appeared in above figure can be additionally clarified subsequent to assessing it by putting distinctive examples(Robe, 2017). Transitional or mediator redistributing is identified with those undertakings where organization re-appropriates specific assignment to outcasts for a specific timeframe or till the errand is finished. For instance, conveyance of products, moving crude materials to sellers, cleaning and sterilizing, employing mechanics for electrical fittings, works, etc(Ahmed O. Al-Mutairi, 2015). These sorts of redistributing give a constrained degree to hazard as outer offices are locked in for shorter range of time. Specific outscoring is commonly received by assembling organizations as it bargains in designation of constrained and specif ic work to outside organizations on customary premise. Associations where producing little parts are not done in house as outsourcings affirm better way, chooses other outer organizations to embrace that part consequently of concurred costs. This capacity can be performed by re-appropriating it to each or numerous organizations in turn and include dangers higher than transitional outsourcing(Syluancia, 2009). Different models are promoting capacity, PC related help, inventive fashioner employing, specialists, etc(Pine, 2017). In conclusion, there are associations who put stock altogether re-appropriating their business capacities and amassing the whole work under their watch. This sort of re-appropriating is commonly done in PC fabricating organizations where various pieces of PCs are collected and is sold under name of re-appropriating organization. Many garments producing organizations additionally redistributes its attempts to various architects and tailors which are later on sol d under companys name(Robe, 2017). In writing, redistributing has increased a lot of outcome and has gotten a significant subject to read for analysts and writers(Kremic, 2006). The upsides of re-appropriating can be recognized to a great extent which has made it an inescapable piece of business. The underneath chart gives a blueprint to the examination which is additionally characterized in a point by point and explicit path with the assistance of studies made by various creators. Improve Company Focus has been a bit of leeway which has made enormous organizations receives re-appropriating. While work is appointed to pariahs, the administration or executing some portion of the organization gets discharged with vitality which can be used in focussing other significant regions while nature of the work is likewise not depreciated(Pine, 2017). Modest employments can be redistributed as it involves least to no hazard and leave the specialists of the organization to perform other development arranged work. For instance, in lodging business, if the standard buying or finished food conveyance task is redistributed, it might discharge chiefs to perform other authority works. In flexibly and coordinations firm, moving vehicles are redistributed which spares companys time and vitality required for its normal upkeep of vehicle parts and employing drivers(Robe, 2017). Diminished working expenses are another preferred position perceived while redistributing. This can likewi se be said as principle motivation behind why little organizations redistribute its significant work outside. While re-appropriating, the need of employing full time staff is dispensed with and furthermore to make course of action to play out the undertaking in house isn't required(Ahmed O. Al-Mutairi, 2015). In assembling firms setting of machines is required and once in a while gets hard for the organization to buy and prerequisite of exceptional prepared staff for a specific assignment is additionally fundamental. Redistributing can be colossally utilized her for lessening cost of playing out those tasks(Yeboah, 2013). Improvement in work quality is guaranteed in re-appropriating as agreements are made by redistributing firms and the re-appropriated offices are committed to play out the work under their conditions. While the specialists are locked in, the effectiveness and work quality is improved in savvy way. For instance, enormous associations redistribute its publicizing part to web based life and other promoting offices that has practical experience in their field and with their specialists and current information about publicizing, can offer better assistance to the associations. While drawing in specialists to the organization, business capability is picked up. In association where huge number of paper works is required to be managed alongside taking care of legitimate cases, redistributing should be possible to specialists who can deal with the work more efficiently(Pellicelli, 2012). Like changes in government guidelines and legitimate prerequisites is quick seen by specialists of those fi elds and changes made concurring can be handily managed without hampering business code. Key administration is required in todays business situation which must be gotten by including master advices(Yeboah, 2013). Since their charges for full time administration is higher, re-appropriating turns into the best approach to gain admittance to their aptitude in diminished expenses. For instance, in development firms where enormous number of agreements is made with providers and purchasers, legitimate advices are required so the organizations know about government guidelines in regards to expenses and property leases. They redistribute lawful warning attempts to organizations expert in lawful exhorting and corporate legal advisors for getting satisfactory advice(Gardener, 2015). Setting up world class innovation is likewise guaranteed as redistributing is commonly made by the organizations to them who are custom-made with most recent apparatuses and systems. Regardless of whether the organization is more established or has been built up long route back, re-appropriating its work to different organizations with most recent innovations can give a degree to changeover to new pattern. Cell phone organizations using redistributing methods is noticeable in most recent news where portable delivering organizations re-appropriates programming improvement units to other propelled organizations (Meyer, 2011). In carrier businesses additionally re-appropriating have made a critical job where most recent airplanes and planes are produced by different organizations with unique and most recent technologies(World Airline News, 2017). In conclusion, to beat rivalry and addition maintainability, redistributing assumes a significant job. This favorable position is seen in the wake of understanding all the previously mentioned highlights and points of interest of redistributing by associations as in the wake of acknowledging it, the organization more likely than not become enhanced with every important component like cost productivity, work viability, master commitment and time saving(Syluancia, 2009). To increase upper hand, the associations follow key administrative methodology which can be as self execution or re-appropriating to other unique agencies(Pellicelli, 2012). Subsequently the organization can take on fresher dangers and difficulties in the wake of redistributing which may be useful to beat others in

Huckleberry Finn and The Modern Classroom :: essays papers

Huckleberry Finn and The Modern Classroom Imprint Twain’s story The Adventures of Huckleberry Finn, is a supremacist, corrupt book that ought not be instructed in American High Schools. As a children’s story, Finn is an energizing story of a kid and a runaway slave riding a pontoon to opportunity. As a book to be educated to 16-year-early English understudies, it is a novel that fuses genuine bigot issues advantageously tucked away among it’s many dispersed plots. From the earliest starting point we are cautioned â€Å"persons endeavoring to discover a plot will be shot,†(Notice) proposing that, as breaking down books is a focal topic in English study halls, Finn may not be the best decision. The hero, Huckleberry Finn, is a 14-year-old white kid experiencing childhood in Missouri, who carries on with his life fleeing from his issues, deceiving everybody, taking, and utilizing everybody he goes over. He fakes his own passing convincingly, and all with the cool, reasonability not much the same as little youngsters. â€Å"Well, next I took an old sack and put a great deal of huge shakes in it, - everything I could drag,- and I began it from the pig and hauled it to the entryway and through the forested areas down to the waterway and dumped it in, and down it sunk, far out. You could simple see that something had been hauled over the ground. I wished Tom Sawyer was there, I knowed he would check out this sort of business, and toss in the extravagant contacts. No one could spread himself like Tom Sawyer in such an incredible concept as that.†(Ch. 7) This character isn’t most likely what the young people of America should find out about. His capacity to callously mislead individuals to get what he needs, is an alarming trademark, which isn’t one that ought to be instructed to susceptible understudies. He has taken the falsification of his own passing and, in his mine, set it in the classification of the nonexistent looters and hoodlums games he used to play with Tom Sawyer. Huck’s partner on his excursion down the waterway is Jim, an uneducated grown-up, dark slave who has fled planning to make it to a free state. The way that Huck treats Jim now and again, misleading him or disparaging him is supremacist and wrong.

There are many options available to teach IEW writing to your students. One of the most enjoyable and successful ways to begin is to use Teaching Writing: Structure and Style (TWSS) and the Student Writing Intensive for the first year. But for year two, what are the options? Some teachers create their own lessons using the TWSS, finding source texts that correlate to what they are studying in various subjects. Others, who found that their students loved the DVD teaching of Andrew Pudewa, choose a DVD continuation course. But for many, IEW’s theme-based books are the perfect solution. What are your students studying in history this year? Whether you are learning about the ziggurats of ancient times or World War II, you can enhance your history studies by writing about the topics you are studying. Lori Verstegen has masterfully written a variety of theme-based books to help you effectively teach IEW’s Structure and Styleâ„ ¢ Writing Method while using source texts from the period of history your students are studying. We recently asked Lori to share her IEW story with us. Tell us a little bit about yourself and your family. I have a degree in nursing and science, but I've always loved teaching. When I went into nursing, I knew I was going to do some kind of teaching, and I taught CPR and that kind of thing for awhile. Once I had kids and I started homeschooling, I fell in love with teaching kids and never went back to nursing. I homeschooled my own kids for twenty-five years with the support of my husband. We just had our thirty-sixth anniversary and he pastors a small Bible church. I have four boys and they are very active. The youngest is now twenty-two, and the oldest is thirty-four. They are the reason that I had to come up with very active, hands-on, fun ways to teach with lots of games. We had a lot of fun! I also now have one granddaughter who is two and a half years old. How and when did you first discover IEW's Structure and Style? When my older boys were in junior high, I remember being very frustrated with teaching writing. I think it was the only subject I didn't enjoy teaching because I felt like the curriculums out there gave me plenty of writing assignments and ideas but none of them showed me how to teach it. It was the last thing we did every day if we even got to it. Then, my friend gave me the six videos of Teaching Writing: Structure and Style. I watched the first few, and I just loved it! I tried it on my kids, and it was an instant success. Writing became the first thing we all wanted to do. We enjoyed it; we had fun brainstorming together and being creative together. It literally transformed my whole homeschool experience because writing touches every other subject. They could now write about what they were learning in anything. I liked it and was so excited about it that I called Andrew Pudewa, and I got his permission to show the video course to my friends in my community. I started teaching the workshops by basically just showing the DVD and then answering questions. Everyone I showed it to just loved it, but I found that there weren't a lot of helps or theme-based lesson plans. People loved the method, but were unable to implement it because they had so many other subjects to teach that they didn't have time to find a source text and make their checklists. I was asked to teach others’ kids, and I started teaching classes, which I've done ever since. The lesson plans for my classes became a lot of the theme-based writing lessons that IEW now offers. Do you have a favorite unit that you like to teach? My favorite unit is probably Unit 3, stories. I told you my background is nursing and science, so I am a very analytical, fact-based kind of person. When I was going through high school and even college, I didn't like literature. I didn't like anything fictional. Give me a research paper and I was all over it. I stayed away from trying to be creative in terms of writing because I didn’t know how, but when I learned the Story Sequence Chart and the elements of style that IEW teaches, all of a sudden it clicked. I could do it and it was fun. I think because I was where a lot of kids are, I am able to relate to them, and we have a blast. I think stories are the best place to teach the decorations. We just have a lot of fun being creative with them   You can really see how decorations add a lot of sophistication to their writing and make them feel like they’re successful with their writing. We have a lot of fun with Unit 3. I always laugh at that. Knowing my past, I never would have thought that I would be teaching people how to write stories. What do you feel is the biggest advantage for students using IEW's methodology? Well I think the benefit is different for different age groups. I think the biggest advantage with the younger kids, especially—and not that it's not for the older ones as well—but it’s that it really helps them have fun and enjoy the writing process while being creative and playing with words. My number three son to this day loves playing with words. He has an app now that sends him a word a day. It comes from the brainstorming we did together. IEW involves the mom and the kids together, expanding their creativity and vocabulary. Helping them enjoy the writing process and getting mom and kids involved in the process together— that is what I like with the younger kids. I think for the older kids the biggest thing is that it really builds confidence—both in the mom, that she can actually teach writing, and in the kids, as they feel like they can do whatever is thrown at them. They will know how to attack any writing assignment structurally and how to make it more sophisticated. What is most rewarding about being an IEW author? Some of my most rewarding moments are when I get notes from former students, thanking me that they are succeeding in their college writing courses. Also, knowing that I'm helping homeschool moms by taking the frustration out of teaching writing, helping them feel confident and joyful in their teaching, is a wonderful feeling. I just remember my struggling. Knowing that I can now help other people avoid the frustration that I went through by giving them the tools that they need to successfully teach their kids how to write—that is very rewarding! Your books include vocabulary words. Can you share a bit about that? The theme-based books have a collection of really great words to help enrich students’ vocabulary. They work on them all year long, and they have to use them as they write. By the end of the year, these words become part of their natural writing vocabulary. At year’s end, we write vocabulary stories where they use as many of the vocabulary words that they can. They can pick any story and then try to use the vocabulary words. A lot of them get all of the words in the story. It shows that they have really mastered the words. Most of the words are from lists that were most recently found on college ACT prep tests, so you know that they are the words that are used throughout great classic literature. When the kids are reading literature, they see the words and they recognize them. I require a few vocabulary words in everything they write, and it makes a big difference.    Easy-to-use and written in a conversational style, Lori Verstegen’s books will guide you through teaching the Structure and Style  Writing Method to your students. The Teacher’s Manual refers to the section of Teaching Writing: Structure and Style that should be viewed as each new IEW unit is taught and is full of helps, samples, teaching ideas, and answer keys. We hear continuous reports from parents and teachers that students look forward to writing using Lori’s theme-based writing lessons. Whether you are a homeschool parent, hybrid school teacher, or co-op teacher, one of Lori’s books may just be the ticket to another successful IEW year.    IEW books by Lori Verstegen U.S. History Based-Writing Lessons Ancient History-Based Writing Lessons Medieval History-Based Writing Lessons Advanced U.S. History-Based Writing Lessons Bible Heroes All Things Fun and Fascinating Teaching with Games Dress-Ups, Decorations, and Delightful Diversions Student Resource Notebook

2011 Five-year Top Performing Direct Plans Q3

Savingforcollege.com ranks the performance of direct-sold 529 plans. Direct-sold plans are those that consumers can enroll in without using a broker. We have prepared both one-year, three-year and five-year performance tables. To prepare this ranking, we compared a subset of portfolios from each 529 savings plan. We selected portfolios based on their mix of stocks, bonds and money market funds, which allows for an apples-to-apples comparison in seven asset-allocation categories. The lower the "percentile," the better the ranking. This ranking could be a useful tool for you when selecting which direct 529 plan might be right for you. Here are our 529 performance rankings as of September 30, 2011 for Direct-sold 529 plans. Five-year performance ranking (click here for one-year performance table and three-year performance table): Rank State Plan Percentile 1 Kansas Schwab 529 College Savings Plan 26.64 2 Utah Utah Educational Savings Plan (UESP) Trust 28.77 3 New York New York's 529 College Savings Program -- Direct Plan 33.76 4 Nevada The Vanguard 529 Savings Plan 33.96 5 Ohio Ohio CollegeAdvantage 529 Savings Plan 34.34 6 Michigan Michigan Education Savings Program 36.15 7 Iowa College Savings Iowa 36.40 8 Arkansas GIFT College Investing Plan 37.10 9 Wisconsin EdVest (Direct-sold) 37.12 10 Nevada Upromise College Fund 37.76 11 Colorado Direct Portfolio College Savings Plan 39.54 12 Missouri MOST - Missouri's 529 College Savings Plan (Direct-sold) 40.37 13 South Carolina Future Scholar 529 College Savings Plan (Direct-sold) 40.48 14 Kansas Learning Quest 529 Education Savings Program (Direct-sold) 41.07 15 Vermont Vermont Higher Education Investment Plan 41.11 16 Virginia Virginia Education Savings Trust (VEST) 41.28 17 New Jersey NJBEST 529 College Savings Plan 41.87 18 Georgia Path2College 529 Plan 42.36 19 Alaska University of Alaska College Savings Plan 42.64 20 Maryland College Savings Plans of Maryland -- College Investment Plan 43.53 21 Kentucky Kentucky Education Savings Plan Trust 43.81 22 Alaska T. Rowe Price College Savings Plan 45.20 23 Minnesota Minnesota College Savings Plan 45.25 24 Oklahoma Oklahoma College Savings Plan 50.50 25 Connecticut Connecticut Higher Education Trust (CHET) 52.06 26 Mississippi Mississippi Affordable College Savings (MACS) Program 54.32 27 South Dakota CollegeAccess 529 (Direct-sold) 54.67 28 District of Columbia DC 529 College Savings Program (Direct-sold) 55.77 29 West Virginia SMART529 WV Direct 56.74 30 Rhode Island CollegeBoundfund (Direct-sold, Alternative RI) 58.99 31 West Virginia SMART529 Select 66.17 32 Arizona Fidelity Arizona College Savings Plan 68.49 33 New Hampshire UNIQUE College Investing Plan 69.40 34 Delaware Delaware College Investment Plan 69.45 35 Massachusetts U.Fund College Investing Plan 70.61 36 New Mexico The Education Plan's College Savings Program (Direct-sold) 87.83 - Alabama College Counts 529 Fund (Direct-sold) NA - California The ScholarShare College Savings Plan NA - Florida Florida College Investment Plan NA - Hawaii Hawaii's College Savings Program NA - Idaho Idaho College Savings Program (IDeal) NA - Illinois Bright Start College Savings Program -- Direct-sold Plan NA - Indiana CollegeChoice 529 Investment Plan (Direct-sold) NA - Louisiana START Saving Program NA - Maine NextGen College Investing Plan -- Client Direct Series NA - Montana Montana Family Education Savings Program Investment Plan NA - Nebraska Nebraska Education Savings Trust - Direct College Savings Plan NA - Nebraska TD Ameritrade 529 College Savings Plan NA - Nevada USAA 529 College Savings Plan NA - North Carolina National College Savings Program NA - North Dakota College SAVE NA - Oregon Oregon College Savings Plan NA - Pennsylvania Pennsylvania 529 Investment Plan NA - Texas Texas College Savings Plan NA NA = Not Applicable = Program does not have at least one portfolio with sufficiently-long performance in a minimum of four asset allocation categories under our ranking model. The Savingforcollege.com plan composite rankings are derived using the plans' relevant portfolio performance in seven unique asset allocation categories. The asset-allocation categories used are: 100 percent equity, 80 percent equity, 60 percent equity, 40 percent equity, 20 percent equity, 100 percent fixed and 100 percent short term. The plan composite ranking is determined by the average of its percentile ranking in the seven categories. The performance data underlying these rankings represent past performance and are not a guarantee of future performance. Current performance may be lower or higher than the performance data used. A plan portfolio's investment return and principal value will fluctuate so that an investor's shares or units when redeemed may be worth more or less than their original cost. Investors should carefully consider plan investment goals, risks, charges and expenses by obtaining and reading the plan's official program description before investing. Investors should also consider whether their beneficiary's home state offers any tax or other benefits that are available for investments only in such state's 529 plan. Brokers, please note: For internal use only and not for use with or to be shown to the investing public. Disclaimer: JFH Innovative LLC shall not be liable for any errors or omissions in this report. Users should rely on official program disclosures. For broker-sold plan rankings, click here. Savingforcollege.com ranks the performance of direct-sold 529 plans. Direct-sold plans are those that consumers can enroll in without using a broker. We have prepared both one-year, three-year and five-year performance tables. To prepare this ranking, we compared a subset of portfolios from each 529 savings plan. We selected portfolios based on their mix of stocks, bonds and money market funds, which allows for an apples-to-apples comparison in seven asset-allocation categories. The lower the "percentile," the better the ranking. This ranking could be a useful tool for you when selecting which direct 529 plan might be right for you. Here are our 529 performance rankings as of September 30, 2011 for Direct-sold 529 plans. Five-year performance ranking (click here for one-year performance table and three-year performance table): Rank State Plan Percentile 1 Kansas Schwab 529 College Savings Plan 26.64 2 Utah Utah Educational Savings Plan (UESP) Trust 28.77 3 New York New York's 529 College Savings Program -- Direct Plan 33.76 4 Nevada The Vanguard 529 Savings Plan 33.96 5 Ohio Ohio CollegeAdvantage 529 Savings Plan 34.34 6 Michigan Michigan Education Savings Program 36.15 7 Iowa College Savings Iowa 36.40 8 Arkansas GIFT College Investing Plan 37.10 9 Wisconsin EdVest (Direct-sold) 37.12 10 Nevada Upromise College Fund 37.76 11 Colorado Direct Portfolio College Savings Plan 39.54 12 Missouri MOST - Missouri's 529 College Savings Plan (Direct-sold) 40.37 13 South Carolina Future Scholar 529 College Savings Plan (Direct-sold) 40.48 14 Kansas Learning Quest 529 Education Savings Program (Direct-sold) 41.07 15 Vermont Vermont Higher Education Investment Plan 41.11 16 Virginia Virginia Education Savings Trust (VEST) 41.28 17 New Jersey NJBEST 529 College Savings Plan 41.87 18 Georgia Path2College 529 Plan 42.36 19 Alaska University of Alaska College Savings Plan 42.64 20 Maryland College Savings Plans of Maryland -- College Investment Plan 43.53 21 Kentucky Kentucky Education Savings Plan Trust 43.81 22 Alaska T. Rowe Price College Savings Plan 45.20 23 Minnesota Minnesota College Savings Plan 45.25 24 Oklahoma Oklahoma College Savings Plan 50.50 25 Connecticut Connecticut Higher Education Trust (CHET) 52.06 26 Mississippi Mississippi Affordable College Savings (MACS) Program 54.32 27 South Dakota CollegeAccess 529 (Direct-sold) 54.67 28 District of Columbia DC 529 College Savings Program (Direct-sold) 55.77 29 West Virginia SMART529 WV Direct 56.74 30 Rhode Island CollegeBoundfund (Direct-sold, Alternative RI) 58.99 31 West Virginia SMART529 Select 66.17 32 Arizona Fidelity Arizona College Savings Plan 68.49 33 New Hampshire UNIQUE College Investing Plan 69.40 34 Delaware Delaware College Investment Plan 69.45 35 Massachusetts U.Fund College Investing Plan 70.61 36 New Mexico The Education Plan's College Savings Program (Direct-sold) 87.83 - Alabama College Counts 529 Fund (Direct-sold) NA - California The ScholarShare College Savings Plan NA - Florida Florida College Investment Plan NA - Hawaii Hawaii's College Savings Program NA - Idaho Idaho College Savings Program (IDeal) NA - Illinois Bright Start College Savings Program -- Direct-sold Plan NA - Indiana CollegeChoice 529 Investment Plan (Direct-sold) NA - Louisiana START Saving Program NA - Maine NextGen College Investing Plan -- Client Direct Series NA - Montana Montana Family Education Savings Program Investment Plan NA - Nebraska Nebraska Education Savings Trust - Direct College Savings Plan NA - Nebraska TD Ameritrade 529 College Savings Plan NA - Nevada USAA 529 College Savings Plan NA - North Carolina National College Savings Program NA - North Dakota College SAVE NA - Oregon Oregon College Savings Plan NA - Pennsylvania Pennsylvania 529 Investment Plan NA - Texas Texas College Savings Plan NA NA = Not Applicable = Program does not have at least one portfolio with sufficiently-long performance in a minimum of four asset allocation categories under our ranking model. The Savingforcollege.com plan composite rankings are derived using the plans' relevant portfolio performance in seven unique asset allocation categories. The asset-allocation categories used are: 100 percent equity, 80 percent equity, 60 percent equity, 40 percent equity, 20 percent equity, 100 percent fixed and 100 percent short term. The plan composite ranking is determined by the average of its percentile ranking in the seven categories. The performance data underlying these rankings represent past performance and are not a guarantee of future performance. Current performance may be lower or higher than the performance data used. A plan portfolio's investment return and principal value will fluctuate so that an investor's shares or units when redeemed may be worth more or less than their original cost. Investors should carefully consider plan investment goals, risks, charges and expenses by obtaining and reading the plan's official program description before investing. Investors should also consider whether their beneficiary's home state offers any tax or other benefits that are available for investments only in such state's 529 plan. Brokers, please note: For internal use only and not for use with or to be shown to the investing public. Disclaimer: JFH Innovative LLC shall not be liable for any errors or omissions in this report. Users should rely on official program disclosures. For broker-sold plan rankings, click here.