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Paper Instructions:

Describe any new skills or strategies you learned in Analytical Thinking, Writing & Research that you will be able to apply in future college classes.
Include an example of how you would use those skills or strategies, or how you could have used them in one the courses that you are currently taking

What is 1 major thing you learned from Principles of Managerial Accounting that would help you in your future career? Additionally, what is your opinion about the material covered in the course and the amount of work assigned?

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CRITICAL WRITING When Thoreau decamped to the woods to write Walden in 1845, the United States (and indeed much of the world) was experiencing a period of immense social, cultural, and political upheaval. The economy was shifting from one of home-based subsistence and informal trade to paid labor in structured workplaces. Abolitionists were pushing for an end to slavery, and women’s rights activists were demanding equal protection under the law. The church was losing its influence and its place in local government. Social workers were seeking reforms in charitable, penal, and psychiatric institutions; others were calling for universal education and a new approach to schooling. Even Transcendentalism was a reform movement of sorts. Choose any one of these developments that interests you and do some research to learn more about it. Then, in an essay, explain how and why Thoreau incorporates critiques of that change into his argument in “What I Lived For.”

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Paper Instructions:

1. Think of the most exciting, most enjoyable, or weirdest place you have ever visited. What are the qualities and features that give the place its special character? Write a descriptive essay that will allow a reader to share your impressions of the place

2. Technology has changed our lives in many ways. Think of a development in technology, such as the widespread use of cellular phones or the availability of the Internet. Write an essay in which you explain the causes and effects of this development on our lives.

3. Explore an environmental issue, such as the destruction of the rain forest, global warming, or landfills. Write a cause-and-effect essay in which you explain how the problems surrounding this issue affect the environment and our lives.

4. Many people face obstacles that restrict and complicate their lives. For example, a person may not have a car, yet need to drive in order to keep a job. Choose a problem, and write an essay that presents a practical solution to the problem.

5. Imagine that you had the option of telling the U.S. government how your family's tax dollars should be spent. Should the money go to education, national health care, or the military? Write a letter to your state representative explaining which option you would select and provide reasons supporting your choice.

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Paper Instructions:

Individual Reflection on the group .
Write to reflect on your own experience in your team. What worked? What didn’t? What would you do again? What would you do differently in the future?  Each person should turn in their own individual analysis. These analyses should be about 1 page. 
This analysis can include your reflections on issues such as: 
•    Roles and responsibilities – What roles did everyone take? How did you allocate roles? How did you manage accountability? 

•    Demographics – What was the demographics of your group? Where was your group homogenous? Heterogeneous? How did that homogeneity/ heterogeneity help/challenge your group?

•    Goals - (How) did your group define goals? (How) did you manage aligning individual goals with one another? 

Processes – How did your group manage decision making? Communication? Conflict?
The individual paper presents a thoughtful analysis of the factors that were enabling/ distracting for your group and offers thoughtful ideas about what you learned for future groups in which you will participate.

Moving from East Germany to work in West Germany during the Cold War

Advantages

            Moving and residing in another country is perceived to be one of the primary factors that might or may not enable a person to grow and develop economically. In the process of moving from East Germany to Work in West Germany, a person becomes exposed to new customs, new culture, and so on. After all, such an action can be extremely rewarding because it will enrich one's life in ways that cannot be anticipated or qualified. Nevertheless, escaping to work in West Germany will be an avenue for obtaining bonuses, incentives, and better houses. The reason for that is because at times living conditions or expenses in West Germany are relatively cheaper as compared to East Germany.

            Nevertheless, as a means of seeking a better start, moving to West Germany implies that a person will be living a free life because no one will be bothering inquiring about your life. In such a new country, it is easier for a person to craft a new persona and in return become the person one had desired to be. The reason for that is because to some extent it logical to say that West Germany could be having a great deal of reputation as compared to East Germany.

Disadvantages

            On the other hand, regardless of the increment in salary, it should be understood that the number of changes and adaptations required for a person to fit into the new culture can prove to be a great challenge. This is to imply that, once in a foreign country, a person will start feeling insecure, isolated, or confused. Furthermore, with the desire to be paid more, culture work and the new working conditions might turn out to be more distressing to the extent of making a person feel depressed. Dedicating one's time to get assimilated to fit into the new working environment can also prove to be a depressing issue.

            Additionally, the taxes that a person will be paying in such a foreign country will make the job that he or she does to be less rewarding as anticipated. Usually, the majority of nations levy requires both native and foreign individuals to pay taxes. The fluctuating income taxes in such a state can also make a high salary to quickly dwindle. It is, therefore important for a person to consider analyzing whether he or she will have the propensity of affording life in such a region before venturing to move into it.

Risks involved

            Conversely, during the reunification of Germany, the majority of individuals have tried to free themselves from West Germany. After the government had noticed their move, a great wall was constructed to deter them from crossing that border. As a result of that, attack dogs, barbered wire, and landmines ended up killing a great number of people who could have attempted to cross the East-West Germany boarder. Therefore, due to the fact that it is my duty to ensure that I have continued to support my family, the first action to take is to ensure that I have obtained all the documents that will permit me to work in West Germany. Armed with the, it will also be mandated to ensure that they have provided a clear detail of the number of people who I will be moving with.

Escape route

Werneuchen (East Germany)              Gyor                Hungry            Australia

                                                Munich (West Germany)

A leap of death

Outline

1. Introduction
2. Background
3. Zip lining adventure resulting to the danger
4. Journey to the location for zip lining
5. Arrival at the resort where I got hooked to the zip line
6. Jumping down the zip line.
7. Go to prove my friends wrong by taking the leap
8. Danger strikes
9. I couldn't get off the line because I was too scared to detatch
10. Rescuers could no reach me without putting me at more risk
11. My drop to safety
12. Gave in to fatigue and finally calmed down
13. Had to be resqued by divers
14. Conclusion

Introduction

Out of all the experiences I have had while growing up, I will never forget the day curiosity almost killed this cat. Throughout my childhood, I was known as the careful and cautious boy who always worked with a plan. I rarely took risks and, even when I did, I would ponder long and hard about the consequences to determine if it was a risk worth taking. My friends have always complained that I take the fun out of everything with my cautious nature and always insisting on the safer options. It reached a point however, where they were determined to get me out of my comfort zone and make me face my fears. Their idea was for the group, me included, to go on an adventure and finish it all off with an evening of zip lining. While the whole idea started off as a dare, I got more curious as the fateful day drew near. By the time we were heading for the venue, I was more curious about the experience than I was scared of all the risks involved. Little did I know that my decision to embrace the unknown would place me in more danger than I could have ever imagined.

The day started off well and even with my tendency to evaluate all risks before engaging in an action, none of my analysis skills would have predicted the events that would unfold. After driving for what seemed like an eternity, we finally arrived at the resort offering a variety of outdoor activities, one ow which was zip lining. This specific resort however added on a twist to the experience in that; unlike most zip lining where the individual ends the thrill by safely reaching the ground where you get assisted from a team of professionals to disembark from the lines, the one I would soon embark on was quite different. Instead of making your way down the line and stopping when u reach the ground, the line at the resort was directed towards a lake where one would unclip the hook tied to the zip line and dive into the lake. As if sliding down a rope suspended a significant distance above the ground, with no parachute mind you, was not risky enough, I had to cope with all that fear and still unclip my hook to land in the lake.

I was however determined to prove them wrong and slide down the line despite being terrified by the idea. However, watching all the safety precautions that had been taken by the resort and the person hoking me up to the zip line reassured me of the safety involved. By the time he had finished hooking me up to the line, I was more curious than terrified and did not need a lot of motivation to take the leap and let gravity do its work. Once I was given the go ahead, I closed my eyes, took a deep breath and jumped from the starting point. I remember looking back to see my friends cheer before I jumped, but the excitement I felt, seeing the look of surprise on their faces was overtaken by the rush of adrenalin, excitement and a hint of fear that hit me all at the same time. I started questioning my decision the minute my feet left the ground and could not hold back screams as I rushed down the line at an alarming speed.

Despite my initial fear of sliding down the zip line, I could not help but enjoy the feeling of rushing downwards with little control of what could happen. My enjoyment was however short lived as I soon reached the point where I was required to unclip the hook and plummet to the water beneath. Even after paying close attention to the instructor’s instructions, my mind went blank the minute I reached the point where I was to jump into the lake. Although I realized I had slowed down as I approached the lake, it did little to stop me from imagining the worst. I started picturing what would happen if I fell into the water. Would I be able to swim? Had the adrenalin taken up too much of my energy or would I be able to swim to shore? What was I thinking hooking up to this thing in the first place? My mind was full of questions that made it difficult to hear the instructions being screamed to me by the instructor and my friends.

What started off as an exciting game among friends quickly became an emergency situation as professionals had to be called in to help figure out how to get me down. The zip line had now come down to a stop and the only motion was caused by my movements and I cried for help. The risk was intensified by the fact that sending someone to unhook the clip for me could risk both of us plunging down while still attached to the cable in case it broke. The weight of two people may also alter the angle the line was placed in and this could result in me sliding down even further at the risk of missing the lake. The only option left was for the instructor to calm me down enough to allow me to unhook the clip on my own. This was however proving to be too difficult to a task because I was too scared to even entertain the idea of falling into the cold water.

After spending almost one hour suspended in the air, I was fatigued, scared and lacked the energy to hold on any longer. My fatigue was however an advantage as I lacked the energy to scream and call for help. This also meant that the instructors could now talk to me and I realized that they had been trying to show me what I had to do in order to set myself free. The issue was however far from being over as I was fully aware that I was too weak to swim. Even when I was guided on how to unhook the clip, a new problem arose where a boat needed to be close by with divers ready to pull me out of the water in case I drowned. After what felt like days suspended in the air, I finally managed to unclip the hook and fell into the water. The boat came close to where I fell and the divers pulled me in before taking me to safety. I could not help but let out a sigh of relief once my feet touched solid ground after disembarking from the boat. Even though the adventure did not go as planned, I scored major points with my friends as I was able to step out of my comfort zone and take a risk no one believed I would be able to.

                                                 CHEESE PUFFS (GOUGERES)

Ingredients

150grams tablespoons of salt

 cups of milk

150grams tablespoons of sugar

1 cups of grated Gruyere cheese

2 stick of unsalted butter (5 ounces/120 grams), chopped into small pieces

2 cup (130 grams) of flour

3-4 eggs

1 cup of grated Cheddar cheese

Directions

1. Heat the oven for about 430 degrees. Use parchment to line two backing sheets and set them aside.
2. Using a saucepan, combine milk with cup of water with salt, sugar, butter, and milk and stir. Continue to stir the mixture until all of it has melted. Increase the heat to a medium range so as to enhance controlled baking.
3. Remove it from the source of heat before adding flour immediately. Use a spoon to stir vigorously for some time to ensure that whole mixture has thickened. Keep stirring to ensure flour lumps have not remained.
4. Return the mixture to the source of heat and heat it while stirring so as to facilitate the formation of a film underneath the saucepan. Keep on stirring for two or more minutes while ensuring that the film have not been scraped
5. Remove the mixture (panade) and transfer it to the food processor. Stir it for at least two minutes to dispel the heat.
6. While the processor is running, add the beaten eggs while maintaining its consistency.
7. Take the paste and stir it in the cheese
8. Take the cookie scoop and the scoop generous mounds of the paste into the baking sheets lined with parchment. Ensure to space them well on the table.
9. Return them into the oven and immediately maintain the heat at 380 degrees F. Given them at most 30 minutes to bake before removing them

 (Denny, 2016)

Explanation and rationale

            When preparing this snack, there are two things that had to be kept in mind. The first one is that it is important to ensure that all the ingredients are available before starting the cooking process. In the act of grating the cheese, it is important to ensure that the butter and water have not boiled away. Otherwise, the contents will lose a lot of water. Secondly, it is recommended to give the butter few minutes to cool before adding the beaten eggs. The reason for that is to ensure that they are not cooked.  During stirring, it is important to vigorously do it without stopping. It is important to ensure using strong cheese like aged Comte, Gruyere, sharp cheddar, and so on, or just a mix of the same. The addition of smoked cheese is also a nice option to take (Wright, 2003). 

            After the puffs have turned golden brown, it is better to poke them aside using a knife so as to release steam, before returning them into the oven to finish baking. It is important to serve them while warm. You can sandwich a piece of dry-aged ham in them.  During baking, one of the problems that the majority of people encounter with cream cheese puff dough is deflated cheese puffs. The main of this is use of extra eggs or just under baking.  It is, therefore, important to ensure that large eggs have been used.  Ensure you have given the puffs enough time to bake until they have complexly turned golden brown so as to make them not to sink when cooling (Bertinet, 2013). 

                                                            References

Bertinet, R. (2013). Pastry: A master class for everyone, in 150 photos and 50 recipes. San Francisco: Chronicle Books.

Denny, L. (2016). Puff Pastry Recipes: 50 Delicious of Puff Pastry Recipes50 Delicious of Puff Pastry Recipes.

Wright, C. A. (2003). Little foods of the Mediterranean: 500 fabulous recipes for antipasti, tapas, hors d'oeuvre, meze, and more. Boston, MA: Harvard Common Press.

Reflective Report

Describe

The school in which I conducted my field research was an urban private school. The school has one classroom which has five students, and it teaches reading and mathematics. One of the two students is in first grade and the other two are in the second grade. However, since only one student was in the first grade, the administration of the school decided to include the student with the other students in the second grade (Banks, 2013). This therefore means that there are four students in the second grade, one of whom is supposed to be in the first grade (Addy & Wight, 2012). Prior to conducting my research, I decided to conduct a research about the school and noticed that it was a school which was based on equality. The school did not tolerate racism, gender inequality or ethnicity. All students were considered to be equal, and the main of objective of the school was to provide good education to all students regardless of where they were from. Moreover, the school has students of different races, each of the students speak their own native languages, but when in school they are supposed to speak English language. English is therefore the unifying factor in the school, since the students can be able to communicate with each other without having any problems bearing in mind that they are of different races (Gollnick & Chinn, 2012).

There are two girls and three boys in the class, the students are from three different countries. Some of them speak Pakistan, while others speak Arab (Baldwin, & Reis, 2004). On the other hand, they also speak fluent English which makes them to be able to communicate with each at ease. Even through the students have different cultures, the school has made sure that it treats them equally without looking at their culture or otherwise their religious influences. Furthermore, both the teachers and the students strictly obey the policy of the school which is to ensure that there is no tolerance of prejudice in the provision of education in the school. The school’s main agenda is therefore to provide education to the students, and to ensure that they become people who will be of importance in the society, through upholding high moral rights (Banks, 2013).

I also observed that the administration of the school appreciates all students, and it also works hard to ensure that students respect each other. For instance, while I was teaching in the school, there was a new student who came to the class but the other students were not willing to relate with him. The teacher encouraged the students to talk and even play with the student. Moreover, the teacher also talked to the school principal about the matter asking her to talk to encourage the students to be good to each other (Gollnick & Chinn, 2012).

Analyse

When looking at gender balance in the school staff, female teachers are many as compared to male teachers. This is so because, 75% of the teaching staff in the school is women, this therefore leads to gender inequity of teachers in the school. Moreover, 60% of the students in the class are male, thus making the percentage of female students in the class to be 40% (Banks, 2013). Even though the school is very strict in making sure that it exercises diversity in the best way possible, gender inequity is a major problem. The students therefore miss the technical teaching of male students since they are only taught by female teachers. On the other hand, since the school is an Islamic school, all students are supposed to learn Arabic in order to be able to understand the dictates of the Islamic religion. This consequently makes students from a different religion and country that is, the Pakistani students to suffer while learning while learning a new religion and language. This makes it hard for them to be able to understand a different religion when they have been taught a different religion and the Islamic religion is not their religion (Baldwin, & Reis, 2004).

Programming in the school is very good, despite the school having a few number of students (Addy & Wight, 2012). The school as co-curricular activities, where all students are supposed to participate in the activities if they qualify. This consequently makes the students to be able to enjoy learning since they can be able to play and explore their talents. Moreover, the teaching technics used by the teachers is also very good. This has consequently enabled the students to be able to understand whatever they are being taught even though they are in different grades but studying under the same roof. Thirdly, the school has incorporated academic trips which enables students to be able to enjoy learning and learn new things (Banks, 2013). Each and every student must go for the academic trip, which is essential for the creation of a good relationship between the students and the teachers. The good relationship between students and teachers has made it easy of students to be able to understand whatever they will be reading (Gollnick & Chinn, 2012).

Synthesize/Judge

                According to the research I conducted, I believe that the service being offered in the school are very significant (Baldwin, & Reis, 2004). This is mainly because, the school is not only focused on providing educational support to the students, but it also works to ensure that the students are equipped with proper moral upbringing. This really helped me to be able to understand the need for teaching students not only to understand whatever they are being taught, but to also be able to impact the society positively. Furthermore, the programs offered by the school are also very important in that they support proper teaching techniques in the school by the teachers (Banks, 2013). I am now able to do more than what I actually thought I could do because research has really helped me to understand the other side of teaching which is giving it your all. I was also motivated by the teachers to not only teach but to also incorporate ways through which students can be able to understand whatever they are being taught regardless of the resources that one has (Gollnick & Chinn, 2012).

Goal Setting:

This research has therefore enabled me to be able to understand how to teach in different conditions, and how to make sure that I provide the best teaching ways (Addy & Wight, 2012). On the other hand, I have also loved teaching and I am more than willing to teach students in different parts of the world, and make them to not only understand the curriculum, but to also have the right moral upbringing. I am now going to work hard in making sure that I prepare myself very well for the lesson and to make sure that whatever I teach the students they get to understand (Banks, 2013). I am also focused to using unique approaches while teaching to make sure that each and every student gets to understand whatever they are being taught.

Reference

 Addy, S. & Wight, V. R. (2012, February). Basic facts about low-income children, 2010.

Retrieved from www.nccp.org.

Baldwin, A. & Reis, S. (2004). Culturally diverse and underserved populations of gifted students. Thousand Oaks, CA: Corwin Press.

Banks, J. (Producer). (2013, November 26). Democracy, diversity and social justice: Education in a global age [Video file]. Retrieved from https://www.youtube.com/watch?v=1mEw8M85PY8.

Beegle, D. (2003). Overcoming the silence of generational poverty. Talking points, 15(1), 11-20.

Gollnick, D. M. & Chinn, P. C. (2012). Multicultural education in a pluralistic society (9th ed.).

Allyn & Bacon.

Gorski, P. C. (2010, April). The challenge of defining ‘multicultural education’. Retrieved from Critical Multicultural Pavilion website: http://www.edchange.org/multicultural/initial.html.

Oakes, J. & Lipton, M. (1999). Teaching to change the world (3rd ed.).

Sloan, W. Gender in the classroom. ASCD. Retrieved from http://www.ascd.org/ascd- express/vol5/512-sloan.aspx.

Creative techniques of writing

During my creative writing some techniques enabled me go through the process successfully. I mainly focused on free writing, organization, evaluation and editing. When focusing on free writing I was able to write less relying on spelling and grammar. I wrote what came in my mind without considering the grammar since I would consider editing it as I finalized my work. I wanted to remain focused in order to come up with something original and capture all the thoughts in my mind. I did not want to lose something important thus free writing enabled me capture all the necessary things that were going through in my mind that I needed to put down in a piece of paper. This enabled me capture all the thoughts both visible and invisible and concentrate without worrying much on the grammar and critiques from the outside world.

 Organization enabled me organize my thoughts in a sensible manner till I came up with something useful and original to write. Organization ensured that I did not strain much in order to come up with good topics since I remained focused all through my writing process. Evaluation ensured that I evaluated myself until I came up with something creative and original to write about. I evaluated my ideas and was able to know the people I want to address in my writing and the main goals of writing. After free writing, editing enabled me correct all the spelling and grammar errors until my work became perfect for me to present it to the world as my original creative work. I will adapt more to using free writing since it suited me and ensured I remain focused throughout my writing process. I guess that some writing techniques are more important than others since in my writing I only used few techniques most relying on free writing, evaluation and editing.

Some techniques fit well with others and ensure the writing process remain successful. For instance one cannot use free writing and fail to use editing since those two goes hand in hand as one must revise the work after free writing has been done in order to correct all the errors that could have been made.  With brainstorming one does not need to evaluate since one needs only to enumerate all the ideas that might have (Berg & May, 2015). Brainstorming entails helping the writer to come up with thoughts even when they did not exist before. One needs to just get the ideas without having to organize them or evaluating them. Thus different techniques depend on others while some do not depend on others for the writing process to become successful. If one technique fails to work the writer needs to look out for other techniques that will ensure the writing process is completed in good time and is successful.

During revising fiction, some techniques may be used while others cannot be used. Techniques useful during this process include editing since one needs to correct all the grammar and spelling mistakes (Berg & May, 2015). Listening can also be used since one has to listen and come up with what need to be corrected. Evaluation can be used since one needs to evaluate the work in order to come up with the mistakes and look for possible solutions that will ensure the writing process is successful and corrections are made in good time.

References

Berg, D., & May, L. A. (2015). Creative composition: Inspiration and techniques for writing instruction.

How children succeed

Introduction

The commonly held story about the children and their success usually involve intelligence. The story assumes that success belongs to those children who attain the highest marks on tests from the preschool admissions all the way to SATs. However, the argument by Paul Tough holds a different narration about the reason behind a child’s success. He draws from the research from economics, psychology, and neuroscience to show that those qualities that most determine this success have little relation with character but mostly linked to curiosity, skills such as grit, optimism and conscientiousness. These qualities can all be included under a basic category of character. He further makes very important points which include how poverty relates to this success and the importance of non-cognitive qualities in attaining it. To drive the point home, Tough refers to college conundrum which he defines as a large number of students in the United States just as the value of college degrees has increasing. I recognise that Tough looks to the reason why some children are able to persevere and complete school to their success while others fallout to their failure.  This leads to the education gap being experienced in the communities

Analysis and research

Paul Tough’s persistent concern is about the existing gap in the society, especially between the children who were brought up in poor families and those raised in wealthy ones. He seeks to cast away the notion that children coming from poor communities cannot succeed. His basic idea is that regardless of the IQ of the child, they can attain excellence through perseverance and hard work. He tries to portray the extremes of childhood in America, where rich children have a safety net which is drawn so tightly to appear as a harness while the poor children have nearly nothing to prevent their failure. In relation to the college students’ success in education, the writer outlines the results of two research works done in nearly sixty-eight college concerning the concerning the performance of students. After detailed academic information was analysed by researchers, they found surprising facts about those students that drops out and those who complete college successfully. The phenomenon on college-drop out was attributed to a problem many students being unrealistically ambitious or more so those who are from low-income backgrounds (Tough, 149). Moreover, the insistence by the school and college guidance or admissions officers for the low-income, low-IQ students to attend the intellectually demanding colleges put too much pressure on these children. Upon realisation that they do not have the intelligence required to succeed in these schools they end up dropping out. However, another close look into these data those students from low-income backgrounds did not actually stretch their academic abilities beyond the limit. The researchers found out that these students were actually attending schools that were below what their level when related to their performance in standard-tests and GPAs. They did not find this phenomena among the wealthy children, but concluded that it exclusively impacted on teenagers that were disadvantaged (Tough, 151). Furthermore, they found out that a student’s score in standard tests for college admission was not the most accurate determinant of them completing college successfully. The only such evidence was shown in the public universities that are highly selective. Rather the students’ determinant in his success was found to be their high-school GPA (Tough, 152). In my view, this research findings looks quite remarkable but discouraging. Remarkable because they shows that the success of student is not determined by ones low-incoming background and encouraging because something inherent from one’s childhood character determines their success in completing college education.

I perceive that though much of Tough focus is on the travails of both the poor and the affluent groups, the plight of the underprivileged child is what compels his emotions and interests. The keen and sensitive observation of the poor child and their mentors help to bring out the story of underprivileged individuals who attain their goal against great odds. The captivating story of Kewauma Lerma, a teenager from Chicago, who grew up in the care of an incompetent single mother (Tough, xxii).  The teenager seemed capable of ignoring the daily disgraces of life full of poverty in their area and rather focused much of her attention on a vision of a more prosperous future. The teenager says how she always dreamt of being among the business ladies walking down with her briefcase while attracting everybody’s attention. The ability of Kewauna to organise her huge non-cognitive capacity for a prize too distant to be termed as theoretical was quite remarkable to Tough. He observes her as she gets into college and works very hard while there. He also observes that Kawauna had no idea of any business lady having a brief case or any college graduate apart from her teachers (Tough, xxii). I therefore relates Kawauna’s resilience and hard work to Walter Mischel’s experiment of marshmallow, but in this particular case the offer being the option to have one marshmallow currently or work hard for the four years in college while sacrificing and struggling, the finally something more worth than two marshmallows .She choose something more worth than a marshmallow, napoleon, even having not tasted any of such before.

I believe the writer want to point out that many underprivileged children do not manage the resilience of equal measure with that of Kewauna due to their troubled lives at home.  Prefrontal cortex is the part of the brain which most affected by stress in early life and is critical self-regulatory activities of any type both cognitive and emotional. Hence, those children raised up in the stressing environment experience hard time while trying to concentrate, being composed, following directions and rebounding from life disappointments. This normally affect directly their school performance. Distraction by uncontrollable impulses and negative feelings makes it hard for them to learn. I perceive the writer as intending to show that while children can be protected by attentive and responsive from environmental stresses, the adults in the lives of these poor ones cannot provide such care since they have problems burdening them. However, the resilient and hardworking ones always find a way out in attaining success in their learning. I maintain that their character offers them ability to focus on intended goals while ignoring the stresses in their poor surrounding and against all odds, they manage to succeed in completing their college education. Thus, cogitative ability plays a minor role in determining the success of a child as compared to the effects of the child upbringing, which involve the surrounding environment and the adults in the child life as they are growing up. On the other hand, there may also lack a parenting connection among rich kids, though later in the adolescence when the push for success is more intense. For both rich and poor children, parenting is matters a lot. Research have shown that the parental upbringing of a child as a great impact on the ability of a child to successfully complete their education. It has also been indicated that a persevering trait instilled in a child by the environmental factors help the child to adopt to the pressures of the learning environment so that they are able to work their way to college completion (Bellibaş and Şükrü, 692).

Studies also show that socio-economic status of parents has solid predictors of academic achievement of a child and college completion. Students coming from the low social-economic status attain performance that is below those from well off backgrounds. It is however, noted that this disparity does not curtail the progression of these kids through school or college. Scholars have also identified other factors that relate to social economic measures that and which explains the growing gap between achievements of children from these divergent groups (Bellibaş and Şükrü, 692). They have noted demographic changes as one such factor, which involve changes in the family structures such as rising cases of absence of fathers and households that are led by single mothers. Varying education achievements of the parents is another factor that determines their parent income that is necessary for providing a good environment in which the children are brought up. The gap in the community structural development is also another factor as seen in the gap between college achievement between the white and black students (Heafner, Tina and Fitchett, 238). The varying availability in resources and the upbringing backgrounds between these students has seen many white students completing students than the black ones.

Proposal

In order to solve this problem, I suggest that there should be adequate effort to try to close the social-economic gap that exist in the community. By narrowing the income gap between the parents, children will be predisposed to favourable factors that will instil the desire to work hard to complete their school and college education. Moreover, it has been proved increasing the curiosity of the students to gain more ideas and information is a factor that can serve as a catalyst for engaging student in purposeful learning. Curiosity relates to learning process as a way of motivation especially when questions are used to power it. To cultivate curiosity I suggest that the teachers should start by being curious themselves, through asking of questions relating to their content and such questions that the students would like to be able to look for answers. I consider that this kind of curiosity would flourish where in an open classroom environment. That way students would be able to ask questions out of their curiosity and the teacher can look at where such questions can lead.

Conclusion

Tough directly ascribes to the notion that children’s success is not dependent on the amount of knowledge that is pumped into their brains but rather on their ability to develop various qualities that relate to personal attributes and character. He further insinuates that the background in which the child was brought up determines their resolve to press on towards completion of college and the success thereof. I therefore argue that improvement in socio-economic status would reduce education gap and student motivation would make them eager to successfully complete their education.

Works cited

Tough, Paul. How Children Succeed: Grit, Curiosity, and the Hidden Power of Character. Boston: Houghton Mifflin Harcourt, 2012. Internet resource.148-196

Bellibaş, Mehmet Şükrü. "Who Are The Most Disadvantaged? Factors Associated With The Achievement Of Students With Low Socio-Economic Backgrounds." Educational Sciences: Theory & Practice 16.2 (2016): 671-710. Academic Search Premier. Web. 21 July 2016.

Heafner, Tina L., and Paul G. Fitchett. "An Opportunity To Learn US History: What NAEP Data Suggest Regarding The Opportunity Gap." High School Journal 98.3 (2015): 226-249. Professional Development Collection. Web. 21 July 2016.