Higher Education Essay Topics to Consider For Higher Education Opportunities

Higher Education Essay Topics to Consider For Higher Education OpportunitiesAfter completing a wide variety of undergraduate courses, it is generally common knowledge that many people have a growing interest in pursuing higher education. It has been identified that the application of the skills and methods learned in previous study areas would be applicable to further studies. To serve as a starting point for this career, one can choose from among a few higher education essay topics that would be of interest to most individuals. A college or university degree may not always be necessary to attain a high paying job or career, but it is often advised by employers.There are a number of career areas that a person may wish to pursue after obtaining their bachelor's degree. Those who desire to learn a trade like construction and engineering may want to consider a career in those fields of work. People who wish to work for the government or an educational institution may find it necessary t o pursue a position in one of these departments. Many people seek higher education to be able to take advantage of the better paying jobs and career opportunities offered by law, education, law enforcement, and computer programming. Others believe that getting a college degree will allow them to take a more proactive role in society and the advancement of mankind.Those who are interested in teaching students have many opportunities available with online college courses. In the home-schooling community, homeschooling parents can even teach their own children and gain some valuable experience while doing so. These professionals are employed at many different levels. An individual who holds a Master's degree can expect to make more money than an individual who only has a Bachelor's degree.Those who wish to be in the medical professions can continue to gain experience at hospital employment centers where they receive real-time training. Those who earn their professional licenses through the American Board of Medical Specialties can expect a higher salary than those who have attended school at an accredited university. Additionally, a medical doctor's license allows him or her to carry out tasks requiring greater supervision and/or accountability.Those who choose a career in the hospitality industry will want to consider a career that may also include a significant amount of travel. A career in catering can offer a greater amount of flexibility because it allows one to spend their free time traveling and enjoying a wide variety of travel options. Those interested in this field should choose from among the more flexible and fast-paced job opportunities that may arise in this specific career field.Those who are interested in science and life sciences can continue to advance their education at local colleges or universities. Those who enroll in a four-year college or university degree program may expect to enjoy a higher salary as compared to those who simply choose a degree that may be obtained through an online institution. In addition, some employers prefer to hire candidates with an advanced degree as opposed to those who have a bachelor's degree, even if they have worked professionally for a shorter period of time.Regardless of whether you choose to pursue a graduate degree program or go back to school for a business degree, you will never know what opportunities may come your way until you decide on a career. Even if you only have a high school diploma, you can find many more opportunities to advance your education by taking a look at the various options available. Once you decide on your career choice, do not hesitate to look at other higher education essay topics. There is nothing wrong with spending some time to explore the possibilities.

Battle of Charleroi in World War I

Battle of Charleroi in World War I The Battle of Charleroi was fought August 21-23, 1914, during the opening days of World War I (1914-1918) and was part of a series of engagements collectively known as the Battle of the Frontiers (August 7-September 13, 1914). With the start of World War I, the armies of Europe began mobilizing and moving towards the front. In Germany, the army commenced implementing a modified version of the Schlieffen Plan. The Schlieffen Plan Conceived by Count Alfred von Schlieffen in 1905, the plan was designed for a two-front war against France and Russia. Following their easy victory over the French in the 1870 Franco-Prussian War, Germany saw France as less of a threat than its larger neighbor to the east. As a result, Schlieffen sought to mass the bulk of Germanys military might against France with the goal of winning a quick victory before the Russians could fully mobilize their army. With France eliminated, Germany would be able to focus their attention to the east (Map). Predicting that France would attack across the border into Alsace and Lorraine, which had been ceded following the earlier conflict, the Germans intended to violate the neutrality of Luxembourg and Belgium to attack the French from the north in a large-scale battle of encirclement. German troops were to defend along the border while the right wing of the army swept through Belgium and past Paris in an effort to crush the French army.   French Plans In the years prior to the war, General Joseph Joffre, Chief of the French General Staff, moved to update his nations war plans for a conflict with Germany. Though he initially desired to create a plan that had French forces attack through Belgium, he was later unwilling to violate that nations neutrality. Instead, he and his staff designed Plan XVII which called for French troops to mass along the German border and mount attacks through the Ardennes and into Lorraine. Armies Commanders: French General Charles LanrezacFifth Army Germans General Karl von  Bà ¼low  General Max von HausenSecond Third Armies Early Fighting With the beginning of the war, the Germans aligned the First through Seventh Armies, north to south, to execute the Schlieffen Plan. Entering Belgium on August 3, First and Second Armies drove back the small Belgian Army but were slowed by the need to reduce the fortress city of Liege.   Receiving reports of German activity in Belgium, General Charles Lanrezac, commanding the Fifth Army at the northern end of the French line, alerted Joffre that the enemy was advancing in unexpected strength.   Despite Lanrezacs warnings, Joffre moved forward with Plan XVII and an attack into Alsace.   This and a second effort in Alsace and Lorraine were both pushed back by the German defenders (Map).      To the north, Joffre had planned to launch an offensive with the Third, Fourth, and Fifth Armies but these plans were overtaken by events in Belgium. On August 15, after lobbying from Lanrezac, he directed Fifth Army north into the angle formed by the Sambre and Meuse Rivers. Hoping to gain the initiative, Joffre ordered Third and Fourth Armies to attack through the Ardennes against Arlon and Neufchateau.   Advancing on August 21, they encountered the German Fourth and Fifth Armies and were badly defeated. As the situation along the front developed, Field Marshal Sir John Frenchs British Expeditionary Force (BEF) disembarked and began assembling at Le Cateau.   Communicating with the British commander, Joffre requested that French to cooperate with Lanrezac on the left. Along the Sambre Responding to Joffres order to move north, Lanrezac positioned his Fifth Army south of the Sambre extending from the Belgian fortress city of Namur in the east to just past the mid-size industrial town of Charleroi in the west. His I Corps, led by General Franchet dEsperey, extended the right south behind the Meuse. To his left, the cavalry corps of General Jean-Franà §ois Andrà © Sordet linked Fifth Army to Frenchs BEF.   On August 18, Lanrezac received additional instructions from Joffre directing him to attack north or east depending upon the enemys location. Seeking to locate General Karl von  Bà ¼lows Second Army, Lanrezacs cavalry moved north of the Sambre but were unable to penetrate the German cavalry screen.   Early on August 21, Joffre, increasingly aware of the size of German forces in Belgium, directed Lanrezac to attack when opportune and arranged for the BEF to provide support. On the Defensive Though he received this directive, Lanrezac adopted a defensive position behind the Sambre but failed to establish heavily-defended bridgeheads north the river. Additionally, due to poor intelligence regarding the bridges over the river, several were left completely undefended. Attacked later in the day by the lead elements of Bà ¼lows army, the French were pushed back over the river. Though ultimately held, the Germans were able to establish positions on the south bank. Bà ¼low assessed the situation and requested that General Freiherr von Hausens Third Army, operating to east, join in the attack on Lanrezac with the goal of executing a pincer. Hausen agreed to strike west the next day.   On the morning of August 22, Lanrezacs corps commanders, on their own initiative, launched attacks north in an effort to throw the Germans back over the Sambre. These proved unsuccessful as nine French divisions were unable to dislodge three German divisions. The failure of these attacks cost Lanrezac high ground in the area while a gap between his army and Fourth Army began to open on his right (Map).   Responding, Bà ¼low renewed his drive south with three corps without waiting for Hausen to arrive. As the French resisted these assaults, Lanrezac withdrew dEspereys corps from the Meuse with the intent of using it to strike Bà ¼lows left flank on August 23. Holding through the day, the French again came under attack the next morning. While the corps to the west of Charleroi was able to hold, those to the east in the French center, despite mounting an intense resistance, began to fall back.   As I Corps moved into position to strike  Bà ¼lows flank, the lead elements of Hausens army began crossing the Meuse.   A Desperate Situation Recognizing the dire threat this posted, dEsperey counter-marched his men towards their old positions.   Engaging Hausens troops, I Corps checked their advance but could not push them back across the river. As night fell, Lanrezacs position was increasingly desperate as a Belgian division from Namur had retreated into his lines while Sordets cavalry, which had reached a state of exhaustion, needed to be withdrawn. This opened a 10-mile gap between Lanrezacs left and the British. Further west, Frenchs BEF had fought the  Battle of Mons. A tenacious defensive action, the engagement around Mons had seen the British inflict heavy losses on the Germans before being forced to give ground. By late afternoon, French had ordered his men to begin falling back. This exposed Lanrezacs army to greater pressure on both flanks. Seeing little alternative, he began making plans to withdraw south.   These were quickly approved by Joffre. In the fighting around Charleroi, the Germans sustained around 11,000 casualties while the French incurred approximately 30,000. Aftermath: Following the defeats at Charleroi and Mons, French and British forces began a long, fighting retreat south towards Paris. Holding actions or failed counterattacks were conducted at Le Cateau (August 26-27) and St. Quentin (August 29-30), while Mauberge fell September 7 after a brief siege. Creating a line behind the Marne River, Joffre prepared to make a stand to save Paris. Stabilizing the situation, Joffre began the First Battle of the Marne on September 6 when a gap was found between the German First and Second Armies. Exploiting this, both formations were soon threatened with destruction.   In these circumstances, the German Chief of Staff, Helmuth von Moltke, suffered a nervous breakdown. His subordinates assumed command and ordered a general retreat to the Aisne River.

Crafting the Argument Essay from Beginning to End

Crafting the Argument Essay from Beginning to End Crafting the Argument Essay from Beginning to End Argument essays require more than research and writing skills to be effective. You need to be able to collect information, analyze the information for the argument, and form an argument based on research. To write an argument essay, you need to create an evidence based position on the argument and be able to write it clearly to convince the audience of your side. You need to make sure you follow the steps of essay writing by brainstorm, prewriting, outlining, rough draft, and revision. With an argument essay, you have additional steps to gathering evidence to support your position, creating your position on the argument, and disputing the other side of the argument. Start off strong The start of your essay, or your introduction, needs to be informing and attention grabbing. Essays need strong statements at the beginning in order to catch the readers attention. These strong statements are known as hooks. Hooks sound like their job, because their function is to draw in the reader. These openers need to be exciting and informing. Background information of your problem is need to help your reader understand the problem and why it is important. Any type of essays need a thesis statement. Thesis statement presents your position in an argument paper. Planning to stay focused Essays need to be planned to stay on point and not get off topic. Outlines can be a good way to help you focus on your argument and to cover your position completely. A good argument has three or more strongly developed claims. Claims are statements you make to support your argument. Each claim needs to be backed up by evidence. Evidence can be found in the books and articles where you find your support for your position. The other side of the argument A strong argument addresses the other side of the argument. You have to be able to address their position and show that it is wrong. The best argument is what that is proven by your evidence it is right and the other side is proven to by wrong. Finish strong Now you have opened your argument, proven your argument, and disproven the other argument then the next step is to finish your essay strong. You need to restate the importance of your issue, not just the issue. Tell your audience why they need to take action. Explain to them what the world is like if they do not take action. Essays need good closure in order to end your argument well. If these steps are overwhelming to you, you can always reach out to Master Essays. We have a number of services to help you along the way and can be reached at 1-800-573-0840.

Response Assignment Example | Topics and Well Written Essays - 250 words - 15

Response - Assignment Example integrate technology into daily wearables and intents to launch more of the tech-enhanced shirts at a time when every other person is exploring the domain of wearable tech. the shirt is to mark the company’s entry in the fast growing market segment of wearable technology and is projected to be a real game changer. In the High Line article, Jeremiah Moss analyses the impact of the park to its surroundings in terms of economic and development and transformation. Just a few years old the park had become necessary for shoppers, models, tourists and even socialites. It received 3.7 million visitors in 2011 alone and half of the visitors were from outside New York. The park has led to the birth of a corporate stretch on the West Side hence a complete make up of the neighborhoods. Prior to the redevelopment of High Line, properties in the area were under-valued by 8% as compared to median rates of Manhattan but now have gone up by 103%. This is now receiving mixed reactions as it seems to benefit the elites who can afford the new lifestyle of High Line at the expense of locals who are losing a lot of business to its

Chapter 11 & 12 Coursework Example | Topics and Well Written Essays - 500 words

Chapter 11 & 12 - Coursework Example In my opinion, allowing the judges the discretion of setting bail, helps them in dealing with the conflicting reality associated with reason for setting bail; whether bail is used to ensure that a defendant appears in court for trial or for the purpose of protecting the society (Neubauer and Fradella 261). This is a dilemma that faces judges in their day-to-day administration of bail. This law may be seen to violate a defendant’s constitutional right to bail; however, it should be noted that, it considers the rights of the society at large. It would politically infeasible to free all violent crime offenders on bail knowing very well that they may commit violent crimes again; similarly, jailing all those accused of violent offenses might not be feasible since jails are not enough to accommodate them. This law, therefore, not only protects the society, ensures that defendants’ rights to bail is not infringed, identifies the dilemma judges face and thus equips them with th e power to balance these competing demands-protecting the society, and protecting defendants constitutional rights. It should be noted that, constitutional rights such as the right to bail, are only meaningful when they do not infringe on the rights of others. Additionally, according to the Eighth Amendment Right, there is no absolute provision for the right of bail to all citizens irrespective of crime and logistical nightmares, as such to protect the citizens’ right to bail, despite the judge’s discretion; it grants that bail must not be excessive. Q#2 FIU police receive an anonymous tip that a white male, wearing an orange Miami Hurricanes jersey and blue jeans is standing in the breezeway of the Green Library. The anonymous 911 caller states the subject is concealing a handgun in his waistband. The subject is observed acting in a casual manner and nothing about his appearance or actions indicate

Milo Yiannopoulos and Freedom of Speech

Milo Yiannopoulos and Freedom of Speech On the first of February, Milo Yiannopoulos was supposed to be giving a planned speech at the University of California. This speech was cancelled, due to the protesters setting fires, throwing objects, and becoming violent. Milo is known for his extreme expression of his views, stating that feminism is a cancer, and also uses racially backed up language. Many are debating whether the cancellation was the right thing to do or not, considering our country is protesting freedom of speech right now, and that is exactly what they revoked from Milo. Like I said before, people are really debating whether cancelling his speech was the right thing to do or not. Although he is a very extreme person, he should have gotten the chance to express his opinion at the campus. He has had past offenses, like when he was banned from twitter for harassing Leslie Jones. He doesnt have a good track record, and his voice of opinion can get very hostile at times. Although he hasnt had a good track record for his actions, I dont believe that the actions by the college were ethical. Milo was not trying to make them believe him, or even tell them thats the way it was. Milo was simply just going to talk about his speech and then leave, but the college did not want to accept that, and got violent. I have said this before, but yes, Milos rights to free speech are indeed being violated. He has expressed his voice a little too freely in the past, but at that college all he was going to do was talk. He has been called a racist before, and a lot of people dont accept his views. That being said, he is a citizen just like all of us, and for him to be denied of a speech by a violent and vicious crowd is absurd. He should have been able to present his speech, and if people didnt like it, then they shouldnt have been there to listen to him give it. Trump had sent a tweet about the incident and basically stated that Milos freedom of speech was being violated. No matter what Milo did in the past or has been doing, he still has the right to a freedom of speech and that shouldnt be revoked because of an angry crowd. I do believe a school or business should be allowed to say who can present or give a speech at their business or campus. It was their choice to let Milo present himself there, and the school should take responsibility for what had happened at the protest. It had said that there were rocks being thrown at the police, windows being smashed, and fire being lit; all resulting in damage of $100,000. Milo was welcomed at that campus, and had no control of the type of people or happenings that would begin there. It was the campus responsibility to control the crowd, in which didnt happen; Milos speech just got cancelled which wasnt fair because it wasnt his fault. People didnt like what he had to say, but the protesters there was completely unnecessary, especially to have broken down the police barricades. If people didnt like Milo or what he was going to say; which they actually had no idea what his topic of speech would be about; they didnt have to show themselves at least not in that man ner. In conclusion, I think that Milo Yiannopoulos was extremely revoked of his freedom of speech. He wasnt doing anything wrong in my opinion, and what the college kids at the campus did was wrong in my eyes. It wasnt fair that he didnt even get to present his speech; and even though a lot of people strongly disagree with his viewpoints on touchy subjects, he should have had the chance to at least present his speech. In my opinion, I do not like the type of person that Milo is showing to everyone. He has been very disrespectful and people do have the right to freedom of expression; which is in the Universal Declaration of Human Rights, BUT they didnt have to take it as extreme as they did. Doing this report has just made me realize that there are a lot of horrible people in the world, and not everyone can be happy. The people at the campus were mostly protesters, and I agree that they do have the right to be upset at Milo. That being said, everyone has the right to freedom of speech, eve n the worst of people. Milo Yiannopoulos did state that he would be coming back to the campus, but he should have had the right to present his speech at that campus on the day he wanted; in my opinion.

Social Interaction and Technology Essay example -- Sociology

Cellphones, television, and computers are just three of the most popular ways that we communicate in today. They have made a substantial impact on the United States simply by being readily available and easy to use. People are often discussing how technology has impacted us. Many believe that technology is actually hindering society rather than helping it. Then there are those who doubt technology has made our social interactions better. Certainly, this is true; without the advances in technology, our level of social interaction in education, businesses, and relationships would diminish. Education is important, so it would only make sense that technology would have a huge part in it. When children are born, they are placed into a world that is driven by technology. Parents are now using iPads and cellphones to allow their children to get a head start on learning. Now, by the time children are of age to attend school, they are exceedingly prepared to incorporate technology in their education. With this being said, educational institutions must help students get ready to work in a society that encompasses an extensive amount of technology. According to Sean McCollum, â€Å"a handful of school districts†¦are adapting their use to serve the curriculum.† Many schools are now using whiteboards, laptops, tablets, Smartphones and other devices in almost every classroom. Technology enhances learning, boosts confidence, and eliminates geographical limitations. Technology enriches learning by being able to come in different forms and do different things. "For lessons traditionally done with a paper and pencil, we now were able to do them in color, with animation, and with more depth and complexity"(McCollum). Teachers are now able to help stu... ...al interactions with each other. Works Cited Carr, Nicholas G. "IT Doesn't Matter." Harvard Business Review 81.5 (2003): 41-49. Business Source Complete. Web. 1 Apr. 2012. Levin, Barbara. "On-Demand Workforce-Communications Technologies Help Organizations Meet Critical Business Goals." Employment Relations Today (Wiley) 35.2 (2008): 43-50. Business Source Complete. Web. 25 Mar. 2012. McCollum, Sean. "Getting Past the 'Digital Divide'." Education Digest 77.2 (2011): 52. MasterFILE Complete. Web. 25 Mar. 2012. Social Interaction and Technology. n.d. Intelecom. Video. Web. 11 March 2012. Vanden Abeele, Mariek and Keith Roe "New Life, Old Friends: A Cross-Cultural Comparison of Communication Technology Use in Freshmen's Social Life." Conference Papers International Communication Association (2009): 1-36. Communication & Mass Media. Web. 25 Mar. 2012.