4th-Grade Math Word Problems

Impact Of Irrational Fear On The Crucible By Arthur Miller

The Impact of Irrational Fear in The Crucible Throughout history, many horrific incidents based on an act of violence or disagreement have resulted in panic and mass hysteria. These historical events include but are not limited to, The Holocaust, mass shootings, and 9/11. Many of these tragic events have led to people being immensely afraid. These events often create fear for those who participate in everyday activities. A healthy community consists of a support system, peace, trust, and adhering to societal laws. Arthur Miller’s, The Crucible, illustrates parallels between the Salem 17th century witch trials and the Communist Red Scare in the 1950’s to exemplify how destructive irrational fear and mass hysteria can become. When a community is overcome with fear it creates an insalubrious system of mistrust, corruption, hypocrisy, and the defiance of laws. Conflict relating to witchcraft in The Crucible, led to tension and struggle for the people of Salem. In his alleg ory, Arthur Miller illustrates the devastating impact of irrational fear on a community through the actions of the characters of Abigail Williams, Judge Danforth and Judge Hathorne. Abigail Williams, a seventeen year old orphan being raised by her uncle Revered Parris, is a pivotal character in bringing about irrational fear in the people of Salem through her false accusations and struggle for acceptance. In the beginning of the play, Reverend Parris is questioning Abigail Williams on the topic of whetherShow MoreRelatedMass Hysteria And The Boston Marathon Bombing1380 Words   |  6 Pages From the fear of communism to the fear of terrorism, mass hysteria affects the United States the most. According to Abraham Lincoln, the United States will not fall from without, but from within. Arthur Miller wrote The Crucible in 1963. Miller illustrates mass hysteria by using the actions of Abigail, Tituba, and Marry Warren in order to show how their actions compromised justice in Salem. The response of the Boston Marathon Bombing is an example of mass hysteria like in The Crucible. In thisRead MoreThe Theme Of Reputation In Arthur Millers The Crucible1059 Words   |à ‚  5 Pagesblown out, but it is the light which the world looks for to find its merit† (Lowell). The theme of reputation emerges over many events in The Crucible. It sustains many characters to misinterpret the true light in the world but reveal their anguish about how their loss of reputation will impact the effect in their lives. In the play, The Crucible, by Arthur Miller, a little town in the late 17th century, a group of Puritan girls are accused of witchcraft, including their leader, Abigail Williams. OutRead MoreThe Crucible By Arthur Miller1852 Words   |  8 Pagespersonal interpretations. It is inconceivable to imagine that each novel has only one prominent underlying message or theme. Arthur Miller, the American dramatist and playwright, out of The University of Michigan, was able to transform one of the most notable accounts of mass hysteria and loss of rational thought, and mold it into an elaborate and complex drama. Miller’s, The Crucible tells the story of the Salem witch trials that occurred in Salem, Massachusetts in the late seventeenth century. LiteraryRead MoreMass Hysteria Essay1191 Words   |  5 Pagespeople, and is caused by anxiety, fear or stress. It can sometimes put people at risk because in most cases, it makes people sick. Mass hysteria has a negative impact on people like it did on the people of Salem who were killed and locked away. The Crucible was one of many examples of how fear can cause mass hysteria and unfortunately there are many more. Fear causes mass hysteria and has many cases that can prove that this is true. The main cause of mass hysteria is fear. Mass hysteria is initiatedRead MoreA Historical Journey through the American Conscience: The Public and its Courts 1564 Words   |  7 Pageschange more than the complex, developing, relationship between American citizens and their criminal justice system. Each era of American history shows the mindset of its time through the courts. From the extreme Puritans, and their deeply spiritual, irrational cases, to the politically charged events of the nineteenth and twentieth centuries, and forward into the hodgepodge of contemporary justice, one can read the American conscience by examining the criminal cases at its forefront. Reflecting on AmericanRead MoreRastafarian79520 Words   |  319 PagesTeachers, students, ofï ¬ ce workers, and anyone of social importance could not grow locks, and families would go into mourning when their sons would start sprouting them. I heard the term â€Å"black heart man† used again and again as a means of expressing fear or ridicule of the Rastafarian. And this was in the early 1970s—after Bob Marleys emergence as an international viii FOREWORD star, after Selassies arrival in Jamaica, and after so much had been written about the importance of RastafarianismRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesComponents of Attitudes? 70 †¢ Does Behavior Always Follow from Attitudes? 71 †¢ What Are the Major Job Attitudes? 73 Job Satisfaction 78 Measuring Job Satisfaction 79 †¢ How Satisfied Are People in Their Jobs? 80 †¢ What Causes Job Satisfaction? 81 †¢ The Impact of Satisfied and Dissatisfied Employees on the Workplace 82 Summary and Implications for Managers 88 S A L Self-Assessment Library How Satisfied Am I with My Job? 70 CONTENTS ix S A L An Ethical Choice Do Employers Owe Workers

Nutrition vs. sport performance Essay Example For Students

Nutrition vs. sport performance Essay The world is an orb of life. In its limited space all life forms compete to hold their own position. As Darwin concluded in his theory of evolution, only the strong and most advanced survive, while the weak perish and are pushed aside. Evolution, the theory we use today to fuel our need to win and succeed in any organized competition. It is this drive that results in the vigorous preparation athletes go through to become superior among their race. To thrive, we must understand that proper nutrition is the basis any athlete must build from in order to achieve peak physical performance. Prior to strenuous activity it is imperative that the body has the required amounts of nutrients to carry out an activity. At the latest reference it is recommended that a person consume an average of 2200 mg of calories, 60 g of fat, less than 5000 IU of vitamin A, more than 60 mg of vitamin C, 400 IU of vitamin D, more than 2000 mg of potassium, 2000 mg of sodium, 65 g of protein, 1.5 mg of thiamin, 1.7 mg of riboflavin, 20 mg of niacin, and 18 mg of iron. Nutritionists of today simplify this into an equation of 40% carbohydrates, 30% fats, and 30% protein that the entire days meals should be divided into. The total calorie intake must increase for active persons from 2200 to 2200 plus the total number used while exercising. This will ensure replenishment of the bodys system. Edgeworth 2 With the wide variety of athletic competitions, the specific meal a competitor may need to eat to benefit themselves differs widely, as do the events. The last meal or two are extremely important in both their time of consumption and content. It is these two factors that can cause a person to make or break their day just by their choices. Experience plays a large role since one must attempt many different pre-competition meals before they will find one that suits the individual. For most, the high carbohydrate diet is the choice; packing in as many as possible since it is such a huge energy source. Also, judging by time, one must decide the size of the meal. To digest a large meal takes 3-4 hours, a small meal 2-3 hours, liquid meal 1-2 hours, and a small snack takes less than an hour. A person may even find a burst of caffeine to be helpful or may just want a feeling of ease by not eating anything at all. Without practice and numerous trials the athlete may run into a problem by eating too large of a meal just before exercise and feeling sluggish. There is also a possibility that by not eating properly the athlete may become dizzy and tired. If anyone is serious about finding the ultimate pre-event food; they should constantly be testing and refining different meals. This preparation of choice should get great attention since training methods are not as specific as eating habits. During an event digestion is 70% to 80% of its original speed. Therefore it is not wise to eat any regular sized meal while participating in activities unless they are extremely lengthy such as hiking. For the most part liquids or foods high Edgeworth 3 in water content are your best bet for helping the system as long as they are non alcoholic. Alcohol is a dehydrator. Fluids taken in will: transport glucose to working muscles, eliminate waste products, eliminate metabolic byproducts, and dictate heat through sweating. The most beneficial drink is orange juice or most any juice which will not only restore water and calories, but also many other nutrients that Gatorade or cola can not do. A good guide for fluid replacement would be 8-10 ounces for every 20 min of strenuous activity, even though this may only be a half or a quarter of what you have lost it will help recovery time. Small nutrient packed snacks will also prove beneficial to you during exercise. Once the event is completed your body still requires loads of lost products to be replenished. Your first priority should be the fluid loss that you were unable to keep up with during the exercise. Logocentricity or Difference Essay How .

To Kill a Mockingbird Literary Analysis free essay sample

This proves how badly the farmers were hit and how greatly economic limitations were set. According to Miss Caroline, there was also a limit to how much Scout was to learn (17), and finally, there was a limit in society. The townspeople were expected not to fraternize with the â€Å"Negroes†, or black community. Though slavery had officially ended, there was still that social boundary. Segregation was still present all throughout the south, except in Finch’s Landing, where Calpurnia is greatly welcomed and respected, despite Aunt Alexandra’s wishes to fire her (136). Scout does not just exaggerate her thoughts and views, she puts emphasis. She greatly emphasizes the description of the Radley house all throughout To Kill a Mockingbird, and even referred to Miss Caroline in that â€Å"she looks and smells like a peppermint drop† (16). When she and her older brother, Jem, meet Dill – Charles Baker Harris – they begin to explore and roll play, exaggerating the rumored stories of the legendary â€Å"Boo† Arthur Radley. We will write a custom essay sample on To Kill a Mockingbird Literary Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When she and Jem pass by Mrs. Dubose’s house, she gets much too frightened by her appearance and lack of sympathy toward them (102). She also exaggerates her anger when others call her father, Atticus, a â€Å"nigger-lover† for defending a black man in court, even though she doesn’t know the meaning of the word. The fact that she doesn’t know it and that she willingly went to Calpurnia’s church reveals that she is not prejudice, or rather, just naive (120). How she and Jem tend to describe the Radley house always comes with an eerie undertone, as well as Mrs. Dubose. Being so young, she cannot help but to stretch things out, like Dill does when he says they â€Å"fought off an entire mob with their bare hands† (158). This not only helps set the tone, but it also reminds the reader that the narrator herself is a child in the first grade, though most think that she thinks very maturely for her age. That may also be true in a sense because of how she innocently helped deal with Mr. Cunningham with just her words when he came with the mob. Scout is a very young child. She is curious, but she asks the wrong questions. According to the older members of her neighborhood (like Mrs. Dubose or Aunt Alexandra), she is rampant and the complete opposite of â€Å"ladylike† (101, 136), giving off an air of impertinence. She had asked Atticus many questions that she wass not supposed to ask, yet Atticus answers in a manner that is true, but not too blatant. Adults are always criticizing Scout about how she acts and what she wears. Aunt Alexandra orders that Calpurnia be fired because she is a black woman, seems to be too close to the children and she took Scout and Jem to her church, which is a church mainly for the Negroes (120, 136), which if not already implied, is not idealistic during that set time period. What is at the same time surprising and not, is how ignorant society is toward a certain group or groups of people. In this case, public insensitivity is directed toward the black community. Many who are ostracized do not know what they have done wrong or how they managed to create that type of social barrier between them and the world, but that is what segregation typically is. In To Kill a Mockingbird, there is always the distance between the blacks and whites, within churches, families, and even in court. Despite Atticus’ efforts to prove Tom Robinson innocent (which he obviously was), because of the fact that he is black, the jury announced him to be guilty (211). In the very next chapter, even Scout and Jem see it to be unfair. When Calpurnia decides to take Scout and Jem with her to church, the second the â€Å"white man’s kids† walk in, the rest of the church stare at them because it was not normal to have white people in a black church; it almost never happened (120). It was as if the rest of Maycomb gave no thought to the truth or admit to it. Their insensitivity became an obstacle in whether or not an innocent man should die, with even the killers themselves subconsciously knowing he was innocent Injustice is inevitable and spread throughout every little and large corner of the world. There are social, economic, and racial discriminations, or even separations within schools and families. Fact is, from the very start of prehistoric or even modern civilization, people were grouped separately from animals from plants, plant and animal species from each other, and race from race. Though racism is not as wide today, there is still sexism, disparities in economic and community standards, and more recently introduced, the segregation of gay couples. To Kill a Mockingbird by Harper Lee introduces a small portion of this kind of segregation, and it shows how insensitive the rest of the world is when it comes to following the so-called rules set by society, and history shows that in spite of human intelligence, ignorance of those different from themselves will always lead to injustice.

Differences between Pasteurization and Sterilization

Bacteria can be very important since they are used in making some products like wine, beer, yogurt, and cheese. However, in large amount and depending on the kind of bacteria, they can be extremely unsafe or risky. It is very hard to eliminate fully microorganisms or bacteria in any product and it is recommended that they should be reduced to suitable and safe levels.Advertising We will write a custom essay sample on Differences between Pasteurization and Sterilization specifically for you for only $16.05 $11/page Learn More Therefore, sterilization and pasteurization are preferred to be used to reduce bacteria in food and other products. The challenges experienced during both processes are the measurements of temperature. Measurements on the apparatus do not often resemble the actual temperature, for instance, inside a package, a can of food or in the middle of a ham. Unlike sterilization, pasteurization is not designed to eliminate all bacteria or micr oorganisms in the product. Rather, it intends to reduce the amount of possible pathogens that are possibly to bring about diseases. Commercial-scale sterilization of food is not often common since it negatively affects the value and taste of the food or product (Bechara, 2007, p. 31). Some kinds of products, such as dairy products, can be extremely heated to make sure that pathogenic microbes are eliminated. Sterilization process is intended to eliminate all pathogenic impurities and all other microorganisms which are able to produce under standard storage temperatures. The survivors of this process will be those microorganisms which does not pose health hazard and only produce at raised temperatures. Sterilization is the full elimination or destruction of bacteria, but the process of pasteurization is to purify adequately to create the product safe without the need of harming its taste or digestibility. Few microorganisms or bacteria can survive in a temperature over 157Â ° F (Bec hara, 2007, p. 31). However, others have the ability of reproducing by generating spores which often defend against extreme heat since these heats destroy the bacteria. Dry heat eliminates bacteria often with high possibility only at a temperature of 284Â ° F, while pasteurization process reduces pathogens in food. Milk which has undergone pasteurization still may contain certain amount of bacterial pathogens. Pasteurization is considered to increase the product’s temperatures to temperatures between 155Â ° F and 170Â ° F and can sustain this temperature for around 20 minutes, and then followed by cooling process. After the process has been achieved, all the harmful bacteria or microorganisms are supposed to be eliminated.Advertising Looking for essay on food technology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The pasteurization is performed for an extended period, about 170Â °F, and is intended to destroy just heat sustain able microorganisms and their spores, whereas sterilization is carried out at temperature of 250Â °F and is intended to destroy every microorganisms found in food (NataÃ… ¡a, Thorsten, Berthold, Hans, 1998). Pasteurization is more recommended over sterilization since it leaves the beneficial microorganisms which protect the substrates against other toxins. Pasteurization process is mainly used for bulk products such as wood chips, composts, straw, while sterilization process is used for all elevated nutritious substrates, such as various grains. Sterilization is very important mainly in medical fields where bacteria or other microorganisms are supposed to be killed completely. However, rubber and plastic substances, used in this process, cannot be dry-heat sterilized since temperature in the process is extremely high for these items and are often harmful (Block, 2001, p. 522). Even though formaldehydes used in sterilization are cheaper than glutaraldehydes, it is as well more irri tating to the respiratory tract, eyes, and skin, and medical practitioners considered it as a latent carcinogen. When using both substances, gloves should be used to prevent skin contact and put on eyewear to avoid splashes (Block, 2001, p. 522). The dry heat process used for sterilization penetrates substances slowly and irregularly making the food unhealthy. Milk pasteurization is considered to be at least 90 percent successful in reducing microorganisms or eliminating risky bacteria in milk. While other bacteria can survive in temperature above 157Â ° F, improved equipment is prepared to test and identify microorganisms in milk or other products being processed (NataÃ… ¡a et al., 1998). Raw milk or any other products have more content of essential or useful bacteria and enzymes than the products which have been processed. However, raw milk can be stored for a longer time and its disadvantages may go beyond its advantages. Actually, raw milk has a high possibility to contain harm ful bacteria or microorganisms; hence pasteurization is very useful in reducing the amount of pathogen bacteria in food. In contrast, raw milk contains antimicrobial characteristics, which are eliminated during the process of pasteurization, as well as various vitamins which are supposed to be available in milk.Advertising We will write a custom essay sample on Differences between Pasteurization and Sterilization specifically for you for only $16.05 $11/page Learn More Pasteurization of products does not affect nutrient composition and content, while sterilization process reduces accessible nutrients in food. It is evidently that pasteurization maintains the nutrients content of the food, as it eliminates harmful microorganisms, mostly bacteria, in the food. Thus, if heat process is needed in any product to prevent any risks posed by bacteria, pasteurization is recommended than sterilization in sustaining the amount of accessible nutrients and the produ ct’s taste (NataÃ… ¡a et al., 1998). References Bechara, M. (2007). Alternative Mushroom Production Systems Using Non-composted Grain-based Substrates. Ann Arbor, MI: ProQuest. Block, S. (2001). Disinfection, Sterilization, and Preservation. Philadelphia, PA: Lippincott Williams Wilkins. NataÃ… ¡a, F., Thorsten, S., Berthold, K., Hans, D. (1998). Effects of Human Milk Pasteurization and Sterilization on Available Fat Content and Fatty Acid Composition. Journal of Pediatric Gastroenterology Nutrition , 27(3): 317-322. This essay on Differences between Pasteurization and Sterilization was written and submitted by user Evelynn Parker to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

International Business and Foreign Market Entry Essay Example

International Business and Foreign Market Entry Essay Example International Business and Foreign Market Entry Essay International Business and Foreign Market Entry Essay INTERNATIONAL BUSINESS MANAGEMENT College of Business Administration Chung-Ang University Fall 2010 MW: 01:30 02:45 ( 404) Instructor: Dr. Changbum Choi Office:14th floor Business Administration Building Telephone:(02) 820-5583 (Office) E-mail Address:choilee @ cau. ac. kr Eclasshttp:// eclass. cau. ac. kr - Office Hours:W: 3-4pm - Course Description International Business Management course is designed to assist students in understanding the global environment in which international business takes place, as well as the role and behavior of the international firm as it responds to the environment. The course aims to provide students with the knowledge, skills and sensitivities that help them manage business operations more proactively in the turbulent international environment. This will be achieved through lectures, class discussions, and cases. Because this course is a combination of lectures and business cases, strong student participation in the class discussion is required. Course Learning Objectives 1. Define international business and discuss how it differs from domestic business. 2. Define and discuss key terms and concepts related to international business. 3. Acquire a basic understanding of the structure of the global economy and the perspectives of various actors in the global economy. 4. Make well-reasoned suggestions about how to address many of the challenges and opportunities likely to arise in international business. For example, students would be expected to knowledgeably discuss the pros and cons of particular ways of entering national markets, of managing foreign exchange risk, and of selecting members for cross-cultural teams. Other issues students will be expected to learn about are outlined in this syllabus and will be addressed as the course progresses. 5. Knowledgeably discuss some of the key public policy, ethical, and environmental issues that are typically connected to international business. 6. In addition, by following through on course requirements you will have improved your written and oral communication skills and your ability to work in teams. You will also have opportunities to become more proficient in using the Internet for research. Required Text and Materials 1. Case amp; Reading Packet Class Procedures (Method of Instruction) The content of this course will be conveyed through a mix of lectures, discussions, and cases. Each approach in the mix is designed to develop and elaborate on the content of the assigned readings. Class meetings will encourage student participation. As such, students are expected: to knowledgeably discuss the assigned readings to raise questions they may have about assigned readings to participate in the class and case discussions You will be required to study the assigned readings and to present your analysis and insights to other members of the class. I do expect students to show a good grasp of the concepts and issues addressed in this course and their relevance to managers of international businesses. To that end, it would be advisable to take notes in class, but, in your reading and in the lectures and discussions try to concentrate on issues, trends and relationships rather than on memorizing definitions and statistics. Evaluation Students are expected to attend classes regularly since constant attendance offers the best opportunity to master the course material and contribute to classroom discussions. Any student who misses a class is responsible for obtaining notes from a classmate regarding any changes in assignment, exam dates, and materials covered in class discussion. Grading breakdown is as follows: 1. Mid-term Exam 25 % 2. Final Exam 30 % 3. Case presentation (in teams) 30 % 4. Quiz 15 % ____________________________________________________________ _____ Total100% Case Analysis for Group Presentation Because international management is a multidimensional challenge, we will make extensive use of case studies during the course. Each case will be presented by a team that consists of 4 to 6 members. The team presentation will be 40 minutes in length and every member in the team should participate in the presentation. Before presentation, the team has to submit PowerPoint slides on the case it analyzed and presented. Many of you may not be familiar with case analysis, so the following comments are offered as a guide. Identify the problem: identify a particular challenge presented in the case and address your comments to a particular problem. This is an important step. The value of the remainder of your analysis hinges on identifying an important problem. 2. Offer solutions to the problem: draw from the case a set of feasible solutions. This step helps to limit your analysis to a finite set of choices. 3. Develop criteria for solving the problem: from the case material, state your approach to solving the problem. What are the relevant considerations? How do you choose among the alternative solutions? This step allows you to demonstrate your ability to critically analyze the solution. Apply the criteria to the offered solutions: in a straightforward manner, develop a ranking of the offered solutions. Make your recommendation: your ranking will reveal a first best solution. State what conditions your solution depends on, and perhaps offer comments as to how this solution can be implemented. Case Presentation Grading: case presentations and written reports will be graded on a 100-point scale. More points will be given to case analyses that demonstrated an understanding of a fundamental challenge in the case, and present a persuasive argument for your proposed solution. Closing Note: The timetable and any other sections of this syllabus are subject to change and improvement as the course unfolds. SCHEDULE OF CLASSES AND ASSIGNMENTS ( FALL 2010 ) WEEK| DATE| TOPIC| READING ASSIGNMENT| 1| Sep. 1| Course Introduction| Class Orientation| Sep. 6| Case Study| Three Case Presentation| 2| Sep. 8| Foreign Market Entry| ? : (55? )* Liability of Foreignness* Competitive Advantage (Firm-specific Advantage)| | Sep. 13| Foreign Market Entry| ? : (55? )* Liability of Foreignness* Competitive Advantage (Firm-specific Advantage)| 3| Sep. 15| Foreign Market Entry| ? : - * How Is the Firm’s Competitive Advantage Created? * Article: Competitive Advantage of Nations †“ Michael Porter| | Sep. 20| Foreign Market Entry| ? : - * How Is the Firm’s Competitive Advantage Created? | 4| Sep 27| Foreign Market Entry| ? Entry Mode/ Entry Timing| | Sep 29| ( I )Int’l Business Environment| ? Understanding MNCs (Who is us? ), | 5| Oct. 4| ( I ) Int’l Business Environment| ? Globalization| | Oct. 6| ( I )Int’l Business Environment | ? Localization/ Regionalization| 6| Oct. 11| ( II )Int’l Financial Environment | ? Economic Exchange Rate Terminology (Exchange Rate, Appreciation/Depreciation) –| | Oct. 13| ( II )Int’l Financial Environment| ? Economic Exchange Rate Terminology (Exchange Rate, Appreciation/Depreciation) –| 7| Oct. 18| ( II )Int’l Financial Environment| ? Sources of US Dollar supply and demand- Chapter 7| | Oct. 20| Mid-term Exam| | 8| Oct. 25| Mid-term Exam| | | Oct. 27| | *Time for Group Meetings amp; Instructor Consultations onAssigned Cases| 9| Nov. 1| | *Time for Group Meetings amp; Instructor Consultations onAssigned Cases| | Nov. 3| Case Study| (1) Clearwater Seafoods| 10| Nov. 8| Case Study| (2) Splash Corporation(A): Competing with the Big Brands| | Nov. 0| Case Study| (3) Splash: Ready to Make Waves| 11| Nov. 15| Case Study| (4) ACH Challenge 1: Entering International Trade| | Nov. 17| Case Study| (5) Netcare’s International Expansion| 12| Nov. 22| Case Study| (6) Ribe Maskinfabrik A/S: Dveloping New Business Areas| | Nov. 24| Case Study| (7) Lundbeck Korea| 13| Nov. 29| Case Study| (8) Eli Lilly in India| | Dec. 1| Case Study| (9) Camron Auto Parts| 14| Dec. 6| Case Study| (1 0) Wil-Mor Tech| | Dec. 8| Case Study| (11) Carrefour China| 15| Dec. 13| | Reading Day| | Dec. 15| Final Exam| | 16| Dec. 20| Final Exam| | | | | |Ã'„

British airways flight 5390 Essay Example | Topics and Well Written Essays - 1750 words

British airways flight 5390 - Essay Example Conclusions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..9 6. Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.10 7. Student’s declaration†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 8. References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.11 Abstract Engineers have made certain decisions concerning the maintenance of aircrafts that have led to accidents. The BAC1-11 (British Airways Flight 5390) is an examp le of an aircraft which had an accident due to maintenance incompetence and lack of ethical considerations. The case study summary puts into perspective the events that led to the accidents, as well as the causes. In addition, the discussion section looks into the possible interpretations on who is responsible for the accident occurrence as well as the IPENZ code of conduct practices that were not adhered to. The conclusion presents the lessons that have been learned from the accident, the findings of the report and the limitations of the study. BAC1-11 (British Airways Flight 5390) Accident Introduction Aircraft accidents have occurred all over the world due to various reasons. The main aim of this paper is to find out the role of Shift maintenance engineers in servicing aircrafts according to the code of ethics required. Several accidents have occurred due to the failure by the engineers to, accurately follow quality guidelines while servicing aircrafts. However, the engineers mig ht not be blamed as such because there were inspection bodies charged with the responsibility to assess the quality of aircraft as serviced by engineers. The Birmingham airways management will be evaluated to find out their contribution in the accident. The failure to inspect the quality of aircrafts may be responsible for accidents. The report will establish possible solutions that can prevent future accidents from occurring. Engineers have the responsibility of using quality equipments that can ensure human safety. Limitations of the Case Study The report will not look at the manufacturer’s role in designing quality windscreens that can withstand cabin pressure. The report is restricted to the circumstances that led to the accident but not to the manufacture’s credentials in coming up with quality products. Consequently, this report does not look at the legal issues that may arise due to poor engineering services as well as compensation needs for the affected passeng ers. Other issues concerning pilots and the cabin screw and the capacity to provide quality services during the accident will not be looked into. Case Study Summary The BAC1-11 (British Airways Flight 5390) was involved in an accident while travelling from Birmingham to Malaga, Spain, on June 10, 1990. The aircraft’s windscreen, which had been replaced before the flight, blew out due to cabin pressure. The aircraft had 81 passengers onboard when it took off from the Birmingham International Airport at 0720 hrs. At about 0733 hrs, when the cabin crew staff had just started to serve meals and drinks to the crew, a loud bang occurred as the aircraft was climbing through 17,300 feet pressure altitude (King, Whidborne, Culling and Vance, nd). Due to the incident that caused the loud explosion, the commander of the aircraft was partially sacked out of his windscreen aperture. The fight deck door had been blown off onto the flight deck. The commander was,

Medium is the Message Essay Example | Topics and Well Written Essays - 1250 words

Medium is the Message - Essay Example In considering the overarching nature of the song medium there are a number of reasons I chose this as my primary area of investigation. The primary reason I chose this medium relates to the subject matter embodied in the song. While the song is well over a decade old, when one examines the current political climate they recognize that there is great strife. For instance, one can consider the conflict that has arisen between the United States and the Middle Eastern states. While America has been progressively withdrawing forces, it goes without saying that there continues to be significant emotional conflict. In addition to this, I recognize that the medium of music is extremely powerful in its visceral appeals and this made me excited to investigate the medium. The song itself was recorded by Michael Jackson on his Dangerous album in 1991 (Michael Jackson: Dangerous’). It can broadly be categorized as pop, or soft rock and gospel. When one considers the target audience for th e song, it’s clear that while it has mainstream appeal, it is also intended for a more specific audience. In these regards, it seems that the song indicates that earth needs everyone to be as one in order to make a better world, especially the ones who creates war such as dictators or terrorist, as well as children because they are the new generation who can give hope for the future. Indeed, the song is open to the public sphere and encourages them to end the deterioration that is occurring as a direct result of war and conflict. Ultimately, the ideology that is being advanced is simply that it’s time to heal the world. In considering the reason that Michael Jackson wrote the song it’s clear there are a number of possible interpretations. From a cynical perspective one can argue that Michael Jackson was primarily interested in releasing a pop song that would sell to a mass audience. In considering the song it’s clear that the themes and message relate to a broad audience. The song’s can be listened to by individuals across the globe and they can equally relate to its message. In these regards, t

Cyber search Assignment Example | Topics and Well Written Essays - 250 words

Cyber search - Assignment Example Assignments are also forwarded through a portal which is inbuilt inside the application. The teacher can then modify their instructions to meet the student’s individual needs.one can also organize important documents and customize it to fit in all classrooms needs.  This application makes students better educators because it is perfect for busy teachers, it will allow me to track students’ achievements quickly and easily. Teachers use a different mode of teaching when dealing with special education students. This is to make sure that the students are deprived the right to education. In case of deaf students, the teachers may use gesture to deliver the massage and educate the students. Teachers use braille and assist students in the learning activities Special students share some similarities, in a class one may find all of the students suffer from one disability; therefore it becomes hard for them to assist each other. On the other hand, you might find a class with extremely quick learners while still in the same class there are slow learners when it comes to the mastering of gestures and the braille language making it difficult for some students to communicate. . There are similarities between general and special students. Both groups of students need to work together and how to avoid discrimination among themselves (Foreman, 2009). The special students sometimes have adverse emotions having a mentality that they are discriminated by the entire society. They have different interests in life which they would like to accomplish. When addressing the needs of cultural diverse and the second language learners we have to consider about their back ground, this is to make sure there is a smooth transition as there are in a process of learning the new culture and language. Various procedures can be used to increase awareness in students by having motivational talks, it

Classroom Observation Tool For Toddlers Children And Young People Essay

Classroom Observation Tool For Toddlers Children And Young People Essay Instructions: Spend some time simply observing the classroom before recording. Use the checkboxes to note when you observe specific indicators. Focus on the experiences of individual children, not just a general sense of the classroom overall. Note evidence as to whether the criterion is being met or not. All indicators must be checked for a criterion to be fully met. Provide comments if you circle Yes but. If you observe all indicators in the criterion, check Yes. Count the number of Yes boxes for each topic area and standard. Number NAEYC Accreditation Criterion 1.B.01 Teaching staff foster childrens emotional well-being by demonstrating respect for children and creating a positive emotional climate as reflected in behaviors such as frequent social conversations, joint laughter, and affection. Fully met? (circle): Yes Yes, but No Evidence/comments: It was clear that even the youngest teachers were already used to kids. There was mostly (95%+) THE INDICATED BEHAVIORS. 1.B.02 Teaching staff express warmth through behaviors such as physical affection, eye contact, tone of voice, and smiles. Fully met? (circle): Yes Yes, but No Evidence/comments: Most of the teachers were very kind and responsive. One was a little harsh but that was over the fenced area at the Pre-Ks. 1.B.03 Teaching staff are consistent and predictable in their    physical and    emotional care of all children. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, there were obviously some children who were needy constant crying. I assumed nothing was really wrong with them. They just wanted attention, but it did seem two or three of these cryers were left alone for too long (5 6 minutes), with no adult close by. 1.B.04 Teaching staff encourage and recognize childrens work and accomplishments. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed several classrooms (5) and the instructors praised the children often with smiles and kind words. 1.B.05 Teaching staff function as secure bases for children. They respond promptly in developmentally appropriate ways to childrens    positive initiations,    negative emotions, and    feelings of hurt and fear    by providing comfort, support, and assistance. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed that the instructors responded more to positive than negative. One teacher was very constant in applying physical attention to one of the more difficult children, but the face / wrods were not as kind as the gestures. 1.B.06 Teaching staff encourage childrens appropriate expression of emotions, both positive (e.g., joy, pleasure, excitement) and negative (e.g., anger, frustration, sadness). Fully met? (circle): Yes Yes, but No Evidence/comments: I observed no children acting really badly for their age. The instructors were not restricitive allowing the children to be children. 1.B.07 Teaching staff evaluate and change their responses based on individual needs. Teachers vary their interactions to be sensitive and responsive to   differing abilities,   temperaments,    activity levels, and    cognitive and    social development. Fully met? (circle): Yes Yes, but No Evidence/comments: The teachers and the students and admin staff, of course, all have their own personalities and it ranges throughout the day. No one I know is perfvectly consistent and that is not expected. 1.B.08 Teaching staff support childrens competent and self-reliant exploration and use of classroom materials. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw the instructors allow the toddlers to roam wherever they wanted with little to no intervention. 1.B.09 Teaching staff never use physical punishment such as shaking or hitting and do not engage in psychological abuse or coercion. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no instances of abuse. 1.B.10 Teaching staff never use threats or derogatory remarks, and do not withhold nor threaten to withhold food as a form of discipline. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no instances of abuse. 1.B.13 Teaching staff adjust their interactions to infants and toddlers/twos various states and levels of arousal. Fully met? (circle): Yes Yes, but No Evidence/comments: 1.B.14 Teaching staff quickly respond to infants and toddlers/twos cries or other signs of distress by    providing physical comfort and    needed care.    Teaching staff are sensitive to infants and toddlers/twos signals and learn to read their individual cries. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed that the problem children were generally left alone longer than the compliant, well-behaved children. 1.B.15 Teaching staff talk frequently with children and listen to children with attention and respect. They respond to childrens questions and requests. use strategies to communicate effectively and build relationships with every child. engage regularly in meaningful and extended conversations with each child. Fully met? (circle): Yes Yes, but No Evidence/comments: I observe that in rare instances during my visits, the communications between the instructors and the children was respectful and consistent. 1.C.02 Teaching staff support childrens development of friendships and provide opportunities for children to play with and learn from each other. Fully met? (circle): Yes Yes, but No Evidence/comments: The toddlers had quite a bit of interaction with each other. Again, distinct personalities already. Some children very gregarious, others preferred play time alone. 1.C.03 Teaching staff support children as they practice social skills and build friendships by helping them   enter into,   sustain, and   enhance play. Fully met? (circle): Yes Yes, but No Evidence/comments: I sam several instances where the teachers were encouraging the children to group together for common play such as on the slides in the playground, and helping set the food out at lunch. 1.C.04 Teaching staff assist children in resolving conflicts by helping them    identify feelings,   describe problems, and    try alternative solutions. Fully met? (circle): Yes Yes, but No Evidence/comments: The conflicts were all very minor, except one where one child I think accidently bopped another on the head in the gym. It was resolved in under a minute, though. 1.C.05 Teaching staff guide children who bully, isolate, or hurt other children to learn and follow the rules of the classroom. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no evidence of the above issues. 1.C.06 Teaching staff facilitate positive peer interaction for children who are    socially reserved or withdrawn and for   those who are bullied or excluded. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no evidence of the above issues. 1.D.01 Teaching staff counter potential bias and discrimination by treating all children with equal respect and consideration initiating activities and discussions that build positive self-identity and teach the valuing of differences. intervening when children tease or reject others. providing models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counter stereotypical limitations. avoiding stereotypes in language references. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no evidence of the above issues. 1.D.02 Teachers provide children opportunities to develop the classroom community through participation in decision making about classroom   rules,   plans, and   activities. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed that at this age, there was limited ability of the children to actively understand and participate, though there was more on the activity side and none on the rules side. There are extensive rules posted everywhere. 1.D.03 Teaching staff anticipate and take steps to prevent potential behavior problems. Fully met? (circle): Yes Yes, but No Evidence/comments: 1.D.04 Teaching staff help children talk about   their own and   others emotions. They provide opportunities for children to   explore a wide range of feelings and the different ways that those feelings can be expressed. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, limited because of the developmental age of toddlers. 1.D.05 Teaching staff promote pro-social behavior by interacting in a respectful manner with all staff and children. They model turn taking and sharing as well as caring behaviors. help children negotiate their interactions with one another and with shared materials. engage children in the care of their classroom. ensure that each child has an opportunity to contribute to the group. encourage children to listen to one another. encourage and help children to provide comfort when others are sad or distressed. use narration and description of ongoing interactions to identify pro-social behaviors. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, limited because of the developmental age of toddlers. There is a 1:5 ratio and generally when in a group which is all the time, all of the above is at least modeled or encouraged. 1.E Addressing Challenging Behaviors 1.E.03 Rather than focus solely on reducing the challenging behavior, teachers focus on teaching the child social, communication, and emotional regulation skills and using environmental modifications, activity modifications, adult or peer support, and other teaching strategies to support the childs appropriate behavior. Fully met? (circle): Yes Yes, but No Evidence/comments: Most of this was being taught from a modeling (by the instructors). Not too much intellectualizingà ¢Ã¢â€š ¬Ã‚ ¦again, seems age dependent. 1.E.04 Teaching staff respond to a childs challenging behavior, including physical aggression, in a manner that provides for the safety of the child. provides for the safety of others in the classroom. is calm. is respectful to the child. provides the child with information on acceptable behavior. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed no toddler aggression, and only three children who had some challenging behavior (all three were cryers). However, in the classroom, teachers were highly positive reinforcers of positive behaviors and mostly ignored the bad behaviors. 1.F.01 Teaching staff actively teach children   social,   communication, and   emotional regulation skills. Fully met? (circle): Yes Yes, but No Evidence/comments: Saw this constantly from staff instructors throughout facility. 1.F.02 Teaching staff help children manage their behavior by guiding and supporting children to persist when frustrated. play cooperatively with other children. use language to communicate needs. learn turn taking. gain control of physical impulses. express negative emotions in ways that do not harm others or themselves. use problem-solving techniques. learn about self and others. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, mostly saw positives toddlers visible absorption and understanding are limited. 2.A.04 The curriculum can be implemented in a manner that reflects responsiveness to   family home values, beliefs, experiences, and    language. Fully met? (circle): Yes Yes, but No Evidence/comments: At this age, childrens developmental skills in language are so limited, that curriculum does not directly address. 2.A.07 The curriculum guides the development of a daily schedule that is predictable yet flexible and responsive to individual needs of the children. The schedule provides time and support for transitions. includes both indoor and outdoor experiences. is responsive to a childs need to rest or be active. Fully met? (circle): Yes Yes, but No Evidence/comments: Same as above. Saw evidence in the older: pre-K, though. 2.A.08 Materials and equipment used to implement the curriculum reflect the lives of the children and families as well as the diversity found in society, including   gender,    age,    language, and    abilities. Materials and equipment provide for childrens safety while being appropriately challenging. encourage exploration, experimentation, and discovery. promote action and interaction. are organized to support independent use. are rotated to reflect changing curriculum and to accommodate new interests and skill levels. are rich in variety. accommodate childrens special needs. Fully met? (circle): Yes Yes, but No Evidence/comments: Same as above: limited formal curriculum. 2.A.10 The curriculum guides teachers to incorporate content, concepts, and activities that foster    social,    emotional,    physical,    language, and    cognitive development and    that integrate key areas of content including literacy, mathematics, science, technology, creative expression and the arts, health and safety, and social studies. Fully met? (circle): Yes Yes, but No Evidence/comments: Same as above: limited formal curriculum. 2.A.11 The schedule    provides children learning opportunities, experiences, and projects that extend over the course of several days and it incorporates time for:    play,    self-initiated learning,    creative expression,    large-group,    small-group, and    child-initiated activity. Fully met? (circle): Yes Yes, but No Evidence/comments: Yes. Each instructor (which there is three assigned per class on average) has all of these posted and the teachers refer to the schedule regularly. 2.A.12 The curriculum guides teachers to plan for childrens engagement in play (including dramatic play and blocks) that is integrated into classroom topics of study. Fully met? (circle): Yes Yes, but No Evidence/comments: Yes. Each instructor (which there is three assigned per class on average) has all of these posted and the teachers refer to the schedule regularly. 2.B.01 Children have varied opportunities to engage throughout the day with teaching staff who are attentive and responsive to them. facilitate their social competence. facilitate their ability to learn through interacting with others. Fully met? (circle): Yes Yes, but No Evidence/comments: All the instructors were constantly engaged. Even the 1:5 ratio meant the instructors were constantly interacting with their charges. 2.B.02 Children have varied opportunities to recognize and name    their own and    others feelings. Fully met? (circle): Yes Yes, but No Evidence/comments: Limited vocabulary and I saw little negative acting out between the children. 2.B.03 Children have varied opportunities to learn the skills needed to regulate their emotions, behavior, and attention. Fully met? (circle): Yes Yes, but No Evidence/comments: 2.B.04 Children have varied opportunities to develop a sense of competence and positive attitudes toward learning, such as persistence, engagement, curiosity, and mastery. Fully met? (circle): Yes Yes, but No Evidence/comments: The instructors and staff were very attentive, but not smothering even in the infant rooms. 2.B.05 Children have varied opportunities to develop skills for entering into social groups, developing friendships, learning to help, and other pro-social behavior. Fully met? (circle): Yes Yes, but No Evidence/comments: Same as above. 2.B.06 Children have varied opportunities to interact positively, respectfully, and cooperatively with others. learn from and with one another. resolve conflicts in constructive ways. Fully met? (circle): Yes Yes, but No Evidence/comments: Same as above, but I saw almost no conflicts. 2.B.07 Children have varied opportunities to learn to understand, empathize with, and take into account other peoples perspectives. Fully met? (circle): Yes Yes, but No Evidence/comments: Limited development of toddlers means this is not fully utilized yet. 2.C. Areas of Development: Physical Development 2.C.03 Children are provided varied opportunities and materials that support fine-motor development. Fully met? (circle): Yes Yes, but No Evidence/comments: Drawing centers, etc. all available inside room and out in play area. Though I did not see any children take advantage of these activities except a few in the classrooms. The children seemed more into gross motor development. 2.D.01 Children are provided with opportunities for language acquisition that align with the program philosophy. consider family perspectives. consider community perspectives. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, toddler limitations, but within program posted guidelines. 2.D.02 Children are provided opportunities to experience oral and written communication in a language their family uses or understands. Fully met? (circle): Yes Yes, but No Evidence/comments: As above. 2.D.03 Children have varied opportunities to develop competence in verbal and nonverbal communication by responding to questions. communicating needs, thoughts, and experiences. describing things and events. Fully met? (circle): Yes Yes, but No Evidence/comments: As above, but instructors definitely not limiting childrens attempts and mostly encouraging their understanding. 2.D.04 Children have varied opportunities to develop vocabulary through   conversations,   experiences,    field trips, and    books. Fully met? (circle): Yes Yes, but No Evidence/comments: Conversations and experiences, yes. Not yet in the book stage though there was a reading time assigned. 2.D.05 Children who are nonverbal are provided alternative communication strategies. Fully met? (circle): Yes Yes, but No Evidence/comments: All the children were variously verbal. 2.E.02 Toddlers/twos have varied opportunities to experience books, songs, rhymes, and routine games through individualized play that includes simple rhymes, songs, and sequences of gestures (e.g., finger plays, peekaboo, patty-cake, this little piggy). daily opportunities to hear and respond to various types of books including picture books, wordless books, and books with rhymes. access to durable books that enable independent exploration. experiences that help them understand that pictures represent real things in their environment. Fully met? (circle): Yes Yes, but No Evidence/comments: Time is set aside everyday for these activities as age appropriate to toddlers. The concentration was in the first area mentioned: simple items. 2.E.03 Children have opportunities to become familiar with print. They are actively involved in making sense of print, and they have opportunities to become familiar with, recognize, and use print that is accessible throughout the classroom: Items belonging to a child are labeled with his or her name. Materials are labeled. Print is used to describe some rules and routines. Teaching staff help children recognize print and connect it to spoken words. Fully met? (circle): Yes Yes, but No Evidence/comments: No yet developing in this age group. 2.F.01 Infants and toddlers/twos are provided varied opportunities and materials to use language, gestures, and materials to convey mathematical concepts such as more and less and big and small. see and touch different shapes, sizes, colors, and patterns. build number awareness, using objects in the environment. read books that include counting and shapes. Fully met? (circle): Yes Yes, but No Evidence/comments: Children encouraged and a wide range of these items available through the facility. 2.F.02 Children are provided varied opportunities and materials to build understanding of numbers, number names, and their relationship to object quantities and to symbols. Fully met? (circle): Yes Yes, but No Evidence/comments: Available but children not yet showing real interest. 2.F.03 Children are provided varied opportunities and materials to categorize by one or two attributes such as shape, size, and color. Fully met? (circle): Yes Yes, but No Evidence/comments: Same 2.F.04 Children are provided varied opportunities and materials that encourage them to integrate mathematical terms into everyday conversation. Fully met? (circle): Yes Yes, but No Evidence/comments: Same 2.G.01 Infants and toddlers/twos are provided varied opportunities and materials to use their senses to learn about objects in the environment. discover that they can make things happen and solve simple problems. Fully met? (circle): Yes Yes, but No Evidence/comments: Yes, throughout the facility 2.H.01 The use of passive media such as television, film, videotapes, and audiotapes is limited to developmentally appropriate programming. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw there was AV equipment, but saw none in use for this age group. 2.J.01 Children are provided varied opportunities to gain an appreciation of   art,   music,   drama, and   dance in ways that reflect cultural diversity. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw more of this in the pre-K, not toddler, but the posters etc showed a wide variety of people of color, gender and dress. 2.J.02 Infants and toddlers/twos are provided varied opportunities to explore and manipulate age-appropriate art materials. Fully met? (circle): Yes Yes, but No Evidence/comments: This was well constructed with large chalk, crayons, craft paper, etc. 2.J.03 Infants and toddlers/twos have varied opportunities to express themselves creatively by    freely moving to music and    engaging in pretend or imaginative play. Fully met? (circle): Yes Yes, but No Evidence/comments: 2.J.04 Children are provided varied opportunities to learn new concepts and vocabulary related to    art,    music,    drama, and    dance. Fully met? (circle): Yes Yes, but No Evidence/comments: As contained in the schedules but still limited for the toddlers. 2.J.05 Children are provided varied opportunities to develop and widen their repertoire of skills that support artistic expression (e.g., cutting, gluing, and caring for tools). Fully met? (circle): Yes Yes, but No Evidence/comments: Really not allowed yet in this age group. 2.K.01 Children are provided varied opportunities and materials that encourage good health practices, such as serving and feeding themselves, rest, good nutrition, exercise, hand washing, and brushing teeth. Fully met? (circle): Yes Yes, but No Evidence/comments: Very well documented program and I observed the instructors helping the children with these activities and encouraging some self-suffiency. 2.K.02 Children are provided varied opportunities and materials to help them learn about nutrition, including    identifying sources of food and   recognizing,   preparing,   eating, and   valuing healthy foods. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, plenty of signage for this, but age limited. 2.K.03 Children are provided varied opportunities and materials that increase their awareness of safety rules in their   classroom,    home, and    community. Fully met? (circle): Yes Yes, but No Evidence/comments: Ditto 2.K.04 Children have opportunities to practice safety procedures. Fully met? (circle): Yes Yes, but No Evidence/comments: Ditto. Was glad to see children either helping to open doors or avoiding closing doors. 2.L.01 Children are provided varied learning opportunities that foster positive identity and an emerging sense of    self and    others. Fully met? (circle): Yes Yes, but No Evidence/comments: The instructor were great about letting the children be free to do so. 2.L.02 Children are offered opportunities to become a part of the classroom community so each child feels accepted, and gains a sense of belonging. Fully met? (circle): Yes Yes, but No Evidence/comments: 2.L.03 Children are provided varied opportunities and materials to build their understanding of diversity in   culture,    family structure,    ability,    language,    age,   gender in non-stereotypical ways. Fully met? (circle): Yes Yes, but No Evidence/comments: Yes, but same as general comments: children not yet old enough for these concepts, directly. 2.L.04 Children are provided opportunities and materials to explore social roles in the family and workplace through play. Fully met? (circle): Yes Yes, but No Evidence/comments: NA 2.L.05 Children are provided varied opportunities and materials to learn about the community in which they live. Fully met? (circle): Yes Yes, but No Evidence/comments: NA some very limited church related community chats. 3.A.01 Teaching staff, program staff, or both work as a team to implement daily teaching and learning activities, including Individualized Family Service Plans (IFSPs), Individualized Education Programs (IEPs), an

Comparing the Qur’an and the Torah :: Compare Contrast Comparison Essays

Comparing the Qur’an and the Torah Contained in the many intricate and poetic Surahs of the Qur’an are retellings of a number of famous stories of the Hebrew Bible, known to Jews as the Torah, Prophets, and Writings. However, the Qur’an’s account of the lives of certain biblical characters often differs in significant ways from the Jewish version. While a believer in the divine nature of the Qur’an may claim that differences in facts stem from distortions of G-d’s message as recorded in Jewish holy books, both Muslims and non-Muslims might agree that the differences in emphasis are intentional. A more cynical observer might claim that the Qur’an changed the known Bible stories to suit its purposes. By choosing to include certain parts of a famous story and leaving out others, the story itself takes on a very different significance. Occasionally, the Qur’an will also discuss parts of the story which are entirely left out of the Torah, in which case a Muslim may clai m the Torah did not deem those facts important for its own reasons. A cynical observer would claim the Qur’an made these additions to make its own message clearer. In the discussion that follows, I will often talk of what â€Å"the Qur’an intends,† or what â€Å"the Torah means to say† on a topic. It should be understood that I am not ascribing human attributes to inanimate books, but rather that I am intentionally avoiding the conflict inherent in naming the author of these books. Depending on one’s tastes, one could understand the Qur’an’s intention to be either Muhammad or Allah’s intention. Likewise, â€Å"the Torah means to say† could really be understood as what either Moses or G-d means to say. Either way, the important point is that somebody thought through the stories and decided on which words were worthy of being included in the holy texts and which were not. One of the underlying assumptions of this paper is that the stories were written down the way we find them today for a reason, and this paper intends to shed light on some of those reasons. Although the points where the Torah and Qur’an disagree on basic facts may be controversial, these facts can often profoundly change the overall character of a story. Rather than making a value judgment as to which story is better or more likely, I will simply present these differences along with a discussion on how they impact the meaning and purpose behind the story.

Hid Essay

The confusion that confronts Keith Houck as the hired consultant is mainly from and by the mission statement and the attitude of H. I. D. managers. There seems to be progress spearheaded by the H. I. D. President but managers seem and indeed they are so pessimistic apart from the Human Resource Director Karen Setz. The President is very positive and has achieved a lot by meeting the goals of expansion during the five years that he has been in the company. The development during Bill’s time and his immense driving force are good indicators that H. I. D. s far able to formulate its strategic plans and goals. If I were Keith Houck the Consultant, I could have asked very many questions ranging from work ethics to what every individual department has achieved and further question what are the goals of each department. For H. I. D. to formulate its plans and goals it needs an overhaul of its managers except the Human Resource Director Karen Setz who has a vision with a positive mind of expansion. But before the overhaul the President should ask managers who may not feel to meet the set goals to resign. This will be easy for the president to inject new blood (delivering Managers) into the company. If I were Bill Collins the H. I. D. President I could have clearly indicated and or designated roles of each manager and set targets to be reached within a given time frame agreeable by all departmental managers. However, other factors that I could put into play are like teamwork, regular assessment of the progress of set goals and plans. Teamwork is another factor that will enable any management to monitor and motivate the workers. This will ensure among other things no idle time during the usual working ours. There should be an active and enthusiastic team leader who cheers up fellow workers and listens to them during good times and bad times. Team leaders in many organizations have proved to boost efficiency to higher levels notwithstanding sometimes hard times. This is the point where networking of skills is demonstrated fully. Solving arising discrepancies, complaints and problems will done right here in the team. Workers to be involved in everyday changes and participate in the changes they demand (Gratton, Hailey and Truss 1999).

The Wiz essays

The Wiz essays In this very updated version of the well beloved childrens classic The Wizard of Oz, movie watchers are transported to a world of music, neat special effects, eye-popping costumes, and a fantastic retelling of the tale of the wonderful wizard of Oz. The Wiz is one of the best African American musicals ever made because it has a great cast of actors and actresses, it has hidden symbolism that relates to African American life, and the choice of music adds power to its message. This musical depicts the struggle of black life through song and rhythm, two aspects of African American culture. It is a remake of The Wizard of Oz with the same story, same characters, and an added twist of soul. The cast of The Wiz is composed of many talented people. Legendary soul mega star Diana Ross plays the 34-year old kindergarten teacher better known as Dorothy. Diana Ross is known for her many songs as well as her career as the lead singer of the trio The Supremes. The King of Pop, Michael Jackson plays the part of the brain needy Scarecrow. His dancing skills and smooth voice bring this character to life. Lena Horne, jazz songstress extraordinare, plays Glinda the Good. Horne is one of the greatest jazz singers of this era. Nipsey Russell, one of the 70s blaxploitation actors, plays the part of the Tinman. Comedian Richard Pryor plays the Wiz. His comical actions give life to this character. Quincy Jones, one of the well-known songwriters of his time, co-wrote the movies soundtrack, along with Nick Ashford and Valerie Simpson, husband and wife soul duo. This collaboration of acting and musical talent makes The Wiz a magical experience of story and song. African American culture is defined within the underlying themes of this musical. For example, the name of the Lion is Fleetwood Coupe de Ville, whi...

Red Chief Writing

Red Chief Writing Free Online Research Papers Dear Sam, I truly think that Red Chief needs to leave. Red Chief is physically violent, he’s driving me mentally insane, and I’m doing all the work while your not helping at all. This is your last chance. I’ve gone through thick and think with you, but I wont take this much longer. I really think you should listen to me and consider why Red Chief should leave. Red chief has got to be the most violent youngster I know. You saw him throw a brick at me. That brick hit me in the eye. You saw that too. I don’t understand how that didn’t clue you in that he’s violent. Along with the brick he also hit me with a rock behind the ear. He also put a red hot boiled potato on me and then mashed it with his foot. But I think the worst was that he tried to scalp me with a knife. He wasn’t lying when he said the night before he was going to scalp me. Aside from being physically violent, his mental issues are driving me mentally insane. He was threatening to hit me with a rock half the size of coconut. He kept me up at night with his threats. He’s making me exhausted. He kept me up at night for three hours reaching for his rifle, screeching â€Å"hiss pard† into my ears. I need my sleep Sam. You know me, I’m a grump in the morning if I don’t get enough sleep. Another thing. It’s tiring having a child sit on your back for ninety miles while you’re crawling on your hands and knees. It’s exhausting trying to keep him entertained. This child has no off button on him. Finally, I took care of him the whole time we were here. You never spent any time with him. So you wouldn’t know any of this. You wouldn’t know that he wants to stay with us. No. The whole time you were trying to get rid of him while I was putting up with him. Seriously I don’t think that anyone is going to pay 15,000 dollars to take back this little ball of evil. I know I wouldn’t. Like I said. This is your last chance. It’s me or him. You and I, were like two peas in a pod. Were family. If you want to keep me, Red Chief has go to go. I will not put up with him any longer. And I’m completely serious. Please take this into consideration. I would hate for you to lose me, and I would hate to lose you. Sincerely, Bill Research Papers on Red Chief WritingWhere Wild and West MeetNever Been Kicked Out of a Place This NiceThe Hockey GameEffects of Television Violence on ChildrenBook Review on The Autobiography of Malcolm XPersonal Experience with Teen PregnancyHip-Hop is ArtCapital PunishmentUnreasonable Searches and SeizuresTrailblazing by Eric Anderson

The roles of Japanese woman in early twentieth century Essay

The roles of Japanese woman in early twentieth century - Essay Example In his Readers Guidebook to Japanese Literature (1999), J. Thomas Rimer concedes the common understanding of Ariyoshi as one of the highest quality of post-war Japanese female writers but claims that that explanation is insufficient since it is unable to define or put forward the variety of her prodigious talents. Unfortunately, minimal of Ariyoshis literary production, comprising of over one hundred brief tales, books, plays, musicals, and a melodious script, has been translated into English. Translated pieces consist of an assortment of brief stories released in the Japan Quarterly, a four-act play, and The Kabuki Dancer , first posted in Japanese in 1972 , under the title of Izumo no Okuni, and in English, in 1983. It is a fictionalized biography of Okuni, the seventeenth-century priestess-dancer at the Grand Shrine in Izumo whom Ariyoshi credits as the founder of Kabuki Theatre. The tale is an effective depiction of the lifestyles of three family lines of ladies associated with one another by blood in the Meiji, Taisho and Showa durations. The time period 1898 to 1955 is represented by the writer as a time of exceptional interpersonal and ethnic transformation, which contributed to †¢far achieving adjustments in the family process of Japan, its customs, beliefs and traditions; and she provides the various ways whereby the main women figures while trying to deal with these modifications turn out to be important to the narrative of Ki no Kawa (Ariyushi 12). The tale is developed around Hana, daughter of the Kimoto family and spouse of Matani Keisaku of the Kaiso state located in the bottom touches 9f the River Ki. Ariyoshi employs the analogy of the river to characterize the persona of Hana who as a lady of imaginative and prescient vision and credibility imparts dynamism and prosperity to the lifestyles of all people around her irrespective of her own dissimilarities with them, significantly

Module 12 Essay Example | Topics and Well Written Essays - 500 words - 2

Module 12 - Essay Example Our friendship therefore was weakened and others emerged. Nevertheless, high school was totally a new environment. New friends came up and I had t make hook ups with new friends. All those we could share the same classes, same units and dorms became my intimate friends. Specifically, my closest friends were my classmates whom we shared cubes and classes. As the days passed by, and approached choice of future careers, friends changed as well. Those whom we shared common ideas before had unique careers hence different units pursue. Hence I found new friends too. When we finished high school, we got different grades, and we joined different universities and colleges to pursue different careers. Everybody went on his way to pursue his/her career. This weakened further the friendship and other new friends sprout up. From my middle school till now, friends have changed. My first friends and my current friends are totally different. From the dynamics of friendship, it is evident that friendship change very often and it is rare to get a long lasting friend whom you start from pre-school to university. Friends are subject to choice of careers in life and line of profession. Those whom you share things in common become your closest friends and those whom you have nothing much to share are distant automatically. Maintaining alive friendship is not easy. It is volatile and more often it has rewards and punishments. Indeed to appreciate somebody’s strengths and weaknesses calls for sacrifice. In essence, people have different personalities and to accept them to influence your life is challenging. According to social exchange theory, friendship is driven by decisions. Both parties are responsible for one another and entirely depend on each other. However, costs and rewards associate with decisions made. Usually, I dedicate my precious time to my friends. This time we could use to chat and implement constructive ideas

Financial Crisis 2007-09 Case Study Example | Topics and Well Written Essays - 250 words

Financial Crisis 2007-09 - Case Study Example Other factors include surge in subprime mortgages as an answer to high housing speculation and growth of the bubble. The main culprits were lenders, because they were responsible for lending funds without taking into consideration the risk of defaulting. After the central bank lowered interest rates and flooded the market with cash. The lenders, like investors, had ample capital to lend, and more willingness to undertake extra risk to increase their returns. The financial crisis commenced in the US and spread throughout the world. The failure of Lehman Brothers teaches us the importance of risk management because this institution had invested in risky securities loosing much value after the U.S housing bubbles. In addition, the crisis teaches us that it is important to retain the confidence of the financial market because once shattered, it becomes difficult to restore. When such confidence is shattered, it can lead to a full-blown confidence crisis in the entire word. The housing bubble resulted from the enormous savings from developed countries, and the low interest rates that existed in the U.S. Due to the available funds, there was demand for high-yielding investments leading to the housing bubble. Some small banks in the US reduced lending; therefore, governments and consumers could no longer borrow and spend before the crisis. Businesses also had to reduce their workforce because the recession meant less funds. The credit crunch deepened as the losses increased

Social Change According to Foucault and Fromm Essay Example for Free

Social Change According to Foucault and Fromm Essay For many years before Michel Foucault and Erich Fromm put forward their respective theories on social analysis, Karl Marx’s concepts on the contradiction between social classes based on the relations of production were dominant in providing theoretical and practical guidance of forces promoting social change. As a result, revolutions were waged by the forces of social change, which later on gave birth to the world’s biggest socialist countries, the Union of Soviet Socialist Republics and the People’s Republic of China. Other countries in Eastern Europe, Asia, and Latin America followed suit, with leading revolutionary organizations also espousing basic Marxist doctrines. Due to the successes achieved by such revolutions, many sociologists and academics began accepting the correctness of Marxism and socialism as an alternative social system to capitalism. However, even before the 1950’s, major weaknesses in the socialist systems as practiced by the Soviet Union and China began to emerge. Such weaknesses led sociologists to reconsider their admiration of Marxism without necessarily compromising their stand for social change. Erich Fromm, who belonged to the Frankfurt School which advocated the adaptation of Marxism to the realities of the 20th century, observed the excesses of the Soviet Union under Stalin and became critical of the model of social change advocated by the Soviets as well as radical socialist revolutionaries. Michel Foucault, on the other hand, who was a member of the French Communist Party, became disillusioned with the party’s continuing support of the Soviet Union and with its position in France’s national politics. Both Foucault and Fromm, at one point, considered themselves adherents to Marxist social analysis and its theory and practice of social change. This does not, however, mean that they can be compared to Marxist-Leninist revolutionary theoreticians in terms of strictly adhering to the concepts of dialectical materialism, socialist revolution, and communism as the ultimate objective. They upheld only essential part of Marxism that is characterized by humanism and its stand for progressive social change in order to achieve humanist concerns. In doing so, both Fromm and Foucault managed to develop respectively their own distinct perspectives on the methods of analyzing society. Such theories were not truly devoid of Marxist elements but, nevertheless, these were meant to be applications of some of Marx’s ideas to the more contemporary social issues. Consequently, they also proposed novel concepts on how social change must be achieved, all of which essentially do not espouse violent revolutions or the authoritarian one-party state structure that socialism in practice has been known for. Because of this, both Fromm and Foucault were criticized by Marxists and socialists even within the academic circles to which they belong. Foucault’s Discipline and Punish: the Birth of the Prison is a study on the social foundations and the theoretical concepts in the establishment of the modern prison systems. The study focuses on the Foucault’s observation and historical research on the development of the penal system in his native France. However, his findings and conclusions are proven to be relevant not just for his particular society alone but for all modern societies in Europe and North America. Before Foucault came out with his ideas in Discipline and Punish, most of the conclusions regarding the development of the prison system were based on the notion that reformists within the state were decisive in introducing more humane forms of punishment. The reformists, allegedly, just happened to become more compassionate through time and had determined that criminals and other deviants should no longer be subjected with corporal punishments done in full view of the public. Foucault argued that the invention of the prison was the decisive factor why such public corporal punishments were no longer the preferred mode of penalizing criminals. In this regard, he asserted on the idea that that it was not the government or the powerful bloc of people running it that grew the moral conscience which prompted them to discard corporal punishments but the introduction of a new form technology that allows disciplinary measures instead. Foucault cited the Jeremy Bentham’s Panopticon as the embodiment of such technological advance. With this concept, he subscribed to the Marxist theory that man’s ideas are not independent of material objects but is influenced by it. Here lies the essence of Foucault’s view on social change; that it cannot be achieved merely because man’s ideas willed it but that it should be based on material conditions. Foucault explained that society is itself a prison. He wrote that â€Å"prison continues, on those who are entrusted to it, a work begun elsewhere, which the whole of society pursues on each individual through innumerable mechanisms of discipline† (Discipline and Punish). With the state above it and with the existence of different forms of hierarchies in schools, churches, and organizations, society is essentially held together by a structure of disciplines. Because of this, it is necessary for penal systems to be established in order for society to survive. Without it, there will be chaos that can lead to the disintegration of society itself. To this effect, it appears that Foucault is an apologist for the existence of prisons or the maintenance of status quo. In his book, he pointed out that â€Å"in its function, the power to punish is not essentially different from that of curing or educating† (Discipline and Punish). Thus, he insisted that the state is necessary. The coercive apparatuses of the government must be maintained. This does not, however, mean that Foucault had departed from the progressive standpoint of social change. He explained that it prisons are indispensable facilities but these are also subject to changes. However, such changes should not lead to the elimination of the prison system but to the improvement of its conditions in order to make it more effective in disciplining and rehabilitating the incarcerated. Since society is like prison, it is clear that Foucault advocate social change but not the extent of destroying the state and ultimately the concept of modern society itself. For him, the key to social change is clearly not revolutionary cataclysm but discourse. Intellectual discourse is the venue in which social issues are addressed and solutions that encourage the transformation of society are achieved. He placed emphasis on the importance of intellectuals in social change, whose work is â€Å"is not to mould the political will of others; it is, through the analyses that he does in his own field, to re-examine evidence and assumptions, to shake up habitual ways of working and thinking, to dissipate conventional familiarities, to re-evaluate rules and institutions and to participate in the formation of a political will (where he has his role as citizen to play)† (Green 1997 p. vii). Erich Fromm’s Escape from Freedom, which came out in 1941, was influential in introducing a new perspective on analyzing society. While most of the earlier methods of social analysis were based on observations of human interaction within a society, Fromm focused on the psychological and philosophical aspects of individuals. Consequently, his analysis on society is primarily dependent of the individual’s mental and moral state and not on the structures or hierarchies in the political, economic, and cultural spheres. In this sense, he deviates from the Marxist theory that man’s ideas are shaped by forces beyond his subjective control. In Escape from Freedom, Fromm explained that man is inherently an advocate of his own freedom but he also seeks a particular order or hierarchy of power that would guarantee the advancement or the defense of such freedom. While he was critical of capitalism, he was also disillusioned with the socialist alternative as practiced by the Soviet Union. Because of this, he found the medieval societies more beneficial towards man than either capitalism or socialism. He articulated that medieval societies were indeed inadequate in providing freedom to the individual along contemporary definitions but then the individual was also not alienated. Instead, â€Å"in having a distinct, unchangeable, and unquestionable place in the social world from the moment of birth, man was rooted in a structuralized whole, and thus life had a meaning which left no place, and no need for doubt†¦There was comparatively little competition† (Escape from Freedom). Fromm believed that people did not sense any form of exploitation or oppression during the medieval era because an individual â€Å"was born into a certain economic position which guaranteed a livelihood determined by tradition, just as it carried economic obligations to those higher in the social hierarchy† (Escape from Freedom). It is clear Fromm places so much emphasis on the human being’s psychological factor in analyzing society and even in achieving social change. Contrary to Marx who stressed on the conflict or hatred between social classes and the inevitability of social transformation through revolutions, Fromm stated that â€Å"love is the only sane and satisfactory answer to the problem of human existence† (Art of Loving 1956 p. 133). In elucidating about freedom, he wrote in Escape from Freedom that human beings naturally desire freedom but they also fear it so much. The excesses in the capitalist culture are proofs how such abuse of freedom has become detrimental to society. Because of this, Fromm does see the necessity of social change. However, his eclectic mix religious eastern and western religious mysticism with social critique has resulted into a standpoint for social change without the necessary concrete exposition on how this can be achieved. Both Michel Foucault and Erich Fromm stood for the necessity of social change. However, they differ in the means of analyzing society. Foucault based his on the premise of power relations in society while Fromm on the innate human nature of freedom and love. Foucault considers the material structures as the principal factors that affect social change. Fromm, on the other hand, points out that it is the will of human beings that is decisive. What is common to both, however, is the necessity for dialogue. Foucault sees the importance of intellectual discourse in order for social reforms to be initiated. For Fromm, such dialogues are necessary so that men will come to agree on the vital changes that should be achieved. For the left, however, especially the Marxists from which they were associated in their earlier years, both are reformists or even conformists. For them, the theories of Foucault and Fromm only serve as an excuse for the continuation of the status quo. References Foucault, M. (1975). Discipline and Punish. Retrieved 12 May, 2010. http://www. sparknotes. com/philosophy/disciplinepunish. Fromm, E. (1956). The Art of Loving. New York, NY: Harper. Fromm, E. (1941). Escape from Freedom. Retrieved 12 May, 2010. http://www. scholierenliefde. nl/Frommenglisch. html. Green, R. L. (1997). English with an Accent: Language, Ideology, and Discrimination in the United States. London, UK: Routledge.

The Legacy of President Bill Clinton :: Political Politics Presidents Government Essays

The Legacy of President Bill Clinton People will always remember Bill Clinton, for what reason, however, might be different. Some might remember him as a wonderful president who helped our country pull through the millennium unscathed. He protected our environment, promoted education, strengthened our economy, dropped the crime rate, dropped our nation’s poverty levels and had some victories with international policies. At the same time we have health care that is falling apart, some problems with the military and a scandalous affair. Considering this one has to wonder what his legacy will be. A respected leader who learned as he went and made many valuable reforms? Or a president who didn’t hold to his promises, and lied to the country? President Clinton has done many things during his presidency. Some were good some were bad. He made some mistakes and bad choices, but in the whole, he helped our country excel and flourish. One of the things Clinton is most famous for, but not the proudest of, is his affairs. The issue of Clinton having an affair with Monica Lewinsky is purely personal. It should have been discussed within his family and in his family alone. Many people seem to forget that Presidents before him have done the exact same thing. John F Kennedy is probably the best known with his affairs. This doesn’t diminish the fact that Clinton took it one step farther and lied about the affairs. Lying to the nation wasn’t a smart move. Does anyone know what John F Kennedy would have said, if asked about his affairs? How do we know that he wouldn’t lie? When Clinton was sworn in he said, â€Å"I do solemnly swear (or affirm) that I will faithfully execute the office of President of the United States, and will to the best of my ability, preserve, protect and defend the Constitution of the United States.† No where in the oath does it say, â€Å"I will not lie.† By doing so he hasn’t broken his promises, he just let the country down. Right before President Bill Clinton left office he issued more than a few pardons. A pardon is saying that the criminal has served his or her time, not that they didn’t commit the crime. One of these pardons was Marc Rich, along with Roger Clinton and 139 other people. Marc Rich was listed on the Department of Justice’s Web site as an international fugitive.

A Literature Review Identifying Group of Learners Within Society and Providing Reasons for Their Possible Underachievement Essay

Those could include students who do not perform well in a specific subject area, do not show interest in gaining qualifications or perhaps are limited by poor language skills or culture from doing well academically at school. There have been many explanations for low attainment and some of them include: * Natural differences between sexes, * Natural intelligence, * Home background, * Type of schooling, * Different teaching styles (stereotyping by teachers), * Material factors (Hammersley-Fletcher, Lowe & Pugh, 2006). Halsey performed a survey of the working class and found that material factors were central to whether learners stayed at school beyond the age of 16 (Halsley cited in Hammersley-Fletcher, Lowe & Pugh, 2006). Department for Education also states that the gap between the best and worst performers in our system actually widens as they go through education; and it is both significantly wider and more closely related to socio-economic status in this country than anywhere else (DFES, 2004). In education, the relationship between schools and social inequality is often explored by looking at the test and examination scores achieved by different groups of children and young people, and other monitoring data. According to Molly Warrington by the age of 11, girls in many primary schools are performing better than boys, particularly in English, and this pattern of differential achievement is sustained and exacerbated throughout secondary education (Warrington and Younger, 2006). This is a particular concern for white working class boys which is the reason why we should evaluate it further trying to establish possible reasons for their underachievement. BBC reported that government figures from January 2008 show only 15% of white working class boys in England getting five good GCSEs including maths and English. (BBC News, 2008). Above view is also supported by the chief inspector of schools who stated that white boys from poor families were worst affected and achieved the worst results aged 16 at school. White British boys who qualify for free school meals achieve the worst results of any apart from gypsy and traveller children – with just 29 per cent getting good marks. (Daily Mail, 2012) Why is this happening then in a modern world where we seem to have unlimited access to books, resources and other forms of help towards achievement? There is no doubt that to be able to achieve we must have the desire to learn and aspirations to perform well academically. Maslow’s Hierarchy of Needs outlines the necessity of satisfying the basic physiological and safety needs before the ones on upper levels like achievement, understanding and approval make students realise their potential. Unfortunately white working class households often undermine the values of schooling, academic achievement and aspirations. Boys from very early age associate manual labour with ‘masculinity and toughness’ therefore do not find academic learning relevant to them as it is not based on what they have been told or taught at home. Department for Education confirms that ‘schools where socio-cultural strategies were most transformative were those where head teachers recognised that there were sometimes conflicts between the cultural contexts of home and school, and that such conflicts might lead to disengagement and potential underachievement’ (DfES, 2005) Paul Willis performed a case study through a detailed ethnographic account of school lives of white working class boys who were ‘destined’ for labour. Boys showed lack of commitment to schoolwork and an acceptance of the authority of the teacher at the same time associating manual labour with ‘masculinity and toughness’. Willis argued that the boys were drawing upon cultural constructions of masculinity which idealised manual workers strength, so becoming a source of higher self-esteem. The ‘lads’ asserted their masculinity in the stories they told about resisting mental work (Willis, 1977). Most schools in Britain are dominated by the anti-education and anti-aspiration culture which has much more pronounced effects on boys. They believe that it is not ‘cool’ to learn, that real men work with their hands, not their minds, and that school does not matter (Telegraph, 2011). All of the above are deeply ingrained in our culture therefore boys like acting tough or hard, for example, by fighting or publicly denying adult authority; using humour and wit, sometimes as a confrontational device against teachers; wearing fashionable clothes and trainers or possessing culturally acclaimed knowledge, for example, being able to talk knowledgeably about the latest computer game (Swain, 2003, 2004). There are many reasons for this behaviour but Connell claims that working class communities in some parts of England are those most affected by the collapse of the traditional local manufacturing industry base and deindustrialization. These working-class boys can no longer rely on work for their traditional status of power and see little point in gaining qualifications, therefore are more likely to reject values that are conducive to academic success such as work ethic or punctuality. For the same reason they do not value academic success and admire peers challenging school’s authority (Connell cited in Younger, 2005). How do we change that? What do schools need to provide the best possible progress and the highest attainment for all pupils? Practical suggestions for educational organisations to better meet the needs of these pupils. Given the amount of literature talking about the underachievement of working class white boys, it appears that the reading material available, suggesting solution to the growing problem is limited. The suggestions on how to better meet the needs of these boys have been based on the literature review. Main points however, have been developed through discussions with school staff, parents and pupils from a local primary school where most pupils are White British with a few from minority ethnic groups. The proportion of pupils with special educational needs and/or disabilities and with a statement of special educational needs is below that found in most schools. Those discussions gave an insight into successful practices that minimise the impact of barriers to achievement for white working class boys. After careful consideration of the subject, improving achievement of boys appears to be a very complex process linked to many factors playing important parts. They include factors like leadership and vision, the curriculum and language support, behaviour management, parental engagement, targeted support including the role of the learning mentor in supporting white working class pupils. Successful transition to Year 7 from Year 6 has proven to also have a positive impact on white working class pupils. ‘These factors are significant in all schools, whether mixed or single-sex, maintained or independent. Senior managers play a crucial role in determining the most appropriate strategy for school improvement, based on close examination of the school situation and identification of the barriers to improving boys achievement’ (OFSTED, 2003). The quality of management and leadership within the schools plays a major part in developing successful strategies. Head teachers who keep their students at the heart of the school’s ethos and everything they do, find it easier to engage staff and parents. Strong leadership can be the driving force behind change, new expectations and inspirational success. They should: * Create a culture of achievement with a positive can do attitude. * Have high expectations and the provision of intensive support should be expected of all * Allocate a lot of time to being in the classroom with teachers and pupils * Make sure that diversity of pupil’s backgrounds and circumstances are celebrated. * Make sure that all children are encouraged to achieve their potential and stereotypical expectations are not made. * Make sure that books used, displays and worksheets avoid stereotypical images, sexist language and represent our multicultural society. The curriculum and language support also plays a major part in tackling underachievement. The Guardian (2013) agrees that barriers to learning faced by white working class boys are mostly concerned with language and literacy: ‘Many of these young people have a limited vocabulary and grasp of standard English and have a limited higher order reading skills such as skimming, scanning, synthesis, and empathy. Pupils with low levels of literacy rarely read at home, and their development in this area stalls when they get into their teens’. Our school believes that the curriculum should be accessible to all children whatever their age, race, gender, ability or social background. The use of appropriate reading materials gives the teachers the ideal opportunity for tackling stereotypical views, as well as widens their knowledge and understanding of things that middle class pupils already know and understand. Considering the above it was interesting to find that Schools and Communities Research Review (2010) suggests, it is unlikely that changing textbooks or curriculum content will in itself lead to improved outcomes in reading or mathematics. It is believed that professional development and coaching in effective teaching strategies make much more of a difference. Continuing, extensive professional development to teachers is likely to improve academic attainment for poor pupils therefore teachers need extensive, engaging workshops to learn new strategies and then coaching to be able to successfully implement and maintain them in their classrooms. Behaviour management also plays a major part in raising achievement of working class boys, and involves using successful strategy which requires a planned approach and subsequently dedication from all parties involved specially educators, pupils and parents. Ofsted reinforces this view by stating that behaviour is significantly better in settings which have a strong sense of community and work closely with parents and carers. In these settings learners feel safe and are confident that issues such as bullying are dealt with swiftly and fairly (Ofsted, 2005). Involvements of parents in the school life of their children, and their aspirations for them, have been also acknowledged as some of the most important factors associated with lower educational achievement. This appears to be particularly relevant to children from low-income families as parental aspirations and attitudes towards education vary significantly according to socio-economic status (Goodman and Gregg 2010). Young working class boys lack self believe and aspirations which results in having difficulties in understanding its importance and relevance. A lot of working class parents have had poor experience of education and believe that there is nothing to be gained from it as their children are likely to end up unemployed, or perhaps have achieved a lot in life through hard work despite having no formal qualifications. In both cases parents do not believe in education therefore pass that view and lack of aspirations onto their children (The Guardian, 2013). The head teacher of the local school reported that the white working class families were the hardest to engage within the life of the school and their children’s learning. School staff expressed frustration at the mismatch between the high aspirations of the school and low aspirations of the parents for their children’s learning, and therefore have to work hard on strategies to engage white parents with a view to raising achievement. School staff are aware that they have to draw parents in for positive reasons as a counter balance for the negative experiences that many had at school themselves. Younger ;amp; Warrington (2005) suggested that a combination of a strong learning ethos in school and increased involvement of parents in their children’s education could raise aspirations and achievement. There are number of reasons why white working class pupils should be able to do well academically despite challenging socio-economic circumstances in the areas served by schools. The evidence presented by the teachers from our local school mentioned earlier, enables the conclusion to be drawn that this school demonstrates the many ways in which they work to support pupils through a wide range of imaginative and inclusive strategies. Their success in raising the achievement of their pupils is a tribute to their vision, and to the very hard work that is needed to make it a reality. WORD COUNT: 2028 References BBC News Channel. (2008). White working class boys failing. Available: http://news. bbc. co. uk/1/hi/education/7220683. stm. Last accessed 28th Feb 2013 Centre for Excellence and Outcomes in Children and Young People’s Services . (2011). Effective classroom strategies for closing the gap in educational achievement for children and young people living in poverty, including white working-class boys. Available: http://www. c4eo. org. uk/themes/schools/classroomstrategies/files/classroom_strategies_research_review. pdf. Last accessed 3th March 2013. Daily Mail. 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