Persuasive Essay On Overpopulation - 1535 Words

As humans developed from nomads to settlers, there was a desire to improve their lifestyle and living conditions. Having a family before and during this transitional period was not an easy task because of safety and lack of resources to support many people in a group. The scarcity of food and shelter was a daily challenge for nomads. Once people learned to farm and recycle resources in the same area, they were able to settle and maintain a large group of people. The benefits of stability and surplus of goods eventually led to a growing population. Now that humans thrive in a sedentary life, the threats that once affected early humans have returned. The environment and inhabitants of this planet are affected by consequences brought upon by†¦show more content†¦Empowered with knowledge and skills to protect themselves and make informed decisions, they can realize their full potential and contribute to economic and social transformation (Helping Young People par. 2). By underst anding the responsibility that comes with sex, people would be encouraged to view sex as an important partner decision and not just a fun activity. They would also see that their decisions to reproduce impacts not only their lives but everyone around them. Educating teenagers about sex would contribute to the decrease in population because they would be informed about the seriousness of deciding to become sexually active. The different views around the world on sex and the appropriate age to become sexually active would not be an inconvenience because the topic would be taught through a scientific approach. The people that are more likely to be uneducated about sex are lower class working people living in developing countries. There are teenagers that do not attend school, so they are not in an environment where sex education could be taught. Allowing for a large group of people around the world to live in a dated manner leads to overpopulation. According to a world population trend in 2012, â€Å"developing countries accounted for 97 percent of [population] growth because of the dual effects of high birth rates and young populations† (Haub par. 1). Emphasis on teaching surrounding societiesShow MoreRelatedPersuasive Essay on Overpopulation910 Words   |  4 Pagessame planet. I have had those thoughts several times and believe that overpopulation is one of the biggest problems in the world today. Overpopulation has become a major crisis in the twenty-first century and its detrimental affect on our living standards, environment, and much needed resources. The problem is not the number of people in this world, but the way people choose to live. The dilemmas created by overpopulation affect people of all races and social status. This is why we as the humanRead MorePersuasive Essay On Overpopulation1871 Words   |  8 PagesOverpopulation or Over Exaggeration? Overpopulation is progressively destroying our planet by exhausting our natural resources which leads to a higher cost of living and an increase in our carbon footprint. A person’s carbon footprint can be measured by the total amount of greenhouse gasses a person creates. This is calculated by the C02 (carbon dioxide) and CH4 (methane) created directly and indirectly by means of transportation, energy usage, and resource consumption. We may not see the fullRead MorePersuasive Essay About Overpopulation1455 Words   |  6 PagesOverpopulation issue and ways to help solve it The big question is whether humanity is getting too big and, in the process, endangering the wellbeing of people, and our planet. Overpopulation is a real thing it’s happening right now in some parts of the world. Delay marriage, ending child marriages, and women empowerment might not seem like a lot, but it actually is. All these things can help the overpopulation problem we are facing today in certain parts of the world and in the future. If we allRead MorePersuasive Essay About Overpopulation1033 Words   |  5 Pageswould not be a significant growth in the number of people as birth rates and death rates are fairly balanced. The government should protect the environment from overpopulation through expansion in family planning because it would greatly reduce the number of unwanted children born and would keep the population stabilized. Overpopulation is defined as the condition of having a population so dense as to cause environmental deterioration, impaired quality of life, or a population crash. The problemRead MorePersuasive Essay About Overpopulation968 Words   |  4 PagesOverpopulation is not a great thing. It is when there are more people than there are resources. It can be caused by an increase in the fertility rate, a decrease in mortality rate, more immigrants, or a depletion or limited amount of resources. In essence it means that if the amount of people is more than the amount of resources in the world then we will eventually stabilize because there will be more deaths. If there are too many people in the same habitat then the amount of resources and availabilityRead MoreC112 Theorist Critique Assignment1913 Words   |  8 PagesWar and why We’ll Keep Going to War Friedman National Strategies and Capabilities for a Changing World: Globalization and National Security Huntington The Clash of Civilizations Kaplan The Coming Anarchy: How Scarcity, Crime, Overpopulation, Tribalism, and Disease are Rapidly Destroying the Social Fabric of Our Planet Your paper must be typed and double-spaced; use Times New Roman 12-pitch font and one-inch margins. You may not discuss this assignment with anyone other thanRead MoreClancy of the Overflow vs in Town by Dyson1417 Words   |  6 Pagesperiod when intelligentsia were seeking to define its nation and its national identity. One powerful communicator was in the writings and articles published in popular newspapers, which offered differing ideas and approaches on this subject. In this essay I aim to analyse two documents in the form of ballads that were published in this period, and to describe how they played a part in constructing an image that could be used to define the nation and create a national identity; in their historical, socialRead MoreA Modest Proposal By Jonathan Swift1516 Words   |  7 Pagesall three persuasive appeals, Swift aims to outrage the intended audience just enough to call attention to the fact that something must be done to combat the social, political and economic issues of Ireland caused by the English. In the 1720’s Irelands dry seasons lead to bad harvests and many poverty-stricken families were unable to feed or clothe their children (Holt, 126). Being that most Catholics disapprove of birth control, a large amount of these parents caused an overpopulation of childrenRead MoreLifeboat Ethics: The Case Against Helping The Poor - Garrett Hardin What Should A Billionaire Give-and What Should You? - Peter Singer3380 Words   |  14 Pageshowever much of the world is torn between wanting to help and not knowing how to go about it. This is the issue that is presented in the two essays - Garrett Hardin’s â€Å"Lifeboat Ethics: The Case Against Helping The Poor,† and Peter Singer’s â€Å"What Should A Billionaire Give-and What Should You?† Garrett Hardin was an ecologist who warned of the dangers of overpopulation. In his article, he argues that our first obligation is to ourselves and our posterity and that we would be foolish to let rich nations Read MoreUnforeseen Bonds: Hardins Rhetoric in Lifeboat Ethics: the Case Against Helping the Poor1950 Words   |  8 Pagesdrown for allowing the poor nation in will cost them. Being on a lifeboat is terrifying, but is especially terrifying when you see others stranded beside you who wish to be in the same position you are. Hardin neatly and cleverly camouflages the persuasive techniques he uses to convince his readers of if the poorer, or developing nations of the world, were held up to the same standard as those of the developed nations, everyone would fail. In his article, Singer contends that moral justice is associated

Case Analysis on Are They Ready to Put Avocado on Their Face

I. Point of View The point of view of Mr. Ricky Bautista, president of Vive Chem Philippines (VCP), and Mr. Willy Tan, King Matches Corporation’s product manager, were considered since they can best tackle the problem, suggest and analyze proposals, decide, implement and follow-up the resolution that was chosen. II. Market Situation Analysis 1. Opportunities - threats analysis. A. Opportunities: †¢ There a high market potential on herbal-based astringent. ââ€" ª Since all the current brands in the market were chemical-based, the concept of herbal-based astringent is an innovation. †¢ Astringent users have the tendency to switch brand. ââ€" ª Astringent users were looking for brand that will†¦show more content†¦It will cater on the two market segments – users of astringent as recommended by dermatologist or other professional’s vis-à  -vis users of over-the-counter (OTC) astringents. Since most of the women care about their looks, facial care rituals were done at least twice a day involved a variety of product categories such as soaps, astringents, facial washes, moisturizers, facial scrubs, powders, creams, and skin whiteners. Promotions greatly affected the attitude of the consumers in buying the product and experiencing the product usage just elaborates what the packaging and advertisement of the products states. Packaging and promotions was the silent salesman that speaks for the product itself but the most important consideration was the proposed effect of the product to its user. Having a proposed outcome would enable the consumers to choose the product that answers their desires. Still once the customer uses the product, this would make an impression that will determine what attitude he/she may tend to feel towards a particular brand because it was the best proof any product can offer. Needless to say, it was best to satisfy and give what your customers want and need. Satisfying the customers eliminated the idea of switching to another brand and strengthens the customer’s brand loyalty. 5. Product Positioning Figure 1. Product Positioning of Provive in the astringent industry. Provive which is a product ofShow MoreRelatedVegetable and Mountain States Potato7654 Words   |  31 Pages[6] STATISTICS FOR BUSINESS LIST OF READING MATERIALS Title 1. Job Applications 2. Managing Risk 3. Cutcraft Cutlery Corporation 4. Compensation for Faculty Members 5. Airline Satisfaction Survey 6. The Avocado 7. The Mountain States Potato Company 8. Edgartown Fisheries 9. Monitor Systems [7] JOB APPLICATIONS A business graduate very much wants to get a job in any one of the top 10 accounting firms. 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Many lotions, especially hand creams and face cream are formulated not as a medicine delivery system, but simply to smooth and soften the skin - these are particularly popular with the aging and aged demographic groups, and in the case of face usage, can also be classified as a cosmetics in many cases, and frequently contains fragrances. Some people also use to hydrate or moisturize their skin. Body lotions and creams areRead MoreCarrefour vs Walmart6435 Words   |  26 Pagesbeen able to find a small niche market and compete successfully against Wal-Mart for home consumer sales.In 2004, Wal-Mart responded by testing its own dollar store concept, a subsection of some stores called Pennies-n-Cents. Wal-Mart also had to face fierce competition in some foreign markets. For example, in Germany it had captured just 2% of German food market following its entry into the market in 1997 and remained a secondary player behind Aldi with a 19% share.In July 2006, Wal-Mart announcedRead MoreGarnier Shampoo Project3849 Words   |  16 Pagesperception towards the brand. * We have also focused on the current leading competitors of L’Oreal-Garnier and conducted a brief study on their marketing strategies. INTRODUCTION Brand : Garnier Company : Loreal India Agency : Lowe Lintas Brand Analysis Count : 437 Garnier is a brand that epitomizes smart marketing practice. This is a brand that came to India in 1991 and crafted a special place for itself in the Indian market.This is one global brand which has understood the dynamics of IndianRead MoreUnlocking Weight Loss Resistance At Just 30 Days11226 Words   |  45 Pagesit under generic circumstances. It is recommended you consult your physician about the results of any lab analysis or beginning any supplement regime, diet or fitness program. It is strongly encouraged to consult your licensed healthcare professional prior to beginning this 30 Day Challenge. The Motivation Behind Developing The 30 Day Challenge. Let’s face it, every day we are fed unrealistic sex propaganda that depicts what beauty is. 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The philosophy paid off when people kept coming back for his simple yet great-tasting food; the small restaurant was so popular that customers typically encounteredRead MoreMarketing Strategies Of Nestle India For Chocolate Products Essay10181 Words   |  41 PagesScenario †¢ Historical Highlights †¢ Major Products †¢ Marketing Strategies †¢ Distribution network †¢ Brand Loyalty †¢ Market Segmentation and Target Market OBJECTIVES AND RESEARCH METHODOLOGY †¢ Objectives †¢ Methodology ANALYSIS AND INTERPRETATION OF DATA †¢ SWOT Analysis FINDINGS/CONCLUSION/RECOMMENDATIONS †¢ Conclusion †¢ Recommendations BIBLIOGRAPHY APPENDIX †¢ Questionnaire INTRODUCTION FMCG companies have now realized that â€Å"India lives in its rural villages†. So much so thatRead MoreCulinary Final Study Guide6921 Words   |  28 PagesSeafood o Soy products †¢ Symptoms: Itching round face, tightening of throat, wheezing/shortness of breathe, hives and swelling. †¢ Make sure service staff does the following: o Describe dishes o Identify ingredients o Suggest simple menu items †¢ Kitchen Staff: o Make sure no cross-contamination occurs o Don’t cook different types of food in the same fryer oil o Put food on surfaces that have touched allergens o Should

Four Horsemen Free Essays

Jair Hayes Mr. Buckingham Horsemen Essay 1 December 2011 Series of Unfortunate Events The four horsemen of the apocalypse appear in the story â€Å"How Much Land does a Man Need? † because they are all symbolical. The four horsemen are the horse of Conquest (white), War (Red), Black (Famine), and Pale (Death). We will write a custom essay sample on Four Horsemen or any similar topic only for you Order Now These four horsemen are all symbolical in some way and all connect in the story in a important way. They help explain the series of events in Pakhom’s journey to his demise. The first horseman is conquest which is a white horse. This is symbolic because Pakhom sets out on a conquest for so much land. He starts off with no land basically then he starts to get land. He next has 15 desyatins, and seems to be contempt with this land. Though, after a while he does set out to get to get more land which he acquires. Pakhom then realizes he can get even more land by going to these Indians to get as much land as he wants. Then he realizes that he has to pay 100 rubies a day to get as much as he wants. Before this though, we get introduced to the next horse which is war. The next being war comes in when Pakhom gets his land. He realizes that people are messing with his land and he doesn’t like it. Though, the irony in that is the fact that he did the same thing when he had little to no land himself. After these events Pakhom took people to court and lost and would try to put peasants on trial. This caused a dispute between Pakhom and most of the commoners, meaning they didn’t get along. People are in a war because naturally they don’t get along. Though, you have to make sacrifices in war which brings in the next horse. The next horseman is famine which is represented by black. This one is more metaphorical I feel then literal. For Pakhom to afford all this land he sold many things. Eventually he sold almost everything he had. He went into a personal need or possession famine. Pakhom also went into a morals famine. He basically left everything behind just for land and nothing else, which in hindsight makes no sense. If you don’t have money to even buy seeds, he why would you need land. He didn’t even have a horse anymore because he sold it. He could have used his horse to plow the fields. Pakhom became very greedy which leads to the final horse. The last horse is the horseman of death which is a pale color. This horse is obviously representing the death of the main character Pakhom. Pakhom became too greedy and unnecessarily needy. When he keeps going on at the end of the story for the land he should have realized he didn’t need that much land to begin with. If you have to walk more than a mile or three to plant or plow crops then you have too much land I personally feel. These are how these four horseman of the apocalypse connect in the story. How to cite Four Horsemen, Papers

Imperialism Persuasive Essay Example For Students

Imperialism Persuasive Essay Modern WorldExtensive European imperialism took place between 1875 and 1914. This was a time when European countries took over many parts of Africa and Asia. According to the Modern World Issues Textbook imperialism is The policy of extending ones rule over many lands. There are many views on this topic yet in my opinion Imperialism should have never taken place. As in the story King Mojimba Meets his first white man, the Africans were standing with outstretched arms when the Europeans arrived. The Africans went to meet the Europeans and welcome them as brothers, but the Europeans immediately began firing their guns when they arrived. There is no reason why the Europeans needed to take over parts of Asia and Africa when these people did nothing to give the Europeans reason to do so. Everyone has something to contribute to society but the Europeans never gave anyone but themselves a chance to contribute a single thing The Europeans never gave the Africans or Asians a time to show what they had to offer. And the Europeans certainly did have a lot to offer. They had to offer their knowledge of eating, warfare, and their general knowledge of the world around them. The Europeans looked at the Africans and Asians as worthless. This was one of the reasons the Europeans did not give these groups a chance. If there had not been the Imperialism the world would be a lot different than it is today. Asians and Africans would be much more respected and would have the same opportunities as everyone else. Even though our constitution gives all groups equal right and freedom they do not get it from the people they live with every day. There is still quite a lot of prejudice in the world. To the Social Darwinists the anti-imperialists replied by denying that the struggle for existence applied to human groups in the way it applied to plants and animals, (Hobson, 2A). Although many believe that the Imperialism should never have taken place many look at another way. The whites, outnumbered in a harsh world, had to organize themselves and hold non-whites off, (Chamberlain, 1B). In other words there were more Africans and Asians than Europeans. The Europeans felt intimidated by this and felt the need to fight back and take-over. The Europeans were a little cocky and said that they in fact were the best. Europeans felt that they were able to beat any non-Europeans at war. This is argued in their defense for Social Darwinism. The people dreamed that they would do much better if after the inferior people had die out-or had been killed off, (Chamberlain, 1A). They however did not kill off entire groups of other races. The arguments in favor of this European Imperialism stress that the white man is a superior being. Whether they argue Social Darwinism, duty or the defense of the white race- a strong hint of racism is felt. This is where these arguments falter. If the imperialistic behavior of European countries had been for the benefit of all and not derived from selfishness, perhaps it would have been justified. It was not, however, based on benevolence but rather the continual survival and prosperity of the white race. Each group, each race, has something to contribute to the total of civilization, (Hobson,2A). Additionally, imperialism and the colonization which takes place, did not square with the best avowed intentions of democracy (Hobson, 2A). There are many views on the matter. Imperialism was a very important part of our history. Many argue about whether it should have even been part of our history at all. Arguments could go on about this forever without reaching a conclusion. Imperialism in my mind should have never taken place.

Alfred Nobel Essays - Nobel Prize, Nobel Family, Alfred Nobel

Alfred Nobel Alfred Nobel Alfred Bernhard Noble was a Swedish chemist, inventor, and industrialist. His most famous and most important invention were Dynamite and Nitroglycerin Alfred was born on October 21, 1833. When he invented Dynamite, a large sum of money was his reward. Alfred left most of his reward in trust, as an investment to award those who, each year, bestowed Athe greatest benefit on [emailprotected] The prizes have been given since 1901, and are given by the Noble Foundation in Stockholm. The awards in Noble=s will are designated for physics, chemistry, physiology or medicine, literature, and peace. In 1969 an award was added for economics. It was granted by the Central Bank of Sweden. The element Nobelium was named after Alfred Nobel in 1957 by a group of scientists from Great Britain. THE INFORMATION BELOW IS WHERE MY INFORMATION CAME FROM Nobel, Alfred Alfred Bernhard Nobel, b. Oct. 21, 1833, d. Dec. 10, 1896, was a Swedish chemist, inventor, and industrialist whose most important invention, the explosive DYNAMITE, earned a fortune for its inventor and provided the financial basis for the establishment of the NOBEL PRIZE. With his father, Immanuel, himself an inventor and industrialist, Alfred Nobel began to manufacture NITROGLYCERIN in a factory near Stockholm in 1862. Nobel Prize Alfred Nobel left most of his fortune in trust, as a fund from which annual prizes would be awarded to those who, each year, conferred the greatest benefit on mankind. The prizes, awarded since 1901, are administered by the Nobel Foundation in Stockholm. The prizes designated in Nobel's will were for physics, chemistry, physiology or medicine, literature, and peace. In 1969 a prize for economics endowed by the Central Bank of Sweden was added. Nobelium In 1957 a group of scientists from Great Britain, Sweden, and the United States claimed to have created element 102 and suggested that it be named nobelium for Alfred Nobel. Science

My Hypothesis is that Boys in Year 10 are better at estimating lengths of straight lines than Boys in Year 7 Essay Example

My Hypothesis is that Boys in Year 10 are better at estimating lengths of straight lines than Boys in Year 7 Essay Example My Hypothesis is that Boys in Year 10 are better at estimating lengths of straight lines than Boys in Year 7 Essay My Hypothesis is that Boys in Year 10 are better at estimating lengths of straight lines than Boys in Year 7 Essay Essay Topic: Thesis My Hypothesis is that Boys in Year 10 are better at estimating lengths of straight lines than Boys in Year 7. The factors that influence the accuracy of estimation are children in Year 10 are more mature than children in Year 7. On average Children in Year 10 are more intelligent than children in Year 7. This probably would be because Year 10 students have studied subjects into further depth than children in Year 7. METHOD To verify this I will do a sample of the boys in our school. To do this I will find the total number of children in our school and sort it out according to Y10s and Year 7s. I will find out this information by going to the school office and finding out the figures. Out of this population, I will do a stratified sampling of 60 children. To do a stratified sampling of 60 children in the whole school, I will find the proportion of boys in Year 10 and Year 7. STRATIFIED SAMPLING In a stratified sample, the population is first divided into categories and the number of members in each category is determined. The sample is then made up of these categories in the same proportions as they are in the population. Random sampling chooses the required numbers in each category. In a random sample, every member of the population has an equal chance of being chosen. To obtain a sample of 60 students stratified according to Year 10 and Year 7; I will have to calculate the number of boys from Year 10 and Year 7, which must be represented in the sample. A Sample of Students Year Boys Boys 10 110 33 7 89 27 TOTAL 199 60 Altogether there are 1013 (one thousand and thirteen) students in our school. To work out the proportion of boys in Year 10 and Year 7, First of all I found out how boys were in Year 10 and Year 7. I added these together to get 199(one hundred and ninety-nine). Then I got the number of boys in each year and divided it by the total (199) and then multiplied it by 60(sixty). I rounded this answer to a whole number. This is because it would be an easier number to work with and you cannot round people to decimal places or significant figures. In my survey, I went to the school office and I got all of the boys names in Year 10 and Year 7 on two separate pieces of paper. By each name was a number. To find out which boys from Year 10, I had to ask to estimate the length of the straight line, I put all the boys names in Year 10 in a hat and picked the amount of boys needed to estimate the length. I did the same with the Year 7 boys. I already knew how many boys I needed to ask from each year because I had already done a stratified sample and worked out the numbers needed. Example 1: In Year 10 there are 110 boys. . Example 2: In Year 7 there are 89 boys . Now I have collected all the information, it is time to do my Survey. I will draw an accurately measured line and ask the proportion of boys in Year 10 and Year 7 to estimate the length of the line. I found out the proportion of the boys in Year 10 and Year 7 by doing a stratified sample. My next step is to do a pilot study. I will ask about five boys in Year 7 and Year 10 to ensure my coursework is done to a high-quality standard and my question does not seem to force an answer out of them. From the pilot study I will also be able to tell if my survey is grammatically correct. When I say this, I mean if the spelling, punctuation, and grammar are all correct. SPECIFICATIONS FOR MY SURVEY Paper with survey must be held approximately the same distance from each participant so that everyone sees the survey as well as each other. If the survey is held closer, it may give the student a better idea of the lines length. Weather conditions must be similar if it is cloudy, there is less light for the contestant to see the paper with and they are not given as good a view as if it were a sunny day. Survey must be done during school hours so that most of the subjects are in a similar frame of mind. No items of measurement should be nearby, so that the subject has nothing to compare the line/angle to. 60 people must take part in the survey All participants must be asked whether they are able to see the diagrams clearly. Exactly the same words must be used when explaining about the survey The participant must spend no more than two minutes (after pilot study The student may not communicate with anyone else who is able to view the paper or who has done the survey. PILOT STUDY I performed my pilot study and I found out that my survey was done to a good standard was understandable and got to the point. The boys I tested it on commented that it was set out well and did not need altering. One thing they all asked me was, Did I get it Right or How much was I off by. This made me think for a while and in the end I concluded that I should a Deviation and a Percentage Error column in my results table.

Intelligence and the Concept of G Essay Example | Topics and Well Written Essays - 1500 words

Intelligence and the Concept of G - Essay Example On his road to achieve this Spearman developed Factor Analysis a statistical analysis method to determine if there were correlations between independent factors. In 1904, Spearman published "General Intelligence, Objectively Measured and Observed" in which the first scientific definition of intelligence was put forth. According to Spearman, intelligent behaviour is generated by a single, unitary quality within the human mind or brain. Spearman derived this theoretical entity, called the general factor, or simply g, through a new statistical technique that analyzed the correlations among a set of variables. This technique, called factor analysis, demonstrated that scores on all mental tests are positively correlated; this offered compelling evidence that all intelligent behaviour is derived from one metaphorical pool of mental energy" ("Charles" 2007, 1). In short, Spearman's Theory of General Intelligence states "all variation in intelligence test scores can be explained by two factors. The first is the factor specific to an individual mental task: the individual abilities that would make a person more skilled at one cognitive task than another. The second is g, a general factor that governs performance on all cognitive tasks" (History 2007, 1). Researchers have long agreed that there is a wide range of ability in basic cognitive skills such as logical reasoning, spatial analogies, completion of matrices, vocabulary and other mental tests among different people. The same people tend to do better on these tests across the entire range of tests than do other people. Further, by use of statistical analysis of this raw data, researcher have isolated the cause for the differences in people's mental reasoning abilities to one factor credited for this consistent accelerated performance - that one factor is 'g'. G acts like a correlation coefficient with a value of .65 (Flynn 2003). Jensen (2002) reported that individuals with higher levels of g, in effect, have better brains. People with these higher levels of g tend to prefer more complex cognitive tasks resulting in high g loading. To explain this Jensen (2002, 153) states: "some property of the brain has cognitive manifestations that result in the emergence of g." In effect, Jensen (2002) asserts that g is a measure of the influence on brain quality. The higher the g; the 'better' the brain; this result equates to an advantage in any cognitive skill utilized. Johnson et al. (2004) conducted a study to determine whether g, in actuality, predicts a wide range of cognitive performances. The researchers predicted that Spearman's g would have a strong correlation on a diverse set of abilities. The empirical evidence proving the existence of g is well documented. However, there remains some controversy in that "the social implications of the existence of measurable individual differences in a personal characteristic that is highly predictive of a broad range of life outcomes" (Johnson et al. 2004, 96). The researchers assert that regardless of the battery of tests utilized to measure g, the results should be uniform across various test batteries. If, in fact, g varies across these different kinds of test

Grief Assignment Example | Topics and Well Written Essays - 500 words

Grief - Assignment Example The struggles to search for him were characterized by sleepless nights and huge expenditures as we all offered ourselves to ensure his survival. K.L was the most supportive member of the family who all of us admired. He was humble, honest, and charming; this made us love him the most. When he went missing and finally died in unknown circumstances, we were hurt more than if it was someone else. The saying by Lewis revived my pain and grief. I now feel as if the sorrowful events that I experienced during the period of lose have just recurred. After reading the saying, I tried to compare what I feel when people in the neighborhood die and what I felt for K.L.; there is a big difference between in the pain and grief I experience when a distant person dies or encounters worst situations. Lewis’s saying reflected on my experiences by reminding me the intense pain and grief I experienced after the disappearance and burial of K.L. According to Winokuer and Harris (2012), reading statements of grief and pain resets the painful and grievous memories of the past found in the sub-conscious mind. This is true because as human beings forget the past, anything related to their life events makes them recall past occurrences. I belief that there is a way we would be honest with ourselves and have it in a different way. Pain and grief are natural elements that all human beings must experience as long as they love. However, we should not anguish forever and destroy our lives. Winokuer and Harris (2012 assert that people experiencing grief should seek the services of a counselor to enable them appreciate situations and take care of their lives. Grief manifests itself through several ways, and it occurs in stages with each stage bringing different emotions (Holleran, 2006). Grief manifests itself through shock; shock constitutes a natural form of adaptation that prevents the victims from the impact of death

Difference between a Metteurs-en-Scene and an Auteur Essay

Difference between a Metteurs-en-Scene and an Auteur - Essay Example Distinction on this basis has been a cause of the difficulty faced on whether to classify managers as either auteur or Metteurs-en-scene since it is not a clear-cut distinction (Wollen 1972). The distinction between art cinema and classical cinema is quite clear. While art cinema is the most famous under film studies through the recognition it gets out of famous film makers, specific films or specific kinds of cinemas not forgetting some writers and the audience it targets. They are common with the auteur kinds of films with a sample of its film being the films include LAvventura (1960). David Bordwell and other filmmakers on the other hand coin the term classical film. They largely stress on the Metteurs-en-scene kind of arts or film, classical cinema is widely spread due to the dominance of these kinds of films and the choice that has been made by most filmmakers to follow in the making of such films. The art cinemas are presented in small film theatres as compared to the classical, which are conducted on large picture palaces. Art cinemas screen new films with repertory functions drawing their audiences form highly educated urban intelligentsia as opposed to the class ical cinema, which is rich in culture and attracts the rural uneducated folks (Kolker 1980). Movie brats such as Michelangelo Antonioni (b. 1912), Federico Fellini (1920–1993), Jean-Luc Godard (b. 1930), and Ingmar Bergman (b. 1918); the films include LAvventura (1960), 8Â ½ (1963), À bout de souffle (Breathless, 1960) and Det Sjunde inseglet (The Seventh Seal, 1957) play a critical role when it comes to the impact that auterism has in relation to film production. According to the lectures, it is evident that a new generation of movie brats has the controls of the production of their films (Grist 2000). Â  

Study of the haitian american ethnic group

Study of the haitian american ethnic group Ignorance is not knowing or being aware of something, when one is ill informed one tends to create assumptions and attitudes towards people and things one does not know or understand. My general assumptions about the Haitian community were that they think of women as inferior, they live together in great numbers and they keep to their own race. The overall opinions I had formed were based on experiences with my co-workers. Through my research for this assignment on ethnic groups not only have I been proven wrong about my assumptions, but I have learned a great deal about the Haitian culture. Becoming more educated and compassionate about the Haitian culture will make me a better teacher because of the vast Haitian population in the state of Florida. How did Haitians become part of American society? How well are Haitians integrated today? How did this voluntary group come to the U.S.? How equitably have Haitians been treated during their tenure in the U.S.? What is the current status (socioeconomic, political, educational, social) of Haitians in the U.S. today? What difficulties have Haitians faced and why? How did Haitians attempt to overcome any difficulties faced? To what degree do Haitians feel a connection to people from a similar background in other parts of the world? Why? Where do Haitian Americans stand in terms of receiving equal educational opportunities at the elementary, secondary and tertiary levels? How can educational equity be achieved for Haitian Americans, what needs to be done? How did Haitians become part of American society? During the 1790s, Haiti was the most affluent of the French colonies. It was then that the black populace of the island revolted against slavery and there was a panicked exodus (everydayculture.com). Thousands of whites, free blacks, and slaves fled to American seaports, culminating in large French-speaking communities in New Orleans, Norfolk, Baltimore, New York City, and Boston (everydayculture.com). Immigrants from Haiti who arrived in the United States during the eighteenth and nineteenth centuries were determined to survive in their new land (everydayculture.com). There have been a total of four large migration waves of Haitians coming into the United (Catanese 1998, p19). In the period prior and up to 1970 about 30,084 Haitians came to the U.S. In the period of the 1970 to 1980 about 59,965 Haitians came to the U.S. From 1980 to 1986 93,691 people from the island immigrated to this country and in 1987 through 1990 24,796 Haitians came to the U.S. (Catanese 1998, p19). The peopl e who have voluntarily come from the country of Haiti to the US have done so for years because of its political troubles and unstable economy (Catanese 1998, p19). The instability of the government made it hard for the economy as well as the people to achieve their greatest potential. The overwhelming majority of the Haitian people go to New York and Florida. About 70% of the Haitian community resides in these two regions (Catanese 1998, p19). The close proximity of Florida to the Republic of Haiti makes it an ideal place for them to settle. The great numbers of Haitians in Florida have made for a thriving Haitian community in the area. How well are Haitians integrated today? In the past the color of their skin and language problems made it increasingly more difficult for them to assimilate into the dominant culture (Vilme, H., Butler, W., 2004). First generation Haitian adolescent high school students identify themselves as Haitian, and manifest pride in their heritage Vilme, H., Butler, W., 2004). As of 2010 many of the second generation Haitians are integrated into our community. It is very apparent here in the state of Florida how many Haitians are making their mark. One great example is that of, Major Joseph Bernadel, who is one of two founders of the Toussaint Louverture High School for Arts and Social Justice. He is the first Haitian to open up a school not only in Florida but in the US. Presently there are four Haitians in the state legislator and soon there will be a Haitian American in congress. One of these is Phillip J. Brutus, a state representative to the Florida legislature. Brutus is the first Haitian-American elected to the Florida statehouse; he represents the 108th district in Miami (npr.org.). As Haitians continue to become a great part of our educational system and play in even greater role in government they will continue to strongly integrate themselves within the community. How did this voluntary group come to the U.S.? Haitian immigration to the United States can be viewed in terms of specific waves, each being associated with repressive conditions in Haiti (Catanese 1998, p19; Vilme, H., Butler, W., 2004). The first wave began in 1957 following Francois Papa Doc Duvaliers rise to power (Catanese 1998, p19; Vilme, H., Butler, W., 2004). These immigrants were members of the well-educated political and economic elite, planning to return to Haiti after the ouster of Duvalier (Stepick, 1998; Vilme, H., Butler, W., 2004). The second wave of immigrants, who came during the late 1960s through the early 1980s, was skilled laborers from the Haitian middle class (Stepick, 1998; Vilme, H., Butler, W., 2004). The next wave of immigrants became known as the Haitian boat people, who were mostly lower class laborers (Vilme, H., Butler, W., 2004) How equitably have Haitians been treated during their tenure in the U.S.? Equity in education for Haitian students is improving more as the number of Haitian students in our schools increases. All schools offer ESOL programs for the students who come from Haiti but not all schools have Haitian speaking instructors that would ease their transition into the curriculum. A grave misconception is that Haitian students can speak and communicate in French, although Creole is derived from French it is a combination of this as well as other languages and dialects of the Taino and African culture. Recent studies show that these students face a multitude of problems other than the language barrier (Buxton, C., Lee, O., Mahotiere, M, 2007). Those problems are their little education or lack thereof in Haiti (Buxton, C., Lee, O., Mahotiere, M, 2007). This creates several problems for these students when faced with the challenge of not only learning a new language but also with trying to keep up with grade level academic standards and goals. In one study based on Haiti an teachers, parents and Haitian students that attended schools both in Haiti and the US; it was found that for the most part, as it refers to language that these students were inclined to learn multiple languages, they have an eagerness to become multicultural, as well as build strong ties and participate within the community (Buxton, C., Lee, O., Mahotiere, M, 2007). A stronger community is a great asset for those that are already settled and even more so for those who intent to settle here in the future. What is the current status (socioeconomic, political, educational, and social) of Haitians in the U.S. today? Like most immigrants in the United States, Haitians are busy in the pursuit of the American dream (everydayculture.com). Almost every Haitian American wishes to buy a home as a matter of status and security; this is implied in the saying, Se vagabon ki loue kay, which means, Respectable people dont rent(everydayculture.com). However, behind the facade of pride and achievement, there is a litany of social problems-battered women, homeless families, and economic exploitation (everydayculture.com). The problems that face Haitian immigrants are enormous and complex (everydayculture.com).The majority of people in the Haitian community do jobs such as housekeepers, cooks, drivers, janitors and such related fields of work. Most recently migrations have brought many middle class citizens to the US from Haiti (Catanese 1998, p19). As people from a more diverse socioeconomic status come over from Haiti it creates a more diverse group within the community. These teachers, entrepreneurs, doctors and other people of such professions are working towards playing greater roles within the Haitian community. What difficulties have Haitians faced and why? One greater problem faced by the US government as it relates to the Haitian communities is its possible undercount because of what our definition is of a household. Not having an accurate count limits the governments abilities to provide necessary assistance to the members of the Haitian community. The sharing of several homes is common place within the new immigrant communities, these structures are customs brought over from Haiti (Portes, A., Rumbaut, R. G. 2001). It is common to have extended family living under one roof and having many people in the community share common areas (Buxton, C., Lee, O., Mahotiere, M, 2007). As more services become available it will further improve educational and social settings for the Haitian community so that they can play a greater role within their community. How are Haitians attempting to overcome any difficulties faced? The way for any society to overcome their difficulties and become more prominent within their society is through education. As more Haitian Americans become bigger voices within education, politics and their community they will continue to overcome the difficulties they face. Michel S. Laguerre, an anthropologist in the Department of Afro-American Studies, University of California at Berkeley, has researched many aspects of Haitian American life and has published numerous books and articles (http://www.everyculture.com). Tekle Mariam Woldemikael, a sociologist in the Department of Sociology and Anthropology at Whittier College in Whittier, California, has written several studies concerning Haitian Americans (http://www.everyculture.com). Carole M. Berotte Joseph, who was born in Port-au-Prince and came to the U.S. in 1957, is the Assistant Dean and Director of the Office of Student Services at the City College School of Education in New York City where she is an authority on bilingua l and foreign language teaching; she is a founder of the International Alliance for Haiti, Inc (http://www.everyculture.com). Michaelle Vincent, the District Supervisor Bilingual and Foreign Language Skills of the Dade County (Florida) Public Schools, is a consultant on Haitian culture and the Creole language, developing and implementing seminars on Haitian culture; she also hosted a daily radio show in Haitian Creole on WLRN in Miami (http://www.everyculture.com). To what degree do Haitians feel a connection to people from a similar background in other parts of the world? Why? In many races it is somewhat common to feel that you share some sort of culture and language with another group of people. For example, the Cuban and Puerto Rican people share many things between them such as food, language, and even similar flags. This is not so for the Haitian community. The language of Creole spoken in their country is not shared by any other and while all Caribbean foods are similar none are the same. Haitians face an identity dilemma in the United States; although they are different in national origin, they are almost physically indistinguishable from other black Americans (http://www.everyculture.com). They cannot easily merge with the rest of the black population because of their language and culture; Haitian Americans perceive differences between themselves and other blacks (http://www.everyculture.com). Most seek a middle ground between being merged with the rest of the black population and complete isolation. Haitian language and culture are preserved at ho me, which makes it possible for Haitian immigrants to separate themselves from the Afro-American culture around them (http://www.everyculture.com). They adapt to the dominant American culture while retaining their distinctive lifestyle at home (http://www.everyculture.com). The people of Haiti feel no real connection towards any other group. While the Dominican Republic is its next door neighbor to Haiti, these two countries have had strife for centuries making it impossible for the two groups two find a common ground. Overall, my research suggests that the Haitian people feel no connection with any other group. Where do Haitian Americans stand in terms of receiving equal educational opportunities at the elementary, secondary and tertiary levels? Due to the high population of Haitians here in Florida the school system continues to make efforts to improve the educational quality for these people. Implementing Haitian history within the curriculum also helps Haitian American students feel more integrated in the educational system (http://www.palmbeach.k12.fl.us). Presently most programs offered are for Hispanic students because of their great numbers as it relates to the school system. Other than ESOL I did not find any other programs for the Haitian American students. In Miami Dade county there is the Toussaint Louverture Elementary, named so in under of the leader of their greatest revolution. In Boynton Beach there is the Toussaint Louverture School for the Arts and Social Justice, this High school meets the needs of Haitian immigrants and Haitian American students the curriculum is taught in both Creole and English. How can educational equity be achieved for Haitian Americans, what needs to be done? As of right now educational equity has not been met, but as we step into the future more Haitian Americans are becoming teachers and advocates for better opportunities for the Haitian American community. The presence of more Haitian American teachers will improve the quality as well as the educational opportunities for the future generations within the Haitian community. For there to be an improvement for this group we as teachers, not matter what the race, should encourage higher education and emphasize how being educated not only opens doors for one self but also for those who may follow in our footsteps. Conclusion Learning about this ethnic group has opened my eyes and cleared up my misconceptions. I have learned that for the most part we are not doing all we could to improve education for Haitians. I have also learned that what I might think as strange is merely part of the culture. As educators in Florida we must help all students to reach their full potential no matter what cultural differences we may share. Being more knowledgeable on Haitian Americans will make me a better teacher especially because of the vast number of Haitian American students in the Florida school system. In the future I will try to clear up any misconceptions I might have about a group by doing some simple research. Annotated Bibliography Academic Journals Buxton, C., Lee, O., Mahotiere, M. (2007). The Role of Language in Academic and Social Transition of Haitian Children and Their Parents to Urban U.S. Schools. Bilingual Research Journal, 31(1/2), 47-74. Retrieved April 9, 2010, from Education Full Text database. This article talks about the social structure of the Haitian family, their culture and their transition into the American educational system. Catanese, A V  (Sept-Oct 1998).  Haitian Americans.  Ã‚  Migration World Magazine,  26,  5.  p.19 (5).  Retrieved April 9, 2010, from Education Full Text database. This article gives the demographic profile of Haitian Americans. It gives specific data about the migrations of Haitian to the U.S. as well as family, education, and economic information etc. Portes, A., Rumbaut, R. G. (2001). Ethnicities: Children of Immigrants in America. Berkeley: University of California Press. Retrieved April 9, 2010, from Education Full Text database. This article discusses the disadvantages suffered by Haitian immigrants and their familys migrant workers. Vilme, H., Butler, W. (2004). The Ethnic Identity of First Generation Haitian High School Students in Miami, Florida. The Negro Educational Review, 55(2/3), 137-42. Retrieved April 9, 2010, from Education Full Text database. This article talks about the experiences and educational opportunities of forts generation Haitian students in Miami. Books Stepick, A. (1998). Pride and Prejudice Haitians in the United States. Massachusetts: Allyn and Bacon. This book is about Haitian immigrants struggles, cultural identity, school, and politics within America society. Internet Department of Multicultural Education, Palm Beach County: Charlemagne Baptiste and Bito David. (May 2004). Haitian Americans. In Haitian/Haitian American Curriculum Teacher/Student ResourcesK-12. Retrieved April 2010, from http://www.palmbeach.k12.fl.us/Multicultural/curriculum/Haiti/HaitianStudiesResources.pdf. Lisa Simeone. (Dec 2000). Haitian -American Legislator. In NPR news. Retrieved April 2010, from http://www.npr.org/templates/story/story.php?storyId=1114870. Felix Eme Unaeze and Richard E. Perrin. (2010). Haitian Americans. In Everyday Culture. Retrieved April 2010, from http://www.everyculture.com/multi/Du-Ha/Haitian-Americans.html.

social contract Essay -- essays research papers

"The current federal system of government in the United States is failing to meet its social contract obligations to the American people." There is nothing closer to the truth than this statement. While some may argue that the government is following the guidelines of a social contract, many aspects of the government have outgrown their britches and taken over. With over fifteen thousand jobs up for the taking in the government it is hard to believe that the government comprised in the 18th century is the same as the one we have now. The government has grown exponentially large since than and has created new positions and departments to "better serve" the country. Such departments include the Department of Homeland Security. Now not to trash the decision to create it; but, teenagers, such as myself, only know that this department will change a color on a chart depending on if they think it's safe or not. We have no knowledge of what it does or what it's supposed to do. Yet for some odd reason we have to pay the bills for this department through our paychecks. Shouldn't we know a little about what it does before we get taxed to help run it? How can this department better serve us if we don't know what it does and how it is helping us? The larger it grows the more money we have to pay to it, and the less independent a citizen become s. The government's main and only goal in the social contract is to protect its citizens. Yet the government seems to interv...

Developmental Psychology and Children Essay

This is a very important stage as it helps children to get ready for school as well as preparing them for their future learning and successes. From when child is born up until the age of 5, the children early-years experiences should be happy, active, exciting, fun and secure and to support their development, care and learning needs. In my setting children will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development. Children should mostly develop the 3 prime areas first. These are: †¢ Communication and language †¢ Physical development †¢ Personal, social and emotional development. These prime areas are those most essential for  the child’s healthy development and future learning. As children grow, the prime areas will help them to develop skills in 4 specific areas. These are: †¢ Literacy †¢ Mathematics †¢ Understanding the world †¢ Expressive arts and design. These 7 areas are used to plan all children learning and activities. The key person teaching and supporting child will make sure all the activities are suited to child’s unique needs. This it’s suitable for very young children, and it’s designed to be really flexible so that all staff in my setting can follow the child’s unique needs and interests. Children in the Early Years Foundation Stage (EYFS) learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside. In my setting I plan the activities based on the current interests and abilities of the children present. Sometimes the activities will be led by adults in order to practise and develop particular skills like using scissors or gluing, or learning new songs and rhymes to develop children’s awareness of sounds and letters. At other times children will select what they play with from a rich learning environment set up in the playroom or classroom. They will appear to be playing but, as this is how young children learn, they will be learning too. Washing the dolls’ clothes for instance helps develop physical skills, and gives the opportunity to communicate and co-operate with others, and to discover the properties of water and detergent. In the table above is a short meaning of the seven areas of learning and development that must shape educational programmes in early-years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early-years provision, including children with special educational needs and disabilities. The EARLY YEARS FOUNDATION STAGE (EYFS) is a term defined in Section 39 of  the British government’s Childcare Act 2006. The EYFS comprises a set of _Welfare Requirements_ and a set of _Learning and Development Requirements_, which must be followed by providers of care for children below 5 years old – the age of compulsory education in the United Kingdom. The Welfare and Learning and Development requirements are not specified in the Act but in separate. The legislation took effect from September 2008 and updated in 2012. Scotland, Wales and Northern Ireland have separate framework. The Welfare requirements apply to the whole of the UK, but the Learning and Development requirements apply only in England. The EYFS is organised into 4 themes: -a unique child -positive relationships -enabling environments -learning and development The EYFS is linked to the Every Child Matters (ECM) agenda which has 5 areas that need to be addressed: -staying safe -being healthy -enjoy and achieve -make a positive contribution -achieve economic well-being The purpose of the ECM agenda is to ensure that all children are safe, have their needs met and are able to fulfil their full potential. _1.2 DESCRIBE THE DOCUMENTED OUTCOMES FOR CHILDREN THAT FORM PART OF THE RELEVANT EARLY YEARS FRAMEWORK_ The Early Years Foundation Stage was designed to ensure that all children-regardless of where they live, their family background or circumstances-would have access to a quality early years education. To be able to measure this and also to ensure that practitioners have a clear focus for their work, a series of outcomes is given for each area of learning. These are called the Early Learning Goals. This helps that each child can meet them by the end of their reception year. These goals are important as they form the building blocks for children’s later education. It is important that practitioners recognise that many of the early Learning Goals are also associated with children’s development and so while it is reasonable to expect children to meet them at the end of the reception year, they are not meant to be used as outcomes in nurseries or pre-schools. It is also worth noting that some children will for a variety of reasons not meet  all the early Goals as they may h ave specific health or learning difficulties or because they are simply younger than the other children. Every child deserves the best possible start in life and all support to full-fill their potential. A child’s experience in the early years has a major impact on their future life chances. A secure, safe and happy childhood is important. When parents choose to use early years services they want to know that setting will keep their children safe and will help their children to thrive. The Early Years Foundation Stage (EYFS) is the framework that provides that assurance. The overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being. Personal social and emotional development – children need to develop a positive sense of themselves and of others, to learn respect for others, social skills and a positive disposition for learning. Self-confidence and self-esteem, behaviour and self-control helping children to understand their emotions and how to express those emotions, self-care children needs to be able to do tasks like dressing and feeding , sense of community learning where a child has come from respect for others and inclusion. The EYFS was designed to ensure all children are treated the same no matter where they have come from that they would have access to the same education to measure this and to ensure practitioners have a clear focus for their work a series of outcomes id given for each learning area these are called early years goals this is done by the end of the reception year. A UNIQUE CHILD Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured. I understand and observe each child’s development and learning, assess progress, plan for their next steps. I support children to develop a positive sense of their own identity and culture. I identify any need for additional support. I keep children safe. I value and respect all children and their families equally. Positive Relationships – children learn to be strong and independent through positive relationships. POSITIVE RELATIONSHIPS ARE warm and loving, and foster a sense of belonging sensitive and responsive to the child’s needs, feelings and interests supportive of the child’s own efforts and independence consistent in setting clear boundaries and stimulating children Enabling Environments – children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers. ENABLING ENVIRONMENTS †¢ value all people †¢ value learning †¢ I offer stimulating resources to all the children’s cultures and communities †¢ learning opportunities through play and playful teaching †¢ I support children to take risks and explore Learning and Development Children develop and learn in different ways. The framework covers the education and care of all children in early-years provision, including  children with special educational needs and disabilities. In my setting I teach children by ensuring challenging, playful opportunities across the prime and specific areas of learning and development. Children start to learn about the world around them from the moment they are born. The care and education offered by our setting helps children to continue to do this by providing all of the children with interesting activities that are appropriate for their age and stage of development. The Areas of Development and Learning comprise of three prime areas; personal, social and emotional development; communication and language physical development; and four specific areas: Literacy Mathematics Understanding of the World Expressive Arts and Design; For each area, the practice guidance sets out the Early Learning Goals. These goals state what it is expected that children will know and be able to do by the end of the reception year of their education. The practice guidance also sets out in ‘Development Matters’ the likely stages of progress a child makes along their learning journey towards the early learning goals. Our setting has regard to these matters when we assess children and plan for their learning. _Personal, social and emotional development_ Our programme supports children to develop: positive approaches to learning and finding out about the world around them; confidence in themselves and their ability to do things, and valuing their own achievements; their ability to get on, work and make friendships with other people, both children and adults; their awareness of, and being able to keep to, the rules which we all need to help us to look after ourselves, other people and our environment; their ability to dress and undress themselves, and look after their personal hygiene needs; and their ability to expect to have their ways of doing things respected and to respect other people’s ways of doing things. _Communication, language and literacy_ Our programme supports children to develop: conversational skills with one other person, in small groups and in large groups to talk with and listen to others; their vocabulary by learning the meaning of – and being able to use – new words; their ability to use words to describe their experiences; their knowledge of the sounds and letters that make up the words we use; their ability to listen to, and talk about, stories; knowledge of how to handle books and that they can be a source of stories and information; knowledge of the purposes for which we use writing; and making their own attempts at writing. _Mathematics_ Our programme supports children to develop: understanding and ideas about how many, how much, how far and how big; understanding and ideas about patterns, the shape of objects and parts of objects, and the amount of space taken up by objects; understanding that numbers help us to answer questions about how many, how much, how far and how big; understanding and ideas about how to use counting to find out how many; and  early ideas about the result of adding more or taking away from the amount we already have. _Understanding of the World_ Our programme supports children to develop: knowledge about the natural world and how it works; knowledge about the made world and how it works; their learning about how to choose, and use, the right tool for a task; their learning about computers, how to use them and what they can help us to do; their skills on how to put together ideas about past and present and the links between them; their learning about their locality and its special features; and their learning about their own and other cultures. _Physical development_ Our programme supports children to develop: increasing control over the large movements that they can make with their arms, legs and bodies, so that they can run, jump, hop, skip, roll, climb, balance and lift; increasing control over the small movements they can make with their arms, wrists and hands, so that they can pick up and use objects, tools and materials; and their understanding about the importance of, and how to look after, their bodies. _Expressive Art and Design_ Our programme supports children to develop: the use of paint, materials, music, dance, words, stories and role-play to express their ideas and feelings; and  their interest in the way that paint, materials, music, dance, words, stories and role-play can be used to express ideas and feelings. _Assessment (learning journal, progress checks)_ I assess how young children are learning and developing by observing them frequently. I use information that I gain from observations, as well as from photographs of the children, to document their progress and where this may be leading them. I believe that parents know their children best and I ask them to contribute to the learning journals by sharing information about what their children like to do at home and how they as parents are supporting development. I make periodic assessment summaries of children’s achievement based on our on-going development records. These form part of children’s records of achievement. I undertake these assessment summaries at regular intervals as well as times of transition, such as when a child moves into a different group or when they go on to school. _1.3 EXPLAIN HOW THE DOCUMENTED OUTCOMES ARE ASSESSED AND RECORDED_ â€Å"Assessment plays an important part in helping parents, carers and practitioners to recognise children’s progress, understand their needs, and to plan activities and support. On-going assessment (also known as formative assessment) is an integral part of the learning and development process. It involves practitioners observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations. In their interactions with children, practitioners should respond to their own day-to-day observations about children’s progress and observations that parents share.† EYFS 2012† All effective assessment involves analysing and reviewing what you know about each child’s development and learning. You can then make informed decisions about the child’s progress and plan next steps to meet their development and learning needs. This is called assessment for learning. †EYFS 2012† Formative assessment is the type of assessment based on observations, photographs, videos, things children have made or drawn and information from parents. It informs or guides everyday planning. Summative assessment is a summary of all the formative assessment done over a long period and makes a statement about the child’s achievements. The Early Years Foundation Stage Profile is the summative assessment completed by practitioners at the end of the EYFS.† EYFS Practice Guidance 2007 â€Å"In the final term of the year in which the child reaches age five, and no later than 30 June in that term, the EYFS Profile must be completed for each child. The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1. The Profile must reflect: on-going observation, all relevant records held by the setting, discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution.† †Year 1 teachers must be given a copy of the Profile report together with a short commentary on each child’s skills and abilities in relation to the three key characteristics of effective learning. These should inform a dialogue between Reception and Year 1 teachers about each child’s stage of development and learning needs and assist with the planning of activities in Year 1. †EYFS 2012† In my setting we †reflect on the different ways that children learn and reflect these in† our †practice†. The †three characteristics of effective teaching and learning are: _playing and_ _exploring_ – children investigate and experience things, and ‘have a go’ _active learning_ – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements _creating and thinking critically_ – children have and develop their own ideas, make links between ideas, and develop strategies for doing things My setting curriculum is planned and delivered with every child at the heart  of what we do. Every child’s needs are met through a personalised learning journey in partnership with parents, carers and other professionals. We report on these aspects when a child transfers to a different setting or school. My setting provide accurate and up to date information about each child’s learning and development and we are able to share this with parents and professionals associated with each child in order for each child to make the best progress possible. In my setting I observe children throughout the day, inside and outside accessing a range of opportunities which can be adult led or child led. Parents have access to their children’s records at all times. Records will be updated termly and a development folder should document the child’s ‘learning journey’. Assessment should identify/highlight any children not making progress so that measures can be put into place to ensure that all children make progress. Assessment is used to ensure early intervention takes place and the gap is closed between those who achieve and those who do not. Children should be assessed in their home language where appropriate and the progress should be tracked. Children learn best when they are happy, relaxed, stimulated and involved. In my setting I encourage children to think, explore, play, take risks, question, talk, listen, show, create, share, celebrate, be, learn, grow, know and develop. Through the setting we visit the child and family at home and get to know them, we ask the family to fill out an ‘all about me’ form to share information, we take photographs and videos of children learning, we make observation notes about the children’s successes, we valuate group time planning, we give feedback to children and parents about their progress and what steps come next. In my setting we create and maintain a green  developmental book on each key child, we mark off development matters statements as they are achieved, we inform the Special Educational Needs Co-ordinator SENCO if we have concerns about a child’s progress. My setting set targets for the school relating to curriculum areas and identify ‘target children’ who may need additional support with their learning. My setting support, monitor and develop this through: – Observation and monitoring of the procedures – Continually developing strategies which improve assessment and record keeping – Communication and partnership with parents and other agencies to share skills and ideas – Internal moderation of records – Staff development and discussion – Related reading – Attending courses – All about me form – Development Matters records – Long Observation sheets – Group Time planning sheet – Well Being and Involvement Scales – Language Assessments – Transition Document RESOURCES: Books: Level 3 Diploma Children and Young People’s Workforce by Penny Tassoni EYMP 2 Promote learning and development in the early years Cache Level 3 Diploma Children and Young People’s Workforce by Carolyn Meggitt EYMP 2 Promote learning and development in the early years www.early-years.org www.nicurriculum.org www.foundationphasewales.com www.early-education.org.uk

After School Activities and the Effect on Student Academic Performance Essay

Due to an increase in concern surrounding the academic performance of students, a growth in the number of mothers working outside of the home and the risks surrounding children who are unsupervised after school a national concern has been raised as to the after school activities that captivate the students’ attention.   As the result of numerous studies showed the manner in which students spend their time after school is dismissed significantly influenced the students’ behavior a number of after-school programs were created.   In a study performed by the National Center for Education their findings showed the number of schools providing extended programs for elementary and middle school students increased drastically between 1987 and 1999, an increase from 16% to 47%.   [1]   Ã‚  Ã‚  Ã‚  Ã‚     As the various research studies conducted focusing on after-school student activities, researchers began to report their findings surrounding the sudden implementation of school affiliated after school programs.   Many reported results that not only showed an increase in academic achievement, they also revealed that as a result the safety of the children improved and an overall reduction in â€Å"negative behaviors such as drug and alcohol use† had occurred.  Ã‚   [1]   One study performed by White, Russell and Birmingham in 2004 reported that one afterschool program increased the overall student attendance and also had a positive impact on the scores students were receiving in mathematics, a subject that has proven to be a struggle to many students.   There were studies; however that reported findings where no change as well as negative change had occurred.   These reports however, were very few.   [1]   Ã‚  Ã‚  Ã‚   Marzano’s study performed in 2003 uncovered 11 factors that afterschool activities influence student behavior, which were then divided into three categories – â€Å"school level practices, teacher-level practices and student-level characteristics.†Ã‚   School level practices involve policies and initiatives within the educational facility; teacher-level practices focus on the activities directly under the teacher’s control; and the student-level characteristics are items that are related to the student’s actual background.   [2]   Ã‚  Ã‚  Ã‚   Marzano’s study found that the school and teacher level practices gave the institution and the educator the opportunity to focus on various improvements possible to improve the quality of education provided to the students.   An interesting finding revealed that â€Å"only 20% of the variance in student achievement and that on a student-level characteristics account for an astounding 80%.† [2] As a result, educators came to the realization that in order to increase the level of impact on student achievement, educators must turn their focus on student-level characteristics, which consist of focusing on students’ â€Å"home environment, background knowledge and motivation.†Ã‚   [2] More specific, â€Å"educators can affect three factors of the home environment: parents’ communication with their child about schoolwork, parents’ supervision of their child’s homework, and parents’ communication of their expectations for academic achievement.†Ã‚   [2] Through the act of providing an education for parents and creating a â€Å"home away from home† for students, after school programs can have a positive influence on the overall success of their students in and out of the academic environment.   [2]   Ã‚  Ã‚  Ã‚   Marzano suggested that educators should pay careful attention to the knowledge students have already obtained concerning their personal environment, as this has a significant impact on their success in the classroom.   Specifically, â€Å"What students already know about academic content is one of the strongest indicators of how well they will learn new information.†Ã‚   [2] This study concluded that after school programs can stimulate improved academic performance if staff members developed methods â€Å"for enhancing students’ background knowledge include direct academic-oriented experiences; virtual experiences and vocabulary instruction.†Ã‚   [2]   Ã‚  Ã‚  Ã‚   Marzano’s study also stressed the benefits of the cultural exposure through fine art and museums as well as the Internet for students.   Data revealed that by simply having access to â€Å"a computer and a high speed Internet connection, students can visit the Egyptian pyramids at Google Earth, investigate the science of skateboarding at the Exploratorium.edu or watch an Elephant Seal in action at NationalGraphic.com†Ã‚   without having to leave the building to gain exposure.   [2] As many studies revealed, low income students stood to benefit from these activities the most, as the opportunity to experience such a wide range of activities was limited.   Many parents who were economically challenged not only lacked the funds to provide certain extras for their children, such as an Internet connection, they lacked the educational background to convey their experiences.   [2]   Ã‚  Ã‚  Ã‚   Sandra Hofferth and Zita Jankuniene conducted a study in 2001 that posed specific questions surrounding how students spent their time once school had been dismissed.   The focus was placed on preadolescent students and investigated where students went after school and who they spent time with once they had arrived.   The study revealed that students spend approximately 30% of their time free from obligations and supervision weekly and the activities performed during this time has been shown to have a profound impact on â€Å"their long-term achievement and social adjustment.†Ã‚   [3]   Ã‚  Ã‚  Ã‚   Hofferth and Jankuniene identified several factors that they feel should concern educators.   One interesting fact uncovered was the fact that 73% of the children surveyed went directly home once school was dismissed and that the dominant activity these particular students performed was watching television.   Two other common activities were reported from children who returned home after school were playing and reading, the statistics were divided equally between the two. Approximately 15% of the students studied reported participating in afterschool sports activities and 10% revealed that they engaged in â€Å"passive leisure,† which consisted of listening to music or sitting around without activity.   [2] The students reported that they spent their time in an after-school program was revealed to be approximately 8% of the group studied.   These students reported that they spent their time after school participating in sports, art activities, socializing with others and playing.   Only 1% of students participating in after school programs reported that they watched television, as it was not easily accessed in this environment.     [3]   Ã‚  Ã‚  Ã‚   Once data was gathered and organized it revealed that the activities students reported varied, however some findings were consistent.   Every student that took part in the study reported that a large percentage of time was spent at home,.   Because of the extended time spent in their home environment, the majority of time he or she spent studying after school took place in the student’s home.   In modern society this produces various implications, one of which is that both parents are most likely to work outside of the home and as a result the number of children spending their time at home after school is decreasing.   As students’ time at home decreases, so does their time spent reading, which is â€Å"the activity most strongly and consistently associated with student achievement.†Ã‚   [3] Yet another implication identified was the fact that even if the focus on reading and studying took place in the presence of a parent, low income families where parents have less education are less likely to provide accurate attention to the student’s progress.   Children from low income families were also found to be less likely to participate in organized activities, such as sports, that were not affiliated with the school.   These children were found more likely to participate in structured activities if they were presented and organized by the public school system.  Ã‚   [3]   Ã‚  Ã‚  Ã‚   Researchers found that school-based programs provided a safe and supervised environment where students stand to benefit from organized activities that stimulate participation and attention to academic activities.   One significant factor that educators face is the fact that as students grow older and mature they prefer the unsupervised environment as they are able to freely â€Å"relax, read and watch television.†Ã‚   [3] For educators to attract the attention of these students, after school programs need to take into account â€Å"the need for independence and self-determination as well as the need for supervision and help with homework.†Ã‚   [3] Preadolescents are a particular challenge to educators; however the statistics showed that the time spent after school is imperative to a student’s performance.   [3]   Ã‚  Ã‚  Ã‚  Ã‚   Not all studies have reported results that are overwhelmingly positive, as a national evaluation of 21st Century Community Learning Center after school programs revealed that â€Å"programs affected the type of care and supervision students received after school† but their â€Å"academic outcomes were not affected and they had more incidents of negative behavior.†Ã‚   [3] This particular study analyzed the behavior of 2,308 elementary students that showed an interest in attending a center and to accurately obtain data for this particular study these students were assigned randomly to a treatment or control group.   The findings that feelings of safety significantly increased did not have a clear basis on which researchers could identify, as the programs shifted students from parental care to unfamiliar adults.   Some speculation was placed on the fact that these programs decreased the amount of time students spent caring for themselves, however this particular study did not address this issue.   [1]   Ã‚  Ã‚  Ã‚   The study identified a number of key factors that might offer an explanation to the lack of improvement in academic outcomes.  Ã‚  Ã‚   One key factor being the fact that there was no coordination between the regular school day curriculum and the afterschool programming, which staff concluded that they came to understand this as a necessity during the study.  Ã‚   Researchers reported that â€Å"coordination was weak or nonexistent† when outside staff made an attempt to coordinate with teachers, â€Å"using burdensome processes such as having teachers send homework assignments to programs or share lesson plans with them.†Ã‚   [1] The coordination of curriculums was far more successful and consistent if both the school educator and staff responsible for after school activities took place in the same location.   [1]   Ã‚  Ã‚  Ã‚   Yet another aspect uncovered imperative to the after-school program’s success was attendance.   Researchers revealed that a student’s attendance â€Å"may need to pass some minimum threshold before gains are realized.†Ã‚   [1] Students who attended the program regularly and more consistent than others showed positive outcomes, however the study reported â€Å"we cannot draw causal inference from that analysis.†Ã‚   [1] Also shown to have an effect on students’ focus was the amount of time spent focusing on academic activities, as the program’s structure was far more fragmented into various activities such as â€Å"snacks, cultural enrichment, recreation, arts and music.†Ã‚     Ã‚  [1] Researchers admitted the fact that it is quite possible that if the amount of time focusing on academics was increased it is quite possible these findings would have revealed different results.   [1]   Ã‚  Ã‚  Ã‚   The results of this particular study, unlike studies completed by other researchers, were inconsistent and did show that some students benefitted from the structured afterschool environment.   They reported that â€Å"By design, the centers included in the study were those that could support random assignment, and those estimates from the study do not represent average impacts of all 21st Century centers serving elementary students.†Ã‚   [1] In order for solid and consistent findings to be revealed, another study would have to take place.   Ã‚  Ã‚  Ã‚   In 2001 Cosden, Morrison, Albanese and Macias provided a summary of the outcome of a number of studies that had been conducted on the level of influence students receive from their after school activities.   Their summary began by focusing on the fact that when unsupervised, some students have a tendency to act in a negative fashion by committing various crimes.   They revealed that the US Department of Justice reported that the peak time for juvenile crime takes place between the hours of 3pm and 7pm on school days, â€Å"the period after school until parents typically return from work.†Ã‚   [4] The Juvenile Offenders and Victims:   1999 National Report also suggested that this study found that â€Å"after-school programs have greater potential for reducing juvenile crime than imposition of a juvenile curfew.†Ã‚   [4] The students most likely to commit these acts were those students that have been identified as at-risk students, many from families that have limited incomes.   [4]   The government stressed the importance of creating a structured environment for students after school has dismissed offers them the opportunity to focus their mind on positive activities, which will ultimately lessen the number of juvenile crimes committed.   [4]   Ã‚  Ã‚  Ã‚   Out of the various studies summarized by Cosden, Morrison, Albanese and Macias each study focused on â€Å"structured after-school programs that offered students assistance with homework and other academic needs.†Ã‚   [4] In addition most of the studies â€Å"focused on children considered at risk for school failure as a result of low income, limited familial resources, and/or poor grades.†Ã‚   [4] Though each program had variances as to the actual curriculum each study provided the students with a structured environment where the students experienced contact with an adult.   The impact of the student’s academic performance appeared to be â€Å"mediated by other child and teacher factors, such as increases in the child’s self-esteem and school bonding and changes in teacher perceptions regarding the effort and capabilities of the student.†Ã‚   [4]   Ã‚  Ã‚  Ã‚   In a 1992 study conducted by Halpern and then a similar study in 1999 by Beck, research was gathered pertaining to programs where students were provided a structured location and time where they could receive â€Å"homework and instructional support.†Ã‚   [4]     Beck’s research focused on student ranging from Kindergarten to 12th grade and suggested that this program was integral in shaping the students’ level of confidence as well as the teacher’s perception of their level of effort. Similar data was reported by Halpern in his study of children between five and twelve years old, in that he felt the â€Å"participation gave students greater confidence in their abilities and provided an opportunity to develop positive, school-related, adult attachments.†Ã‚   [4] Though neither study revealed that these structured after-school programs offered a positive impact in the amount of homework completed by students, it suggested that the structured environment provided an opportunity to increase the level of self-confidence in each student that participated as well as improve the teacher’s perception of the student’s overall effort.   [4]   Ã‚  Ã‚  Ã‚   In 1992, Ross, Saavedra, Shur, Winters and Felner conducted a study of 400 school aged children that took part in a variety of after-school programs, each offering a structured environment but possessing various cirriculum.   The researchers delivered results that showed each of these programs as integral in building self-esteem in those who took part in the structured activities at the end of the school day.   The group also found that self-esteem was a major factor in determining academic performance in students, as it had â€Å"positive effects on standardized test scores in math and reading.†Ã‚   [4]   This research did, however, report that there were some concerns surrounding after school activities that placed focus specifically on academics.   [4]   Ã‚  Ã‚  Ã‚   There is a concern if activities after school specifically focus on academic activities and homework assistance this might promote a negative environment for students, as these programs â€Å"do not replace other non-academic extracurricular activities.†Ã‚   [4] The concern surrounding this topic is that many after-school activities provided through the school system do not provide students opportunities that take focus away from the regular school day curriculum. Researchers suggest that many students require some type of incentive to build their self-esteem and if this isn’t provided it may â€Å"increase the student’s risk for school failure.†Ã‚   [4]   Cosden, Morrison, Gutierrez, and Brown suggest that programs should offer activities that â€Å"enhance student engagement to the school while allowing time for homework to occur.†Ã‚   [4]   Students must be given the opportunity to disengage their minds from the regular school day and place a focus on an alternate structured activity.   Ã‚  Ã‚  Ã‚   All studies revealed the importance of parental involvement, as the time spent in the care of others is less time spent in the care of the parents.   Parental involvement is important because not only does it provide students with immediate assistance, but it â€Å"models positive attitudes and study skills needed to succeed in school.†Ã‚   [4] Parents who stress the importance of learning have a large impact on their children, as they see their parents as â€Å"both competent and similar to them.†Ã‚   [4]   Ã‚  Ã‚  Ã‚   Though not all research studies conducted have shown conclusive results that prove the overall effectiveness of afterschool programs, each concluded the level of influence students receive from their after school activities.   The majority of these studies have revealed that the various structured programs available to students provide youth with an opportunity to have afterschool supervision in a structured environment that promotes positive behavior.   For the most part it is agreed that â€Å"involvement in extracurricular activities is associated with school engagement and achievement† and that the fact these students become engaged in a school affiliated program means that students are less likely to commit juvenile crimes, â€Å"are less likely to drop out and more likely to have higher academic achievement.†Ã‚   [4] References [1] James, S., Dynarski, M. & Deke, J. (2007). When Elementary Schools Stay Open Late: Results From the National Evaluation of the 21st Century Community Learning Centers Program. . [2] Parsley, D. & LaBounty, S. (2007). Joining Forces. Principal Leadership, 8 (4), 28-31. [3] Hofferth, S. L. & Jankuniene, Z. (2001). Life After School. Educational Leadership, 58 (7), 19, 5p, 3c. [4] Cosden, M., Morrison, G., Gutierrez, L. & Brown, M. (2004). The Effects of Homework Programs and After-School Activities on School Success. Theory Into Practice, 43 (3), 220-228.

The Heart essays

The Heart essays All exceptional poetry displays a good use of figurative language, imagery, and diction. Wilfred Owen's "Dulce et Decorum Est" is a powerful antiwar poem which takes place on a battlefield during World War I. Through dramatic use of imagery, metaphors, and diction, he clearly states his theme that war is terrible and horrific. The use of compelling figurative language helps to reveal the reality of war. In the first line, "Bent double, like old beggars under sacks,"(1) shows us that the troops are so tired that they can be compared to old beggars. Another great use of simile, "His hanging face, like a devil's sick of sin,"(20) suggests that his face is probably covered with blood which is the colour symbolizing the devil. A very powerful metaphor is the comparison of painful experiences of the troops to "[v]ile, incurable sores on innocent tongues."(24) This metaphor emphasizes that the troops will never forget these horrific experiences. As you can see, Owen has used figurative language so effectively that the reader gets drawn into the poem. The images drawn in this poem are so graphic that it could make readers feel sick. For example, in these lines: "If you could hear, at every jolt, the blood/ Come gargling from the froth-corrupted lungs/ Obscene as cancer, bitter as the cud,"(21-23) shows us that so many men were brutally killed during this war. Also, when the gas bomb was dropped, "[s]omeone still yelling out and stumbling/ [a]nd flound'ring like a man in fire or lime.../ [h]e plunges at me, guttering, choking, drowning."(11-12,16) These compelling lines indicate that men drowned helplessly in the toxic gasses. These graphic images are very disturbing but play a very effective role in the development of the poem. Another tool in developing the effectiveness of the poem is the excellent use of diction. The word "blood-shod" explains how the troops have been on their feet for da ...

The Great Game, Diplomats and Alliances, 1815-1914 Essay

The Great Game, Diplomats and Alliances, 1815-1914 - Essay Example The researcher will also examine whether later generations unfairly minimized their contributions to peace or they played their role in establishing peace. Scope of the Essay As history and political science is a very vast subject, which stems from the first day of the human history, it is not possible to cover the whole subject in one essay. Therefore, the researcher has planned to include the chronological area of 1815 to 1814 in order to discuss the major diplomacies and political alliances formed during that particular time. Moreover, if we talk about the countries that this essay would cover, again history involves the political and social situations of all countries of the world, which is not easy to be covered in one essay. Therefore, the researcher has planned to narrow his/her focus to five major political powers of that time which include Russia and Great Britain (the two peripheral powers) and Austria, France, and Prussia (Central European Powers). The whole research will revolve around the major political and diplomatic roles of these five countries in political development, as well as in establishing peace in the world. The essay will also include the political systems of these countries and their influence on the political setups of neighboring countries. Moreover, the essay will also include a discussion on why later generations seemed to have minimized their efforts in meeting the requirements of establishing peace in the world.