Sad Plays - Tragedies and Tear-jerkers

Have you ever noticed how some plays are such a downer? Even some plays that are supposed to be comedies, such as Anton Chekovs masterpieces, are dour and cynical and downright depressing. Of course, the theater -- like life -- isnt all about comedy and happy endings. To be reflective of human nature, playwrights often delve into the tears-soaked corners of their souls, producing literary works that are timeless tragedies that evoke both terror and pity, just how Aristotle likes it! Here is a list of theaters most hauntingly sad plays: #10 - Night Mother There are many plays that explore the topic of suicide, but few are as direct and, dare I say, as persuasive as Marsha Normans play, night Mother. During the course of a single evening, an adult daughter has a sincere conversation with her mother, clearly explaining how she plans to take her own life before dawn. The daughters miserable life has been plagued with tragedy and mental illness. However, now that she has made her decision, she has gained clarity. No matter how her mother argues and begs, the daughter will not change her mind. New York theater critic John Simon praise the playwright stating that Marsha Norman conveys the simultaneous monstrousness and ordinariness of this event: that Jessie both solicitously provides for her mothers future and abandons her, coolly matter-of-fact about what strikes most of us as the ultimate irrational act. As with many sad, tragic and controversial plays, Night Mother ends with much to contemplate and discuss. #9 - Romeo and Juliet Millions of people think of Shakespeares classic Romeo and Juliet as the ultimate love story. Romantics view the two star-crossed lovers as the quintessential young couple, forgoing the wishes of their parents, throwing caution to the proverbial wind and settling for nothing less than true love, even if it comes at the cost of death. However, theres a more cynical way of looking at this story: Two hormone-driven teenagers kill themselves because of the stubborn hatred of ignorant adults. The tragedy may be overrated and overdone, but consider the ending of the play: Juliet lies asleep but Romeo believes that she is dead so he prepares to drink poison in order to join her. The situation remains one of the most devastating examples of dramatic irony in the history of the stage. #8 - Oedipus the King Also known as Oedipus Rex, this tragedy is the most famous work of Sophocles, a Greek playwright who lived over two thousand years ago. In case you have never heard the plot of this famous myth, you may want to skip to the next play on the list. Spoiler Alert: Oedipus discovers that years ago he murdered his biological father and unknowingly married his biological mother. The circumstances are grotesque, but the real tragedy stems from the bloody reactions of the characters as each participant learns the unbearable truth. The citizens are filled with shock and pity. Jocasta hangs herself. And Oedipus uses the pins from her dress to gauge out his eyes. Well, we all cope in different ways I guess. Creon, Jocastas brother, takes over the throne. Oedipus will wander around Greece as a wretched example of mans folly. (And I assume Zeus and his fellow Olympians enjoy a mean-spirited chuckle.) Read the complete plot summary of Oedipus the King. #7 - Death of a Salesman Playwright Arthur Miller doesnt just kill off his protagonist, Willy Loman, by the end of the play. He also does his best to euthanize the American Dream. The aging salesman once believed that charisma, obedience, and persistence would lead to prosperity. Now that his sanity is wearing thin, and his sons have failed to live up to his expectations, Loman determines that he is worth more dead than alive. In my review of the play, I explain how this drama may not be my favorite of Millers work, but the play clearly accomplishes its goal: To make us understand the painfulness of mediocrity. And we learn a valuable, common sense lesson: Things dont always go the way we want them to go. #6 - Wit: There is a lot of humorous, heartwarming dialogue to be found in Margaret Edsons Wit. Yet, despite the plays many life affirming moments, Wit is filled with clinical studies, chemotherapy, and long stretches of painful, introspective loneliness. Its the story of Dr. Vivian Bearing, a hard-as-nails English professor. Her callousness is most evident during the plays flashbacks. While she narrates directly to the audience, Dr. Bearing recalls several encounters with her former students. As the pupils struggle with the material, often embarrassed by their intellectual inadequacy, Dr. Bearing responds by saying intimidating and insulting them. Yet, as Dr. Bearing revisits her past, she realizes she should have offered more human kindness to her students. Kindness is something Dr. Bearing will come to desperately crave as the play continues. If you have already experienced Wit then you know you will never look at John Donnes poetry the same way. The main character uses the cryptic sonnets to keep her intellect sharp, but by the end of the play she learns that academic excellence is no match for human compassion, and perhaps a bedtime story. Continue reading the Top Ten List of the Worlds Saddest Plays.

Should We Teach The Holocaust - 1620 Words

Should we teach the Holocaust in schools? The holocaust was a shockingly tragic event that lasted over a period of years and was basically the genocide of the Jews by the murderous Nazis, led by Adolf Hitler. It is a compulsory topic in history among schools in the UK. There are mixed opinions as to whether or not we should teach about it, the positive reasons towering over the negative views. One of the most important reasons is to discourage young children from discrimination. Although it is an extreme and scary topic, sometimes people need to be scared to see how severe situations can become. Racist beliefs usually start at a young age and are inspired by what other people have said. Prejudice can spread like wildfire once people begin to agree with a racist comment. Since beliefs start at a young age, children need to be taught that although everyone is different, that doesn’t make anyone less equal. Hitler was brought up in an anti-Semitic society where Jews were deeply hated by most people for no good reason. He was fed false lies such as a group of communists and Jews were planning a terror attack on the rest of society. He then began to hate Jews and ended up in a position where he could do anything he wanted and nobody could stop him. He made the nation anti-Semitic and formed groups such as the Einsatzgruppen to murder ‘undesirables’ – disabled, homosexuals or Jews. This is how out of hand prejudice can get. If children are discouraged from having racistShow MoreRelatedShould We Teach The Holocaust1409 Words   |  6 PagesShould we Teach the Holocaust to Eighth Graders? â€Å"Those who do not know history are destined to repeat it.† This was said by Edmund Burke. This quote strongly applies to the Holocaust. The Holocaust is a huge part of our history, and we should teach students about it so they are aware of the past mistakes. The Holocaust can help teach us how to make the world a better place, it is an important time in history because it can teach kids about societal issues and kids will learn about the holocaustRead MoreHolocaust : Harmful Or Helpful?1733 Words   |  7 PagesHolocaust Content; Harmful or Helpful? The Holocaust is a topic that some think of as a very essential part of history that students should learn about. On the other hand, some would argue that it is too severe for middle school students. Without a doubt, Nazis abused their large power and used it towards destruction and in so, violated civil rights and killed 6 million Jews. The Holocaust was a turning point in history that is only taught based on the judgement of schools. The Holocaust MuseumRead MoreThe Holocaust : A Important Part Of History1721 Words   |  7 PagesThe Holocaust is a topic that some think of as a very essential part of history that students should learn about. 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I will also be offering alternative literature texts that I feel are far moreRead MoreEssay about Adolf Hitler: The Invasion of Poland575 Words   |  3 PagesAmericans were in the war. That day we became mortal enemies with all of Japan, and we werent going to hold back on them. America was going to end this war. They didnt know how but they were going to. Then one day America used the first ever nuclear bombs. We bombed Japan twice and they were devestated and surrendered. America didnt stop there, they kept fighting, trying to end the war. Finally Italy and Germany surrendered and all of the remaining Jews we freed from the camps. One of the peopleRead MoreReligion Fights Back1273 Words   |  6 PagesReligion Fights Back Introduction Before the Holocaust, Jewish people had ordinary lives. Children went to school, parents went to work or owned their own business. They carried on spiritual traditions and strived for their own goals. 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Hitler felt that Jews were the mainRead MoreHolocaust Museum Reflection1266 Words   |  6 PagesThe Holocaust, as countless facts and accounts have taught us, affected the lives of millions in the 20th century and beyond. Families and friends lost loved ones, minorities took massive hits, and ethnic backgrounds were changed forever. To commemorate the undeniable changes to these lives and teach future generations about the monstrosities committed by Adolf Hitler and the Nazi Party, people domestically and internationally have created museums and monuments. Notably, the intimate Institute forRead MoreHolocaust Paper1116 Words   |  5 PagesHolocaust Paper The Holocaust was one of the most tragic events in history which ended many innocent Jewish lives. Six million Jews plus many more were completely wiped out due to the effects of the Holocaust. 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Structural Cause Of Global Financial Crisis - MyAssignmenthelp.com

Question: Discuss about the Structural Cause Of Global Financial Crisis. Answer: Introduction The purpose of this task is to provide a brief overview about the cause and impact of the Global Financial Crisis which occurred in the year 2008. The economic crisis adversely impacted the state of many nations due to which their economic growth became unstable. Further more details about the task are discussed below: Significance of Global Financial Crisis (2008) The financial crisis of 2007-2008 is also commonly known as global financial crisis. This crisis occurred in the year 2007 in the subprime mortgage market of US, this market was fully blown out with the collapse of Lehman Brothers investment bank. Further many reason were concluded for the occurrence of this event like, the US Senates Levin-Coburn Report said that this event happened because of high risk, complex financial product; secrecy in conflicts over interests and lastly the failure of regulatory bodies to regulate the activities accordingly (Scott, 2010). The Financial Crisis Inquiry commission said that the crisis was avoidable and it was a cause of failure of financial bodies in regulating and supervising the market. But the most significant reason of the subprime mortgage crisis was the imbalance in international and increase in household loan and real estate bubble as well. Further it shall be noted that many factor collectively affected the growth of the subprime mortgag e market in US and resulted in bursting out of the whole event (Crotty, 2009). The Community Reinvestment Act (CRA), a law defined by the US government assisted the low and moderate income people to get mortgage loans. Resulting to which, many subprime loans were bundled together and sold to common people to help them. Thus, this type of ending initiated by banks and government led the government to face a glut of risky lending. Further the lax regulations also led to negligence of many acts initiated in the environment. Subsequently all these activities combined to result in the financial crisis worldwide. This crisis is regarded as the worst crisis after Great Depression of 1930 (Shiller, 2012). Source: (https://www.globalissues.org/article/768/global-financial-crisis) Examples of financial and economic crisis worldwide Not as big and devastating as Financial Crisis of 2007-2008, but there were many of economic crisis which poorly affected the state of many countries. Some of them are discussed below: Irish banking Crisis of 2008: The post 2008 Irish Banking Crisis was a crisis which was occurred because of Great Recession. Many financial institutions faced insolvency after the occurrence of great depression worldwide. The Irish government in this respect activated 64 billion euro bank bailout which further led to a number of revelations about business person and banks affairs. This ultimately added to the deepening of the recession in the country. The case in the Irish banking is similar to the global financial crisis of 2007-2008. The government and the banking regulation gave ease to the people ad organizations to borrow loan from them and the lax supervision increased the credit concentration risk (Lane, 2011). Thus it shall be noted that the organization faced this financial crisis because of the irregularities in their baking system along with increasing demand of loan in the market. Increase in property price in the country Ireland showed that the economy is overheating and will result in burst out soon. Basel framework also showed the growth and the loss of the country in certain areas. The pillar one of framework explained the growth in bonding funding and strong capital adequacy ratio as well. And the pillar two explained the supervisory process of the country. Further the banking regulation and lax supervision act as a major threat for the whole nation and the cause of crisis as well (rba, 2009). Increase in real public debt since 2007 Source: (https://trueeconomics.blogspot.in/2011/03/) 201516 Chinese stock market turbulence: The Chinese stock market started with the popping of the stock market bubble in 2015 which ended in 2016. A-shares listed in the Shanghai stock market were lost within a short span of one month. Later within 3 week the stock markets of the country fell by 30 per cent as more than 1400 listed companies filed trading halt so as to overcome the loss faced earlier and prevent themselves from future losses as well (Hong, 2016). Later in the IMF (International Monetary Fund) annual meeting it was stated that turbulence in the stock market of China can trigger the new financial crisis worldwide. Further it shall be noted that Chinas stock market is one of the highest performing stock market worldwide but the country faced such turbulence because of aggressive trading at the stock market. The shares listed at the stock market were heavily overvalued in the previous weeks due to which the value of stock market also rose. Soon after which the bullish mar ket of the company turned in bearish as the traders started selling unsustainable stocks due to which the market became frothy. Resulting to which the economy of the country dropped because it was mainly based on the Shanghai stock market only (Pu, Rongbing, 2009). Possible cause of financial crisis Many factors can be linked to the global financial crisis and its effects in the market. Some of these causes are discussed below: Increase in keeping private debt level: In order to conquer the stock market crash and increase the economic value, the Federal Reserve eased the credit availability and reduced the interest rates down to the level which was not expected. The low interest rates on credit increased the debt ratio in the economy, among which most of the debts were obtained by people in order to produce household property (Claessens, et. al., 2010). Resulting to which as the people acquired debts to purchase houses due to which subsequently the prices of property increased along with increase in the stock market as well. Later unemployment and less income in hand of people to pay off the mortgage made it difficult for people to pay off debts due to which the property market rose along with crash in banking along with stock market (Rudd, 2009). Lack of transparency and independence in financial modeling: Another cause of Global Financial Crisis can be the lack of transparency and incompetency of the government to initiate the model in the market. The models used by the financial system of the countries were not effective enough to lift up the economy due to which it poorly affected the state of the countries. Less transparency further resulted in increase in complexity of the system. The credit rating agencies and the bank regulators both relied on the accountability and authenticity of the model to perform in the environment but negative effects were shown in the environment (Surez-Lled, 2011). Government lax supervision: It shall be regarded as the biggest cause of the global financial crisis which occurred in the year 2007-2008. As the governments of the countries ignored the activities implemented in the environment by the banking regulations and stock market. Due to which the crisis occurred. Apart from this, it shall be noted that the government always kept the regulation loose due to which the credit risk in the country increased. Thus, lenient regulations of the government can be regarded as a cause of the crisis (Cheung, Fung, Tsai, 2010). Source: (https://static.treasury.gov.au/uploads/sites/1/2017/06/Tas_Economic_Forum-5.jpeg) Chances of occurrence of GFC in future There are possibilities that the crisis might repeat itself because of activities initiated by the government and the market as well. The government policies are encouraging the granting of mortgages to non-credit worthy homebuyers. As mentioned above, it was one of the biggest causes due to which financial crisis occurred worldwide and still the government is initiating similar activities in the market. Apart from that lack of transparency in the market makes it difficult for the regulatory bodies to understand the depth of the issue due to which such processes rotten the environment resulting in crisis worldwide (Fidrmuc, Korhonen, 2010). Scale and impact of GFC in different countries The countries worldwide were highly impacted with the global financial crisis. The below-mentioned are some of the countries which were affected by the global financial crisis. Nepal The financial crisis in Nepal affected in such a way that it reduced the global output by 0.75per cent. The commercial banks were poorly troubled as the effect of this economy. As the country Nepal has largely insulated from the toxic assets of big investments due to which the economy of the country was indirectly affected resulting in decrease in revenue of the government (Christian, 2009). Global slowdown and recession was attracted by the Western economies, this also affected the Nepali services industry which was contributing 50.9 per cent to the GDP. Travel plans of the tourist were canceled; corporate donors limited the amount of donations in the country and manufacturing sector also suffered due to the reduction export quantity. Thus, these were the major impacts of GFC in Nepal. Source: (rba, 2009) Australia The financial system of the country faced a shock after the global financial crisis as the banks of the country has solid profits till the last year but with the occurrence of this crisis all the reserves of the country vanished. Just like many other countries fall in the property and share market abruptly declined the personal wealth of native of Australia. Due to which subsequently the deficits and loans increased in the country which destructed the capitals of many renowned banks as well. Subsequently external trade started reduced which resulted in unemployment less export as well. The gross domestic product reduced and unemployment increased (Chang, et. al., 2013). Actual and proposed reforms taken for the global financial crisis The following are the reforms which are and shall be initiated worldwide: Adoption of Basel III capital requirements: This process will help the governments to control the globally systemically important financial institutions. This has implemented strict regulations on the market. Liquidity regulation: the governments have levied regulation in the liquidity management. It reduced the flow of cash in environment as the banks started holding more liquid cash to meet the requirement of repo transaction (Davis, 2018). Proper credit rating: Adequate credit rating was initiated so as to accurately know about the value of the stock which the investor is going to purchase. Apart from that protection of the interest of the investor was also managed through various governmental measures. Conclusion and Recommendation Thus in the limelight of above mentioned events the fact that shall be noted that Global Financial crisis is one of the biggest financial crisis of all time which hampered the economic growth of many countries. The task discusses about the crisis and its causes due to which it occurred. There are many reasons of this crisis which shall not be repeated again to avoid occurrence of this event again. The report adequately discusses about the requirements of the task. The following shall be recommended to the governments so as to cure themselves from such event of crisis: The credit rating agencies shall adequately rate the shares and companies in the market. According to the authentic rating only people invest in the shares of the companies. This will increase the authenticity of the organizations due to which fraudery in the stock market will reduce. The government shall maintain control on the property and stock market, as these are the two major areas which were affected so the government shall control the activities happening in these areas. References Chang, S. S., Stuckler, D., Yip, P., Gunnell, D. (2013). Impact of 2008 global economic crisis on suicide: time trend study in 54 countries.Bmj,347, f5239. Cheung, W., Fung, S., Tsai, S. C. (2010). Global capital market interdependence and spillover effect of credit risk: evidence from the 20072009 global financial crisis.Applied Financial Economics,20(1-2), 85-103. Christian, P. (2009). Impact of the Economic Crisis and Increase in Food Prices on Child Mortality: Exploring Nutritional Pathways.The Journal of Nutrition,140(1), 177S-181S. Claessens, S., DellAriccia, G., Igan, D., Laeven, L. (2010). Cross-country experiences and policy implications from the global financial crisis.Economic Policy,25(62), 267-293. Crotty, J. (2009). Structural causes of the global financial crisis: a critical assessment of the new financial architecture.Cambridge journal of economics,33(4), 563-580. Davis, K. (2018). Regulatory Reform Post the Global Financial Crisis. Viewed on January 13, 2018 from https://www.apec.org.au/docs/11_con_gfc/regulatory%20reform%20post%20gfc-%20overview%20paper.pdf Fidrmuc, J., Korhonen, I. (2010). The impact of the global financial crisis on business cycles in Asian emerging economies.Journal of Asian Economics,21(3), 293-303. Hong, S., (2016). Chinas Crash Course: How a Turbulent Year Derailed Reform. Viewed on January 13, 2018 from https://www.wsj.com/articles/crash-course-how-chinas-turbulent-year-derailed-reform-1451714582 Lane, P. R. (2011). The irish crisis. Pu, G., Rongbing, H. (2009). Empirical Analysis of Sub-prime Mortgage Crisis's Impacts on Chinese Stock MarketBased on the Interaction between Chinese and American Stock Markets [J].Management Review,2, 65-71. rba., (2009). The Global Financial Crisis: Causes, Consequences and Countermeasures Viewed on January 13, 2018 from https://www.rba.gov.au/speeches/2009/sp-so-150409.html Rudd, K. (2009). The global financial crisis.Monthly, The, (Feb 2009), 20. Scott, H. J. (2010).Global financial crisis. Nova Science Publishers. Shiller, R. J. (2012).The subprime solution: how today's global financial crisis happened, and what to do about it. Princeton University Press. Surez-Lled, J. (2011). The black swan: the impact of the highly improbable.The Academy of Management Perspectives,25(2), 87-90.

Chocolate Cake free essay sample

Throughout my life I have always enjoyed cooking and baking. When I was little I was always stuck to my grandma and watched every move she made when she was cooking. I watched her so much throughout the years that I almost have everything she bakes or cooks memorized down to every little detail. I chose the regular chocolate cake because that was one of my grandmas most popular dessert she made. I can remember it like I was there with her right now helping her bake it. First we would go off to the grocery store and pick up the ingredients. You will need: two eggs, ? cup of vegetable oil or butter, cake mix, cake tester such as a toothpick(optional),chocolate icing(you can choose what kind you like best) chocolate chips, and walnuts(optional). The grocery store was one of my favorite parts of the baking process because at our local grocery store they had â€Å"fun size† buggys for kids that was just my size when I was younger. We will write a custom essay sample on Chocolate Cake or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page After the grocery store run we came back to the kitchen and started getting everything we were going to use and laid them out to make sure they were sanitized and ready for use. For the appliances you will need: a round cake bowl with the middle missing, a glass mixing bowl, a mixer, and a mixing spoon. Warning: Make sure your pans are clean. No one wants to use a dirty pan to cook with. My grandma, Nana, had her own certain way of doing things. If you have your own way just fill it in as we go. First she preheated the oven to 325 degrees. Next we got her mixing bowl and gathered all the food ingredients and started pouring them into the mixing glass bowl. Mix: cake batter, 1/2 cup of vegetable oil, two eggs, chocolate chips, and walnuts if wanted. Now it time for the mixer. Place the mixer inside the bowl into the ingredients and mix until all the batter is well mix with no bumps of batter in it. Usually it takes maximum of five minutes to get the batter well mixed. After Nana mixed it up well she grabbed her round cake bowl and poured a little oil on a napkin and wiped the bowl down top to bottom. She told me that this will keep it from sticking and easy to come out at the end. Now after the bowl is wiped down, she pours the mixed batter inside the round cake bowl and sticks it into the preheated oven. Most people probably have a set time they keep until the cake is done, but Nana doesnt. After about twenty minutes she goes and open the oven and takes her toothpick and sticks it in the center of the cake and pulls it out. Warning: do not open the oven before twenty minutes because it can make the cake fall. If the toothpick does not have any batter on it, it is done. If it does then it needs more time to cook. Keep checking it till you have no batter on the toothpick. When the cake I done take it out and set it in the refrigerator for the cooling process. You cant put icing on the cake while it is hot because it will just melt and run off into the center and the sides. After about ten minutes take it out and put it onto a cake plate and start adding the icing. I usually use the whole cup of icing but thats just me and my grandma. When the icing is on we have ourselves a cake! Baking cakes is always good to do with one of your relatives. Its good bonding time. Enjoy!

Terminal Paper Mechanics free essay sample

Edsa Caloocan City TERMINAL PAPER MECHANICS PAPER TYPE 1. For the proposal and final oral stages, the researcher may use short, white bond paper. 2. The template is used for the final paper. (See Appendix B). 3. No colored or textured bond paper should be used. PRINT COLOR 1. Blank ink is required for the text. No colored printout is allowed. Graphs and figures should also use varying shades of black. This so because color distinction may not appear definite once the paper is photocopied. 2. The printout must be clear, intelligible, and neat. ILLUSTRATIONS 1. No unnecessary illustrations are allowed. 2. If consequential, all illustrations and photos should be properly labeled so that readers can understand them without having to rely entirely on the picture. 3. Chapter separator pages are unnecessary. PRINT SIZE 1. The required font is Arial. The required font size throughout the paper is 12. Smaller fonts are allowed for charts and graphs. 2. Chapter titles, major and minor headings, paragraph heading, and table and figure titles are all typed using font size 12. We will write a custom essay sample on Terminal Paper Mechanics or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page . Chapter titles must be in all capital letter formats (AAAA) while major and minor headings, paragraph heading, table and figure titles must be in a title format (Aaaa). 4. Page numbers should also be reformatted in Arial in font size 12. MARGINS AND SPACING 1. For the proposal and final defense papers using plain, short white bond paper, the margins are as follows: Top:1. 00 Bottom:1. 00 Left:1. 50 Right:1. 00 2. For the final paper printed on the paper template, the margins are as follows: Top: 1. 70 Bottom:1. 20 Left:1. 80 Right:1. 20 3. Indentation for paragraphs, reference entries, table of content entries, etc. should be consistent throughout the paper. The suggested tab stop position is 0. 5. 4. Preliminary and end pages use single spacing except title page, approval sheet and recommendation for oral defense. (See Appendix C) 5. Line spacing for the text is 1. 5. 6. Within the text, single spacing is used for block quotations. 7. Two spaces are required between chapter headings, major and minor headings, paragraph headings, table and figure titles. NUMBERING A. Preliminary Pages (See Appendix C) 1. Use lower case Roman numerals for all preliminary pages. 2. The title page bears no number but is designates as page i. 3. A blank page (flyleaf) bearing no number is placed before the title page. 4. The approval sheet or the endorsement sheet bears no number, but is designated as page ii. 5. Preliminary pages do not appear in the Table of Contents. 6. Page numbers appear on the center bottom of the page. BIBLIOGRAPHICAL ENTRIES 1. Every bibliographical entry must use APA style of writing. e. g. Document source and Online sources 2. The reference page is an alphabetical list of all sources actually used in the research. The researcher should include only the sources that he/she has cited in the text. 3. If there are two or more sources by the same author, do not repeat his/her name for the entries other than the first. In place of the author’s name, use an unbroken underline of 8 spaces long followed by a period. 4. Should there be more than 10 entries in the reference page, divide these into the following: books, journals, and periodicals, other sources (unpublished theses and dissertations, brochures, Internet sources). (See Appendix D) TABLES AND FIGURES 1. All table titles appear above the table; figure titles go below. . All table title must carry complete information: the table number, description of the subject matter, locale, year the survey was conducted (e. g. Table 12. Mean of Burnout Causes among Teacher respondents of Liceo de Los Banos and Los Banos High School, 2003). 3. Never cut tables. 4. Tables and figures presented in landscape format. Appendix B. Research Paper Template 1 . 0 â€Å" 1. 5 â€Å" 1. 0 â€Å" Appendix C. Sample Preliminary Entries Appendix D. Sample Bibliography Entries Appendix D. Sample Bibliography Entries 1 CHAPTER I THE PROBLEM AND ITS BACKGROUND Introduction Backup refers to producing copies of data used as additional copies in case of a data loss event. Data restoration is the primary purpose of backup. Through the additional copies made during the backup, restoration of data is taken as a strategy in place of the lost data. Backups are typically the last line of defense against data loss and the most convenient to use. Since backup makes copy of data, data storage is also considered. Data storage can be with the use of a device such as CD-ROMs, hard drives and other storage media. Through proper organization of storage space, these data storages can be useful for making backups. . 0† APPROVAL SHEET The Independent Study in Information Technology entitled â€Å" iPad: Integrated Paperless Document Checking with Template-based Editor for Electronic Thesis † prepared and submitted by Cristielle Faith R. Adriano and Jelyn Y. Lopez in partial fulfillment of the requirements for the degree of Bachelor of Science in Computer Scie nce is hereby approved and accepted. Mr. Enrico P. Chavez Adviser Mr. Teodoro F. Revano Jr. Ms. Mary V. Acabo PanelistPanelist Mrs. Susan S. Caluya Lead Panelist Accepted in Partial Fulfillment of the Requirements for the Degree of Bachelor of Science in Information Technology (BSIT). Ms. Ma. Gracia Corazon E. SicatMr. Jonathan M. Caballero ICT Project/ Research Coordinator CS Department Chair Dr. Charlemagne G. Lavina Dean, College of Information Technology Education RECOMMENDATION FOR ORAL EXAMINATION The thesis entitled â€Å"iPad: Integrated Paperless Document Checking with Template-based Editor for Electronic Thesis† prepared Cristielle Faith R. Adriano and Jelyn Y. Lopez in partial fulfillment of the requirements for the Degree of Bachelor of Science in Computer Science has been examined and is recommended for acceptance and approval for oral examination. Mr. Enrico P. Chavez Adviser DEDICATION G. R. H. and J. A. V. iv ACKNOWLEDGMENT Cristielle Faith R. Adriano and Jelyn Y. Lopez ABSTRACT Adriano ,Cristielle Faith R. , Lopez, Jelyn Y. â€Å"A Development of Sales and Inventory System with Online Product Estimates Service for J. O. B. Auto Parts Supply†. Unpublished Thesis. Technological Institute of the Philippines. Arlegui, Manila. May 2009. vi TABLE OF CONTENTS Title Approval Sheet Recommendation for Oral Examination Dedication Acknowledgement Table of Contents List of Tables List of Figures CHAPTER I: The Problem and Its Background1 Introduction 1 Background of the Study 1 Theoretical Framework3 Conceptual Framework4 Statement of the Problem6 Hypothesis7 Significance of the Study7 Scope and Limitation of the Study8 Definition of Terms9 CHAPTER II: Related Literature and Studies11 Related Literature11 Related Studies21 Synthesis24 CHAPTER III: Research Methodology26 Research Method26 Research Design28 Respondents of the Study31 Data Gathering Procedure32 Statistical Treatment 33 vii APPENDICES A Letter of Permission B Research Questionnaire C System Prototype D Curriculum Vitae viii LIST OF TABLES Table Number Table Description Page |1 |Respondents Matrix |32 | |2 |Likert’s Scale |35 | |3 |Frequency Result of Respondents |36 | |4 |Frequency Result of IT Office Staff Respondents |37 | |5 |Frequency Result of the Respondent’s Length of Years in the Position |38 | |6 |Frequency Result of the

buy custom Inequalities of Gender essay

buy custom Inequalities of Gender essay Gender inequality implies the range of characters that distinguish the males and females in the society basing on the roles they are assigned. There are restrictions placed on the choices of women in the society which impact on their health and education because of lack of decision-making. There is a struggle for legal equality in Asia where women are considered oppressed for centuries. The argument has been that all individuals are equal before the law. There has been violence against women in the society because of gender inequality. The inequality between men and women is because of the culture of the community where the male are viewed to be of more value than the women. This has affected the Asian society for a long period. The following are the inequalities in my society. This paper explicates the gender inequalities common in my society. Firstly, there has been inequality whereby preference is given to boys over girls thus leading to a male dominated society. In this case, the gender inequality has been manifested where the parents will prefer giving birth to male babies rather than girls. According to Scrase, Holden, and Baum (2003) this has affected my society in the way that it does not allow females in the society to make decisions on how to improve the society. With the improved technology, individuals are learning the sex of the children that are going to be born hence leading to increased cases of abortion when they learn that they are expecting a girl child. There is also inequality in the employment sector. Women face many challenges before they are employed than the men who have the same qualifications. For instance, in my society, women are not allowed to hold leadership positions because they are perceived inferior compared to their en counterparts. This has in turn made most women in the society to believe that they are not fit to take up the leadership positions and represent the society. Scrase, Holden, and Baum (2003) assert that the education system has focused on producing male professionals compared to women. This is because of the strong belief that men have more leadership ideas compared to women. In my society, ownership of property is unequally distributed between the two genders. Basic assets like homes and land are mainly viewed as mens properties. This has led to women lagging behind in terms of development because they are not allowed to own the properties. For instance, women are not allowed to inherit the properties from their parents. This in my view has led to discrimination against women making them appear inferior in the eyes of the entire society. The household chores are mainly left to the women forcing them to stay at home while men seek to work outside in high paying jobs. Ozbilgin and Syed ( 2009) claim that this led to minimal or no promotions for women in the society to executive places. The rate of unemployment among women in my society has increased because of the belief that they are required to work as housewives. Lastly, there is inequality in which the special opportunities where by the opportunities of getting education are fewer to the women compared to the men who are given the first priority. There are divisions in the higher education to train male professionals compared to female professionals. The following issues require a close consideration, to ensure that there are no inequalities in the society. Firstly, women issues have been advocated through specially formed women movements where issues relating to fair treatment of the girl-child are raised. By ensuring that thee girl child is given the same chances to excel as the boy child, they will improve the living standards of the society because the dependency ratio will eventually go down. The women also need to be allowed to demonstrate their leadership capabilities in the society to be able to advocate for the development of women in society. Scrase, Holden, and Baum (2003) intimate that, for a long time, women have not had any representation in the society, this has made them lag behind in developmental matters compared to men. After being given equal chances to access the leadership positions, they would improve their living standards, and they could now be allowed to own properties. By ensuring that women are treated the same as men, societal conflicts between the two genders would reduce due to improved understanding between the two genders. This will enable the society to move forward in terms of development. Every individual in the society will be compelled to work to improve the societys well-being. This can be achieved through ensuring that women are not restricted to working in the household chores. They should instead be allowed to go out and engage in the development programs for the society. Ozbilgin and Syed (2009) assert that if the women are allowed to participate in decision-making, they would come up with ideas that improve the society. In conclusion, the Asian society has been facing inequalities where the male gender is considered more important than their female gender. This has led to discrimination of women in seeking of employment and property ownership. In order to ensure that there is no inequality, the girl-child should be given the same treatment as the boy-child. If women are allowed to take up the leadership careers, they would contribute to the development of the society. Buy custom Inequalities of Gender essay

Jarena Lee Essay Example | Topics and Well Written Essays - 750 words

Jarena Lee - Essay Example s within the journal that neither of her parents had been particularly religious, and that their lack of Christian faith meant that they had not bothered to teach her about the gospel and Jesus Christ. It is interesting to note that Mrs Jarena Lee contends that parents did not bring her up as a Christian due to their lack of religious beliefs rather than their lack of formal education, or their lowly social and economic status.1 Instead it is the women that live on Mr Sharp’s estate who decided to partially teach the seven year old Jarena Lee about the Christian gospel. They did not however fully convert her to Christianity. She did feel enough guilt about being caught lying as a child that she promised to herself that she would never tell another lie. According to her own journal attempting not to lie at all was still enough to give her meaningful intellectual, educational, psychological and theological experiences or turn her life around. Between the ages of seven and twenty-one the young Jarena Lee did not according to own journal experience anything to profoundly her alter or enhance her intellectual, educational, psychological and theological experiences. The Journal of Jarena Lee records that her spiritual experiences altered after she attended a sermon carried out b a Presbyterian preacher at a nearby school building when she was twenty-one years old during the year 1804. The sermon that she heard that day convinced her that she needed to accept and live by the Christian gospel and in that way achieve life altering religious not to mention spiritual experiences. The sermon and the words of the Presbyterian preacher effectively convinced Jarena Lee that she could only truly achieve worthwhile spiritual experiences by fully embracing evangelical Christianity. The experience of the sermon at the schoolhouse persuaded Jarena Lee to regularly attend church meetings, services, and sermons, strengthening her Christian faith.2 For Mrs Jarena Lee her

The Portfolio Of Journey Essay Example | Topics and Well Written Essays - 500 words

The Portfolio Of Journey - Essay Example Re-reading the paper, I spotted a few sentences which could've used a comma or two, and a few that could've done without it. I realized that using appropriate punctuation would make them much easier to read. Recognizing these flaws reinforced my belief that my writing sensibilities are now more sophisticated than before. In terms of structure, one of my main weaknesses is maintaining a smooth flow of ideas and making transitional sentences so that there is an effortless shift in between paragraphs.Re-reading the paper, I spotted a few sentences which could've used a comma or two, and a few that could've done without it. I realized that using appropriate punctuation would make them much easier to read. Recognizing these flaws reinforced my belief that my writing sensibilities are now more sophisticated than before. In terms of structure, one of my main weaknesses is maintaining a smooth flow of ideas and making transitional sentences so that there is an effortless shift in between par agraphs. In my second portfolio example, â€Å"History of Child Abuse† ideas and issues were raised about the very definition of child abuse for it differs in various sociological and cultural contexts. I can deeply relate to this because, in the country where I'm from, child abuse is not something that is discussed openly. This premise has, in a way, challenged my preconceived beliefs and innate cultural sensibilities. I had to approach this topic without biases, and in the end, I was rather pleased with the results. It also exposed me to this abominable side of humans, something that has only gained attention in recent times. But this sordid view of humanity kindled a spark of fire in me. Learning about the history of child abuse made me more aware, and it established a foundation to the opinions that I proudly hold until now.   I had to look at a considerable body of literature doing the research for this paper, so maintaining organization is an essential aspect. And tho ugh I had some difficulty finding the words.

British and Nigerian Foundation Curriculum Essay

British and Nigerian Foundation Curriculum - Essay Example Furthermore, education in UK is regarded as a consumer good. That is, it is aimed at developing the human personality and mental development of skills, talents, ideas, scope and present knowledge so as to be used by the individual in enriching his knowledge, self-esteem and personality. Thus education in UK is aimed at developing an individual socially and intellectually and for transmitting norms and values in individuals. Emphasis is on child-centered learning by using the existing body of knowledge that is encyclopedias, web and other reference books. It aims at developing the whole person, including vocationalism by involving visits to the field of businesses, firms and organization. As a final result, a person of a groomed personality with eloquence and qualifications is trained also to face economic challenge of raising the country's GDP and maintaining it. During further phases of comparison and constrast, Card D. and A.B Krueger (1992) state that in Britain, there are grammar schools where students are selected on the basis of class and creed. There are non-selective or comprehensive schools where anyone willing to acquire education is welcomed. However, comprehensive schools follow the curriculum of grammar schools and their locus of control has been shifted to government in recent years. Exams completely dominate the curriculum and now virtually all schools let down all less able pupils. Reforms introduced include encouragement of initiatives in form of money investment and change in way of measuring performance. Performance criteria are based now on standards wanted and the end results envisioned. Performance is measured by comparing the effort put in with the quality of performance outcomes. Nigeria Education Policy: According to the 3rd edition of National Policy on Education released by Federal Republic of Nigeria (1998), Education in Nigeria is regarded more as a capital good than as a consumer good. It is aimed at developing human capital to prepare people to be able to perform functions that are needed to transform the environment around themselves and their standard of living. Since absence of developed talents, skills, qualification and education and expertise has always resulted in retarded economic growth, it is very essential for Nigeria to stress on development of human capital. British Curriculum for Foundation Stage: According to Marcon, R. A. (2002), the British curriculum aims at creating individuality and independence in the young minds from the stage of their infancy. Thus their nursery for infants has an enclosed playground with separate entrance. Moreover, each classroom has books, toys, puzzles and other sources of knowledge and entertainment within easy reach of the children so as to promote child independence. In other words, the child won't have to ask an adult for help in accessing the resource. Instead, the infant will just crawl up to or toddle down to grab anything that is desired for. Legislation that governs the curriculum: The British curriculum is suggested and approved by the British Department of Education (BDE) and Qualifications and

The Head Start Child Development Children And Young People Essay

The Head Start Child Development Children And Young People Essay The Head Start Child Development and Early Learning Framework provides Head Start and other early childhood programs with a description of the developmental building blocks that are most important for a childs school and long-term success (United States Department of Health and Human Services, 2010, p.1). All children, ages 3 to 5 years old, are expected to advance in all of the areas of child development and early learning that are written by the Framework. All federally funded Head Start programs are also expected to develop and implement a program that ensures such progress is made (United States Department of Health and Human Services, December 2010). The Framework is the base foundation of the Head Start Approach to School Readiness. It aligns with and builds from the five essential domains of school readiness identified by the National Educational Goals Panel and lays out essential areas of learning and development (United States Department of Health and Human Services, Decembe r 2010). The five essential domains outlined in the Framework are: language and literacy, cognition and general knowledge, social and emotional development, approaches to learning, and physical development and health . There are many reasons that children enter daycare and other childcare settings in the years leading up to beginning kindergarten. The primary reason that children enter preschool, either private or public, is a parent returning to work, especially during the first one or two years two of a childs life (Peyton, Jacobs, OBrien, Roy, 2001). Statistics from outside the home preschool programs suggest that non-family child care can provide lasting benefits to children (Campbell, Ramey, Pungello, Sparling, Miller-Johnson, 2002). The later preschool are normally the years that prepare children to start school (Fram, Kim Sinha, 2011). Head Start aims to provide the resources necessary to strengthen the school readiness and general development of pre-kindergarten children who come from low-income families, and a growing prekindergarten movement has extended this type of approach to a wider range of children with growing success (Barnett, Lamy, Jung, 2005). The FACES 2003 cognitive assessment data showed that most children entered Head Start with early academic skills that were below national norms on standardized measures of vocabulary, early math, early reading, and early writing (United States Department of Health and Human Services, 2006, p.2). The cohort stated that the mean standard score for all U.S. children is 100, with a standard deviation of 15. Children who entered Head Start in the fall of 2003 had mean standard scores of 85.6 for vocabulary, 88.4 for early math, 95.0 for early reading, and 86.5 for early writing. These scores were expected because many of the enrolled Head Start children come from disadvantaged families with very low parent education (United States Department of Health and Human Services, December 2006). A 2012 study by Baroody and Diamond stated that reading is an essential area of academic competence that is central to childrens successful development and functioning as adult citizens in society (National Center for Educational Statistics, 2000, p.10), and learning to read is a main focus of instruction in early elementary grades. Children who are successful in reading are also more likely to do well in mathematics and other areas of academic achievement (National Center for Educational Statistics, 2000). Other studies on a nationally representative sample of young children have confirmed that children who participated in a center-based program between two and three years of age demonstrated the strongest cognitive and developmental outcomes at school entry (Loeb, Bridges, Bassok, Fuller Rubmerger, 2007). Language and Literacy Children begin their language development early in life. This includes both receptive and expressive language, as well as understanding and possibly using one or more languages (United States Department of Health and Human Services, December 2010). Children must be allowed to interact socially with other children and adults to fulfill their language development. Children need to have a literacy knowledge to be successful in school. These skills include the basis for learning to read and write, such as basic concepts about printed materials, the alphabet, and letter-sound relationships (United States Department of Health and Human Services, December 2010). Research has shown that children who are interested in reading and literacy activities tend to participate more and are likely to become more proficient readers than children who lack literacy interest. Both literacy interest and engaging in literacy activities, both at home and at school, are important components in childrens early literacy experiences (Baroody Diamond, 2012). There have been several studies on literacy skill development through play, which embed literacy materials within play settings in preschool programs, that have normally shown increases in childrens use of literacy materials and engagement in literacy acts (Bergen, 2002). Research shows that children who enter kindergarten with knowledge in language and literacy are more likely to succeed in schools, and children who are severely lacking in areas such as recognizing letters, phonological awareness, and overall language ability are more likely to experience trouble in learning to read (Bredekemp, 2004). Children who enter the Head Start program come with a wide range of skills. In 2000, the highest quarter of Head Start children were at or above the 50th percentile in early language skills, with the lowest children ranked in the bottom 2 percent (United States Department of Health and Human Services, May 2003, p. iii). The mean standard score for all U.S. children is 100, with a standard deviation of 15. The mean standard scores for children who entered Head Start during the fall of 2003 were 85.6 for vocabulary, 95.0 for early reading, and 86.5 for early writing (United States Department of Health and Human Services, May 2003). Researchers have documented that vocabulary, letter recognition, and phonological awareness are skills needed for children to successfully learn to read. Biemiller (2006) observed that vocabulary is a telling predictor of reading comprehension. A 1997 study by Cunningham and Stanovich showed a measurable connection between oral receptive vocabulary in first grade and reading comprehension in eleventh grade. Whitehurst and Lonigan (1998) and Ehri and Roberts (2006) both reported that letter recognition and phonemic awareness are two of the skills that children need to become proficient readers (United States Department of Health and Human Services, January 2010). Emergent literacy is a key component of school readiness, and early differences in emergent literacy in preschool tend to be made worse throughout the elementary years (Noble, Duch, Darvique, Grundleger, Rodriquez, Landers 2011). Noble et al. found that randomized trials suggested that when struggling parents are taught the parenting skills needed to help their children engage in reading and reading related activities, childrens emergent literacy skills will improve. Huge steps in reading are being seen when children are engaged in such emergent literacy strategies both at home and school (Noble, Duch, Darvique, Grundleger, Rodriquez, Landers 2011). Children love to be read to. Its a small thing that parents can do to improve their childs success in school. Research suggests the skills that children need to become proficient writers include vocabulary knowledge, phonological sensitivity skills, letter knowledge, and an understand of conventional print, all of which contribute to their oral language skills (Powell, Diamond, Bojczyk, Gerde, 2008, p.425) In a qualitative study, teachers in one Head Start classroom stated that it is important to expose children to the alphabet, but cautioned that the exposure should not be forced upon them (Powell, Diamond, Bojczyk, Gerde, 2008, p.427). According to the 2006 FACES Brief, the Head Start program has been stressing the importance of early literacy skills, which includes vocabulary and alphabet knowledge. The average number of letters that Head Start children know by the end of the program year continues to increase. Research shows gains in letter identification and early reading during the Head Start year have increased across the three FACES cohorts, 2000, 2003, and 2006. (United States Dep artment of Health and Human Services, December 2006). In 2006, the Congressional goal of knowing at least 10 letters was being met. (United States Department of Health and Human Services, December 2006). The average number of letters that 4-year-old and 5-year-old children in Head Start could identify correctly has increased significantly since the 1997-98 program year. The mean number of letters correctly identified by children of these ages at the end of the 1997-98 program year was 7. At the beginning of the 2000-2001 school year, children identified 4 letters, and by the end knew an average of 9 letters (United States Department of Health and Human Services, May 2003, p. iii). By the end of 2003-04 program year, the children could identify 10 on average. (United States Department of Health and Human Services, December 2006). The 2012 study by Baroody and Diamond studied childrens alphabet knowledge using the FACES QRS Letter Naming assessment (Westat, 2003). Children were shown three plates that included eight to nine uppercase letters. The child was asked to name all of the letters he/she knew. The data the researcher used was the number of letters the child named correctly. Due to the fact that childrens alphabet knowledge scores were not normally distributed, Baroody and Diamond created a dichotomous variable: knowing few letters (0-9) or knowing many or most letters (10-26). These categories were based on both the distribution of these data and Head Start letter-knowledge objectives (U.S. Department of Health and Human Services, 2008). Sixty-seven percent of children (54 children) named few letters, and 33 percent (26 children) named 10 or more letters. Children who know more letters and do better on letter identification show higher levels of literacy interest. This is important because letter knowl edge is a good predictor of childrens reading development (Baroody Diamond, 2012). Childrens code-related skills in preschool, which include letter-word identification and alphabet knowledge, are related to kindergarten literacy skills, which are also related to reading and language skills in first through fourth-grade reading comprehension (Storch Whitehurst, 2002). Each Head Start FACES cohort includes a nationally representative sample of 3- to 4-year-old children entering Head Start for the first time in the fall of the program year, their families, Head Start teachers, classrooms, centers, and programs. Children in FACES are administered a one-on-one assessment of their development that includes language and literacy. There have been five FACES cohorts (1997, 2000, 2003, 2006 and 2009) and they show significant gains over fifteen years of school readiness in language and literacy, most notably in narrowing the gap between Head Start children and other preschool-age children, especially in vocabulary knowledge and early writing skills (United States Department of Health and Human Services, May 2003). FACES cohorts use the Peabody Picture Vocabulary Test (PPVT-III)(vocabulary) and the Woodcock-Johnson Revised (WJ-R) achievement battery to look at the childrens development (United States Department of Health and Human Services, May 2003). The FACES 2000 Executive Summary showed more progress in letter recognition skills than in the 1997-98 cohort (United States Department of Health and Human Services, 2003). In 2000, FACES found that students entering Head Start had a mean standard score of 85.3 on the PPVT-III which increased to 89.1 in the spring (United States Department of Health and Human Services, May 2003). Scores on the Woodcock-Johnson Revised in early writing increased from 85.1 in the fall to 87.1 in the spring (United States Department of Health and Human Services, May 2003). The FACES 2003 cohort found more gains vocabulary and early writing skills. The Peabody Picture Vocabulary Test-III found a mean standard score of 85.6 in the fall, that increased to 90.6 over the course of the school year (United States Department of Health and Human Services, December 2006). The WJ-R showed a decrease in early writing skills from a 86.5 mean standard to an 85.9 (United States Department of Health and Human Services, December 2006). FACES 2006 also showed improvements in vocabulary and early writing with mean standard scores of 89.4 and 97.5, respectively (United States Department of Health and Human Services, 2010). In FACES 2009, they used an adapted version of the PPVT which showed that children enrolled in Head Start scored ahead of the non-Head Start children with scores of 257.50 and 251.43 (United States Department of Health and Human Services, January 2010). As shown in the 5 Head Start FACES cohorts, data shows impacts on childrens cognitive development while they are in their Head Start year (United States Department of Health and Human Services, January 2010). Cognitive and General Knowledge Cognitive development encompasses areas such as social science, science, math and logic and reasoning skills. It is only one component of a childs development, but is just as important to a childs learning as is physical, social and emotional systems. When looking at mathematics, it includes the conceptual understanding of numbers, their relationships, combinations, and operations. Science includes the ability to gather information about the natural and physical world and organize that information into knowledge and theories. Social studies looks at understanding people and how they relate to others and the world around them. Logic and reasoning skills include the ability to think through problems and apply strategies for solving them (United States Department of Health and Human Services, December 2010). Jean Piaget was a psychologist who studied the cognitive development in children for over 50 years. He studied his own children and developed his theory of cognitive development. He believed that children acquire knowledge through interacting with the physical environment around them. Piaget believed that cognitive development occurs through the process of assimilation and accommodation. He found that when the child encounters something in the environment that he or she does not understand, the child has to expand, through accommodation, his or her view of the world and thereby restore equilibrium (Zigler Bishop-Josef, p. 15). Professors from Georgetown University constructed a cognitive study using students in Tulsa, Oklahoma to test the success of universally available pre-Kindergarten. Oklahoma has the highest proportion of 4-year-olds enrolled in pre-Kindergarten, 63%, of any state in the union. The study compared two groups of children of very nearly the same age, one of which had attended pre-K and one of which had not. The first group of 5-year-olds barely missed the birthday cut-off for pre-K and the other group turned 5 by the cutoff. The first group were about to start pre-K and the second group had experienced one year of pre-K and were starting kindergarten in the fall. Since the children were literally just days or weeks apart in age, they were expected to have similar skills, unless the experience of pre-K had made a difference. The one year of pre-K did make a difference. In three cognitive exams, letter-word identification, spelling and applied problems, Tulsa students who had pre-K substan tially outperformed those who had not. Statistically significant differences were found among every race of students, and among every socioeconomic group. Quality early education benefits all social and economic groups of children (Calman Tarr-Whelan, 2005). Mathematics helps children make sense of their world outside of school and helps them construct a foundation for success in school. Math is for everyone. If math is taught properly at the early childhood level, all children should become proficient in it (Copley, 2010). Children who entered Head Start in the fall of 2000 had academic skill and knowledge levels well below national averages. Academic levels were comparable to the levels found FACES 1997. (United States Department of Health and Human Services, May 2003). The skills that children have when they start Head Start are influenced by home life and other early childhood settings before Head Start. FACES 2000 found that children who entered Head Start with lower math skills made greater gains than the children who came in with average scores. FACES found that students entering Head Start in 2000 scored an 89.7 on the Applied Problem (early math) task in the fall, but scores rose to 89.0 in the spring. This score shows entering students at about the 21st percentile in early math skills, when compared to American children in the same age range. The mean average standard score is 100, with a standard deviation of 15. Scores for the highest quarter of children entering Head Start was 104.7 in math. Therefore, these Head Start children rank in the top 50 percent when compared to all U.S. preschoolers (United States Department of Health and Human Services, May 2003). FACES 2006 used the ECLS mathematics assessment to look at a broader set of skills, including geometry, patterns and measurement. It found a large range of scores in math. The average score for Head Start children was 88.4, with the national average being 100. The ECLS found that the children who started Head Start with the lowest skills scored an average of 68.8 and the children with the highest skills scores on average 105.7 (United States Department of Health and Human Services, 2006). Disadvantaged children are less likely to exhibit well-developed mathematics skills and knowledge than their more advantaged counterparts, both in preschool and continuing through the school years (Noble, Duch, Darvique, Grundleger, Rodriquez, Landers 2011). These families tend to focus on simpler topics, such as counting and shape recognition, rather than on more complex processes such as numerical or geometric reasoning. In two small evaluations with Head Start families, researchers found that children who participated in Family Mathematics Curriculum (FMC) with their parents had significantly higher scores in the areas of enumeration, numerical reasoning, and an overall math composite relative to children in a control group (Starkey Klein, 2000). This supports the idea that, with adequate support and materials, parents can have a significant impact on childrens mathematical skills, allowing for a more successful school experience (Noble, Duch, Darvique, Grundleger, Rodriquez, L anders 2011). Head Start encourages families to become involved in all aspects of their childs learning. Social and Emotional Development Head Start strives to promote young childrens development of social skills and emotional self-growth. Social and emotional development refers to childrens learning the skills needed to foster secure and healthy relationships with adults and other children, manage their own behavior and emotions, and develop a positive personal identity (United States Department of Health and Human Services, December 2010). Basically, this domain includes understand and following classroom rules, sharing with others, making friends, and listening, all skills needed to make children successful in school. Teaching social and emotional skills to young children who are at risk either because of biological and temperament factors or because of family disadvantage and stressful life factors can result in fewer aggressive responses, inclusion with pro-social peer groups, and more academic success (Webster-Stratton Reid, 2004, p. 98). Research in the area of early childhood education has shown that childrens social and emotional skills are important for children to be ready for school and are the basis for cognitive development and knowledge acquisition at very young ages (Center for the Study of Social Policy). Recent research released by Zero to Three, states that if à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã¢â‚¬Å"children do not achieve early social and emotional milestones, they will not do well in the early school years and are at higher risk for school problems and juvenile delinquency later in life (WestEd Center for Prevention and Early Intervention, 2006, p.10). Head Start children have shown growth in their social skills during the Head Start year (Unites States Department of Health and Human Services, December 2006). Early Head Start parents clearly linked their concerns about social and emotional development to their understanding that young children learn in social context and from social relationships (McAllister, Wilson, Green and Baldwin, 2005). Emotional regulation skills and social competence show exceptional growth during the preschool years. Teachers begin to see empathy emerge as children recognize a broader array of emotions. Children begin to understand that their actions can cause feelings in other people that are different from their own (Bierman, Nix, Greenberg, Blair, Domitrovich, 2008). A major developmental task of the first five years of life is the development of self-regulation, or controlling ones own emotions, learning to delay gratification, and building relationships. In fact, providing the experiences that allow children to take over and self-regulate in one aspect of their lives after another is a very general description of the job of parents, teachers, and protectors of children that extends throughout early childhood and into the adolescent years (Committee on Integrating the Science of Early Childhood Development, 2000, p. 94). All children must learn to navigate through the transition of total dependence on others at birth, including learning to regulate their emotions, behaviors, and attention (NAEYC, 2009). In the preschool years, teachers can help children develop self-regulation by scaffolding high-level dramatic play, helping children to express their emotions, and engaging them in planning and decision making (NAEYC, 2009). The preschool period is seen as a critical period for the development of the skills needed for social competence (Tarullo, West, Aikens, Hulsey, December 2008). These skills are best accomplished during the preschool years because building positive social skills and healthy emotional relationships in young children is much easier than later trying to correct behavior and adjustment problems (Domain 6: Social and Emotional Development, website). Young children who know nothing but poverty are at greater risk of enduring emotional problems, particularly internalizing behavior problems (Tarullo, West, Aikens, Hulsey, 2008). Also, children with greater self-regulation in kindergarten are more skilled in reading and mathematics in later grades (NAEYC, 2009). Studies show that aggression declines as children gain the self-regulatory skills that allow them to inhibit reactive aggression in favor of socially appropriate alternatives. The acquisition of these social competencies (emotion regulation, pro-social skills, and aggression control) represent another important facet of school readiness, predicting kindergarten and elementary school engagement and academic success, as well as positive peer relation (Bierman, Nix, Greenberg, Blair, Domitrovich, 2008, p. 823). The FACES 1997 and 2000 cohorts showed gains in cooperative classroom behavior over the course of the program year. Children who started Head Start with lower social skills showed more gains than the children who entered with higher social skills (United States Department of Health and Human Services, May 2003). The mean score on the Total Behavior Problems scale for the FACES 2000 cohort was 5.6. This score shows that the typical Head Start child engaged in several forms of aggressive, hyperactive, or withdrawn behavior at least somewhat or sometimes, or one or two forms of undesirable behavior often (United States Department of Health and Human Services, May 2003). This score was close to the same as in the 1997-98 cohort. The significant declines in problem behavior by children with higher levels of problem behavior indicates that Head Start is having a redeeming influence on the children enrolled (United States Department of Health and Human Services, May 2003). The FACES 2003 showed that Head Start children showed significant fall to spring gains on a measure of social skills and cooperative classroom behavior, similar to gains observed in the FACES 1997 and 2000 cohorts (Unites States Department of Health and Human Services, December 2006). Many Head Start children show growth in their social skills during the school year, with other gains in cooperative classroom behavior and a decrease in withdrawn behavior as observed by classroom teachers (United States Department of Health and Human Services, December 2006). FACES 2006 showed that Head Start teachers reported that children enrolled as 3-year-olds showed more social skills, 18.4 versus 14.8, by the end of their second year enrolled in Head Start and fewer problem behaviors (5.4 versus 7.8) on average (United States Department of Health and Human Services, December 2006). At select time points throughout the school year, Head Start teachers rated children as having relatively strong soc ial skills and few problem behaviors. The January 2010 Head Start Impact Study found strong evidence of an impact of access to Head Start on parent-reported behavior at the end of the Head Start year. Parents reported less hyperactive behavior (effect size= -.21) and fewer total problem behaviors (effect size= -.21) for the Head Start group as compared to the control group. There is suggestive evidence of a positive impact on parent-reported social skills and approaches to learning (effect size=.11) at the end of the age 4 year (United States Department of Health and Human Services, January 2010). The same Head Start Impact Study also found that at the end of the kindergarten year, there is moderate evidence of an impact on parents reports of childrens hyperactive behavior. Parents reported less hyperactive behavior (effect size= -.21) for the Head Start group as compared to the control group. There is suggestive evidence of a favorable impact on childrens social skills and approaches to learning (effect size=0.14) as re ported by parents in this year (United States Department of Health and Human Services, January 2010). At the end of the 1st grade, there is moderate evidence of an impact on parent reports of closeness with their child (effect size=0.10), indicating more desirable or positive behavior for the Head Start group of children compared to those in the control group. There is also suggestive evidence of an improvement on parent-reported positive relationships with their child (effect size=0.10) in this year (United States Department of Health and Human Services, January 2010). School readiness and success in school require both the development of academic skills and the acquisition of positive social skills and approaches to learning (Blair, 2002). The January 2010 Head Start Impact Study showed there was limited evidence of an impact of Head Start on childrens social-emotional development with no impacts identified in the Head Start year or in kindergarten and only limited and conflicting impacts reported at the end of the 1st grade (United States Department of Health and Human Services, 2010, p. 5-1). There is more evidence for the 3-year-olds social-emotional development. Parents reported strong evidence of reduced hyperactive behavior and reduced total problem behavior for children in the Head Start group during the school year. The reduction of hyperactive behavior continued into kindergarten for children in the Head Start group with a moderate report by parents. Parents also reported suggestive evidence of better social skills and positive approaches to learning for children in the Head Start group in both the age 4 year and in kindergarten. Finally, at the end of 1st grade, parents of Head Start group children reported evidence of a positive and closer relationship with their child than parents of children in the control group (United States Department of Health and Human Services, January 2010). Approaches to Learning The way a child looks at learning contributes to their success in school and often in their learning. It is not what a child learns at this age, it is how a child learns. Childrens ability to stay focused, interested, and engaged in activities supports a range of positive outcomes, including cognitive, language, and social and emotional development (United States Department of Health and Human Services, December 2010). The results of the Getting Ready for School study by Noble and colleagues, demonstrated that a targeted parent-focused program may be effective in supporting the development of school-readiness skills of disadvantaged preschool children. Assistance needs to be provided to Head Start programs to identifying and implement evidence-based interventions to help build the skills of parents so that they can help to support their childs school readiness (Noble, Duch, Darvique, Grundleger, Rodriquez, Landers, 2011). The approaches to learning domains encompasses observable beh aviors that indicate ways children become engaged in social interactions and learning experiences (United States Department of Health and Human Services, December 2010). Research shows that where children learn is just as important as how children learn. FACES 2000 found that Head Start classrooms were of good quality across a wide variety of indicators. In 2000-2001 there was an increased percentage of new teachers with advanced degrees that were more likely to be trained in Early Childhood Education and were members of a professional organization than in 1997-1998. The results showed that teachers with more education were more likely to have knowledge and positive attitudes about early childhood practices, which influence classroom quality (United States Department of Health and Human Services, 2003). The FACES cohorts use the ECERS, or Early Childhood Environment Rating Scale to assess Head Start classrooms. The ECERS total score uses a rating scale of 1 to 7, with 1 indicating inadequate quality and 7 indicating excellent quality. FACES 1997 and 2000 cohorts found Head Start classrooms with relatively similar scores. In 1997, no classrooms were s cored inadequate and only 4 of the 518 classrooms studied were scored in the minimal range (3) (United States Department of Health and Human Services, May 2003). In 2000, a revised version of the ECERS found 5 of the 258 classrooms in the inadequate range and 15 of the 258 classrooms scored in the minimal range. FACES 2000 shows a small number of classrooms were rated lower in quality, but low-scoring classroom still only represented 20 of 358 classrooms overall (7.6 percent) (United States Department of Health and Human Services, May 2003). The other end of the scale shows that the number of classrooms rated as excellent increased from 18.7 percent in 1997 to 21.6 percent in 2000 (United States Department of Health and Human Services, May 2003). Both the FACES 2003 and 2009 cohorts showed that quality in Head Start continued to be good. The average ECERS-R score of Head Start classrooms is higher than those of other center-based preschool programs (United States Department of Healt h and Human Services, December 2006). Approximately 70 percent of Head Start children are enrolled in centers that have an ECERS-R score of at least a 5 (on the 7 point system) (

Problems With the Mexican Health System Essay examples -- Popular Insu

According to Mexican citizens, the health care system needs further reform to improve the efficiency, availability, and quality of medical services provided to the uninsured. A major source of inconvenience in medical provision is the long wait for treatment. Patients with scheduled appointments, as well as those in emergency situations often have to wait hours for care, and it is an accepted fact for those with Popular Health Insurance that a medical consultation in a hospital would likely engage the entire day.Additionally, both Ordoà ±ez Ramà ­rez and Mercadao Juà ¡rez agree that subsequent reforms must be made to change the focus of medical treatment towards serious diseases such as cancer and diabetes, as they are prevalent in Mexican society and especially in women and children, and IRC (chronic renal failure), which cause high hospitalization and mortality rates throughout Mexico. "Reajustar el listado de enfermedades (CAUSES) y/o padecimientos que cubre el seguro popular ya que muchos de ellos no se encuentran bien distribuidos a fin de cubrir la mayorà ­a de las necesidades de la poblacià ³n mà ¡s necesitada, un ejemplo de ello serà ­a CHAN (cirrosis hepà ¡tica alcohà ³lico nutricional) que es una de las enfermedades en el listado omitiendo por ejemplo IRC (insuficiencia renal crà ³nica) que es uno de los padecimientos que tiene un alto à ­ndice de hospitalizaciones o mortalidad en la poblacià ³n mexicana." As firmly stated by Ordoà ±ez Ramà ­rez, reevaluation of the list of diseases covered by the Popular Insurance Program is a crucial step towards not only helping relieve poverty and exorbitant prices for medical treatment, but decreasing the death toll due to inaccessible or inadequate medical treatment. However, in conjunction to re... ...cala, Mexico. February 24, 2014. (Ordoà ±ez Ramà ­rez is a doctor, and the wife of a doctor as well.) Vance, Erik. "Mexico Chalks up Success in Health-Care Reforms." Nature. Accessed January 30, 2014. doi:10.1038/nature.2012.11222. World Bank. 2008. Providing Subsidized Health Insurance to the Poor. Reaching the Poor with Health Services Mexico. Washington, DC: World Bank. http://documents.worldbank.org/curated/en/2008/01/9455844/providing-subsidized-health-insurance-poor à ¸ World Bank. 2010. Mexico. Reaching the Poor with Health Services Mexico. Washington, DC: World Bank. http://go.worldbank.org/IYG1NQVPU0 *Whyte, Sheila. Sheila Whyte to CBC News newsgroup, "How Mexico's Health System Works," May 4, 2009. Accessed January 30, 2014. http://www.cbc.ca/news/technology/how-mexico-s-health-system-works-1.777348. Problems With the Mexican Health System Essay examples -- Popular Insu According to Mexican citizens, the health care system needs further reform to improve the efficiency, availability, and quality of medical services provided to the uninsured. A major source of inconvenience in medical provision is the long wait for treatment. Patients with scheduled appointments, as well as those in emergency situations often have to wait hours for care, and it is an accepted fact for those with Popular Health Insurance that a medical consultation in a hospital would likely engage the entire day.Additionally, both Ordoà ±ez Ramà ­rez and Mercadao Juà ¡rez agree that subsequent reforms must be made to change the focus of medical treatment towards serious diseases such as cancer and diabetes, as they are prevalent in Mexican society and especially in women and children, and IRC (chronic renal failure), which cause high hospitalization and mortality rates throughout Mexico. "Reajustar el listado de enfermedades (CAUSES) y/o padecimientos que cubre el seguro popular ya que muchos de ellos no se encuentran bien distribuidos a fin de cubrir la mayorà ­a de las necesidades de la poblacià ³n mà ¡s necesitada, un ejemplo de ello serà ­a CHAN (cirrosis hepà ¡tica alcohà ³lico nutricional) que es una de las enfermedades en el listado omitiendo por ejemplo IRC (insuficiencia renal crà ³nica) que es uno de los padecimientos que tiene un alto à ­ndice de hospitalizaciones o mortalidad en la poblacià ³n mexicana." As firmly stated by Ordoà ±ez Ramà ­rez, reevaluation of the list of diseases covered by the Popular Insurance Program is a crucial step towards not only helping relieve poverty and exorbitant prices for medical treatment, but decreasing the death toll due to inaccessible or inadequate medical treatment. However, in conjunction to re... ...cala, Mexico. February 24, 2014. (Ordoà ±ez Ramà ­rez is a doctor, and the wife of a doctor as well.) Vance, Erik. "Mexico Chalks up Success in Health-Care Reforms." Nature. Accessed January 30, 2014. doi:10.1038/nature.2012.11222. World Bank. 2008. Providing Subsidized Health Insurance to the Poor. Reaching the Poor with Health Services Mexico. Washington, DC: World Bank. http://documents.worldbank.org/curated/en/2008/01/9455844/providing-subsidized-health-insurance-poor à ¸ World Bank. 2010. Mexico. Reaching the Poor with Health Services Mexico. Washington, DC: World Bank. http://go.worldbank.org/IYG1NQVPU0 *Whyte, Sheila. Sheila Whyte to CBC News newsgroup, "How Mexico's Health System Works," May 4, 2009. Accessed January 30, 2014. http://www.cbc.ca/news/technology/how-mexico-s-health-system-works-1.777348.

God-given attributes Essay

The 19th century held some of the very best traditions and practices the United States had. Yet, some of them today are not existent anymore due to the fact that the concept of the â€Å"American Dream† is slowly fading from the recesses of our very consciousness. If we are to examine the art of the late 19th century, we can observe that the paintings project an old fashioned way of American life, where people do what is right and honorable; a peaceful way of life. It is a life full of hopes and dreams that the American people will work and progress further together into the future. Each individual, as a free man, can do what he can with his God-given attributes. The concept of the â€Å"American Dream† has changed so much to the extent that the perception nowadays is that financial stability is the gauge of living this dream. Working parents are always scampering out of their homes in search of monetary gain, leaving their kids behind to care for themselves. This effectuates circumstances of broken homes, where children are neglected and not taught the honest ways of life; thus, they grow as individuals lacking good character traits. This eventually leads to the erosion of the American society; the breaking down of the social structure based on the â€Å"American Dream† concept. If we are to retain the things that make us good Americans, then we have to compromise with ourselves and with our fellow man for the benefit of everybody. Development is not at all bad; yet, we have to integrate some of the fine old-fashioned ways of the 19th century with that of the present in order to alleviate the effects brought upon by some of the destructive ways of present living.

An Overview of Burlesque Literature With Examples

An Overview of Burlesque Literature With Examples Burlesque literature is a form of satire. It is often and perhaps best described as â€Å"an incongruous imitation.†Ã‚   The purpose of burlesque literature is to imitate the manner or the subject matter of a â€Å"serious† literary genre, author, or work through a comic inversion.   Imitations of manner might include the form or the style, whereas imitation of matter is meant to satirize the subject being explored in a particular work or genre.    Elements of Burlesque While a burlesque piece may aim to poke fun at a particular work, genre, or subject, it is most often the case that burlesque will be a satire of all of these elements. What is important to consider about this mode of literature is that the point of the burlesque is to create an incongruity, a ridiculous disparity, between the manner of the work and the matter of it. While â€Å"travesty,† â€Å"parody,† and â€Å"burlesque† are terms that are often used interchangeably, it is perhaps better to consider travesty and parody as types of burlesque, with burlesque being the generic term for the larger mode. That being said, it is also important to note that a burlesque piece may employ a number of techniques which fall into the larger category; it is not necessarily the case that all burlesque literature will share all of the same features. High And Low Burlesque There are two primary types of burlesque, the â€Å"High Burlesque† and the â€Å"Low Burlesque.†Ã‚   Within each of these types, there are further divisions. These sub-divisions are based on whether the burlesque satirizes a genre or literary type, or, instead, a specific work or author. Let’s take a closer look at these types. High Burlesque occurs when the form and style of the piece are dignified and â€Å"high,† or â€Å"serious† while the subject matter is trivial or â€Å"low.†Ã‚   The types of high burlesque include the â€Å"mock epic† or â€Å"mock-heroic† poem, as well as the parody. A mock epic is itself a type of parody.   It imitates the generally complicated and elaborate form of the epic poem, and it also imitates that genre’s rather formalized style. In so doing, however, it applies this â€Å"high† form and style to rather ordinary or insignificant topics. A significant example of a mock epic is Alexander Pope’s The Rape of the Lock (1714), which is elegant and elaborate in style, but which, on its surface, has only a lady’s curl as its subject. A parody, similarly, will imitate one or many of a variety of characteristics of a piece of high, or serious, literature.   It might mock the style of a certain author or the features of an entire literary genre. Its focus might also be an individual work.   The point is to employ those same features and characteristics, at a high or serious level, and exaggerate it while simultaneously employing a low, comic, or otherwise inappropriate subject. Parody has been the most popular form of burlesque since the early 1800s.   Some of the best examples include Jane Austen’s Northanger Abbey (1818) and A.S. Byatt’s Possession: A Romance (1990).   Parody predates these, however, appearing in such works as Joseph Andrews (1742) by Henry Fielding, and â€Å"The Splendid Shilling† (1705) by John Phillips. Low Burlesque occurs when the style and manner of a work are low or undignified but, in contrast, the subject matter is distinguished or high in status. The types of low burlesque include the Travesty and the Hudibrastic poem. A travesty will mock a â€Å"lofty† or serious work by treating the high subject in a grotesque and undignified manner and (or) style.   One classic example of a modern travesty is the film Young Frankenstein, which mocks   Mary Shelley’s original novel, (1818). The Hudibrastic poem is so-named for Samuel Butler’s Hubidras (1663).   Butler turns the  chivalric romance on its head, inverting the dignified style of that genre in order to present a hero whose travels were mundane and often humiliating. The Hudibrastic poem might also employ colloquialisms and other examples low style, such as the doggerel verse, in place of traditionally high style elements. The Lampoon In addition to High and Low Burlesque, which include parody and travesty, another example of the burlesque is the lampoon.   Some short, satirical works are considered lampoons, but one might also find the lampoon as a passage or insert into a longer work.   Its goal is to make ridiculous, often via caricature, a particular person, usually by describing the nature and appearance of the individual in an absurd way. Other Notable Burlesque Works The Comedies of AristophanesTale of Sir Thopas (1387) by Geoffrey Chaucer Morgante (1483) by Luigi Pulci The Virgile Travesty (1648-53) by Paul Scarron The Rehearsal (1671) by George Villier Beggars Opera (1728) by John Gay Chrononhotonthologos (1734) by Henry Carey

On Hitlers Mountain Book Review Essays

On Hitlers Mountain Book Review Essays On Hitlers Mountain Book Review Paper On Hitlers Mountain Book Review Paper On Hitlers Mountain shared the personal account of Irmgard Hunt, a Geman girl, which grew up on the same mountain that was Adolf Hitlers alpine retreat. She narrated her own and her familys story from how they lived through many important historical moments in German history. From how the great depression negatively affected her grandparents household to how the Nazi ideals put up a division between her own family. She shared anecdotes that she experienced herself growing up in the German society. At first, she did not know any better but as she grew older, he formulated her own opinions of what was going on politically in Germany during the Nazi era. She made clear historical connections of the events that were occurring at those specific times. Hunt also showed how ordinary German civilians dealt with the eminent, totalitarian power of the Nazi regimen. Not everyone that was subdued and brainwashed into following this communist party believed or agreed with its teachings and ideals. Hunt allowed the reader to have a personal connection to the horrible and inhumane ways the Nazi party operated. In her candid and honest ccount of events, she does not apologize or try to conceal the facts and atrocities that the German government caused to Jews, civilians from countries they invaded and even to their own people. The purpose of Hunts writing was to bring awareness about hardships that German people themselves faced and endured. It seemed as if she was trying to show that the Jews and other foreign civilians were not the only victims of events as the Great Depression, the war and the emergence of the Nazi era. For instance, she described the lack of resources and poverty her family suffered during the Great Depression when six days wages could not buy a single loaf of bread. She also talked about how her grandmother in order to bring some food to the table had to resort to picking in the trash or hiding left over crumbs of bread that she collected from her work (Hunt, 22). This not only showed the amount of extreme poverty and high unemployment that existed but that Germans were desperate for change. This was the time when Hitler emerged as a leader promising better living conditions and prosperity to his people. However, the way he achieved this was hrough imposing his presence on the domestic lives of the population, their thoughts and memories through the use of brain washing and propaganda. They controlled and dictated the everyday details of family decisions: their education, the books and the news they read, and how we greeted one another (Hunt, 41). Anyone that opposed or got in the way of the Nazi partys agenda was sent to concentration camps. People that were accused of conspiracy or opposition had an unfortunate fate. Everything seemed to be going somewhat well for a while according to how Hunts family was doing. But things suddenly changed. One of the Nazi partys goals was to keep the German population as pure as possible. They aimed for physical perfection. Blonde, blue-eyed, well built, intelligent individuals that would strengthen the race. This led to anti-Semitism, racism and segregation against anyone that did not fit that mold. Just like any social outcasts, those that were not of pure German heritage were sent to concentration camps in an effort for Germany to do a racial cleanse of its population. Any deformity that a ivilian would have, too, would result in their demise. In fact, Hitlers euthanasia program was implemented and kept secret from the general public. In 1939, three months after Hunts birthday, Hitler invaded Poland. This was the beginning of war. Men were drafted to fght and it hit home when Hunters father was called to serve in the military. Just like many other families in Germany, women were left alone to take care of the house and children. The most horrible news was to know that a loved one had died. This struck a core for Hunt when she found out that her father passed away. What was disturbing was the way someones death was an act that needed to be praised and bring pride. When Hunts teacher, Faulein Star, ordered her to stand in front of the class to share her familys tragedy was cold and heartless. It was then that Hunt started realizing even more if these sacrifices were worth making for the Fuhrer. The brainwashing of Nazi ideals began at a really early age at school. The curriculum did not include anything like political education but it was more targeted to share news about the war, or have a local Nazi to indoctrinate the class Hunt, 120). As part of the curriculum, training on how to operate gas masks, preparedness training and survival skills. It seemed as if any kind of intellectual knowledge and power were unacceptable in Hitlers eyes as they could endanger his plans since the German population would create thoughts of their own instead of following everything he said blindly. Hunt hated school as it was as close to a concentration camp that she felt she was in. When invasion into Germany occurred following World War II, Hunt described the aftermath wish such detail. Hitlers mountain was taken over and bombed. Yet, German officials still promised that they would carry their mandate to completion and that all the lives sacrificed were in worth dying for. However, amidst the take over, Hitler committed suicide in what it was considered a heroic death. Many felt betrayed but such act that all they were hoping for was that Hitlers death would act as catalyst to end any more lives being sacrificed. At this point, all that there was left to do was to flee and hide from Russian forces. Fortunately, later one American forces ame to the rescue of many Germans and captives in concentration camps. In conclusion, Hunt made many historical events become more personal seeing how it affected her family first hand and how she was able to survive such turmoil period of war. I appreciated having pictures throughout the book made it possible to put faces to the people she talked about as well as other places that were part of her narrative. Her story was a testimony of perseverance, hope and close family ties despite turbulent times. The end of the Nazi era allowed for the birth of new ideas and a new civilization.