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.

Keeping the Air Flair Virgin Blue Essay Example | Topics and Well Written Essays - 1500 words

Keeping the Air Flair Virgin Blue - Essay Example The various value additions to the core competencies of the airlines facilitate better response and provide the firm with necessary differentiating elements to gain leverage against the new entrants and other competitors.  The businesses across the regions have become highly competitive because the technology and rapid globalization have significantly altered the dynamics of business across the globe. Strategic marketing plans have become the crucial part of promoting products and services of an organization because they involve development and execution of goal oriented procedures to deliver value to the customers. Hence, to maintain competitive advantage, Virgin Blue Airlines needs to identify and analyze factors so as to meet the challenges of fast changing business environment.  Virgin Blue airline is one of the leading airlines that are facing stiff competition from other low-cost airlines. In the cutthroat environment of competitive business, the company needs to evolve the innovative business strategy to gain leverage over its competitors. The company has adopted creative communication strategy to promote the changes. The price war amongst the various airlines has significantly impacted the performance outcome of Virgin Blue. It also faces challenges from the rising cost due to inflationary trend and competition from new entrants in the industry. Thus, the highly competitive environment of global business has forced the Virgin to evolve new business strategies. The company has adopted more aggressive communication strategy to promote its strategic goals and value added product and services.  Virgin blue has realized the futility of entering into the price war and instead decided to change its business strategy to maintain its market position. It has adopted best-cost strategy that encompasses competitive pricing with distinct differentiating elements which would make it attractive to the customers. In a fiercely competitive business environment whe n the global economy is under tremendous pressure.

Nuclear Program of North Korea Essay Example | Topics and Well Written Essays - 3250 words

Nuclear Program of North Korea - Essay Example First of all, North Koreans could be trying to create a new relationship with the United States. On the other hand, this country could have been engaging in such a program in order to deter the United States. (Coughlin, 2000) In fact during the past, some people have asserted that the reason why North Korea has been doing this is so that they could foster trade agreements or other economic aids. On the other hand, the west would have the ability to restrain weapons made by past communist governments in North Korea. Not all people believe that this is the latter statement is the truth but it is difficult for one to determine whether it is the former assertion that is more convincing than the latter. (Niksch, 2002) It should be noted that North Korea has given its arguments in the past for engaging in nuclear programs. They asserted that there was a need to protect themselves from any sort of aggression especially from Japan, South Korea or even the United States. The North Koreans assert that they have no way of fully understanding what the real intentions of the US and other countries are towards them. Consequently, the nuclear program is a way in which North Korea can deter the security threat that can be presented from any of the above countries. While members of this country feel that this could actually be a valid argument, one cannot help but notice how insufficient it is. All the latter mentioned countries have communicated their intentions to North Korea; consequently, it becomes very difficult to know whether North Korea's arguments hold water or not. (Minchoel, 2003) Relevant historical information The nuclear program began as far back as the early nineteen sixties. At that time, the North Korean government felt that there was a need to create a fortress around North Korea by militarizing this country. This decision led to the creation of an atomic energy complex. (Bill, 2001)The country obtained students who had received their education from the Soviet and it latter placed them in training programs located at Yongbyon. At that time, the country opted to create a nuclear research centre to be located in the latter mentioned town. Here, the country was working hand in hand with the Soviet to carry out their nuclear related activities. (Albright & O'Neill, 2001) It should be noted that in the year 1965, the Soviet built a research reactor on behalf of the North Korean centre. This was the year which marked a steady supply of nuclear enriched fuel elements that were supplied to the North Korean region. This pattern of cooperation continued between the Soviet and North Korea until 1973. It should also be noted that the latter program could continue quite successfully owing to the fact that there are about four million tons worth of uranium found in North Korean mines. During the nineteen Seventies, North Korea largely focused on the process of understanding the nuclear fuel cycle. Here, they dwelt on converting, refining and fabrication of this element. Also, in that decade, North Korea was particularly effective in creating a nuclear reactor that closely resembled that one in the Soviet and other related countries through a