Analysis Of On The Sidewalk Bleeding - 1500 Words

While differences between Walter Dean Myers Monster and Evans Hunter s On The Sidewalk Bleeding give an insight on morality and how choices of the two characters Steven Harmon and Andy are shaped by their peers, and had an impact on their lives, their loved ones and the way society treats them. Steven Harmon is a sixteen-year-old black male that was part of a robbery and is on trial for murder, and is hard a very hard time in court trying to prove his innocence. Whereas, Andy is also a sixteen-year-old boy that joined a gang that went by The Royals and was stabbed and killed by their rivalry gang that went by the Guardians. Firstly, Steve and Andy are both very good educated young males, but just like any other kid in their†¦show more content†¦Steve took it hard being called a monster he almost started to believe it himself. In front of him. He is writing the word Monster over and over again. A white hand (O BRIEN S) takes the pencil from his hand and crosses out all the Monsters (Myers,24). Although both boys had gone through different scenarios and had good hearts, their poor choices the society had judged and labelled, one as a monster and the other as a gang member. Secondly, Steve and Andy chose to hang out with the wrong crowd, which didn t help them at all when it came to them making the choices they ve made. The Diabalo s was the name of the crew Steve was hanging out with and that is where all of Steve s problems started. I need to get paid, man. I ain t got nothing between my butt and the ground, but a rag said King and Steve replied with I hear that Peaches also replied back with Restaurant owners got money, too. That s the only things left in our neighborhood-restaurants, liquor stores, and drugstores. King asked Steve What you got youngblood?. And Steve replied with I don t know (Myers,50-51). Steve s first mistake was choosing to hang out with that crew and his second mistake was getting involved in their conversations about robbing different places in their community because with Steve agrees they were going to think he was down for the robbery and just wanted them to push it on him more. When Bobo mentioned the otherShow MoreRelat edAnalysis Of On The Sidewalk Bleeding 1293 Words   |  6 PagesHunter’s â€Å"On the Sidewalk Bleeding† introduces the protagonist Andy, who experiences characteristic growth through the coming of age. Throughout Hunter’s story, Andy is put forth to portray the development of transforming from ignorant thinking to acquiring knowledge, the shift in deliberating realistically more willingly than idealistically, and establishing progression from selfishness to selflessness. Likewise, the main character Andy endures these changes in â€Å"On the Sidewalk Bleeding† which stronglyRead More The Collapse of the Tacoma Narrows Bridge Essay2336 Words   |  10 Pagesof the Tacoma Narrows Bridge itself was a suspension bridge with a center span of 2800 feet and two side spans of one 1100 feet (Farquharson, 1950, p. 17). Its two lane, reinforced concrete roadway was twenty-six feet wide with two 5 foot, 9 inch sidewalks (Farquharson, 1950, p. 19). Overall the su perstructure was 5939 feet, including the suspension structures, approach spans and anchorages (Farquharson, 1950, p. 19). Anchorages were made of solid concrete and were fifty feet by 170 feet and were fiftyRead MoreFraud Triangle15238 Words   |  61 Pagescheck, and headed for my bookie. I was still bleeding from the operation.† †¢ â€Å"I’ll never forget coming home from work at night, looking through the window at my family waiting for me, and then leaving to place a couple more bets. I was crying the whole time, but I had simply lost all control.† 24 Chapter 2 Cch2.qxd 1/31/03 2:33 PM Page 24
  
 If someone will steal from his six-year-old child or sneak out of a hospital still bleeding from an operation to feed his addiction,Read MoreMarketing Mistakes and Successes175322 Words   |  702 Pagesfollowing classification of cases by subject matter to be helpful. I thank those of you who made this and other suggestions. Classification of Cases by Major Marketing Topics Topics Most Relevant Cases Marketing Research and Consumer Analysis Coca-Cola, Disney, McDonald’s, Google, Starbucks Product Starbucks, Nike, Coke/Pepsi, McDonald’s, Maytag, Dell, Hewlett-Packard, Newell Rubbermaid, DaimlerChrysler, Kmart/Sears, Harley-Davidson, Boeing/Airbus, Merck, Boston Beer, Firestone/FordRead MoreBusiness Journalism in India26104 Words   |  105 Pagesimportant than ever for business journalists to pull it all together, to provide the insight and understanding in the best days, the wisdom, that will be necessary. The world doesn’t need more information. It needs more understanding, more insight, more analysis. What is the Finance Commission? The Finance Commission is constituted by the President under article 280 of the Constitution, mainly to give its recommendations on distribution of tax revenues between the Union and the States and amongstRead MoreLogical Reasoning189930 Words   |  760 Pageslooking at alternative actions that can be taken, then considering the probable good consequences of each action and the probable bad consequences while weighing the positive and negative impact of each consequence. It’s a kind of cost-benefit analysis. Exercises 1. Columbus Day is an American holiday. Write a short essay that weighs the pros and cons and then comes to a decision about whether there should be more or less public celebration (by Americans and their institutions) on ColumbusRead MoreAutobilography of Zlatan Ibrahimovic116934 Words   |  468 PagesFerraris or Porsches to training. I nodded, didn t go cocky on him, like how the fuck is what car I m driving your concern? But I thought What does he want? What message is he giving me? Believe me, I don t need any fancy cars or parking on the sidewalk to show off anymore. That wasn t it. I love my cars. They re a passion of mine, but I sensed something else behind his words. Kind of: don t think you re so special. I had already at that point understood that Barca is like a school. The players

Analysis Of The Great Awakening - 1809 Words

The brand of education amongst slaves from the Great Awakening takes on several faces, some prove to be profitable to the ideas spread by Whitefield while others prove to be detrimental to the perception of educating slaves in Christianity that prevent the further expansion of evangelization to slaves. Two portrayals of implementation of Awakening rhetoric are with the Bryan family, southern planters in South Carolina, and Samuel Davies, a minister in Virginia. The Bryan family had a connection with George Whitefield because they would provide assistance to evangelicals and in particular with Whitefield’s Bethesda orphanage in Georgia. They owned a plantation in South Carolina that helped provide financial support for the orphanage and they were zealous about the new wave of evangelicalism in the colonies and were seeking ways that they could implement the new teachings into their lives. Jonathan Bryan began to seek reforms in the institution of slavery in South Carolina by following the teachings of Whitefield. Their critiques of South Carolina were that there was no time for slaves to convert to Christianity because they would generally work seven days a week and not have the opportunity to hear about Christianity. The Bryans’ reforms amongst slavery was not welcomed by many South Carolinians and a committee was formed to investigate the level of reform that the Bryans had and the report said that a â€Å"great Numbers of Negroes and other Slaves have several TimesShow MoreRelatedAnalysis of the Great Awakening and Revolutionary Thought1655 Words   |  7 PagesAnalysis of the Great Awakening and Revolutionary Thought In the 1730s and the 1740s, religious revival swept through the New England and Middle Colonies. Through these revivals, the colonists came to view religion as a discrete and personal experience between God and man which, â€Å"undermined legally established churches and their tax supported ministers.† (Henretta, P. 112) Joseph Tracey was the first person to describe this period of revivalism as, ‘the Great Awakening.’ In 1841, Joseph TracyRead MoreAnalysis Of The First Great Awakening1219 Words   |  5 Pagesfrom late 17th century to early 18th century, the First Great Awakening was a period of religious growth throughout the British American colonies from approximately 1720 to the 1740s. This awakening was led by many religious figures such as John Wesley - a founder of Methodism in the Church of England, George Whitefield - an Anglican who preached throughout the colonies from 1739 to 1740, and Jonathan Edwards - an Apologist of the Great Awakening who le d the revival in Northampton, Massachusetts. AlthoughRead MoreAnalysis Of Jonathan Edwards s The Great Awakening 1072 Words   |  5 PagesJonathan Edwards was a major figure during the Great Awakening, he believed nature captured the glory and beauty of God, and thus was parallel to the spiritual world. Edward’s opposed the separation of the presence of God in nature that was being caused by the Enlightenment. Edwards view can be described as Calvinistic as he states â€Å"The book of Scripture is the interpreter of the book of nature†¦..making applications of the signs and types in the book of nature as representations of those spiritualRead More Essay on The Awakening712 Words   |  3 PagesCritical Views of The Awakening      Ã‚  Ã‚   The Awakening, written by Kate Chopin, is full of ideas and understanding about human nature. In Chopins time, writing a story with such great attention to sensual details in both men and women caused skepticism among readers and critics. However, many critics have different views with deeper thought given to The Awakening. Symbolism, the interpretation of Ednas suicide, and awakenings play important roles in the analysis of all critics.    SymbolismRead MoreEssay about Yaeger’s Critique of Chopin’s The Awakening1003 Words   |  5 PagesYaeger’s Critique of Chopin’s The Awakening In â€Å"‘A Language Which Nobody Understood’: Emancipatory Strategies in The Awakening,† Patricia Yaeger questions the feminist assumption that Edna Pontellier’s adulterous behavior represent a radical challenge to patriarchal values. Using a deconstructionist method, Yaeger argues that in the novel adultery functions not as a disrupting agent of, but, rather, as a counterweight to the institution of marriage, reinforcing the very idea it purports toRead MoreHY 1110-101-6 Unit II assessment Essay1580 Words   |  7 Pages3 out of 3 points The pamphlet Common Sense was instrumental in gaining support for: Selected Answer: LlI the idea of independence from Great Britain. Correct Answer: ~ the idea of independence from Great Britain. Question 2 3 out of 3 points Which event reversed the tide of the French and Indian War in favor of Great Britain? , (1/1 It /)(111 , Review Test Submission: Unit III Assessment Selected Answer: ~ Obtaining the support of the Iroquois and OhioRead MoreSt. Louis And New Orleans1606 Words   |  7 Pagesthe only one to live to mature years. In 1855, tragedy struck the O’Flaherty family when her father, now a director of the Pacific Railroad, was killed in a train wreck; thereafter, Kate lived in a house of many widows — her mother, grandmother, and great-grandmother Charleville. In 1860, she entered the St. Louis Academy of the Sacred Heart, a Catholic institution where French history, language, and culture were stressed — as they were, also, in her own household. Such an early absorption in FrenchRead MoreThe Great Awakening Of The 1730s1630 Words   |  7 Pages The Great Awakening of the 1730s significantly altered the social structure of early Americal colonial society. The laity’s internal subjectivity and passional experiences were validated in regards to religious sentiments. This novel type of engagement of the laity is significant, as previ ously voiceless social and racial classes were given the authority to proclaim and propagate their interpretations of biblical scripture. The New Lights’ emphasis on the transformative power of the Holy SpiritRead MoreJohn Locke s Influence On His Epistemology1487 Words   |  6 Pagesrevivals of 1734 and 1740–41, the latter of which came to be known as the Great Awakening. I. Theological: Jonathan Edwards (1703-1758) is widely considered one of America’s most influential theologians and philosophers, but he remains an intensely disputed figure even after nearly three centuries of debate. As a pastor and evangelist, Edwards is credited with sparking the revival that developed into the Great Awakening in New England (1740-44) and redefining the literary form of the Puritan sermonRead MoreEdna Pontellier and Elizabeth Bennet: Challenge of 19th Century Conventional Methods1344 Words   |  6 Pagesnineteenth century. Both women often challenged conventional societal methods within their works, which inherently caused these literary geniuses to write in complete secrecy. Chopin and Austen gave birth to characters such as Edna Pontellier in The Awakening, and Elizabeth Bennett, the renowned protagonist of Austen’s novella Pride and Prejudice. While noble in their respective ways one can easily mistake Edna and Elizabeth to be selfish creatures of society beca use of their ardent pursuit of happiness

Market Economics Demand and Supply

Question: Discuss about the Market Economics Demand and Supply. Answer: Introduction The two most important and basic concept of economics is demand and supply. They are also considered as the backbone of the market economy. Demand is referred to as the quantity that the purchasers are ready to purchase at the specified price. On the other hand, supply is referred to as the quantity that the producers are willing to supply at a certain price. Price is referred to as the most important determinant of demand and supply (Bowen Sosa, 2014). Figure 1: Demand and Supply (Source: Created by Author) Demand and supply is explained with the help of a given product of Apple (IPhone 5).The image of Apple was stained during the launch of IPhone 5 mainly because of the demand and supply of the product. During its launch, it was expected that the supply of IPhone 5 would be more than 10 million however; it was only 5 million units. Figure 2: Shortage of Supply (Source: Created by Author) The graph shows that the demand for IPhone 5 is more than its supply and as a result, it had lead to shortage of supply. However, Apple will be able to make more sales as the quantity demanded is expected to be 10 million units. In that case, Apple needs to supply 10 million units of IPhone 5 to reach the equilibrium point. Equilibrium point is mainly reached when demand of a product equals its supply. As a result, Apple will also be able to maximize its profit at the equilibrium point where there is neither overproduction nor underproduction. However, the shortage of supply will result in the increase of price that will make IPhone 5 too expensive (Ghose Han, 2014). However, the demand for IPhone 5 in a country as Australia will be inelastic as the people in Australia mainly considers Smartphone as a luxury product. The average income in Australia is quite high as compared to most of the countries and as a result, the individuals in Australia are capable to afford IPhone 5 irrespective of the price. As a result, the elasticity of demand of IPhone 5 in high-income countries is considered inelastic. However, in countries that have average income IPhone 5 has elastic demand. Hence, when the prices of IPhone 5 are considered to be too expensive the product has an elastic demand. On the other hand, if the prices are considered to be reasonable, the product will have an inelastic demand (Thimmapuram Kim, 2013). Figure 3: Inelastic Demand (Source: Created by Author) The graph shows inelastic demand where the change in price will have a little effect on the quantity demanded. On the other hand, the price elasticity of supply will be considered as elastic for IPhone 5. This mainly because, the firm will produce more as it will cost less to produce an additional output as the demand rises. Figure 4: Elastic Supply (Source: Created by Author) The graph shows the price elasticity of supply of IPhone 5. The supply has become elastic due to high increase in demand. As a result, the supply is not able to catch up with the demand instead of the increase in production. However, if the demand for IPhone 5 will fall the elasticity of supply will become inelastic (Simon, 2015). Although, in Australia the people mostly prefers luxurious and costly Smartphone like IPhone, there are few countries where IPhone has close substitutes however, they do not have a perfect substitute. The major competitor of Apple is Samsung that operates on Android system. With the increase in price, the demand for IPhone decreases but it does not decrease to zero. However, if the price increases by a large amount the individuals with average income might shift to its substitute. Figure 5: Substitute goods (Source: Created by Author) The graph shows that with the increase in price if the individuals shifts to android phones, the demand curve will shift to the left from D to D1. The factors that affect the demand side of the economy include the price of the product. In other words, if the price of IPhone increases the demand will decrease and vice versa. This is mainly because price and demand are inversely related. The demand will fall with the increase in price as the satisfaction level of the customers will fall. The price of related goods is also considered as the most important factor that determines the demand for a good. Related goods include both substitute and complementary goods. In the case of Apple, the major substitute good is Android. As a result, if the price of IPhone increases the demand for Android phones increases. On the other hand, complementary goods are those goods that are used together to satisfy a particular demand. Hence, if the price of Smartphone increases the demand for IPhone will decrease (Witt, 2013). Income of the customer is another most important determinant of demand. If the income of the customers increases, the demand for IPhone will also increase and if the income decreases, the demand for IPhone will decrease. Expectation of change in the future price will also determine the demand for IPhone. In other words, if individuals expect that the price of IPhone is likely to increase dramatically in the future then the present demand for IPhone will increase (Rios, McConnell Brue, 2013). The factors that affect the supply side of the economy are the increase in price. In other words, if the price of IPhone increases, Apple will increase the supply to generate more revenue. A decrease in the cost of production also affects supply that is when the amount payable to factors of production decreases, profitability of the company increases. State of technology also determines the supply of a product that is a more advanced technology will reduce the cost of production and increase profit. The other most important factor is taxation policy that if government increases tax, the cost of production will increase, thus reducing supply (Canto, Joines Laffer, 2014). Conclusion It can be concluded that Apple needs to supply 10 million units of IPhone 5 to reach the equilibrium point. At which supply will equal demand. As a result, the company will be able to generate more profit. The demand for IPhone will also increase and if the income decreases, the demand for IPhone will decrease. With the increase in price, the demand for IPhone decreases and demand for Android will increase. References Bowen, W. G., Sosa, J. A. (2014). Prospects for faculty in the arts and sciences: A study of factors affecting demand and supply, 1987 to 2012. Princeton University Press. Canto, V. A., Joines, D. H., Laffer, A. B. (2014). Foundations of supply-side economics: Theory and evidence. Academic Press. Ghose, A., Han, S. P. (2014). Estimating demand for mobile applications in the new economy. Management Science, 60(6), 1470-1488. - https://economicsec3.blogspot.in/2012/10/apples-tim-cook-blames-iphone-5-supply.html Rios, M. C., McConnell, C. R., Brue, S. L. (2013). Economics: Principles, problems, and policies. McGraw-Hill. Simon, H. (2015). Prices and Decisions. In Confessions of the Pricing Man (pp. 97-120). Springer International Publishing. Thimmapuram, P. R., Kim, J. (2013). Consumers' price elasticity of demand modeling with economic effects on electricity markets using an agent-based model. IEEE Transactions on Smart Grid, 4(1), 390-397. Witt, U. (Ed.). (2013). Escaping Satiation: The Demand side of economic growth. Springer Science Business Media.

What HP Is Doing Right And Why

Hewlett and Packard (HP) is an American technology company that provides technology services to large enterprises, individual customers, and small and large businesses. It is the leading manufacturer of personal computers and associated accessories in the world.Advertising We will write a custom essay sample on What HP Is Doing Right And Why? specifically for you for only $16.05 $11/page Learn More It has experienced tumultuous times in past years that have affected it adversely. However, it has changed its strategy and is pursuing reinvention strategies and initiatives. It is currently engaging in several projects and initiatives that will steer it back to prosperity in different field away from manufacture of computers. These initiatives include high-impact research, acquisition of Autonomy, a British software company, cloud services, corporate strategic overhaul, and management change. HP has increased its efforts of doing research in order to find so lutions to problems facing the technology industry. As a result, they have established research labs in seven different locations around the globe. The labs will focus research on eight areas that are central to technology. These include information management, content transformation, cloud, digital commercial print, intelligent infrastructure, analytics, sustainability, and immersive interaction. The main objective of the project is to shift its focus to cloud computing and EaaS, which are key areas of emerging technologies. HP has also acquired Autonomy, a British software company. The acquisition has brought wrangles in the corporation leading to exit of the chairman, Raymond Lane. The main objective of acquiring the company is to diversify their service delivery to focus mostly on software development and compete with other software development companies. HP intends to exit the personal computer market and explore the more profitable software market. This is in an effort to rein vent the company after many years of failed business operations. Recently, HP announced its corporate and strategic overhaul plan that had an adverse effect on its share price. The overhaul is intended to push HP into profitable market segments such as software, connectivity, and cloud services. Their strategy includes doing away with its Webos mobile devices and exiting the PC market that is not as profitable as it was in past decades. Its Webos devices include the Veer Smartphone and the Touchpad tablet. In addition, it is looking for alternatives to its Personal Systems Group (PSG). This might include separating operations of PSG form those of HP.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Another recent HP initiative is exploration of cloud services. HP has devised ways to provide cloud services to enterprises, consumers, and small and medium sized businesses. It has developed cust omized cloud services for each of the three groups of consumers. Services offered to each group offers solutions to problems that present challenges in the modern world where technology is an important aspect of achieving goals and objectives. The initiative’s main objective is to revamp HP’s service business in order to guarantee stability and high profit margins. This is a positive move because cloud services are under high demand and HP could seize the opportunity to reinvent itself. HP has also elected a new interim chairman, Ralph Whitworth after exit of Raymond Lane. He left after fallout with the corporation’s top management regarding acquisition of Autonomy Corporation. This move is an effort by the management of the corporation to avoid cases of past wrangles that cost it dearly. The new interim chairman has been serving at HP in the capacity of Board member for approximately two years. Lane said that he stepped down because he did not want to disrupt H P’s reinvention efforts. The new interim chairman is known for reviving failed corporations by introducing change. The election of Whitworth is a move towards adopting leadership that embraces change, a factor that is synonymous with their recent initiatives and corporate overhaul strategy. This essay on What HP Is Doing Right And Why? was written and submitted by user Dan1M00nstar to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Hamlet Essays (990 words) - Characters In Hamlet,

Hamlet In the play ?Hamlet' by Shakespeare, the integrity of some characters are all challenged with honesty and deceit. The King of Denmark is deteriorating and rotting the state and its people. Many images of corruption, spying, and decay compound as the play moves on, because Claudius is trying to find out what his nephew, Hamlet, is planning. A description of some of the points of defilement in detail and what they mean follows. As the scene opens, there is a party, and a party-pooper. The party is somewhat of a classy type, where all the people are dressed in fancy dresses and nice suits and one person in black. That person is Hamlet. Claudius, the late kings' brother, is marrying his widow, Gertrude, less than 2 months of his brother's death. This is a sign of corruption. Claudius tries to make it seem like nothing big has happened. He describes that he is sad, everyone should be sad, but it is best to think of the dead king with"wisest sorrow". That is, life goes on and doesn't stop for a single person's death. Claudius also adds "With mirth (gladness) in funeral and dirge (grief) in marriage". This is one of many paradoxes in this paradoxical play, but the king doesn't mean it as a paradox. The second sign of decay is that Hamlet wants to avenge is fathers death, and bring justice to the murderer. Marcallus, Horatio, and Barnardo notify Hamlet of a ghost that appears before them, one who looks like King Hamlet. Horatio adds that the appearance of the Ghost reminds him of what he has read in portents in Rome, just before the assassination of Julius Caesar, when "The graves stood tenantless and the sheeted dead / Did squeak and gibber in the Roman streets." Hamlet listens to his loyal friends, and decides to see what this is about. The ghost speaks to Hamlet, and tells him he is "thy father's spirit," and must soon return to the prison of purgatory and its flames. Ghost: "Revenge his foul and most unnatural murder... "Murder most foul, as in the best it is; But this most foul, strange and unnatural... "A serpent stung me; so the whole ear of Denmark Is by a forged process of my death Rankly abused: but you know, thou noble youth, The serpent that did sting thy father's life Now wears his crown." Hamlet: "O my prophetic soul! My uncle!" Yes indeed Claudius killed Hamlets father. This is a great sign of corruption. Hamlet must have revenge on Claudius and avenge is fathers ?most unnatural murder'. Claudius becomes suspicious of Hamlet and sends for Rosentcrantz and Guildenstern. He immediately greets them and gets down to business right away. He wants to find out why Hamlet is acting weird, and needs to be assured that it is only because of his fathers passing away. Claudius: "Welcome, dear Rosencrantz and Guildenstern! Moreover that we much did long to see you, The need we have to use you did provoke Our hasty sending. Something have you heard Of Hamlet's transformation; so call it, Sith nor the exterior nor the inward man Resembles that it was. What it should be, More than his father's death, that thus hath put him So much from the understanding of himself, I cannot dream of: I entreat you both, That, being of so young days brought up with him, And sith so neighbour'd to his youth and havior, That you vouchsafe your rest here in our court Some little time: so by your companies To draw him on to pleasures, and to gather, So much as from occasion you may glean, Whether aught, to us unknown, afflicts him thus, That, open'd, lies within our remedy." Claudius asks the two men to hang out with Hamlet and see what is wrong with him. He says, "I cannot dream of" what might be wrong. We suspect is that what the King really wants to know is what Hamlet knows or suspects, or what he may do. He has the whole state in his hand. The king not only uses some of Hamlets best friends as bait, but also uses his last love. The King, Gertrude, and Polonius influence Ophelia to help them find out what is wrong with Hamlet. They hope her "virtues" (sweet, kind, loving) will help figure out what Hamlet knows and planning. From out of the blue when Hamlet and Ophelia are talking, he asks the same question as he did with Rosencrantz and Guildenstern,

What You Need to Know About Libel Laws

What You Need to Know About Libel Laws As a reporter, its crucial to understand the basics of libel and libel law. Generally speaking, the United States has the freest press in the world, as guaranteed by the First Amendment to the U.S. Constitution. American journalists are generally free to pursue their reporting wherever it may take them, and to cover topics, as The New York Times motto puts it, â€Å"without fear or favor.† But that doesn’t mean reporters can write anything they want. Rumor, innuendo, and gossip are things hard-news reporters generally avoid (as opposed to reporters on the celebrity beat). Most importantly, reporters do not have the right to libel the people they write about. In other words, with great freedom comes great responsibility. Libel law is where the press freedoms guaranteed by the First Amendment meet the requirements of responsible journalism. What Is Libel? Libel is published defamation of character, as opposed to spoken defamation of character, which is slander. Libel: Exposes a person to hatred, shame, disgrace, contempt or ridicule.Injures a person’s reputation or causes the person to be shunned or avoided.Injures the person in his or her occupation. Examples might include accusing someone of having committed a heinous crime, or of having a disease that might cause them to be shunned. Two other important points: Libel is by definition false. Anything that is provably true cannot be libelous.â€Å"Published† in this context simply means that the libelous statement is communicated to someone other than the person being libeled. That can mean anything from an article thats photocopied and distributed to just a few people to a story that appears in a newspaper with millions of subscribers. Defenses Against Libel There are several common defenses a reporter has against a libel lawsuit: Truth Since libel is by definition false, if a journalist reports something that is true it cannot be libelous, even if it damages a person’s reputation. Truth is the reporter’s best defense against a libel suit. The key is in doing solid reporting so that you can prove something is true.Privilege Accurate reports about official proceedings – anything from a murder trial to a city council meeting or a congressional hearing – cannot be libelous. This may seem like an odd defense, but imagine covering a murder trial without it. Conceivably, the reporter covering that trial could be sued for libel every time someone in the courtroom accused the defendant of murder.Fair Comment Criticism This defense covers expressions of opinion, everything from movie reviews to columns on the ops might include a rock critic ripping into the latest Beyonce CD, or a political columnist writing that she believes President Obama is doing a horrible job. Public Officials vs. Private Individuals In order to win a libel lawsuit, private individuals need only prove that an article about them was libelous and that it was published. But public officials – people who work in government at the local, state or federal level – have a tougher time winning libel lawsuits than private individuals. Public officials must not only prove that an article was libelous and that it was published; they must also prove it was published with something called â€Å"actual malice.† Actual malice means that: The story was published with the knowledge that it was false.The story was published with reckless disregard of whether or not it was false. Times vs. Sullivan This interpretation of libel law comes from the 1964 U.S. Supreme Court ruling Times vs. Sullivan. In Times vs. Sullivan, the court said that making it too easy for government officials to win libel suits would have a chilling effect on the press and its ability to aggressively report on the important issues of the day. Since Times vs. Sullivan, the use of the â€Å"actual malice† standard to prove libel has been expanded from just public officials to public figures, which basically means anyone who is in the public eye. Put simply, politicians, celebrities, sports stars, high-profile corporate executives and the like all must meet the â€Å"actual malice† requirement in order to win a libel suit. For journalists, the best way to avoid a libel suit is to do responsible reporting. Don’t be shy about investigating wrongdoing committed by powerful people, agencies, and institutions, but make sure you have the facts to back up what you say. Most libel lawsuits are the result of careless reporting.

Electoral College Essay Example | Topics and Well Written Essays - 750 words

Electoral College - Essay Example There is also the problem of the unequal weight of votes. However, I n support of it is does generally support federal character in the nation, and requires a candidate to maintain wide spread support to win, and also helps keep the separations of powers in tact. 5. Pursuant to the Twelfth Amendment, the House of Representatives is required to go into session "immediately" to vote for President if no candidate for President receives a majority (270 votes) of the 538 possible electoral votes. 6. There are many suggest alternatives. One is simply for the popular vote to be the only deciding factor. There is also a proportional; system that is pending that would change the vote to go to candidates based on the percent of the vote they get. 7. No. It is not fair, all states do not get the same attention and smaller states are often left out. Candidates may not even campaign in smaller states because they know it is not worth their time or money. Big states and swing states get all the attention for the most part. 10. To me it seems less democratic, and people are not really voting for the candidate. People are instead voting in order for their electors to vote so in that since it is an indirect democracy of sorts, however it is still not as direct as I would like to see out system be. 11. Bad idea. People should win the election based on popular vote, no other system should even have ever been considered. We should not let people pick the candidate because of some number system like the Electoral College; we should let the person with the most votes wins. That is what democracy s all about after all.

Term paper Essay Example | Topics and Well Written Essays - 3750 words

Term paper - Essay Example In the 1990s, there was a call to understand and address the issue of teacher turnover in the United States. In the 15 years since this call, the turnover rate of teachers is still a central theme in many discussions regarding the teachers, yet there is now a better understanding about this phenomena. For instance, teacher turnover now encompasses several definitions, including teachers exiting the profession, teachers changing fields, or teachers changing schools (citation). Additionally there is now information regarding the reasons that teachers turnover. XXXX (XXX) reported that new teachers leave the teaching field because they fail to cope with the complications that can accompany teaching. Others may quit or move because of disruptive behavior amongst children, issues with the administration or parents, or lack of resources (XXXX, XXXX). Most of the studies surrounding turnover pertain to beginning teachers in general. That is, most reports report teacher attrition and mobility among all teachers, and then by current teaching position. In doing these analyses, large samples are quantitatively described and implications are made about various groups of teachers. While these analyses are important, there is a need to understand reasons for teacher attrition and mobility that are specific to science teachers. This type of analysis should take into account the nuances of the science teaching. Laboratory instruction is one area that is unique to science teachers. For science teachers, they need supplies to demonstrate phenomena and to have students explore basic phenomena in the laboratory. Another area that is unique to science teachers pertains to teaching out of field. Most science teachers are certified in one area, but often teach in different disciplines. A middle school science teacher, for example, who has a degr ee in life science and teaches a general science course, may

Alternative methodology Essay Example | Topics and Well Written Essays - 500 words

Alternative methodology - Essay Example Scientific theory is usually objective, while the constructivist approach is mostly subjective. This paper aims to identify the ways in which the study would have been different if the researchers had taken the scientific theory or positivist approach as opposed to the constructivist approach used. This difference will be identified by focusing on the epistemology, ontology, methodology and the effects of the theory on the data generated and inferences used. According to Gialdino (2009), epistemology is the approach that the researcher takes to the study based on the theory being used. As already identified, scientific theory usually takes on the objective construct, while constructivist paradigms usually involve subjectivity. The objectivity or subjectivity of the researcher is the epistemology of the research. In the case of Swain and Hammond (2011), it is evident that the research took a subjective view, which means that the researchers used the constructivist approach. In this case, if the researchers had taken the scientific approach, the research would have been different. In the scientific approach, the researchers remain objective and try to eliminate bias from the research. The ontology of research is a concept that deals with the relationships between different aspects of the society, and is different in both scientific and constructionist approaches (Hein, 1991). In the constructionist approach, researchers consider that there is no true knowledge, that knowledge is interpreted differently by different individuals. Since the constructionist approach is usually qualitative, it differs from scientific research in its ontology. If the research by Swain and Hammond (2011) had taken a scientific approach, the ontology would have been differentiated. Scientific or positivist paradigms use knowledge as the goal of

Democracy in Athens | Essay

Democracy in Athens | Essay Where did the real power lie in Athens’ radical democracy? Fifth-century, Athenian democracy has often served as a paradigm for democratic radicalism: from the French and American Revolutions to contemporary Anarchist Thought. And yet, the historical reality of the Athenian constitution may have been very different to what modern ideologues have envisaged. Was Athenian democracy truly a ‘rule by the many’, as the Greek word suggests? Or did the upper classes maintain their grasp over ‘real power’ down to the 4th century? This serious tension is exemplified in two contrasting passages in Thucydides’ narrative. In the so-called ‘Funeral Oration’, Thucydides has his Pericles proudly declare that ‘our constitution is called a democracy because power is in the hands not of a minority but of the whole people’[1]; but a few chapters later Thucydides will turn this statement on its head by claiming that ‘in what was nominally a democracy power was really in the hands of one man’ : Pericles himself[2]. This essay will argue that although ‘real power’ did indeed reside with the demos, in practice a special position was reserved for wealthy citizens who would dominate the assembly as orators. Democracy first emerged in the end of the 6th century as a reaction to ‘stasis’ or civil strife[3]. The Cleisthenic reforms of 508-7 BC resulted in an isonomic constitution, founded on ten new tribes and the reorganization of Attica in demes, while the assembly, archons, Council of Areopagus and Heliaea still functioned as they had done under Solon and Peisistratus. The new council of 500, based on the 10 tribes, was now gradually replacing the aristocratic institution of the Areopagus, while the extensive use of lot in selecting the officials, emphasized the equality of all citizens, who now enjoyed equal political rights in the election of officials whether at the deme level (demarche), the tribal level (general) or the state level (archons and councillors). Democratic reforms continued throughout the 5th century. In 501/0 the importance of the archonships was greatly reduced by the introduction of the ten strategoi (generals). By 487 archons were selected by lot, whil e in 462 the democratic leader Ephialtes was assassinated for his involvement in further weakening the jurisdiction of the Areopagus[4]. Soon after, Pericles will introduce political pay of jurors and other officials while even the chief archonships were now opened to smallholders and -at least in theory- to the thetes. In post-Periclean Athens, a new generation of wealthy non-aristocrats like Cleon, Hyperbolus and Androcles dominated the Athenian political scene as ‘champions of the people’ and promoted further the interests of the Athenian masses. The Athenian constitution of the middle and late 5th century was therefore a genuinely popular constitution, a form of government that was primarily concerned with improving the welfare of the citizen mass. The Athenian demos was empowered with direct voting in the Assembly and the popular jury-courts, by raising hands, drawing ballots, or inscribing on ostraca. They enjoyed political liberty, freedom of speech and equality before the law. The people –rather than the Areopagus- were directly responsible for the examination  of one’s conduct while in office[5]. With respect to foreign policy, democratic Athens embarked on a staunched imperialistic policy which entailed significant benefits for the citizen mass. Measures such as state pay for jurors, Assembly members and sailors, the cleruchies, the liturgies and the eisphorae imposed on the rich, were tantamount to an indirect form of redistribution of state funds to the lower classes. Yet in practice the Athenian democracy retained a hint of elitism throughout its long history. Politicians -democrats and oligarchs alike- were always members of the upper classes of Athenian society. Cleisthenes, Alcibiades and Pericles himself were all members of the Alcmeonid family, one of the oldest and most illustrious ‘gene’ of Attica. And even ‘new men’ like Cleon and Hyperbolus or even Demosthenes were wealthy enough to afford the appropriate rhetorical education provided by the sophists. While the wider demos would exercise its political power by voting for or against the issue at stake, it was always men from the propertied classes that would put forth a proposal or move a decree. As a consequence Athenian politics tended to be personal rather than ideological, revolving around personal charisma and rhetorical skills rather than party organization[6]. This explains the typical view expressed by conservatives such as Thucydides, Aristophanes and Pl ato that the demos was always being ‘led’ by the ‘rhetores’: led wisely under Pericles, and led astray by his ‘lesser’ successors[7]. While acknowledging the special role played by these wealthy Athenians vis-à  -vis the citizen mass one should dismiss the oligarchic view of the Athenian demos as a naà ¯ve, passive spectator of the rhetorical skills of its leaders as an exaggeration. Athenian Assemblies were proverbially harsh in holding their leaders responsible for failures. One should think of the aftermath of Arginusai in 406 BC and the fate of Thucydides himself[8]. Even Pericles’ own political career was far from rosy. As one reads through Plutarch’s ‘Life of Pericles’ the Thucydidean concept of Athens as ‘essentially the rule by one man’ seems less and less plausible. Pericles, his wife and his protà ©gà ©s, Pheidias and Anaxagoras, were repeatedly -and often successfully- prosecuted by political opponents like Thucydides son of Melesias[9]; his sons were never granted an Athenian citizenship despite his passionate plea before the Assembly; and a fine was imposed o n him when the invading Spartans pillaged most other country estates but not his[10]. Unfair as these measures may sound, they demonstrate that even the ‘Olympian’ was susceptible to the fierce criticism of the Ecclesia. The Athenian demos was not only one of the most powerful citizen bodies in the Greek world; it was also the most experienced and demanding when it came to judging personalities, abstract concepts, law cases, policy recommendations or even theatrical plays. Politicians could come and go but the Athenians knew that the final word would always rest with the demos. BIBLIOGRAPHY Hornblower, S. (2002): ‘The Greek World: 479-323 BC’, New York: Routledge. Meiggs, R. (1999): ‘The Athenian Empire’, Oxford: Oxford University Press. D. Lewis [ed.](1988): ‘A Selection of Greek Historical Inscriptions’, Oxford: Clarendon Press. Wilcken, U. (1962): ‘Griechshe Geschichte: im Rahmen der Altertumsgeschichte, Mà ¼nchen. Plutarch, ‘Life of Kimon’, Bernadotte Perrin [trans] available in the Perseus Digital Library, at http://www.perseus.tufts.edu/cgi-bin/ptext?doc=Perseus:text:1999.01.0182:text=Cim.:chapter=1:section=1 accessed on 15.03.2006. Plutarch, ‘Life of Pericles’, Bernadotte Perrin [trans] available in the Perseus Digital Library, at http://www.perseus.tufts.edu/cgi-bin/ptext?doc=Perseus:text:1999.01.0182:text=Per.:chapter=1:section=1, accessed on 15.03.2006. (Pseudo-)Aristotle, ‘The Athenian Constitution’, G. Kenyon [trans], available in the Perseus Digital Library, at http://www.perseus.tufts.edu/cgi-bin/ptext?doc=Perseus%3Atext%3A1999.01.0046query=head%3D%2316, accessed on 15.03.2006. Thucydides, ‘History of the Peloponnesian War’, original and translation in G. P. Goold [ed], Loeb Classical Library, Cambridge, Massachusetts: Harvard University Press, 1998. 1 Footnotes [1] Thucydides, II. 43 [2] ibid., II. 65. [3] For the relation between stasis and democratic reforms see Pseudo-Aristotle, 20.1: ‘Cleisthenes, getting the worse of the party struggle, attached the people to his following by proposing to give political power to the masses’. [4] For the weakening of the Areopagus see Plutarch, ‘LÄ ±fe of Kimon’, 15 and Aeschelus, ‘Oresteia’; for dating the introduction of the lot see Hornblower (2002:25) and Meiggs Lewis(1988:89-94); for the first recorded instance of a paid council see Thucydides, VIII, 69. [5] All greek words in brackets are taken from Pericles’ Funeral Oration. [6] Hornblower (2002:25) [7] Thucydides, II. 65 [8] ibid. IV, 104-7 [9] Plutarch, ‘Life of Pericles’, 32 [10] Thucydides, II. 65

Applying Theory to Practice Essay

Theory offers procedure and arrangement to nursing knowledge and provides a methodical way of collecting data to define, clarify, and forecast nursing practice (McEwen & Willis, 2011). Nurses use nursing theory to develop a certain outlook about patient care. Nursing theories serve as a shared groundwork for nursing practice across all settings to develop better patient care outcomes. This paper will explore childhood obesity and then apply to practice a mid-range and a borrowed nursing theory to the practice problem. Childhood obesity is a national problem that crosses all economic and social lines. Overweight children and adolescents are in jeopardy of having heart disease, such as hyperlipidemia or hypertension. In a varied group trial of 5- to 17-year-olds youths, 70% of overweight youth had at least one risk factor for heart disease (Freedman, Zuguo, Srinivasan, Berenson, & Dietz, 2007). Overweight youth are at higher risk to develop Type II diabetes (Li, Ford, Zhao, & Mokdad, 2009). Type II diabetes increases the risk of long term complications such as renal disease, visual impairment, cardiovascular disease, amputation, neuropathy, up to and including death. Youth that are overweight are also at higher risk for musculoskeletal issues, sleep disorders, socio-economic problems due to families inability to obtain medications and treatment. Overweight youth are also at risk of psychological problems such as being bullied in school, depression, suicide, and poor self-esteem (Dietz, 2004). Children and adolescents who are obese often carry this into adulthood and become obese adults. This sets them up for the likely hood of adult health problems such as heart disease, diabetes, stroke, and osteoarthritis (Guo & Chumlea, 1999). Some of the long term ramifications of childhood obesity include but are not limited to many types of cancer, including cancer of the breast, colon, endometrium, esophagus, kidney, pancreas, gall bladder, thyroid, ovary, cervix, and prostate, multiple myeloma and Hodgkin’s lymphoma (Kushi et al., 2006). There are so many short term and long term emotional and physical ramifications associated with childhood obesity that it warrants research and study. Childhood obesity is preventable and treatable. As a society it is time that measures were put into place to reduce the ever increasing numbers of children dealing with childhood obesity on a daily basis. There also seems to be a tendency for obesity to be passed down from generation to generation not because of genetics alone, but because of the learned lifestyle of the family. To treat children and adolescents for obesity it is going to take educating and treating the entire family unit. References Dietz, W. H. (2004). Overweight in childhood and adolescents. New England Journal of Medicine, 350(), 855-857. Freedman, D. S., Zuguo, M., Srinivasan, S. R., Berenson, G. S., & Dietz, W. H. (2007). Cardiovascular risk factors and excess adiposity among overweight children and adolescents: the Bogalusa heart study. Journal of Pediatrics, 150(1), 12-17. Guo, S. S., & Chumlea, W. C. (1999). Tracking of body mass index in children in relation to overweight in adulthood. American Journal of Clinical Nutrition, 70(), 145-148. Kushi, L. H., Byers, T., Doyle, C., Bandera, E. V., McCullough, M., & Gansler, T. (2006). American cancer society guidelines on nutrition and physical activity for cancer prevention: Reducing the risk of cancer with healthy food choices and physical activity. CA: A Cancer Journal for Clinicians, 56(56), 254. Li, C., Ford, E. S., Zhao, G., & Mokdad, A. H. (2009). Prevalence of prediabetes and its association with clustering of cardiometabolic risk factors and hyperinsu linemia among US adolescents. Diabetes Care, 32(). McEwen, M., & Willis, E. M. (2011). Theoretical basis for nursing (3 ed.). Philidelphia, PA: Wolters Kluwer .

Human Resources Essay

Human Resource Policies Assessing personnel needs HR must be approachable if an employee seeks advice regarding employment Recruiting personnel   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Recruitment must be objective and has to meet the standards of the company Screening personnel Applicants must be screened in an objective manner and test their aptitude for the job Selecting and hiring personnel   Upon selection, the hired applicants will be more than qualified for the job applied for Orienting new employees to the organization   Newly-hired employees are oriented by the company guided by its mission and vision Deciding compensation issues Compensation and other benefits should be discussed upon signing the contract. Benefits and Compensation Basic Salary   Ã‚  Ã‚  Ã‚  Ã‚   The monthly wages that an employee must received due to work rendered. Night Differential   Ã‚  Ã‚  Ã‚  Ã‚   An employee who works from 10pm until 6am will get a 30% of his basic salary Fringe Benefit   Ã‚  Ã‚  Ã‚  Ã‚   Employees should be   complemented with the following: housing, group insurance (health, dental, life etc.), income protection, retirement benefits,daycare, tuition reimbursement, sick leave, vacation (paid and non-paid), social security, profit sharing, funding of education, and other specialized benefits.   Ã‚  Ã‚  Ã‚   Employee awards Prolific   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   An employee is award because he works more than is required. Efficiency   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   An employee is awarded because of his work ethic and objectivity Resourcefulness   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     An employee is rawwarded due to his ability to find alternatives for the betterment of the job Customer Satisfaction It is always a company standard to treat a client in a proper manner, so as to make an increase in sales. Such award given to the employee makes him a role model for other employees. Innovative An employee is given this award because he strives for progress Salesmanship An employee makes a transaction beyond his quota, sales of the company would increase and will give the company and the manufacturer a boost on their public relations. Citation: The Art of Motivation: An Incentive Industry Primer

Explain why the League of Nati essays

Explain why the League of Nati essays Explain why the League of Nations failed in the 1930s [6] Its membership never embraced all the great nations. It had no moral determination. It dared not offend the Great Powers. It had positive means of enforcing its decisions. It was not universally trusted. It did not attempt to make a stand until it was too late. The concept of the League of Nations could only succeed if all great Nations were members. Although the membership of the League steadily increased this was never the case. The U.S. never joined the League; Germany was not accepted as a member until 1926 and withdrew in 1934, Russia was initially very hostile to the League and did not join until 1934, and Japan withdrew in 1933. The League showed in its early days that it was not always willing to take a stand over a matter of principle. For example; Italy and Corfu: An Italian General was murdered in 1923 while arranging a new border between Greece and Albania. The Italians blamed the Greeks (although Albanians might have not bee responsible), sent them an unacceptable ultimatum and then invaded the island of Corfu. The League persuaded the Greeks to pay 50 million lire into a Swiss bank while mediation took place. Meanwhile the Conference of Ambassadors of the victorious powers decided that Italy should be appeased and ordered the 50 million lire to be paid to Mussolini as compensation. The result shows that the League was prepared to allow its decisions to be overruled by the Great Powers and that it would permit a big nation to bully a small one. Machine parts were found to contain machine guns. Somebody was re-arming Hungary contrary to the Versailles settlement. Then the League went to investigate it found that the Hungarians had broken up the guns. However, as the train carrying the weapons had started its journey in Italy, it seemed likely that Mussolini was responsible. When the League debated the matter it mildly rebuked the Hungar...

Learn How to Conjugate Neiger (to Snow) in French

Learn How to Conjugate Neiger (to Snow) in French When you want to tell someone that its snowing in French, youll use the verb  neiger  (to snow). While this is a spelling change verb, which typically makes learning the conjugations a challenge, its also an impersonal one. That means you have far fewer words to memorize, which makes this lesson far easier than most. Neiger  Is an Impersonal Verb Neiger  is an  impersonal verb. This means that a person cannot do the act. It makes sense if you think about it: I cannot personally make it snow, you  cannot make it snow, and neither can we, she, he, or any other subject pronoun except it. This happens to verbs that we cannot control and youll find that  pleuvoir  (to rain) follows the same logic. What this means for French students is that you dont need to memorize the verbs conjugates for all of the pronouns other than  il, which means it in this circumstance. Also, there is no imperative form. The Essential Conjugations of  Neiger While you do have fewer forms of  neiger  to memorize than with personal verbs, you do need to look out for a few changes in its conjugations. This is a  spelling change  verb. You will notice that when the verb stem (neig-) requires an ending that begins with  a, an  e  is placed between the stem and the ending. This is done to retain the soft  g  so it sounds like gel rather than gold. The first chart gives you the proper forms for  neiger  in the indicative mood. While the present and future tenses use regular -er  endings, the spelling change is required in the imperfect past tense. The chart  will help you learn that  il neige  means it is snowing,  il neigera  means it will snow, and il neigeait  means it snowed. Present Future Imperfect il neige neigera neigeait You may also need to question whether it really is snowing, which is when  the subjunctive  is useful. If, however, it will only snow if something else happens (the temperature drops, perhaps), then youll use  the conditional.  In most cases, you will only find  the passà © simple  and  imperfect subjunctive  in written French. Subjunctive Conditional Passà © Simple Imperfect Subjunctive il neige neigerait neigea neigeà ¢t The Present Participle of  Neiger The present participle  of  neiger  does require the spelling change. Thats because it uses an -ant  ending and this produces the word  neigeant. Neiger  in the Compound Past Tense Beyond the imperfect, you may also use the  passà © composà ©Ã‚  to say that it has already snowed. This compound past tense requires neigers  past participle  neigà ©Ã‚  as well as a helping (or auxiliary) verb. To form this, begin by conjugating  avoir  to the il  present tense, then add  neigà ©:  il a neigà ©.

Summarize Comm Theories Essay Example | Topics and Well Written Essays - 250 words

Summarize Comm Theories - Essay Example principle of human social organization is made up of three basic elements: The appearance of the other with the self, followed by the identification of the other with the self, and lastly the searching of self-consciousness through the other (p. 253). The three elements of human social organization are enabled through mass communication. The theme in this reading is supported by the critical cultural theory. The theory argues that mass media establishes the status quo that defines social movements to bring about positive social change. The critical cultural theory illustrates that; communication occurs through a psychological process referred to as â€Å"mob-consciousness† (Baran & Davis, 2015). The psychological process is identified through a quantitative research method. An experimental approach is adopted to indicate how mob-consciousness is influenced by attitude and the surrounding environment. The quantitative research method was efficient and effective in establishing that a speaker has the ability to influence the general attitude of the audience. The research concluded that; communication occurs when one party assumes an attitude passed from another party and adjusts the attitude in respect to a particular aspect of the environment. The environment that influences attitudes is of much importance to the parties in the audience. The text achieves a common ground between the authors and the readers. The authors successfully explain how the social foundations and functions of thought influence communication. The critical cultural theory supports the theme of human social interaction. Communication arises when attitudes are assumed and adjusted to accommodate a common ground between the speaker and the audience, and among the audience

Critically evaluate the claim that childrens early grammars are based Essay

Critically evaluate the claim that childrens early grammars are based around lexically specific schemas - Essay Example The Verb Island hypotheses (Tomasello, 1992) was formulated to explain the lexical-centered application of grammatical rules in children’s utterances. The development of children’s acquisition of linguistic skills has been under investigation for a long while. However, no theory has received universal approbation. The arguement that young children’s verbs are independent, each developing its own mini-syntax unrelated to other verbs (Tomasello, 1992,2000) though well known in the academia, has also been criticized. According to Tomasello in the insular stage of development, children have inventory specific lexical schemas each used only for the specific predicates. This schemas are independent and do not form a grammatical pattern. It is in a later stage of growth, children develop abstract systems of construction of inter-related verbal patterns. These early absence of grammatical representations are attested by a number of recent studies. The children’s early grammatical constructions are ordered around concrete lexical material. These lexical constructions consist of a term showing relation, often a verb and an open slot meant to be filled by various elements. (Tomasello 1992,2000; Pine and Lieven 1993; Dabrowska 2000;Israel, Johnson and Brooks 2000).The short sentences are from a diary study adopted from Tomasello (1992:285ff). The utterances are from his 2-year-old daughter. The formational mechanism of the utterances shows that they are determined on the occurrence of specific lexical words. They are made up of an element with an open slot that is completed by a noun like expression. The given table identifies the following pattern: That’s_____, More_____, ______get-it. The early child parlance is marked by such lexically specific constructions. In all the multiple word combinations made by Tomasello’s 2-year-old daughter, it is possible to trace this predilection for the lexical centered speech formation. The

Recycling Research Paper Example | Topics and Well Written Essays - 2000 words - 2

Recycling - Research Paper Example The current global warming issue has created awareness among people which leads to air, water pollution and decrease of one-use resources. The lessening of number of one-use resources empowered countries to combat the problem by use of more renewable resources that can be recycled. The ethical benefit of recycling outweighs its negativity. The cost of land filling, incineration and collection of waste are much higher than that of recycling processes. The environmental effects are the disposal of waste can cost billions of dollars for municipal. But the implementation of recycling can help to deal with the issue. This essay will discuss about the optimum use of recycling for a possibility to reduce the environmental issues ethically. The reduction of waste stream and demand of waste is the process of recycling. The emission of all waste streams and minimizing the utilization of resources are the purposes of recycling. According to the Environmental Protection Agency, the solid wastes that are been recycled in America are only 30%. The implication of recycling can create huge impact on environmental and economic issue of a country. Environmental Protection Agency sates that the recycling process on paper can benefit environment. The water pollution can drop to 35% and air pollution can drop to 74% due to the implementation of recycling. Due to the increase in population, it became a beneficiary factor for every organization take the responsibility of recycling. There are several organizations that have implemented recycling to reduce the environmental issue to maintain ethics in workplace. PEPSICO is one of the global multinational organizations that has benefited from recycling. PEPSICO is one of the largest bev erage and food multinational company in America. The importance of social responsibility cannot be ignored by any company. The main goal of PEPSICO is to reduce its impact on environment with many initiatives such as energy, water,

The Classic Murder Story Essay Example for Free

The Classic Murder Story Essay I believe a classic murder story are things that have a strange murder weapon like Marys leg of lamb, the story must also have lots of detective work but shouldnt stress on it, must have a cliff hanger of some sort or failing that must have a striking finale (I found The Speckled Bands ending was an anti climax). My main things for a murder story in a great detective and an airtight alibi my favorite alibi everything above is included, brilliant.   The story of Lamb to the Slaughter begins with Mary Maloney waiting for her husband to return from work; while she is waiting she is sewing and glancing without at the clock. Then Patrick Maloney (her husband) walked in. Mary poured them both drinks. Mary while sitting down admires her husband and ponders her love for this man. Marys attempts at conversation are quickly halted Patrick shows a distinct feeling of uneasiness and seems extremely nervous. Mary began to talk about dinner but as she tried to start, he sat her down and told her some rather shocking news. This bewildered her and her mind became blank and everything she did was based on instinct. She murmured, Ill get the tea. She went down to the freezer got a Leg of lamb, which was the first thing, her hand made contact with. As she trailed by Patrick again he uttered his last words For Gods sake dont make anything for me .Im going out. With this her fury anger took over and she swung the frozen piece of meat as hard as she could killing him within seconds. She realized that she would get the death sentence but only cared for her baby. She went upstairs and practiced saying her usual sentences and smile. She went to the grocers, to create an alibi. When she returned she phoned the police in a grieved state. Her alibi was checked and was airtight. The police, who knew her, tried to comfort her she used this to feed them the murder weapon. Crafty!!! The prà ¯Ã‚ ¿Ã‚ ½cis of The Speckled Band starts with Dr. Watson reviews his cases of the past years. Holmes wakes him up and takes him downstairs to meet a client. The client is Helen Stoner she tells him abut her familys history in India, about the bereavement of her sister, her violent stepfather and her current engagement. Holmes was worried and asked to investigate the Roylott Manor, she agreed, as her Stepfather would be in London for the day. The trip was arranged and Helen left. Soon Dr.Roylott entered threatening Holmes warning him to stay a way. Holmes left but first went to the Doctors Commons to where he found a motive for the Doctor as possible killer money. He then went to Stoke Moran and investigates in the 3 different rooms the main one being where Julia Stoner was killed. Holmes noticed: a ventilator going in the wrong wall, a fake bell ring, the bed was clamped down and the room was impenetrable. Roylotts room had the ventilator from Julias room the metal safe, a tied up dog leash like a noose and a saucer of milk. Holmes then told Mary to retire to bed early tonight light a candle when Dr. Roylott goes to bed and then withdraw to the to your original room. Watson Holmes then went to a nearby inn The Crown Inn; Holmes then shared his own workings with the good Dr. Watson. The Manor house went dark around 10:00pm and the candle was lit about an hour later. So they went to the house, coming along a baboon on their travels, and entered Julias room with Watson sitting further back than Holmes who had taken it upon himself to sit near the bed. Suddenly there was a bright light and Holmes struck at the bell pull with all his fury and might yelling at Watson You see it yet Watson Then there was a hellish scream and after going to Roylotts room Holmes Watson found Roylott dead with the Snake around his neck. Roald Dahl the author of Lamb To The Slaughter was most well known for his childrens novel such as The B.F.G, Matilda Danny Champion Of The World but this short but exciting story shows me that he was more than just a fringe live off fake words writer as this catapults him into the one of great writers of the 20th century.  The Speckled Band was written by Sir Arthur Conan Doyle made famous for his Sherlock Holmes Novels. He was an extraordinary writer by the mere fact Sherlock Holmes is one the most well known fictional characters in the world. He got knighthood to prove his worth the highest award Britain has to offer.

The Effects of Child Abuse and Neglect :: Violence Against Children

Imagine being a child and having your own father or mother hitting or burning your body, making sexual advances towards you, or just never being there for you when you need them. Becca, who decided to keep her last name anonymous, told about her experiences with being abused as a child in the Admit to Child Abuse web page. She told of her story by saying that she was "the victim of child sexual abuse and was abused for approximately 7 years by my father. Even at my age (22) now it is hard to put what happened to me into words" (Admit to Child Abuse). Well, more abuse like Becca's happens to children in today's society and they are victims of just those things. Many people may not realize this but child abuse has become prevalent in the United States throughout these past couple of years. Not only are children being physically abused but they are also being sexual abused, emotionally abused and neglected by people that are suppose to be the closest to them. There are many signs and ef fects of abuse, depending on the child that is being abused. Throughout this paper, each form of abuse will be addressed and those forms will be analyzed to find a proper treatment for these problems. Under law, a physically abused child means "a child less than 18 years of age whose parents responsible for the child care... inflicts physical injury by other than accidental means which causes substantial risk of death" (Safe Child Abuse). In other words, physical abuse is when a person physically touches a child and harms them in some way. This is something that is not being done by accident. It is also considered to be physical abuse when a caregiver, which does not have to be the parent, creates or allows certain situations to happen that would cause the child to be in danger. A physically abused child is easier to spot out then an emotionally or sexually abused child. This is because there are usually physical indicators, like bruises, cuts, and burns on the children's body that are being abused. Some more physical indicators would be bite marks, swelling on any parts of the body, and fractures in awkward places. Behavioral indicators from the child to look out for when determi ning if someone is being physically abused is if the child avoids physical contact with others, gives inconsistent versions about injuries that they have, does not seem to want to go home after school, seems frightened of parents and there are also many more.

Semiotics Essay

Serrena Wortham English 101/Johnson Semiotics Essay 1 10/18/12 Country Stars Within Society There are a lot of movies with a main character stereo-typed as a cowboy that might have dark skin from working in the sun, is muscular, has rough hands, and a southern drawl. He might ride a horse, work really hard in the barn or on a tractor, sing or play a classic country song, and is gentleman to all woman. This is an image that comes in the mind of many people who think of cowboys, and there could be some out there like this description. Based upon movies with characters like this, has the truth been twisted to make all these stereo-types?The media has created the idea of these male country stars being rugged and dangerous, giving a physical attraction or desire, and in addition being loyal and respectful to woman. These technically are not bad things, but they could be stereo-typical and judgmental. Male country stars are portrayed as masculine or rough in many magazine covers, ads, movi es and TV shows. For example in a Wranglers Retro Jeans ad, Jason Aldean smirks at the camera wearing his worn out blue jeans frayed at the bottom, ragged on t-shirt, and classic cowboy hat at one of his concerts. This laid back look of his is not very unheard of by country males.This ad shows Jason can have a full range of motion in the jeans, that they are durable enough to hold him all the way through his high energy concerts and other day activities. This implies that a male country star is hard on his jeans and needs them to be durable and reliable. Another example within this ad is the Wranglers logo. A rope spells out Wranglers on a leather patch with thick visible stitching. This shows that it will not move no matter what you put it through, such as the hard work of a cowboy. By looking at adds and pictures this is what you see but other examples can be hidden in lyrics of many country stars.For example Justin Moore’s song â€Å"I Could Kick Your Ass†. â€Å"Y ou got your million bucks, You got your flashy sports car, You got your trophy girls, Man you think you're a star, You got your teeth bleached, You like to play the rich game, Yeah you think you're a cowboy, The new Jesse James, I could kick your ass†¦Ã¢â‚¬  Justin Moore is claiming the person he is singing to is feminine and would loose in a fight against himself. He wants to show his rugged, harsh nature to his opponent to intimidate or fire him up to fight. This could be portrayed as â€Å"bad boy† behavior, which can be desirable.The â€Å"barbaric† attitude and look of these country stars can also be seen as sexy. â€Å"COUNTRY’S HOTTEST GUYS! † is one of first things seen on the April 2012 Country Special of People magazine cover, besides Blake Shelton’s enlarged perfected smirk. He is one of the nicer dressing country stars of today with his light colored button up shirt and vest, nicely controlled hair, but with the sexy unpolished lo ok of his unshaven face and intimate eyes. As if this look doesn’t catch your eyes enough the text fitted close to his face, â€Å"Blake Shelton- His funniest (AND BEST) interview ever! , will catch your eyes. Not only are they selling his looks but his personality also. It shows that there is more to see inside. Even if you weren’t attracted by his looks you could be drawn in by the fact that he is funny. Desiring an attractive, intimate, and funny guy is enough to buy a magazine for many woman, but there are a few more factors that are shown in other advertisements. In the poster for Faith Hill and Tim McGraw’s new fragrances, Tim shows his protection and loyalty to his wife by his body language, while Faith shows her contentment.His body is almost completely sheltering Faith from whatever could get her, his slight glare and straight mouth expression shows his seriousness and love towards the woman he is protecting. This look, the dark plainness of his shirt, and his classic cowboy hat shows his rough side while Faith’s smile and contentment with her husband shows how loved she feels by a man who is as loyal as he. They are both looking in the same direction off to the left, this symbolizes they share the same goals and feelings for each other. They are together and are sharing something mportant. All together this cowboy/country star is absolutely in love, loyal, and protective of his wife. After his recent marriage to Miranda Lambert, Blake Shelton in his song â€Å"Honey Bee† has lyrics that form yet another example. â€Å" You'll be my soft and sweet, I'll be your strong and steady, You'll be my glass of wine, I'll be your shot of whiskey, You'll be my sunny day, I'll be your shade tree,You'll be my honeysuckle, I'll be your honey bee†¦Ã¢â‚¬  In this song he demonstrates how perfectly things work together contrasting.Miranda being his soft and sweet, just like Faith letting her husband protect her and love her. Blake being the strong and steady protecting and respecting his wife, just like Tim. Miranda being the glass of wine demonstrates a soft relaxation while Blake being a shot of whiskey can also demonstrate a harsh, rugged personality. As I have explained, cowboys having a blunt ruggedness, seen as physically attractive and their respectful, loyal personalities make up the stereo-types of country stars today.Have people used this stereo-type of cowboys to make money or sell an idea? This is definitely how advertising operates. Creating a good idea in a movie or TV show, making it desirable and then making products and selling them based off of the stereo-type. For example when a little boy see’s a Star Wars movie and suddenly wants to be Luke Skywalker, he will beg his parents for a light-saber, and this is the goal to advertising, which had made country music as big as it is today.

Assessment of Learning Essay

Assessment for Learning and Pupils with Special Educational Needs The aim of this paper is to provide a summary of the key issues that emerged during the Agency project Assessment in Inclusive Settings in relation to the application of the concept of Assessment for Learning to pupils with special educational needs (SEN). A significant aspect of inclusive assessment in practice that emerged from the on-going discussions with Project Experts was the concept of Assessment for Learning. References to this concept can be found in the majority of project Country Reports on national assessment systems (www.european-agency. org /site/themes/assessment/index. shtml). Within these Country Reports, Assessment for Learning can be seen as a ‘qualitative’ type of assessment procedures. This type of assessment – also referred to as ‘formative’ or ‘on-going’ assessment – is usually carried out in classrooms by class teachers and professionals that work with the class teacher. It usually refers to assessment procedures that inform teachers about pupils’ learning and guides them in planning the next steps in teaching. As a central task within the second phase of the Agency project, a decision was taken to explore in more depth the concept of Assessment for Learning and how this can be applied to assessment in inclusive settings. Two activities were conducted: – A review of available literature considering the concept. This was a short review of English language materials (please see the reference list at the end of this document); – Discussions with all Project Experts. Information from the initial review of available literature was presented to Project Experts as a stimulus for their discussions. This led to the Experts being asked to reflect on the differences between Assessment for Learning (formative, ongoing assessment) and Assessment of Learning (summative assessment) using the following parameters: PARAMETERS PURPOSE GOALS ASSESSMENT FOR LEARNING ASSESSMENT OF LEARNING Supporting Learning Accountability (linked to predetermined standards) Informs teaching and learning Promotes further steps in learning Focuses on improving Develops pupils’ skills of reflection Collection of information about what has been achieved (a record of marks) Compares with  targets that have been pre-established. Focuses on achievement www. european-agency. org 1 PARAMETERS ACTORS WHEN TOOLS ASSESSMENT FOR LEARNING Teachers Pupils Parents Peers Other school professionals On-going ASSESSMENT OF LEARNING Teachers External practitioners At fixed and pre-determined times Discussions, observations, self- Tests, drilling, grading, marking, assessment, peer-assessment, questioning, observation teacher debate, comment-only, dialogue, questioning, feedback, no-grading, portfolio, individual education plan . Adapted from Harlen (2007a) The key difference between Assessment for Learning and Assessment of Learning can be identified as the purpose for which teachers and other professionals gather evidence of learning. Although some tools may be the same (e. g. questioning) the key issues emerging from the feedback provided by Project Experts indicated that it is necessary to keep in mind that: – Assessment for Learning aims at improving learning; Assessment of Learning aims at ensuring accountability (of schools and teachers). – Assessment for Learning explores the potential for learning and indicates the next step to be taken in order to promote learning and focuses upon the dynamics of teaching and learning); Assessment of Learning shows what has been already achieved, memorised and absorbed and provides a snapshot of the current situation. The actors involved in Assessment for Learning are able to provide insights into progress that a pupil has achieved and how the school contributed to this development; the actors involved in Assessment of Learning include professionals who are external to the school situation (e. g. inspectors) and may be required to provide a picture of a school at a particular point in time, but they may not always know the school context and life in the necessary detail to provide insights into pupil learning. Assessment for Learning and Pupils with SEN? The concept of providing feedback to pupils about their learning is the crucial element in understanding the potential difference between the use of the term Assessment for Learning generally by educators – as it is most often used for example within the project Country Reports – and the use of the term within a research context. Overall, Assessment for Learning is concerned with collecting evidence about learning that is used to adapt teaching and plan next steps in learning. Evidence 2 www. european-agency. org about learning is crucial as it indicates if there has been a shift (or not) in a pupil’s learning progress and possibly learning processes. On the basis of such evidence, teachers can formulate targets/goals and are able to provide pupils with feedback about their learning (see Hattie and Timperly, 2007) clearly indicating to a pupil not just what they have learned, but also giving them information on how they may have learned it and how best they can learn in the future. The feedback provided during Assessment for Learning contributes to a pupils’ reflection on their own learning. Within the research literature reviewed for this investigation, Assessment for Learning is often described as involving this form of self-reflection, or more specifically, as a means by which pupils reflect on their own learning as they are engaged in an interactive ‘feedback loop’ with their teachers. The essential aim of employing the ‘feedback loop’ within Assessment for Learning is to promote pupils’ meta-cognition; that is their own understanding of not just what they learn, but how they learn and can learn in the best way. This is clearly presented by the Assessment Reform Group (2002) who describe Assessment for Learning as: †¦ the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. (Assessment Reform Group, p. 2) Assessment for Learning within this research-based context involves issues of self-reflection and self-assessment that develops a pupils’ own understanding of how learning is taking place and how it can be developed. This is particularly relevant as Assessment for Learning emphasises assessment as a process of meta-cognition (see for example the notion of Assessment as Learning in Western and Northern Canadian Protocol for Collaboration in Education, 2006). These notions, however, are not always the main focus when the concept of Assessment for Learning is used more generally (that is as in the project Country Reports). Meijer (2003) suggests that what is good for pupils with special educational needs is also good for all pupils and this maxim is one that has been considered throughout the entire Agency Assessment project. However, when considering the researchgenerated concept of Assessment for Learning, it has to be recognised that the work has been conducted in relation to pupils without SEN. Within the research work on Assessment for Learning considered in the literature review (Lynn and et al. , 1997; Black and Wiliam, 1998), issues around Assessment for Learning and pupils with SEN are only very marginally dealt with. Consequently, a decision was taken to actively explore within the Agency Assessment project the relevance of the research-based concept of Assessment for Learning for the learning of pupils with SEN along with the possible implications for assessment procedures used by teachers, school managers, parents and even www. european-agency. org 3  pupils themselves. Within the Agency Assessment project discussions therefore, the central question emerged as being is what is good for most pupils also good for pupils with SEN? The discussions with project experts essentially explored if the research concept of Assessment for Learning was valid for pupils with SEN. Two main areas were debated by Project Experts: 1. Does Assessment for Learning mean the same thing for pupils with and without SEN? Are same principles applied? 2. Are there differences in the use of Assessment for Learning for pupils with and without SEN? If so what are these differences for pupils, teachers, school managers and educational practice? Assessment for Learning – a relevant concept The most main outcome emerging from the discussions of the Project Experts is the agreement that Assessment for Learning is a significant element in successful teaching and learning of teaching with all pupils, including those with SEN. In essence, the critical question to ask is not whether Assessment for Learning can be applied to pupils with special educational needs, but rather how it can be applied. However, one potential area of concern was highlighted by project experts in relation to using Assessment for Learning with pupils with the most severe needs. In particular, engaging pupils with profound and multiple learning difficulties in the ‘feedback loop’ was seen as being challenging. However, project experts’ reflections on this potential difficulty can be summed up as follows: †¦ students with profound difficulties do not need different assessment systems, but only different methods/tools of assessment. Assessment for Learning – methods and tools In relation to tools for Assessment for Learning, Project Experts’ feedback indicates that many Assessment for Learning approaches (such as individualised observation, portfolios and diaries) have been extensively used in special needs education settings for some considerable time. In relation to other potential methods and tools it is necessary to underline the fact that Assessment for Learning methods and tools can be used with pupils with SEN providing that they are modified and adjusted (accommodated) to meet the needs of the individual pupil. 4 www. european-agency. org Teacher observation was seen by Project Experts as a main method for gathering Assessment for Learning information. This approach is seen as particularly relevant for pupils with SEN as it may be the only method available to gather information about the learning of pupils who use non- or pre-verbal forms of communication. However, the Project Experts’ inputs suggested that teachers needed to be given more guidance by specialists in order to improve their skills in observation. Specifically, project experts indicated that more guidance should be given to develop more individualised methods of observation of pupils with SEN. Some suggestions included the use of videos as helpful tools to collect evidence of learning for students with profound learning difficulties and to provide teachers with the best opportunities to reflect upon assessment and discuss the evidence with their colleagues. Questioning is often a crucial part of the teacher pupil interaction that occurs in the Assessment for Learning ‘feedback loop’. Project Experts indicated that questioning pupils with SEN is also possible – and necessary – but only: †¦ if the questions are framed in a way that allows pupils to have enough time to answer (the ‘wait time’) and if different stimuli to support questions (e. g. visual versus verbal stimuli) and ways of responding (e. g. eye contact) are considered †¦ In addition, Project Experts also indicated that the portfolio – if complemented with other information, for example the pupil’s IEP or specialist therapeutic programmes – could be a tool for dialogue with other professionals and parents. Finally, Project Experts expressed their view that approaches that encourage selfassessment and particularly self-reflection are tools within Assessment for Learning provided that they are adequately adapted and modified to meet the needs of individual pupils. The reinforcement of self-assessment skills was seen as a crucial goal for pupils with severe learning difficulties whose personal learning targets may often include autonomy and independence. These competences are fundamental skills clearly supported by the development of self-reflection and meta-cognitive skills (Porter et al., 2000). Assessment for Learning – implications for school managers All Project Experts agreed on the important role played by school managers in creating the opportunities for teachers to discuss and reflect on assessment issues and for parents to participate in the process of assessment of their children. There is a need for: †¦ head and deputy school managers [to] monitor planning and assessment †¦ more home/school diaries, informal chats reviews, phone calls. www. european-agency. org 5. School managers are crucial actors for the development of an organisational ethos that recognises pupils’ involvement as fundamental (Porter, Robertson and Hayhoe, 2000). Without respect for pupils’ wishes and a general school philosophy that supports pupil participation, Assessment for Learning is less likely to develop. Overall, as far as school managers are concerned, Project Experts across different Agency countries indicated there is a real need for them to provide all teachers with more formal time to reflect on their use of assessment in order that they can successfully engage in Assessment for Learning processes with pupils. Conclusions All of the contributions from the project experts were unanimous: the concept of Assessment for Learning as currently understood by countries, but – most importantly for this debate – also as described in the research literature is valid for all pupils: including those with SEN. From the discussions held with Project Experts, this proposition can be developed further: Assessment for Learning concerns all pupils and from an inclusive perspective there should not be any need to differentiate between pupils with or without SEN, but rather to differentiate classroom practice to meet all pupils’ requirements. Building on this assertion, four main findings can be highlighted: 1. The same principles of Assessment for Learning apply to pupils with or without SEN. 2. The only difference in Assessment for Learning between pupils with and without special educational needs is essentially in the type of tools and the assessment/ communication methods used by teachers. 3. The only area of concern relating to Assessment for Learning being applied to pupils with SEN relates to the notion of Assessment for Learning as a tool for pupils’ reflection on their own learning (i. e. the interaction between the pupil and teacher during the ‘feedback loop’). For pupils who use alternative forms of communication this feedback process cannot operate in the ‘traditional’ language based way. In this case, a more individualised approach, new assessment tools and a variety of means for teacher/pupil interaction need to be explored and implemented; for example close observation in structured situations which allows teachers to assess pupils’ likes/dislikes and so forth. 4. Many methods and tools of Assessment for Learning have been developed within special needs education settings and could be transferred into mainstream  settings to improve educational provision for all pupils. In summary, Assessment for Learning can and should be applied to all pupils, including those with SEN, providing that the relevant and necessary changes and 6 www. european-agency. org modifications are made in order to ensure the individual pupil’s full participation in the assessment process. It is clear that the discussions relating to the concept of Assessment for Learning within the remit of the Agency Assessment project have only provided a starting point. More detailed examination – research and also the wider dissemination of examples of good practice in applying Assessment for Learning to meet the needs of pupils with SEN – is needed in the future. It is hoped however, that the reflections from project experts as well as their assertion of the usefulness of the concept in supporting the learning processes of all pupils will inform the work and decision making of educational policy makers and practitioners across Europe. For the full text of this paper – including direct quotations from Project Experts relating to the key findings – please go to: http://www. european-agency. org/site/themes/assessment/index. shtml www. european-agency. org 7 References Assessment Reform Group (1999) Assessment for Learning: Beyond the Black Box. Cambridge: University of Cambridge School of Education. Assessment Reform Group (2002) Assessment for Learning: 10 principles. Research-based principles to guide classroom practice. Nuffield Foundation: Electronic source available online at: http://www. qca.org. uk/libraryAssets/media/ 4031_afl_principles. pdf (Last accessed November 2008). Black, P. and William, D. (2002) Inside the Black Box: Raising Standards through Classroom Assessment London: King’s College. Harlen, W. (2007a) Assessment of Learning. London: Sage. Harlen, W. (2007b) The Quality of Learning: assessment alternatives for primary education. (Primary Review Research Survey 3/4). Cambridge: University of Cambridge. Hattie, J. & Timperly, H. (2007) The power of feedback. Review of Educational Research, Vol. 77, N. 1, pp. 81-112. Lynn, S. F. and et al. (1997) ‘Effects of task-focused goals on low-achieving students with and without learning disabilities’ American Educational Research Journal, 34, 513-543. Meijer, C. J. W. (ed. ) (2003) Inclusive Education and Classroom Practices. Middelfart: European Agency for Development in Special Needs Education. Porter, J. , Robertson, C. and Hayhoe, H. (eds. ) (2000) Classroom Assessment for Students with Learning Difficulties/Disabilities. Birmingham: Qualifications & Curriculum Authority. William, D. (2007) Assessment for learning: why, what and how. London: Institute of Education, University of London.William, D. and Leahy, S. (2007) ‘A theoretical foundation for formative assessment’. In J. McMillan, H. (ed. ) Formative Classroom Assessment: Theory into Practice (pp. 29-42). New York: Teachers College Press. Western and Northern Canadian Protocol for Collaboration in Education, (ed. ) (2006) Rethinking Classroom Assessment with Purpose in Mind. Crown Right of the Government of Alberta, British Columbia, Manitoba, Northwest Territories, Nunavut, Saskatchewan, Yukon Territory: Western and Northern Canadian Protocol for Collaboration in Education. 8 www. european-agency. org.

My Business Career Goals Essays

My Business Career Goals Essays My Business Career Goals Essay My Business Career Goals Essay My professional and personal activities are strongly influenced by ethics, logic, love, education and human capital. My mission is to become a dynamic leader, to give the best of myself by always acting with integrity. I want to become the best version of myself and at the same time I want to help others to bring out all their potential to help them fully develop personally and professionally. It is my desire to touch the lives of my family, friends, peers and all the persons that surround me on every stage of my life. I think that as human beings with the capability of being rational we have a big responsibility towards this planet. I truly believe that the only way we can have a better place to live and a brighter future is by developing and using human capital. I believe that anything can be accomplished through people. Despite of being young, I truly believe that I have a strong notion of what kind of person I am, and what kind of person I want to become. I want to build a reputa tion of being dedicated to every goal I choose to pursue while having successes in both my personal and professional life. I want to enjoy every moment along this journey finding laughter, love, and happiness with each day that passes. I have overcome many obstacles in my life to get where I am today. Eight years ago I moved about five miles away from where I was living. You may think I moved to a different city or different neighborhood, but it was not anything like that. It was a different country with a different language, different values, and a whole different lifestyle. Six years ago I came to the United States, literally speaking no English, and without an idea of how the education system worked. I was born in San Diego California, but I grew up in Tijuana Mexico. Since my whole life has been between these two countries, it is hard for me when people ask me â€Å"Where are you from?†because I have never had a sense of belonging to just one country,