The Holocaust and Nazi Germany - 1477 Words

Introduction (150 words) As a result of the Holocaust, a clear link can be made between Nazi racial ideologies and Hitler’s foreign policy. Firstly, Nazi ideologies were a fundamental facet to the Holocaust, as it included the philosophies of who constituted as a Jew, and the consequent treatment of those diagnosed as Jews. Secondly, Hitler’s foreign policies were another significant aspect of the holocaust, as it was a fundamental part in the construction of Hitler’s ultimate goal. Thirdly, the foreign policy and racial ideologies are revealed to be inextricably linked through the invasion of Poland in 1939. Fourthly it is evident that these foreign policies and racial ideologies contributed to Germany’s involvement in World War Two.†¦show more content†¦Additionally, as outlined in the Nazis’ racial ideologies, Hitler desire to reclaim ethnic Germans, or â€Å"Volksdeutsche† back into the Reich who were living outside of Germany could not be achieved witho ut the extension of the Reich land, therefore making Poland a good target. Furthermore, Poland had over 3 million Jews, and of those 3 million, 2 million Jews came directly under Nazi rule, meaning Germany could relocate those Jews, freeing up many houses for the relocated of the â€Å"Volksdeutsche† . Thus, it is evident that the Nazis’ foreign policy had multiple incentives and were significant facets of Hitler’s ultimate goal. Paragraph 3: How they are linked in relation to Poland invasion: Initally treatment of Jews (300 words) In this context, it can be observed that the Nazis racial ideologies and foreign policies are intimately link, revealed primarily in their invasion of Poland. The invasion of Poland took place in September 1939, and was occupied by Germany until early 1945. As revealed in the Nazi foreign policy, Poland had 3 million Jews, and one of the chief leaders who executed the treatment of Polish Jews after the invasion was Heydrich . Heydrich was ordered by Hitler to ensure â€Å"the ï ¬ nal return into the Reich of ethnic and racial Germans abroad, including the creation of settlement areas for them† . As a result of Heydrich’s role, he created the â€Å"HeydrichShow MoreRelatedThe Holocaust and Nazi Germany Essay1100 Words   |  5 PagesThe Holocaust is most well-known for the organized and inhumane extermination of more than six million Jews. The death total of the Jews is this most staggering; however, other groups such as Gypsies, Poles, Russians, political groups, Jehovah’s witnesses, and homosexuals were targeted as well (Holocaust Encyclopedia: Introduction to the Holocaust). The initial idea of persecuting select groups of people began with Adolf Hitler’s rise to power in Germany. In January 1930, Hitler became the ChancellorRead MoreThe Holocausts Effect on the German Jew Essay1745 Words   |  7 Pages Adolf Hitler came to power over Germany in January of 1933. He hated Jews and blamed them for everything bad that had ever happened to Germany. Hitler’s goal in life was to eliminate the Jewish population. With his rise to power in Germany, he would put into action his plan of elimination. This is not only why German Jews were the main target of the Holocaust, but why they were a large part of the years before, during, and after the Holocaust. Hitler’s â€Å"final solution† almost eliminated theRead MoreSingling Out the Jewish People743 Words   |  3 PagesWorld War II the Nazi party took over i n Germany. At its head was a man named Adolf Hitler. For some reason Hitler hated the Jews, we see this in World War II with the Holocaust. The Holocaust started in 1933 when Hitler rose to power; he made a plan in 1941 which was to eradicate the whole Jewish population. Hitler called this plan the â€Å"Final Solution† (An Introductory History of The Holocaust). Why did Hitler and the Nazis single out the Jews for genocide? And in what ways did the Nazis single themRead MoreDifferent Perspectives of The Jewish Holocaust 1641 Words   |  7 PagesThe Holocaust tends to be a bitter memory and an unpleasant subject to discuss. Although this event took place many years ago, repercussions are still present in the twenty first century. Especially in Germany, the Holocaust not only influences patriotism, but it also influences education and immigration policies. In contrast to other countries where nationalism is common, Germany has been forced to lessen the sense of nationalism i n order to dispose false beliefs some individuals have of GermanRead MoreAdolf Hitler : Leading The Genocide1182 Words   |  5 PagesPer. 5 23 March 2015 Adolf Hitler: Leading the Genocide The Holocaust was the mass murder of Jews under the German Nazi regime in 1941 to 1945. There are many components of this significant event. One important component was Adolf Hitler, the leader of the Nazi Party and Chancellor of Germany from 1933 to 1945. Hitler contributed to the execution of Jews during WWII through his ideology, his dictatorship, and his leadership of the Nazi Party. To initiate, Hitler’s early life had a great impact onRead MoreUndisclosed Victims of the Holocaust 774 Words   |  3 PagesVictims of the Holocaust When Germany was defeated in World War I by Britain and France they were forced to sign the Treaty of Versailles, which proclaims Germany to be responsible for all reparations of the War. It was easy for Hitler and his Nazi party to blame the wealthy Jews for not offering enough money to the country, but his anti-Semitism was completely aimed towards the Jews. By the end of 1920, the Nazi party had about 3,000 members according to A Teacher’s Guide to the Holocaust. With an armyRead MoreThe Holocaust: The Biggest Hate Crime in the World1418 Words   |  6 PagesThe Holocaust is consider one of the biggest hate crime that the world has witness. It is a hate crime due to the fact that is directed toward a specific group of people. Individual chosen or group chosen because they represent a group believed to represent a group that the perpetrator is biased against. Everything started when Adolf Hitler became the leader of Germany, form 1934 to 1945. Adolf Hitler was born in Au stria in 1889. Hitler rose to power in German politics becoming the leader of theRead More The Origins of the Holocaust Essay1547 Words   |  7 PagesThe question of the origins of the Holocaust has been studied by scholars using several differing approaches. These interpretations are outlined by Donald Niewyk in The Holocaust as the long history of European anti-Semitism, the charismatic personality of Adolf Hitler and the influence of modern â€Å"scientific† racism or eugenics. These interpretations are illustrated in the works of John Weiss, Ian Kershaw, and Henry Friedlander. Niewyk uses Weiss to identify the interpretation of ancient anti-SemitismRead MoreThe Holocaust : The Destruction Of The Jews1717 Words   |  7 PagesThe Holocaust is by far the worst genocide ever committed, with between 5 and 6 million Jews murdered; along with countless other minorities the Germans deemed inferior (The Holocaust Chronicle Appendices). The Holocaust began with the boycott of J ewish businesses, and ended in camps such as Auschwitz. The destruction of the Jews was made possibly with the rise of Adolf Hitler to power, as he and his fellow Nazi followers attempted to exterminate the Jewish populace of Europe. In the paragraphs toRead MoreThe Holocaust : A More Perfect Union1060 Words   |  5 PagesAlthough many recognize the Holocaust as one of the most catastrophic genocides in history, few acknowledge its underlying causes. Historians often attribute the combination of German aggression and foreign appeasement with the Nazi rise to power and success in completing the Final Solution. However, the power of the totalitarian regime originated from its domestic policy, allowing one man to manipulate the thoughts and actions of an entire nation. The Nazi indoctrination of Germany with propaganda provided

Homestead Act Essays - 2875 Words

I THESIS STATEMENT nbsp;nbsp;nbsp;nbsp;nbsp; The Homestead Act of 1862 made surveyed lands obtainable to homesteaders. The act stated that men and women over the age of 21, unmarried women who were head of households and married men under the age of 21, who did not own over 160 acres of land anywhere, were citizens or intended on becoming citizens of the United States, were eligible to homestead. This paper will show how the Homestead Act came to be enacted, who the homesteaders were and the effects of the Homestead Act on the pioneers. II WHAT EVENTS LEAD TO THE HOMESTEAD ACT? The distribution of Government lands had been an issue since the Revolutionary War. Early methods for allocating unsettled land outside the†¦show more content†¦Others were concerned that factories in the East would lose their supply of cheap labor if workers were lured westward by the availability of small blocks of land at low prices. Congressmen from the West argued that settlers were performing a patriotic service when they tamed the wilderness and advanced the frontier. For decades, the halls of Congress echoed with debates about the minimal price at which land should be sold and the minimal acreage that a buyer should be required to purchase. Gradually, Congress decreased the minimum unit from 640 acres in 1785 to 320 acres in 1800, 160 acres in 1804, 80 acres in 1820, and 40 acres from 1832 until 1862, when the Homestead Act gave 160 acres free to anyone who would live on the land and cultivate it for five years. III PASSAGE OF THE HOMESTEAD ACT nbsp;nbsp;nbsp;nbsp;nbsp;The Pre-emption Act of 1841 legitimized squatting by letting farmers claim unsurveyed plots and later buy them from the government. Pre-emption became the national policy, but supporting legislation was blocked. Senator Andrew Johnson of Tennessee took up the cause in 1840. Southerners opposed Johnson’s land giveaway as benefiting working-class whites who were unlikely to vote slavery into the new states. Three times the House of RepresentativesShow MoreRelatedHomestead Act2916 Words   |  12 PagesSTATEMENT The Homestead Act of 1862 made surveyed lands obtainable to homesteaders. The act stated that men and women over the age of 21, unmarried women who were head of households and married men under the age of 21, who did not own over 160 acres of land anywhere, were citizens or intended on becoming citizens of the United States, were eligible to homestead. This paper will show how the Homestead Act came to be enacted, who the homesteaders were and the effects of the Homestead Act on the pioneersRead MoreWhat The Homestead Act Is Through Its Powerpoint Slideshow And Worksheet Activities946 Words   |  4 Pagesfound a great lesson to work off of for my lesson plan on history of the Homestead Act. The original lesson was well organized but very short. I chose to focus on Domain 2 Conceptual Understandings because this lesson plan only had one assessment and I felt that the assessment was weak in whether a teacher could gage students understanding of the material. This lesson did a below average job of explaining what the Homestead Act is through its powerpoint slideshow and worksheet activities. I also didnRead MoreWhy People Mirgrated West to Oregon Essay1513 Words   |  7 PagesPeople who had different religions and ideas such as Mormons and the main opportunity found in Oregon was land. People who moved west in hope of a new life who fled to Oregon gained a tremendous amount of. The Homestead Act of 1862 made vast areas of the western plains available to farmers. The Act granted to an adult citizen, or one who declared the intention of becoming a citizen, a quarter section or 160 acres of the public domain for free if the occupant agreed to settle and cultivate the land immediatelyRead MoreThe Expansion of America to the West1314 Words   |  5 Pagesheld this belief and was the driving force in Americas expansion. In 1862, Congress passed the Homestead Act and the Pacific Railway Act that would help aid settlers in their plight across the Plains. These ac ts used public lands to achieve significant national ambitions of western migration and the construction of the transcontinental railroad. In 1862, the Homestead Act was passed into law. The act stated that any American citizen could file an application and for a small amount purchase 160Read MoreThe World Of The New World1258 Words   |  6 Pageswhy. While some say the beginning of the end for Native Americans started the moment Europeans first arrived on the continent, there was a number of events that defined the end of Native life and survival to a large extent. First we have the Homestead Act of 1862[6], this granted the right to land ownership of 160 acres to white settlers who were willing to commit to living on the land they claimed. This naturally applied an extraordinary amount of pressure on Plains Indians as their land was beingRead MoreKey Qualities Of An Effective Leader818 Words   |  4 Pagesleader proved to be a daunting assignment because there have been so many in history or even present day who have impacted our world. However, Abraham Lincoln is my choice for this assignment. In many respects, Lincoln was a hero due to his notable acts, great causes and nobel works. In fact, his entire cabinet were rivals who opposed him, but he knew each of their abilities and strengths would be of value to the country (Gilder Lehrman, n.d.). At a Society for Human Resource Management ConferenceRead MoreEast Of Eden Character Analysis963 Words   |  4 PagesHamilton family. Samuel Hamilton an Irish Immigrant, father of nine, and husband to Liza Hamilton meets the Trask family when Adam Trask would need help with an irrigation system for his new farm, when he moved to the Saliana Valleys during the Homestead Act. Samuel Hamilton becomes very close with the Trask family and even birth Adam and Cathys son. After Cathy shots Adam in the shoulder and runs away from him, Samuel will help him. Along with Samuel Hamilton, Lee a chinese immigrant and housekeeperRead MoreThe Expansion of America and The Homestead Act of 18621180 Words   |  5 Pagestreaty signed with France in 1803 by which the U.S. purchased for $15,000,000 the land extending from the Mississippi River to the Rocky Mountains and from Canada to the Gulf of Mexico. Other causes of westward expansion included the Homestead Act which is An act passed by Congress in 1862 promising ownership of a 160-acre tract of public land to a citizen or head of a family who had resided on and cultivated the land for five years after the initial claim. and African American slaves, traveledRead MoreImpact Of Railroads On American Development And The Framework Of The Country2242 Words   |  9 Pagesand Western Expansion allowed for the railroad business to progress. The Transcontinental Railroad was a product of Western Expansion and the construction of more railroads. The Transcontinental Railroad began to be built after the Pacific Railroad Act passed in 1862, that promoted and aided the construction of this railroad. The Transcontinental Railroad was built to link the east to the west in the United States. The Central Pacific and The Union Pacific Railroad Companies were appointed the taskRead Morethe worst ha rd time1139 Words   |  5 Pagesthe event and presentation of the report were affected by these different types of evidence. 5. Conduct further research on the political and social events coinciding with Egan’s Dust Bowl portrayal—such as the Stock Market Crash of 1929, the Homestead Act, the Hoover administration policies, the election of FDR, the New Deal programs implemented by FDR, etc. Then write an analysis of how an understanding of the larger cultural, historical, and economic context can deepen our understanding of the

Studying Abroad Is Better Than Studying Local Universities free essay sample

Study abroad and Study locally have a lot of difference between them. Study abroad needs visa or permission called student visa whereas study locally does not need visa since the study is in local universities. Study locally is not very expensive when compared to study abroad. This is because of the fact that study abroad involves expenditure in the form of visa, passport, foreign exchange, flight charges and the like. Apart from these expenses you would have to spend money in the form of fees for the entire duration of the course. Study locally is bereft of all the extra expenditure mentioned above. It is enough if you spend money in the form of fees for the entire duration of the course in the local university. Study locally is not preferred by many due to the fact that some of the courses that the students are looking for are not offered by the local universities. We will write a custom essay sample on Studying Abroad Is Better Than Studying Local Universities or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This is the one of the primary reasons why the students are looking to get admission into foreign universities. They would be happy to get admission into the foreign universities to get their ambition realized. Study abroad paves the way for new avenues as far as job openings are concerned. This is not very much true in the case of study locally. Sometimes students prefer study abroad to get their specialization in a particular branch of science or arts. On the other hand you will be offered basic degrees quite effectively in case you prefer to study locally. Take for example the basic medical degree. Most students would like to study and get their basic medical degrees locally but would like to opt for study abroad when it comes to getting their specialization degrees in medicine. Studying for basic degree locally and opting for study abroad for specialization is economical too.

Samuel Adams free essay sample

He was an excellent politician, an unsuccessful brewer, and a poor businessman. His early public office as a tax collector might have made him suspect as an agent of British authority, however he made good use of his understanding of the tax codes and wide acquaintance with the merchants of Boston. Samuel was a very visible popular leader who, along with John, spent a great deal of time in the public eye agitating for resistance. In 1765 he was elected to the Massachusetts Assembly where he served as clerk for many years.It was there that he was the first to propose a continental congress. He was a leading advocate of republicanism and a good friend of Tom Pain. In 1774, he was chosen to be a member of the provincial council during the crisis in Boston. He was then appointed as a representative to the Continental Congress, where he was most noted for his oratory skills, and as a passionate advocate of independence from Britain. We will write a custom essay sample on Samuel Adams or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In 1776, as a delegate to the Continental Congress, he signed the Declaration of Independence.Adams retired from the Congress In 1781 and returned to Massachusetts to become a leading member of that states convention to form a constitution. In 1789 he was appointed lieutenant governor of the state. In 1794 he was elected Governor, and was re-elected annually until 1797 when he retired for health reasons. He died In the morning of October 2, 1803, In his home own of Boston. Strong opponent of British taxation, he helped organize resistance to the Stamp Act (1765) and played a vital role In organizing the Boston Tea Party.Samuel was a second cousin to U. S. President John Adams, with whom he urged a final break from Britain and signed the U. S. Declaration of Independence. It does not require a majority to prevail, but rather an Irate, tireless minority keen to set brush fires In peoples minds. -Samuel Adams Adams became a Democratic- Republicans (following Thomas Jefferson) when formal American political parties were created In the late 1790 s. Samuel Adams By Alicia-flask of Massachusetts, 1789; Elected Governor of Massachusetts. 1794-97.

Will Your Healthcare Job Be Done by a Machine in 20 Years

Will Your Healthcare Job Be Done by a Machine in 20 Years Technology has made our life so much easier in recent years. It is becoming an essential part of our life, performing manual and repetitive tasks for us in our daily life. But at the same time, machines can actually do some amazing things that would be impossible for human to achieve 5 years ago. We can all agree that advancement in technology has helped us. But what you really want to know is this: will your job be around in the future? Or will it be replaced by robots. By looking at the pace of our technology advancement and how likely our jobs can be automated, researchers are able to estimate how technology will affect the job market in 20 years. Here are how likely some of the healthcare jobs could be done by machines in the future.1. Massage TherapistsThis job has a 54.1% chance of being replaced by a machine in the future.2. Home Health AidesThis job has 38.5% chance of being automated.3. Physician AssistantsIf you are a physician assistant, you are safe. It only has 14.5% cha nce of being replaced by robots.  4. Occupational TherapistsCongratulation if you are an Occupational Therapist! Your job has only 0.3% chance of being automated and replaced by machine. A good career to go into if you are thinking about getting  a job in the healthcare support field.5. Medical SecretariesAccording to the research, medical secretary jobs have a 81.5% chance of being done by machine in 2o years. Time to learn new skills!6. Medical Bill and Account CollectorsUnfortunately research shows that this job has a 94.7% chance of being automated in the future. If you are doing this job right now, make sure to sign up our job alert and start thinking of switching to a new job!7. Physical TherapistsIf you are a Physical Therapist, you can releax. Your job has only a 2.1% chance of being done by a machine.Check out the future of other jobs at npr.org if you want to learn more:  Will Your Job Be Done By A Machine?

January Writing Prompts for Student Journals

January Writing Prompts for Student Journals Students return from the winter break during the first week of January. With the new year comes resolutions and a desire to do better. January is a great time to start students on daily writing assignments. These can be in the form of warmups or journal entries. The ideas provide writing prompts for each day of the month. Daily Writing Prompts Having a writing prompt handy for each day of the month can ease teacher planning. The numeral before each prompt represents the date in January. New Years resolutions: Many people begin the new year with a list of resolutions. Write about three of your New Years resolutions and explain what steps you need to take to make them come true.Goal setting: Goal setting is an important part of creating an ideal future for yourself. Come up with a one-year goal, a three-year goal and a 10-year goal for yourself. Then write about three steps that you will take to accomplish each of these goals.J.R.R. Tolkiens birthday: Discuss your feelings on fantasy and science fiction. Do you enjoy these types of books? Explain why or why not.Isaac Newtons birthday: Explain what Newton meant by the following quote: If I have seen further than others, it is by standing upon the shoulders of giants.National Bird Day: When the United States was founded, Benjamin Franklin argued that the national bird should be the turkey. Instead, the bald eagle was selected. Was this a good choice or should the Founding Fathers have gone with the turkey instead? Give reasons for your answer. Sherlock Holmes birthday: Today is the birthday of fictional detective Sherlock Holmes. Do you like mysteries? If so, tell about your favorite mystery book, television series, or movie. If not, explain why you dont like them. Alternatively, write about Little Christmas or the Epiphany. Many cultures celebrate a second Christmas on this date. What celebrations would you like to see twice a year?Winter break: Describe the best thing that happened to you over winter break.Elvis Presleys birthday: What is your favorite type of music? Your least favorite? Explain your reasons for each.Seasons: What is your favorite season? Why?United Nations Day: What is your opinion about Americas participation in the U.N.? Or, what  is your opinion on the effectiveness of the U.N. in negotiating world peace?Death of Francis Scott Key: On this day in 1843, Francis Scott Key died. He penned the lyrics of the Star-Spangled Banner. What is your opinion about the use of this song as a political protest (su ch as NFL Players kneeling)? Do you put your hand over your heart and stand in respect when the national anthem is played? Should athletes be required to do so? National Pharmacist Day: Meat producers around the nation typically put low levels of antibiotics in the animals food to help promote growth. However, some people are concerned that this leads to antibiotic-resistant bacteria in humans. The meat industry argues that if it were unable to include antibiotics, the cost of meat would dramatically increase. Do you think that the meat industry should be forced to stop using these antibiotics? Defend your answer.Make Your Dreams Come True Day: What is a dream that you have for your future? Describe this dream and explain the steps you can take right away to help make it come true.Benedict Arnolds birthday: React to the following statement: One mans traitor is another mans hero.Super Bowl hype: Do you watch the Super Bowl for the game, the ads or both? Explain your answer.Passage of the 18th Amendment: This amendment  to the U.S. Constitution prohibited â€Å"the manufacture, sale, or transportation of intoxicating liquors† but not the consumption, private possession, or production for one’s own consumption. Currently, a large number of states and the District of Columbia have laws broadly legalizing marijuana in some form, but marijuana is still against federal law. Should states have the right  to allow  marijuana be regulated like alcohol? Benjamin Franklins birthday: What was Franklins most important contribution to America?Winnie-the-Pooh Day: Which character from Winnie-the-Pooh do you think is most like you? Explain your answer.Popcorn Day: What is your favorite movie? Or, who is your favorite film director? Why?Presidential Inauguration Day: What qualities does it take to be an effective president of the United States? Or, what makes a president of the United States ineffective? What evidence do you have to support your answer?Martin Luther Kings birthday: King stated in his famous I Have a Dream speech: I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. What is your opinion on how close America has come to fulfilling  Kings dream? What evidence do you have to support your opinion?National Hobby Month: What is your favorite hobby? What makes it your favorite?National Blood Donors Month: Should b lood donors be paid to donate blood? Explain your answer. California Gold Rush: If you had lived in the 1840s when gold was discovered in California, do you think that you would have traveled West to take part? Why or why not?National Opposite Day: What would you do differently if you were the teacher in this class? Or, what is the opposite reaction that you have from your family on a topic (politics, music, technology)? Why do you react differently?Australia Day: Have you ever traveled out of the country? If so, describe the similarities and differences between the country you visited and America. If not, explain which countries youd like to visit and why.Lewis Carrolls birthday: Which character from Alice in Wonderland would you most want to meet? Which would you least like to meet? Why?Jackson Pollocks birthday: What is your opinion of modern art? Do you like it or hate it? Why?Thomas Paines birthday: Do you agree with the following statement by Thomas Paine: Government, even in its best state, is but a necessary evil; in its worst state , an intolerable one. Explain your answer. Franklin Roosevelts birthday: Franklin Roosevelt was elected to four terms as president. After this, the 22nd Amendment was passed limiting the president to two terms or 10 years. Do you think that there should be term limits for presidents? What about for senators and representatives? Explain your answer.Jackie Robinsons birthday: Robinson was the first African-American to play baseball in the Major Leagues. Many praised him for his courage. How do you define courage? Give examples of people who you think are courageous.

Organisational behaviour Case Study Example | Topics and Well Written Essays - 1500 words

Organisational behaviour - Case Study Example The employees became aware that the company paid low salary, overworked employees, and fired them without valid reason. This paper will present a case analysis of the situation facing the Nordstrom Company. Evidently, there is a critical problem in the Nordstrom Company. Over the years, the Nordstrom Company has exhibited a poor organizational culture. More specifically, the company does not have rewarding compensation schemes for the employees who have ensured that the company is successful. According to the case study, the employees face the compulsion of putting more hours without any overtime. In other cases, employees work for many days without having an opportunity to rest. The pay they receive does not match with the number of hours they put in as well as the increasing demands of their jobs. Many of the employees feel that their job is continually in jeopardy. They are constantly in fear of being laid off (Aquinas, 2006). For example, Ms. Lucas highlights that working at Nordstrom Company translated into working for free. The increasing demands of the ability to produce thank-you letters and other customer service books took so much time, but the pay was minimal. As a result, s he developed ulcers because of the continued stress from her job. Her case is not unique because many other employees described in the case study have highlighted that the company did not reward them as expected. Therefore, the poor organizational culture has contributed to limited levels of employee satisfaction and increased employee turnover (Fox, 2006). Although the company is highly committed to delivering exemplary customer service, it does not promote employee satisfaction and loyalty because many workers operate under stress. The accusations filed against the company indicate that it has poor labor practices. One of the potential solutions for the company is to hire a consultant who can investigate

Non-Malignanat Palliative Care -Assignment 2 Assignment

Non-Malignanat Palliative Care - 2 - Assignment Example lignant conditions which need palliative care because of the degree of suffering in the end-stage. One such disease is chronic obstructive pulmonary disease (Croft, 2005). Patients with this condition develop many symptoms which cause great discomfort and despair not only to the patient but also their dear ones. According to Deane (2008), "patients with chronic obstructive pulmonary disease follow a slowly-declining disease trajectory, punctuated by acute episodes of ill health, until the acute episode that proves to be the fatal one." â€Å"More often than not, death is sudden and unexpected† (Deane, 2008). The only solace to such patients would be to provide a comprehensive care which takes care of the physical, psychological, emotional, spiritual and religious needs of the patients so that they lead a peaceful life until their death (Croft, 2005). Such a care is known as palliative care. In this project various aspects of palliative care will be discussed which are individu alized and tailor-made to a 85 year old patient by name James with chronic obstructive pulmonary disease in end-of-life situation. Palliative care needs of patients with COPD James is a known patient of chronic obstructive pulmonary disease and suffers from severe breathlessness, distress, despair and discomfort. Chronic obstructive pulmonary disease or COPD is a devastating medical illness which causes a great degree of human suffering (GOLD, 2008). It characterized by non-reversible airway obstruction due to either emphysema or chronic bronchitis or both. It is not only a major health issue but also a significant source of economic and social burden (Fromer and Cooper, 2008). One of the most frightening and debilitating symptom of COPD is breathlessness which is progressive. The most common cause of COPD is cigarette smoking (Silvermann and Speizer, 1996). This condition affects about 15% of cigarette smokers (NICE, 2004). Many patients with COPD do not receive appropriate end-of0 life care because of the unpredictable course of their disease (Deane, 2008). Along with these symptoms, patients with COPD have other co morbidities which need to be managed too (Deane, 2008). Though the clinical course of COPD is not predicable, end-of-life care is yet possible. In the last year of life, patients like James with COPD are likely to suffer from chronic dyspnea, low mood, weakness, easy fatiguibility and pain (Deane, 2008). COPD most commonly presents as acute infection of the lungs or cough that is productive. The disease is progressive and eventually, the patient develops breathlessness which, over the course of the disease because the most predominant and distressing syndrome. The patient also begins to suffer from exercise intolerance and also easy fatiguibility. All these symptoms make the life of the patient miserable and helpless. The main reason for breathlessness is poor oxygenation of the lungs and ventilation perfusion defects.

Toy World, Inc. Case Analysis Essay Example for Free

Toy World, Inc. Case Analysis Essay Executive Summary Toy World, Inc. is a company that has been manufacturing toys for children since 1973. Since 1976, the company has enjoyed profitable operations. At the end of 1993, revenue and profit came close to $8 million and $270 thousand respectively. With Jack McClintock as president and Dan Hoffman as production manager, the two have tried to find a strategy to adjust operations to the volatility of the toy market. Sales in the toy market are seasonal, reaching peaks in the months of August through December, while remaining relatively flat during the remaining months of the year. This seasonality has affected the company’s production schedule. During the off season, inventory is low, skilled workers are underutilized, and machinery is left idle. When the busy season finally arrives, Toy World is forced to hire more workers, pay additional overtime wages, and operate at full capacity. Dan Hoffman sees inefficiencies in this schedule and proposes a level production plan that would eliminate overtime wages and fully utilize skilled workers. Under his plan, toys would be manufactured evenly every month, allowing inventory levels to build in the months leading up to the holidays. In addition to using cash, the company must also take on additional loans to compensate for the high inventory levels. In an industry that has relatively low capital requirements, Hoffman’s strategy may increase overall profitability, but it jeopardizes the company’s liquidity. 1. What factors could Mr. McClintock consider in deciding whether or not to adopt the level production plan? The main factors Mr. McClintock should consider when deciding whether or not to adopt the level production plan comes down to the trade off between liquidity and profitability. Given the  highly seasonal nature of the industry, producing goods ahead of time has strong risks associated with it. If management’s projections are incorrect, the company could incur significant inventory write-downs or write offs. Additionally, the company will incur extra costs of storing the inventory that will accumulate in the first half of the year. Further, Mr. McClintock should analyze the differences in amount and timing of the company’s external funding needs under the level production plan, and whether or not the financing needs can be met by the current credit line of $2 million. To assess the impact of these factors, we prepared pro forma financial statements under level production. 2. What savings would be involved? The savings involved in leveling production include reductions in overtime premiums as well as a decrease in additional labor costs. Expenses involved in this production overhaul include increased shipping and handling expenses and an increase in interest expenses. Both of these expenses are a result of having increased inventory levels. Total savings less total expenses from the new production strategy results in positive net savings of $148,000. See Exhibit E. 3. Prepare the pro forma financial statements and estimate the external funding needs required. Income Statement In preparing monthly statements under the level production plan, several adjustments were made to management’s original projections (Exhibit A). Given the annual savings in overtime premiums as well as direct labor, cost of goods sold under level production would be reduced from a constant 70 percent of sales to 65.1 percent of sales. However, this is slightly offset by the annual increase in storage and handling costs, which is accounted for in operating expenses. To determine the interest income, we multiplied the average monthly cash balance by the 4 percent annualized return provided by management. Income taxes remained at 34 percent, arriving at a total net income of $661 for 1994. Balance Sheet The most significant adjustments made to the balance sheet were under inventory, accrued taxes, and notes payable. As is depicted in Exhibit B, we prepared schedules for both accrued taxes as well as inventory. Management provided a specific tax payment schedule, which was subtracted from each month’s income taxes to arrive at ending accrued taxes. As for inventory, beginning inventory plus finished goods completed less cost of goods sold determined each month’s ending inventory. Under level production, the finished goods completed should be constant month over month. We determined this number by dividing the annual cost of goods sold by 12. Finally, notes payable was our plug figure. As this line item represents the company’s existing credit line, it can be further analyzed to assess the company’s amount of added funds required and the timing of the needs under level production. External Funding Needs Toy World Inc. will require large external funding in order to support inventory levels leading up to the holiday season. Toy World currently has a $2 million line of credit with the bank. In order to support the level production plan, we estimate that Toy World will need a line of credit of close to $4 million in the month of September. 4. Compare the liabilities patterns feasible under the alternative production plans. What implications do their differences have for the risk assumed by the various parties? Under the alternative production plans, the timing and amount of funding that Toy World will need to keep up with inventory projections significantly differs. For example, in June, due to the lags of the 60-day collection periods, strong funding will be needed to keep up with the level production. If management moves forward with the current seasonal production plan, they would not take on the further liabilities and maintain lower cash balances in the busy months of September to December. The most significant tradeoffs of the two scenarios are between liquidity, profitability and leverage. If the toys ended up not being as popular as they forecasted, then the various parties would take on the risk of the rising inventories. Toy world would  then have to decide whether or not to hang onto the excess inventory in anticipation of increased demand, or rid themselves of inventory to increase working capital. Either way, this risk, if came to fruition, would be a lose-lose situation for if they hold onto it and demand doesn’t bounce back, then they lost some working capital, but if demand does bounce back, and they have gotten rid of the inventory, they will find themselves unable to keep up with demand. Also, the industry has relatively no barriers to entry so taking on more debt in this volatile industry to increase inventories would be risky as products have short lives and a relatively high rate of company failures. Sensitivity Analysis Given the inherent risks associated with producing toys significantly ahead of time, we decided to conduct a sensitivity analysis around this factor (Exhibit D). Specifically, we assessed the impact of writing off 10 percent of the prior month’s inventory balance. This change would be reflected as a direct reduction in inventory, as well as a corresponding increase in cost of goods sold, resulting in a 382 percent decrease in net income from seasonal production. While 10 percent of total inventory write downs is an extreme downside situation, the key take away is the importance of how accurate management’s projections are. In a level production plan, management will have to begin producing for peak sales periods early on in the year, greatly increasing the risk of inaccurate projections. Therefore, one of the most critical considerations in adopting level production is the confidence in management’s ability to accurately forecast industry trends. Conclusion Despite past profitability and success, our analysis shows that Toy World, Inc. could benefit greatly from an operational restructuring. Adjusting their business model to implement a level production plan in 1994 as opposed to past seasonal production will result in a positive impact on the company’s profitability. However, in order to implement these changes, Toy World, Inc. will need an extension on their line of credit. Further, our sensitivity analysis shows the importance of having strong confidence in management’s projection ability. If the company believes that their  projections will be accurate enough to avoid significant inventory write offs, and can obtain approval for an extension in the line of credit, transitioning to a level production plan will greatly improve profitability and operational efficiency.

It’s Time We Learn to Listen to Our Bodies Essay -- Health Nutrition D

It’s Time We Learn to Listen to Our Bodies Christine is my best friend. She is the kind of person anyone would love to know. She has the most wonderful personality. She is always there for me and knows just the right things to say. She is giving and caring to anyone she comes in contact with. She is helpful, understanding, and overweight. Like most women who struggle with their weight, she has tried every diet available and none have worked successfully. I see her fight this constant battle and feel her disappointment when she fails. Food is a consuming factor in her life and that is where her problem lies. To lose her weight and keep it off, she must learn to listen to her body's cues and eat when, what, and how much it asks for. Most weight problems start in early childhood. Babies are not capable of overeating. They want to eat when their bodies are hungry and they eat until their hunger is gone. Parents don't realize that they start creating bad habits in their children when they limit their baby's food intake or constantly shove bottles at them whenever they cry. As a c...

How is God Related to Sufferings in Psalms and Job? Essay

The book of Psalms and the Book of Job are both parts of the bible that share stories of sufferings, faith and worships. The book of Job was written more than 2,500 years ago which relates the story of Job. Job was a good man and dearly loved by God but in the end must suffer to test the strength of his faith. Since Job believes he is not forsaken by God he trusts everything in the hands of God. One day God thought of testing Job’s faith if it is enough to carry him through the trials he would bestow on him. He asks Job what he knows about Him being his God. Job did not fully satisfy God with his answers although God knows what is inside his heart. But God wants to know the extent of Job’s faith to Him and thought of a plan to test Job’s faith. One day great numbers of insects attack Job’s crops and ate almost every plant he has. Rain did not come and he could not till his land. Then he starts to wonder why despite his closeness with God things like these could happen. He tried to talk to God but God does not answer. Falling to starvation he became terribly sick and begged for God’s help but God is nowhere to be found. When he felt that everything is hopeless and was about to die, he called again to God and ask why he was being forsaken and abandoned. He looked into the heaven and said despite he was forgotten by God, his faith still remained in him. Suddenly God touched him and he quickly regained his strength. God told him that he let these things happen to make Job realized that it is only through suffering and trials that a man will prove his faith in him. That he has not really abandoned him but was with him during the time he was suffering. God has to do things to Job to test the strength of his faith. Job did not leave his faith and so he reaped the love of God even more. That is why God is related to the suffering in this book as a way to test Job’s faith and remained to it even during the time of great suffering. This gives us the lesson that regardless of the suffering we have God will come to our aid as long as we keep our faith to him (Society, 2008). If the Book of Job tells the story of the suffering and strength of faith in God, the book of Psalms were collections of songs of prayers and praise. This book was written by the Hebrews who believe in the might and love of God. A Psalm is a poem that is accompanied by musical instruments and so they are actually poems that have been made into songs. David was mainly the composer of the songs on Psalms which he sang with his harp. There are different kinds of Psalms and all were originally written in Hebrew. Hebrew alphabet is composed of 22 letters and an alphabetical Psalm starts its first verse with the first letter of the alphabet, the second verse begins with the second letter and so on. These Psalms were the hallelujah, thanksgiving, praise, historical, penitential, imprecatory and messianic psalms. Among these Psalms that are related to repentance are the penitentiary psalms which confess the sins of man, the Imprecatory Psalms which tells us how God is angered by sinners and how he will judge them and the messianic psalms advises us about the coming of the Messiah (Books, 2008). Theologians provide explanation on the Book of Psalms that is now within the New Testament. According to them we as people may also experience suffering the same as Jesus Christ had suffered in the cross. But our suffering should not be believed as punishment for the sins we made but to strengthen us and ready us for a more harmonious destination. In Psalm 3, David has suffered the consequences of his sin with his adulterous relationship with Bensheba. He relate this suffering into a poem and then it became one of the collections of songs. In Psalm 119:68, 75 indicate that suffering befalls to us to see the goodness, righteousness and the strength of our faith with our God. Many songs within the Book of Psalms indicated the suffering of man we face as Christians. In Psalm 22, there are also Psalms that questions God and why do we need to suffer. And so God is related to suffering in the Book of Psalms to tell us through the songs that we should not sin and be righteous so that we will be blessed (Futato,1999) . References Society, A. B. (2008). Why Does God Allow Suffering? Journal. Retrieved from http://www. bibles. com/absport/news/item. php? id=102 Books, O. T. (2008). Chapter 7: Job and Psalms. Journal. Retrieved from http://www. middletownbiblechurch. org/oldtesta/oldtes7. htm Futato, M. D. (1999). Suffering As The Path To Glory. Journal. Retrieved from http://www. pressiechurch. org/Theol_2/suffering_as_the_path_to_glory. htm

Math Mayan Calendar Essay

The Mayan Calendar is a system of calendars in Pre-Columbian Mesoamerica, in modern communities in highland Gautemala, in Vercruz, Oxaca, and Chiapas, Mexico. The calendar is filled with mathematics and a huge math system, but it is not exactly like the math system we use today. The math system hidden inside the Mayan Calendar is called the Vigesimal System. How does the Vigesimal System work? The numbers represent what symbols in the math system? This things have been in the question a long time we still are studying the Mayan Calendar to this day; which was made approximately 5,000 years ago.The Vigesimal System began by the people in the Mayan civilization counting on their fingers and toes. Since we have ten toes and ten fingers which equals twenty, so instead of having the base unit as ten, the count was done with a base twenty system. The System goes by twenty units for example it goes: 1, 20, 400, 8000, 16000, etc. While are Decimal system goes by ten units so it goes: 1, 10, 100, 1000, 10000, etc. This means it has twenty posibble digits for a placeholder [0-19], while the decimal system we use today only has ten possible digits for a placeholder [0-9].So the numbers 3, 30, and 300 would be represented as three, then three times twenty, then three times twenty times twenty, or simply three times four-hundred, which is twenty squared. So in Mayan math the number 123 doesn’t mean you have one 100, two 10’s, and three 1’s, rather it means you have one 400, two 20’s, and three 1’s (which in our mathematical system that would be 443). So say we want to set up an equation and we set thirty-one equal to something and we used the Vigesimal System, it would look like this: 31=20+11, and this is because this mathematical system goes by twenty units.The Mayan math makes it so instead of positions having a ten-fold, it actually has a twenty-fold. So the positioning system has it so the higher places get multiplied by twentyâ€℠¢s instead of ten’s. Even though it seems like twenty is the only number that the Vigesimal System deals with, it is not, the number five also has a big role. This is because eon each side of our hand and toes we have five fingers and toes. The number five is a multiple of the twenty base unit system, so that adds on to the number five’s significance.Located inside this big mathematical system you only find three symbols for all the numbers. These symbols once again are based on the fact that the Vigesimal System is based on twenty units [0-19]. The three symbols are the dot, bar, and the shell. The dot-worth one unit, the bar- worth five units, and the shell- symbolizes the zero. The zero was actually founded by the Mayan people while in the process of making the Mayan Calendar and is one of the most important numbers that were ever distinguished. These symbols can be combined to represent any number.This Chart below is going to show how the symbols are used to repres ent the twenty placeholders [0-19]: When you use the Vigesimal System there is a rule that only the higher places get multiplied by twenty’s instead of ten’s in the Decimal System we use. In the table below the number 168,421 is going to be compared in the terms it would be expressed between the Decimal System and the Vigesimal System.When writing the numbers they can be written vertically or horizontally, When you write in vertical writing the bar that is worth five units is placed horizontally with a dot worth one unit on top of the bar. When writing them vertically they grow from the base up. With the horizontal writing the bar is placed vertically and the dots go to their left and higher positions grow left of the first entry. When writing vertical, to write a twenty a zero is placed in the first position (base) with a dot on top of it in the second position. The dot in this situation means one unit of the second order which will equal twenty. To write twenty-one t he zero would change to a dot and the subsequent numbers the original 19 count will be in the first position. As in turn they reach 19 again they get another dot is added to the second position.Any number higher than nineteen units in the second position is written using units in the third position. All units of the third position are always worth twenty time twenty, 400. To write the number 401 a dot would go in the first position, a zero in the second position, and a dot would go in the third position too. The numbers even higher than the third position would be multiplied by twenty again. The chart shown below shows an example of the â€Å"Mathematical Count†: Like any other thing the â€Å"mathematical count† does have one exception, it is called the â€Å"calendric count† which is when they give the third position a value equal to 360 instead of 400, but the higher positions follow the regular pattern, being multiplied by twenty.The Mayan Long Count inside the Mayan Calendar is another thing that evolves aroung the Vigesimal System, so it is based around the twenty units. The first position counted single days, called â€Å"k’in†. The second position is called the â€Å"uinal, which is equivalent to twenty â€Å"k’in†. The twenty â€Å"uinal† does not equal the third position; it makes an 18-fold jump instead so that 100 or â€Å"tun† in the calendar represents eightenn times twenty or 360 days. That is slightly over 365 days which is the amount of days we have in a year.This then makes a twenty-fold jump increase, so 1000 or one â€Å"k’atun† is expressed by the value 20 x 18 x 20, 7,200 days; which is a little less than twenty years. The next position is expressed by 20 x 20 x 18 x 20, 144,000 days which equals one â€Å"b’ak’tun†, a little less than 400 years. When using the Decimal System, they go as high as 9, but in the Vigesimal System  they can go all the way up to 19. So mathematically when we write Mayan numbers we use decimal points to show each digit’s position. We write 1.17.19 to represent the Mayan number that equals one â€Å"tun† (360 days), plus seventeen â€Å"uinal† (20 days), plus nineteen â€Å"k’in† which has a total of 719 days. The Mayan Long Count only reached 12.19.19.17.19 on December 20th.The way the Mayan people made this calendar with the Vigesimal System was one of the most incredible things ever. Them using the twenty based system has made a lot of research been done to investigate the math held inside the Mayan Calendar. Being able to use math 5,000 years ago has shown some determination and intelligence. The math held inside this Mayan Calendar may have made the whole world change, and the mathematics of the Vigesimal System hidden in the Mayan Calendar has shown how math can change the world. It also shows how math is used in everyday life and how if people were n ot using math a lot of things would not be here to this very day and it shows multiple ways math effects people in their everyday life.

How to Craft an Exploratory Essay on the Kite Runner by Khaled Hosseini

How to Craft an Exploratory Essay on the Kite Runner by Khaled Hosseini Welcome to our third and final manual: informative guide for an exploratory essay on The Kite Runner by Khaled Hosseini. Here, you will learn how to properly write an exploratory essay, how it’s outlined and some dos and don’ts that will help you write a stellar exploratory essay on the Kite Runner by Khaled Hosseini. We already discussed some topics in our guide 20 exploratory topics on The Kite Runner by Khaled Hosseini earlier, and facts in our 10 facts on The Kite Runner by Khaled Hosseini guide. Now, let’s look at how to write an essay on this subject. The Purpose of an Exploratory Essay If you’ve worked on argumentative assignments in the past, you’ll find that an exploratory essay is a bit different from an argumentative essay. In fact, exploratory essays are distinctive from other essay cores out there. Unlike other essays, where you convince the audience with regard to the validity of your thesis or gaining approval on your point of view, exploratory essays introduce problems you’ve discovered in a particular object, book, film, subject, etc. Sometimes, you need to form explanatory conclusions on how the problem can be solved. In order for your exploratory essay to turn out well, you need to keep in mind that it should be retrospective to your writing and introspective to your thoughts. An exploratory essay follows the standard structure to writing an essay, however, it is different in context, which is as follows: How an exploratory essay is written: The Introduction First of all, you should write an overview of your exploratory essay. In your first paragraph, you should outline the problems, its significance, and a brief discussion of the problem’s root causes, the institutions or people involved in it, and some possible solutions to the problem. There is no harm in including the source you’ve used as part of your research. Body Paragraphs Here is how the body of an exploratory essay is written: In the first few paragraphs, you write about the introduction of your source and the reason behind choosing this source as a means of your exploration process. Between the first and last paragraphs, you discuss the information that you’ve found during the exploration process and the information which defines the problem you’ve found. You also discuss the importance of this information and how it’s related to the problem you’ve unearthed. In the final paragraphs, you bring your introspection into play – how the exploration helped you think differently and sort out the problem or, in some cases, led to other sources. Conclusion The conclusion is roughly the same in every essay. You have to reinstate your thesis, review the problem and people or institutions involved and highlight possible solutions to the problem. However, if you haven’t found any solutions and there are a plethora of questions to be answered, it’s recommended that you discuss them here. Be sure to include the sources where you would have looked and other forms of research necessary to find the solution to the problem. That’s it! Now you are ready to write a brilliant exploratory essay on The Kite Runner by Khaled Hosseini. If you have any other inquiries related to this topic, feel free to reach out to us – we are here to help you in any way we can.

Ipso, Meso, and Peri Substitutions in Organic Chemistry

Ipso, Meso, and Peri Substitutions in Organic Chemistry   The prefixes ipso-, meso-, and peri- describe ring substitutions in organic chemistry. They are part of the IUPAC nomenclature used to specify the position of any non-hydrogen substituents in an aromatic hydrocarbon. Ipso Substitution The ipso- prefix is used when  two substituents share  the same ring position in an intermediate compound. This could occur  in an  electrophilic aromatic ring substitution. Meso Substitution The meso- prefix is used when  substituents occupy a  benzylic  position when the  first carbon covalently bonds  adjacent to a benzene or other  aromatic  ring. It is seen in acridines and calixarenes. PeriSubstitution The peri- prefix is used to describe substituents at the 1 and 8 positions. It is seen specifically in naphthalenes. In addition to ipso, meta, and peri, there are two other ring substitution patterns you may encounter. There is the ortho, meta, and para substitution and the cine and tele substitution. Cine and Tele Substitution In the cine- substitution, the entering group is positioned adjacent to the one that was occupied by the leaving group. This is seen in aryne chemistry. In the tele- substitution, the new position of the entering group is more than one atom further away on the aromatic ring.

Fly Dubai Airline Essay Example | Topics and Well Written Essays - 1750 words

Fly Dubai Airline - Essay Example Reference is made, as an example, to a specific company, the Fly Dubai airline. The above firm’s services are described and evaluated so that the concept of quality of services, as applied in modern firms, is fully understood. 1.2 Service firms, description and types The key objective of service firms is the provision of services of various types to the public. Different criteria have been used in the literature for describing service firms. According to Faulkner & Campbell (2006) service firms ‘are concerned with providing customers with an experience’ (Faulkner & Campbell 2006, p.504). Moreover, Jin (2005) notes that the service firms represent a high percentage, about 60%, of ‘the markets of developed countries’ (Jin 2005, p.37). ... The first category incorporates those firms providing services directly to the consumers, such as a hairdressing; the second category incorporates a high range of service firms, including firms offering legal, accounting or advertising services (Onkvisit & Shaw 2004, p.300). 2.0 Fly Dubai airline 2.1 Profile and business activities of the company Fly Dubai is a low cost airline based in Dubai (Fly Dubai 2012). The firm was established in 2008 (Fly Dubai 2012). The firm offers a wide range of destinations, including India, Kuwait, Syria, Egypt and Jordan (Fly Dubai 2012). Recently, the firm ordered 54 new aircrafts, which, along with the firm’s existing aircrafts, will help the firm’s fleet to significantly increased (Fly Dubai 2012). 2.2 Quality of service delivered by the company In Fly Dubai, the quality of services is among the organization’s objectives. Still, failures have not been avoided. According to a Customer Scoring published by SkyTrax in 2012, Fly Du bai is scored with 6.7 out of 10 in regard to the quality of its services (Figure 1, Appendix). Different reasons are used for justifying the above score: for example, one of the customers, the first in the list of customers participated in the relevant scoring, highlights the delay in departure as one of the firm’s major problems (Sky Trax 2012); himself, he faced a delay of 5hrs when decided to travel using Fly Dubai (Sky Trax 2012). Another customer, 5th in the list, notes that customer service in Fly Dubai is ‘non-existent’ (Sky Trax 2012). Again, the delay in departure, as resulted to the missing of the connection flight, is highlighted as the firm’s key problem (Sky Trax

Week 6 Current Events Assignment Example | Topics and Well Written Essays - 500 words

Week 6 Current Events - Assignment Example Third category of laws is recognized as laws designed to restrict carrying and use of firearms that can be used for criminal purposes (Zimring, 2004). I believe that the best gun control laws is to try to ensure that the firearms are not legally placed in the hands of dangerous individuals such as criminal offenders, individuals suffering from psychological disorders and youth. This is because the probability of a criminal offender indulging in future criminal behavior is quite high. Furthermore youth as well as people suffering from psychological disorders do not have the mental capacity to make rational choices. People who make rational choices tend to consider the negative and the positive side of their actions before carrying out any action. But youth and the people suffering from psychological disorders do not have the mental capacity to make rational decisions and may end up using guns and this might lead to increase in homicide rate. 2. The theories of zero tolerance as well as the broken windows theory is based on the premise that strict actions need to be taken as soon as a crime is committed and due to these strict actions, future criminal activity can be deterred. This theory was first developed by Kelling et al. but it was even tested before the theory was devised (Kelling, 1997). Laws and policing methods based on this theory have been implemented by Bratton when he was made the head of the Transit Police department of the region of New York. While Bratton was the head of the police department he implemented these laws in several ways and this finally resulted in easing the crime rates in the area of New York City. The various ways through which these laws were implemented includes the authority given to the police officials to stop the citizens of the area as soon as they were witnessed violating even small rules and regulations. For example the police officers

An investigatin into the brand identity of fashion concessions in UK Essay

An investigatin into the brand identity of fashion concessions in UK department store - Essay Example This research, using primary and secondary data analysis shall use extensive research on fashion, retailing, host and concessionaire relations, branding design, and factors that inter-relate in all these aspects. The data to be gathered shall try to answer brand identification of fashion concessions in UK department store. Other related data shall also be presented. This study shall unravel the making of an association of quality service and products in a prestigious London department store with the stores design aspects, consumer behaviour as well as the concessionaire and host relationship built. Branded products are in demand. The brand-consciousness of consumers is continually growing within the fashion industry. (Gretz, 2000) Many fashion brands have been considering setting up department store concessions to fulfill the brand demand of their customers. Concessions are a way of allowing a retailer to extend the product range offered within the outlet without experiencing some of the risks associated with buying merchandise. The basis of a concession, which may be referred to as a ‘shop-in-shop’, is that a retailer allows a supplier of a particular brand of merchandise a designated amount of space within an outlet from which those goods are sold. (Varley, 2001, p112) With this study, researcher was able to gain in-depth knowledge on the relations between fashion branding and host-concessionaire as may be both perceived in visual store and product design or display. Among other things, the research also found out these attributes are not surprisingly absent in the chosen department store or retail outlet for this study. In fact, the department store have presented more than what is necessary or has been studied about the subject matter, or that, it exceeded expectation to a certain degree, it being a premier and prestigious

Enumerating Identical Skyline Prospects

Enumerating Identical Skyline Prospects ABSTRACT We took the problem of enumerating the skyline for uncertain data sets with N elements. We are introducing a method, called skyline, which returns the objects that are not overruled by any other objects in some aspects on a multi-dimensional space. We present probabilistic skyline model where probabilities for uncertain data sets are calculated. If we have ak-dimensional data set, an entityxdominates another entityyif it is better than or equal toyin all aspects and prominent thanyin at least one aspect. We also used k-dominant skyline algorithm in order to retrieve top k-data objects which are dominating the other objects in the skyline. Skyline Queries are also place one of the most prominent role in the skyline computation. While the existing system only focused on dominance tests only, but we need to consider another aspect called Incomparability between Entities, this trait plays major role in enhancing the skyline computation method. In this we will develop a frame work for mul ti criteria decision making system, through this frame work we can analyze Sates involved in enumerating skyline. To inquire incomparability and dominance in between two entities we need to construct tree structured patterns, Z-curves and Z-trees are used in this inquisition. This paper revisits the routine Pivot selection based algorithm in order to optimize the solution space, through this algorithm we can retrieve a minimal data set based on multiple scenarios for a given threshold. CONTENTS TERM PAPER REPORT FORMAT Staple Binding using Transparencies white No. of pages : 35-45 Font: Times new roman Line spacing 1.5† Text size: Chapter name size- 14 small bold Main heading -14 All caps Bold Sub heading- 12 Small bold Text body-12 small alignment: justify margin: Left -1.5† Right-1† Top-1† Bottom-1† table numbering: eg: Table 1.1 table name figure eg: figure 1.1:Description of the figure header : Term Paper name (left) page numbers(right) font size -8 ,italics gray color footer : college name(left) dept name(right) font size -8 ,italics gray color Algorithms or pseudo-code are often presented in papers. Unless your subject matter deals explicitly with a particular language, pseudo-code is advised. Algorithms must be presented is a clear, readable format with lots of comments. If possible, use a typewriter-style font (the â€Å"tt† font in LaTex, for example). Page order: Cover page, Contents, abstract, Type of paper Abstract: Give the overall view of the paper. Three hundred word summary of your paper that appears at the beginning of the paper that includes Scope: That at which one aims which is purposed to be reached or accomplished. Objectives: State main objectives. (What you will investigate? Why?) Describe methods. (What you will do?) Summarize the most important results. (What you will find out?) State major conclusions and significance. (What do the results mean? So what?) Introduction Prerequisites: Describe the Keywords given in the paper. Describe concepts required to comprehend the paper. Some material with diagrams should be enclosed with explanation Literature Survey: Literature survey is the documentation of a comprehensive review of the published and unpublished work from secondary sources data in the area of your paper that describes current research. Give Literature survey on at least 15 references Problem Statement/Description: This section provides specific details about the problem. What is the crux of the research problem? Existing Solution: What are the existing solutions and methodologies available? Detailed explanation should be given with diagrams. What are some alternative approaches to address the research problem? Existing methods, Algorithms and Architectures should be enclosed. Give at least 3 existing solutions. Proposed Approach and Methodology: (with diagrams) Describes the methodology of the solution or the steps to solve the problem. What are the claimed contributions of the paper? How do the authors substantiate their claims? Describe methods, Describe Algorithms, Describe Architectures and Some material with diagrams should be enclosed Conclusions and Future Work Summarize the paper, draw conclusions about the proposed solution, and chart future directions of the research. How can the research results be improved? Can the research results be applied to another context? What are the open problems raised by this work? Describe results of experiments References Budd, T. (1997b), An Introduction to Object-Oriented Programming, 2nd edn, Addison-Wesley. Ghezzi, C., Jayazeri, M. Mandrioli, D. (1998), Fundamentals of Software Engineering, 2nd edn,Prentice-Hall. K. Appel and W. Haken. (1976), Every Planar Map is 4-colorable, Bull. Amer. Math. Soc., vol. 82, pp. 711-712 Appendices Enclose your Research Paper

Essay --

Innocence gained at birth, yet lost in seconds. The story of the lovers whose innocence was stolen away is a fierce one in The Things They Carried. Mary Ann Bell and Mark Fossie, a fairy tale come to life. Mary Ann started stealing the soldiers lives in Vietnam, Mark Fossie became uncomfortable, yet proud of her eagerness and fearless quest for knowledge. To Rat Kiley, â€Å"...Mary Ann made you think of all those girls back home, how clean and innocent they all are, how they’ll never understand any of this...† (O'Brien 113). To the men she was: dreams, youth, an escape, the future all in one pink trimmed girl. Mainly, however, to her boyfriend, Mark Fossie, she was his future, his connection life after the war. Rat Kiley describes Mark Fossie as â€Å"proud, yes, but also amazed. A different person, it seemed, and he wasn’t sure what to make of it.† (O'Brien 98). When Mary Ann changed, and ultimately vanished, it is as if the war stole every piec e of Mark Fossie. Using this sophisticated complex love story enhances the sense of lost innocence. In the beginning Mary Ann and Mark contemplated what they would look like in the future, yet as the days went by her mindset changed. She became more interested on her new surroundings and less focused on her future as his wife. It was then that Mark Fossie began to mention her going home. He had been holding on to their future for his sanity, much to Rat Kiley's dismay "man, you must be deaf. She’s already gone" (O'Brien 107). However, she refused to leave. She claimed to be happier than ever in her life. Soon, the detachment grew between them. Mary Ann was immersing herself in Vietnam. Then one night she vanished with the Greenies. She was gone for weeks, one night Rat Kiley sa... ...bol of their innocence, and just as she became "dangerous and was ready for the kill"(O'Brien 111), the soldiers changed to become mysterious and cynical because of the war. A piece of the love story that vanished; the dreams and futures of the soldiers. They became tainted forever with terrifying images burning through their minds. â€Å"‘What happened to her, Rat said, was what happened to all of them. You come over clean and you get dirty and then afterward it’s never the same† (O'Brien 109). The things they saw; the things they lived, they couldn't retell, for no one would believe it. Mary Ann Bell and Mark Fossie represented the relationships lost due to the war, the loved ones that had forgotten or who would never understand the changes. They represented the dreams that had changed and been lost. They were the innocence and naivety turned to disparagement.

Character of Three Mistakes of Mu Life

Govind: Govind Patel is an ordinary guy with whom anybody can relate. He has very few desires but he is obsessed with the desires he covets. His main ambition is to become a businessman as he thinks that being a Gujarati, business is in his blood. His best friends are Omi and Ish (Ishan). Govind is an agnostic. His father has abandoned him and his mother, who runs a business of selling home-made food items. To support her financially, he takes mathematics tuitions. He continues these tuitions even after starting the cricket shop business. He is the narrator of this story and the one who makes the â€Å"Three Mistakes†. During the course of the story he falls in love with Vidya, Ishan's younger sister for whom he is a private tutor. Govind is the one who looks after the financial part of the business as he has good business sense and mathematical skills. Ishaan: He is a big cricket freak and also a patriot at heart. Ishan has been the best cricketer in his locality and school. He suggests the name of their business as â€Å"Team India Cricket Shop†. He helps Govind's business by organising daily cricket coaching camps. He has a family which makes life situation by keeping quiet. He has a younger sister, Vidya, about whom he is quite protective. When he discovers that a boy called Ali is a very talented batsman, he decides to go any length to give Ali proper training. Ishan usually looks after day-to-day shop activities as he has genuine interest in any cricket-related thing. Omi: He is the son of the Hindu priest of the local temple. His family enjoys great respect among the people. Through Omi's parents and maternal uncle (who own few shops as a part of the temple trust property), they readily get a place to start their business. He is a rather dumb kind of boy and has not many dreams, but likes to concentrate on having a healthy body. However, he resents growing up and being a saint like his father. He is a religious person and actively takes part in his maternal uncle's (Bittoo Mama) religious politics. He is however confused about his religious views which are mainly influenced by Bittoo Mama. Vidya: She is Ishan's younger sister. She is a rebel at heart and dreams to break free from the constraints of a typical middle-class family and society, to go toMumbai, do a course in PR and become independent. She however despises maths which is required for her medical entrance exams. Hence, Ish asks Govind to take her mathematics tuition. However, in between their tuition they fall in love, have intimate sexual relations, which is unaccepted by anyone. Only Omi figures out the relationship Govind and Vidya share and also reminds Govind about the consequences of Ish getting to know about it. Ali: One of the students in Ish's coaching classes and a great batsman because of a rare nature's gift. However, he doesn't play too much cricket as he gets tired really fast and enjoys playing marbles. He is a Muslim boy and respects Ish like a Guru. He too, like Ish is patriotic at heart. He denies the offer of Australian scholarship and wants to play in the Indian side. Bittoo Mama: He is the maternal uncle of Omi. Mama runs the trust of the temple and agrees to rent the place to the three friends for the Cricket Shop business. He is an active member of a Hindu political Party. He follows the preachings of Parekh-ji, a political-cum-spiritual leader and has complete faith in him. He has locked his horns with Ali's father who belongs to the Secular Party. He has a son Dhiraj. Mama is not fond of Govind as he is an agnostic. He is the mainantagonist of the story. Govind's mom: Gujarati woman. She wants her son to pursue a degree in Engineering. She runs a home-made food business. She cares about Govind a lot and supports him well through his hardships and struggles. Ali's Father: He is a devout Muslim and works for a secular party. He is a very kind-hearted person who wants Ali to take his education seriously despite his mediocre financial condition. He treats the three friends very well when they go to visit Ali in his house. Overall he is a good person. Fred Li: He's an Australian Cricket Team member and a fast bowler. He invites the three friends and Ali to Sydney when they travel to Goa to see India-AustraliaOne Day International and meet him in the stands. He spots talent in Ali and wants to help him getting a chance to be trained in his academy in Australia. Loosely based on Brett Lee

Past Movements in Education and Analysis of Curricuar Reforms

Polytechnic University of the Philippines GRADUATE SCHOOL Doctor in Educational Management Manila The Past Movement for Social Change in the Educational System & Analysis of Curricular Reforms in the Elementary, Secondary and Tertiary Levels A Written Report in DEM 736-Systems Analysis in Education Submitted to: DE DRACIA Subject Specialist Submitted by: MARY ANN B. PASCUA DEM Student March 16, 2013 Introduction Education has always been considered a very important basic tool in improving not just the quality of an individual’s life, but in achieving overall social and economic progress of the whole nation as well.For an individual, it must be treated as a continuous process that should not end when graduation rites in each particular level of schooling are being held. True education is life, it must always be a part of our daily living, whether through formal or informal means. Educational systems in general, and educational curriculum in particular, also need not to be stati c. The curriculum should respond to the demands of a fast-changing society. To some extent, it should also be global or internationally-aligned.These are the reasons why foreign and local educational educators in the past and until now have been introducing educational reforms and innovations. They have been searching means to address the problems being met in the implementation of a certain curriculums and to ensure the total development of every learner. I. The Past Movements for Social Change in the School System Social change affects education. Centuries ago, pioneers of education have sought to introduce renewal in education. Their ideas were far ahead than the actual renewal that took place later on.Among them were Commenius, Condorcet, Rousseau, Pestalozzi, Froebel, Dewey, Drecoly, Montessori and Freinet. 1. Johann Amos Commenius -â€Å"Father of Modern Education† Most permanent educational influences: a. practical educational work Comenius was first a teacher and an o rganizer of schools, not only among his own people, but later in Sweden, and to a slight extent in Holland. In his Didactica Magna (Great Didactic), he outlined a system of schools that is the exact counterpart of the existing American system of kindergarten, elementary school, secondary school, college, and university.Didactica Magna is an educational treatise which aimed to seek and find a method of instruction by which teachers may teach less but learners may learn more, by which the school may be the scene of less noise, aversion, and useless labor, but of more leisure, enjoyment and solid progress; and through which the Christian community may have less darkness, perplexity (confusion) and dissension (disagreement), but on the other hand, more light, orderliness, peace and rest. b. formulating the general theory of education In this respect he is the forerunner of Rousseau, Pestalozzi, Froebel, etc. and is the first to formulate that idea of â€Å"education according to nature † so influential during the latter part of the eighteenth and early part of the nineteenth century. c. the subject matter and method of education -exerted through a series of textbooks of an entirely new nature His published works: Janua Linguarum Reserata (The Gateway of Language Unlocked) – contained his conviction (certainty) that one of the prerequisites for effective educational reform was a fundamental change in language of instruction.Orbis Pictus (The World of Sensible Things Pictured) – contributed to the development of the principles of audio-visual interaction. It was the first successful applications of illustrations to the work of teaching, but not the first illustrated book for children. Schola Ludus (School as Play) – a detailed exposition of the doctrine that all learning should be made interesting, dramatic and stimulating.These texts were all based on the same fundamental ideas: (1) learning foreign languages through the vernacular; (2) o btaining ideas through objects rather than words; (3) starting with objects most familiar to the child to introduce him to both the new language and the more remote world of objects: (4) giving the child a comprehensive knowledge of his environment, physical and social, as well as instruction in religious, moral, and classical subjects; (5) making this acquisition of a compendium of knowledge a pleasure rather than a task; and (6) making instruction universal.He also developed the pansophic scheme, the view that education should take the whole of human knowledge as its universe. For him, truth was indivisible and was to be seen as a whole. Thus by relating each subject to every other subject and to general principles, pansophia was to make the learner capable of wisdom. 2. Marquis De Condorcet Marie-Jean-Antoine-Nicolas de Caritat took his title Marquis de Condorcet from the town of Condorcet in Dauphine. He advocated that the aims of education were: o cultivate in each generation t he physical, intellectual and moral facilities and, thereby contribute to the general and gradual improvement of the human race. He envisioned a national system of public education designed to develop the natural talents of all, making real equality possible. His proposals of the five levels of public instructions areas follows: 1. Elementary- for the teaching of the ‘elements’ of all knowledge (reading, writing, arithmetic, morals, economics and natural science)and would be compulsory for all four years 2.Secondary school- of three years’ duration, teaching grammar, history and geography, one foreign language, the mechanical arts, law and mathematics. The teaching at this and the first level would be non-specialized. 3. Institutes- responsible for ‘substituting reasoning for eloquence and books for speech, and for bringing philosophy and the physical science methodology into the moral sciences’. The teaching at this level would be more specialized.P upils would choose their own course of study (at least two courses a year) from among four classes: mathematics and physics, moral and political sciences, science as applied to the arts, and literature and fine arts. 4. Lycee – the equivalent of universities, with the same classes as the institutes and ‘where all the sciences are taught in full. It is there that scholars-teachers receive their further training’. Education at this and the first three levels was to be entirely free of charge. 5.National Society of Science and the Arts – a research institute responsible for supervising the formal education system as a whole and for appointing teachers. Its role would be one of scientific and pedagogical research. 3. Jean Jacques Rousseau According to the history of education, he was the first great writer to insist that education should be based upon the nature of the child. Rousseau’s Emile is a kind of half treatise, half novel that tells the life st ory of a fictional man named Emile.His book â€Å"Emile† has been referred to as the gospel of â€Å"educational freedom† for the child. Accordingly, Emile is divided into five books, each corresponding to a developmental stage. |Book No. |Age |Description |Basic Features | |I & II |0-12 |Age of Nature |Insists that the young children must emphasize the physical side | | | | |of their education .Like small animals, they must be freed of | | | | |constrictive swaddling clothes, breastfed by their mothers, and | | | | |allowed to play outside, thereby developing the physical senses | | | | |that will be the most important tool in their acquisition of | | | | |learning.Later, as they approach puberty, they should be taught a| | | | |manual trade, such as carpentry, and allowed to develop within it,| | | | |further augmenting their physical capabilities and hand–brain | | | | |coordination. |III & IV |13-19 |Transitional Stage |The individual should begin formal edu cation under a private tutor| | | | |and studying and reading only what he is curious about, only that | | | | |which is â€Å"useful† or â€Å"pleasing. † Rousseau explains that in this | | | | |manner, Emile will essentially educate himself and be excited | | | | |about learning.Rousseau states that early adolescence is the best| | | | |time to begin such study, since after puberty the young man is | | | | |fully developed physically yet still uncorrupted by the passions | | | | |of later years.At this stage, Emile is also ready for religious | | | | |education | |V |20-25 |Age of Wisdom |(Rousseau writes that only after a final period of studying | | | | |history and learning how society corrupts natural man can Emile | | | | |venture unprotected into that society, without danger of himself | | | | being corrupted). Emile does venture out in book V, and he | | | | |immediately encounters woman, in the form of Sophie. Rousseau | | | | |devotes a large part of the con cluding section to their love story| | | | |as well as to a discussion of female education. |Rousseau claims that this stage is followed by the Age of Happiness, the final stage of development, which he does not address in Emile. For Rousseau, there are two natural attributes cooperating in the youth’s development, namely: -generic features of his age, which makes it possible to articulate the principal phases of his development; and Specific talents for which the child must find opportunities to exercise and develop. 4. John PestalozziIn the history of education, the significant contributions of Johann Heinrich Pestalozzi are: 1) his educational philosophy and instructional method that encouraged harmonious intellectual, moral, and physical development Pestalozzi's most systematic work, How Gertrude Teaches Her Children (1801) was a critique of conventional schooling and a prescription for educational reform. Rejecting corporal punishment, rote memorization, and bookishness, Pestalozzi envisioned schools that were homelike institutions where teachers actively engaged students in learning by sensory experiences.Such schools were to educate individuals who were well rounded intellectually, morally, and physically. Through engagement in activities, students were to learn useful vocations that complemented their other studies. 2) his methodology of empirical sensory learning, especially through object lessons Pestalozzi designed object lessons in which children, guided by teachers, examined the form (shape), number (quantity and weight) of objects, and named them after direct experience with them. 3) his use of activities, excursions, and nature studies that anticipated Progressive education. He also emphasized the importance of the nature of the child and propounded (advocated) that in the educational process, the child must be thought in relation to the subject matter. He sought to understand the nature of the child and to build his teaching around the n atural, progressive and harmonious development of all the powers and capacities.He is an advocate of each man’s right to education and of society’s duty to implement that right and pave the way to universal national education. His motto â€Å"Learning by head, hand and heart† is still a key principle in successful 21st-century schools. 5. Friedrich Froebel The German educator, Friedrich Froebel, was one of these pioneers of early childhood educational reform. Froebel’s educational principles: a) free self-activity As an educator, Froebel believed that stimulating voluntary self-activity in the young child was the necessary form of pre-school education (Watson, 1997a).Self-activity is defined as the development of qualities and skills that make it possible to take an invisible idea and make it a reality; self-activity involves formulating a purpose, planning out that purpose, and then acting on that plan until the purpose is realized (Corbett, 1998a). Corb ett suggests that one of Froebel's significant contributions to early childhood education was his theory of introducing play as a means of engaging children in self-activity for the purpose of externalizing their inner natures. ) creativity Froebel designed a series of instructional materials that he called â€Å"gifts and occupations†, which demonstrated certain relationships and led children in comparison, testing, and creative exploration activities (Watson, 1997b). A gift was an object provided for a child to play with–such as a sphere, cube, or cylinder–which helped the child to understand and internalize the concepts of shape, dimension, size, and their relationships (Staff, 1998). The occupations were items such as aints and clay which the children could use to make what they wished; through the occupations, children externalized the concepts existing within their creative minds (Staff, 1998). Therefore, through the child's own self-activity and creative imaginative play, the child would begin to understand both the inner and outer properties of things as he moves through the developmental stages of the educational process. c) social participation A third component of Froebel's educational plan involved working closely with the family unit.Froebel believed that parents provided the first as well as the most consistent educational influence in a child's life. Since a child's first educational experiences occur within the family unit, he is already familiar with the home d) motor expression Motor expression, which refers to learning by doing as opposed to following rote instructions, is a very important aspect of Froebel's educational principles. Froebel did not believe that the child should be placed into society's mold, but should be allowed to shape his own mold and grow at his own pace through the developmental stages of the educational process. 6. John DeweyHe contributed the educational philosophy which maintains that education is life, education is growth and education is a continuous reconstruction of human experiences from the beginning to the end of life. He was the spokes person of progressive education which states that aims have significance only for persons, not for processes such as education, and arise only in response to problematic situations in ongoing activities. Aims are to be viewed as anticipated outcomes of transactions, as intrinsic aspects of the process of problem-solving, and as a motivating force behind the individual’s approach to problem-solving situations.The Progressive Education Association, inspired by Dewey’s ideas, later codified his doctrines as follows: a. The conduct of the pupils shall be governed by themselves, according to the social needs of the community. b. Interest shall be the motive for all work. c. Teachers will inspire a desire for knowledge, and will serve as guides in the investigations undertaken, rather than as task-masters. d. Scientific study of each pupil’s development, physical, mental, social and spiritual, is absolutely essential to the intelligent direction of his development. . Greater attention is paid to the child’s physical needs, with greater use of the out-of-doors. f. Cooperation between school and home will fill all needs of the child’s development such as music, dancing, play and other extra-curricular activities. g. All progressive schools will look upon their work as of the laboratory type, giving freely to the sum of educational knowledge the results of their experiments in child culture. He believed that education has two sides: the psychological and the social on the same plane.Education must start from the psychological nature of the child as the basis for directing his energies into totally useful channels. Schools must be set up to include bond the individual and social goals. The needs of a new society are to be taken into consideration in modifying methods and curriculum. 7. Ovide Decroly He influenced instruction in the kindergarten, the aim of which was to guide the child’s desire for activity and to give him a sense of discipline and norms for his social behavior (same with Dewey) 8. Maria Montessori Maria Montessori left a long lasting mark on education around the world.She is regarded as one of the most famous and accomplished educators of her time. Montessori determined the development of the human being to be as follows: |Birth – 3 years |Absorbent Mind | | |Sensory experiences | |1 ? – 3 years |Language development | |1 ? 4 years |Coordination and muscle development | | |Interest in small objects | |2 – 4 years |Refinement of movement | | |Concern with truth and reality | | |Awareness of order sequence in time and space | |2 ? 6 years |Sensory refinement | |3 – 6 years |Susceptibility to adult influence | |3 ? – 4 ? years |Writing | |4 – 4 ? years |Tactile sense | |4 ? – 5 ? ears |Read ing | Learning, according to Montessori, comes from manipulation of the environment and the training of the senses. Montessori thought that within every child â€Å"There exists†¦an unconscious mental state which is of a creative nature. She called it the ‘Absorbent Mind’† The child’s absorbent mind is the driving force behind Montessori’s theories of how children learn. She claims that children will absorb information from the environment that they are in.The materials that Montessori developed â€Å"†¦were designed to be self-correcting, and the children thrived on the activity involved with learning†¦Ã¢â‚¬  (Hainstock, 1997, 14). They were auto-instructional in that they did not require a teacher to show the children how to use the materials, the children were able to play with the tool and gain knowledge from it on their own. The teacher was simply there as an observer and a facilitator. Mistakes were a natural part of the learn ing process according to Montessori.She believed that when children work with the environment they will naturally make mistakes and often those mistakes are a critical part of the learning process. It is the repetition of the activity that the child will gain mastery and learn the concept. Characteristics of a Montessori Education †¢ Psychic wellness †¢ Intrinsically motivated †¢ Inner disciplined †¢ Self-supporting †¢ Creative thinkers †¢ Highly developed social skills †¢ Lifelong learners †¢ High sense of self-worth †¢ Peacemakers & peacekeepers †¢ Love of mankind †¢ Stewards of the earth †¢ Leadership †¢ Abstract thinkers Able to think & speak for themselves †¢ Self control †¢ Team players 9. Celestin Freinet In 1915 he was recruited into the French army and was wounded in the lung, an experience that led him to becoming a resolute pacifist. In 1920 he became an elementary schoolteacher in the village of L e Bar-sur-Loup. It was here that Freinet began to develop his teaching methods. In 1923 Freinet purchased a printing press, originally to assist with his teaching, since his lung injury made it difficult for him to talk for long periods. It was with this press he printed free texts and class newspapers for his students.The children would compose their own works on the press, and would discuss and edit them as a group before presenting them as a team effort. They would regularly leave the classroom to conduct field trips. The newspapers were exchanged with those from other schools. Gradually the group texts replaced conventional school books. Concepts of Freinet's pedagogy †¢ Pedagogy of work (pedagogie du travail) – pupils were encouraged to learn by making products or providing services †¢ Inquiry-based learning (tatonnement experimental) – group-based trial and error work †¢Cooperative learning (travail cooperatif)- pupils were to cooperate in the prod uction process †¢ Centres of interest (complexe d'interet) – the children's interests and natural curiosity are starting points for a learning process †¢ The natural method (methode naturelle) – authentic learning by using real experiences of children †¢ Democracy – children learn to take responsibility for their own work and for the whole community by using democratic self government II. Analysis of the Curricular Changes in the Philippine Educational System (Elementary, Secondary and Tertiary Levels) Basic Education Curricular Reforms Grade Level |1945-1957 |1957-1972 |1973-1989 |1989-2001 |2001-2011 |2012-present | |Year IV | |2-2 Plan |Revised Secondary |New Secondary Education|Revised Basic | | | | |-College Prep |Education Program |Curriculum |Education Curriculum| | | | |Curriculum |-Electives |(SEDP) | | | | | |-Vocational Curriculum| | | | | | |General Education | | | | |K to 12 Basic | | |Core Curriculum | | | | |Education Curriculum| |Y ear III | | | | | | | |Year II | | | | | | | |Year I | | | | | | | |Grade VI | |1958-1982 |1983-2001 |2011-onward | | | | | |Kindergarten to the | | | | | | |Public Schools | | |Grade V | |Revised Elementary |New Elementary School Curriculum (NSEC) | | | | | |Education | | | | | | |Curriculum |SOUTELE basis of PRODED | | | |Grade IV | | | | | | |Grade III | | | | | | |Grade II | | | | | | |Grade I | | | | | |The development of the basic education curriculum is the responsibility of the Central Office Bureau of Elementary and Secondary Education, the Curriculum Development Divisions. The historical development of the Philippine basic education program proves the Department’s continuing effort at improving the quality and relevance of basic education in terms of curriculum development. The table shows that since 1945, the elementary curriculum underwent three (3) revisions, while that of the secondary curriculum underwent four (4) before the K to 12 Curriculum. A. ELEMENTARY LE VEL Before the NESC and NSEC were developed, the DECS reviewed the results of several researches, surveys and experimental programs conducted in the country to find out what the ailed the educational system.The surveys and researches revealed the deficiencies of the curricula implemented by the Department. 1970 Presidential Commission to Survey Philippine Education (PCSPE) – Reiterated many of the findings of previous surveys. It also restated the language problem, but further noted the mismatch between educational output and country needs. It called for the reorganization of the educational system to address overcentralization-which resulted in the creation of the Bureau of Higher Education (BHE), Bureau of Nonformal Education (BNFE), Educational Project Implementation Task Force (EDPITAF), and National Manpower and Youth Council (NMYC) and for a political solution to the language problem. 976 Survey of Outcome of Elementary Education (SOUTELE) – Measurement and analy sis of learning outcomes of a sample of Gr. IV students in the country that included surveys of school, teacher, and student characteristics. It also indicated poor achievement levels even in basic reading, writing and quantitative analysis. It noted differences across socio-economic conditions of students and school environments, and explicitly linked socioeconomic inequalities in society to differences in educational outcomes. The two studies, along with 1978 Experimental Elementary Education Program (EEEP) revealed that our elementary students performed poorly especially in the three Rs.One of the findings also revealed that the elementary school curriculum was overloaded starting from Grade I. With this issue of curriculum congestion which resulted to the learners’ lack of mastery of basic competencies was the reason behind the introduction of the decongested NESC and NSEC. The National Elementary School Curriculum (NESC) The 1983 National Elementary School Curriculum (NE SC) was deemed to answer the problems revealed by the above-mentioned surveys. First, a comprehensive plan known as the Program for the Comprehensive Elementary Education (PROCEED) was prepared. From this big program was derived the sector program known as the Program for Decentralized Educational Development (PRODED). 982-1989 Program for Decentralized Educational Development (PRODED) – funded by the International Bank for Reconstruction and Development (IBRD). It focused on improving the curriculum to strengthen the emphasis on science, technology, math, reading and writing. Features of NESC: a. It covered fewer learning areas putting together emphasis on intellectual skills and basic knowledge, especially reading, writing, and mathematics as well as attitude formation among pupils; b. Its content focused on the development of a shared values and belief system which fosters humanism and sense of nationhood among children; c. It aimed at mastery learning among pupils; d.It a lso emphasized the development of work skills which are as important as intellectual skills e. It developed health values in the whole curriculum, not only n the period for character building activities and science and health; f. It developed competencies and values for social living reflected in the new dimension in civics and culture expanded to include history, geography and work ethics for grade 3, and in-depth learning of geography, history and civics in grades 4-6. Learning Areas Grades I-III Filipino English Mathematics Civics and Culture Science and Health was added starting Grade III. Music, Arts and PE were integrated in Gr. I and II and became a separate subject area starting from Gr. III.Other subjects were gradually added beginning Gr. IV, Like Home Economics and Livelihood Ed. , a common subject for boys and girls, and Geography, History, Civics for Gr. IV-VI, which was the continuation of Civics and Culture. The NESC was tried out gradually in 13 pilot schools in the country. From the results of the try-outs, the Minimum Learning Competencies (MLCs) were finalized and the NESC was fully implemented. Basic Education Curriculum (BEC) (2002-2011) The four Pillars of Education in Jacques Dolors’ Report to UNESCO was one of the documents that influenced the restructuring of the curriculum. (Restructuring does not mean complete revision or change of the curriculum.It only means refining and giving more emphasis to some aspects that are deemed more responsive to the present realities). Learning to live together and learning to be using the knowledge gained to improve oneself and one’s relationship with fellow human beings, are especially relevant Features of the BEC 1. Greater emphasis on helping every learner become a successful reader 2. Emphasis on interactive/collaborative learning approaches 3. Emphasis on the use of integrative learning approaches 4. Teaching of values in all learning areas 5. Development of self-reliant and patriot ic citizens 6. Development of creative and critical thinking Focus of BEC 2002 1. Development of reading skills and values of self-reliance and patriotism 2.Interactive learning approaches and integrative teaching approaches which integrate competencies and values within and across learning areas Comparison of Learning Areas of NESC and BEC |NESC |BEC | |Filipino |Filipino | |English |English | |Mathematics |Mathematics | |Science and Health (starting Gr.III) |Science | |Civics and Culture (I-III) |Makabayan | |Geography, History, Civics (IV-VI) |- Sibika at Kultura (I-III)/ Heograpiya, Kasaysayan at Sibika (IV-VI) | | |- MSEP (integrated in I-III; separate subject in IV-VI) | | |- Edukasyong Pantahanan at Pang-Industriya (IV-VI) | | |- Edukasyong Pagpapakatao (separate subject fr. I-VI) | |MAPE (integrated in Gr. I and II; separate subject in Gr.III) | | |HELE (starting Gr. IV) | | |Geography, History, Civics (starting Gr. IV) | | The K to 12 Curriculum Focus: Considers every aspect of development of the learners so that graduates will be holistically developed, equipped with 21st century skills and prepared for employment, entrepreneurship, middle level skills or higher education. Comparison of the 2002 BEC and the K to 12 Curriculum 2002 BEC |Age |K to 12 Structure | | |17-18 |Senior High School | | | |Grades 11-12 | |High school |12-16 |Junior High School | |Year 1 to 4 | |Grades 7-10 | |Elementary Grades |6-11 |Elementary | |Grades 1-6 | |Grades 1 to 6 | |Optional |5 |Mandatory Kindergarten | |Pre-school | | |Comparison of the 2002 BEC and the K to 12 Elementary Education |2002 BEC | |K to 12 | |Bilingual |Medium of Instruction |Mother Tongue-Based Multi-Lingual Ed. (Gr. I-III)| |(English and Filipino) | | | |Filipino, English, Mathematics, Science, |Learning Areas |Filipino, English, | |Makabayan | |Mathematics,EsP,AP, | | | |Mother Tongue (Gr.I-III) | | | |MAPEH (starting Gr. I) | |National Achievement Test |Assessment |End-of-Gr. VI Asses sment, as exit exam and as | |For Gr. VI | |readiness test for Gr. 7 | Twelve major languages that shall be offered as a learning area and utilized as language of instruction: TagalogCebuanoMaranaoKapampangan HiligaynonChabacanoPangasinenseWaray IlokoBahasa-sugBikolMaguindanaoan Comparison of the Learning Areas and Time Allotment of the 2002 BEC and the K to 12 Curriculum Learning Areas |2002 BEC |K to 12 Education | | |(minutes per day) |(minutes per day) | |English |60-90 | |30-50 | | | |Languages | | |Filipino |60-70 | |30-50 | |Mother Tongue(I-III) |None | |50 | |Mathematics |60-70 | |50 | |Science (III-VI) |40-60 | |50 | |Araling Panlipunan |40-60 | |40 | |Edukasyon sa Pagpapakatao | |20-30 | |30 | | |Makabayan | | | | |Music, Arts, PE and Health | |40 | |40 | |Edukasyong Pantahanan at Pangkabuhayan (IV-VI) | |40 | |50 | B. SECONDARY LEVEL 1. 2-2 Plan In the 2-2Plan, both general and vocational secondary schools offered the basic or common curriculum of academic course wit h one unit of Practical Arts in the first two years. In the last two years, the general secondary schools offered a pre-college academic curriculum with one unit of vocational elective each year while the vocational secondary schools offered more specialized vocational courses with one unit of academic elective each year. The 2-2 Plan was a differentiated curriculum leading either to a college or technical course.It was seen to be a very responsive curriculum, however, it was met with strong opposition especially from the private sector which requested for its deferment due to lack of money, facilities, equipment for vocational education and lack of guidance counselors. The pitfalls of the 2-2 Plan implementation could be attributed to â€Å"insufficient preparation before the plan was implemented and the continued high prestige value of the college preparatory course in the eyes of parents and students. † 2. Revised Secondary Education Program Learning Areas: EnglishMathemat icsScienceFilipino Social StudiesHome EconomicsCharacter Ed. Physical Education (with PMT/CAT in fourth year) Medium of Instruction: English (almost all subjects excluding Filipino)In the later years of implementation, more time were spent in technology-related subjects like Science and Technology and Technology and Home Economics. 3. New Secondary Education Curriculum (NSEC) When the first batch of students who went through the NESC graduated, the Bureau of Secondary Education (BSE) implemented the NSEC in the schools. Like the NESC, it had to undergo field try-outs and on the basis of the results, was revised and finalized. The NSEC had the following features: g. It covered fewer learning areas putting greater emphasis on intellectual skills and basic knowledge, especially reading, writing and mathematics as well as attitude formation among pupils; h.Its content focused on the development of a shared values and belief system which fosters humanism and sense of nationhood among chi ldren; i. It aimed at mastery learning among pupils; j. It emphasized the development of work skills which are as important as intellectual skills; k. It developed health values in the whole curriculum; and l. It developed competencies and values for social living reflected in the new dimension in civics and culture The NSEC included the ff. learning areas to be taught for 40 minutes daily from first year to fourth year: Values EducationSocial Studies FilipinoScience and Technology EnglishPhysical Education, Health and Music MathematicsTechnology and Home EconomicsComparison of the Learning Areas and Time Allotment of RSEP and NESC |RSEP | |NSEC | |English |Learning Area |English | |Mathematics | |Mathematics | |Science | |Science and Technology | |Filipino | |Filipino | |Social Studies | |Social Studies | |Home Economics | |Technology and Home Economics | |Physical Education (with PMT/CAT in fourth year) | |Physical Education, Health and Music | |Character Ed. | |Values Ed. | |One hour, thrice a week |Time allotment |40 minutes daily schedule | The formal review of the NESC and NSEC was started during the incumbency of Sec. Andrew Gonzales (1998-2001) and continued during the incumbency of Sec. Raul Roco (2001-2003).Other studies conducted: |Studies/Researches |Findings/Recommendations | |National Achievement Test |Gr. VI students were able to answer correctly less than 50% of questions asked in | | |Science, Mathematics and English | |National Secondary Achievement Test |A mean percentage score of only 50 % was achieved | |Committee on Information, Technology , Science, |An â€Å"overcrowded curriculum† especially in Gr.III resulted in poor performance of | |Mathematics, Education and other Technology |pupils in the elementary grades. Students needed longer time in science and | | |mathematics. | |Present Realities in Reading Education by Aurora|Students are deficient in reading ability. They have not developed the higher | |Roldan |order think ing skills, even at Gr. V. There is danger of reverting to illiteracy | | |if the students dropped out before completing Gr. VI. | |Third International mathematics and Science |The Philippines ranked 39th out of 42 countries which participated in the studies. |Study (TIMMS) | | |The Learning Process: The Neglected Phenomenon |In comparison with other countries, the Philippines science syllabus contained | |in Science and Mathematics Education Reform in |more topics suggesting that the curriculum is still congested. | |the Philippines | | 4. Restructured Basic Education Curriculum The first monitoring and evaluation of the basic education curriculum implementation was conducted in September 2002, the second in October 2003 and the latest in September 2004. Effective 2006-2007, the mandatory implementation of the 2002 BEC was expanded to the private secondary schools (DepEd Order No. 35, July 1, 2005). Comparison of the Learning Areas of NSEC and RBEC NSEC | |RBEC | |English |Lear ning Area |English | |Mathematics | |Mathematics | |Science and Technology | |Science | |Filipino | |Filipino | |Social Studies | |Makabayan | |Technology and Home Economics | |-Araling Panlipunan | |Physical Education, Health and Music | |- Technology and Livelihood Ed. | |Values Ed. | |- Musika, Sining at Edukasyong Pangkatawan at Pangkalusugan | | | |-Edukasyon sa Pagpapahalaga |A vital part of the restructured curriculum is the promotion of the use of Information and Communication Technology (ICT) in every learning area. DepEd, through its Computerization Program, provided computers and peripherals to recipient public high schools nationwide. The government agencies like the Department of Trade and Industry (DTI), local governments, and private firms such as Intel likewise contributed to the advancement of computer education in public elementary and high schools through donations of computers. The features that make the new 2002 curriculum for elementary and secondary educatio n different from previous curricula implemented in the 1900s are: 1.Restructuring of the learning areas, reducing them to five (English, Filipino, Mathematics, Filipino and Makabayan) 2. Stronger integration of competencies and values within and across learning areas 3. Greater emphasis on the learning process and integrative modes of teaching 4. Increased time for tasks to gain mastery of competencies of the basic tool subjects Amendments in the RBEC included the assessment or learning outcome to take place before or in between the presentation of the lesson 5. 2010 Secondary Education Curriculum (SEC) The SEC still patterned the content of the curriculum to the 2002 RBEC. It still includes the five major learning areas.The refinement of the curriculum followed the Understanding by Design (UbD) model developed by Jay McTighe and Grant Wiggins. The Secondary Education Curriculum is composed of three stages: Stage 1: Results/Desired Outcomes, which define what students should be able to know and do at the end of the program, course, or unit of study; generally expressed in terms of overall goals, and specifically defined in terms of content and performance standards. †¢ Content standards, which specify the essential knowledge (includes the most important and enduring ideas, issues, principles and concepts from the disciplines), skills and habits of mind that should be taught and learned. They answer the question, â€Å"What should students know and be able to do? †¢ Performance standards, which express the degree or quality of proficiency that students are expected to demonstrate in relation to the content standards. They answer the question, â€Å"How well must students do their work? † or â€Å"At what level of performance would the student be appropriately qualified or certified? † †¢ Essential Understandings, which are the big and enduring ideas at the heart of the discipline and which we want the children to remember even long after they leave school. †¢ Essential Questions, which are open-ended, provocative questions that spark thinking and further inquiry into the essential meanings and understandings. †¢ Curriculum Objectives, which are expressed in terms of knowledge and skills that teachers can use as guide in formulating their own classroom objectives.Stage 2: Assessment, which defines acceptable evidence of student’s attainment of desired results; determines authentic performance tasks that the student is expected to do to demonstrate the desired understandings; and defines the criteria against which the student’s performances or products shall be judged. †¢ Products and Performances, which are the evidence of students’ learning and a demonstration of their conceptual understanding, and content and skill acquisition. Stage 3: Learning Plan, which details the instructional activities that students will go through to attain the standards. †¢ Instructional Act ivities, which are aligned with the standards and are    designed to promote attainment of desired results. The Features of 2010 Secondary Education CurriculumThe 2010 Secondary Education Curriculum has the following strengths/ advantages: 1. It focuses on essential understandings. 2. It sets high expectations (standards-based) expressed in terms of what students should know and the quality of the skills that they are expected to demonstrate as evidence of learning. 3. It is rich and challenging as it provides a personalized approach to developing the students’ multiple intelligences. 4. It develops readiness and passion for work and lifelong learning. 5. Comparison of the Learning Areas and Time Allotment of the 2002 BEC and the K to 12 Curriculum Comparison of the Learning Areas of RBEC and 2010 SEC RBEC | |2010 SEC | |English |Learning Area |English | |Mathematics | |Mathematics | |Science | |Science | |Filipino | |Filipino | |Makabayan | |Makabayan | |-Araling Pan lipunan | |-Araling Panlipunan | |- Technology and Livelihood Ed. | |- Career Pathways in Technology and Livelihood Ed. |- Musika, Sining at Edukasyong Pangkatawan at Pangkalusugan | |- Music, Arts, Physical Education, Health | |-Edukasyon sa Pagpapahalaga | |-Edukasyon sa Pagpapahalaga | | | |Citizen ship Army Training (4th yr) | 6. The K to 12 Basic Education Curriculum This is in pursuance of the reform thrust of Basic Education Sector Reform Agenda (BESRA) 2006-present BESRA – Integrated reform framework articulated by the DepEd that provides a coherent conceptual and policy structure for the various reforms needed by the system, particularly the targets defined in the Philippines EFA 2015 plans and the Millennium Development Goals -. Focuses on key reform targets related to the implementation of school-based management, improvement of teaching quality, curriculum, and pedagogy in the key learning areas, and incorporates the Philippine EFA 2015, among others.Comparison o f the Curriculum of the Old Education and K to 12 Secondary Education |Basic Education Curriculum (2002) |2010 SEC |K to 12 Curriculum 2012 | |BEC is restructuring of the NSEC and NSEC in |The 2010 is the revised 2002 BEC incorporating |The K to 12 Basic Ed. Curriculum is geared | |order to raise the quality of the Filipino |Understanding by Design (UbD) which seeks to |towards the development of holistically | |learners and graduates and empower them for |contribute to functional literacy for all and |developed Filipino with 21st century skills who| |lifelong learning. the development of 21st century core skills |is ready for employment, entrepreneurship, | | |needed for global competitiveness. |middle level skills development and higher | | | |education upon graduation. | Learning Areas The learning areas of the K to 12 curriculum cut across the grade levels from Gr. I to Gr. 12 are the ff: Languages: Mother Tongue, Filipino,English Arts and Humanities: Music, Arts, PE, and Health , Edukasyon sa Pagpapakatao, Araling Panlipunan Science and Mathematics Technology and Livelihood EdComparison of the 2010 SEC and the K to 12 Secondary Education |2010 SEC | |K to 12 | |UBD framework follows three stages, starting |Curriculum |Spiral progression of curriculum that starts | |from results or desired outcomes, assessments, | |from simple to complex and requires revisiting | |products, and performance and learning plan | |prior knowledge | |National Achievement Test for Secondary |Assessment |End-of-Gr. 10 Exam and end-of-Gr. 12 Exam | |Students | | |Comparison of the Learning Areas and Time Allotment of the Secondary BEC 2002 and K to 12 Curriculum |Learning Areas |2002 BEC (Hours per week) |K to 12 Education (hours per week) | |English |5 |4 | |Filipino |4 |4 | |Mathematics |5 |4 | Science |6 |4 | |Araling Panlipunan |M |4 |3 | | |a | | | | |k | | | | |a | | | | |b | | | | |a | | | | |y | | | | |a | | | | |n | | | |Edukasyon sa Pagpapakatao | |2-3 |2 | | Music, Arts, Physical Education and Health (MAPEH) | |4 |4 | |Technology and Livelihood Ed. |4 |4 | C. TERTIARY LEVEL General Education Curriculum (GEC) A. CHED Memorandum Order No. 59, series of 1996 Minimum Requirements The minimum requirements for the mandatory General Education Curriculum (GEC) of tertiary courses of study leading to a initial bachelor’s degree covering four curriculum B. CHED Memorandum No. 04, Series of 1997 Two broad categories of fields of study a. the Humanities, Social Sciences and Communication-GEC-A (63 units for humanities, social sciences and communication students) b. fields other than the Humanities, Social Sciences and Communication -GEC-B (51 units for non-HUSCOM students) C.The Revised General Education Curriculum Gen. Ed vis-a-vis Major Courses The GE Program introduces students to different ways of learning and is oriented toward broad and wide-ranging understandings. On the other hand, major program focuses on theories and methods partic ular to a discipline. Likewise, it is directed at more theoretical and technical knowledge. Goals of RGEC 1. Lay groundwork for development of a professionally competent, humane and morale person 2. Prepare students demands of 21st century life 3. Enable students to locate himself/herself in the community and the world and engage in it meaningfully COLLEGE READINESS STANDARDS Combination of knowledge, competencies, and reflective thinking necessary for K-12 graduates to participate and succeed—without remediation—in entry-level undergraduate courses in higher education The New GEC: from 63/51 to 36 units The RGEC or new GEC removes remedial courses, does not duplicate Gr. 11 and 12 subjects and cuts across domains of knowledge. RGEC is composed of 24 core units which include Understanding the Self, The Contemporary World, Purposive Communication, Art Appreciation, Ethics, Readings in Phil. History, Mathematics in the Modern World, Science Technology and Society; 9 unit s in Elective (Environmental Science, People and the Earth’s Ecosystem, Living in the IT Era, Gender and Society and others) and a mandated 3-unit course in Life and Works of Rizal. Core Courses Title |Description | |Understanding the Self |Nature of identity; factors and forces that affect the development and maintenance of personal | | |identity | |Readings in Philippine |Selected primary sources on different periods of | |History |Philippine history | |The Contemporary |Globalization and its impact on individuals, communities and nations, challenges and responses | |World | | |Mathematics in the Modern World |Nature of mathematics, appreciation of its practical, | | |intellectual, and aesthetic dimensions, and application of | | |mathematical tools in daily life | |Purposive |Writing, speaking and presenting to different audiences | |Communication |and for various purposes | |Art Appreciation |Nature, function and appreciation of the arts in contemporary society | |Sci ence, Technology |Interactions between science and technology and social, cultural, political and economic contexts| |and Society |which shape and | | |are shaped by them; specific xamples throughout human history of scientific and technological | | |developments | |Ethics |Principles of ethical behavior in modern society at the level of the person, society, and in | | |interaction with the