The dangers of stereotypes Essay Example For Students

The dangers of stereotypes Essay By only associating negative aspects with one particular culture or race, we are directly inhibiting our ability to look at them with the same amount of respect, care, and appreciation that we look at our neighbors or friends with. At the end of the day, what separate one human being from another human being are our choices. The difference between Osama Bin Laden and I is that he can kill hundreds of human beings, and I cant deliberately kill an ant. Beyond that, we all have the same basic needs as every human. We will write a custom essay on The dangers of stereotypes specifically for you for only $16.38 $13.9/page Order now If we allow ourselves to believe that every Muslim makes the same choices as Osama Bin Laden, then people like Muhammed Ali Jinnah and Benazir Bhutto will quickly be forgotten. The knowledge we gain from single stories is false, but yet it represents so much of our knowledge of other cultures and countries. Ethnically diverse groups are important in our societies, a blend of cultures being much better and more powerful than a single culture. If we allow ourselves to simply accept the stereotypes that are handed to us because of media, then the respect that every individual deserves will slowly diminish. The sense of one individuals strength in comparison to another individuals weakness will be heightened causing the idea of a global community to slowly disappear, and the idea of ego becomes more prevalent. The single stories presented in the media affect our perception. A few months ago, a television show Outsourced was broadcasted. While some episodes were funny, the way they presented India was borderline rude and was offensive to many Indian- American citizens. It didnt go unnoticed by the shows viewers, that the only smart guy was the white guy, while all of the Indians were presented as stupid people who needed to be guided in everything they did by the white guy from their love lives to their jobs. The Indian characters were continuously subliminally insulted and degraded whereas the white guy was constantly portrayed as the hero of the show. When I watched the show, I took it for its entertainment value because I know that in reality there are Indians that are extremely intelligent and capable of pronouncing Chicago correctly. However, those who havent had any particular experiences with Indians beyond tech support and call centers will assume that Outsourced accurately represents what India looks like. Also, along with the picture of Slumdog Millionaire the picture of India is definitely not a beautiful picture. While there is that aspect of India, it is not the only aspect. If only that feature is kept in mind, the perception of India and her citizens are negatively impacted, and will only harm our amalgamated wish to have a strong global community. As much as I am a victim of single stories, I am also guilty of blindly believing in single stories. I too blindly believed in the single story of Africa before I watched this video. Its important that when we make observations about other people, cultures, countries we keep in mind that our perception is affected by many influences and that perception should never be set in stone. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our International Baccalaureate Theory of Knowledge section.

CASE WRITE-UPS Essays - Finance, Money, Economy, Financial Services

CASE WRITE-UPS Essays - Finance, Money, Economy, Financial Services CASE WRITE-UPS Write an executive summary focusing your analysis on the principal issues of the case. The audience is a mid-level executive; time is short and they might not read the whole work, so lead with the meat of your conclusion. Assume your audience is familiar with the companies, principals, and environment: focus on the problem and your solution. Presentation matters, so formal language and no typos. Proof read your work. Please present your solution to the main issue, discuss any key alternatives and why they were rejected, and significant risks involved with the solution (or other unknown factors that could alter the analysis). Length should target one single spaced page, no smaller than 11 pt. font, and certainly be no longer than two pages. If charts or calculations are needed, they may be included as an appendix (only text will count to the page limit, but don't go overboard). Analysing a Strategy Case Study - Some Tips Copyright: Adrian Haberberg and the University of Westminster, 1998 Give yourself time to assimilate a case The longer that a case study is given to "sink in" to your subconscious, the deeper the understanding you will get and the better your answers will be. Read the case material for the first time as soon as you have been allocated it as an assignment or seminar example. Get a general impression: Which organisations and industries does it relate to? Is the organisation doing well or badly now, and how has it performed in the past? Is it a company that has an unbroken record of success? Or a successful company that has fallen on hard times? What are the main issues and choices confronting the company? Is it in an expanding industry, or a maturing one? Are customer needs changing? Does the firm confront a variety of opportunities? Or is there a particular business decision which the case is oriented towards? What information is there in the case, as tables and annexes? Analyse thoroughly, and use what you have been learning Put the case aside for a few days before reading it a second time. Then, start to analyse it seriously: Look at the development of the organisation over time. What strategies has it pursued? Which have succeeded and which have failed? Which are the types of environment where it has been able to succeed, and in which types has it had problems? Use the tools and techniques of strategic management theory, to see what insights they give you. What is the nature of the competitive environment? What kind of strategic resources does the organisation have - and which does it lack? How successful has the organisation been - and how do you know? Look carefully at all the tables, annexes and appendices. Why are they there? What information is the case writer trying to get you to get out of them? If there are numerical data in the case - analyse them . What trends over time do they show? What ratios can you use to analyse performance in areas that are important to the organisation ? Then, if you have time, put the case aside again for a day or two, and let all this sink in. You may at this stage like to use SWOT analysis as a framework for a preliminary analysis of your thinking. But beware - SWOT analysis is not sufficiently precise to feature in a good final report. Relate your analysis to the question Now start to relate the analysis to the task or question you h ave been set. What elements of the strategic analysis do you require to carry out the task, and how do they relate to it? Is there further information or analysis that you need? Be logical and critical Think hard about your conclusions and recommendations. Have you really demonstrated them, backing up your reasoning with hard evidence (events and results) from the case study? Have you allowed yourself to be swayed by the opinions of the organisation's own managers? They have a vested interest in showing their actions in the best possible light. You do not have to agree. Do the facts support their claims of success, or their excuses for failure?

USS Pennsylvania (BB-38) in World War II

USS Pennsylvania (BB-38) in World War II Commissioned in 1916, USS Pennsylvania (BB-38) proved to be a workhorse for the US Navys surface fleet for over thirty years.   Taking part in World War I (1917-1918), the battleship later survived the Japanese attack on Pearl Harbor and saw extensive service across the Pacific during World War II (1941-1945).   With the end of the war, Pennsylvania provided a final service as a target ship during the 1946 Operation Crossroads atomic testing. A New Design Approach After designing and constructing five classes of dreadnought battleships, the US Navy concluded that future ships should make use of a set of standardized tactical and operational traits. This would allow these vessels to operate together in combat and would simplify logistics. Designated the Standard-type, the next five classes were propelled by  oil-fired boilers rather than coal, saw the removal of amidships turrets, and utilized an â€Å"all or nothing† armor scheme.   Among these alterations, the transition to oil was made with the goal of increasing the vessel’s range as the US Navy believed this would be critical in any future naval war with Japan. The new all or nothing armor arrangement called for critical areas of the vessel, such as magazines and engineering, to be heavily armored while less important spaces were left unprotected. Also, Standard-type battleships were to be capable of a  minimum top speed of 21 knots and have a tactical turn radius of 700 yards.   Construction Incorporating these design characteristics, USS Pennsylvania (BB-28) was laid down at the Newport News Shipbuilding and Drydock Company on October 27, 1913. The lead ship of its class, its design came about following the US Navys General Board ordering a new class of battleships in 1913 which mounted twelve 14 guns, twenty-two 5 guns, and an armor scheme similar to the earlier Nevada-class. The Pennsylvania-class main guns were to be mounted in four triple turrets while propulsion was to be provided by steam driven geared turbines turning four propellers. Increasingly concerned about improvements in torpedo technology, the US Navy directed that the new ships utilize a four layer system of armor. This employed multiple layers of thin plate, separated by air or oil, outboard of the main armor belt. The goal of this system was to dissipate the explosive force of a torpedo before it reached the ships primary armor. World War I Launched on March 16, 1915 with Miss Elizabeth Kolb as its sponsor, Pennsylvania was commissioned the follow year on June 16. Joining the US Atlantic Fleet, with Captain Henry B. Wilson in command, the new battleship became the commands flagship that October when Admiral Henry T. Mayo transferred his flag on board. Operating off the East Coast and in the Caribbean for the remainder of the year, Pennsylvania returned to Yorktown, VA in April 1917 just as the United States entered World War I. As the US Navy began deploying forces to Britain, Pennsylvania remained in American waters as it used fuel oil rather than coal like many of the Royal Navys vessels. Since tankers could not be spared to transport fuel abroad, Pennsylvania and the US Navys other oil-fired battleships conducted operations off the East Coast for the duration of the conflict. In December 1918, with the war ended, Pennsylvania escorted President Woodrow Wilson, aboard SS George Washington, to France for the Paris Peace Conference. USS Pennsylvania (BB-38) Overview Nation: United StatesType: BattleshipShipyard: Newport News Shipbuilding Drydock CompanyLaid Down: October 27, 1913Launched: March 16, 1915Commissioned: June 12, 1916Fate: Scuttled February 10, 1948 Specifications (1941) Displacement: 31,400 tonsLength: 608 ft.Beam: 97.1 ft.Draft: 28.9 ft.Propulsion: 4 propellers driven by 1 Ãâ€" Bureau Express and 5 Ãâ€" White-Forster boilersSpeed: 21 knotsRange: 10,688 miles at 15 knotsComplement: 1,358 men Armament Guns 12 Ãâ€" 14 in. (360 mm)/45 cal guns (4 triple turrets)14 Ãâ€" 5 in./51 cal. guns12 Ãâ€" 5 in./25 cal. anti-aircraft guns Aircraft 2 x aircraft Interwar Years The remaining flagship of the US Atlantic Fleet, Pennsylvania operating in home waters in early 1919 and that July met the returning George Washington and escorted it into New York. The next two years saw the battleship conduct routine peacetime training until receiving orders to join the US Pacific Fleet in August 1922. For the next seven years, Pennsylvania operated on the West Coast and participated in training around Hawaii and the Panama Canal. The routine of this period was punctuated in 1925 when the battleship conducted a goodwill tour to New Zealand and Australia. In early 1929, after training exercises off Panama and Cuba, Pennsylvania sailed north and entered the Philadelphia Navy Yard for an extensive modernization program. Remaining at Philadelphia for almost two years, the ships secondary armament was modified and its cage masts replaced by new tripod masts. After conducting refresher training off Cuba in May 1931, ​Pennsylvania returned to the Pacific Fleet. In the Pacific For the next decade, Pennsylvania remained a stalwart of the Pacific Fleet and took part in annual exercises and routine training. Overhauled at Puget Sound Naval Shipyard in late 1940, it sailed for Pearl Harbor on January 7, 1941. Later that year, Pennsylvania was one of fourteen ships to receive the new CXAM-1 radar system. In the fall of 1941, the battleship was dry docked at Pearl Harbor. Though scheduled to leave on December 6, Pennsylvanias departure was delayed. As a result, the battleship remained in dry dock when the Japanese attacked the next day. One of the first ships to respond with anti-aircraft fire, Pennsylvania took minor damage during the attack despite repeated Japanese attempts to destroy the dry docks caisson. Positioned forward of the battleship in the drydock, the destroyers USS Cassin and USS Downes were both severely damaged. World War II Begins In the wake of the attack, Pennsylvania departed Pearl Harbor on December 20 and sailed for San Francisco. Arriving, it underwent repairs before joining a squadron led by Vice Admiral William S. Pye which operated off the West Coast to prevent a Japanese strike. Following the victories at Coral Sea and Midway, this force was disbanded and Pennsylvania briefly returned to Hawaiian waters. In October, with the situation in the Pacific stabilized, the battleship received orders to sail for Mare Island Naval Shipyard and a major overhaul. While at Mare Island, Pennsylvanias tripod masts were removed and its anti-aircraft armament enhanced with the installation of ten Bofors 40 mm quad mounts and fifty-one Oerlikon 20 mm single mounts. In addition, the existing 5 guns were replaced with new rapid fire 5 guns in eight twin mounts. Work on Pennsylvania was completed in February 1943 and following refresher training, the ship departed for service in the Aleutian Campaign in late April. In the Aleutians Reaching Cold Bay, AK on April 30, Pennsylvania joined Allied forces for the liberation of Attu. Bombarding enemy shore positions on May 11-12, the battleship supported Allied forces as they went ashore. Later on May 12, Pennsylvania evaded a torpedo attack and its escorting destroyers succeeded in sinking the perpetrator, the submarine I-31, the next day. Aiding in operations around the island for the remainder of the month, Pennsylvania then retired to Adak. Sailing in August, the battleship served as Rear Admiral Francis Rockwells flagship during the campaign against Kiska. With the successful re-capture of the island, the battleship became flagship of Rear Admiral Richmond K. Turner, Commander Fifth Amphibious Force, that fall. Sailing in November, Turner re-captured Makin Atoll later that month. Island Hopping On January 31, 1944, Pennsylvania took part in the bombardment prior to the invasion of Kwajalein. Remaining on station, the battleship continued to provide fire support once the landings began the next day. In February, Pennsylvania fulfilled a similar role during the invasion of Eniwetok. After conducting training exercises and a voyage to Australia, the battleship joined Allied forces for the Marianas Campaign in June. On June 14, Pennsylvanias guns pounded enemy positions on Saipan in preparation for landings the next day. Remaining in the area, the vessel struck targets on Tinian and Guam as well as provided direct fire support to troops ashore on Saipan. The following month, Pennsylvania aided in the liberation of Guam. With the end of operations in the Marianas, it joined the Palau Bombardment and Fire Support Group for the invasion of Peleliu in September. Remaining off the beach, Pennsylvanias main battery pummeled Japanese positions and greatly aided Allied forces ashore. Surigao Strait Following repairs in the Admiralty Islands in early October, Pennsylvania sailed as part of Rear Admiral Jesse B. Oldendorfs Bombardment and Fire Support Group which in turn was part of Vice Admiral Thomas C. Kinkaids Central Philippine Attack Force. Moving against Leyte, Pennsylvania reached its fire support station on October 18 and began covering General Douglas MacArthurs troops as they went ashore two days later. With the Battle of Leyte Gulf underway, Oldendorfs battleships moved south on October 24 and blocked the mouth of the Surigao Strait. Attacked by Japanese forces that night, his vessels sank the battleships Yamashiro and Fuso. In the course of the fighting, Pennsylvanias guns remained quiet as its older fire control radar could not distinguish the enemy vessels in the confined waters of the strait. Retiring to the Admiralty Islands in November, Pennsylvania returned to action in January 1945 as part of Oldendorfs Lingayen Bombardment and Fire Support Group. Philippines Driving off air attacks on January 4-5, 1945, Oldendorfs ships began striking targets around the mouth of Lingayen Gulf, Luzon the next day. Entering the gulf on the afternoon of January 6, Pennsylvania commenced reducing Japanese defenses in the area. As in the past, it continued to offer direct fire support once Allied troops began landing on January 9. Commencing a patrol of the South China Sea a day later, Pennsylvania returned after a week and remained in the gulf until February. Withdrawn on February 22, it steamed for San Francisco and an overhaul. While at the Hunters Point Shipyard, Pennsylvanias main guns received new barrels, the anti-aircraft defenses were enhanced, and new fire control radar was installed. Departing on July 12, the ship sailed for newly captured Okinawa with stops at Pearl Harbor and to bombard Wake Island. Okinawa Reaching Okinawa in early August, Pennsylvania anchored in Buckner Bay near USS Tennessee (BB-43). On August 12, a Japanese torpedo plane penetrated the Allied defenses and stuck the battleship in the stern. The torpedo strike opened a thirty-foot hole in Pennsylvania and badly damaged its propellers. Towed to Guam, the battleship was dry docked and received temporary repairs. Leaving in October, it transited the Pacific en route to Puget Sound. While at sea, the Number 3 propeller shaft broke necessitating divers to cut it and the propeller away. As a result, Pennsylvania limped into Puget Sound on October 24 with only one operable propeller. Final Days As World War II had ended, the US Navy did not intend to retain Pennsylvania. As a result, the battleship received only those repairs necessary for transit to the Marshall Islands. Taken to Bikini Atoll, the battleship was used as a target vessel during the Operation Crossroads atomic tests in July 1946. Surviving both blasts, Pennsylvania was towed to Kwajalein Lagoon where it was decommissioned on August 29. The ship remained in the lagoon until early 1948 where it was used for structural and radiological studies. On February 10, 1948, Pennsylvania taken from the lagoon and sunk at sea.

Logical vs. Physical Models Research Paper Example | Topics and Well Written Essays - 1000 words

Logical vs. Physical Models - Research Paper Example Taking the viewpoint of an independent outside base is another responsibility of the model and this assists in understanding the areas that require improvements. Process modeling also assists in defining the desired processes and understands the best manner through which the general system can incorporate it. Process modeling is important for it establishes the patterns that ought to be followed for the consequence of getting a particular desired result. Providing details on the rationale taken in the processes is another responsibility of process modeling. Exploring the courses of the various arguments that are brought up in the development of the process is the task of the process model. Establishing a link between the requirements of various processes and the actual processes is another importance of process modeling. It also defines points where data is extracted for reporting and analysis. A logic model is a type of analysis tool that is used by analysts to identify the effectiveness of particular computer programs. There are times that a particular project may fail and it is the responsibility of the analyst to identify the best logic model to employ and consequently understand the importance of having an overall haul of the system (Dennis, 2012). Using the logic model, the manager has the ability to understand the processes that can lead to increased investment, thus categorize them as either important or disposable, and consequently understand the course of action. A logic model is also used for program evaluation. In the past, program evaluation has always been used using an insider in the system. However, in contemporary days, new reasoning has been brought about by this model and it has helped in identifying and resolving some problems in the evaluation of a program. Some other uses of this model include assisting the database in understanding the current situation in

Identity and immigrants Essay Example | Topics and Well Written Essays - 1500 words

Identity and immigrants - Essay Example Sen’s form of clothing and the American way of dressing. It is the cultural norms, beliefs and values which motivate immigrants to preserve their culture (Tong 562). Baharati is less conservative in the mode of dressing while on the other hand Mira and Mrs. Sen are very conservative to the Indian way of dressing. Baharati’s form of clothing does not depict the Indian identity but rather the American identity. This is a form of cultural rebellion which characterized some immigrants (Ahadi and Rogelio 848). Mira and Mrs. Sen maintain the Indian identity through their clothing because they feel obliged to maintain their culture. The conservative nature of the two women stems from the fear of betraying their ethnic values and beliefs (Khanna 59). The attitudes and choices related to marriage among immigrants are culturally instigated (Tong 563). Baharati and Mira used to express the same views or opinions about marriage when they were back in India. However their viewpoints on marriage differed when they reached America. Mira retained her Indian viewpoints of marriage when she arrived in America. This is depicted by the fact that she married an Indian student from Wayne State University. Baharati’s views on Marriage are Americanized. This is revealed by the fact that she decided to marry a fellow student regardless of the fact that he was not of Indian origin, but an American whose parents were Canadian. It is therefore evident that Baharati’s views on marriage were based on the fact that you do not have to marry someone from your own ethnic background. On the other hand Mira believed that she had to marry someone who is Indian like her. It is evident that Baharati was prepared for the emotional strain that wou ld result from marrying someone who was not from her own ethnicity (Baharati 274). Mrs. Sen was similar to Mira on her views on marriage. For instance, her husband Mr. Sen is from her own ethnic background. Mrs. Sen also maintained her

Cell Phones and Teenagers Essay Example for Free

Cell Phones and Teenagers Essay Driving and talking on a cell phone is a major distraction and possible cause of car crashes. Cell phones and new technology is becoming the cause of more and more deadly crashes, especially when it is a teen driver. There were 3,092 deaths in distraction-related accidents in 2010, but the number is probably higher. Talking on a cell phone while driving can make a young driver’s reaction time as slow as that of a 70-year-old. While teenagers are texting, they spend about 10 percent of the time outside the driving lane they’re supposed to be in. About 6,000 deaths and a half a million injuries are caused by distracted drivers every year. Each year, 21% of deadly car crashes involving teenagers between the ages of 16 and 19 was because they were on their cell phones. This result has been expected to grow 4% every year. Students Against Destructive Decisions (SADD) is an organization all over the country and is a recognized group that started out 30 years ago with a mission to prevent drinking while driving. In 1997, they changed their name because they wanted increase their focus into all areas of negative behaviors such as texting while driving, road rage, and teen crashes in general. The National Organization for Youth Safety (NOYS) is another countrywide organization that promotes empowerment and leadership for teens to take action and help save lives among their fellow road companions.

Women Entrepreneurs in the U.S. Essay -- Gender and Small Business

Across America, there is a prevalent viewpoint that women are inferior to men in the field of entrepreneurship. However, â€Å"The common perception that women primarily start small hobby-related enterprises that are less likely to grow is contradicted by substantial evidence showing that women own firms in all industrial sectors, and that many do want to grow them in size and scope,† (Brush, Carter, Gatewood, Greene, & Hart, 2001, p. 4). In the United States in 2007, nearly 7.8 million firms were women-owned (National Women’s Business Council, 2012). Some may believe that this viewpoint permeated society because men are more successful at starting businesses than women. Yet, women-led businesses are not more likely to fail than those led by men, (Rosa, Carter, & Hamilton, 1996) (Kalleberg & Leicht, 1991). That being said, women would be even more successful as entrepreneurs if they had equal access to funding as that of their male counterparts. One way businesses receive funding is through angel investors. Angels provide financial backing and bring â€Å"industry experience and a network of potentially valuable contacts (i.e. the gold-plated rolodex) that can service as intangible assets to the firm†¦Ã¢â‚¬  (Amatucci & Sohl, 2004, p. 186). They are focused on the success of the business, rather than gaining profit or a majority share-hold. Women receive less funding from angel investors due to the realization of stereotype threat pertaining to three traits related to success in entrepreneurship: confidence, risk tolerance, and social capital. This causes a cycle that deters female entrepreneurial success; women-led firms lack necessary start-up funds, which hinder their success, and the ability to become angel investors themselves. This cy... ...tes/default/files/NWBC%20Final%20Narrative%20Report.pdf Oster, N. (2013, November). Men vs. women: Risk aversion. In BlackRock, The Blog. Retrieved December 14, 2013, from http://www.blackrockblog.com/2013/11/06/men-women-risk-aversion/ Rosa, P., Carter, S., & Hamilton, D. (1996). Gender as a determinant of small business performance: Insights from a British study. Small Business Economics, 8(6), 463-478. Retrieved December 13, 2013, from http://link.springer.com/article/10.1007/BF00390031# Sohl, J. E., & Hill, L. (2007). Women business angels: Insights from angel groups. Venture Capital, 9(3), 207-222. doi:10.1080/13691060701324536 Stengel, G. (2013). It's not just warren buffet who is bullish on women. In Forbes. Retrieved December 15, 2013, from http://www.forbes.com/sites/geristengel/2013/05/08/its-not-just-warren-buffett-who-is-bullish-on-women/

Early Literacy in Education Essay

Introduction â€Å"Literacy learning has a profound and lasting effect on the social and academic lives of children. Their future educational opportunities and career choices are directly related to literacy ability. Since early childhood is the period when language develops most rapidly, it is imperative that young children are provided with a variety of developmentally appropriate literacy experiences throughout each day, and that the classroom environment is rich with language, both spoken and printed. Early childhood teachers are responsible for both understanding the developmental continuum of language and literacy and for supporting each child’s literacy development. Literacy learning begins at birth and develops rapidly during the preschool period. The main components of literacy—listening, speaking, reading, and writing—should all be encouraged and supported through conversations and activities that are meaningful to the child and that involve adults and peers. Each child’s interest and motivation to engage in literacy-related activities are evident before that child is able to read or write conventionally. Children should be provided with environments that encourage literacy exploration and their emergent reading and writing behaviors should be valued and supported by their teachers. Effective language and literacy programs provide children who do not speak English with opportunities for listening, speaking, reading, and writing in both English and the home language. It is important for the teacher to recognize the need to make modifications in the presentation of vocabulary, directions, storytelling, reading, and other oral language communication when working with children who do not speak English as their home language. These modifications may include the use of visual aids, scaffolding, repetition, rephrasing, and modeling. † (NJ Department of Education, 2009) Gone are the days in which manual labor was the backbone of our society. We are a people living in the information technology age. Everything that is done from brewing your morning cup of coffee to setting your I-pod to wake you up morning and everything in between requires reading. Without reading a person will face great adversity in day to day living let alone success. It is now critical that every child and adult be able to read and comprehend. Over the past ten years, the amount of information that requires one to read, utilize writing skills, problem solving, and critical thinking has grown enormously. Studies have shown that one of the strongest indicators of a child’s success in school is the educational attainment of his or her parents. As you can imagine, this can plainly effect more than the person who is illiterate. This can also be a death sentence of poverty and destitution as the child grows into adulthood just as doors open for the life-long reader. Today we will discuss: what is needed to prepare children to read, the methods used to help recognize phonics and begin the transition into emergent readers, and what can be done to encourage reading in the future. Preparation In order for a child to begin reading parents must begin assisting their child from an early age. â€Å"Every step a child takes toward learning to read leads to another. Bit by bit, the child builds the knowledge that is necessary for being a reader. Over their first 6 years, most children †¢Talk and listen. †¢Listen to stories read aloud. †¢Pretend to read. †¢Learn how to handle books. †¢Learn about print and how it works. †¢Identify letters by name and shape. †¢Identify separate sounds in spoken language. †¢Write with scribbles and drawing. †¢Connect single letters with the sounds they make. †¢Connect what they already know to what they hear read. †¢Predict what comes next in stories and poems. †¢Connect combinations of letters with sounds. †¢Recognize simple words in print. †¢Sum up what a story is about. †¢Write individual letters of the alphabet. †¢Write words. †¢Write simple sentences. †¢Read simple books. †¢Write to communicate. †¢Read simple books. Children can take more than one of these steps at the same time. This list of steps, though, gives you a general idea of how your child will progress toward reading. † (Helping your child become a reader) While these ideas may seem structured, it is also important to allow children to be creative and use their imagination. Although reading is imperative, too many arrangements and rules can turn a child off and lead to feelings of resentment, anger, and resistance. Reading should be set to the tone and pace of the child. Emergent Readers As the standards of education change a consistent factor remains the focus on reading. Early childhood educators must provide an atmosphere that is both developmentally stimulating to the student while also meeting the standards of education. The methods used to help recognize phonics and begin the transition into emergent readers vary from student to student. Without the foundation of phonics research shows that a child will not learn to read. All children must know the alphabet in order to communicate effectively. Phonics cannot be drilled into the child. This will only produce memorization. Instead, educators must understand a child’s individual needs as well as balance. There is no true need to teach phonics as a separate subject. Most children will develop a sense of curiosity from their own knowledge, ideas, and interest. There will of course be a select few that may benefit from a more formal instruction. When children have a reason to know this will provide enthusiasm. For example: The first letter and sound a child typically learns may be his or her own name. A teacher may ask Billy to identify the first letter of his name. â€Å"B† replies Billy. â€Å"What sound does the letter B make? † â€Å"Buh-buh-Billy exclaims the child. Billy is now inspired and driven to want to learn the other sounds the letters make. Parents and teachers must also realize that reading will contrast greatly as children grow. Below is a list that may help each parent as well as teacher: â€Å"Infants †¢Talk, read, and sing to infants–they learn from everything they see and hear even in the first stages of life. †¢Take your baby to the park, zoo, and the store with you. Bring her attention to objects, signs, and people. †¢Always make books a part of your baby’s toy selection, even if he enjoys handling books more than being read to. As your child grows, point out pictures of objects and offer their names. Eventually, your child will be able to name the pictures, too. †¢Encourage associations between symbols and their meaning–as they get closer to toddlerhood, children may begin to recognize familiar signs for products and logos for cereal or fast food restaurants. Toddlers †¢Help toddlers make the transition from baby talk to adult language by repeating their words and expressions correctly without reprimanding them. †¢Let toddlers â€Å"read† their favorite picture books by themselves while you remain close by to comment. Or, pause before a familiar word as you read to your toddler, and let her fill in the missing word. This works especially well with rhymes or repeated refrains. †¢Provide magnetic and block letters to introduce a toddler to the spelling of his name. †¢Before you take your toddler on a new type of outing, read about the events you are about to witness. Talk with your child about the experience, and follow up with further reading to reinforce learning. Preschooler †¢Add new books to your child’s collection, but keep reading old favorites. Your preschooler may know them by heart now–this represents an important step in learning about reading. †¢Continue to take children shopping with you, and let them help identify products with coupons. Let preschool children join in as you follow a recipe. †¢Take books on long trips with you to encourage reading as entertainment. School-age children †¢Continue to read to your child, even if she has learned to read already. Take turns reading pages of your favorite books. †¢Encourage story writing by listening to the stories children tell. †¢Play word games like Scrabble or Boggle with children and introduce them to crossword puzzles. † (NAEYC, 1998) Encouragement â€Å"The first step in teaching a child to read is encouraging them to read. † – Unknown. This is a proven fact in the development of children. A child that is encouraged has no limit on what he or she can achieve. As educators and parents the responsibility begins early. Reading will encourage children to develop a life-long love for learning. If knowledge is power, books are full of it. Why is reading so important to children? â€Å"The Media Awareness Network emphasizes the potentially negative effects watching television can have on kids. This includes increased exposure to violence, sexual content, and adversely affecting a child’s course of development. In addition, watching television teaches children habits that promote a sedentary lifestyle, contributing to childhood obesity. Meanwhile, reading has been proven to enhance a child’s life by assisting cognitive development and helping children build language skills. The United Nations Educational, Scientific and Cultural Organization points out that reading helps children develop a sense of empowerment. It can also help children develop social and communication skills. Furthermore, good reading skills increase educational opportunities and may dramatically increase a child’s chances for academic and lifelong success† (Lendabarker, 2010) There is a vast assortment of options for parents to help encourage reading at home. One of the longest running programs to encourage reading is Pizza Hut’s â€Å"BOOK IT† program. â€Å"This provides an incentive to motivate children to read. BOOK IT! runs every school year from October through March. The teacher sets a reading goal for each child in the class. A tracking chart and reproducibles are included to make it that much easier. As soon as a child meets the monthly reading goal, the teacher gives him or her a Reading Award Certificate. † (Pizza Hut) Flexible BOOK IT! goals are based on reading ability. Number of books, number of pages, or number of minutes – they all work. BOOK IT! can also be used with the reading curriculum or as support for comprehension or intervention programs. For children not reading independently, the goal can be set where a parent or others read to the child. Fun Pizza Hut is proud of all BOOK IT! readers! The restaurant manager and team congratulate every child for meeting the monthly reading goal and reward them with a free, one-topping Personal Pan Pizza, BOOK IT! card and backpack clip. Other ideas to encourage reading include: †¢Make a habit of reading to your child every day, whether she is a one-year-old or a 10-year-old. †¢When your child is able to, have her read to you. You can take turns reading chapters in a simple chapter book, for example. †¢Get a library card for your child. Go to the library every week and take out several books. †¢Be aware of your child’s interests and direct your child to related books. †¢Try to find a series that she really likes and will want to continue reading. †¢Provide a comfortable reading area, with good lighting, in your home. †¢Discuss books with your child. †¢Buy books for your children that are related to their special interests. †¢If your child is a reluctant reader and not reading on grade level, buy her hi/lo books (books with a high interest level, low vocabulary). †¢Talk to your child’s teacher and ask for suggestions. †¢If your child likes incentives and the computer, enroll in an online book group. †¢If your child really enjoys a particular author, check with your librarian about other authors or books she might enjoy. †¢Children also often enjoy the opportunity to read children’s magazines As parents and educators, it is more important to spend time reading with your child on a consistent on-going basis. The method you select is not nearly as important as the time spent actually reading together. Conclusion Show me a child that can read and research will show you a child on his or her way to succeed. Parents, educators, grandparents, aunts, uncles all need to take time to read to a child. All too often parents rush out to buy the latest video game or latest toy. Where is that enthusiasm for the love of reading? How many children even see their parents read? We live in an age where technology surrounds us at every given moment; that does not negate the need to read and to take an active role in the education of children. The research speaks for itself. Reading equals succeeding. Works Cited Bagert, B. C. (1993). Helping your child learn to read. Retrieved February 25, 2010, from Kids Source: http://www. kidsource. com/kidsource/content/learread. html Lendabarker, K. (2010, January 3). Encouraging Children to Read. Retrieved February 25, 2010, from Suite101: http://earlychildhood. suite101. com/article. cfm/helping_children_develop_good_reading_habits NAEYC. (1998). Phonics and Whole Language Learning. Retrieved February 25, 2010, from Education. com: http://www. education. com/reference/article/Ref_Phonics_Whole/ NJ Department of Education. (2009, Unknown Unknown). Retrieved February 16, 2010, from www. state. nj. us: www. state. nj. us/education/cccs/2009/PreSchool. doc Pizza Hut. (n. d. ). Pizza Hut. Retrieved February 25, 2010, from Pizza Hut BOOK IT! program: http://www. bookitprogram. com/bedtimestory/ Uknown. (n. d. ). Literacy Guide. Retrieved February 24, 2010, from Bankstreet: http://www. bankstreet. edu/literacyguide/early2. html Unknown. (unknown, unknown unknown). Helping your child become a reader. Retrieved February 19, 2010, from Ed. gov: http://www2. ed. gov/parents/academic/help/reader/part4. html

Anatomy and Physiology Essay

The primary goal of this lab is to learn the names of many blood vessels. You will use the models provided as well as pictures in your lab book. Microscopic Structure of Blood Vessels Tunica intima: lines the lumen of the blood vessel. Continuous with endocardium of heart. Is extremely smooth to decrease resistance to blood flow. (Made of epithelium) Tunica media: More bulky middle coat. Composed of smooth muscle and elastin. Regulation in the diameter of blood vessels, which alters peripheral resistance and blood pressure. Tunica externa (adventitia): Outermost tunic. Function is primarily supportive and protective (areolar and fibrous CT) Picture Generalized Structure of Arteries, Veins and Capillaries Types of Blood Vessels Elastic arteries: Contain much elastic tissue Larger arteries closer to the heart Must expand when heart pumps much blood into them and then passively recoil after blood passes by. Thus, must withstand pressure fluctuations Muscular arteries: Have less elastic tissue, but substantial muscle tissue Smaller arteries farther from heart Exposed to less extreme pressure fluctuations Veins: Far from heart Not subjected to pressure fluctuations Are low pressure vessels thus are thin walled Blood flows against gravity so 1. Have larger lumens 2. Have valves to prevent backflow 3. Skeletal muscle pump Capillaries: Tiniest vessels One cell layer thick: endothelium with underlying basal lamina (tunica intima) Thinnest for making exchanges between blood and tissue cells Activity One Observing a vein and an artery on a microscope slide. Major Systemic Arteries of the Body Activity Two Use the models provided to find arteries listed Use pictures on the following pages to assist Both models and pictures will be used on the test Major Systemic Veins of the Body Activity Three Use the models provided to find veins listed Use pictures on the following pages to assist Both models and pictures will be used on the test Special Circulations Pulmonary Circulation Does not serve metabolic needs of body tissues Function is to bring blood close to alveoli in order do gas exchange Pulmonary arteries are structurally similar to veins Create a low pressure bed in the lungs Carry deoxygenated blood from heart to lungs Pulmonary veins

Descriptive Essays

Descriptive Essays Descriptive Essays Descriptive Essays Since the descriptive essay was established as a kind of specific genre, it differs from others work by strongly expressed, an individual look at a particular object, phenomenon of nature, the object of speech, which the writer describes or is experiencing. Writing descriptive essays, students should keep in mind some basic rules of descriptive essay writing such as: The students need to remember that the discussion on a particular topic, issue, or subject of the descriptive essays does not imply their complete interpretation, definition, statement, and analysis. The author describes one or other event from all sides, while not covering it completely. In the descriptive essays, object or event seems to serve as a pretext for the thoughts of the one who writes. Or, the writer goes around and around of specific topic, as he/she weaves a lace or web of the narration. College descriptive essays can be devoted to philosophical and historical issues, critical and literary issues, autobiographical facts, and much more: It should be borne in mind that there could be various ways of discovering the world for this genre: artistic, scientific, religious. For the author, academic descriptive essay is the most important personal understanding of the world and the attitude to it. As the ways of such comprehension, he/she draws many examples, reveals the parallels, selects the lines, and uses all kinds of association, assimilation, and adhesion. Motivation and Inspiration Two basic things that the writer needs when writing college essays are motivation and inspiration. Both of them are changeable and cannot be someone else's will. They should be warmly coaxing, beckoning, and promising that the journey is worth of the efforts. You have to convince yourself that one, who conquers his/her own Everest and set his/her own flag on the top of mount will experience great happiness. If you are still standing at the beginning of your road, you should know that a view, which is seen from the top of completed college descriptive essay, worth of all the efforts spent on it. If you would write only under ideal conditions, and when you would have a will, you would be as an artist, who uses only a limited number of colors. Surely, it is possible to draw something good in this way but that work will always miss something. If descriptive essays writing is a true challenge for you and you do not know how to write essays or lack time to complete all academic assignment, do not hesitate to rely on our professional descriptive essay writing services. We are working 24/7! You may also review example essay and read free tips on Merchant of Venice critical essay writing. Read also: Little Prince Reaction Paper How to Make a Reaction Paper Great Essays Global Warming Essay Example of a Reaction Paper Descriptive essays Descriptive essays It is said that Ramen Noodles are one of Americas favorite quick and easy dinners. However without the proper tools and directions, the great American dinner is nothing more than a packet of raw noodles. There are four simple steps to creating this great meal. Picking the proper flavoring is the first step to making Ramen Noodles. Go to your grocery store where you can find a wide variety of flavors, ranging from beef to teriyaki chicken. They usually run about thirty two cents a packet. So if you cant decide on a flavor go ahead and splurge and buy yourself two. If you go to the grocery store on a sale day you can even find them at ten for a dollar. Once you have chosen the flavor that best suits your taste buds, the second step is making sure you have all the right tools at your house to make the Ramen Noodles. You need about a two quart pan and a large stirring spoon. Next you need to find a one-cup measuring cup, and make sure you have a water faucet with drinkable water. After you have all the necessary equipment for making Ramen Noodles then you are ready to cook away. Third step in making Ramen Noodles is to get your one-cup measuring cup and fill it up to the top with water and pour it into your two quart pan. Then fill your cup up one more time because you need two cups of water for Ramen Noodles. Put the pan on the burner on medium heat. Let the water boil, but make sure and watch it so it doesnt run over the sides of the pan. The fourth step is to add the noodles into the boiling water. If you dont like to slurp noodles or roll them up on you spoon like spaghetti, then you can break them up in the packet. But dont forget to remove the seasoning packet before you add or break the noodles. Take it out and set it on the counter until it is time to use it. If you decide on breaking the noodles up, set the packet on the counter and place the palms of your hand on t...

Bear Minimum Essay Example for Free

Bear Minimum Essay The lease of a combustion turbine by Big Bear Power from Goliath Co includes three provisions that we must examine to determine whether they should be included in the â€Å"minimum lease payment† as defined in ASC 840. Provision 1 This provision involves Big Bear paying $500,000 to its external counsel, and $1 million of legal fees to Goliath Co. The $1 million fee to Goliath Co. should be included in the minimum lease payment. This is supported by 840-10-25-6 which states: Fees that are paid by the lessee to the owners of the special-purpose entity for structuring the lease transaction†¦shall be included as part of minimum lease payments. The $500,000 to its external counsel should not be included because it was not an obligatory cost for the lease. Provision 2 To determine if the penalty payment from a default would be included in the minimum lease payment, we look at ASC 840-10-25-14: [Default covenants related to nonperformance do not affect lease classification if all of the following conditions exist: a. The default covenant provision is customary in financing arrangements. b. The occurrence of the event of default is objectively determinable (for example, subjective acceleration clauses would not satisfy this condition). c. Predefined criteria, related solely to the lessee and its operations, have been established for the determination of the event of default. d. It is reasonable to assume, based on the facts and circumstances that exist at lease inception, that the event of default will not occur. In applying this condition, it is expected that entities would consider recent trends in the lessee’s operations. If any of those conditions do not exist, then the maximum amount that the lessee could be required to pay under the default covenant shall be included in minimum lease payments for purposes of applying paragraph 840-10-25-1] The first condition about the default covenant provision being customary does exist due to the note stating that â€Å"this is a customary provision in  leasing arrangements†. The company has positive cash flow and is in compliance with all its debt covenants, which supports Big Bear’s belief that the chance of default is low. Thus conditions 2 and 4 are met. Condition 3, which involves predetermined criteria in case of a default, does not seem to have been met. Since not all the conditions have been met, the default payment covenant shall be included in the minimum lease payment. Provision 3 This provision states that Big Bear’s rent of $1 million will increase by the same percentage increase in the CPI. The most recent annual increase in CPI was 4%. 840-10-25-4 states that â€Å"lease payments that depend on an existing index or sate, such as the CPI or prime interest rate, shall be included in minimum lease payments based on the index†. Therefore after the first year, the minimum lease payment will rise by $40,000 per year or $3,333.33 per month. Bear Minimum. (2016, Mar 04).

Organizational Change Essay Example | Topics and Well Written Essays - 500 words

Organizational Change - Essay Example Technical issues can be dealt with expertise while others require the managers to make use of emotional intelligence to control the matters. In a vast majority of cases, both occur together in the change implementation cases. Flexibility is the key to success in change management. Certain adaptive and technical competences are vital to be successful as a change manager. These competences have been presented in this article after a thorough analysis of past research pertaining to the subject. Change science is fundamental to bringing about the behavioral change in the workforce. It enables the leader to define the objectives, tasks and milestones in a way that is conducive for higher motivation in the workforce. Change art is required to manage the factors that are driven by behavior and emotions. Change leaders can get to know their initiatives more clearly using change art. Change art collects information from the surroundings, evaluates it and generates useful information for the c hange leaders so that they may realize the measures needed to raise the motivation of workforce. Change art places more emphasis on behavioral goals than technical goals and hence, may compromise upon technical specifications as deadlines and milestones.