Economic Class free essay sample

Keeping a decent social standard is here and there hard to support, making it difficult to change. Creator Gregory Mantsios â€Å"Class in America† in 2003, has various thoughts in transit monetary class is. Social standings and thusly life chances are to a great extent decided during childbirth. People who have gone from clothes to newfound wealth have large amounts of the broad communications, insights on class versatility demonstrate these jumps to be very uncommon (Mantsios711). Most financial achievement is a result of the riches that these people get during childbirth. More than 66 percent of the customer units with livelihoods of $100,000 or more have acquired resources (Mantsios711). In the narratives that are perused as a rule there is more riches due to being naturally introduced to it than procuring it by difficult work. A great many people don't decide to be placed into a monetary class; rather it occurs all alone. On the off chance that somebody grows up knowing just low salary or having almost no as a kid, they appear to convey that on with them as they get more seasoned. It is difficult to go from something you’re used to for your entire life to something so extraordinary. Destitution is an extremely troublesome boundary to survive, regardless of where somebody is from or where they currently live. Creator Diana George â€Å"Changing the Faces of Poverty: Nonprofits and the Problem of Representation†. 001 composes, â€Å"You don’t need to leave your own nation to discover third-world neediness. † (George623). Most gatherings that are requesting cash to help the destitute youngsters are as a rule in an alternate nation. As individuals see Children, Inc. demonstrating photographs of youngsters that cause individuals to feel vulnerability for. Individuals need to help settle the yearning issues by sending cash yet in some cases feel uncomfortable with doing it since we are worried about the possibility that that the cash isn't continually going for what these individuals think it is. Natural surroundings for Humanity helps pe ople here in the United States to recover financially and attempt to defeat an obstruction of no food or spots to live. Environment for Humanity expects to dispense with neediness lodging from the globe (George 625). Being in little urban communities is additionally once in a while a hindrance to defeat on the grounds that there are not the same number of employments or access to occupations. There are run down houses that individuals without occupations, think that its elusive the subsidizing to do upkeep on them. Destitution censures a huge number of individuals all through the world to live in unfortunate and brutal conditions. These individuals are caught in a pattern of destitution, living in places offering little security from the downpour, wind and cold (George 626). Living in run down houses causes various ailments and can cause passing also. It is hard observing youngsters living in this circumstance just as more seasoned individuals. Discovering better lodging is something the vast majority take a stab at. It is simply increasingly troublesome when not living in a superior neighborhood with better lodging. Writer Peter Singer â€Å"The Singer Solution to World Poverty†, composes, an American family with a pay of $50,000 spends around $30,000 every year on necessities, as indicated by the Conference Board, a philanthropic financial examination association, (Singer 879). In this way, for a family unit getting $50,000 per year, gifts to help the world’s poor ought to be as close as conceivable to $20,000 (Singer 879). When living in run down territories, and networks with having no way to improve, makes it exceptionally difficult to change. For certain individuals seeing others doing things they couldn't want anything more than to do and realize they can't, causes a few people to feel sad and gives them considerations of always being unable to change. Around 12 percent of American populace that is, almost one of each eight individuals in this nation live beneath the official neediness line (determined in 2001 at $9,214 for an individual and $17,960 for a group of four). Among the poor are more than 2. million destitute, including almost 1 million destitute youngsters (Mantsios 701). Last time anyone checked, almost 33 million Americans the country over lived in unwavering neediness (Mantsios 703). Having extracurricular exercises make it hard for less fortunate individuals than progressively well off. A few people go to tuition based schools, where they have numerous alternatives for the sake of e ntertainment and exercises after school. Having alternatives like taking distinctive language classes in the wake of, resting ceaselessly camps, some with children of ministers and offspring of specialists. Going on family relaxes normally, a few times each year is more than likely. They know early that they will most unquestionably get into an awesome school with or without grants with desire to be president. With respect to other people, go to a little to medium state funded school where most alternatives are practically nothing. Setting off to a YMCA day camp is the most outdoors experience a great deal of more unfortunate individuals get the opportunity to encounter. They are offspring of dedicated people in factory’s and school workers. This is the manner by which a few of them get the chance to do sports also. They have aspirations to be presidents just as teachers. Racial and sex issues prevent individuals from going farther in life than they might want also. Racial and sexual orientation mastery are different powers that hold individuals down (Mantsios 712). Ladies experience the impacts of sexism whether they are generously compensated proficient or ineffectively paid agents. As ladies, they face separation and male mastery, just as heckles and generalizing (Mantsios 712). Also, an affluent dark man faces racial persecution, is exposed to racial slurs, and is precluded openings in light of the fact that from securing his shading (Mantsios 712). The experience of ladies and minorities are separated along class lines. Despite the fact that they are subordinate positions versus white men, the specific issues that stand up to ladies and minorities perhaps very extraordinary relying upon their situation in the class structure (Mansios 712-713). Class - mistreated men, regardless of whether they are white or dark, have benefits managed them as men in a misogynist society. Thus, class-abused whites, regardless of whether they are men or ladies, advantage from white benefit in a bigot society. In today’s society, individuals would feel this would not be an issue any longer, however it appears to in any case be issues with it. Mistreatment is total, and the individuals who are poor, dark, and female are frequently dependent upon the entirety of the powers of class, race and sex separation at the same time (Mantsios 713). It appears that on the off chance that you are a dark lady that you would be in a lower class than a white female. Being female and of ethnic race you would be considered in the lower class and that makes numerous issues for somebody succeed. Being in a general public that does passes by classes has made numerous issues for a few classes prevail in a place that is exceptionally needed. Americans judge an excessive number of individuals, and it shows that it tends to be a significant boundary for somebody to move beyond. Nobody likes for others to know their circumstances, individuals attempt to conceal things from others with the goal that nobody know whether they are in the lower class. Attempting to fit in is something that most Americans permit themselves to do. Everybody needs to be considered in a similar classification of class. For what reason do individuals judge so a lot and for what reason do they direct and do terrible sentiments toward individuals that are in a lower class than themselves? It is exactly how humankind is and more than likely will consistently be. It has been like this for a long time and will keep on doing as such. A few people are brought up in a wide range of levels of human instinct, and it develops with every person as they become grown-ups, yet looking down on somebody and putting down them, all since they are not as rich as them, or have the same number of material things as they do requirements to grind to a halt. That makes such a large number of individuals quit attempting to defeat snags in their manner to improve a life for themselves and their families. Escaping a groove is a hard thing to achieve. This is a significant hindrance to survive. Works Cited George, Diana. Changing the Face of Poverty: Nonprofits and the Problem of Representation. 2001. The Norton Field Guide to Writing with Readings. Ed. Richard Bullock and Maureen Daly Goggin. second ed. New York: Norton, 2010. 622-33. Print. Mantsios, Gregory. Class in America-2003. 2004. The Norton Field Guide to Writing with Readings. Ed. Richard Bullock and Maure en Daly Goggin. second ed. New York: Norton, 2010. 697-717. Print. Vocalist, Peter. The Singer Solution to World Poverty. 2009. The Norton Field Guide to Writing with Readings. Ed. Richard Bullock and Maureen Daly Goggin. second ed. New York: Norton, 2010. 873-80. Print.

Abnormal Psychology Problem Excessive Use Of Mari Essay Example For Students

Unusual Psychology Problem: Excessive Use Of Mari Essay juana And Alcohol Contextual investigation Unusual Psychology Issue Over the top utilization of weed and liquor, particularly inside the most recent 2 years. Kurt started drinking and utilizing pot at age 14 and by age 15 alluded to the use as overwhelming. In spite of as of late being gotten for the robbery of his folks TYME card and $400, which brought about him being compelled to join an AODA gathering, he still keeps on utilizing all the time. He has likewise gone to work while inebriated and went to a school move affected by weed. Thus he was terminated from his activity and needed to experience a pee screen so as to again be permitted over into his specific school. Notwithstanding these outcomes, 17-year-old Kurt still employments. Foundation Information Segment: Male, age 17, white. Early life: The most youthful child in a two parent family, one more established sibling, one perished sibling, and a more youthful sister. The most seasoned child was murdered in an oddity mishap around six years prior. Kurt communicates that since the mishap (which he doesnt recall) home life as been troublesome. His mother has mental and AODA issues and has been determined to have Munchausen disorder. He had a decent connection with his dad. Relationship with sibling not excellent. Current home life: Lives at home with the two guardians and more youthful sister in a solitary family house. Staying more seasoned sibling moved out, as of late. Normal white collar class neighborhood. Public activity: Many companions with three to four being close. He appreciates being around individuals a large portion of the time. Training: Currently goes to a parochial school, is on time for graduation. Hes in the eleventh grade and getting passing evaluations (C-normal). Business: Currently working low maintenance after school and ends of the week. Past employment he was terminated for appearing inebriated, be that as it may, has figured out how to keep a late spring activity throughout the previous two years. Military: N/A Wellbeing: He evaluated current wellbeing as poor, expressing terrible lungs from past sessions with pneumonia, and an awful back because of a 17% ebb and flow of the spine causing muscle fits in his lower back. Constraints: None Temperament: No history of sadness or madness. Rest: Occasional bad dreams (2 to multiple times month to month). Hunger: No issues. Sexual capacity: N/A History of lost awareness: Has dropped while drinking. Hospitalization: Twice for pneumonia. Medicine: None Liquor/sedate use: Heavy utilization of pot and continuous use of liquor. Has likewise explored different avenues regarding opiates which were taken from his mom. Psychedelic drugs, including corrosive and shrooms. He is likewise a pack-a-day cigarette smoker. Perceptions and Behaviors Disposition: Good affinity during meeting, exceptionally helpful, straight to the point, and open. Appearance: Unremarkable. Engine: Posture drooped, appeared to be apprehensive, somewhat disturbed, in any case, held eye to eye connection. Discourse: Adequate and normal. Language: Good jargon, typical. Consideration: Adequate. Memory: Could not recall definite year his sibling passed on. Something else, memory appeared to be fine, with exact detail. State of mind: No downturn or madness. Has had periodic contemplations of self destruction, yet never endeavored. In the past has had outrage the executives issue, and saw a specialist (after protests by educators) from 1987 to 1990. Influence: Appropriate and typical. Self-examination: Adequate. Knowledge: Consistent with capacities. Judgment: Adequate. Contemplations: Appropriate to content, no fears, fixations, and so on. Observation: Normal. Demeanor towards sickness: Recognizes he has an issue, yet doesnt consider it to be not kidding, thusly isn't exceptionally inspired to fix, or work on the issue. Finding Hub I: Substance misuse, especially liquor and cannabis, verging on substance reliance. Hub II: N/A Hub III: Curvature of the spine. Hub IV: Mother with huge mental issues joined with AODA issues because of death of most seasoned child. Hub V: 90 Backing for determination Substance misuse Despite being gotten various occasions for drinking and medication use, and enduring the subsequent outcomes, Kurt will not swear off taking an interest in these criminal operations. I at first idea that oppositional disobedient confusion might be an increasingly proper conclusion, however the negative, rebellious, and threatening viewpoints are not so much present. Kurt appears to be rebellious just so as to get the liquor or medications he needs. This disposition doesnt persist into different parts of his life. Treatment I suggest proceeded AODA bunch treatment, yet in addition think singular talk treatment would profit. I feel that the substance misuse is a side effect of a basic issue, presumably the consequence of the stressors at home. .ua948eeec945e180b6c65d0fe8716aaf7 , .ua948eeec945e180b6c65d0fe8716aaf7 .postImageUrl , .ua948eeec945e180b6c65d0fe8716aaf7 .focused content territory { min-tallness: 80px; position: relative; } .ua948eeec945e180b6c65d0fe8716aaf7 , .ua948eeec945e180b6c65d0fe8716aaf7:hover , .ua948eeec945e180b6c65d0fe8716aaf7:visited , .ua948eeec945e180b6c65d0fe8716aaf7:active { border:0!important; } .ua948eeec945e180b6c65d0fe8716aaf7 .clearfix:after { content: ; show: table; clear: both; } .ua948eeec945e180b6c65d0fe8716aaf7 { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; mistiness: 1; change: haziness 250ms; webkit-progress: darkness 250ms; foundation shading: #95A5A6; } .ua948eeec945e180b6c65d0fe8716aaf7:active , .ua948eeec945e180b6c65d0fe8716aaf7:hover { murkiness: 1; change: obscurity 250ms; webkit-change: obscurity 250ms; foundation shading: #2C3E50; } .ua948eeec945e180b6c65d0fe8716aaf7 .focused content region { width: 100%; position: relat ive; } .ua948eeec945e180b6c65d0fe8716aaf7 .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; content improvement: underline; } .ua948eeec945e180b6c65d0fe8716aaf7 .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .ua948eeec945e180b6c65d0fe8716aaf7 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; fringe sweep: 3px; box-shadow: none; text dimension: 14px; textual style weight: intense; line-stature: 26px; moz-fringe span: 3px; content adjust: focus; content enrichment: none; content shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: supreme; right: 0; top: 0; } .ua948eeec945e180b6c65d0fe8716aaf7:hover .ctaButton { foundation shading: #34495E!important; } .ua 948eeec945e180b6c65d0fe8716aaf7 .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .ua948eeec945e180b6c65d0fe8716aaf7-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .ua948eeec945e180b6c65d0fe8716aaf7:after { content: ; show: square; clear: both; } READ: Autism Essay He may likewise be encountering some gentle melancholy and experience the ill effects of low confidence. Brain research Essays .

Stats on the Class of 2015 - UGA Undergraduate Admissions

Stats on the Class of 2015 - UGA Undergraduate Admissions Stats on the Class of 2015 As I promised over the weekend, here are the statistics on the Admitted Class of 2015. I do not have the stats for the wait-list group ( just under 900 were offered wait-list) at this time as we do not know who will remain on the WL, so you will have to be happy with this information for now.The wait-list letter will give you more details on past years for admission off the wait-list. We are thrilled that we had such a strong applicant pool, and the admitted group is very impressive. Remember, the statistics I give out are the middle 50% ranges, so please take that into consideration when viewing the information. Mid-50% range for GPA: 3.68-4.00 (please remember that this is not the GPA you see on your transcript, but the GPA that UGA calculates based on the core courses taken in HS, and looking at the actual grades on the transcript) Mid-50% range for the SAT CR and M: 1170-1350 Mid-50% range for the SAT Writing: 570-680 Mid-50% range for the ACT: 27-31 Average number of AP/IB courses: over 5.6 Almost 40% of the freshman admitted to UGA had their strongest test score from the ACT, and if their ACT was then translated to the SAT, the SAT mid-ranges increase by about 30 points for the combined CR/M. While we show the average number of AP/IB courses, we look at the entire course selection, and the accepted students have challenged themselves with a wide range of Honors and Advanced courses, summer programs, and a number of college courses taken through Joint Enrollment/Dual Enrollment programs. Statistics can never show the other qualities that we have seen from our admitted group, from leadership capabilities to strong writing, being active in their schools and communities, to showing great growth from freshman to senior year. Congratulations to the admitted class of 2015! Now we just have to wait and see who chooses to attend, so send in your deposit if UGA is your school of choice. These are all the stats I can give you right now, so please do not ask for other data, as I will just have to say no. Our office is focused on phone calls, emails, WL information and transfer reviews, so I cannot always slog through the data.

unit 022 childcare - 4845 Words

Unit 022 Outcome 1 1. The sequence and rate of each aspect of development from birth to 19 are the following: Babies at birth – most are born at 40 week and premature babies more often need a little more time to reach the same level of development as babies born in and after the 40th week. Most are born with just reflexes for survival at first. These would be swallowing, sucking reflexes to help feed. Rooting reflex baby will move its head if the cheek is touched to find a nipple or teat. Grasp reflex babies will grip objects touching their palm. Startle reflex they will often move arms outwards and clench fists is a sound movement or light suddenly startles them. Walking reflex when babies are held upright with their feet on a†¦show more content†¦A child at 18 months – The word toddler is often used as the children start to walk with a side to side movement. They start to move quickly and enjoy the freedom it gives them. They are keener to interact more and play with adults and are fascinated by other children of their own age and older like friends, brothers or sist ers. They start to want their own independence as they have learnt they are separate from their carers they cry in protest if they want something and do not get it. Their language skills are still developing they can use several words and will understand a lot of what adults are saying. They do not yet know the need to share, cooperate and wait many parents take this as developing minds of their own. They can become restless and change moods quite quickly and often need to be around a familiar adult when not with their main carers. Children at two years – They are very much showing their individuality at this age. They know what they want to do touch and hold. They can now move confidently and are enjoying walking and being able to pick things up and play with them. They are keen to do things for themselves and often get frustrated when they can’t. Their frustration can lead to temper tantrums and emotional outbursts. They also get emotional in other words they will smile laugh and squeal with enjoyment. They will notice other children and enjoy being near them even if they don’t actively play together. FavouriteShow MoreRelatedAn Assessment of the Impact of Corporate Social Responsibility on Nigerian Society: the Examples of Banking and Communication Industries18990 Words   |  76 Pagesenhanced reputation, society gains from the social projects executed by the business organization. In the early 1970s, companies began to appreciate community service as a way to improve their images, int ernally and externally, as well as to serve the 022 Univers. J. Mark. Bus. Res. communities in which the business operates. A study carried out by the National Volunteer Centre in U.S. in 1977 shows that more than 1,100 major U.S. corporations had established structured activities to involve their

Essay on Female Characters in Bram Stokers Dracula

Female Characters in Bram Stokers Dracula Having studied Bram Stokers Dracula as part of my GCSE English Course, I am going to consider the representation of women in the novel. The three main characters I will study are Mina, Lucy, and the three female vampires (belonging to Dracula). I am going to consider the similarities and differences of each character, and how well they compare to traditional Victorian women. I will support my answers with quotes and evidence. During the early twentieth century, the traditional Victorian ideal would be a lady of leisure. A Victorian woman effectively had only two options: she was either a virgin- a model of purity and innocence, or she was to be a wife and produce an heir. If she†¦show more content†¦This is important, because it shows us that she is a virtuous person, and it also shows us her stability; as holding the job as an assistant schoolmistress isnt something that every Victorian woman was thought capable of doing. Later on she uses her domestic chores, to assist her husband with his work, and this shows us that she is a devoted wife. Unlike Lucy, she is not most noteworthy for her physical beauty, which spares Mina her friend?s fate of being transformed into a voluptuous devil. Her sexuality remains enigmatic throughout the whole of the novel, however she does undertake one sexual encounter with Dracula towards the end, but it is forced. Although Mina does not produce an heir during the novel, we do know that she produces a child afterwards, and this is important information. The entire second half of the novel concerns the issues of Mina?s purity, and Bram Stoker creates suspense as to whether Mina, like Lucy will be lost. Mina is far from a ?New Woman?, she is a dutiful wife and mother, whose successes are always in the service of men. She even pokes fun at the New Woman several times, as she notably writes ?Some of the New Woman writers will someday start an idea that men and women should be allowed to see each other asleep, before proposing or accepting. Mina is summed up as having a very good aspiration of a traditional VictorianShow MoreRelatedDracula Movie Comparison Essay1444 Words   |  6 PagesDracula the novel or Bram Stoker’s Dracula movie? Dracula, the most famous vampire of all time, which readers were ï ¬ rst introduced to by Irish author Bram Stoker in 1897 with his novel Dracula, which tells the story of the mysterious person named Count Dracula (Stoker). The book is an outstanding masterpiece of work, which is why it has been a prototype for various movie releases over the decades. Whenever a film director decides to make a movie based on a novel the hope is that the characters concurRead MoreComparison Of Count Dracula In Bram Stokers Dracula And Dracula1449 Words   |  6 PagesDracula is the infamous vampire, that readers were ï ¬ rst introduced to by Irish author Bram Stoker in 1897 when they read his novel Dracula (Stoker). The author conveys the story of Count Dracula, a mysterious being that is half man, half vampire that sucks blood from the neck of his victims to stay alive (Stoker). This novel is an outstanding masterpiece of work, which is why it has been a prototype for various movie releases over the decades, such as Nosferatu, Horror of Dracula, Dracula A LoveRead MoreA Comparison Of Dracula And Dracula1429 Words   |  6 PagesDracula is the infamous vampire that readers were ï ¬ rst introduced to by Irish author Bram Stoker in 1897 when they read his novel Dracula (Stoker). The author conveys the story of Count Dracula, a mysterious being that is half man, half vampire that sucks blood from the neck of his victims to stay alive (Stoker). This novel is an outstanding masterpiece of work, which is why it has been a prototype for various movie releases over the decades, such as Nosferatu, Horror of Dracula, Dracula A Love StoryRead MoreDracula, By Bram Stoker1291 Words   |  6 Pages ​Bram Stoker, author of Dracula, not only creates the early depiction of vampire stories; but writes more to contradict the age old beliefs of women and their role in society. Dracula is more that just a vampire story. There is a deeper level to this. A level in which it can incite change in the way one percieves women. There is a noition that all women were to be the same but Dracula refutes that. Vampire sexuality, as represented in Bram Stoker s Dracula, reveals itself as both a phenomenon thatRead MoreEssay on Paternalism in Bram Stokers Dracula920 Words   |  4 PagesPaternalism in Bram Stokers Dracula      Ã‚   Paternalism is the domination of a society by a male or parental figure that leads or governs much like the way a father would direct his family.   In Victorian society, the idea of paternalism was prevalent.   The idea was also frequently used as a motif in western literature.   Bram Stokers novel Dracula, published in 1897, depicts a paternalistic society through a repression of the female sex and a continuous exaltation of the domineering maleRead MoreDracula, By Bram Stoker1166 Words   |  5 PagesThe story of Dracula is well documented and has stood the test of time since it’s Victorian age creation. More times than not, literature writings are a reflection of the era from which they are produced. 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However, Dracula’s success is not because it was the first novel of its kind. Vampiric literature had been around for

Islam and Muslim Contact Unit Free Essays

The term â€Å"Islamophobia† was first used in print in 1991 and was defined in the Runnymede Trust Report as â€Å"unfounded hostility towards Islam, and therefore fear or dislike of all or most Muslims. † The word has been coined because there is a new reality which needs naming — anti-Muslim prejudice has grown so considerably and so rapidly in recent years that a new item in the vocabulary is needed so that it can be identified and acted against. (Sajid 2005) The term â€Å"Islamophobia† was coined by way of analogy to â€Å"xenophobia†, which is a dislike or fear of people from other countries or of that which is perceived to be foreign or strange. We will write a custom essay sample on Islam and Muslim Contact Unit or any similar topic only for you Order Now Some definitions suggest xenophobia as arising from irrationality or unreason; this can also be said for islamophobia. Islamophobia can be characterized by the belief that all or most Muslims are religious fanatics, have violent tendencies towards non- Muslims, and reject concepts such as equality, tolerance, and democracy. It is a new form of racism where Muslims, an ethno-religious group, are constructed as a race. A set of negative assumptions are made of the entire group to the detriment of members of that group. During the 1990s many sociologists and cultural essay writer toronto analysts observed a shift in racist ideas from ones based on skin color to ones based on notions of cultural superiority and otherness. (Sajid 2005) In Britain and other European or Western countries, Manifestations of anti-muslim hostility has been exemplified in many verbal as well as physical attacks on Muslims in public places and attacks on mosques and desecration of Muslim cemeteries. Before 9/11, in Western countries negative stereotypes and remarks in speeches by political leaders, implying that Muslims are less committed than others to democracy and the rule of law. There was a rise in the number of hate crimes against Muslims in  London in 2010, these hate crimes were being encouraged by mainstream politicians and sections of the media, a study written by a former Scotland Yard counter-terrorism officer, published January 26, 2010, says that attacks ranging from death threats and murder to persistent low-level assaults, such as spitting and name-calling, are in part whipped up by extremists and sections of mainstream society. Lambert headed Scotland Yard’s Muslim contact unit, which helped improve relations between the police and Britain’s Islamic communities. The study mentions no newspapers or writers by name, but alleges that the book Londonistan, by the Mail writer Melanie Phillips, played a part in triggering hate crimes. Londonistan is a book about the spread of  Islamism  in the  United Kingdom  over the past twenty years. When London was hit by suicide bombers in July 2005, the dirty little secret was finally out. Great Britain had been the European hub of Islamist extremism for more than a decade. Under the noses of British intelligence, a network of terrorists and their sympathizers had used Britain to plot, finance, recruit and train for atrocities in the United States and around the world. The scale of this activity was so large that exasperated European security agencies dubbed Britain’s capital city Londonistan. (Phillips 2006). In Europe and in America as well, it can be seen in widespread and routine negative stereotyping in the media and everyday discourse in ways that would not be acceptable if the reference were, for example, to Jewish or black people. (Dodd 2010) Islamophobia is heightened by a number of contextual factors. One of these is the fact that a high proportion of refugees are Muslims. Demonization of refugees is therefore frequently a coded attack on Muslims, for the words â€Å"Muslim,† â€Å"asylum-seeker,† â€Å"refugee,† and â€Å"immigrant† become synonymous in the popular imagination. In this case, the common experiences of immigrant communities with unemployment, rejection, alienation and violence have combined with Islamophobia to make integration really difficult. This has led Muslim communities to suffer higher levels of unemployment, poor housing, poor health and higher levels of racially motivated violence than other communities. (sajid 2010). For example, in 2003, when the Home Office produced a poster about alleged deceit and dishonesty amongst people seeking asylum, it chose to illustrate its concerns by focusing on someone with a Muslim name. France has been wracked by tensions over its rapidly growing Muslim minority. Another example of this would France banning the wearing of Islamic veils and other face coverings earlier this year, claiming they were both degrading and a security risk. Belgium has passed similar legislation, and Switzerland banned the building of minarets, the tall spires which often stand next to mosques. Ghazi 2006) A large issue that fuels the fires in the battle against Islamophobia is the drawing of cartoons offending the Islamic prophet, Muhammad. More specifically, this issue began after 12  editorial cartoons, most of which  depicted  the Islamic  prophet  Muhammad, were published in the Danish  newspaper  Jyllands-Posten  on September 30, 2005. These Danish cartoonists targe ted Muhammad as a way to attack the Muslims’ freedom of free speech and religion. In Muslim societies insulting Muhammad is the gravest of all crimes; also considered blasphemy and punishable by death. Unfortunately, some events that followed these insults toward Muhammad ended in multiple deaths. The Organization of the Islamic Conference has denounced calls for the death of the Danish cartoonists. The obvious denial of this request caused attacks on innocents and riots all over Europe. Some acts included bombing of Christians at church, burning of churches, slaughtering innocent children and other civilians, and one specific incident included killing innocent train passengers. Even before the Jyllands-Posten riots, there were plenty of anti-Muslim acts in Europe. One of which was the Dutch politician Pim Fortuyn’s assassination in 2002 for his anti-Islamic views. He called Islam a â€Å"backward culture† and wanted to stop Muslim immigration. After his death his party made its debut in Parliament with a 17% seat share showing how popular he was at that time. Another example of Europe’s anti-Muslim views as well as the Islam’s’ intolerance for the belittling of their culture is the assassination of Theo van Gogh In 2004. Van Gogh directed a short movie called Submission which tried to highlight the role of women in Islam. While the movie came in for a lot of criticism, van Gogh was assassinated in the same year over the movie. Specifically, the fear of Muslims became more prevalent in the United States after the events that occurred on September 11, 2001. In order to study Muslim Americans’ framing in the news media after 9/11, it is important to focus on two specific periods; the first six-month period after the attacks and the period after the first anniversary of September 11. The two periods are very important because the news framework completely changed during these two episodes. In the first immediate six months after 9/11, the media representation was very positive, comprehensive, frequent and contextual. However, after the first anniversary of 9/11, the media coverage changed. It became very negative, stereotypical and exclusive. By the first anniversary of September 11, the portrayal of Muslim Americans in both print and cable news had completely shifted from the more frequent, positive, contextual,  thematic, descriptive and comprehensive coverage to a more frequent, negative, stereotypical,  episodic  and exclusive coverage. The share of reporting on Muslim Americans declined, hate crimes skyrocketed and the positive public perception of Muslims that was created in the immediate period after 9/11 diminished. Eventually, this negative perception of Muslims manifested itself through anti-Islamic riots and hatred of Muslim Americans in upcoming years. (Amiri 2012) September 11, 2001, and the days that followed produced strong feelings amongst non-Muslims as well as among Muslims in Europe. When people feel powerless and frustrated they are prone to hit out with violent language: â€Å"You don’t belong here,† or â€Å"Get out of my country now; England is for white civilized English people! † are examples of the kind of violent language that was used in e-mail messages to the Muslim Council of Britain immediately following the attacks. These messages are significant, for they expressed attitudes and perceptions that are widespread amongst non-Muslims and that are recurring components of Islamophobia. Allen 2002) While over in the western hemisphere, the American government was trying to ensure the Americans citizens of their safety. In the first few days following 9/11 there were multiple news cast questioning citizens, politicians, and government officials of what exactly went on that day. But what most Americans really wanted to know was whether or not they can be safe knowing that people of the same race and religion as the terrorists were walkin g the streets. Although there was fear struck into the hearts of American citizens, Americans were too decent to even consider lashing out on Muslim Americans. Not only that but American didn’t know even about their culture, religion, or race to hate them to extent that Europeans do. (Schwartz 2010). When it came time to get the point of views from the horse’s mouth, Muslim Americans were more frequently covered in the news and more often interviewed as sources than before the events of 9/11. They were given a chance to speak for themselves rather than the commentators talking on their behalf offering their views on certain issues relating to Muslim Americans. (Abid 2011) What changed the American view of Muslims altogether was the start of the wars in Afghanistan. Americans who were considered to be Islamophobes were completely against the idea of thousands of soldiers losing their life trying to fight for a faith that what President Bush calls â€Å"A religion based on peace, but hijacked by the terrorists. (Bari 2012) But Americans had an odd response to the anti-Muslim controversy they elected a president bearing an Islamic middle name, Barack Hussein Obama. This demonstrated that for their majority, Islamophobia was moot. Too few said so, but Americans seemed to have instinctively grasped certain truths: that Islam would not simply go away, they would not change their view, they could not be defeated in a direct confrontation and that moderate Muslims would be valua ble allies in defeating radical Islam. (Schwartz 2010) How to cite Islam and Muslim Contact Unit, Papers

Effect of Broken Family to a Childs Academics free essay sample

This is very hard for the couple but the person who ends up with the greatest amount of problems is their child. Children incorporate repertoires of angry, impulsive, and violent behavior into their own (Kelly, 1968). The problems that the child develop are not always noticeable, and do not always come to the surface immediately. Broken Family is a family with children involved where parents are legally or illegally separated. There are many aspects in the childs life that may change when he is a member of a broken family.One of the most important aspects hat is affected is his academic performance. Children who are a member of a broken family earned lower grades and their peers rated them as less pleasant to be around (Chervil, 1981 Somewhat, there is simple evidence to show that a broken family brings anxiety, disturbance, lack of motivation and pressure. These manifestations act negatively on a childs academic performance. We will write a custom essay sample on Effect of Broken Family to a Childs Academics or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, this may not be germane in all instances. Some children disregarding their family background may perhaps work hard and be successful in life.Thus, the researcher has proposed a study on the impact of a broken family to a childs academic performance as perceived by Bettys Vermilion Academy students, school year 2012-2013 to further distinguish the scope of the problem. Statement of the Problem This research seeks to determine the impact of a broken family to a childs academic performance. Specifically it seeks to answer the following questions: 1. What is the impact to the childs academic performance when they see their parents undergo the following: 1. 1 Simple misunderstanding, 1. Yelling at each other, 1. 3 Having physical contact? 2. What are the effects of a broken family to the childs: 1. 1 Mentality, 2. 2 Social life 3. 3 Academics 3. What can be the other factors that inhibit the childs academic performance? Hypothesis To work out the solutions to the problem rose in the investigation the following hypothesis is tested at 0. 05 level of significance. Ho: A broken family has no impact to the childs academic performance Ha: A broken family has an impact to the childs academic performance Significance Of the StudyThis research about the impact of a broken family to the child may be useful to the following: Parents that experience this family condition can make use of this research for them to have additional ideas on the situations effects on their childs academics. Teachers can use this research for them to have ideas of the possible reasons why their students suffer from their academics. Students that suffer from a broken family can make use of this research for them to understand their condition and its effects on their academics.

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sonnet test sonnet and pastoral poetry background

The Adoption of the Controllable Pitch Propeller by the Outside World essays

The Adoption of the Controllable Pitch Propeller by the Outside World essays Canada is not exactly known for having produced several ground-breaking inventions or discoveries in her time. However, the period of rapid technological advancement that she incurred during the third period of the history of engineering in Canada brought with it several important engineering inventions which had their roots in Canada. The creation of the controllable pitch propeller was one such invention which was perfected in Canada and was so successful that this primarily Canadian development spread throughout the world. Wallace Rupert Turnball lived in Rothesay and it was there that he carried out his experiments in aeronautical theory beginning in 1902. His specialty was that of dihedrals which he studied in a wind-tunnel. He looked at water borne hydroplanes propelled by motor-driven airscrews. An airscrew the Great Britain term for a propeller. A standard propeller consists of anywhere from two to four blades each a section of a helix, the geometric form of a screw thread, hence the term airscrew. The first plane had two air-screws on each side whereas the second one had only one, more highly efficient propeller located at the rear end of craft, near the pilots seat. However, both had an uneven torque of engine that was in fact destructive to the efforts of the propeller. Turnball experimented with all different types of air-screws; some with a 30 gauge track that were 300 long for truck. With each air-screw he tested, he recorded the propeller thrust, rpm and the forward speed. Wha t determines the forward speed is the distance that a propeller will move in the forward direction when the shaft of the propeller is rotated 360o. Assuming that there is no slippage, this distance is termed the geometric pitch. The propellers that Turnball tested had diameters ranging from 1.5 up to 3.5, all different dimensions and shapes. Upon his return to Rothesay in 1918, after ...

A field trip to Point Reyes National Seashore and Lighthouse Assignment

A field trip to Point Reyes National Seashore and Lighthouse - Assignment Example California Highway 1 is one of the routes one can take people to the Point Reyes lighthouse. Highway 1 passes through very fragile hillsides in Big Sur region and one gets the impression that they might be trapped in a rock or mud slide. The area between Gorda and Lucia seems to have the most delicate hillsides. California Highway one is classified as one of the most dangerous highways in the state and consequently the state has set several safety rules for drivers using this road; the road meanders through the landscape. It also passes around the edges of steep slopes and this makes it seem even more dangerous. Point Reyes National Seashore is full of numerous wonderful features. The place has no mountains but is hilly. Other interesting features are windswept the beach, marshes, estuaries, coastal scrub grassland, and coniferous forests. Forested ridges are very beautiful as I could view vast regions from a single point. River Trail passes near the Point Reyes National Seashore. It is a source of drinking water to wild animals living around the area but also decorates the landscape. In the Point Reyes National park, there are numerous plant varieties and animal species. Of all these, I found the deer the most interesting. There are three deer species which are black-tailed deer, tule elk and fallow deer. They are very interesting to watch as they run up and down in the field. It is very easy to distinguish the three species from a distance as they have clear distinguishing features. The fallow deer is non-native as it was imported from the Californian mainland. It is the most beautiful of all with well combined white and brown colors. They are well adapted to the ecosystem and they make the entire environment beautiful. Driving through the beautiful landscape made me seem to have reached the end of my tour but when I reached the lighthouse, everything changed. It was clear from a

The impact of the economic crisis in the Saudi economy Dissertation

The impact of the economic crisis in the Saudi economy - Dissertation Example The project deals with the impact of economic crisis in Saudi Arabia. Saudi Arabia is a key player in the scenario of international trade, imports and exports. The effect of the economic crisis in Saudi Arabia has been compared with the impacts on the leading economies of the world which provides a comprehensive picture of the global effects of the economic crisis. Introduction Saudi Arabia is an absolute monarchy and is ruled by King Abdallah Bin Abdul Aziz Al Saud who promises of greater political participation and has been able to win the confidence of majority of the Sunni population. The economy of Saudi Arabia is based on its rich amount of oil reserves. Oil is the main resource of the economy. The country possesses around 18% of the proven reserves of petroleum in the world. Saudi Arabia is also the leading exporter of petroleum in the world. Saudi Arabia because of its rich reserves of petroleum plays the leading role in the Organisation for Oil Exporting countries. . The OPE C was created in order to ensure a steady income of the members of the organisation and also to secure the supply of oil to the consumer states all over the world. The economy of Saudi Arabia was initially dependent on agricultural with the work of agriculture one by the nomadic people who lived in the country. The discovery of oil in the country occurred in 1930 from where the kingdom of Saudi Arabia started to gain comparative advantage over the other countries in the world. According to World Bank, Saudi Arabia’s economy has been referred to as the strongest economy among the Arab nations. Thus the economy of Saudi Arabia underwent a transition from an agriculture based economy prior to 1930 to an industrial economy after the discovery of oil in 1930. The GDP grew at rapid rates due to availability of huge proven reserves of petroleum and gaining comparative advantage which led to rise in exports. The country’s foreign exchange reserves grew enormously giving a scop e for developments of infrastructure for industries in the kingdom. As a result of the recent economic crisis all over the world and reduction in GDP per capita of Saudi Arabia, the government has undertaken policy reforms of diversification of the economy, strengthening the regulatory framework and the legal system and allowing foreign investments in order provide employments opportunities to the swelling population and also to sustain their economic growth rates. The impacts of the economic crisis in the economy of Saudi Arabia lay its roots in the recession that occurred in US and subsequently spread to major economies like UK and other parts of the world thereby transforming into a global financial meltdown. The international economic scenario underwent radical changes with recession in the economy of US and its subsequent effects on the economies all over the world. This created major impacts in the economies of the world including that of western economies like, European natio ns, East Asia and partly in South Asia. The financial crisis which emerged in the year 2007 started with a bubble in 2002 in the housing

Looking At Heroic Code In The Iliad English Literature Essay

Looking At Heroic Code In The Iliad English Literature Essay In book 9 of The Iliad, the greatest example of heroes, Achilles, questions in mid-way about the heroic code. However, it is just a shattering start for the process in seeking another point of view about what and how to construct a real hero. Through a miserable loss and ability to relate to other characters in the book, finally, Achilles ends up that process with a lesson: Rather than the honor gained in the battle, a hero is also inspired by the connectedness to other people, fighting for the survival of their city, families and companions. Achilless suspicion about the true value of heroic code brings up a new perspective to the Iliads readers, showing them how the heroic world may look from the position outside it. Initially, it seems to make sense that Nothing is worth my life, not all the riches/ They say Troy held before the Greeks came, (9.415-16) Achilles said, when he has plenty of possession, and those honor-conferring material gifts are not a worth-while compensation for the loss of his life on the battle. Also, it is hard to object when he criticizes the pointlessness of the heroic system: Coward and hero get the same reward:/You die whether you slack off or work. (9.326-27) However, those arguments are only subjective and associated with blindness. The speech of Phoenix, one of the ambassadors and Achilles beloved old tutor, fully answers Achilles concern and points out what Achilles cannot see. He tells the story of Meleager, a man who was wronged and refused to defend his country. He retired in his room wi th his beloved wife and stayed out of the fighting until the moment when his city was about to be destroyed. He realized that his wifes safety could be threatened if his country lost in the war. Therefore, he returned to battle and fought for his city, but at that point Meleager just won little honor. Phoenixs story responds to Achilles accusation that gifts are inadequate compensation for fighting by showing that there are still other reasons besides honor why people lose their lives for fighting. That is because of their family, their close friends, and any bonds of friendship in a small community. At this point, the family concept and the interrelation between individuals become revealing as an integral aspect of heroic code. This idea slowly develops in further Book through Achilles relationship to others on a personal basis. It is only after Patroclus death that Achilles realizes what is missing in his previous accusation, which also highlights those above newfound perspectives of human connectedness. A hero, of course, must fulfill his status in combat on the battlefield, to get honored for himself; besides, it is stressed that he has to respect his family, show loyalty to his friends, and protect his comrades. Achilles learns this precious lesson after a miserable loss: A mist black grief enveloped Achilles/He scooped up fistfuls of sunburnt dust/And poured it on his head, fouling/His beautiful face à ¢Ã¢â€š ¬Ã‚ ¦ (18.23-26) The word envelope is used sophisticatedly as, like a letter is covered underneath another thick paper, Achilles gets stuck in a confusing thinking stream about if his own honor is an ultimate purpose he is seeking for throughout all his lie, or his close relationship with companions matters more to his true heroic value. He gets lost. He conflicts with himself. The image of self-w illed man with strong accusation at the beginning disappears; instead, that man is acting unconsciously: He scooped up fistfuls of sunburnt dust/And poured it on his head, fouling/His beautiful face à ¢Ã¢â€š ¬Ã‚ ¦ (18.24-26) Beautiful face is a nice metaphor for the image of an ideal hero which Achilles mistakenly overvalues for himself, and dust can be understood as the force for Achilles to break against that monument and reach the underneath true heroic code. Now, Achilles begins to see life and relationships with other people from a mortal point of view. Patrocluss death is a strong reminder of those other reasons for fighting that Achilles forgets in his initial undermining of honor. In a material human world, heroes may treasure the reward and social status as a consequence of winning the fighting, but they are also motivated by the patriotism for the city they protect and by the love for family and friend they deeply involve. Family and deep bond of friendship also take part in constructing the moral aspect in a real heros character. This excites the readers profoundly besides many bloody brutal killing scenes throughout the book. In the scene Priam takes ransom to demand Hectors corpse back for a proper burial, the readers can witness a new side in Achilles behavior that never plays out before: full of sincere kindness and sympathy. Compared with the intense savagery when Achilles cruelly drags Hectors corpse around the walls of Troy, this move entirely surprises the readers. Priam huddled in grief at Achilles feet, cried/ And moaned softly for his man-slaying Hector. (24.547-49) Homer uses the verb huddle, somehow in contrast with high status of Priam, a king, to demonstrate that death is no barrier to the honor and glory achieved in life. Priams begging does not dishonor him; instead, he does that in the name of his family member. This action truly captures Achilles pity and breaks down his resistance. Achilles knows that his fate is to die at Troy and never return home in Phthia. He realizes how desperate his father, Peleus, feels once he knows that heart-breaking news of his son, which might happens to Priam if Achilles does not return Hectors corpse to him. And Achilles cried for this father and/ For Patroclus. The sound filled the room. (24.550-51) Just only any object that is visible and have weight can fill up a space, but Homer uses that verb for the sound to show that, this time, Achilles tear has value because he already learns his mistake in self-absorption and changes himself to care for other peoples feelings. Finally, he reaches to his identity as a mortal, letting go of his previous bitter outrage, and sharing the grief of loss with other mortals. Generosity, or forgiveness, also constructs a real hero. This is a precious lesson that Achilles learns till the end. The Iliad, set aside all of the brutal killing scenes, is a work deeply concerned with the true value of heroic system. Specifically, the questioning of Achilles in Book 9 brings up a new insight for the Iliads readers. The heros brilliant performance in the battlefield is fundamental to maintain his status. Furthermore, he had to fulfill his responsibility in accordance with his family, friends, and community in general.

Local and State Education Agencies Essay

Dear Colleagues, The purpose of this document is to provide a stand-alone guide for local and state education agencies faced with the task of designing a new or upgrading an existing automated student information system. While based on a chapter from the Student Data Handbook for Elementary, Secondary, and Early Childhood Education, this guide contains additional information from a variety of resources, most of which are cited in the text. Included in the contents are guidelines, checklists, and real-life examples. This document was commissioned by the National Education Statistics Agenda Committee (NESAC) of the National Forum on Education Statistics (a part of the National Cooperative Education Statistics System) and funded by the National Center for Education Statistics (NCES) of the U.S. Department of Education. Through contract with the Council of Chief State School Officers (CCSSO) and NCES funding, this document was developed by Barbara S. Clements of Evaluation Software Publishing, Inc. It is an adaptation of the chapter, Building a Student Record System, contained in the Student Data Handbook for Elementary, Secondary, and Early Childhood Education: 2000 Edition. Beth Young of NCES and Oona Cheung of CCSSO provided overall guidance to and management of this activity. Comments on the text were gratefully received from state and local education agency staff including Raymond Yeagley, Rochester (NH) School District, Lee Tack, Iowa Department of Education, Bethann Canada, Virginia Department of Education, and Carol Hokenson,  Minnesota Department of Children, Families, and Learning. Design assistance was provided by The Creative Shop. The original Student Data Handbook was developed in 1994 by NCES. It was the result of the collaborative effort and work of NCES staff and contractors, the NESAC Student Data Task Force, local, state and federal education representatives and researchers from around the country. We hope this document will provide you with useful and interesting information to aid in designing your automated student record system. The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively. If you have any comment or suggestions about this or any other NCES product or report, we would like to hear from you. Introduction The national focus on student outcomes has placed an additional burden on our nation’s schools, school districts, and state education agencies, for they must monitor the achievement of individual students, as well as groups of students, and show that all students are meeting high standards for learning. An education organization’s ability to meet this challenge is affected by the organization’s access to complete, accurate, and timely information about its students. This booklet has been developed to help education organizations plan and implement efficient systems for maintaining and using individual student records so that effective decisions can be made for the benefit of the students. Many schools, school districts, and state education agencies already collect and use data effectively. However, the proliferation of new reporting requirements and dramatic changes in technology have had a profound effect on the need for student data and the education community’s ability to manage student records. Purchase of more powerful computer hardware and software and the reconfiguration of information systems have become essential components in efforts to meet the needs of all students. There is probably no single best information system solution that can meet the needs of all 90,000+ public schools, 16,000+ school districts, 27,000  private schools, and 57 education agencies in states and outlying areas. However, there are certain steps that could help all education organizations to determine the best solution for their particular situations. This booklet can lead education organization decision-makers through the process of making the best and most cost-effective decisions about information management systems devoted to individual student records. Building an Automated Student Record System describes steps that are useful for education organizations to follow when planning for, designing, and implementing an automated student record system. This booklet should be particularly useful if your school or district is moving from paper records to automated student records or if you are revising or replacing an existing system. In addition, you may find information that is useful if your state education agency is building a new student record system or expanding the collection of individual student records. Contents of this Booklet Included are twelve steps to consider when developing and  implementing an automated student record system. Many of these steps are relevant to the implementation of any administrative record system, but our focus here is on the special considerations relating to student records, including confidentiality and access. After a general discussion about student records and student record systems, each step is described. Examples, case studies, and checklists are included to help you work your way through the steps and make crucial decisions. Related resource documents will be described for some of the steps. It should be noted that this book is derived from a chapter that appears in the National Center for Education Statistics’ (NCES) Student Data Handbook for Elementary, Secondary, and Early Childhood Education: 2000 Edition. In addition, information from other documents developed or sponsored by NCES and the advisory group, the National Forum on Education Statistics, are referenced and parts included in this booklet. Each of these documents is described in the Resource List at the end of the booklet, along with ways to obtain copies of the printed documents or the online versions. Student record is, by definition, any written information about a student. Student records can be described in terms of their contents (e.g., courses taken, grade point averages), use (e.g., identifying students eligible for the free lunch program), and storage medium (e.g., a manila file folder). The maintenance of extensive, accurate, historical, and current data about individual students is essential to the functioning of schools and school districts, and can promote effective educational practices at all levels of the education system. The contents of the student record are determined by the uses of the records. Typical contents may include family information, courses taken and grades, special program participation information, immunization records, assessment scores, extracurricular activities, and other information that is used by the education system to promote student success and provide appropriate services. Some of this information should be standard across classrooms, schools, districts, and states, while other information can be unique to the particular classroom, school, or district. Student records are used for many important educational purposes, including instruction and guidance decisions; monitoring compliance with attendance and health laws; and administrative purposes, such as determining tuition status, scheduling students into classes, planning school bus routes, monitoring program completion, and completing reports for local, state, and federal authorities. The student record usually contains the information necessary for each of these purposes at the school or district level.  Instructional management systems are frequently linked to student record systems to provide more analytical capability for teachers and administrators. These systems allow for student learning plans, individualized education plans (IEPs), portfolios, and other student products to be stored and retrieved for instructional decision-making and achievement monitoring. A student record may be kept on file in a classroom, school office, school district office, intermediate agency, state education agency, or other approved location. The record may contain information collected from the student (or family); from teachers and other school staff; and from other sources outside the school, such as health care providers or testing companies. The record for a student may be stored in a central location (such as a school computer) for the convenience of anyone with authorized access and a need to obtain information; or there may be a separate paper or computer record maintained by each person who has contact with a student. Some parts of the record may even be stored outside the school, as happens when student health records are stored and maintained by the local public health service, or when state test scores are stored and maintained at the state education agency. No matter where the student records are stored, procedures must be in place to ensure that access is granted only to authorized individuals and that only authorized individuals have the capacity to maintain (update) the records. Student records traditionally have been kept only at the school or district level. In recent years, however, many state education agencies have begun to collect individual student records. State-level records typically consist of data about student characteristics, program participation and assessment results––a subset of the data usually maintained at the school and district levels. The purposes of state-level databases are to promote continuous improvement in schools, plan for program changes to help students achieve high standards, distribute funds, and hold schools and districts accountable for student achievement. Most of the information included in state-level databases comes directly from schools and districts, and the information may be transmitted electronically among levels of the state’s school system. In summary, a complete student record may be a single file, or it can be made up of several separate records, each with specific content or uses and each stored and maintained in a different way.

Medical Term

Match each combining form with its closest de? nition. a. acanth(o) b. actin(o) c. aer(o) d. algio e. amyl(o) f. andr(o) g. athero h. bacill(o) i. bacteri(o) j. bar(o) k. bas(o) l. bio 1. The closest de? nition for light. ________________________________________ 2. The closest de? nition for air. ________________________________________ 3. The closest de? nition for pain. ________________________________________ 4. The closest de? nition for starch. ________________________________________ 5. The closest de? nition for life. ________________________________________ 6. The closest de? nition for masculine. _______________________________________ Page 2 7. The closest de? nition for bacilli. ________________________________________ 8. The closest de? nition for bacteria. ________________________________________ 9. The closest de? nition for weight. ________________________________________ 10. The closest de? nition for spiny. ________________________________________ 11. The closest de? nition for base. ________________________________________ 12. The closest de? nition for plaque ________________________________________ Match each combining form with its closest de? nition. a. blast(o) b. cac(o) c. calci(o) d. carcin(o) e. hem(o) f. chlor(o) g. chondrio h. chore(o) i. chrom(o) j. chrono k. chyl(o) l. chym(o) 13. The closest de? nition for calcium. ________________________________________ 14. The closest de? nition for cancer. ________________________________________ Page 3 15. The closest de? nition for cartilage. ________________________________________ 16. The closest de? nition for bad. ________________________________________ 17. The closest de? nition for immature cell. ________________________________________ 18. The closest de? nition for chemical. ________________________________________ 19. The closest de? nition for chlorine. _______________________________________ 20. The closest de? nition for dance. ________________________________________ 21. The cl osest de? nition for chyle. ________________________________________ 22. The closest de? nition for color. ________________________________________ 23. The closest de? nition for time. ________________________________________ 24. The closest de? nition for chyme. ________________________________________ Page 4 Match each combining form with its closest de? nition. a. cine(o) b. coni(o) c. crin(o) d. cry(o) e. crypt(o) f. cyan(o) g. cyc(o) h. cyst(o) i. cyt(o) j. dextr(o) k. dips(o) l. dors(o) 25.The closest de? nition for dust. ________________________________________ 26. The closest de? nition for secrete. ________________________________________ 27. The closest de? nition for bladder. ________________________________________ 28. The closest de? nition for cold. ________________________________________ 29. The closest de? nition for movement. ________________________________________ 30. The closest de? nition for blue. ________________________________________ 31. The closest de? ni tion for circle. ________________________________________ 32. The closest de? nition for right. ________________________________________Page 5 33. The closest de? nition for hidden. ________________________________________ 34. The closest de? nition for cell. ________________________________________ 35. The closest de? nition for thirst. ________________________________________ 36. The closest de? nition for back. ________________________________________ Match each combining form with its closest de? nition. a. dynamo b. electr(o) c. eosin(o) d. ergo e. esthesio f. ethmo g. etio h. ?br(o) i. ?uor(o) j. fungi k. galact(o) l. gen(o) 37. The closest de? nition for red. ________________________________________ 38. The closest de? nition for work. _______________________________________ 39. The closest de? nition for force. ________________________________________ 40. The closest de? nition for sensation. ________________________________________ Page 6 41. The closest de? nition for milk . ________________________________________ 42. The closest de? nition for electric. ________________________________________ 43. The closest de? nition for ethmoid bone. ________________________________________ 44. The closest de? nition for cause. ________________________________________ 45. The closest de? nition for ? uorine. ________________________________________ 46. The closest de? ition for fungus. ________________________________________ 47. The closest de? nition for ? ber. ________________________________________ 48. The closest de? nition for producing. ________________________________________ Match each combining form with its closest de? nition. a. echo b. erythr(o) c. geront(o) d. gluco e. gonio f. granulo g. gyn(o) h. home(o) i. hydr(o) j. hypn(o) k. iatr(o) l. ichthy(o) Page 7 49. Select the combining form that best matches the de? nition red. ________________________________________ 50. Select the combining form that best matches the de? nition age. _______________ _________________________ 1. Select the combining form that best matches the de? nition sugar. ________________________________________ 52. Select the combining form that best matches the de? nition sleep. ________________________________________ 53. Select the combining form that best matches the de? nition angle. ________________________________________ 54. Select the combining form that best matches the de? nition treatment. ________________________________________ 55. Select the combining form that best matches the de? nition women. ________________________________________ 56. Select the combining form that best matches the de? nition sound. _______________________________________ 57. Select the combining form that best matches the de? nition same. ________________________________________ 58. Select the combining form that best matches the de? nition granular. ________________________________________ 59. Select the combining form that best matches the de? nition water. _________ _______________________________ Page 8 60. Select the combining form that best matches the de? nition scaly. ________________________________________ Match each combining form with its closest de? nition. a. glyco b. idio c. immun(o) d. kal(i) e. karyo f. ket(o) g. kin(o) h. kyph(o) i. lact(o) j. atero k. lepto l. leuk(o) 61. Select the combining form that best matches the de? nition distinct. ________________________________________ 62. Select the combining form that best matches the de? nition immune. ________________________________________ 63. Select the combining form that best matches the de? nition potassium. ________________________________________ 64. Select the combining form that best matches the de? nition ketone. ________________________________________ 65. Select the combining form that best matches the de? nition nucleus. ________________________________________ 66. Select the combining form that best matches the de? ition sugar. ______________________________________ __ 67. Select the combining form that best matches the de? nition humpback. ________________________________________ Page 9 68. Select the combining form that best matches the de? nition white. ________________________________________ 69. Select the combining form that best matches the de? nition milk. ________________________________________ 70. Select the combining form that best matches the de? nition lateral. ________________________________________ 71. Select the combining form that best matches the de? nition movement. ________________________________________ 72.Select the combining form that best matches the de? nition frail. ________________________________________ Match each combining form with its closest de? nition. a. kinesi(o) b. lip(o) c. lith(o) d. log(o) e. lys(o) f. macr(o) g. medi(o) h. meg(a) i. melan(o) j. micr(o) k. mio l. morph(o) 73. Select the combining form that best matches the de? nition motion. ________________________________________ 74. Select the combi ning form that best matches the de? nition stone. ________________________________________ 75. Select the combining form that best matches the de? nition shape. ________________________________________ Page 10

Major Theme in Romeo and Juliet - Free Essay Example

Sample details Pages: 2 Words: 503 Downloads: 6 Date added: 2019/03/13 Category Literature Essay Level High school Tags: Romeo and Juliet Essay William Shakespeare Essay Did you like this example? William Shakespeare uses various events and characters like Romeo and Juliet, efficiently to convey that love conquers everyone. Throughout the play Shakespeare effectively shows how the love of Romeo and Juliet overcomes many things in the play. Romeo and Juliet risk their families’ reputation and even their lives, for love which causes the conflict in the play. This ultimately does cause the death of the two lovers but brings the families together in the end. This story shows how love triumphs over the terror of death. Romeo and Juliet are driven to love each other even though their families hate each other. This creates conflict and multiple deaths in the play. After the party in Act 1, Romeo goes to Juliet’s house to see her again later being warned that â€Å"If they do see thee they will murder thee. (2.2.70), but Romeo states â€Å"And but thou love me, let them find me here. My life were better ended by their hate†¦Than death proroguà ¨d, wanting of thy love† (2.2.69) Romeo feels so much love for Juliet that he is willing to die for her and he even says that if Juliet doesn’t love him back that he should die because his life would be meaningless. The topics of death and brutality tie in with Romeo and Juliet, and they are constantly associated with enthusiasm, regardless of whether that energy is love or despise. The association between abhor, viciousness, and passing appears glaringly evident. Don’t waste time! Our writers will create an original "Major Theme in Romeo and Juliet" essay for you Create order Love is the major theme in Romeo and Juliet, but a theme that is tied in with love is hate; emotion can overwhelmed someone and essentially blind a person from their actions. An example of this would be when Tybalt wants to kill Romeo in Act 1 because he was looking at Juliet. He describes Romeo as a â€Å"Slave†¦ Come hither, covered with an antic face, to fleer and scorn at our solemnity?† (1.5.54) He tells his slave to bring him his sword to kill Romeo but Lord Capulet refuses for Tybalt to kill Romeo stating â€Å"Verona brags of him†(1.5.67) Lord Capulet is basically telling Tybalt to calm down and control himself because he’s letting his emotions control him. Tybalt dies later and kills Mercutio which was foreshadowed in the end of Act 1 because of his immaturity. The incredible idea of affection can be found in the way it is portrayed, or, all the more precisely, the path depictions of it so reliably neglect to catch its sum. Now and again love is portrayed in the terms of religion, as in the fourteen lines when Romeo and Juliet initially meet. At others it is depicted as a kind of enchantment: Alike bewitchà ¨d by the charm of looks (2.Prologue.6). Juliet, maybe, most superbly depicts her adoration for Romeo by declining to portray it: But my true love is grown to such excess / I cannot sum up some of half my wealth (3.1.33– 34). Love, as it were, opposes any single similitude since it is too incredible to be so effectively contained or comprehended.