Chapter 1

Chapter 1: I feel bad that Aunt Martha doesnt ever get her money back. She worked so hard for so many years to earn that money to buy her childrens freedom and now shell have to start all over again. It is very demeaning to Linda for her to work for her dead mistresses daughter who is 5 years old. That is less than half her age.Chapter 2: Its a good thing that William, Lindas brother got to live with her. It must have been good to have family around. I think thats so mean when Dr. Flint sells Aunt Martha, she was supposed to get her freedom when her mistress died. Linda has already lost so many people. Her mother, her friend, and suddenly, her father too.Chapter 3: This chapter is a display of the hardships that the slaves faced, especially on the day that they would be sold off to different families. Also, slaves that had been in a family for years would just be sold off at any price, small or large.Chapter 4: I think Benjamin was a very brave person, and Im happy he escaped to New York.Chapter 5: I think that Linda and Dr. Flint have a disgusting relationship and I think that Dr. Flint is a mean, cruel man. The story of the two sisters is really sad because it shows that skin color was very important back then. The color of the sisters skin determined their life style. When Dr. Flint realizes that Linda wont give in to his sexual demands, he makes her his daughters nurse, which is bad because then Linda has to sleep wherever the daughter sleeps, and when Dr. Flint moves his daughter into his room, Linda ha to sleep there and that makes Linda uncomfortable, which is what Dr. Flint wants.Chapter 6: When Mrs. Flint recognizes what is going on between Linda and Dr. Flint she becomes angry and makes Linda sleep in a room that is connected to her own. This makes Linda realize that Ms. Flint is very weak and threatened by Linda, which is also what Dr. Flint wan...

Whats Actually Tested on the ACT Reading section Skills You Need

What's Actually Tested on the ACT Reading section Skills You Need SAT / ACT Prep Online Guides and Tips Just like the ACT has four different sections, the ACT Reading section has four different types of passages for you to read. This article breaksdown exactly what's on this section of the ACT so you can plan your best approach. First, let's consider how the ACT Reading section is formatted. Format of the ACT Reading The ACT Reading section asks 40 questions in 35 minutes. There are three single passages and one set of paired passages (usually either in the Prose Fiction or Humanities subject areas). Since there are four different categories of passage, this means 10 questions after each one. Each of these questions has four answer choices, A, B, C, and D. Since there are more questions than there are minutes, this leaves you with about 52 seconds per question. Actually, it will be considerably less since you'll be spending a portion of your time reading. This is a doable task, but you'll want to spend some time working on the best waysto manage your time. In terms of the entire test, the Reading section is the third section you do, right after you have a break. This can be really good timing, as the first two sections get you warmed up and then you have a quick break to refresh and refocus. Just like the order of sections, the Reading is consistent in what kinds of passages it presents toyou. Let's take a look at thesubject areas from which the passages are taken. Types of Passages The five passages on the Reading section always come from these four topic areas: humanities, social studies, natural sciences, and literary fiction. You're not expected to have any pre-existing knowledge about any of the passage topics. Everything you need to know to answer the questions will be there in the text. Since these topics can cover a largenumber of subtopics, this chart breaks it down a little more specifically, along with some examples of passage sources from sample ACT Reading questions that introduce passages and help you put them into context. As you can see with the Natural Sciences passage, the blurb might define any subject-specific words that you might need to know to understand the text. A typical social studies passage might be taken from a textbook, a natural sciences passage from an article, a literary narrative direct from a book, and a humanities passage from an essay or memoir. Passage Subject Subtopics Sample ACT Passage Introductions Social Studies anthropology, archaeology, biography, business, economics, education, geography, history, political science, psychology, and sociology. This passage is adapted from the chapter â€Å"Personality Disorders† in Introduction to Psychology, edited by Rita L. Atkinson and Richard C. Atkinson (1981). Natural Sciences anatomy, astronomy, biology, botany, chemistry, ecology, geology, medicine, meteorology, microbiology, natural history, physiology, physics, technology, and zoology. This passage is adapted from the article â€Å"How to Build a Baby’s Brain† by Sharon Begley (1997 by Newsweek, Inc.). In this selection, the term neuron refers to a specialized cell of the nervous system, and tomography refers to a method of producing three-dimensional images of internal structures. Literary short stories, excerpts from novels, memoirs, or personal essays This passage is adapted from the novel The Men of Brewster Place by Gloria Naylor (1998). Humanities architecture, art, dance, ethics, film, language, literary criticism, music, philosophy, radio, television, and theater. This passage is adapted from â€Å"A Poem of One’s Own,† an essay by Mary Jo Salter in which she discusses feminist literary critics’ recent reappraisal of women’s writing. The essay was taken from Audiences and Intentions: A Book of Arguments (1994). If you feel much more confident about reading about the natural sciences, for example, than about social studies, you might choose to locate that passage in your Reading section and do that one first. Some students skip around so they can answer questions about their favoritesubjects first. The questions are not ordered by difficulty, so it's fineto choose your own order, as long as you're not wasting valuable time trying to choose where to start. Now that you have a sense of what kind of passages you'll encounter, let's talk about the skills tested on the ACT Reading section. You'll need some different skills for the ACT Reading. Skills Tested on ACT Reading What skills do you need to bring to the table to understand and answer questions about these passages? According to the ACT, you must use referring and reasoning skills to accomplish the following: Understand main ideas Locate details within a passage and interpret them Interpret sequence of events and flow of ideas Make comparisons Understand cause-effect relationships Determine the meaning of words, phrases, and statements in context (these are usually straightforward, but may be used in an unusual or significant way in context) Draw generalizations Analyze the author's or narrator's tone and purpose These are all skills that you develop and improve upon in your English classes. You can further hone your skills by reading widely and often. The ACT asks 5 main types of questions in order to test these skills. I'll break down these 5 question types and give examples below so you know exactly what to expect and how you can prepare. Types of ACT Reading Questions The 5 main types of questions on the ACT Reading test these skills of understanding main ideas, locating details, and interpreting purpose and voice. Not only will you keep a close eye on what's directly stated, you'll also be called upon to interpret and analyze implied meanings. There's not huge leeway for interpretation, though - even seemingly subjective questions will only ever have one 100% unambiguously correct answer. Without further ado,the 5 types of questions on the ACT Reading: 1. Main Idea These questions ask you about the main point or theme of the passage. For example: The main point of this passage is to: A. illustrate the importance of genetics in the formation of a baby's brain.B. illustrate the importance of stimulation and experience in the formation of a baby's brain.C. indicate the great need for conducting further research on babies' brains.D. compare the latest research on babies' brains with similar research conducted fifteen years ago. 2. Detail These questions will often refer you to a specific line in the text and ask what it means. For example: The fourth paragraph (lines 31-37) establishes all of the following EXCEPT: A. that Abshu had foster brothersB. that the Masons maintained a clean house.C. how Mother Mason felt about the location of their house.D. what Abshu remembered most about his years with the Masons. 3. Vocabulary These questions will point you to a specific word or phrase and ask what it means or how it functions in context. These questions often point to a common word or phrase that might be being used in an unusual way. For example: As it is used in line 65, the termthe edge refers to a place where Abshu felt: A. most aliveB. unfulfilledC. defeatedD. most competitive 4. Function Development These questions ask you to describe the effect of a phrase, sentence, or paragraph in the context of an entire passage. Function questions tend to be about smaller amounts of text: For example: The narrator’s statement â€Å"I am looking at the MOON, I told myself, I am looking at the MOON† (lines 60–62) is most nearly meant to: F. reflect the excitement of the astronauts as they prepare to land.G. illustrate the narrator’s disappointment with the moon’s barren appearance.H. express the narrator’s irritation at having to wait for Apollo to land.J. convey the narrator’s awe at the event that is being broadcast. Development questions, on the other hand, will as you to think about larger ideas. How are ideas arranged within the passage? Does the passage introduce its thesis right away, or eventually build up to its main point? Does it offer countering opinions, or does each paragraph expand on the previous? For example: The last paragraph of Passage A (lines 37-49) marks a shift in the passage from: A. a description of events leading up to a sudden action by the narrator to a reflection on the intentions and meanings behind that action.B. an overview of a family dilemma to an explanation of how the narrator solved that dilemma.C. an example of the narrator's typical response to family events to an analysis of the narrator's personality.D. a chronology of a historical event to a summary of the narrator's circumstances at the time. 5. Implied Ideas These are inference questions. What does a line, paragraph, or the whole passage imply? For example: It can reasonably be inferred from the passage that which of the following is a cherished dream that Abshu expects to make a reality in his lifetime? A. Establishing himself financially so as to be able to bring his original family back under one roofB. Seeing the children at the community center shift their interest from sports to the dramatic artsC. Building on the success of the community center by opening other centers like it throughout the stateD. Expanding for some, if not all, of the children the vision they have of themselves and their futures These examples illustrate the question types, but if you want to see the passages they refer to and understand them in context, you can read them them here, as well as try theremaining questions. To equip yourself with the tools you need to tackle these questions, you should study up on the literary terms you've learned in your English classes. Don't just study their definitions, but actively apply them to texts that you read, as you'll have to do on the ACT Reading. There's a big difference between knowing that tone refers to the attitude a work takes towards its subjects or audience, whether it be formal, playful, or condescending,and actually determining the tone of a given text. Let's touch on some other approaches and strategies you need toknow to excelon the ACT Reading. Tips and Strategies for the ACT Reading By knowing how the test works, you're already taking an informed approach to the ACT Reading and eliminating the chance of unexpected surprises on test day. You also want to plan your approach for reading the passages and balancing your time between reading and answering questions. Is it better to read the passage or the questions first? Should you read thoroughly or skim? You can learn more about the best approaches for ensuring your reading comprehension while making good time here. Your mindset plays an important role in your reading comprehension, too. If you can try to make yourself really interested in the passages and intrigued by the random information you're about to learn, you'll actually be able to read faster and retain more. Read this article for more tips on the best way to practice ACT Reading. The ACT tests your ability to recall information quickly and use evidence to back up your answers. The best way to practice these skills is through ACT Reading test prep with high quality questions and simply through reading extensively in and out of school. While this approach is more difficult to measure, frequent reading will make you a sharper and better reader over time. For more strategies for conquering the ACT Reading section, you can read alltheimportant tips from this perfect 36 scorer. Again, knowing exactly what's on the test is the first step in your preparation, so you're already making progressin your quest to conquer the ACT Reading. What's Next? The best way to prep for the ACT is with official ACT practice questions. Check out these 5 official printable ACT Tests, along with 6 strategies to get the most out of your studying. Are you aiming for perfection on the ACT, one section at a time? This full scorer explains how he got a 36 on the ACT and how his strategies can work for you, too. What ACT scores are you aiming for? Rather than just seeing what happens, you can take control by determining your target scores and following the test prep plan you need to achieve them. Read all about how to set your target ACT scores here. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Maritime Law Literature review Example | Topics and Well Written Essays - 2000 words

Maritime Law - Literature review Example That’s why additional measures have been taken by the stakeholder governments taking the responsibility to distress the situation off the coast of Somalia. Legal issues have been an obstacle in the taking of additional measures to preventing, controlling and punishing acts of piracy as high seas do not come under the jurisdiction of any individual country’s rights over the high-seas. That’s why global level efforts and initiatives have been taken to collectively suppress piracy not only under the UNCLOS Agreement related to enforcing but at the human level to consider and analyse the economic situation within Somalia to raise the economic standard of the people by providing help to the people so that they could find better means of earning and distract themselves away from acts of piracy. Under UNCLOS piracy has been defined as: Any unlawful act of violence, detaining or plundering for personal benefit by the ship crew or passengers on board taking place either o n the high seas against an individual or a ship or within the jurisdiction of the state. Any willing inclination to operate the ship and having complete knowledge of the things to turn the ship into a pirate ship or provoking to commit such an act is against the law (UNCLOS Part VII). Piracy has been totally banned and taken as against human values in customary global law. According to the American Jurisprudence definition of piracy, â€Å"Piracy is inherently an offense against the law of nations†, this necessitates having a universal jurisdiction on it (American Jurisprudence, 2003). The jurisdiction of the customary law on piracy deems it as â€Å"an offence against the law of nations†. UNCLOS has taken the stand that in the absence of a global tribunal on piracy, it is the responsibility of the global community to suppress piracy on the high seas. The capturing nation has been given the task of prosecuting the pirate caught on the high seas. The customary law has c hanged its stance from the state-centric to following the global law irrespective of what the municipal law states (UNCLOS Part VII). Under the UNCLOS, both the definitions of the terms related to â€Å"pirate† and â€Å"territorial waters† have been defined. The territorial waters are 12 miles into the sea from the coastline of the littoral state. UNCLOS has defined the term â€Å"High seas† as that area of the sea which is 200 miles further from the coastline, conditional to global laws. Such demarcation of the sea area helps in deciding the jurisdiction of an act of piracy (UNCLOS Part VII). The history of piracy goes back to the medieval period when the Vikings indulged in piracy acts in Europe. Later piracy expanded to Asia, American and African waters. Off late, the most affected countries have been Nigeria and Indonesia but from 2005, the waters away from the eastern coast of Africa, particularly Somalia have faced recurrent pirate operations making it da ngerous area. There is difference in the past acts of piracy with that of done currently. A number of factors are responsible for increased occurrences of pirate attacks on the Somalia waters, which are: Costly and risky cargo onboard ships. Ships carrying oil get hijacked as it happened in 2008 when a Saudi Ship, Sirius Star, valued approximately $250 million, carrying oil worth 2 million barrels for the U.S. posed great risk on the environment and causing

Juvenille Diabetes Research foundation describe how it helps the Essay

Juvenille Diabetes Research foundation describe how it helps the community - Essay Example JDRF facilitates research to identify ways to gain maximum results with least inconvenience to the individuals suffering from diabetes. A lot of children as well as adults in our country are suffering from obesity. To make it worse, obesity comes with numerous side-effects including high blood pressure and diabetes. Research conducted by JDRF tends to find cure for such diseases as diabetes and high blood pressure. â€Å"JDRF is committed to improving the lives of the type 1 diabetes community by keeping you informed about the latest developments in type 1 diabetes research and by providing a range of support services to help you from initial diagnosis through to managing life with type 1 diabetes† (JDRF b). Thus, JDRF not only targets the direct effects of obesity like individual’s looks, consciousness and self-perceptions but also the symptoms and health conditions indirectly associated with obesity. I place so much confidence in JDRF because it has made a lot of diff erence in the life of my own younger sister, Maria. When Maria was 5 years old, she was diagnosed with obesity by JDRF. We thought she had just put on a few extra pounds that would be gone with a little bit of dieting. It was not until JDRF confirmed she was obese that we stopped thinking she was just overweight. To our surprise, JDRF took Maria’s tests and informed us that she was having type 1 diabetes. We could not imagine a girl as young as 5 years old would be having diabetes! Since I am emotionally too attached to Maria, this came to me as nothing less than a shock. Back then, I couldn’t imagine how awful life would be if I had to live without sugar. JDRF proposed that we took immediate measures to alter Maria’s eating habits and walkout patterns in order to do our bit to make her future secure. Mom, dad and I decided that if Maria was not going to consume sugar, so would be we! Now that about 8 years have passed since then, everything has changed for the better. What came as a shock to all of us 8 years back proved to be a forewarning with the passage of time! When JDRF diagnosed Maria with those diseases, they not only tested Dad, Mom and me for the same health hazards, but also took notes about what we ate, how often we ate, when we ate and why we ate whatever we did. They informed us that they would use that information for research purposes. We assisted them in all ways we could because it felt like a way to do our little bit in the well-being of the whole society through JDRF. At the time when Maria was diagnosed with obesity and type 1 diabetes, mama and I were also overweight. JDRF told us that we were quite likely to become obese within few years from then if we continued with the same dietary and exercise habits. For about 8 years since then, Maria, mom, dad and I have had no chocolates, no carbonated drinks, no deep fried foods, no Big Macs and no junk food. Since the time we consulted JDRF, we have placed full emphasis of living upon fresh foods and vegetables. We have been going for a walk every morning and it has become a very important part of out everyday life, and we did gain positive results! Maria has recently tested negative for type 1 diabetes. All of us are in perfect shape. Today, when I look myself into the mirror, I become overwhelmed to see how nice I look and much of this is due to my smartness. We are grateful to JDRF that they informed us about the potential risks just in time so that we were able to take

Evolution of Gillette Razor Blades Essay Example for Free

Evolution of Gillette Razor Blades Essay Marketing, design and innovation is the study of how an organisation’s competitive advantage forte is indomitable and shaped by its marketing, design and innovation prowess. In addition, it is as a critical factor to the growth and success of the organisation and to the global community. This study seeks to reconnoitre the Gillette’s Power Razor through the lens of organisational marketing, design and innovation. It will look at the way in which Gillette Power Razor and its brand prospers in those areas and how it impacted on the competiveness in the marketplace. The objectives of the study are, firstly to display how the characteristics of the Gillette Power Razor have evolved over time to meet customer’s needs. To show the benefits and value derived by the users. To show the uniqueness of its design elements. Finally, to show the Gillette’s brand appeal in contemporary markets. In this research the investigator will be taking the view of epistemology. The investigator selected the Gillette power razor as the product to critique within the context of marketing, design and innovation. The razor took a very long time to evolve into its present multidimensional use. Therefore, true innovation always begins by investigating the historic footprint. Analysis will be used shows how the characteristics of the item has altered over time what drove the changes in the market and which it exists from the benefits and value derived by the clients, customers or recipients. Furthermore, the uniqueness of its design elements – shape, colour, design, imagination, relevance and usefulness. Finally, its appeal as brand in contemporary markets. In industry, methods and tools are developed on how to organize and manage innovation processes with the objective to better control added – value, cost and risk. † Additionally, Marketing is the process of determining customer needs and wants and then providing customers with goods and services that meet or exceed their expectations (Nickels et al, 2002). Nevertheless, the Danish Government describes design as â€Å"the power to make products and services more attractive to customers and users, so they are able to sell at a higher price by being differentiated from the competition by virtue of new properties, values and characteristics. Marketing, design and innovation is the study of how an organisation’s competitive advantage forte is indomitable and shaped by its marketing, design and innovation prowess. In addition, it is as a critical factor to the growth and success of the organisation and to the global community.

Basketball :: Art

Basketball An out-line of the event or sport A brief out line of basketball is it is a game played with a pumped round ball between two teams of five players each on a rectangular court. In professional or minor competition basketball is usually played indoors, but it does not need to be. Each team tries to score by shooting the ball through the other teams goal at each end of the court, above their heads. The goal is a round hoop and net called a basket. The team scoring the most such throws, through field goals or foul shots, wins the game. Equipment used You do not need a lot of equipment to play basketball all you need is a basketball, a court and one or two basketball rings. The basketball court is in a shape of a rectangle ranging in size from about 29 m by 15 m to about 22 m by 13 m. At each end of the court is a backboard placed behind the ring, measuring usually about 2 m by 1 m, this is also in a rectangular shape although in some collages in America it is more in a shape of this. Each normal rectangular backboard is about 2.7 m (about 9 ft) above the court. The baskets are attached firmly to the backboards about 3 m (about 10 ft) above the playing surface. Each basket is about 46 cm (about 18 in) in diameter and consists of a round hoop, or metal ring, from which a wide-meshed white net is hung. The regulation basketball is an inflated, leather- or nylon-covered sphere that weighs from 567 to 624 g (20 to 22 oz.) and has a circumference of about 76-cm (about 30 in). What is involved A conventional basketball team, which is directed by a coach, is made up of two forwards, two guards, and a center. The two forwards are usually the better of the shooters and are really quick. In the jump they both stand between the circle and the opponents basket. The two guards stand in the backcourt. The center, usually the tallest player on the team who stands inside a circle that has a radius of about 61 cm (about 24 in) and is located midway along a line painted across the center of the court. The game commences with the tip-off, when the referee tosses the ball into the air over the center circle, in which the opposing centers stand face to face.

Trends And Issues In Curriculum And Instructions Education Essay

The Jamaican Early Childhood Curriculum was late crafted. The course of study is built on the rule that kids learn best when content from assorted subjects along with accomplishments from the developmental spheres are in line with the kids ‘s holistic position and experience of the universe. The course of study therefore considers larning through drama, sequenced acquisition, single acquisition, the practicians ‘ multiple functions, and inclusion of all scholars and the spheres of development, the acquisition environment, proper appraisal, the function of parents and the function of community ( Davies, 2008 ) . While the course of study addresses assorted aims that need to be met in furthering Early Childhood acquisition and outlines the needed instructions, there are challenges to the execution of the course of study. Broadly talking, these factors are normally internal and external. These factors cut down the effectivity of the course of study and weaken the opportunity of effectual acquisition at the Early Childhood Level. The factors drive a mismatch between the state of affairs that the course of study was designed to aim and the world. This difference causes the existent acquisition result to divert from the intended acquisition result. The course of study is based on an premise that the pupil is runing at a peculiar degree, the pupil ‘s parent and environmental background offer a certain degree of support, and the instructor operates at a certain degree. It is just to believe that this is usually the instance. However, curriculum execution interruptions down whenever these prem ises do non keep. In my position, the internal factors may be best represented by instructors, pupils, school substructure and resources. Teachers are given the primary duty to implement the course of study. A instructor ‘s creativeness, capablenesss and making enables him/her to reassign the content of the course of study in a meaningful manner that will link with the diverse groups of scholars. Harmonizing to Jalongo and Isenberg ( 2012 ) a instructor ‘s cognition of the kids and the content of the course of study will enable him/her to possess the ability to supply for the kids ‘s strengths and failing. The capable instructor will be able to ease the kid ‘s involvement and to develop the cognition, accomplishments, values, and temperaments they will necessitate to go productive members of the society. Jalongo and Isenberg ( 2012 ) postulate that the instructor schemes and program for acquisition is the yarn that weaves the course of study. They refer to this as the â€Å" w hat of learning † , and the â€Å" how of learning † . It ‘s hence, imperative that instructors plan for the pupils ‘ acquisition in order to provide for the diverse acquisition manners in their schoolroom. The methodological analysiss that the instructor employs should suit the pupil ‘s ability to derive cognition and develop the necessary accomplishments. Besides, the instructor should be competent and get acute penetrations on the capablenesss that kids possess in order to provide for holistic development. If this is non achieved, so the execution of the course of study would hold failed. A cardinal ingredient for the successful execution of any course of study is a acute apprehension of the scholar. Jalongo and Isenberg ( 2012 ) postulate that a course of study should concentrate on what a kid knows and can make and what a kid should cognize and can make. Hence the content of the course of study should take into history the demands, involvement, age and phase of development and the societal and cultural context of the kid. The kid as the scholar possesses the ultimate success of the course of study. This takes into history the abilities, accomplishments, background cognition and exposure /experience that the kid acquires before come ining the acquisition environment. Harmonizing to Puckett and Diffily ( 2004 ) being cognizant of the differences in kids ‘s development, strengths and challenges will let course of study contrivers and instructors to be after efficaciously in order to run into each kid ‘s developmental demands. Jalongo and Isenberg ( 2012 ) s tated that a course of study should see the followers ; Child development and acquisition, Child needs, abilities and involvement every bit good as their socio cultural context in which they live. I strongly believe that these factors will enable the instructors to execute efficaciously within the instruction and acquisition environment. The school substructure and resources play a critical function in the bringing of the school ‘s course of study. It is my observation that the size of the pupil population relation to the size and quality of the physical adjustment of a school impacts the quality of course of study execution. Harmonizing to Krogh and Morehouse ( 2008 ) the environment outside the schoolroom should be rich with possible and becomes a valuable multiuse sphere. They besides indicate that the physical environment plays an built-in and critical portion in back uping patterns that encourage high degrees of kid initiated battle and geographic expedition. It is my position that the environment plays a cardinal function in exciting the cognitive procedures required for effectual course of study execution. I believe that the substructure of a school attracts a peculiar socio economic category from within the community. As a consequence, this will find the quality of pupils and instructors who are enrolled in and employed to the school. It besides establishes the quality of course of study execution that will happen. This will drive the resources that these schools are provided with. Greater resources mean that the school is able to properly finance the needed staffing and substructure betterments that facilitate the acquisition procedure. My school is located in the rural country of St. Andrew and its serves kids from low socio economic backgrounds. Therefore, the execution of the course of study faces barriers as the pupils are unable to associate to the information, the instructors have limited educational preparation and the resources are limited to run into the demands of the pupils. This poses a challenge for the course of study to be to the full implemented and for the needed acquisition results to be obtained. In my position, external factors normally include parents, place and community. I believe that these factors are important to the execution of the course of study. Parental engagement is a cardinal determiner to successful academic accomplishment. This sets the foundation of the learning attitude that kids carry to the acquisition environment. Support from parents increases the academic accomplishment in ulterior old ages. Burke ( 2010 ) postulates that a kid whose parents are passionately active and involved in their instruction at an early has a distinguishable advantage when compared to his/her equals. I believe that the engagement of parents facilitates the kid ‘s willingness to appreciate the importance of a solid instruction. This engagement can interrupt or construct the execution of any course of study. In my sentiment, parents are by and large incognizant of the powerful consequence that they have on what and how the content of a course of study is designed and impleme nted. I believe that parents are an indispensable portion of resource edifice. Strong parent instructor associations ( PTAs ) and effectual parental engagement in school disposal goes a far manner in beef uping fund elevation activities and in geting external support in constructing the school substructure. I strongly believe that parents are the first line of support for all kids. They are the primary beginning of socialisation and set the foundation for formal acquisition to take topographic point. The place is the initial environment for optimum nurturing and it ideally creates a sense of belonging. In incorporating parental function in curriculum execution, a â€Å" one-size fits all † attack can non be taken. We have to take into consideration the socio economic position of these parents every bit good as their educational background. The background of these parents, particularly in rural environments, allows for restriction on the input they can offer to the execution of the course of study. Hence, small or no engagement occurs and the inability to keep instructors accountable for hapless course of study execution becomes a major issue. Burke ( 2010 ) provinces that when parents are involved in the educational procedure of their kids, they will be able to include or add ext ra information and penetration from their ain personal experiences to instructors in order to back up their kid ‘s acquisition and development. Community is seen as the secondary beginning of socialisation. When we examine a community, we need to take into history the construction, civilization and socio economic factors that shape the community. Couchenour and Chrisman ( 2011 ) stated that when the cultural background of the community does non fit the cultural and educational context of a school so the academic accomplishment will be affected. This, I believe, is important in the execution of the course of study. In my sentiment, the cultural background of the pupils and the parents may forestall a school from achieving a targeted civilization. The interrelation of the school and the community greatly impacts the accomplishment of the aims of the course of study. Rural communities are mostly comprised of husbandmans and unemployed persons who meagerly get secondary instruction. Urie Brofenbrenner ‘s bioecological theory explains that understanding a kid ‘s development requires us to see the kid in his socio civi lization context that includes household scene, community and the wider society ( as cited in Couchenour and Chrisman, 2011 ) . It is my position that the community plays a critical function in determining the civilization of the school. Depending on the socio economic, civilization, construction and educational factors the execution of the course of study will be extensively affected. In decision, many factors affectA curriculumA execution. It is my position that internal factors such as instructors, pupils, school substructure and resources and external factors such as parents, place and community are critical factors that may present positive and negative effects on the execution of the course of study. At the early childhood degree, the content and aims of the course of study should be centred on the kid ‘s demands and involvement. How we address their demands and involvement is dependent on the instructional aims carried out by the instructor, the handiness of resources and the learning environment of the school. It is my position, hence, that a course of study customization is needed at the Early Childhood degree in order to provide for the different internal and external factors indicated above. A customized design will bring forth effectual, critical and holistic minds within our community and wider society.

Feral Children Essay

Genie was a modern wild-child, discovered on 1970. She had been isolated from society for something about ten years. When she was discovered, she had suffered from severe social deprivation. Among the problems that were caused by lifestyle she was imposed to, were significant physical problems. According to Ward (2007): â€Å"She had a strange bunny-like walk— she held her hands up in front of her like paws and moved in a halting way. She could not chew solid food and could hardly swallow. She spat constantly. She sniffed. She was not toilet-trained and could not focus her eyes beyond 12 feet. She weighed 59 pounds and was 54 inches tall. † Some of these problems are undoubtedly caused by girl’s extremely limited social interactions. Her habit to spit and sniff, her strange style of walking are caused by lack of social interaction. Normally an average child is surrounded by the adults who give to it plenty of examples as to how to walk, how to do things and how to behave. Toilet-training also is an acquired skill that is learned only in constant interaction with parents or fosterers, i. e. in constant social interaction. Genie’s inability to focus her eyes at objects that were at relatively long distance from her is a result of life in an environment that had almost no visual stimuli, and hence this physical problem is also result of social deprivation. Genie’s inability to chew solid food and swallow, along with her height and weight are rather the result of her food ration than the aftermath of long-term social isolation. Genie’s amazing initial ability to learn human behaviors from those around her is not surprising, because her ability to perceive and learn from the local environment was not satisfied by the poor environment she lived in for many years. And when her environment was significantly enriched with irritants and stimuli, the mind of Genie had awakened from artificial slumber by the potent stream of new information from her sensory organs. Her ability to copy and took part into the physical actions like dressing are explained well by the initial imprinting that was even more efficient than usually due to the contrast between the emotionally and sensory poor environment she used to live in and new enriched with information and interactions environment she went into. As Genie was found and rescued she immediately became the subject of diversified scientific studies that took significant part of her everyday life. This raises the question – was such intensive study of Genie ethical towards her? Considering the conditions that Genie lived in before she was found, considering the fact that scientists tried to spent with her more time than it was necessary to carry out current tests in order to build a sense of family to the girl that never knew what a family is before, it is possible to say that interactions with scientists were beneficial to Genie. She immediately started to advance in a lot of things she never had a single chance to learn before. She had found people that took care of her and emulated the family to her. And whereas the studies she was subjected to had accompanied her interactions with people and were intended to find out if Genie had retained her ability to learn and socialize and how did her long isolation from society affected her, it is possible to say that such an social symbiosis between socially deprived child and scientists is perfectly acceptable. Scientists quickly found out that, despite the long time spent in environment harsh and deprived both of information and emotions, Genie had retained ability and desire for learning and manifested this ability and eager for learning very quickly after being transferred into more favorable environment. This is quite natural. The young organism with inviolate ability to study and learn her local neighborhood, being transferred from the conditions that disfavored any investigative activity to the conditions that encourage observation and learning, started to overtake the lack of information about the local environment. This is perfectly normal because it is natural to any mammal to explore his local environment to find out where the safe places are and where the places to feed and places to be avoided located. This is an instinctive set of actions that guarantees the organism better adaptation to this local environment and, therefore, better chances to survive. To explore one’s local neighborhood is instinctive, and human child is not immune to these instincts. But in humans the ability to learn and the need to explore his neighborhood is expressed much more than in any other mammal, even in other Primates, thus creating more eminent appetite for learning. But the single need for learning for a human is not enough. Need for learning and appropriate conditions to satisfy this need are important of course, but these factors are enough to learn only physical and emotional aspects of human life. As to more abstract components, for example, ability to speak certain language correctly, putting the words into the logical order in accordance with rules of the language, there are more conditions needed, some of them quite specific. Coming back to Genie example: â€Å"One of the last tests †¦ measured what parts of her brain were active as she conducted different kinds of tasks. †¦ There was almost no left brain activity. Her tests looked similar to tests of children who had to have their left brains removed. † (Ward, 2007) This shows how important is socialization in development of activities that are build on logic and that are physiologically bound to activity of the left hemisphere of the brain. On the example of Genie it becomes clear that early socialization is the key to normal development of intellectual skills based on left brain activity, and the deficit of social interactions in these early years can lead to irreversible underdevelopment of skills vitally important to contemporary human. References: 1. Ward, Andrew. (2007). Genie, a modern-day Wild Child. Retrieved September 15, 2008 from http://www. feralchildren. com/en/showchild. php? ch=genie

What surprised you most about the Mesopotamia civilization essays

What surprised you most about the Mesopotamia civilization essays How to explain that working in group could have caused a civilization to become more advanced? Well the civilization in question for centuries, even millennia the Mesopotamian culture has been considered one of the first civilizations. But, the question has risen, is their proof that Mesopotamia was a civilization? Do we have concrete evidence to support the fact? Well, we have to analyze the culture point by point. Did it have organized government and religion? Did it have an actual writing system? Was its social class organized? Did it have diversified labor? Ok, lets take it from the top. Writing and division of labor, two of the basic necessities of any civilized place in the world. Mesopotamia was considered a civilization because it had writing and division of labor. Proof? First off, many tablets have been found with thousands of wedge shaped marks, which after much study have been deemed as cuneiform, the basic writing system of the Mesopotamians. But if we actually think ab out it, Mesopotamia or the land between the rivers is thought by many to be the birthplace of what we know today as civilized life. The fact alone that the Mesopotamians were able to survive in the unforgiving land between the rivers says much about the strength and adaptability of this civilization and then they were also the first civilization that used arithmetic to add, subtract, multiply, and divide. But based on this definition can one say that is was a truly great civilization? The answer is yes, the many scientific, political and social advances brought about by the people of Mesopotamia overshadow any reservations one might have about calling Mesopotamia a great civilization. ...

Tactics and Tips for Selling Your Books on Consignment

Tactics and Tips for Selling Your Books on Consignment Whether you’re indie or traditionally published, placing books into stores on consignment can be daunting. Here are some tactics and tips to help you through the process. Tactic: Approach the owner/manager with professionalism. Most independent book stores are supportive of local authors and love books set in or near their locale, so don’t be shy.   However, do email or call ahead. Speak with the manager and ask for the best time to drop Tip: Be prepared to give a short summary of the book if asked. Offer to provide signed copies. Tactic: When deciding what to charge, expect a 40/60 split on the selling price of the book: The store keeps 40 percent, you get 60 percent. However, the base cost of the book and any shipping expenses come out of your 60 percent, so you’ll want to factor in those costs. Tip: Take the managers advice. Book stores generally let you set the price, but the manager knows her customers and if she recommends something lower or higher, go with it. Tactic: Get it in Writing. When you drop off your books, take along a consignment agreement. Many stores will already have one with the terms they prefer and will be happy to email or fax it to you ahead of time. Busy store owners appreciate when the paperwork is filled out in advance.   Keep a copy for yourself. Tip: You can find sample agreement forms online in case you need to make your own. Tactic: Create an invoice. A typical length of consignment is 90 days, but you can invoice and expect payment for any books sold every 30 days. Specify in advance what should be done with any unsold books after the agreed time - will you let the store keep them longer or will you pick them up? Tip: Take invoices along with you when you deliver the books for the rare store that is willing to pay you up front (this is more likely to happen with stores that sell your books regularly and with whom you have a relationship already established). Tactic: Keep good records. Use Excel or a similar spreadsheet system to keep data on: = The store name, owner/manager’s name, address, phone number and email; = Date of delivery, number of books, and selling price; = Date of payment, invoice number, and number of outstanding books (those still unsold) = When to make follow up contact. Tip: Create a separate spreadsheet page for each store; you can put multiple books on the same store page. Tactic: Promote your books! Unless the store manager is willing to feature your books in the front window or in a special â€Å"regional authors† section, the books won’t sell themselves. Get the word out about where people can buy your books using social media like Facebook. Include information on where to buy your books on your website and in newsletters. Send email notices to anyone you know who lives near the stores and ask them to forward your email to friends and relatives. Tip: Offer to do a book signing at the store. However, know that the most successful book signings happen when the author puts time and effort into promoting the event. One final tip: Want to increase your book’s exposure? Think outside the box- do you have a connection with a neighborhood coffee or gift shop? Does your book have a theme such as quilting or chocolates that would make it attractive to a specialty store? Contact them too! With a little creativity and organization, success can be yours.

Smartphones Research Paper Example | Topics and Well Written Essays - 500 words - 1

Smartphones - Research Paper Example Its use have virtually permeated both in the corporate, and everyday life of people. In a corporate settings, it makes the employees more productive because it supplements their working tools. Smartphones help employees open their mails, communicate and collaborate with each other in addition to allowing them to working remotely. Among students, smartphones have also became popular because of its usefulness to their studies. In addition to making phone calls and texts to friends and love ones, smartphones also assist students in the universities and colleges to connect with their instructors in various activities such as giving assignments, rescheduling classes and even provides the opportunities to ask clarifications questions about the subject or a certain homework. The connectivity enhancements afforded by the call, text and internet features of the smartphones facilitates learning. Through this facility, tutors and instructors can now give assignments to students through the inte rnet without the necessity of physical contact. Students can also ask question from the tutor and/or instructors without personally meeting them and could submit the homework or academic requirement without physical contact. In the process, students need not need to visit the library physically to search for research materials they need because they can use the internet to browse through the library. Students can also check their grades online using their smartphones and can even enroll and pay their tuition using their smartphones. In fact, smart phones are now required to fully avail of universities’ services. These services include the online libraries, students online registration, and e-learning (Hingorani, Kamal, Woodard, Donald and Askari-Danesh 36). The applications in smartphone are also useful in school as well as our everyday

Fiji Essay Example | Topics and Well Written Essays - 1500 words

Fiji - Essay Example (Source: http://www.statsfiji.gov.fj/). There is data available to show the population of Fiji in 2013 and how it relates to the total World Average. The Population of world averages at about 7,137 million people and to this number, Fiji adds about 0.9 million which is the total population of the republic. The projected population of Fiji is within the range of 1.1 million while the projected population statistics of the world is marked at about 9,727 million. According to this data, details show that the Crude Birth Rate is 21 in Fiji; it is higher than the world average. This would mean that more people get born as compared to the projected demographics. The total rate of fertility is recorded at 2.6 in Fiji that is a slight difference from the figure projected in average across the world at 2.5. This would mean that many more people are to be born because the crude birth rate and death rate are one point higher than the world average. Fiji, as a country is not fully developed and so it can be considered as a developing country. The proof of this is that the TFR (total fertility rate) of Fiji at the range of 2.6 which is somehow close to the world TFR and this makes Fiji one of the greatest reflections of the general rates of population growth expected from the entire world. The economy of this developing country is, however, still not fully developed because it relies on the tertiary industry to help facilitate the development of the economy to the levels that can be said to compete with other developing or developed countries in the world. The data presented to support this fact comes from the International Merchandise Trade Statistics whereby they showed provisional data for October 2013 which showed that the total imports were at $447.6 million while the total exports were shown to stand at $228.7 million. When comparisons are made with