Technology Vs Humanity A Discussion Of Fahrenheit 451

Technology Vs Humanity: A Discussion of Fahrenheit 451 Fahrenheit 451 is a dystopian novel about a society that orchestrates its citizens’ actions through mass media propaganda and censorship. The government controls its citizens’ freedom of thought and individualism through various manipulations, most importantly television and the banning of books. The government in the novel furtively influences the population by allowing no insightful television broadcasts that could lead to dissention or questions, but rather bombards the citizens with television shows that contain only mindless frivolity to keep the viewers in a state of almost vegetative happiness. There are no news broadcasts, documentaries, or current affairs programs, nothing†¦show more content†¦Just as the impersonal emergency medical technicians who pumped Mildred’s stomach show no emotional connection to their patient (Bradbury, 1950), so has much of current society become immune to the suffering of others. Many times the person that stops at an emergency situation only does so to film the events with their IPhone and post it on Facebook, not to help with the crisis. The effects of constant graphic news shows, hospital shows, cop shows, etc. showing nonstop trauma, murder, blood and guts are creating a society of uncaring humans. Apathy among fellow humans is becoming the normal (Naughton). The effect of constant violent programming inures the individuals to suffering in the world around them and the innate response to stop someone else’s pain if they can. Just as the populace of Fahrenheit 451 was slowly anesthetized into living in the happy yet unreal world created from their parlor walls, the reality of the current perception of violence and abuse is stealthily hardening this world population hearts and minds to the horrors of violence against fellow beings (Bradbury, 1950). The current society turns an unconcerned eye to murder, abuse, disfiguremen t and more causing their humanity to decline a little each time they fail to beShow MoreRelatedDeveloping Management Skills404131 Words   |  1617 Pages269 United Chemical Company 269 Byron vs. Thomas 271 Active Listening Exercise 272 SKILL APPLICATION 274 Activities for Communicating Supportively Suggested Assignments 274 Application Plan and Evaluation 274 274 SCORING KEYS AND COMPARISON DATA 276 Communicating Supportively 276 Scoring Key 276 Comparison Data 276 Communication Styles 276 Comparison Data 276 SKILL PRACTICE Diagnosing Problems and Fostering Understanding: United Chemical Company and Byron vs. Thomas 278 Observer’s Feedback FormRead MoreLogical Reasoning189930 Words   |  760 Pages.............................................................................. 299 CHAPTER 10 Deductive Reasoning .......................................................................................... 312 x Implying with Certainty vs. with Probability ................................................................................ 312 Distinguishing Deduction from Induction ..................................................................................... 319 Review of MajorRead More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 Pages Introduction to Statistics and Data Analysis, Third Edition Roxy Peck, Chris Olsen, Jay Devore Acquisitions Editor: Carolyn Crockett Development Editor: Danielle Derbenti Assistant Editor: Beth Gershman Editorial Assistant: Ashley Summers Technology Project Manager: Colin Blake Marketing Manager: Joe Rogove Marketing Assistant: Jennifer Liang Marketing Communications Manager: Jessica Perry Project Manager, Editorial Production: Jennifer Risden Creative Director: Rob Hugel Art Director: Vernon

Deception Point Page 49 Free Essays

Marjorie Tench’s raspy voice echoed in her mind. Are you aware that Sexton is accepting bribes from private aerospace companies? Gabrielle’s pulse began racing as she gazed down the darkened hallway toward the archway that led into the senator’s den. She knew she should speak up, announce her presence, and yet she felt herself inching quietly forward. We will write a custom essay sample on Deception Point Page 49 or any similar topic only for you Order Now She moved to within a few feet of the archway and stood soundlessly in the shadows†¦ listening to the conversation beyond. 55 While Delta-Three stayed behind to collect Norah Mangor’s body and the sled, the other two soldiers accelerated down the glacier after their quarry. On their feet they wore ElektroTread-powered skis. Modeled after the consumer Fast Trax motorized skis, the classified ElektroTreads were essentially snow skis with miniaturized tank treads affixed-like snowmobiles worn on the feet. Speed was controlled by pushing the tips of the index finger and thumb together, compressing two pressure plates inside the right-hand glove. A powerful gel battery was molded around the foot, doubling as insulation and allowing the skis to run silently. Ingeniously, the kinetic energy generated by gravity and the spinning treads as the wearer glided down a hill was automatically harvested to recharge the batteries for the next incline. Keeping the wind at his back, Delta-One crouched low, skimming seaward as he surveyed the glacier before him. His night vision system was a far cry from the Patriot model used by the Marines. Delta-One was looking through a hands-free face mount with a 40 x 90 mm six-element lens, three-element Magnification Doubler, and Super Long Range IR. The world outside appeared in a translucent tint of cool blue, rather than the usual green-the color scheme especially designed for highly reflective terrains like the Arctic. As he approached the first berm, Delta-One’s goggles revealed several bright stripes of freshly disturbed snow, rising up and over the berm like a neon arrow in the night. Apparently the three escapees had either not thought to unhook their makeshift sail or had been unable to. Either way, if they had not released by the final berm, they were now somewhere out in the ocean. Delta-One knew his quarry’s protective clothing would lengthen the usual life expectancy in the water, but the relentless offshore currents would drag them out to sea. Drowning would be inevitable. Despite his confidence, Delta-One had been trained never to assume. He needed to see bodies. Crouching low, he pressed his fingers together and accelerated up the first incline. Michael Tolland lay motionless, taking stock of his bruises. He was battered, but he sensed no broken bones. He had little doubt the gel-filled Mark IX had saved him any substantial trauma. As he opened his eyes, his thoughts were slow to focus. Everything seemed softer here†¦ quieter. The wind still howled, but with less ferocity. We went over the edge-didn’t we? Focusing, Tolland found he was lying on ice, draped across Rachel Sexton, almost at right angles, their locked carabiners twisted. He could feel her breathing beneath him, but he could not see her face. He rolled off her, his muscles barely responding. â€Å"Rachel†¦?† Tolland wasn’t sure if his lips were making sound or not. Tolland recalled the final seconds of their harrowing ride-the upward drag of the balloon, the payload cable snapping, their bodies plummeting down the far side of the berm, sliding up and over the final mound, skimming toward the edge-the ice running out. Tolland and Rachel had fallen, but the fall had been oddly short. Rather than the expected plunge to the sea, they had fallen only ten feet or so before hitting another slab of ice and sliding to a stop with the dead weight of Corky in tow. Now, raising his head, Tolland looked toward the sea. Not far away, the ice ended in a sheer cliff, beyond which he could hear the sounds of the ocean. Looking back up the glacier, Tolland strained to see into the night. Twenty yards back, his eyes met a high wall of ice, which seemed to hang above them. It was then that he realized what had happened. Somehow they had slid off the main glacier onto a lower terrace of ice. This section was flat, as large as a hockey rink, and had partially collapsed-preparing to cleave off into the ocean at any moment. Ice calving, Tolland thought, eyeing the precarious platform of ice on which he was now lying. It was a broad square slab that hung off the glacier like a colossal balcony, surrounded on three sides by precipices to the ocean. The sheet of ice was attached to the glacier only at its back, and Tolland could see the connection was anything but permanent. The boundary where the lower terrace clung to the Milne Ice Shelf was marked by a gaping pressure fissure almost four feet across. Gravity was well on its way to winning this battle. Almost more frightening than seeing the fissure was Tolland’s seeing the motionless body of Corky Marlinson crumpled on the ice. Corky lay ten yards away at the end of a taut tether attached to them. Tolland tried to stand up, but he was still attached to Rachel. Repositioning himself, he began detaching their interlocking carabiners. Rachel looked weak as she tried to sit up. â€Å"We didn’t†¦ go over?† Her voice was bewildered. â€Å"We fell onto a lower block of ice,† Tolland said, finally unfastening himself from her. â€Å"I’ve got to help Corky.† Painfully, Tolland attempted to stand, but his legs felt feeble. He grabbed the tether and heaved. Corky began sliding toward them across the ice. After a dozen or so pulls, Corky was lying on the ice a few feet away. Corky Marlinson looked beaten. He’d lost his goggles, suffered a bad cut on his cheek, and his nose was bleeding. Tolland’s worries that Corky might be dead were quickly allayed when Corky rolled over and looked at Tolland with an angry glare. â€Å"Jesus,† he stammered. â€Å"What the hell was that little trick!† Tolland felt a wave of relief. Rachel sat up now, wincing. She looked around. â€Å"We need to†¦ get off of here. This block of ice looks like it’s about to fall.† Tolland couldn’t have agreed more. The only question was how. They had no time to consider a solution. A familiar high-pitched whir became audible above them on the glacier. Tolland’s gaze shot up to see two white-clad figures ski effortlessly up onto the edge and stop in unison. The two men stood there a moment, peering down at their battered prey like chess masters savoring checkmate before the final kill. Delta-One was surprised to see the three escapees alive. He knew, however, this was a temporary condition. They had fallen onto a section of the glacier that had already begun its inevitable plunge to the sea. This quarry could be disabled and killed in the same manner as the other woman, but a far cleaner solution had just presented itself. A way in which no bodies would ever be found. Gazing downward over the lip, Delta-One focused on the gaping crevasse that had begun to spread like a wedge between the ice shelf and the clinging block of ice. The section of ice on which the three fugitives sat was dangerously perched†¦ ready to break away and fall into the ocean any day now. Why not today†¦ Here on the ice shelf, the night was rocked every few hours by deafening booms-the sound of ice cracking off parts of the glacier and plummeting into the ocean. Who would take notice? Feeling the familiar warm rush of adrenaline that accompanied the preparation for a kill, Delta-One reached in his supply pack and pulled out a heavy, lemon-shaped object. Standard issue for military assault teams, the object was called a flash-bang-a â€Å"nonlethal† concussion grenade that temporarily disoriented an enemy by generating a blinding flash and deafening concussion wave. Tonight, however, Delta-One knew this flash-bang would most certainly be lethal. He positioned himself near the edge and wondered how far the crevasse descended before tapering to a close. Twenty feet? Fifty feet? He knew it didn’t matter. His plan would be effective regardless. How to cite Deception Point Page 49, Essay examples

Adopt a contemporary performance management system †Free Samples

Question: Discuss about the Adopt a contemporary performance management system. Answer: Introduction The report helps in analyzing the concept of performance management in the organization. The organization that has been selected in our report is Canadian University of Dubai. The proper analysis is required to be done on the different techniques as well as strategies of the human resource management. The issues pertaining to HR will be discussed in the report, as this will help in rectifying the solution in an effectual manner. The main aim and purpose of the report is to understand the concept of the performance management system along with the aims of the performance management. The different concerns relating to performance management has to be identified in an effectual manner. Definition of Performance Management The process of performance management is defined as wherein the organization manages the performance in relation to the functional and corporate objectives and strategies. The main objective of the entire process of performance management is to provide pro-active loop system that is closed in nature wherein the functional along with corporate strategies are deployed in the different activities and tasks . Ambition and objectives of Performance Management System To help in order to achieve the sustainable kind of improvements in the performance of the organizations To act as the lever of change in the development of culture that is more performance oriented To help in increasing the commitment along with motivation of the different employees To enable the different kind of individuals in order to develop the abilities along with increase the job satisfaction as this will benefit the organization To enhance the entire development of team performance and cohesion To provide different kind of opportunities for the different individuals as this will help in expressing the expectations and aspirations for the task Principles of Performance Management There are different kinds of principles of the performance management that can be applied by different organizations as to achieve he different goals and strategies in an effective manner. The principles are as follows: It helps in translating the different goals into teams, divisional and individual goals It helps in clarifying the goals that are corporate in nature It is evolutionary and continuous process wherein the performance improves over time It helps in encouraging the self-management of individual performance in an effective manner It helps in assessing along with measuring the performance jointly with the goals that is agreed in nature Concerns relating to performance management The performance management is concerned with the improvement of the performance, as this will help them in achieving the individual and organizational effectiveness. As stated by Sharma and Agarwal, (2016), organizations require to get and perform the right things in a successful manner. Factor affected by the performance management Performance appraisal is one of the factors that affect the performance management system wherein this will help in solving the different kind of inequalities in the organization named Canadian University of Dubai. Proper system of performance appraisal such as 360-degree appraisal along with other methods has to be implemented by the company as this will help in solving the different issues in the organization. Factor that affect the performance management Top management of Canadian University of Dubai has to be analyzed wherein the top management officials has huge importance in the university. The top management of the company has to implement different kind of performance appraisal techniques wherein this will help in solving the different queries in an effectual manner. Job performance is the other factor that is hugely affected by the performance appraisal as this will help the company in gaining knowledge on the performance of the individuals in an effectual manner. The job performance of the employees will help in developing the different skills as this will help in improving the performance effectually. Productivity is the other option that has to be analyzed by top officials of the company wherein this will increase the productivity and this will assist in increasing the motivation factor that has to be provided to the employees. Secondly, the performance management is concerned with the development of the employees and the improvement in performance is not achievable in an effective manner. There has to be continuous amount of development, as this will help in improving the performance. The entire performance management is known as performance development management. Thirdly, the performance management is concerned with satisfying the different needs and wants of the stakeholders of the organization. The stakeholders include the employees, suppliers, public and the owners of the organizations. It can be seen that the employees are treated as the partners of the organization and the opinions provided by them are listed in an effective manner as well. The performance management requires listing the different needs of the individuals. Finally, performance management is concerned with involvement and communication. It helps in creating wherein dialogue between managers and employees as this helps them in defining expectations and shared information on the different views in the organization (Behery, Jabeen Parakandi, 2014). Benefits of Performance Management Performance Management has created benefits to the different organizations, managers along with other individuals in the following manner: For the organization It helps in aligning individual, team and corporate objectives It helps in improving the performance It helps in motivating the individuals in an effective manner It helps in increasing the commitment and retaining the skilled employees It helps in supporting the different culture and change programs For the Managers It helps in providing basis for clarifying the behavior and performance expectations It helps in improving individual and team performance in an effective manner It helps in providing basis for helping the managers along with non financial rewards to the different staffs It helps in providing developing and coaching the individuals For the Individuals It helps in providing clarity for the different objectives and roles It helps in encouraging and supporting to perform in an effective manner It helps in providing guidance along with help in developing different performance and abilities It provide different opportunities to spend the quality time with the managers Process of Managing Performance in organizations According to Sharma and Agarwal, (2016), managing the performance is defined as running the entire business in an effective manner. It is not set of different kind of techniques that helps in supporting the corporate strategy formulation, as this will monitor the value kind of drivers. The different aspects are as follows: Functionality Job design Organizational Development Context and culture of organization Requirement of effective performance management It helps in identification of the different parameters of the performance and setting the standards of performance It helps in planning in different ways that is participative in nature that is appropriate in nature It helps in planning performance activities related to development It helps in identification of the different competencies along with competency gap that will hinder the performance Contribution of performance management system Motivation to perform is increased is one of the contributions wherein receiving the feedback helps in increasing the future performance of the company in an effective manner. The recognition for the pasts success helps in providing fuel for the different future accomplishments. Increase in the self-esteem is the other contribution wherein receiving feedback about the skills of performance helps in fulfilling basic needs of the humans as this will be valued at work. This will help in increasing the self esteem of the individuals in the organizations who are working towards the success of the organization Managers gain insight relating to the subordinates is the other contribution wherein managers along with direct supervisors help in gaining new insights into the person who will be promoted. The supervisors will be helping in understanding the contribution of the individuals. Disadvantages of Performance Management Increased rate of turnover is one of the disadvantages of performance management as when the process is not fair in nature then the employees can leave the organization Lowered Self-Esteem is the other demerit wherein the feedback that is provided is in inaccurate and inappropriate in nature. This can create resentment among the employees Damaged relationships are the other demerit wherein as a result of system that is deficit in nature the relationship among the different individuals will be damaged and it can be permanently in nature as well Literature Review on Performance Management According to Heinrich and Cleveland, (2015), performance management practices are the study of performance development study in an effective manner. It helps in proving that the different successful companies realize that the performance management is the critical kind of business tool that helps in translating the different kind of strategies into results in an effective manner. According to Chandler, (2016), the common and most general weakness in implementation of performance management system is that it is mainly focusing on the structural side. Katane Dube, (2017) argues that the proper implementation requires attention is on the behavioral side and it is necessary in nature as this is driven to achieve the different kind of desired objectives in an effectual manner. The author stated that both the behavioral and structural side of the performance management is necessary in nature, as this will help in influencing the performance management system in an effective manner. Sukumar Rao, (2017) commented that high level of performance is achievable in an effective manner in different ways that are rational and humanistic process as the perspectives. As per the humanistic approach, the high performance is attributed to the investment in the softer people approach in the organizational life. With the help of valuing, developing and empowering the different employees, the different organizations can help in achieving the high level of performance in an effectual manner. The emphasis is the other key element of the culture of organization as it is the key element of the success or failure in the organization in an effective manner. Kraiger, (2014) stated that the entire impact of the performance management on the success of the organization helps in substantiating that the system of performance management has huge and significant impact on the financial productivity along with performance. There are different models that have attempted in order to understand the different policies of HR and this will have huge impact on the performance of the organization. There are different models that help in identifying the different business objectives, as this will help in long-term sustainable success. The major focus on the research will be on different processes that will help in contributing towards the success of the organization in an effectual manner. Blanchard Muchnick, (2013) stated that competitiveness is one of the major issues in the performance management program of the different organizations. The competitiveness is required to be maintained in an effective manner, as this will help in understanding the productivity of the organization. He further stated that setting of goals in the organization helps in improving the performance of the organization along with different other benefits such as improving the job satisfaction and it would enhance the job satisfaction through attainment of the goals. As per Saha Goyal, (2017) the performance appraisal helps in providing different kind of mechanism as this will help in providing effective kind of feedback, as this will help in achieving the goals of the company in a successful manner. Conclusion Therefore, it can be concluded that performance management is essential in nature in different kind of organizations, employees and the managers. Performance management helps in aligning individual, corporate and team objectives in an effective manner as this will help in increasing the revenues of the company. Moreover, performance management helps in improving the individual performance and it is developed in an effective manner. For the different employees in different organizations. References Behery, M., Jabeen, F., Parakandi, M. (2014). Adopting a contemporary performance management system: A fast-growth small-to-medium enterprise (FGSME) in the UAE.International Journal of Productivity and Performance Management,63(1), 22-43. (The article includes the different kind of adoption of performance management system effectively and in an appropriate manner. The performance management activities have been included as well that will help in providing proper view of the same as well) Blanchard, K. H., Muchnick, M. (2013).The leadership pill: The missing ingredient in motivating people today. Simon and Schuster. (The article includes the different kind of the leadership skills that is required in order to analyze performance management system) Chandler, M. T. (2016).How Performance Management Is Killing Performanceand What to Do About It: Rethink, Redesign, Reboot. Berrett-Koehler Publishers. (The article includes the reasons wherein the performance management is killing the performance of the organization and this includes the rethink and redesign processes as well) Heinrich, C. J., Cleveland, H. (2015). The Role of Performance Management in Good Governance.The Political Economy of Good Governance, 15. (The article discusses about the role of the performance management system in the good governance. The role has been described effectually with the implication of good governance) Katane, J., Dube, S. (2017). The influence of organizational culture and project management maturity in virtual project teams.Cell,72(398), 4764. (The influence of the organizational culture has been discussed that is required in the project performance of the teams) Kraiger, K., Passmore, J., Dos Santos, N. R., Malvezzi, S. (Eds.). (2014).The Wiley Blackwell handbook of the psychology of training, development, and performance improvement. John Wiley Sons. (The article discusses about the training and development related to performance management system. The performance management has been discussed with the training and development related activities of the employees) Maimela, E. M., Samuel, M. O. (2016). Perception of performance management system by academic staff in an open distance learning higher education environment.SA Journal of Human Resource Management,14(1), 1-11. (This article includes the perception of the performance management of the academic staffs in the education kind of environment. From this reading, proper analysis has been done in relation to HRM) Saha, R. K., Goyal, S. (2017). Performance Indicators for Benchmarking of Internal Supply Chain Management.World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering,11(7), 1967-1971. (The different kind of performance indicators has been discussed in the journal that includes the internal supply chain management theories as well that provides the readers about the social behavioral and educational performance management theories as well) Sharma, N. P., Sharma, T., Agarwal, M. N. (2016). Measuring employee perception of performance management system effectiveness: Conceptualization and scale development.Employee Relations,38(2), 224-247. (The article includes the different effectiveness of the performance management system and this helps in measuring the perception of the employees and it has included different employee relations as well) Sukumar Rao, M. S. (2017). Integrated Performance Management.The Journal of Government Financial Management,66(2), 54. (The journal is relating to the integrated performance management activities that helps in understanding the issues that are faced by the organizations. The performance management activities have been divided accordingly that helps in receiving knowledge on the performance management related activities)

Prisoners with Special Needs

Introduction Prison life is difficult especially for prisoners with special needs. Groups of prisoners with special needs include drugs and substance abusers, the mentally ill, and the handicapped (Easton 2011).Advertising We will write a custom essay sample on Prisoners with Special Needs specifically for you for only $16.05 $11/page Learn More Prisons have become default hospitals for prisoners with special needs. Therefore, federal and state prisons are forced to adjust their programs and develop special facilities in order to address the needs of prisoners with special needs. For example, mentally ill prisoners require specially built facilities while handicapped prisoners need special social amenities that are easy to use (Easton 2011). Prisons spend a lot of money to develop facilities and programs for these prisoners. Special care is provided because failure to do so might lead to deterioration of their conditions, which would compromise order and safety in prisons. Prisoners with special needs affect operations of jail and prison system at all levels significantly. First, prisons at state and federal levels experience serious financial constraints in their efforts to determine and take care of prisoners with special needs (Easton 2011). Secondly, these prisoners require special units and facilities. In most prisons, prisoners with special needs are discriminated and segregated by other prisoners. Therefore, they are housed in different facilities that separate them from other prisoners. In addition, their facilities are specially built to address their problems. For example, at the Albany County jail, a facility for mentally ill prisoners was constructed at a cost of $11 million (Easton 2011). Several programs are developed to help drug abusers cope with their problem. These programs include therapy and individual and group counseling programs. Such programs are expensive and consume a lot of money that can be used to fund development projects undertaken by prisons. Thirdly, taking care of such prisoners is very demanding in terms of the amount and quality of care they need. â€Å"Mentally ill prisoners require constant supervision. This forces corrections officers to keep watch over them during the day and throughout the night† (Samaha 2005).Advertising Looking for essay on criminal law? Let's see if we can help you! Get your first paper with 15% OFF Learn More This is very demanding and tiresome and forces state and federal levels to employ many officers to take care of prisoners. Health conditions of prisoners with special needs deteriorate if they are not cared for properly. If their conditions exacerbate, they become a bigger problem because they compromise safety and order in the prison (Samaha 2005). Medical treatment avoids deterioration of the mental conditions of mentally ill prisoners. â€Å"If prisoners with psychiatric disorders are not cared for properly, they gradu ally develop certain functional disabilities that make them a burden to the prison management and the community† (Easton 2011). Therefore, caring for prisoners with special needs is beneficial to prisons, prisoners themselves, and the community. On the other hand, deterioration of the conditions of these prisoners poses a danger to other prisoners and the community. Some prisoners even try to commit suicide when their mental and physical conditions deteriorate. The Maryland Community Criminal Justice Treatment Program (MCCJTP) is a program that offers treatment services to mentally ill prisoners who are jailed and who are on parole or probation (Easton 2011). Characteristics of the program include training of professionals who offer treatment services to prisoners, counseling and crisis intervention services, and identification and treatment of mentally ill prisoners. In addition, the program ensures that mentally ill prisoners are jailed in special units that address their pr oblems and that help to reduce disruption in jails. The program ensures that all inmates are evaluated before imprisonment to ascertain their mental conditions. This is in an effort to ensure that there is no disruption in prisons. The program also ensures that mentally ill prisoners are treated with respect despite their mental conditions. In many prisons, mentally ill prisoners are ill treated by corrections officers. The program ensures that instances of ill treatment do not occur. The program has improved the mental condition of prisoners in all prisons in Maryland since the inception of the program. Prisoners receive medical treatment and are treated with respect by corrections officers (Samaha 2005).Advertising We will write a custom essay sample on Prisoners with Special Needs specifically for you for only $16.05 $11/page Learn More They are able to fit into the community when they are released after serving their sentences. In addition, the prog ram helps these prisoners to secure housing facilities after their release from prison (Easton 2011). The program has helped to reduce discrimination and ill treatment of mentally ill prisoners. Although the program has certain limitations, it has made significant developments in efforts to improve the welfare of mentally ill prisoners. Conclusion Groups of prisoners with special needs require special care in order to address their needs satisfactorily. These groups include the mentally ill, the handicapped, and drugs and substance abusers. Federal and state prisons are forced to develop special programs and facilities in order to accommodate the needs of prisoners with special needs. The main effect of prisoners with special needs on prisons in financial constraints. A lot of money is required to take care of prisoners with special needs. However, most state and federal levels cannot afford the money. This leads to provision of low quality care to prisoners especially the mentally ill. Programs such as MCCJTP have helped to improve the welfare of prisoners with special needs by ensuring that they are treated respectfully despite their conditions. References Easton, S. (2011). Prisoner’s Rights. New York: Taylor Francis. Samaha, J. (2005). Criminal Justice. New York: Cengage Learning. This essay on Prisoners with Special Needs was written and submitted by user Bella M. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Complete Guide to a Geology Term Paper

The Complete Guide to a Geology Term Paper Students are sometimes required to write a term paper at the end of their school semester. It is usually designed to enable the instructors to assess and track the students’ knowledge of the course. It is important to note that a term paper is somehow different from an essay as it needs extensive research and technical writing skills. An instructor expects a paper that is well-researched, analytical, organized, and generally well-written. With the help of these skills, a student can write a term paper that can show that they have acquired the needed knowledge. A term paper is easy to write as long as a student follows the basic steps needed to complete such papers. This geology term paper guide offers a step-by-step process that can be used to write an excellent term paper. However, it is important to take into account the needs of the instructor. How to Start a Winning Term Paper: Best Picks from Our Writers Selection of Geology Term Paper Topic The first step is to select an appropriate topic for the geology term paper. At times, an instructor provides a specific topic that should be covered in a term paper. In such a case, the topic cannot be changed, and the student can move forward with the other steps. The other scenario is when students are required to pick a topic on their own. In this case, students can use various strategies to select a suitable issue. An example is where a student elects to examine geologic materials in the library and brainstorm ideas for a suitable topic. Nevertheless, it would be appropriate for them to select a topic in areas where they are interested in or that can be useful for their future careers. Choosing an interesting topic can be a good recipe for writing a good term paper. Here are some sample topics in geology term paper writing you can discuss: Analysis of the Processes Involved in the Formation of a Coral Reef; Exploration of Underlying Activities in Volcanism; The Impact of the Hydrologic Cycle on Agricultural Activities; Analysis of Anthropogenic Activities Contributing to Climate Change; How the Process of Weathering Varies According to the Geographical Location. Researching the Sources The chosen topic will guide the student on the resources that will be needed to complete the term paper. The materials for the research can be obtained from the school library or online databases. In both cases, it is important to come up with keywords that can make it easier to obtain relevant sources within a short time. Students should follow the instructor’s guideline in the selection of suitable sources. For instance, the instructor might need to use only scholarly sources. In such a case, only books and journal articles should be used in the research. If there is no such requirement, students can be free to use information from other reliable sources such as government websites, for example. Journal articles usually have information that is specific, while books tend to focus on a more general audience. It is important to group the chosen articles based on the similarities in their concepts. Obtaining Knowledge The number of sources that should be used in a paper is dependent on the number of pages. However, there are some cases where the instructor can define the number of external sources in the term paper. Students should not go beyond the instructor’s guidelines. After obtaining all the required sources, they should go to a quiet place where there is no disturbance and start to analyze information. For journal articles, students can obtain the main ideas by examining their abstracts. These are summaries that can provide a better way of understanding the material. This can be followed by reading the entire articles for more detailed information. For books, students are advised to look at the table of contents so as to guide them to the specific information that they might need. They should note down all the vital information as they read through the sources. For a term paper, the process can take a few days depending on the number of pages and required sources. Organizing the Material The information noted should be organized before it is used in the term paper. It would be better to identify important themes to make the analysis of the materials easier. Information from the sources should be grouped according to the themes. For a geology term paper, the themes can be used to build up sections and subsections of the paper. Students should find as many of them as possible but within the limited topic and number of pages. At the end of this process, they should be ready to start writing the term paper. However, it is important to identify the thesis statement that will be used to focus it on the specific concepts as shown below. Thesis Statement/Statement of Purpose After completing the research process, it is vital to look back on the topic and identify the strongest idea or ideas that will be discussed in the paper. This is an assertion that the student will make it clear to the instructor or reader about what they expect to learn in the paper. This is the spine of the paper and all the conclusions will be anchored here. For a term paper, it is also allowable for students to use a purpose statement to show the direction of the paper. Nevertheless, students should provide enough room for flexibility in case they might want to make some changes in the course of writing. They can go back and adjust the thesis or purpose statement as necessary. When all the elements have been covered, the students will be set to complete the first draft of the term paper based on the outline provided below. Is the Outline an Essential Part? Title Page and Abstract The title page and abstract can be completed at the end of the paper. The format of the title page can differ depending on the formatting style used or the requirements of the instructor. However, standard title pages should have the title of the paper, the name of the student, class, and submission date. After completing the title page, the student should write the abstract or executive summary. It is important to note that the summary is quite different from the conclusion or introduction. Some students have a tendency of copying some information from the conclusion to the abstract. It is important to note that an abstract is a brief review that presents a term paper and the most important points or findings. The reader should be able to understand the entire paper by reading only the abstract. That is why it should be completed at the end of the paper. Introduction In a geologic term paper, the introduction provides some background information about the topic that is going to be discussed. If the topic is about the formation of coral islands, the students should provide some information about corals and their role in the marine system. Besides, they should include information that will inform the reader about the value or worthiness of the research. In other words, the author should justify the reason why the topic is important to be investigated and what he or she is trying to achieve in the end. For example, a geology research can be used to assist the local people to determine better ways to preserve their natural ecosystems. At the end of the introduction, the student should provide the statement of purpose or goals to show the author the specific focus of the paper. By the end of the paper, the audience should be content that the goals stated in the introduction were adequately addressed. Main Body The body is where the topic is discussed in details. Short term papers can be completed through a series of paragraphs. However, students are recommended to separate long term papers into sections using appropriate headings. The heading should be relevant and reflect the information below them. In some cases, students might want to use subheadings to show main subject discussions. The sections and subsections should be simple to write because they are based on the themes obtained from research. Each paragraph should start with a claim that will be supported through outside sources. All the outside information needs to be paraphrased before it is included in the text. If direct quotations are used, they should be minimized as well as properly cited. Besides, information cited within the term paper should be minimized and the bulk of the information should be the student’s analysis. Overall, the body paragraphs should satisfy the reader by piecing together the evidence and makin g logical statements and arguments. Conclusion The purpose of the conclusion is to consolidate the result of the discussion and provide a summary of the issues that emerged in the process. It should show the reader the implications of the results in the larger context. For example, the reader can conclude that the continued deterioration of the coral reefs will affect the marine ecosystems in the long term. In other words, the conclusion should focus on the bigger picture. It is vital to note that whereas the abstract focuses on the smaller picture of the study, the conclusion focuses on the implications of the outcome in the larger context. However, there are cases where information in the abstract and conclusion can overlap. At the end of the conclusion, a student is expected to provide a statement about the future of the topic that has been discussed. This can be in the form of a recommendation on further research that will have to be performed. Reference List The reference section provides a list of all the sources that a student referenced in the term paper. It is important to take into account the formatting style when creating the references. For example, the way references are cited in the American Psychological Association (APA) is different from the Modern Language Association (MLA), Chicago, or Harvard styles. Each of these styles has its own format that should be followed strictly when referencing. Referencing also differs based on the type of source. For example, the format used for journal articles is different from that of books, periodicals, websites, films, etc. Hence, it is important for a student to understand the style that should be used in the term paper. Nevertheless, the reference list at the end of the paper should be clear, complete, and consistent in style. It will guide the reader on the relevance and credibility of the sources used to support the paper. Appendix The appendix should be used to offer additional information that is more detailed and used to support the body of the text. This is the information that would make the term paper untidy and disorganized if it is included in the main text. Some of the information that can be placed in the appendix includes charts, tables, statistics, maps, and many others. The tables and figures included in the appendices are those that are usually more than one page. Otherwise, those that are short should be embedded in the text. It is important to note that information in the appendix should not stand-alone. It needs to be clearly referenced and explained in the body of the text. The final step is to proofread the paper before it is submitted to the instructor. This process should involve checking for typos and spelling mistakes that might be present in the paper. There are many words that are commonly misspelled in geology. For example, the use of the words such as the name of the planet should be capitalized irrespective of where it is used in a sentence. It is also one of the most valuable geology term paper tips to take a break of about one day before proofreading the paper. That would allow the student to identify errors that might not be easy to recognize. References: Chin, P. (2013). Academic writing skills. Cambridge: Cambridge University Press. Fogiel, M. (2009). REAs quick easy guide to writing your A+ term paper. Piscataway, N.J.: Research Education Association. McLean, M. (2011). Essays term papers. Pompton Plains, NJ: Career Press. Oreopoulos, P., Brown, R., Lavecchia, A. (2014). Pathways to education. Cambridge, Mass: National Bureau of Economic Research. Sorenson, S. (2010). Websters New World student writing handbook. Hoboken, NJ: Wiley Pub.

What Writers Say About Christmas and Santa Claus

What Writers Say About Christmas and Santa Claus Christmas happens only once a year, but it is one of the most fun times of the year! Writers have said a lot about the Christmas holiday (and everything that goes with it). Celebrate Christmas with these quotes from famous authors like Charles Dickens and Walter Scott. Famous Quotes About Christmas and Santa Claus Sing hey! Sing hey!For Christmas Day;Twine mistletoe and holly.For a friendship glowsIn winter snows,And so lets all be jolly!- Author UnknownThere are three stages of a mans life: He believes in Santa Claus, he doesnt believe in Santa Claus, he is Santa Claus.  - Author UnknownI have always thought of Christmas time, when it has come round, as a good time; a kind, forgiving, charitable time; the only time I know of, in the long calendar of the year, when men and women seem by one consent to open their shut-up hearts freely, and to think of people below them as if they really were fellow passengers to the grave, and not another race of creatures bound on other journeys.  - Charles Dickens, A Christmas CarolI will honour Christmas in my heart, and try to keep it all the year.  - Charles Dickens, A Christmas CarolHappy, happy Christmas, that can win us back to the delusions of our childish days; that can recall to the old man the pleasures of his youth; that can transport the sai lor and the traveler, thousands of miles away, back to his own fire-side and his quiet home!  - Charles Dickens, The Pickwick Papers  (1836) Christmas isnt a season. Its a feeling. - Edna FerberI do like Christmas on the whole... In its clumsy way, it does approach Peace and Goodwill. But it is clumsier every year. - E.M. ForsterFail not to call to mind, in the course of the twenty-fifth of this month, that the Divinest Heart that ever walked the earth was born on that day; and then smile and enjoy yourselves for the rest of it; for mirth is also of Heavens making. - Leigh HuntChristmas is the season for kindling the fire of hospitality in the hall, the genial flame of charity in the heart. - Washington IrvingI heard the bells on Christmas DayTheir old, familiar carols play,And wild and sweetThe words repeatOf peace on earth, good-will to men!- Henry Wadsworth LongfellowI hear that in many places something has happened to Christmas; that it is changing from a time of merriment and carefree gaiety to a holiday which is filled with tedium; that many people dread the day and the obligation to give Christmas presents is a nig htmare to weary, bored souls; that the children of enlightened parents no longer believe in Santa Claus; that all in all, the effort to be happy and have pleasure makes many honest hearts grow dark with despair instead of beaming with good will and cheerfulness.  - Julia Peterkin, A Plantation Christmas (1934) Love came down at Christmas;Love all lovely, love divine;Love was born at Christmas,Stars and angels gave the sign.- Christina RossettiAnd the Grinch, with his Grinch-feet ice cold in the snow, stood puzzling and puzzling, how could it be so? It came without ribbons. It came without tags. It came without packages, boxes or bags. And he puzzled and puzzled till his puzzler was sore. Then the Grinch thought of something he hadnt before. What if Christmas, he thought, doesnt come from a store. What if Christmas, perhaps, means a little bit more. - Dr. SeussA Christmas gambol oft could cheerThe poor mans heart through half the year.- Walter ScottTo perceive Christmas through its wrapping becomes more difficult with every year. - E.B. White, The Second Tree from the Corner (1954)Somehow, not only for ChristmasBut all the long year through,The joy that you give to othersIs the joy that comes back to you.And the more you spend in blessingThe poor and lonely and sad,The more of your hearts p ossessingReturns to you glad.- John Greenleaf Whittier Yes, Virginia, there is a Santa Claus. He exists as certainly as love and generosity and devotion exist, and you know that they abound and give to your life its highest beauty and joy. Alas! how dreary would be the world if there were no Santa Claus.  - Francis Pharcellus Church

Database Security Research Paper Example | Topics and Well Written Essays - 3000 words

Database Security - Research Paper Example The DBMSs provide an interface that that enables users to interact with the database itself, other applications for capturing and analyzing data (Oppel, 2004). Database security is concerned with aspects aimed at protecting the contents of the database, users and owners. The protection ranges from system protection against software and hardware malfunction to intentional and unauthorized use of the database and unintentional access by entities not authorized. Databases may be exposed to threats in the form of loss of integrity, confidentiality, authenticity and availability. Most large databases face security challenges related to survivability, intellectual property rights and data quality. According to a report by the American firm Verizon, databases are at the core of any organization as they store confidential data and customer records, yet they are the most breached business assets (Kroenke & Auer, 2007). Data must be available at every necessary time, and it must only be available to appropriately authorized users (Elmasri & Navathe, 2010). It is also of critical importance to track users who access data and the data they access. Data authenticity ensures that data is edited by authorized sources and confirms that users accessing it are actually who they claim to be. Authenticity also verifies that outbound data is being delivered to the expected recipient. Through data integrity, external data is verified as having the correct format and the necessary metadata. Data integrity is also concerned with the accuracy and verifiability of input data as well as ensuring that data follows the correct rules of workflow for the organization (Kroenke & Auer, 2007). All changes to data and their authors must be reported as a compliance requirement for data integrity. Through data confidentiality, it is ensured that only correctly authorized users have access to confidential data. This ensures t hat the entire database is

Valuation of Coporations from Private Equity and Governance Research Paper

Valuation of Coporations from Private Equity and Governance - Research Paper Example It also throws light on the influence of corporate governance that such a system brings along with it into an industry. Private equity is the process of raising equity capital by gathering investments from individuals and institution that are known to have high net worth and have supreme financial strength. The investing firms are called the Private equity firms. Most of the top companies follow the private equity concept. On the other hand it is seen that good corporate governance raises the overall value of the firm. The general assumption to this concept is that, firms with good internal practice will be able to meet their goals and objectives effectively, thereby raising a company’s value. The research aims to analyze the operating performance of acquired companies and the internal rate of returns that the funds generate through private equity. In addition a brief study about human factors impacting the value of the firm will also be covered (Acharya, et. al., 2013). The research work emphasizes on the in the in depth analysis of corporate valuation based on the criteria of private equity and corporate governance. The purpose here is to identify the importance of equity funding in the overall performance of a firm and the benefits of private equity funding in the long run. The work of Kaplan is mainly used for this literature review (Kaplan & Stromberg, 2008). According to his opinion it was observed that leveraged buyouts (LBO) in the UK were significantly high before the recession period that started since 2010. Buyouts are a way by which funds can be invested in a firm. Buyouts are a type of private equity investment. It has been a matter of debate between many experts to decide whether it is buyouts that create greater value for the firm or is it equity investment in general. However research has shown that private equity only leads to short term gains where as buyouts have been seen to provide companies with

The role of Kindergarten in LLL Essay Example for Free

The role of Kindergarten in LLL Essay ?1. http://www. hfrp. org/publications-resources/browse-our-publications/getting-parents-ready-for-kindergarten-the-role-of-early-childhood-education 2. http://www. earlychildhoodnews. com/earlychildhood/article_view. aspx? ArticleID=477 Successful Transition to Kindergarten: The Role of Teachers Parents By Pam Deyell-Gingold While new kindergartners are worrying about whether or not anyone will be their friend and if they’ll be able to find the bathroom, their preschool teachers are wondering if they’ve succeeded at preparing their small students for this big transition. In recent years the role of kindergarten has changed from an extension of preschool to a much more academic environment because of new standards in the public schools that â€Å"push back† academic skills to earlier grades. How can we ensure that our students make a smooth transition? Are our students mature enough? What can we do to make them â€Å"more† ready? This article will explore the skills that constitute kindergarten â€Å"readiness,† how preschool teachers can collaborate with parents and kindergarten teachers to make the process more rewarding for all, and activities to help prepare children for what will be expected of them in kindergarten. The Transition Process Children go through many transitions throughout their lives, but one of the most important transitions is the one from a preschool program to kindergarten. â€Å"During this period behavior is shaped and attitudes are formed that will influence children throughout their education† (PTA and Head Start, 1999). Children’s transitions are most strongly influenced by their home environment, the preschool program they attend, and the continuity between preschool and kindergarten (Riedinger, 1997). In 1995, Head Start and the Parent Teacher Association (PTA) began a plan to create a partnership between the two organizations in order to create effective transition practices and to promote continuity in parent and family involvement in the schools. Three pilot programs were studied to determine â€Å"best practice† in kindergarten transition, and to foster the continued strong involvement of families in their children’s education. They worked with elementary schools to create parent-friendly environments and to develop strategies that lessen the barriers to involvement (Head Start PTA, 1999). Even Start, a federal program for low-income families implemented to improve educational opportunities for children and adults, also helps parents to work with the school system to help their children succeed. Their research found that parents felt that the way in which Even Start focuses on the family strengths rather than weaknesses and allows the families to identify their own needs, empowered them more than anything else to help them to support their children in school (Riedinger, 1997). Kindergarten Readiness A 1998 study by the National Center for Early Development Learning of nearly 3,600 kindergarten teachers nationwide indicated that 48 percent of children have moderate to serious problems transitioning to kindergarten. Teachers are most often concerned about children’s skills in following directions, academics, and working independently. There seems to be a discrepancy between the expectations of teachers and the actual skills of kindergarten children. Therefore, a need for kindergarten teachers to collaborate with both parents and preschool teachers exists (Pianta Cox, 1998). School readiness is more than a matter of academics, though. As reported in a National Education Goals Panel in 1998; â€Å"The prevailing view today, however, is that readiness reflects a range of dimensions, such as a child’s health and physical development, social and emotional development, approaches to learning, language and communication skills, and cognitive and general knowledge† (California Department of Education, 2000). Historically, kindergarten was a â€Å"children’s garden†: a place to interact for the first time with a group of agemates, and to learn basic skills through play. Today, because of increasing numbers of working mothers, single-parent families, and strict welfare regulations, many children begin having group experiences in a child care program or family child care home at a much earlier age. Together with the concern that America’s children are not getting adequate education to compete in a global market, our schools began to make the transition from the children’s garden to â€Å"curriculum escalation† (Shepard Smith, 1988) and â€Å"academic trickle-down† (Cunningham, 1988). While the trend towards focusing on academic skills continues at a fast pace, early childhood professionals argue for a more integrated curriculum that addresses the developmental needs of each child. Social Adjustment Although academics may be becoming increasingly more important, research shows that social skills are what most affect school adjustment (Ladd Price, 1987; Ladd, 1990). Preschool teachers should not feel pressured into teaching academics beyond what is developmentally â€Å"best practice† (Bredekamp Copple, 1997) but should continue to focus on social and emotional development. Children who have been rejected by their peers in kindergarten tend to have poor school performance, more absences, and negative attitudes towards school that last throughout their school years. â€Å"Three particular social skills that are known to influence children’s peer acceptance: play behavior, ability to enter play groups, and communication skills† (Maxwell Eller, 1994). Play Behavior and Communication Skills Specific behaviors that cause rejection by fellow students include things like rough play, arguing, upsetting things in class, trying to get their own way, and not sharing. Children who exhibit these behaviors also tend to be less independent and less cooperative than their peers. Most children prefer playing with others who are polite, caring, and attentive. Preschool teachers and parents need to teach young children social skills, especially how to enter social groups. For example, children who say, â€Å"Looks like that’s a fun game, can I play? † are more likely to be accepted than those who shove others aside and whine, â€Å"I want a turn! † Another important social skill is the ability to participate in complicated fantasy games and take part in making up and extending the story. Children who lack sufficient experience playing with age-mates may feel frustrated at not being able to keep up with the capabilities of their classmates. â€Å"A generous amount of guided social experience with peers prior to kindergarten helps children do well in this new world† (Maxwell Eller, 1994). Some children need assistance to learn how to play make-believe. A teacher can help model this by giving verbal cues like, â€Å"You be the mommy, and I’ll be your little girl. Can I help you make dinner, Mommy? † Some children need reminders to keep them focused on their roles. Others may need help to read the emotions on people’s faces. â€Å"Look at Nick’s face. He is sad because you pulled the hat away from him. † Because young children do not have a large enough vocabulary to express themselves, teachers can help them find words to express their feelings such as, â€Å"You’re feeling frustrated. Let’s go find a puzzle with fewer pieces. † Communication skills, such as being able to take part in a conversation, listen to others, and negotiate are also important. For example, children who speak directly to peers, are attentive to others in the group, and respond to the initiations of others tend to be liked by the other children. Disliked children are more likely to make irrelevant comments, reject the initiations of other children without reasons or explanations, and often make comments without directing them to anyone (Maxwell Eller, 1994). Part of a teacher’s task is to quietly remind children to look at the person they’re talking to, and listen to what another child is saying. Immaturity and Redshirting A common practice when dealing with children who are not socially mature is to keep them out of school for a year, in the hope that â€Å"readiness will emerge. † In academic circles this is referred to as â€Å"redshirting,† a term borrowed from college athletics. However, â€Å"Research shows that redshirts are not gaining an academic advantage, and the extra year does not solve the social development problems that caused initial concern† (Graue, 1994). Parents who are told that their children need to stay home for a year should ask for the reasons. â€Å"Developmentally appropriate practice is less common in kindergarten, and primary teachers face many constraints and pressures that teachers of younger children are not yet experiencing in the same intensity [although preschool appears to be next in line for â€Å"pushdown† curriculum]. † (Jones, Evans, Rencken, 2001). â€Å"If we think inclusively we have to problem-solve in ways to accommodate the incredible diversity presented by the characteristics of kindergartners†¦. Redshirting and retention are outmoded tools that should be replaced by more appropriate practices. One step in the right direction is collaboration between preschool and elementary school educators† (Graue, 1994). A second step is to have parents understand what experiences can help their child have a successful transition. Learning About Classroom Styles In collaborating with kindergarten teachers, preschool teachers and parents need to visit the school and pay close attention to details that may affect their students in kindergarten. â€Å"When teachers and parents agree on a philosophy of education, children usually adjust more easily† (Maxwell Eller, 1994). Children feel more secure in their new environment if they feel that their parents support the teacher and the school. The first step may be either a meeting with the kindergarten teacher or a class field trip to the elementary school. â€Å"Observe kindergarten classrooms to identify teaching styles, classroom management techniques, and routines. Also try to identify skills that are needed to be successful in participating in the kindergarten classroom† (Karr-Jelinek, 1994). In her research, Karr-Jelinek used a checklist of what parents (and teachers) should look for in a kindergarten classroom, to see if their children – both normally developing and with special needs – are ready for the classroom they visit: ? How many steps are given at a time in directions? ? What types of words are children expected to understand? ? How does each individual child compare to the other children? ? How long are children expected to sit still in a group? ? How often do children speak out of turn or move around when they should be sitting? ? How much independence is expected? ? What type of work is being done? (small groups, seatwork, etc. ) ? Where might my special needs students need extra help? ? What kind of special information can I pass along to the teacher about each child? (Karr-Jelineck, 1994) Although expectations vary by teacher and school district, by the time children reach kindergarten they should be able to listen to a story in a group, follow two or three oral directions, take turns and share, follow rules, respect the property of others, and work within time and space constraints. They need to learn the difference between work and play, knowing when and where each is appropriate. â€Å"Most five-year-olds can express themselves fluently with a variety of words and can understand an even larger variety of words used in conversations and stories† (Nurss, 1987). Many kindergartens make use of learning centers, small group instruction, and whole group language activities. However, others use â€Å"structured, whole group paper-and-pencil activities oriented to academic subjects, such as reading and mathematics. The curriculum in these kindergartens often constitutes a downward extension of the primary grade curriculum and may call for the use of workbooks, which are part of a primary level textbook series. Many early childhood professionals have spoken out on the inappropriateness of such a curriculum† (Nurss, 1987). Preparing Parents for the Transition High-quality preschool programs encourage parent involvement in the home and in the classroom. Volunteering to read during story time, to share cultural traditions, or to be a lunch guest are all ways for parents to feel that they are a part of their child’s school life. According to the National PTA, parent and family involvement increases student achievement and success. If preschool teachers can make parents feel welcome helping in the classroom, they will be more likely to remain involved in their child’s future education. Many parents worry about their children entering elementary school because of their own negative school experiences. They may feel intimidated by teachers and uncomfortable showing up at school events – even for orientation and enrolling their children in school (Reidinger, 1997). Parents’ expectations of how well children will do in school influence children’s performance. It appears that parents who expect success may provide more support, encouragement and praise, which may give their children more self-esteem and confidence. The most important thing is that children who believe in their own abilities have been found to be more successful in school (Dweck, 1991). To assist parents, preschool teachers can arrange visits to the school and take parents along on the kindergarten field trip. They can ask for children to be paired with a kindergarten â€Å"buddy† who can take them around, while parents meet with the teacher or go to the office to register their child. A study done by Rathbun and Hauskin (2001) showed that the more low-income students that were enrolled in a school, the less parental involvement there was. Involving low-income families in the schools may help to break the cycle of poverty of future generations. One way to really help the family with transition is to empower the parents to act as advocates for their children. Parent meetings and newsletters can help parents learn how to work with school staff, learn about volunteer opportunities at school, as well as how to prepare their child at home for kindergarten. They may need some advice on how to help their children and themselves cope with anxieties related to transitions from preschool to kindergarten. Preparing Children for Transition In the last few weeks of summer, children start getting excited about going to kindergarten, and are apprehensive at the same time. It is important for parents to treat the child’s entrance into kindergarten as a normal occurrence and not build up the event in children’s minds. An important way to provide continuity for the child is to find preschool classmates or other children who will be in their kindergarten class. According to research, children who have a familiar peer in a new group setting have fewer problems adjusting to new environments (Howes, 1988). Transition Activities for Parents and Children. The more you discuss this transition in a matter-of-fact way, the more comfortable children will become. Encourage parents to prepare their child for kindergarten with the following: ? Visit the school so the children can meet the kindergarten teacher and see what kindergarten is really like. Try to arrange for them to see more than one type of classroom activity, such as seatwork time and free choice time. Show them where the bathroom and cubbies are located. ? Find out what lunchtime will be like. If the children are going to be getting a school lunch, they may have to learn how to open new kinds of containers. ? Read books about kindergarten. ? Answer children’s questions in a straight forward way about what they will do in kindergarten. Tell them they will listen to stories, do counting activities, have group time, and play outside. ? Explore how long the kindergarten day is and what the daily routine will be like. They will want to know what will be the same as preschool and what will be different. ? If the children are going to a school that presents more diversity than they are familiar with, talk honestly with them about racial and ethnic differences and disabilities. ? If children are going to be taking the schoolbus for the first time, you will need to discuss schoolbus safety rules. ? Reassure children that they will be picked up from school every day just as they are in preschool. ? Check to make sure your pre-kindergarten children are capable of basic kindergarten â€Å"readiness† skills. (See sidebar below. ) Conclusion The transition from preschool to kindergarten can be a stressful time for both children and parents. However, if preschool teachers can facilitate collaboration between parents and kindergarten and familiarize children with  the workings of kindergarten, it will be a smoother process. Parents need to try to find a developmentally appropriate class for their child by observing different classrooms and talking to teachers about educational philosophies. Preschool teachers, with their knowledge of different learning styles and the temperaments of their students, can help everyone with this important transition. Pam Deyell-Gingold is a graduate student in Human Development at Pacific Oaks College. She works as master teacher at Head Start, teaches child development classes for Merced Community College, and is a freelance writer and anti-bias curriculum enthusiast. Her home is in the Sierra foothills near Yosemite National Park, California. References Bredekamp, S. Copple, C. (1997) Developmentally appropriate practice for early childhood programs. Revised edition. Washington, DC: NAEYC. California Dept of Ed. , (2000). Prekindergarten learning and development guidelines. Sacramento, CA. Cunningham, A. 1988. Eeny, meeny, miny, moe: Testing policy and practice in early childhood. Berkeley, CA: National Commission on Testing and Public Policy In Graue, E (2001, May) What’s going on in the children’s garden today? Young Children. Dweck, C. S. (1991). Self-theories and goals: their role in motivation, personality and development. In Nebraska symposia on motivation, Vol. 36, ed. by R. Dienstbier, 199-235. Lincoln: University of Nebraska Press. [In Maxwell, Eller, 1994] Graue, E. (2001, May) What’s going on in the children’s garden today? Young Children, p. 67-73. Howes, C. (1988). Peer interaction of young children. Monographs of the Society for Research in Child Development 53 (2. Serial No. 217). In Maxwell, K. and Eller, C. (1994, September) Children’s Transition to Kindergarten, Young Children. Howlett, M. P. (1970, February 18). Teacher’s edition: My Weekly Reader Surprise, Vol. 12, Issue 20. Jones, E. , Evans, K. , Rencken, K. (2001) The Lively Kindergarten, NAEYC publications. Karr-Jelinek, C. (1994). Transition to kindergarten: Parents and teachers working together. Educational Resources Information Center. Ladd, G. W. , 1990. Having friends, keeping friends, making friends and being liked by peers in the classroom: Predictors of children’s early school adjustment? Child Development (61) 1081-100. Ladd, G. W. , J. M. Price. 1987. Predicting children’s social and school adjustment following the transition from preschool to kindergarten. Child Development, (58) 1168-89. Maxwell, K. Eller, S. (1994, September). Children’s transition to kindergarten. Young Children, p. 56-63. National PTA National Head Start Association. (1999). Continuity for success: Transition planning guide. National PTA, Chicago, IL. National Head Start Association, Alexandria, VA. Nurss, J. 1987, Readiness for Kindergarten, ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL; BBB16656. Pianta, R. Cox, M. (1998) Kindergarten Transitions. Teachers 48% of Children Have Transition Problems. NCEDL Spotlights Series, No. 1, National Center for Early Development Learning: Chapel Hill, NC. Rathbun, A. Hauskin, E. (2001). How are transition-to-kindergarten activities associated with parent involvement during kindergarten? Paper presented at the Annual meeting of the American Educational Research Foundation: Seattle, WA. Riedinger, S. (1997), Even Start: Facilitating transitions to kindergarten. Dept. of Education: Washington, DC: Planning and Evaluation Service. Shepard, I. A. M. I. Smith. (1988) Escalating academic demand in kindergarten: counterproductive policies. The Elementary School Journal, (89) 135-45. In Maxwell, K. and Eller, C. (1994, September) Children’s Transition to Kindergarten, Young Children. Kindergarten Readiness Is†¦* A child who listens ? Todirections without interrupting ? To stories and poems for five or ten minutes without restlessness A child who hears ? Words that rhyme ? Words that begin with the same sound or different sounds A child who sees ? Likenesses and differences in pictures and designs ? Letters and words that match A child who understands ? The relationship inherent in such words as up and down, top and bottom, little and big ? The classifications of words that represent people, places, and things A child who speaks and can  ? Stay on the topic in class discussions ? Retell a story or poem in correct sequence ? Tell a story or relate an experience of her own A child who thinks and can ? Give the main idea of a story ? Give unique ideas and important details ? Give reasons for his opinions A child who adjusts ? To changes in routine and to new situations without becoming fearful ? To opposition or defeat without crying or sulking ? To necessity of asking for help when needed A child who plays ? Cooperatively with other children ? And shares, takes turns and assumes his share of group responsibility ? And can run, jump, skip, and bounce a ball with comparative dexterity A child who works ? Without being easily distracted ? And follows directions ? And completes each task ? And takes pride in her work *Adapted from Howlett, M. P. (1970, February 18). Teacher’s edition: My Weekly Reader Surprise, Vol. 12, Issue 20. 3. http://www. edutopia. org/kindergarten-creativity-collaboration-lifelong-learning Kindergarten Is the Model for Lifelong Learning Lets keep teaching creativity throughout school and adulthood. By Mitchel Resnick Illustration of two people sitting on letter blocks  Credit: Wesley Bedrosian Ever since the first kindergarten opened in 1837, it has been a place for telling stories, building castles, painting pictures, making friends, and learning to share. But kindergarten is undergoing a dramatic change. In todays kindergartens, children are spending more and more time filling out worksheets and drilling on flash cards. In short, kindergarten is becoming more like the rest of school. Exactly the opposite needs to happen: We should make the rest of school (indeed, the rest of life) more like kindergarten. Whats so special about kindergarten? As kindergartners playfully create stories, castles, and paintings with one another, they develop and refine their abilities to think creatively and work collaboratively, precisely the abilities most needed to achieve success and satisfaction in the 21st century. Underlying traditional kindergarten activities is a spiraling learning process in which children imagine what they want to do, create a project based on their ideas (using blocks, finger paint, or other materials), play with their creations, share their ideas and creations with others, and reflect on their experiences all of which leads them to imagine new ideas and new projects. This iterative learning process is ideal preparation for todays fast-changing society, in which people must continually come up with innovative solutions to unexpected situations in their lives. If this approach is so well aligned with current societal needs, why do we so rarely support it in classrooms? One reason is that our society and our educational system dont place enough value on creative thinking. Another reason is a lack of appropriate media and technologies: Wooden blocks and finger paint are great for learning kindergarten concepts (such as numbers, shapes, sizes, and colors). But as children get older, they want and need to work on more advanced projects and learn more advanced concepts. To do that, they need different types of tools, media, and materials. This is where I believe digital technologies can play their most important role. If properly designed and used, new technologies can extend the kindergarten approach, allowing students of all ages to continue learning in the kindergarten style and, in the process, to keep growing as creative thinkers. In my research group at the Media Lab at the Massachusetts Institute of Technology, weve been developing new technologies specifically to support the kindergarten approach to learning. For example, weve collaborated with the Lego Group since 1985 on a collection of robotics construction kits that enable children to imagine and create interactive inventions in the same spirit as kindergartners build towers with blocks. Recently, weve developed a new programming language called Scratch, which brings the kindergarten learning approach to the computer screen. With Scratch (available as a free download), children can create their own interactive stories, games, and animations and then share their creations on the Web. A vibrant online community has developed around Scratch, as users present more than a thousand new projects on the Scratch Web site each day. Some 250,000 people participate in the community, most of them ages 8-16. One active participant in the community is a 13-year-old girl with the name BalaBethany (not her real screen name). As her first Scratch project, BalaBethany created and shared an animated story with anime characters. Other members of the online community responded positively, posting glowing comments under her project. Encouraged, BalaBethany began to create and share new anime stories on a regular basis, like episodes in a television series. BalaBethany periodically added new characters to her stories. At one point, she got an idea: Why not involve the community in the process? She created and uploaded a new Scratch project that announced a contest: She asked other community members to design a sister for one of the characters. The project received more than 100 comments. One was from a community member who wanted to enter the contest but didnt know how to draw anime characters. So BalaBethany produced another Scratch project: a step-by-step tutorial that demonstrates a 13-stage process for drawing and coloring an anime character. Illustration of Mitchel Resnick Credit: Wesley Bedrosian I see BalaBethany as a case study of lifelong kindergarten. She is using Scratch to imagine, create, play, share, and reflect. In the process, she is refining her programming and artistic skills and shes developing as a creative thinker. Our ultimate goal is a world full of playfully creative people who, like BalaBethany, continue to learn as kindergartners do. Mitchel Resnick is director of the Lifelong Kindergarten group at the Massachusetts Institute of Technologys Media Lab. This article originally published on 5/27/2009 4. http://www. seas. upenn. edu/~eas285/Readings/Resnick_LifelongKindergarten. pdf 5. http://www. ufri. uniri. hr/data/book_2. pdf CJELOZIVOTNO UCENJE – KREIRANJE OSOBNOSTI I OKRUZJA DJECJEG VRTICA LIFELONG LEARNING PERSONAL GROWTH AND THE KINDERGARTEN CONTEXT Bozica Pintaric Djecji vrtic Malesnica Zagreb, Republika Hrvatska. Sazetak Razvoj svakog, pa tako i odgojno-obrazovnog okruzja podrazumijeva stalno ucenje i mijenjanje svih sudionika, sto tako stvara organizaciju koja uci, mijenja se, kreira. Kvalitativne razlike u tome procesu povezane su s motivacijskim odrednicama. Poznato je da je ucenje najucinkovitije i da su stvarne promjene moguce, ako su proistekle iz unutarnje potrebe osobe za samoaktualizacijom i preuzimanjem proaktivne, stvaralacke uloge u oblikovanju svoje stvarnosti. Tako potaknutim ucenjem, na samo da se profesionalno jacamo, vec prosirujemo svoju sposobnost kreiranja svog zivota na profesionalnom i sveukupnom planu. Vrednovanjem i samovrednovanjem, kao sastavnim dijelom ucenja i razvoja osobe i okruzja/ustanove isto tako razvijamo intrapersonalne i interpersonalne sposobnosti, koje su opet sastavni dijelovi kvalitete ucenja i zivljenja. To je posebno prisutno u odgojno obrazovnim ustanovama, posebice djecjim vrticima, gdje se sveukupne relacije i okruzje prvenstveno sagledavaju kao okruzje kvalitetnog zivljenja djece i odraslih. Kljucne rijeci: ucenje, samovrednovanje, motivacija, osobni razvoj, kreiranje okruzja Abstract. The development of every, and thus also an educational surrounding, means permanent learning and change in all the participating parties, which creates an organisation that is in the constant process of learning, changing, creating. Qualitative differences in this process are connected with motivational determiners. It is well known that learning is the most efficient and that real changes are possible if they have resulted from the person’s intrinsic need for self-actualisation and taking of a pro-active and creative role in the shaping of reality. Such learning not only strenghtens us professionally, but also expands our capacity to create our own lives in a professional setting and other settings. Evaluation and self-evaluation/ reflection, as components of learning and personal growth, as well as of context / institution development positively affect intrapersonal and interpersonal abilities, which are integral parts of quality learning and living. This is particularly present in educational institutions, especially kindergartens, where overall personal relations and surroundings are primarily viewed as a habitat for the quality life of children and adults. Key words: learning, self-evaluation/reflection, motivation, personal growth, creation of context B. Pintaric, CJELOZIVOTNO UCENJE – KREIRANJE OSOBNOSTI 220  «Majka priroda je bezgranican proces postanka i bitka. Duh koji bi joj se potpuno otvorio, bez emocionalnih rezervi i samorefleksije, izgubio bi se u sirovom materijalizmu njenog beskrajnog i neumoljivog izobilja te bezuvjetno potonuo.  » Camille Paglia Obrazovne organizacije po svojoj su prirodi mjesta zivota, dinamike, stalne mijene, razvoja, ucenja. Vrtic cesto imenujemo zajednicom koja uci, mjestom  «refleksivnog dijaloga djece i odraslih s procesom njihova zajednickog, kontinuiranog ucenja, pri cemu oni jednako vrijedno doprinose zajednickom ucenju, za njega dijele odgovornost i nad njima imaju zajednicko autorstvo » (Slunjski, 2006, str. 35). To podrazumijeva stalno istrazivanje, propitivanje, reflektiranje i samoreflektiranje, vrednovanje i samovrednovanje, slozene i zahtijevne interakcije na intrapersonalnoj i interpersonalnoj razini svih u ustanovi. Za te procese potreban je stalan, snazan angazman i motiviranost djelatnika,  odrzivost uvelike ovisi od kulture zajednice, ustanove. To bi trebala biti  «mjesta gdje ljudi bez straha stvaraju svoje vizije, gdje su istrazivanje i posvecenost istini norma, gdje se podrazumijeva suprotstavljanje stanju status quo », (Senge 2003, str. 172-173). U takvom se okruzju  «pojacava osjecaj da se osobno usavrsavanje i razvoj doista vrednuje, cijeni » (isto, str. 173). Stalan razvoj omogucuju zajednice koje su ‘brizne obitelji’ koje puno ocekuju od svojih clanova , a pritom pruzaju uzajamnu podrsku.  »(Stoll i Fink, 2000, str.256) Osobno iskustvo je, prema velikom dijelu autora, sredisnja os mijenjanja i razvoja zajednica. Miljak (2007, str. 212) u tom smislu navodi:  »Osobno iskustvo i to ono svakodnevno u praksi uz pomoc zajednice iskusnih prakticara moze dovesti ne samo do mijenjanja odgojne prakse nego i do promjene stavova, uvjerenja i nacina razmisljanja ucitelja, odgajatelja.  »  «Kako se mijenja iskustvo, mogu se mijenjati duboka uvjerenja i pretpostavke, a kad se to dogodi, promijeni se i kultura.  »(Senge, 2002, str. 14) Autenticne, snazne poticatelje, partnere i ucitelje ucenja u kontekstu vrtica imamo u dj.

Langston Hughes Essay -- essays research papers

Langston Hughes is a key figure in the vision of the American dream. In his writings his African-American perspective gives an accurate vision of what the American dream means to a less fortunate minority. His poetry is very loud and emotional in conveying his idea of the African-American dream. Most of his poetry either states how the black man is being surpressed or is a wish, a plea for equality. He does not want the black man to be better than everyone else, but just to be treated equal. Able to meet their dream with the same level of success and failure as everyone else. This is most simply stated in Hughes poem I Dream a World. Hughes begins the poem by stating:   Ã‚  Ã‚  Ã‚  Ã‚  “I Dream a World where man   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  No other man will scorn,   Ã‚  Ã‚  Ã‚  Ã‚  Where love will bless the earth   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  And peace its paths adorn'; (World Lines 1-4) Here Hughes is stating very generally and unspecific how he wishes for peace and love. Something that everyone would like but will probably never come true. This statement is an excellent attention getter. It tells about a dream that everyone would like without singling out any group of people to blame for the dream not coming true. Then as the poem goes on he gets more and more specific. Hughes then goes on to dream that everyone “Will know sweet freedoms way,/Where greed no longer sa...

Prophet Muhammad as Role Model for Religious Teachers

ENGLISH ESSAY: PROPHET MUHAMMAD (PBUH) AS A ROLE MODEL FOR RELIGIOUS TEACHERS Prophet Muhammad (PBUH) is the example par excellence for his ummah, especially for religious teachers with his good example and noble personality. His behavior in all cases is the behavior that is not contrary with the Qur'an, in fact his behavior reflects the contents of the Qur'an such as his patient, sincere and forgiving character. In education, Prophet Muhammad (PBUH) has provided many lessons especially for religious teachers which can be applied on students.Firstly, as religious teachers we must always be patient as was done by Prophet Muhammad when he was performing prayers and Uqbah bin Abi Muit threw waste on him where he did not get angry instead He continued His prayer. Therefore, accept the students behaviour in whatever manner they are. Secondly, teaching sincerely is very important for religious teachers in which we should not hope for any rewards, Prophet Muhammad (PBUH) said, â€Å"Verily Allah will not accept charity unless the charity is exercised in good faith and done solely to please Allah. † Even Prophet Muhammad did not hope for any material rewards when delivering knowledge.Lastly, we must emulate the forgiving character of Prophet Muhammad where He was tested by a Jewish woman who tried to poison Him and He forgave her instead of having a grudge against the her. So as religious teachers, we have to forgive our students for whatever mistakes they make to guide them to seek Allah’s pleasure and Grace. In conclusion, religious education would be pointless if the teachers themselves behave badly. Prophet Muhammad (PBUH) exemplary conduct is the one and only to emulate to help us perform our duties as religious teachers effectively in order to get Allah’s Blessings. (281 words)

The Adoration of Jenna Fox- Summaries

The The Adoration of Jenna Fox By: Mary E. Pearson Pages 1-50 Jenna Fox has just woken up from a coma after an accident she wasn’t supposed to survive and doesn’t remember a thing about her life. She is slowly starting to adjust to her new surroundings and learning small things she knows she should already know how to do. Her mother suggests that she what the discs her parents had been making since she was a baby. Jenna watches the disk and is vaguely reminded somewhat of her childhood. When Jenna explores her house she lives in she is curious as to why it is so empty and unlived in.One day when her mother goes to town and her grandmother, Lily goes to her greenhouse to avoid contact with her, Jenna sneaks out the front door and goes for a walk. On her adventure, she meets Mr. Clayton Bender, and makes friends with him. On her way back, Jenna cuts herself, which frightens her mother very much. Jenna all of a sudden has a memory of a trip to the beach with Lily that happ ened almost 15 years ago, an impossible thought but a memory none the less. After that Jenna starts remembering small things like her best friends and the T in Boston.She learns of her father’s latest invention, Bio Gel. The gel can make organ last indefinitely instead of having a limited shelf life. When Lily takes Jenna to a mission, she gets a sudden urge to get back in school to pick up where she left off. Everyone thinks it is an outrageous thought but her mother soon gives in and allows her to go to a small charter instead of a widely populated school where she could be put in a dangerous situation. Pages 51-100 Jenna is now determined to take control of her life back. On her way to Mr. Bender’s house, Jenna meets the boy he warned her about, Dane.This boy that lives at the end of her street seems to be very curious. At Mr. Bender’s House, Jenna is forced to turn away his hospitality towards her because of her special diet. After he told her he did researc h she did research on him as well. She learned that he was keeping a very big secret about his identity. When he confessed to her she felt they were better friends because of the secrets they shared. Jenna continues to watch her home movies and sparks a few of her lost memories. She remembers that she loved hot chocolate but her mother and grandmother get angry with her for disobeying her diet.She wants to pick up where she left off in school so she asks permission to start school again. Her mother allows her to attend a small charter that has a flexible schedule and a smaller class size. The first day she meets her few classmates and recognizes Dane. A boy named Ethan leads a discussion on Walden. When he makes an error, she corrects him, surprising him and her also. She is shocked again when Ethan invites her to join their group for lunch. At lunch Jenna gets a chance to meet the rest of her few classmates. Allys is the only other girl other than Rae, their teacher, and is the fir st to open up.Since everyone at the charter has a special reason for attending, Allys shares that her’s was a fatal disease that cause her to lose her limbs. Now she has prosthetics and is also the first person to tell Jenna they like her. Jenna opens up a little more about her condition. She also starts to grow a liking for Ethan as well. Lily and Claire get in an argument about Jenna’s social relationships. Jenna continues watching the discs and learning past details she’d forgotten. She starts working with Ethan at the mission until she finds a community service project of her own. She grows a closer bond with him and becomes fascinated with him.Allys expresses her feelings about FSEB and ethics problems unknowing that Jenna’s dad, founder of FoxBiosystems and creator of Bio Gel. Pages 100-150 Jenna explores the downstairs of the Cotswold and finds interest in Claire and Lily’s rooms. In Claire’s room she finds a locked door and has a nat ural instinct to look under the mattress and finds the key. Before she gets a chance to open it she is called away by someone at the door. Ethan visits her and they talk which slowly leads to them sharing a passionate kiss. Because Lily got upset with Jenna after the kiss, Jenna rebels and pours mustard into her nutrients before Lily can stop her.Jenna watches the last disc in her box and it shows Claire and Jenna having a fight about Jenna’s ballerina career. Jenna is determined to find out what is behind the closet doors. She pretends to go for a walk but sneaks into the closet instead. Inside she finds three boxes one with her full name on it. Trying to get it loose she cuts her wrist on an edge. Worried about what her mother will do she hurries to her bathroom to look at the gash. When Jenna falls down the stairs from being too dizzy, Claire discovers the cut. Now her parents are forced to tell her why there is hardly any blood coming from her wrist.They explain that she was terribly burned in the accident and something had to be done fast or she wouldn’t have made it. Her father informs her that her entire body is made up of Bio Gel. The only thing original in her is 10% of her brain. Jenna has a really hard time understanding the situation and believing that she is a real human being. She asks why they relocated and her father tells her that where they live now has a consistent temperature that will help her shelf life. She also learns the second reason for their location is Jenna being illegal with Bio Gel making up the substance of her body.Lily and Jenna have a conversation about why Lily acts so different towards Jenna. Her answer is that she let go of her granddaughter eighteen months ago and now has her in a different form. At school, Jenna is more unsocial than ever before. She is still trying to figure out what she is and what she needs to do next. Pages 151-200 Lily talks to Jenna about things she feels Jenna should know. She infor ms Jenna that before the accident she didn’t go to her room when Claire told her to; now she naturally goes without hesitation.Jenna is upset about the information but wants to prove it for herself. She waits until her father and mother chat on the Netbook and puts on a flipping plates show for them. When Claire furiously tells Jenna to go to her room, Jenna resists the urge. Her father and mother explain that they uploaded things into her when they were working on her scans. They were afraid she’d be so behind in school they uploaded the 10th through 12th grade curriculum. Jenna meets Ethan at the mission where he shares his dark secret that has burdened him.She trusts him enough to share the information she has just received. He doesn’t leave her but instead assures her she is going to get through it but warns her not to tell Allys because of her ethical standards. For a bacteria lesson, the group goes to a river scene. During her lesson, she starts talking ab out the FSEB which sparks something in Jenna. They get into a heated discussion that doesn’t end the best way. When Jenna visits Mr. Bender, she learns that someone broke into his garage but took nothing. She feels like she remembers seeing his car before but doesn’t know where from.She asks if she could use his netbook to do some research. The research is on her accident. She learns that Kara Manning and Locke Jenkins died after that accident and she would have been trialed if her condition wasn’t as deadly and severe. Jenna talks to her parents about them being dead and they said they didn’t want to push her with that information. Her mother is redecorating her so she asked for red drapes instead of the only color in her wardrobe, blue. She remembers getting the red skirt with Kara and goes on a rampage for it through the entire house.Lily shares with Jenna the escape plan if anyone from the government were to show up asking questions. When her mom goes to pick up her dad, Jenna goes to the closet. This time she discovers that the other two computers have Kara and Locke’s names on them. This sends Jenna over the edge. She runs into the forest and just lays there. Pages 201-265 Jenna gets mad at her parents for all the secrets they kept from her including the boxes. They told her they were backups in case something was to happen they would have all the blueprints and information needed to reboot her.They share the risks and complications of her situation. When she asks where Kara and Locke were they tell her that after their parents thought she was the one that caused them to get hurt they wouldn’t let the doctors in to prep everything. They both died before they could do anything. In class, they watched a long speech having to do with the FSEB. They have made many bad medical changes that negatively affected a lot of sick and injured people and the new medical act will take all control from them. Allys realized that Jenna is the daughter of Matthew Fox who she highly dislikes for his work with Bio Gel.After Mr. Bender somewhat saves Jenna from a sneak attack in the forest they go off and talk. Jenna admits she knows his name is Edward and he is her dad’s friend who set up the house and helps get her out of the country to Italy where the temperature is consistent. Jenna remembers the accident. She wasn’t driving, Kara was. But no one but the backups and she will ever know that. Jenna finds the real last disc and sees that she was under so much pressure to be perfect. At the beach, Jenna finally admits that she is tired of being on a pedestal and having so many expectations.When they get home there is a strange man there who is talking to Jenna’s father about moving the backups to a safer location. Ethan and Jenna go visit Allys who has Lupus which is causing her body to fail. They stay and talk to her for a while. Jenna confesses to her that she is really Matthew Fox’ s daughter. On the way back Ethan doesn’t want Jenna to get caught by the government and offers to take her anywhere. Lily and Jenna devise a plan to get rid of the backups. When they do, her parents are furious and tell Jenna those backups could have saved her. Jenna just wants to live her life without having a backup if she messes up.She wants to be normal more than anything. Allys’ parents visit Jenna’s parents and ask if they can help fix Allys up like they did with Jenna. The next part takes place 260 years later. Allys and Jenna live in Mr. Bender’s house. Everyone they know has past but they’re still there. They have traveled around the world speaking to people just like them. The laws of medicine have changed so much. Jenna has a daughter who she will eventually have to leave because no parent should outlive their child. The Bio Gel has been modified to make sure no one lives beyond an acceptable and appropriate time.