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.

Is Act 5 a fitting end to the play Hamlet Essays

Is Act 5 a fitting end to the play Hamlet Essays Is Act 5 a fitting end to the play Hamlet Paper Is Act 5 a fitting end to the play Hamlet Paper Essay Topic: Hamlet Hamlet is one of Shakespeares later plays, written in the early 17th Century. However, it is set in a 13th Century Danish Court with Hamlet, the eponymous hero, as Prince. The play Hamlet falls into the literary genre of a tragedy. Traditionally, the tale of a tragedy begins with a hero (in this case Hamlet) who, due to unfortunate circumstances, proceeds upon his/her downfall through the play and is usually slain during the closing stages. Shakespeare follows this pattern meticulously, although more specifically than tragedy, he chooses to pursue the style of Senecan Tragedy. The Senecan Tragedy originated from the Roman philosopher and poet, Seneca, who lived in the first century AD. A Senecan Tragedy contains several distinct factors, such as violence and the use of the supernatural. Shakespeare includes these elements in his play to give Hamlet some kind of familiar, sustained theme for his audience. The most prominent Senecan aspect included, is the structure of vengeance. Both Shakespeare and Senecas plays are divided into five acts. Each act contains its own distinct theme. The first act introduces the appeal for vengeance-more specifically the ghost of Hamlets father. By the end of the act Hamlet appears to be accepting the role of the avenger: O cursed spite, that ever I was born to set it rite! (I-v-190) The second act in Senecan Drama revolved around the expectation of the avenger planning his revenge. Comparatively in Hamlet, Act 2 is the period in which the Prince conjures the idea of using a play within a play (another Senecan aspect) to uncover Claudius thoughts and hence enforce his opinion of whether to proceed or not. The act ends with Hamlets soliloquy, the culmination of which is the rhyming couplet (used by Shakespeare to emphasise his point): The plays the thing/ In which Ill catch the conscience of the King (II-ii-600). The play begins to gather its constructive momentum during Act 3. This is when Hamlet uses his mousetrap (the play). He notices the Kings response and consequently believes in the ghost: O good Horatio, Ill take the ghosts word for a thousand pounds (III-ii-290) He almost acts upon his beliefs but decides the time is not right. Hamlet then confronts his mother in the privacy of her bedchamber, but notices that someone is spying upon them. He has no idea who this intruder may be but irrationally stabs through a curtain, killing the father of Laertes, Polonius. Shakespeare includes this section of the play in Act 3 because it acts as a pre-cursor of things to come in the penultimate and final acts. Act 4 is often used as an interval or a break from the theme of vengeance. Revenge is prevented in this act of Hamlet, as the Protagonist is sent to England to be killed. This helps build up the suspense and therefore adds to the drama of Act 5. Hamlet however, escapes and arrives back in Denmark by the end of the act, now having made a final decision. Act 5 is the infamous climax of Hamlet. In the first scene, Hamlet begins conversing with a sexton in the graveyard. The graveyard is used because firstly, it helps give a powerful motif of mortality, which contributes to the tension within the audience, and secondly because this specific location is a prevailing indication of mortality. This motif is furthermore enforced by Shakespeares selective use of language, which is crucial to portray emotions that are beginning to emerge as the play Hamlet moves towards its climax. The quotation: Why may not that be the skull of a lawyer? Where be his quiddities now (v-i-95) is a good example of this. As the scene develops, the audience discovers that the gravedigger does not realise who Hamlet is and therefore talks to him about Hamlet. This incident is a display of dramatic irony; one example of the Elizabethan humour employed by Shakespeare in Act 5. Equivocation and wordplay, also between the gravedigger and Hamlet, is another style, and there are others. Humour is used in the play Hamlet to create dramatic texture. It lightens the atmosphere of the play and the minds of the audience, therefore providing a starker contrast with the bitterness soon to follow. When the funeral procession enters, Hamlet discovers that the grave is being dug for Ophelia, who has committed suicide. This is the first instance of death in Act 5 and Shakespeare is, in some ways, creating the path towards the climax of his play through the death of Ophelia. The Prince then proceeds with his declaration of intent: It is I, Hamlet the Dane (v-i-250). Through this declaration, Shakespeare informs the audience that Hamlet is finally becoming the avenger by adopting the title of his late father, the King. Laertes then declares Hamlet culpable for the death of his father and sister. Shakespeare uses this emergence of antagonism as another pre-cursor of things to come, thus developing his audiences anticipation. They are parted and Hamlet leaves after declaring his love for Ophelia: I loved Ophelia, forty thousand brothers could not with all their quantity of love (v-i-265). This dialogue shows how each avenger is trying to prove superior to the other. The final scene is the climax of the play. It begins with Hamlet and Horatio being informed that the King has arranged a duel between Hamlet and Laertes. Hamlet agrees, believing that fate will take its toll. This scene acts as a catharsis; resolving the various tensions that Shakespeare has created throughout his play Hamlet. The first to be resolved is between Hamlet and Laertes. Laertes wounds Hamlet with his poisoned rapier. Hamlet then stabs and kills his opponent, ending the rivalry between the two. The second tension to be resolved is that between Hamlet and his mother-who drinks a poisoned drink that was meant for her son. The tension between the Prince and his mother revolved around the marriage of the Queen to the dead Kings brother. She admits guilt: Thou turnst my eyes into my very soul, And there I see such black and grained spots (iii-iv-100) but takes little action. This is why Shakespeare chooses to end her life. Hamlet finds the King responsible for his mothers death and in his rage slays his stepfather. This is the third and major tension that is resolved. Finally, to conclude the play, Hamlet dies. Revenge has been completed: Now cracks a noble heart. Good night sweet prince/And flights of angels sing thee to thy rest! I believe that Act 5 is most certainly a fitting end to the play, Hamlet. The act (in particular the last scene) is both exciting and resolving. The vast amounts of tension and/or suspense that commence from the beginning of the play and persist until the end keep the audience interested and alert throughout. Shakespeares culmination of events along with the denouement in Act 5 manages to resolve the many antagonisms and tensions created between the main characters earlier in the play through the duel scene. Additionally, he ends Hamlet with the arrival of a new monarch, Prince Fortinbras, which restores the harmony within the state of Denmark. This restoration leaves the audience with a feeling of completion, as a worthy end to a play should. Finally, Act 5 is a fitting end to the play because of the bloodthirsty conclusion that helps to fulfil the aspects of Senecan Drama, along with the structure of revenge through the quintet of acts. So, in conclusion, I believe that Shakespeare has designed a very fitting end to his revenge tragedy, Hamlet.

Achieving Universal Electricity Access

Achieving Universal Electricity Access PART I: INTRODUCTION Background of Study The importance of modern energy services in promoting socio-economic development has been extensively documented in the literature (Kaygusuz 2011), (Kanagawa and Nakata 2007) (Kanagawa and Nakata 2008). Access to modern energy services is closely related to other indicators of a descent standard of living in the 21 st century, namely, availability of portable drinking water, literacy, health services, child mortality, etc (Meisen and Akin 2008). For example, in rural areas, the higher luminance of modern lighting brightens homes and encourages pupils to study in the nights; clean cookstoves and cookers using liquefied petroleum gas (LPG) can reduce incidences of indoor-air pollution caused by reliance on traditional biomass for cooking (Isihak, Akpan and Adeleye 2012), etc. As the most versatile carrier of energy, electricity is important in the provisions of basic social services in health, water, etc. Electricity is also useful promoting t he income formation in rural areas through the development of rural microenterprises (Akpan, Essien and Isihak 2013a). Electricity also powers large machinery in factories to increase productivity. Modern energy services, especially electricity, are crucial to several sectors of the economy of any country: higher education, agriculture, financial services, communication, rural development, etc. Despite the huge advantages of having access to electricity, several millions of persons around the world lack access to electricity. The International Energy Agency (IEA) estimated that in 2011 about xxx billion persons lacked access to electricity of which xxx million were in sub-Saharan Africa (IEA 2011). Consequently, one of the major energy challenges confronting countries in sub-Sahara Africa is that of providing access to modern energy services to its citizens. The electricity access situation in Nigeria is similar to that of many developing countries: the electricity access rate in Ni geria – the percentage of population without access to electricity – is 56% (NPC 2014) which is equivalent to about xxx million persons. However, the electricity access rates in the various states vary significantly from 10.9% in Taraba State to 99.1% in Lagos State as shown in Fig. 1. Figure 1: Electricity access rate in Nigeria by states Source of data : (NPC 2014) Three main factors which are inter-related are responsible for this disparity in the electricity access rates across the states: The population density across the states varies significantly as shown in Fig. 2. Places with higher population density have higher commercial activities and in-turn higher demand for electricity. Therefore, transmission and distribution lines are often constructed to deliver electricity to such locations because the electricity so delivered will not be under-utilized [1] ; The major sources of electricity generation are natural gas and hydro. The gas-powered plants are locat ed in the Niger Delta area where there is abundance of natural gas while the hydropower plants are in Niger State. Because transmission lines are constructed to evaluate power from the generation source to demand areas, these states and other states along the path of the transmission lines tend to have higher electricity access rates; Due to the first two reasons itemized above, the national grid does not cover all parts of the country. The electricity grid covers the states with high population density but not those with low population density as shown in Fig. 3.

Prescription Drugs Term Paper Example | Topics and Well Written Essays - 750 words

Prescription Drugs - Term Paper Example What is fueling the rise in prescription drugs costs? A number of factors are accounted for the rise in prescription drugs costs, such as: 1. Rise in demand: Much of the increase in prescription drugs costs is attributed to the rising demand, consumption and utilization of prescription drugs. Ageing population, rise of lifestyle and chronic diseases such as diabetes, hypertension and depression and specialty diseases such as Alzheimer’s etc. have led to high consumption of prescription drugs in U.S. Hence, leading to higher government spending on medical drugs. 2. Increase in drug development costs: The average costs to develop a new drug therapy increased by more than 60% from 2000 to 2005 hence leading to higher prescription drug prices for innovative medicines (PhRMA, 2011). 3. Direct to Consumer Marketing and Advertising particularly for higher priced drugs by pharmaceutical companies has also driven the demand, sales and overall spending levels. 4. Price Inflation: Retail prescription drugs prices have increased around 3.6% annually during 2000 and 2009, higher than the avg. inflation rate of 2.5% (Kaiser Foundation, 2010). It is estimated that prescription drug spending growth would undergo a slower pace until 2017 when high utilization would accelerate the demand for prescription drugs (Keehan, et al., 2008). The incessant rise in demand due to ageing population and rise of innovative medicines will resume to upsurge the prescription drug expenditures for current and future years. Drug development costs for innovative drugs will continue to rise, however, due to a number of patent expiries and higher penetration of generics medicines will balance the overall increase in such costs. The prices of mature drugs would fall in the future due to generic entries and price reviews by federal and state governments whereas prices of new innovative medicines