Adn vs Bsn – Differences

Adn vs Bsn: Differences Raven Masters University of Phoenix September 24, 2010 Adn vs Bsn: Differences In the late 1850s Florence Nightingale started her own school to train nurses and developed standards by which nurses performed their duties. She may never have envisioned that one day there would be different educational tracks resulting in multiple degrees and disciplines in nursing, each having their own set of criteria for excellence.Associate degree nurse (ADN) and baccalaureate degree nurse (BSN) are the two most common entry level nursing positions. An ADN can be obtained in two or three years whereas the BSN takes four years of education to complete due to additional courses. Differences between the degrees begin with education and mature as the nurse gains experience. Raines and Taglaireni’s (2008) article states ADN and BSN nurses attend the same basic liberal arts and general education courses such as English, literature, history, math, humanities, and arts.Both ha ve basic nursing courses, the same technical skill sets are taught, and nurses must pass the same National Council Licensing Examination for RNs (NCLEX-RN ©) which measures minimum technical competency for entry-level nursing practice. Colleges will differ in the exact requirements for each degree but the community college ADN program consists of approximately 75 course credits of which 38 are science and liberal arts prerequisites, and 37 credits are in the nursing major.The four-year college and university BSN program consists of approximately 124 credit hours of which 62 are in liberal arts and sciences prerequisites, and 62 are in the nursing major. BSN coursework has more in depth study for nursing research, informatics, management, and technology. These additional courses put more emphasis on theory, developing critical thinking skills, and leadership skills. The increased emphasis on theory and communication builds collaborative decision-making skills. In ADN courses nurses learn how to do patient care nursing tasks but not as much time is spent on the why of nursing nterventions. Nurses, regardless of educational background, must understand nursing care, perform nursing tasks, and conduct themselves professionally. These competencies are measurable or observable knowledge, skills, abilities, and behaviors critical to successful job performance. When first entering the workforce differences in ADN and BSN competencies are not readily seen. According to the secondary analysis of the 1999 RN Practice Analysis by the National Council of State Boards of Nursing differences in the averages between ADN and BSN educated nurses were negligible (Smith, 2002).Pay rates are usually even when the nurses first enter the workforce but as experience is obtained BSN nurses earn higher salaries, usually when they move into leadership positions. Based on a personal experience, in one magnet hospital ADN nurses were only able to have Registered Nurse II status regardles s of years of experience. After only one year of working experience BSN educated nurses were able to become Registered Nurse III status, which paid five dollars an hour more.With that extra pay came other responsibilities such as setting up educational programs for the staff meetings and developing evidence-based research trials on the nursing unit. As the nurse gains experience and strives towards upward mobility in the organization, the differences become evident as hospitals and governing agencies are demanding BSN educated nurses. BSN is becoming the minimum requirement for administrative, research, consulting, and teaching positions. Also, for a nurse to achieve advanced practice nursing specialty a nurse must first have a BSN before being admitted to a master’s program.This means the ADN educated nurse will not achieve the same level of pay, responsibilities or opportunities as a BSN educated nurse. People are admitted to the hospital with more complex health conditions and co-morbidities than ever before. Hospitals are looking for ways to decrease adverse patient outcomes and increase patient safety. McHugh and Lake cited a 2003 study where researchers found that staff nurses with a BSN degree to be significant predictors of patient outcomes. It is thought that the more educated nurses used critical thinking skills and better judgment, which in turn provided higher patient care (McHugh et al. 2010). Assessment skills must be very sharp and nurses with knowledge in theory are able to ask patient questions that hone in on the patient’s problems. As a result better clinical decisions are made regarding patient care plans. On some hospital units every nurse takes a turn at being a charge nurse and on other units only the BSN-educated nurses are charge nurses. Personal experience has shown there is a difference in patient assignments. The BSN charge nurses used more discernment when judging the acuity of patients and the skills of the nurses on the unit.Patient assignments were more evenly distributed to nurses thereby providing higher quality of patient care. A recent study showed BSN prepared nurses had an impact on lower surgical patient mortality and failure to rescue because those nurses used better critical thinking skills and clinical judgment (McHugh et al. , 2010). According to Ward-Smith (2012), a 10% increase in BSN-educated nurses decreased the odds of patients dying by 4%. McHugh et al. (2010) also noted that nurses learned from each other and having nurses on staff that attained a BSN or higher education resulted in more expertise among all staff.Staff nurses desire an environment that allows them to have more autonomy in decision-making, a voice in how the unit and hospital are governed, and participative management. When hospitals made advances in these three areas, nurse retention was improved (Gormley, 2011). Magnet hospital criteria demands more BSN nurses and studies show where the majority of staff nu rses are BSN-prepared, they viewed their work environment as positive and quality of patient care higher. Nurse Managers with higher education are better equipped with interpersonal skills and the educational knowledge to create positive work environments for staff RNs.Nurses in positive work environments may be in a better position to deliver high quality, safe patient care (Zori, Nosek, & Musil, 2010). Healthcare is continually evolving with advancements in technology and political agendas so nursing organizations, such as the American Nurses Association, are encouraging nurses to obtain higher degrees (American Nurses Association, 2011). Programs such as Grand Canyon University’s RN to BSN program are evidence that ADN nurses are taking up that challenge. References ANA reaffirms commitment to BSN for entry level into practice Press Release.? American Nurses Association, â€Å"Nursing Education. Nursingworld. org Retrieved September 16, 2011, http://www. niir';ingwor1fl,n rg/MainMpniiratpgnrip. ‘! /ANAPnlitiralPnwpr/. Stat p/. StatpT. ppislativpAgenda/NiirsingRducatinn l. a. spx Gormley, D. (2011) Are we on the same page? Staff nurse and manager perceptions of work environment, quality of care and anticipated nurse turnover. Journal Of Nursing Management [serial online]. 19(1):33-40. McHugh, M. , & Lake, E. (2010). Understanding clinical expertise: nurse education, experience, and the hospital context. Research In Nursing & Health, 33(4), 276-287. doi:10. 1002/nur. 20388 Raines, C. , & Taglaireni, M. (2008).Career pathways in nursing: entry points and academic progression. Online Journal Of Issues In Nursing, 13(3). Smith, J. (2002). Analysis of differences in entry-level RN practice by educational preparation. Journal Of Nursing Education, 41(11), 491-494. Ward-Smith, P. (2012). Effects of Nurse Staffing and Nurse Education on Patient Deaths in Hospitals with Different Nurse Work Environment. Urologic Nursing, 32(2), 93. Zori, S. , Nosek, L. , & Musil, C. (2010). Critical Thinking of Nurse Managers Related to Staff RNs’ Perceptions of the Practice Environment. Journal Of Nursing Scholarship, 42(3), 305-313.

Second Foundation 15. Through the Grid

TRANTOR By the middle of the Interregnum, Trantor was a shadow. In the midst of the colossal ruins, there lived a small community of farmers†¦ Encyclopedia Galactica There is nothing, never has been anything, quite like a busy spaceport on the outskirts of a capital city of a populous planet. There are the huge machines resting mightily in their cradles. If you choose your time properly, there is the impressive sight of the sinking giant dropping to rest or, more hair-raising still, the swiftening departure of a bubble of steel. All processes involved are nearly noiseless. The motive power is the silent surge of nucleons shifting into more compact arrangements In terms of area, ninety-five percent of the port has just been referred to. Square miles are reserved for the machines, and for the men who serve them and for the calculators that serve both. Only five percent of the port is given over to the floods of humanity to whom it is the way station to all the stars of the Galaxy. It is certain that very few of the anonymous many-headed stop to consider the technological mesh that knits the spaceways. Perhaps some of them might itch occasionally at the thought of the thousands of tons represented by the sinking steel that looks so small off in the distance. One of those cyclopean cylinders could, conceivably, miss the guiding beam and crash half a mile from its expected landing point – through the glassite roof of the immense waiting room perhaps – so that only a thin organic vapor and some powdered phosphates would be left behind to mark the passing of a thousand men. It could never happen, however, with the safety devices in use; and only the badly neurotic would consider the possibility for more than a moment. Then what do they think about? It is not just a crowd, you see. It is a crowd with a purpose. That purpose hovers over the field and thickens the atmosphere. Lines queue up; parents herd their children; baggage is maneuvered in precise masses – people are going somewheres. Consider then the complete psychic isolation of a single unit of this terribly intent mob that does not know where to go; yet at the same time feels more intensely than any of the others possibly can, the necessity of going somewheres; anywhere! Or almost anywhere! Even lacking telepathy or any of the crudely definite methods of mind touching mind, there is a sufficient clash in atmosphere, in intangible mood, to suffice for despair. To suffice? To overflow, and drench, and drown. Arcadia Darell, dressed in borrowed clothes, standing on a borrowed planet in a borrowed situation of what seemed even to be a borrowed life, wanted earnestly the safety of the womb. She didn't know that was what she wanted. She only knew that the very openness of the open world was a great danger. She wanted a closed spot somewhere – somewhere far – somewhere in an unexplored nook of the universe – where no one would ever look. And there she was, age fourteen plus, weary enough for eighty plus, frightened enough for five minus. What stranger of the hundreds that brushed past her – actually brushed past her, so that she could feel their touch – was a Second Foundationer? What stranger could not help but instantly destroy her for her guilty knowledge – her unique knowledge – of knowing where the Second Foundation was? And the voice that cut in on her was a thunderclap that iced the scream in her throat into a voiceless slash. â€Å"Look, miss,† it said, irritably, â€Å"are you using the ticket machine or are you just standing there?† It was the first she realized that she was standing in front of a ticket machine. You put a high denomination bill into the clipper which sank out of sight. You pressed the button below your destination and a ticket came out together with the correct change as determined by an electronic scanning device that never made a mistake. It was a very ordinary thing and there is no cause for anyone to stand before it for five minutes. Arcadia plunged a two-hundred credit into the clipper, and was suddenly aware of the button labeled â€Å"Trantor.† Trantor, dead capital of the dead Empire – the planet on which she was born. She pressed it in a dream. Nothing happened, except that the red letters flicked on and off, reading 172.18- 172.18- 172.18- It was the amount she was short. Another two-hundred credit. The ticket was spit out towards her. It came loose when she touched it, and the change tumbled out afterward. She seized it and ran. She felt the man behind her pressing close, anxious for his own chance at the machine, but she twisted out from before him and did not look behind. Yet there was nowhere to run. They were all her enemies. Without quite realizing it, she was watching the gigantic, glowing signs that puffed into the air: Steffani, Anacreon, Fermus- There was even one that ballooned, Terminus, and she longed for it, but did not dare- For a trifling sum, she could have hired a notifier which could have been set for any destination she cared and which would, when placed in her purse, make itself heard only to her, fifteen minutes before take-off time. But such devices are for people who are reasonably secure, however; who can pause to think of them. And then, attempting to look both ways simultaneously, she ran head-on into a soft abdomen. She felt the startled outbreath and grunt, and a hand come down on her arm. She writhed desperately but lacked breath to do more than mew a bit in the back of her throat. Her captor held her firmly and waited. Slowly, he came into focus for her and she managed to look at him. He was rather plump and rather short. His hair was white and copious, being brushed back to give a pompadour effect that looked strangely incongruous above a round and ruddy face that shrieked its peasant origin. â€Å"What's the matter?† he said finally, with a frank and twinkling curiosity. â€Å"You look scared.† â€Å"Sorry,† muttered Arcadia in a frenzy. â€Å"I've got to go. Pardon me.† But he disregarded that entirely, and said, â€Å"Watch out, little girl. You'll drop your ticket.† And he lifted it from her resistless white fingers and looked at it with every evidence of satisfaction. â€Å"I thought so,† he said, and then bawled in bull-like tones, â€Å"Mommuh!† A woman was instantly at his side, somewhat more short, somewhat more round, somewhat more ruddy. She wound a finger about a stray gray lock to shove it beneath a well-outmoded hat. â€Å"Pappa,† she said, reprovingly, â€Å"why do you shout in a crowd like that? People look at you like you were crazy. Do you think you are on the farm?† And she smiled sunnily at the unresponsive Arcadia, and added, â€Å"He has manners like a bear.† Then, sharply, â€Å"Pappa, let go the little girl. What are you doing?† But Pappa simply waved the ticket at her. â€Å"Look,† he said, â€Å"she's going to Trantor.† Mamma's face was a sudden beam, â€Å"You're from Trantor? Let go her arm, I say, Pappa.† She turned the overstuffed valise she was carrying onto its side and forced Arcadia to sit down with a gentle but unrelenting pressure. â€Å"Sit down,† she said, â€Å"and rest your little feet. It will be no ship yet for an hour and the benches are crowded with sleeping loafers. You are from Trantor?† Arcadia drew a deep breath and gave in. Huskily, she said, â€Å"I was born there.† And Mamma clapped her hands gleefully, â€Å"One month we've been here and till now we met nobody from home. This is very nice. Your parents-† she looked about vaguely. â€Å"I'm not with my parents,† Arcadia said, carefully. â€Å"All alone? A little girl like you?† Mamma was at once a blend of indignation and sympathy, â€Å"How does that come to be?† â€Å"Mamma,† Pappa plucked at her sleeve, â€Å"let me tell you. There's something wrong. I think she's frightened.† His voice, though obviously intended for a whisper was quite plainly audible to Arcadia. â€Å"She was running – I was watching her – and not looking where she was going. Before I could step out of the way, she bumped into me. And you know what? I think she's in trouble.† â€Å"So shut your mouth, Pappa. Into you, anybody could bump.† But she joined Arcadia on the valise, which creaked wearily under the added weight and put an arm about the girl's trembling shoulder. â€Å"You're running away from somebody, sweetheart? Don't be afraid to tell me. III help you.† Arcadia looked across at the kind gray eyes of the woman and felt her lips quivering. One part of her brain was telling her that here were people from Trantor, with whom she could go, who could help her remain on that planet until she could decide what next to do, where next to go. And another part of her brain, much the louder, was telling her in jumbled incoherence that she did not remember her mother, that she was weary to death of fighting the universe, that she wanted only to curl into a little hall with strong, gentle arms about her, that if her mother had lived, she might†¦ she might- And for the first time that night, she was crying; crying like a little baby, and glad of it; clutching tightly at the old-fashioned dress and dampening a corner of it thoroughly, while soft arms held her closely and a gentle hand stroked her curls. Pappa stood helplessly looking at the pair, fumbling futilely for a handkerchief which, when produced, was snatched from his hand. Mamma glared an admonition of quietness at him. The crowds surged about the little group with the true indifference of disconnected crowds everywhere. They were effectively alone. Finally, the weeping trickled to a halt, and Arcadia smiled weakly as she dabbed at red eyes with the borrowed handkerchief. â€Å"Golly,† she whispered, â€Å"Shh. Shh. Don't talk,† said Mamma, fussily, â€Å"just sit and rest for a while. Catch your breath. Then tell us what's wrong, and you'll see, we'll fix it up, and everything will be all right.† Arcadia scrabbled what remained of her wits together. She could not tell them the truth. She could tell nobody the truth- And yet she was too worn to invent a useful lie. She said, whisperingly, â€Å"I'm better, now.† â€Å"Good,† said Mamma. â€Å"Now tell me why you're in trouble. You did nothing wrong? Of course, whatever you did, well help you; but tell us the truth.† â€Å"For a friend from Trantor, anything,† added Pappa, expansively, â€Å"eh, Mamma?† â€Å"Shut your mouth, Pappa,† was the response, without rancor. Arcadia was groping in her purse. That, at least, was still hers, despite the rapid clothes-changing forced upon her in Lady Callia's apartments. She found what she was looking for and handed it to Mamma. â€Å"These are my papers,† she said, diffidently. It was shiny, synthetic parchment which had been issued her by the Foundation's ambassador on the day of her arrival and which had been countersigned by the appropriate Kalganian official. It was large, florid, and impressive. Mamma looked at it helplessly, and passed it to Pappa who absorbed its contents with an impressive pursing of the lips. He said, â€Å"You're from the Foundation?† â€Å"Yes. But I was born in Trantor. See it says that-â€Å" â€Å"Ah-hah. It looks all right to me. You're named Arcadia, eh? That's a good Trantorian name. But where's your uncle? It says here you came in the company of Homir Munn, uncle.† â€Å"He's been arrested,† said Arcadia, drearily. â€Å"Arrested!† – from the two of them at once. â€Å"What for?† asked Mamma. â€Å"He did something?† She shook her head. â€Å"I don't know. We were just on a visit. Uncle Homir had business with Lord Stettin but-† She needed no effort to act a shudder. It was there. Pappa was impressed. â€Å"With Lord Stettin. Mm-m-m, your uncle must be a big man.† â€Å"I don't know what it was all about, but Lord Stettin wanted me to stay-† She was recalling the last words of Lady Callia, which had been acted out for her benefit. Since Callia, as she now knew, was an expert, the story could do for a second time. She paused, and Mamma said interestedly, â€Å"And why you?† â€Å"I'm not sure. He†¦ he wanted to have dinner with me all alone, but I said no, because I wanted Uncle Homir along. He looked at me funny and kept holding my shoulder.† Pappa's mouth was a little open, but Mamma was suddenly red and angry. â€Å"How old are you, Arcadia?† â€Å"Fourteen and a half, almost.† Mamma drew a sharp breath and said, â€Å"That such people should be let live. The dogs in the streets are better. You're running from him, dear, is not?† Arcadia nodded. Mamma said, â€Å"Pappa, go right to Information and find out exactly when the ship to Trantor comes to berth. Hurry!† But Pappa took one step and stopped. Loud metallic words were booming overhead, and five thousand pairs of eyes looked startledly upwards. â€Å"Men and women,† it said, with sharp force. â€Å"The airport is being searched for a dangerous fugitive, and it is now surrounded. No one can enter and no one can leave. The search will, however, be conducted with great speed and no ships will reach or leave berth during the interval, so you will not miss your ship. I repeat, no one will miss his ship. The grid will descend. None of you will move outside your square until the grid is removed, as otherwise we will be forced to use our neuronic whips.† During the minute or less in which the voice dominated the vast dome of the spaceport's waiting room, Arcadia could not have moved if all the evil in the Galaxy had concentrated itself into a ball and hurled itself at her. They could mean only her. It was not even necessary to formulate that idea as a specific thought. But why- Callia had engineered her escape. And Callia was of the Second Foundation. Why, then, the search now? Had Callia failed? Could Callia fail? Or was this part of the plan, the intricacies of which escaped her? For a vertiginous moment, she wanted to jump up and shout that she gave up, that she would go with them, that†¦ that- But Mamma's hand was on her wrist. â€Å"Quick! Quick! Well go to the lady's room before they start.† Arcadia did not understand. She merely followed blindly. They oozed through the crowd, frozen as it was into clumps, with the voice still booming through its last words. The grid was descending now, and Pappa, openmouthed, watched it come down. He had heard of it and read of it, but had never actually been the object of it. It glimmered in the air, simply a series of cross-hatched and tight radiation-beams that set the air aglow in a harmless network of flashing light. It always was so arranged as to descend slowly from above in order that it might represent a falling net with all the terrific psychological implications of entrapment. It was at waist-level now, ten feet between glowing lines in each direction. In his own hundred square feet, Pappa found himself alone, yet the adjoining squares were crowded. He felt himself conspicuously isolated but knew that to move into the greater anonymity of a group would have meant crossing one of those glowing lines, stirring an alarm, and bringing down the neuronic whip. He waited. He could make out over the heads of the eerily quiet and waiting mob, the far-off stir that was the line of policemen covering the vast floor area, lighted square by lighted square. It was a long time before a uniform stepped into his square and carefully noted its co-ordinates into an official notebook. â€Å"Papers!† Pappa handed them over, and they were flipped through in expert fashion. â€Å"You're Preem Palver, native of Trantor, on Kalgan for a month, returning to Trantor. Answer, yes or no.† â€Å"Yes, yes.† â€Å"What's your business on Kalgan?† â€Å"I'm trading representative of our farm co-operative. I've been negotiating terms with the Department of Agriculture on Kalgan. â€Å"Um-m-m. Your wife is with you? Where is she? She is mentioned in your papers.† â€Å"Please. My wife is in the-† He pointed. â€Å"Hanto,† roared the policeman. Another uniform joined him. The first one said, dryly, â€Å"Another dame in the can, by the Galaxy. The place must be busting with them. Write down her name.† He indicated the entry in the papers which gave it. â€Å"Anyone else with you?† â€Å"My niece.† â€Å"She's not mentioned in the papers.† â€Å"She came separately.† â€Å"Where is she? Never mind, I know. Write down the niece's name, too, Hanto. What's her name? Write down Arcadia Palver. You stay right here, Palver. We'll take care of the women before we leave.† Pappa waited interminably. And then, long, long after, Mamma was marching toward him, Arcadia's hand firmly in hers, the two policemen trailing behind her. They entered Pappa's square, and one said, â€Å"Is this noisy old woman your wife?† â€Å"Yes, sir,† said Pappa, placatingly. â€Å"Then you'd better tell her she's liable to get into trouble if she talks the way she does to the First Citizen's police.† He straightened his shoulders angrily. â€Å"Is this your niece?† â€Å"Yes, sir.† â€Å"I want her papers.† Looking straight at her husband, Mamma slightly, but no less firmly, shook her head. A short pause, and Pappa said with a weak smile, â€Å"I don't think I can do that.† â€Å"What do you mean you can't do that?† The policeman thrust out a hard palm. â€Å"Hand it over.† â€Å"Diplomatic immunity,† said Pappa, softly. â€Å"What do you mean?† â€Å"I said I was trading representative of my farm co-operative. I'm accredited to the Kalganian government as an official foreign representative and my papers prove it. I showed them to you and now I don't want to be bothered any more.† For a moment, the policeman was taken aback. â€Å"I got to see your papers. It's orders.† â€Å"You go away,† broke in Mamma, suddenly. â€Å"When we want you, we'll send for you, you†¦ you bum.† The policeman's lips tightened. â€Å"Keep your eye on them, Hanto. I'll get the lieutenant.† â€Å"Break a leg!† called Mamma after him. Someone laughed, and then choked it off suddenly. The search was approaching its end. The crowd was growing dangerously restless. Forty-five minutes had elapsed since the grid had started falling and that is too long for best effects. Lieutenant Dirige threaded his way hastily, therefore, toward the dense center of the mob. â€Å"Is this the girl?† he asked wearily. He looked at her and she obviously fitted the description. All this for a child. He said, â€Å"Her papers, if you please?† Pappa began, â€Å"I have already explained-â€Å" â€Å"I know what you have explained, and I'm sorry,† said the lieutenant, â€Å"but I have my orders, and I can't help them. If you care to make a protest later, you may. Meanwhile, if necessary, I must use force.† There was a pause, and the lieutenant waited patiently. Then Pappa said, huskily, â€Å"Give me your papers, Arcadia.† Arcadia shook her head in panic, but Pappa nodded his head. â€Å"Don't be afraid. Give them to me.† Helplessly she reached out and let the documents change hands. Pappa fumbled them open and looked carefully through them, then handed them over. The lieutenant in his turn looked through them carefully. For a long moment, he raised his eyes to rest them on Arcadia, and then he closed the booklet with a sharp snap. â€Å"All in order,† he said. â€Å"All right, men.† He left, and in two minutes, scarcely more, the grid was gone, and the voice above signified a back-to-normal. The noise of the crowd, suddenly released, rose high. Arcadia said: â€Å"How†¦ how-â€Å" Pappa said, â€Å"Sh-h. Don't say a word. Let's better go to the ship. It should be in the berth soon.† They were on the ship. They had a private stateroom and a table to themselves in the dining room. Two light-years already separated them from Kalgan, and Arcadia finally dared to broach the subject again. She said, â€Å"But they were after me, Mr. Palver, and they must have had my description and all the details. Why did he let me go?† And Pappa smiled broadly over his roast beef. â€Å"Well, Arcadia, child, it was easy. When you've been dealing with agents and buyers and competing co-operatives, you learn some of the tricks. I've had twenty years or more to learn them in. You see, child, when the lieutenant opened your papers, he found a five hundred credit bill inside, folded up small. Simple, no?† â€Å"I'll pay you back- Honest, I've got lots of money.† â€Å"Well,† Pappa's broad face broke into an embarrassed smile, as he waved it away. â€Å"For a country-woman-â€Å" Arcadia desisted. â€Å"But what if he'd taken the money and turned me in anyway. And accused me of bribery.† â€Å"And give up five hundred credits? I know these people better than you do, girl.† But Arcadia knew that he did not know people better. Not these people. In her bed that night, she considered carefully, and knew that no bribe would have stopped a police lieutenant in the matter of catching her unless that had been planned. They didn't want to catch her, yet had made every motion of doing so, nevertheless. Why? To make sure she left? And for Trantor? Were the obtuse and soft-hearted couple she was with now only a pair of tools in the hands of the Second Foundation, as helpless as she herself? They must be! Or were they? It was all so useless. How could she fight them. Whatever she did, it might only be what those terrible omnipotents wanted her to do. Yet she had to outwit them. Had to. Had to! Had to!!

8th Grade Curriculum Essay

Unit Standard Skills Assessment, Projects & Resources Unit 1 (Short Stories) Reading and Literature A. Fluency B. Vocabulary Expansion C. Comprehension D. Literature B1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and independent reading. B2. Determine the meaning of unknown words by using a dictionary or context clues. B3. Recognize and interpret words with multiple meanings. B4. Describe the influences of other languages on the English Language. B5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary. B6. Determine word meanings by using definition, restatement, example, comparison or contrast. B7. Identify and explain analogies, similes and metaphors. B8. Apply correct word pronunciation and inflection. C1. Summarize and paraphrase main idea and supporting details C2. Recall and use prior learning and preview text to prepare for reading. C3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies C4. Make inferences and draw conclusions based on explicit and implied information C7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information. C10 Monitor comprehension and use strategies to clarify understanding of the selection. C13. Identify and utilize a variety of sources to compare and contrast information. C14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message. D1. Read a variety of high quality literature. D2. Analyze and evaluate relationships among elements of fiction. D4. Analyze and evaluate how figurative language and literary devices contribute to the meaning of the text. D5. Contrast points of view in narrative texts and explain how they affect the overall them of the works. D6. Relate a given literary work to historical events. D8. Identify and understand recurrng themes across literary works and historic eras. D12. Respond to literature using ideas and details from text to support reactions and make literary connections. D13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment. A. Accelerated Reader-30 minutes a day B. Study of Latin and Greek word parts: Word Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue Word Posters using Greek and Latin Word Parts. C. Elements of Literature: Short Story : Collection 1 Plot and Setting Weekly Warm-Ups-Written Responses to Poetry Read: â€Å"The Treasure of Lemon Brown† â€Å"The Inn of Lost Time† â€Å"The Monkey’s Paw† â€Å"Aunty Misery† Nonfiction Reading Strategies- KWL, Main Idea, Supporting Details-Notetaking Sheet Nonfiction Article on Harlem-Background Information before reading â€Å"The Treasure of Lemon Brown† Nonfiction Article on Samurai Warriors-Background Information before reading â€Å"The Inn of Lost Time† Graphic Organizers: Plot and Setting: Story Map, Setting Map(weather, time, customs, effect on character, etc.), Imagery Wheel, Plot Outline, Cause and Effect Chart Selection Tests: Multiple Choice Test with Essay Question 8th Grade Language Arts Curriculum Map 2010 pg. 2 Unit Standard Skills Assessment, Projects & Resources Unit 1 (Short Stories) Writing A. Types of Writing B. Elements of Composition C. Spelling, Grammar, and Usage D. Research E. Handwriting and Word Processing A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports. B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including: a. Prewriting b. Drafting c. Revising d. Editing e. Publishing B7. Consider the intended audience. C1. Compose complete sentences C2. Edit writing C3. Apply grammar conventions C4. Apply punctuation conventions E1. Write legibly using cursive E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quick writes-Journaling TAG Questions-Answer multiple questions within an essay question Short Story Summary with a Graphic Organizer Pre-write Compare and Contrast Essay: Compare the Literary Elements in â€Å"The Monkey’s Paw† and â€Å"Aunty Misery† in Elements of Literature. Six Trait Writing Rubrics to teach and assess writing projects 8th Grade Language Arts Curriculum Map 2010 pg. 3 Unit Standard Skills Assessment, Projects & Resources Unit 1 (Short Stories) Speaking & Listening A. Speaking and Listening B. Media Literacy A1. Participate in and follow agreed upon rules for conversation and formal discussion in large and small groups. A2. Actively listen and comprehend messages. A5. Follow a speaker’s presentation and represent it in notes. A6. Orally communicate information, opinions and ideas effectively to different audiences, adjusting delivery and language for intended audience and purpose. A7. Participate effectively in group meetings. John Hopkins Social Skills training- Y charts Small Group Literature Circles Think-Pair-Share Analyzing Visuals: Setting and Characterization 8th Grade Language Arts Curriculum Map 2010 pg. 4 Unit Standard Skills Assessment, Projects & Resources Unit 2 Reading and Literature A. Fluency B. Vocabulary Expansion C. Comprehension D. Literature A1. Increase fluency B1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and independent reading. B2. Determine the meaning of unknown words by using a dictionary or context clues. B3. Recognize and interpret words with multiple meanings. B4. Describe the influences of other languages on the English Language. B5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary. B6. Determine word meanings by using definition, restatement, example, comparison or contrast. B7. Identify and explain analogies, similes, and metaphors. B8. Apply correct word pronunciation and inflection. C1. Summarize and paraphrase main idea and supporting details C2. Recall and use prior learning and preview text to prepare for reading. C3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies C4. Make inferences and draw conclusions based on explicit and implied information C7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information. C10 Monitor comprehension and use strategies to clarify understanding of the selection. C 13. Identify and utilize a variety of sources to compare and contrast information. C14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message. D1. Read a variety of high quality literature. D2. Analyze and evaluate relationships among elements of fiction. D3. Analyze a character’s traits, emotions, motivation and give supporting evidence from the text. D4. Analyze and evaluate how figurative languae and literary devices contribute to the meaning of a text. D5. Contrast points of view in narrative texts and explain how they affect the overall them of the works. D6. Relate a given literary work to historical events. D8. Identify and understand recurrng themes across literary works and historic eras. D12. Respond to literature using ideas and details from text to support reactions and make literary connections. D13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment. A. Accelerated Reader-30 minutes a day B. Continue with Study of Latin and Greek word parts: Word Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue. Elements of Literature: Short Story : Collection 2 Characterization Read: â€Å"Hamadi† â€Å"A Retrieved Reformation† â€Å"The Wise Old Woman† â€Å"Mrs. Flowers† Graphic Organizers for Characterization-Character Analysis chart Continue with Story Maps-Summaries Selection Tests: Multiple Choice Test with Essay Question Compare/Contrast characters in â€Å"The Wise Old Woman† and â€Å"Mrs. Flowers† 8th Grade Language Arts Curriculum Map 2010 pg. 5 Unit Standard Skills Assessment, Projects & Resources Unit 2 Writing A. Types of Writing B. Elements of Composition . C. Spelling, Grammar, and Usage D. Research E. Handwriting and Word Processing A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports. B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including: f. Prewriting g. Drafting h. Revising i. Editing j. Publishing B7. Consider the intended audience. C1. Compose complete sentences C2. Edit writing C3. Apply grammar conventions C4. Apply punctuation conventions E1. Write legibly using cursive E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quickwrites-Journaling TAG Questions-Answer multiple questions within an essay question Short Story Summary with a Graphic Organizer Prewrite Narrative Essay: Personal Experience Essay Six Traits of Writing 8th Grade Language Arts Curriculum Map 2010 pg. 6 Unit Standard Skills Assessment, Projects & Resources Unit 2 Speaking & Listening A. Speaking and Listening B. Media Literacy A1. Participate in and follow agreed upon rules for conversation and formal discussion in large and small groups. A2. Actively listen and comprehend messages. A5. Follow a speaker’s presentation and represent it in notes. A6. Orally communicate information, opinions and ideas effectively to different audiences, adjusting delivery and language for intended audience and purpose. A7. Participate effectively in group meetings. Small Group Literature Circles Think-Pair-Share Analyzing Visuals: Setting and Characterization 8th Grade Language Arts Curriculum Map 2010 pg. 7 Unit Standard Skills Assessment, Projects & Resources Unit 3 (Poetry) Reading and Literature B. Vocabulary Expansion C. Comprehension D. Literature B1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and independent reading. B2. Determine the meaning of unknown words by using a dictionary or context clues. B3. Recognize and interpret words with multiple meanings. B4. Describe the influences of other languages on the English Language. B5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary. B6. Determine word meanings by using definition, restatement, example, comparison or contrast. B7. Identify and explain analogies, similes, and metaphors. B8. Apply correct word pronunciation and inflection. C1. Summarize and paraphrase main idea and supporting A C2. Recall and use prior learning and preview text to prepare for reading. C3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies C4. Make inferences and draw conclusions based on explicit and implied information C7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information. C10 Monitor comprehension and use strategies to clarify understanding of the selection. C 13. Identify and utilize a variety of sources to compare and contrast information. C14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message. D1. Read a variety of high quality literature. D2. Analyze and evaluate relationships among elements of fiction. D3. Analyze a character’s traits, emotions, motivation and give supporting evidence from the text. D4. Analyze and evaluate how figurative languae and  literary devices contribute to the meaning of a text. D5. Contrast points of view in narrative texts and explain how they affect the overall them of the works. D6. Relate a given literary work to historical events. D8. Identify and understand recurrng themes across literary works and historic eras. D12. Respond to literature using ideas and details from text to support reactions and make literary connections. D13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment. B. Study of Latin and Greek word parts: Word Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue Word Posters using Greek and Latin Word Parts. C. –D. Elements of Literature: Short Story : Collection 3-4 Theme and Author’s Style To introduce Theme-Read: â€Å"The Cub† â€Å"Stop the Sun† â€Å"The Medicine Bag† Aesop’s Fables: Small Group Activity: Read six fables, complete story chart, characterization, plot, and theme, or moral of the story. To introduce Author’s Style-Two Author Studies Read-Edgar Allen Poe: Tell-Tale Heart The Raven The Cask of Amontillado The Pit and the Pendulum-View film Examine: Mood, Tone, Literary Devices (imagery, dialect, symbols), Figures of Speech (similes, metaphors, personification, idioms), Irony Read-Ray Bradbury Ray Bradbury Biography-â€Å"Ray Bradbury is on Fire† â€Å"The Flying Machine† â€Å"The Dragon† â€Å"The Foghorn† â€Å"The Smile† â€Å"There Will Come Soft Rains† â€Å"All Summer in a Day† Complete Story Chart- Setting, Characters, Plot, Theme for each of the stories Variety of comprehension activities for each story 8th Grade Language Arts Curriculum Map 2010 pg. 8 Unit Standard Skills Assessment, Projects & Resources Unit 3 (Poetry) Writing A. Types of Writing B. Elements of Composition . C. Spelling, Grammar, and Usage D. Research E. Handwriting and Word Processing A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports. B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including: k. Prewriting l. Drafting m. Revising n. Editing o. Publishing B7. Consider the intended audience. C1. Compose complete sentences C2. Edit writing C3. Apply grammar conventions C4. Apply punctuation conventions E1. Write legibly using cursive E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quickwrites-Journaling TAG Questions-Answer multiple questions within an essay question Literary Devices Packet- Similes, Metaphors, Alliteration, Idioms, Onomatopeia Multiparagraph Film Summary/Analysis: Essay on the Pit and the Pendulum Theme Strips: Choose one of Ray Bradbury’s short stories and create a theme strip, illustrating it with symbols that have significance to the story. Six Trait Writing 8th Grade Language Arts Curriculum Map 2010 pg. 9 Unit Standard Skills Assessment, Projects & Resources Unit 3 (Poetry) Speaking & Listening A. Speaking and Listening B. Media Literacy A1. Participate in and follow agreed upon rules for conversation and formal discussion in large and small groups. A2. Actively listen and comprehend messages. A5. Follow a speaker’s presentation and represent it in notes. A6. Orally communicate information, opinions and ideas effectively to different audiences, adjusting delivery and language for intended audience and purpose. A7. Participate effectively in group meetings. Analyzing Visuals View â€Å"The Pit and the Pendulum† Complete story chart, analyze irony, write summary Small Group Activities 8th Grade Language Arts Curriculum Map 2010 pg. 10 Unit Standard Skills Assessment, Projects & Resources Unit 4 Reading and Literature A. Fluency B. Vocabulary Expansion C. Comprehension D. Literature A1. Increase fluency B1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and indeWpendent reading. B2. Determine the meaning of unknown words by using a dictionary or context clues. B3. Recognize and interpret words with multiple meanings. B4. Describe the influences of other languages on the English Language. B5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary. B6. Determine word meanings by using definition, restatement, example, comparison or contrast. B7. Identify and explain analogies, similes and metaphors. B8. Apply correct word pronunciation and inflection. C1. Summarize and paraphrase main idea and supporting details C2. Recall and use prior learning and preview text to prepare for reading. C3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies C4. Make inferences and draw conclusions based on explicit and implied information C7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information. C10 Monitor comprehension and use strategies to clarify understanding of the selection. C13. Identify and utilize a variety of sources to compare and contrast information. C14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message. D1. Read a variety of high quality literature. D2. Analyze and evaluate relationships among elements of fiction. D3. Analyze a character’s traits, emotions, or motivation and give support from the text. D4. Analyze and evaluate how figurative language and literary devices contribute to the meaning of the text. D5. Contrast points of view in narrative texts and explain how they affect the overall them of the works. D6. Relate a given literary work to historical events. D7. Respond to and analyze the effects of sound, form, figurative language and graphics in order to uncover meaning in poetry. D8. Identify and understand recurrng themes across literary works and historic eras. D12. Respond to literature using ideas and details from text to support reactions and make literary connections. D13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment. A. Accelerated Reader-30 minutes a day B. Continue with Study of Latin and Greek word parts: Word Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue. 1960’s Study: Introduce using materials from 1960’s Postal Service Publication Vocabulary related to the 1960’s Read nonfiction relating to the 1960’s Era Create Timeline of Major Events Analyze Music and Poetry from the 1960’s Complete Setting Chart using Scholastic Issue: â€Å"The 1960’s† Novel: Vocabulary: â€Å"Think About It† charts to analyze context clues. Character Chart Plot Outline Variety of comprehension Activities Question Writing Activity Robert Frost Poem: â€Å"Nothing Gold Can Stay† 8th Grade Language Arts Curriculum Map 2010 pg. 11 Unit Standard Skills Assessment, Projects & Resources Unit 4 Writing A. Types of Writing B. Elements of Composition C. Spelling, Grammar, and Usage D. Research E. Handwriting and Word Processing A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports. B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including: p. Prewriting q. Drafting r. Revising s. Editing t. Publishing B7. Consider the intended audience. C1. Compose complete sentences C2. Edit writing C3. Apply grammar conventions C4. Apply punctuation conventions E1. Write legibly using cursive E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quickwrites-Journaling TAG Questions-Answer multiple questions within an essay question Biopoem Essay: Character Analysis Essay: Choose one character from the novel, The Outsiders, and write a character analysis. Six Trait Writing 8th Grade Language Arts Curriculum Map 2010 pg. 12 Unit Standard Skills Assessment, Projects & Resources Unit 4 Speaking & Listening A. Types of Writing B. Elements of Composition C. Spelling, Grammar, and Usage D. Research E. Handwriting and Word Processing A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports. B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including: u. Prewriting v. Drafting w. Revising x. Editing y. Publishing B7. Consider the intended audience. C1. Compose complete sentences C2. Edit writing C3. Apply grammar conventions C4. Apply punctuation conventions E1. Write legibly using cursive E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quickwrites-Journaling TAG Questions-Answer multiple questions within an essay question Biopoem Essay: Character Analysis Essay: Choose one character from the novel, The Outsiders, and write a character analysis. Six Trait Writing

Wintel Case Study Term Paper Example | Topics and Well Written Essays - 1500 words

Wintel Case Study - Term Paper Example Secondly, the market segment for Intel is Original Equipment Manufacturers (OEMs). We are informed that the microprocessor accounts for 20 – 40% of the total manufacturing costs of a PC(Yoffie, Casadesus-Masanell & Mattu, 2004). This should ordinarily make the manufacturers price sensitive, however Intel’s threat to integrate forwards prevents them from adopting that practice. In fact the converse happens because Intel is the market leader in chips production. Intel has strong relationships with a few OEMs whom it can selectively give its new microprocessors at a premium price. The premium price ensures that Intel sustains its profitability. On the value-chain structure we see Intel to be at the base. Here the business realized that improving the performance of sophistication of its microprocessors was not enough to grow its business. Intel therefore established Intel Architecture Lab (IAL) to tackle PC platform problems so as to increase the demand for its chips (Yoffie, Casadesus-Masanell & Mattu, 2004). This assures Intel of a growing market and more profits. The organization has also partnered with Independent Hardware Vendors (IHVs) and Independent Software Vendors (ISVs) where it outsources pieces of technology to ensure that its products are delivered timely and in adequate supply. The guarantee on timely delivery and adequate supply sustains the Intel brand image, which consequently gives the company a basis for pricing its products at a premium. With regards to revenue generation and margins, Intel obtains a majority of its profits from the sale of microprocessors. The firm’s ability to control demand through selective selling, investments in software development and complementary relationship with Microsoft are all geared towards increasing the market and profits from Intel’s powerful microprocessors. As a sole-source manufacturer, Intel has asserted its position within the PC value network as a powerful supplier. The market had few,

Genetic Impact on Alcoholism Essay Example | Topics and Well Written Essays - 500 words

Genetic Impact on Alcoholism - Essay Example However, most current theory centers on the role of acetaldehyde in the body's ability to enjoy or reject alcohol. The Journal of Studies on Alcohol reported in 2005 found that the leveled response to alcohol among teenagers appears to identify family traits and holds the indication that alcoholism may be genetically linked. The study involved 487 subjects, of which 236 were male. The study was problematic by the need to study the alcohol effects on teenagers to establish correlation. Due to legal constraints the study was restricted to questionnaire. However, the study was able to establish a strong correlation between first degree relatives and the body's desirability for alcohol. The study used a Self-Rating of the Effects of Alcohol (SRE) Questionnaire. Subjects were required to describe the effects that alcohol had on their mood. The results are useful in establishing the need for further research. However, the research has been criticized for technical shortcomings in the small sample size of some groups as well as the failure to accommodate social factors in the study. Research reported by Molecular Psychiatry has focused on acetaldehyde as a point for the study of alcohol and its relation to genetics. Acetaldehyde is a product of ethanol metabolism.

Imperialism and Western Culture Essay Example | Topics and Well Written Essays - 1000 words

Imperialism and Western Culture - Essay Example Firstly, with regards to some of the main prejudices that are presented, the reader can aptly point to the fact that Kipling refers to these faceless masses of brown people as half man half animal, half baby has to double, uncivilized, dangerous, and inhabiting lands full of horrors and terrors. Within such a simplistic an overly horrific definition, it comes as no surprise that the majority of the poem points to the fact that these individuals to whom Rudyard Kipling is referring are subhuman and require immediate assistance from white Europeans as a means of civilizing themselves and achieving a degree of previously forgotten or corrupted humanity. Such an understanding necessarily reduces the overall level of appreciation that any of these European stakeholders, reading the poem, could understand with regards to the depth and complexity of culture and societal dynamics that were exhibited by the individuals to whom this wide and overarching definition applied. ... etation of the white man’s burden is warped and exhibits a number of fundamental flaws, it should also be understood and appreciated that Kipling places the work, time, energy, and money of the civilized/†white† world at the behest and service of those were less fortunate (Greenblatt & Abrams, 2006). Although the means by which Kipling differentiates these individuals is unfair and ultimately prejudiced, some degree of appreciation should be had for the fact that rather than forcing one’s will or societal norms upon the other, Kipling approaches this dynamic of â€Å"burden† from the perspective of one who seeks to perform an unpaid and otherwise unappreciated service. From such an understanding, it can be realized that Kipling is in fact placing white man on a lower societal pedestal than those to which he is attempting to integrate. Although this is obviously not the primary thrust nor intention that Kipling is seeking to bring about, the realities of this dynamic are presented throughout the poem as the invocation to â€Å"take up the white man’s burden† is likened to the necessity for each and every able-bodied Christian to take up the cross and suffer on Christ’s own behalf (Klima, 2010). Within such an understanding, the reader can come to a greater appreciation for the means by which servitude and a type of humility that one might not expect is exhibited throughout the poem in question. Essay 2: With regards to the link and relationship between civilization and the individual, these two concepts and definitions although inexorably interwoven are nonetheless quite distinct. With respect to the individual, the reader can and should realize that the individual is the only through and actionable definition that exists within these two terms which will be

Economic Analysis Research Paper Example | Topics and Well Written Essays - 1000 words

Economic Analysis - Research Paper Example If we consider the production function where Q is the level of output, then Q = F (K, L) output is a function of both capital and labour, however to determine the optimum level of output that will maximize profit we will have to consider the cost of one unit of labour and one unit of capital and further consider the budgeted amount. Given that the cost of one unit of labour is 5 pounds and that the cost of one unit of capital is ten pounds and that our budget for both costs is 100 pounds then our optimum point will be determined as follows. The maximum amount of capital that can be purchased is 100/10 = 10 and the maximum amount of labour that can be purchased is 100/5 = 20, this information will help us determine the budget line. The next thing to consider is the isoquant, isoquant are curves that depict the possible output that is derived from two factors of productions which in this case are capital and labour The isoquant depicts the level of output that can be produced by different combinations of capital and labour, we determine the most optimum combination of capital and labour by determining the point where the budget line touches the isoquant, and therefore our most optimum levels of capital is C' and for labour its L' as shown above. Therefore the information that we need to collect is the unit cost of both capital and labour and the budgeted amount so as to determine the budget line and also we need information that will help us determine the isoquant. Question 2A When determining on what to produce either cooking pans or sinks we need to determine the cost of producing in terms of capital and labour for each item and also the market price of each item, given that the level of capital and labour are fixed in this case then we have to determine the optimum level of output for both products. This analysis will take the form of the consumer utility maximizing function where there exist two products, the utility function will represent the revenue collected by the firm and the two products which the consumer chooses will represent the two products produced by the firm. Example If in total we have 200 units of resources (both capital and labour) and that one sink requires 10 units of resources and one cooking pan requires 5 units of resources, then the maximum units of sink that can be produced is 200/10 = 20 and for the cooking pans is 200/ 5 = 40, The revenue curve will be determined by the market price of both products, it combines the possible amount of revenue that can be obtained by different combinations of cooking pans and sinks, the additional information needed therefore is the market price for both products and the amount of resources needed to produce each product. Question 2B In the long run the firm will tend to expand its production capacity in order to produce the optimum amount of both products, when the firm increases its capacity more products will be produced in order to realise economies of scale, however the average cost of production for the firm will decrease in the short run but will increase in the long run The long run and short run average cost curve The average cost curve will decrease in

Consumer choices regarding food and other items related to their Essay

Consumer choices regarding food and other items related to their income and social status - Essay Example The main query behind all the research effort was to determine how social inequality dictates the consumption of products. To answer this question, the research questions posed were as follows: 1. How does the lower-income buyer view their consumption habits in relation to government, politics, or corporate employment? 2. What role, if any, does television usage (volume and content) dictate lower-income buyer preferences and consumption behaviours? 3. In relation specifically to food, how do food insecure individuals view the food products they purchase in relation to needs or environment? 4. What is most important to the lower-income buyer- peer opinion or price sensitivity and to which types of products does either/or apply? In other words, this sociological research project is expected not only to draw a relationship between income, consumption and lifestyle but also to determine how the lower class of society respond to the jobs provided to them in terms of daily living, purchasing and consumption activities. Obviously the highly relevant factors of media advertising and peer group recommendations had to be included as these factors cannot be ignored in the consideration of modern lifestyle choices- no matter what strata of society we are dealing with in a typical Western economy. The methodology involves first of all the creation of a Food Log, followed by a multi-purpose Survey covering the purchasing habits of the lower class families in selected areas. The multipurpose survey will have three distinct sections- one about general consumption behaviours, the second about the influence of television and peers on decision-making, and the third about any physiological restrictions that each participant maintains in their lifestyle. These surveys were distributed by the researcher in an environment where low-income shoppers frequented in the region, while guaranteeing anonymity to the participants. However the expected sample to be collected was 50-100 individuals of varying demographics and socio-cultural backgrounds to gain a broader perspective of what drives product consumption as it relates to their social inequality as compared to other more resourceful consumers. The data gathered from the study was then analysed and correlated

Assess and arguments for the law of karma, and discuss whether the law Essay

Assess and arguments for the law of karma, and discuss whether the law implies or refutes the ex - Essay Example Sankhya believe that the material of creation is made of earth and stone and could possibly not be created by ‘Isvara’ whose own characteristics are not consistent with the same material (Radhakrishnan 43 b). The Sankhya doctrine holds that it is not possible to prove the existence of God and therefore he cannot be said to exist (Larson 83). I would opine that the doctrine contention aligns with the view that a benevolent God would have no motive of creating a world of mixed happiness and sorrows. The Purusa takes an important place in the understanding of the Sankhya doctrine. The Sankhya offers that the Purusa is not caused (Collins 106). The Purusa is usually likened to consciousness. In most doctrines, consciousness is usually attached to the idea of the existence of a Supreme being. The Sankhya position that the Purusa is not caused directly contradicts the idea of the existence of a creator God. However, problems arise within the doctrine with the supposition that Purusa does not have any qualities. In my opinion, this view would imply that all beings are same. Such a thesis would refute the possibility of the existence of different fates for different actions as understood within the overall framework of the Karma. The position adds weight to some of the problems and contradictions that have been identified within the Sankhya doctrine with regard to the nature and qualities of the Purusa. The character of the ‘Isvara’ according to the doctrine developed by the Sankhya is that he is not attached to the universe (Radhakrishnan 40 b). According to the Mimamsa doctrine, the ‘Isvara’ does not provide the fruits of actions, which essentially distinguishes them from other doctrines that assign roles of reward and punishment to the deity (Radhakrishnan 22 b). Instead, the rewards or consequences of actions are purely depended on the actions of individuals. Good actions beget positive consequences, while bad actions bring ab out negative consequences. The Mimamsa doctrine does not mention whether or not the ‘Isvara’ created the universe (Radhakrishnan 19 b). In my view, I would conclude that the positions adopted by both doctrines acknowledge the fact of divine being but do not agree on his nature or tasks. In general terms, the Sankhya philosophy is governed by the concept of dualism. The philosophy challenges the view of the God as central idea that controls the cause and destiny of humanity. The destiny of man, according to Mimamsa is dependent on the actions and will of man in accordance with the Verdas (Radhakrishnan 74 a). In this sense, God is only a benevolent power that grants to human beings their due share in accordance with their character on earth. It is therefore important to consider the fact that the actions of man are integral in the destiny of the universe. The cultivation of ‘Dama’ or self-control as a way of pursuing a virtuous and upright life (Radhakrishna n 13 b). Samkhya adopts the position that the harmony in the world is born out of the paradoxical dualities as argued by Sage Kapila. Samkhya philosophy is founded on the idea of harmony numerals. According to the terms of this philosophy the collection of elements and characteristics of things in the universe work to maintain some sense of balance between the systems. The underlying meaning in the Samkhya philosoph

Computer Crime and Security Essay Example | Topics and Well Written Essays - 1500 words

Computer Crime and Security - Essay Example Later investigations revealed that it was an insider incident, involved the theft of subsequent selling of patients' credit card numbers, and that the activities emanates from the Call Centre. Having provided you with a general overview of the situation, I will now explain its potential and actual consequences, summarize the results of the post-mortem and clarify both lessons learnt and future action. In regulating conduct related to the use of computers, the United States government currently defines a computer as "an electronic, optical, electrochemical, or other high-speed data processing device performing logical, arithmetic, or storage functions, and includes any data storage facility or communications facility directly related to or operating in conjunction with such a device" (United States Computer Fraud and Abuse Act (e)(l), 1984, cited in Kipper, 2007, p. 194). This definition accounts for the way in which IT has fused data storage, computing and telecommunications technologies and in so doing, touches upon the potential of both the computing and telecommunications technologies to violate the integrity and confidentiality of the stored data. The United States Department Of Commerce (2000) highlighted this threat in its report on the proliferation of computer use and internet access, not just in the United States but, across the world. As the greater majority of corporat ions, both in the United States and worldwide, are relying on IT for data storage and processing, increased popular access to IT renders corporate systems vulnerable to unauthorized penetration and the associate accessing of private and confidential data (U.S. Department of Commerce, 2000). While it is the responsibility of corporate entities to ensure the securitization of their networks, absolute inviolability is practically impossible to achieve. It is, thus, that recent years have witnessed the ever-increasing adoption of computers in the commission of crimes of fraud and theft (Power, 2000). Our company has recently fallen victim to one such incident. 3 Incident Overview On January 16th, 2008, a periodic review of our IT activities logs evidenced a string of unusual activities. Almost 10,000 patient files had been accessed and the data they contained had been transferred to an external medium, possibly an external hard drive. The IT department had no record of authorizing any individual this level of access and, indeed, there was no legitimate justification for the access of 10,000 patient files. The incident was terribly worrisome as these files contain sensitive data such as patients' social security, insurance and credit card numbers, not to mention home and place of employment addresses and contact information. The IT department immediately contacted the Legal Department and appraised its Director of the situation who, in turn, contacted law enforcement and did the same. 4 Post Mortem After reporting the incident to the Legal Department and law enforcement officials, the IT department launched an intensive post mortem investigation. The investigation, which followed standard procedures which will be described shortly, had several objectives. These were the identification of the source, as in whether it was an insider or outsider incident;

Honesty Essay Example | Topics and Well Written Essays - 750 words - 1

Honesty - Essay Example Her feelings of insecurity and mistrust were amplified by the confession of Michael about looking at other girls and praising their style, outfits, figure or some other aspect. It is seen that in the beginning Michael is not honest about exposing his feelings towards other women but later on after the heated argument with his wife he seems to get on the right track of honesty. At the end of the story, Michael honestly tells his opinions about other women and confesses that he likes one thing or the other in them. However the question here arises as to if the right track of honesty was the solution to the conflict or not. Following this essay one can figure out as to if honesty was really the solution or not. The story starts from a Sunday morning when both Frances and Michael are walking on the fifth avenue. While the couple walk on the busy street Frances notices Michael staring at other women and passes a comment on him so that he stops staring at other women. They plan on spending the Sunday together without anyone interfering when Michael is again seen to notice other girls. This makes Frances a bit offensive towards Michael leading to a heated conversation in the end. At first Michael tries to ignore the argument but later on he joins the heated conversation leading to the end of their Sunday get-together plan. Michael has not been honest to his wife when it comes to describing his inner feelings about women until the last part of the conversation takes place. This can be clearly inferred from the story when Michael denies his inner feelings about looking at every woman for a chance in these words â€Å"I look at everything. God gave me eyes and I look at women and men and subway.......inspect the universe† (lines 90-92). Michael at this instance was trying to tell Frances that he looks at women just like he looks at everything else. Frances, however seems to be true about her feelings to Michael from the very start. In the

Gulf War between Iraq and Kuwait Essay Example for Free

Gulf War between Iraq and Kuwait Essay This paper that in intensively researched, will examine on the reasons that led the Gulf war between Iraq and Kuwait, Saddam Hussein war invasion to Kuwait, Relations between Kuwait and Iraq, causes and effects of the war, the characteristics of Saddam Hussein, and the reason why he need money. According to the western sources especially from the USA, Saddam Hussein, a complex political leader, is portrayed as the â€Å"axis of Evil† in the Middle East. . He practiced cruel methods of leadership skills, his motivations, perceptions and decision making on behalf of the Iraq’s and his country neighbors for example the Kuwaitis. He has been pursing the development of weapons of mass destruction, despite the UN sanctions and terrorizing his associates especially in Kuwait. This information was gathered through the following sources. Information about â€Å"The Gulf Syndrome† www. geocities. com Retrieved on 6th April 2009 Information about â€Å"The profile of Saddam Hussein† www. mideastnews. co. Retrieved on 6th April 2009, Majid K. â€Å"War in the Gulf 1990-1991†, Information on â€Å"Persian Gulf War† www. encarta. msn. com Retrieved on 6th April 2009, Jerrold M. (2002), â€Å"Saddam Hussein of Iraq: Apolitical Psychology profile† and Information on â€Å"The characteristics of Saddam Hussein† www. qrmapps. com Retrieved on 6th April 2009 The historical background of Iraq and Kuwait Iraq was created under the British rule in 1932. The formation of this state under single administration resulted to third pole power in that region leading to unstable combination of people with collective influences that might lopsided its neighbors to the south. State of Kuwait northernmost emirate of Arabian isthmus dates its history as a take apart geopolitical body back to the founding of Kuwait City in 1710. It became independent from British. Following the 1973 oil crisis, the soaring oil prices brought with it extraordinary wealth to this small country. Relations between Kuwait and Iraq As Kuwait was declared a sovereign state, Iraq voiced objections to its admission to the Arab league but instead declared it an Iraq territory. In 1963 Iraq dropped the objectives and in 1980 they enjoyed close ties during war against Iran as Kuwait supported Iraq. Causes of the war The border between these two counties has been in question. Nominally, Kuwait was part of the Ottoman Empire from the 18th century. In 1899, it asked for and received British protection in return for autonomy in its local affairs. It was granted independence in 1961 and this lead to Iraq claiming that Kuwait had been governed as part of the Ottoman province in southern Iraq and was rightfully Iraq’s. It only recognized Kuwait in 1963. But since then, there have been occasional clashes between the two nations. The Iraq troops invaded Kuwait in August 2nd 1990 taking the emirates by one day headed by the strongest leader in this region, Saddam Hussein. The 150,000 of his troops from Iraq overwhelmed the 20,000 Iran’s troop staking control of the capital city of Kuwait and then controlled the whole country. Effects of war It had a vast impact to the oil industry and affects the future of the civilians in Iraq. This has reduced it from affluence to a third world status. This led to a large number of the US and British forces stationed in Kuwait and other gulf states as well as Turkey. There is an increasing rate of a multinational task force of warships patrols the red sea and the Persian Gulf which tries to prevent the illegal export of oil from Iraq. The war led to many environmental hazards such as the destruction of marshes, burning of hundreds of oil wells, hence polluting the global environment. Characteristics of Saddam Hussein He is a dictator who saw Iraq as a great country and as an extension to himself. He saw himself as the successor of Nebuchadnezzar. He once said that â€Å"Our nation has a message,† he once proclaimed. â€Å"That is why it can never be an average nation. Throughout history our nation has either soared to the heights or fallen into the abyss through the envy, conspiracy and enmity of others. † He is self-centered. He saw the Iraq treasury centered to himself. During the Gulf war, the Kuwaitis investigated on Iraq’s assets by Kroll Associates, a New York firm and the detected that he had $2. 4 controlled deposits which spread among 50 banks which were controlled by Hussein’s family. He used to skim five percent of the Iraq’s annual oil income and did business with other external firms in foreign territory. He is an exalted self concept. â€Å"Saddam is Iraq and Iraq is Saddam†. He made sure that he built a cult of himself allover Iraq. This can be proved by his images everywhere in Iraq. His name is linked to hundreds of public works projects. For example the Saddam housing companies and also the â€Å"Saddam Line† in Iraq. He named part of Kuwait to himself the moment he took over Kuwait. When he appears in public, he has created an environment where people cheer, clap, and even kiss his hand when he appears in a public gathering. He killed whoever who did not show enthusiasm to the great leader. He killed by imprisoning them, helicopter crashes, tortured to death, sealing their bodies to the coffins. He used a secret police unit to achieve his ordeals. He used his Messianic to achieve his ambition of political power. He is malevolent. He has cold canning behind his every action. His ruthlessness was found to be terrible leading to cruelty, for fun, leadership style of Vlad the Impaler. He was stupid because the boasts were proved to be hollow. His lies were proven false quickly His is also portrayed as the madman of the Middle East and his name means the one who confronts. He is a paranoid in decision making His achievements were the transformation of the country where he built new roads, improved housing standards; food was brought to the people’s tables, cut illiteracy by 11% according to the official estimates. The cultural aspects of Muslims were relaxed allowing women equal pay for equal work. Reasons as to why he needed money The oil money allowed him to accumulate the largest and best equipped military machine in the Arab world. Most of them were Soviet, French and from other nations. Most of them were first rated. He had an annual budget of $12. 9 billion which was an average f $721 per Iraq citizen ye the average annual per citizen was $1950. He therefore equipped his army to distress the regional balances by ruthless mass killings, He was the veteran in army in the region. According to Jordanian newspaper ad-Dustour, Saddam â€Å"awakened the desire in every Arab soul for a glorious Arab stand,† Saddam Hussein was a ruthless dictator who was used to terrorizing his neighbors and gassed his own subjects. He normally followed his mafia rules which were not well understood by many in the world including the United States of America. He grew up as a thug and a hired gun, yet he has a soaring popularity in the Arab world. The differences between a Totalitarian and Authoritarian leader A totalitarian political power is in the hands of a few groups while the authoritarianism refers political power is in the hands of one person. Hence Saddam Hussein can be equated to both an authoritarian leader and a totalitarian according to the definitions and his leadership skills. Reference Information about â€Å"The Gulf Syndrome† www. geocities. com Retrieved on 6th April 2009 Information about â€Å"The profile of Saddam Hussein† www. mideastnews. co. Retrieved on 6th April 2009 Majid K. â€Å"War in the Gulf 1990-1991. New York: McMillan. Information on â€Å"Persian Gulf War† www. encarta. msn. com Retrieved on 6th April 2009 Jerrold M. (2002), â€Å"Saddam Hussein of Iraq: Apolitical Psychology profile† New York: Pearson’s Education. Information on â€Å"The characteristics of Saddam Hussein† www. qrmapps. com Retrieved on 6th April 2009

English Romanticism And Its Characteristics

English Romanticism And Its Characteristics Romanticism as a trend in art and literature of England emerged in the 90th of XVIII century. Romanticism in England took shape earlier than in other Western European countries, it had its vivid specificity and individualism. Its most bright representatives were William Blake, William Wordsworth, Samuel Taylor Coleridge, Robert Southey, Thomas Moore, George Gordon Byron, Percy Bysshe Shelley, Walter Scott, John Keats and others, who have left a rich heritage in the literature of England and contributed to the world literature. Romanticism is one of the most controversial trends in European literature, in the literature Romanticism is mostly understood not only as a formal literary trend, but as a certain philosophy, and it is through this philosophy that we try to define Romanticism. One of the features of Romanticism in England was its magnificent lyric poetry, especially lyric poetry, in which the identity of the poet was brightly expressed in whatever he wrote. English poets framed their observations and views in parables, fantastic visions, cosmic symbolism. Sublime things and feelings were understood by them not only as something exclusive, but that could be present in the simplest things, in everyday life. One of the characteristics of romantic literature was a special attention to the spiritual world of man, but, in contrast to the sentimental literature, Romantics were interested not in an ordinary man, but the exceptional man in the exceptional circumstances. Romantic hero is experiencing violent emotions, is striving for perfection, dreams of an ideal. Romantic hero loves and sometimes idealizes the Middle Ages time, pristine nature, in powerful forms of which he sees reflection of his strong and conflicting emotions. When characterizing the relation of romantic writers and poets to the world, it is important to point aspiration to the ideal, human impulses and feelings, the belief that not logic and knowledge but intuition and imagination could reveal all the mysteries of life. But it is aspiration to the ideal, sometimes illusory or unattainable, that lead to rejection of everyday life which did not meet that ideal. Therefore, the romantic heroes had an internal duality, forced to live in two disparate worlds of the ideal and reality, sometimes coming in protest not only against the bone of reality, but also against the divine world order. Here came the so-called romantic irony of a man in relation to an established reality, that the average man took seriously. In general, the idea is often combined with irony, that is the peculiarity of English literature at all stages of its development. English Romantics were especially interested in social problems, as to the modern bourgeois society they opposed the old, pre-bourgeois relations, they glorified nature and simple, natural feelings. Bright representative of English Romanticism is Byron, who, according to critics, clothed in a dull hopeless romanticism and selfishness. His works are full of pathos of struggle and protest against the modern world, glorifying freedom and individualism. Understanding of nature and its image in the works of the Romantics In the late XVIII early XIX century the very understanding of nature has changed. First of all, it was associated with changes in life philosophy and world view of romantics, who then explained all the phenomena from another point of view, different from the medieval and enlightenment views. The change in the philosophy of the world spirit and in understanding of nature had effects on the romantic image of the landscape: Romantics view the world spirit as a basic principle of nature, as weak, vacillating, the least comprehensible and most mysterious part of nature. With this understanding of nature, the image of nature and landscape appeared as dual: the nature itself and also the spirit that filled it and governed it. Some critics argue that the difference of the romantic interpretation of the nature was in the fact that romanticism tried to carry balance of the world of pure ideas with the world of tangible and visible things, eliminating their opposition. (Abrams, 1975) These questions are very important, because the nature of romantic poetry has saved not only the aesthetic value of artistic expression of its philosophy, but also it reflected a truly profound ideas and experiences, great human emotions. It is important to stress the fact that according to Romantics, nature in general and all its parts have specific features of the human soul. Though it is important to say that such personalization and conception of nature as subordinate to the world spirit is very important peculiarity of romantic literature, because it reflects the problem of mans relationship to the world. Thus, the very meaning of nature in the XVIII and XIX centuries was entirely different. What is the something else, something new that distinguishes a romantic view of nature from its premises? Scientific literature emphasizes such characteristics of views and attitudes towards nature in romantic works: the deep romanticism subjectivity, the subjectivity of nature, precise, individual attitude to the subjects of nature; projection of mood of the writer on nature and vice versa; the identification of the sensitive subject with nature; the animation of nature by subjective emotions of the poet; passionate relationship of man to nature. (Moore J, 2010) Subjectivity of nature is a broader concept than the organic view of Romantics on nature, as this concept unites a wide range of romantic poets. In English and in German literature subjectivity of nature is expressed more explicitly than other literatures. Example of words of Byron, who very often expressed his love to nature, points to the fact that the subjective relationship with nature is very important feature of Romanticism. There is a pleasure in the pathless woods, There is a rapture on the lonely shore, There is society, where none intrudes, By the deep sea, and music in its roar: I love not man the less, but Nature more. (Byron G.G., Childe Harolds Pilgrimage) The main aspect in the romantic view on the nature is its subjectivity, the corresponding correlation of the poets mood with the natural world. It is a subjective interpretation of nature that is widely used by Romantic poets, and such features as variety of moral epithets, passion, and association of objects with personal these are the most obvious examples of this poetic temperament. Nature knows, loves, suffers and dreams, like a man, and together with the man. (Moore, 2010) Thus, the Romanticism is characterized by a sense of unity between man and nature, but this is not always expressed in the pantheistic forms, and may be associated with different ideological positions. Moreover, this unity can act in the forms of dualistic split, when nature embodies peace and harmony, and is opposed to sufferings and disharmony of human relationship. Passionate experience of relationship between the hero and nature is inherent to all romantics, though it may be shown differently by different romantic poets. On the one hand, in their writings dominate the image of landscape, which reflects their search for beauty, for picturesque images. On the other, they pay more attention to the state of the human soul and his feelings, and so the image of nature is a projection of the state of the soul, and the poet turns from the descriptions of nature to description of feelings, mixing them and showing relationship between them. Thus, the declaration of the relationship of natu re with the inner world of man is an important practice in works of romantic poets. (Perkins, 1994) It is the hour when from the boughs The nightingales high note is heard; It is the hour when lovers vows Seem sweet in every whispered word; And gentle winds, and waters near, Make music to the lonely ear. Each flower the dews have lightly wet, And in the sky the stars are met, And on the wave is deeper blue, And on the leaf a browner hue, And in the heaven that clear obscure, So softly dark, and darkly pure. Which follows the decline of day, As twilight melts beneath the moon away. (Byron G., Parisina (st. 1) It is important to note that for romantic poets nature was an expression of spiritual life, where they saw the mirror reflection of either their own soul, or the ideal life that constituted the object of their dreams. Therefore, in their works nature is endowed with more deep meaning, than the meaning of words. Animation, humanization of nature in perception, imagination was one of the favorite motifs of poets. In contrast to the dead to society, which kills a living soul in the pursuit of profit, career, power, the nature comes to life, filled with the spiritual life of people. In this case they usually have in mind the wild nature, untouched by man, which gives rest, forgetfulness and peace. Sometimes the opposition of society and nature took the form of an antithesis of town and country, and then under the nature was meant idyllic countryside, dramatically different from a nervous and noisy city. In contrast to the false and empty society, in nature everything is simple, genuine and harmonious. An example of the poetic chanting of nature were the works of lyrical poet John Keats, who wrote on the high themes of love, beauty and art art. In his poem Autumn (1820) Keats went completely from the mythological imagery, creating a picture of autumn the time of a sad farewell to the past before the harsh winter. Landscape in the poem is associated with the image of a simple man a peasant who lives in a perpetual work. Season of mists and mellow fruitfulness, Close bosom-friend of the maturing sun; Conspiring with him how to load and bless With fruit the vines that round the thatch-eves run; To bend with apples the mossd cottage-trees, And fill all fruit with ripeness to the coreà ¢Ã¢â€š ¬Ã‚ ¦ (Keats J. To Autumn, in The Norton Anthology of English Literature, 2005) The contradiction between the dream and the reality the romantic poet Keats expressed as a contradiction between the desired ideal of beauty and bourgeois prose. Keatss admiration for the beauty was not, however, fled from life, from the problems of reality. In his poetry, he showed the truth of life, the essence of reality, he poeticized the beauty that was hidden in life under the cover of some ugly things. But when the melancholy fit shall fall Sudden from heaven like a weeping cloud, That fosters the droop-headed flowers all, And hides the green hill in an April shroud; Then glut thy sorrow on a morning rose, Or on the rainbow of the salt sand-wave, Or on the wealth of globà ¨d peonies; Or if thy mistress some rich anger shows, Emprison her soft hand, and let her rave, And feed deep, deep upon her peerless eyes. (Keats J. , Ode on Melancholy, The Norton Anthology of English Literature, 2005 ) Another prominent representative of Romantic literature in England was Lord George Gordon Byron. Byron was committed to the educational ideals and aesthetics of classicism, but he was a romantic poet. In his work the recognition of the classic rigor and clarity was combined with the image of the complex and ambiguous feelings, painted in a gloomy mood, but also with irony. The moon is up, and yet it is not night; Sunset divides the sky with her; a sea Of glory streams along the Alpine height Of blue Friulis mountains; Heaven is free From clouds, but of all colours seems to be. (Byron G. Childe Harolds Pilgrimage, A Romaunt, Canto IV, XXVII) In the romantic poems we see the strong desire to image bright and sharp contrasts , also in the image of nature. Romantics often sought to portray a violent nature, and Byron seemed liked the the presence of danger, a storm for him was a symbol of the great, though often fatal passions. Roll on, thou deep and dark blue ocean-roll! Ten thousand fleets sweep over thee in vain; Man marks the earth with ruin-his control Stops with the shore;-upon the watery plain The wrecks are all thy deed, nor doth remainà ¢Ã¢â€š ¬Ã‚ ¦ (Byron G. Childe Harolds Pilgrimage, Canto II, CLXXIX) Aspiration to an ideal and admiration of the perfect beauty of the nature can be found in the beautiful poems of Percy Shelley. The character of pictures of nature by Shelley organically derives from his philosophical views, based on the knowledge of the history of philosophy from ancient times, from truly encyclopedic knowledge. Shelley sometimes animates the nature, gives it consciousness and characteristics of highest creation he signs a hymn to the Spirit of Nature, by declaring the entire Universe as its temple. The influence of the materialist: it were ideas of Enlightenment and the Renaissance that played a decisive role in the evolution of philosophical views of Shelley. In Ode to the West Wind (1819) the symbolic image of the West Wind is the idea of renewal of life: the west wind destroys everything old in its path and helps to create new. The lyrical hero-champion is one with the mighty power of the West Wind. O wild West Wind, thou breath of Autumns being, Thou, from whose unseen presence the leaves dead Are driven, like ghosts from an enchanter fleeing, Yellow, and black, and pale, and hectic redà ¢Ã¢â€š ¬Ã‚ ¦ à ¢Ã¢â€š ¬Ã‚ ¦ Wild Spirit, which art moving everywhere; Destroyer and Preserver; hear, O hear! (Shelley P.B., Ode To The West Wind, I) Shelley shows the magic power of the wind magically, describing its role as destroyer and preserver, by powerful natural metaphors the poet expresses his ideas about the power and great effect of the nature. Thus, we can see that the Romantic poets often showed the nature as free, powerful and beautiful world that is different from the human. Especially romantic poets liked to portray the sea in this sense, its boundless scope and majestic power, the wind, which has unlimited power and freedom, and the mountains with their grandeur and sublime beauty. In this case, the freedom and the power of natural elements have a figurative meaning, associated with free and powerful human spirit. Conclusion Romanticism is characterized by a sense of unity between man and nature. Consequently, the most importantly in the romantic views of nature is subjectivity, the corresponding correlation of the poets mood with the natural world. The romantic perception of nature is not just individual attitude of the subject to the outside world, but the nature helps to express the attitude of individual to the social conditions of his existence. In the perception and evaluation of the nature is expressed the relationship of the individual to the public life, to the meaning of human existence.

The Historical Marginalization Of Underprivileged Students

The Historical Marginalization Of Underprivileged Students Despite the Brown v. Board of Education decision of the Supreme Court in 1954, a landmark case that entitled all children to equal educational opportunities in the United States, regardless of race, economic background, religion, and a host of other factors, many students continue to be marginalized both in and outside of school. Students of color, students with disabilities, students learning English, students from low income families, and other marginalized student groups continue to face inequitable opportunities in schools and the resulting disparate achievement (Frattura Capper, 2007). Addressing this continued marginalization and inequitable schooling is a key principle of the growing call for leadership for social justice (Grogan, 2002; Theoharis, 2007), where the principal serves as the moderator of the equitable interests of all within a school context (Hodgkinson, 1999). Knowing that school leadership is key to reforming schools (Fullan, 1993; Grogan 2002), scholars focused on better understanding social justice leadership have identified exemplar cases where school leaders committed to equity have taken action to create more just learning environments for marginalized students (Reister, Pursch Skrla, 2002; Scheurich, 1998; Theoharis, 2007). Although studies have examined schools that make a difference in the lives of marginalized children (Oakes, Quartz, Ryan Lipton, 2000; Reister, Pursch Skrla, 2002), there is an absence of literature regarding principals as the unit of analysis and the process of principals serving as leaders for social justice. Related to this is an absence of documented strategies that principals who are leading for equity and excellence use. The purpose of this study is to build upon the growing body of scholarship by the exploration of the relationship between K-5 elementary principal leadership behaviors and student achievement for marginalized students (subgroup populations). This study will also define systems and structures within organizations that promote school-wide instruction leading to achievement of students historically marginalized. Finally, the study will identify the role professional development of school leaders plays in creating more socially just and excellent school. Significance of the study The historical marginalization of underprivileged students often results in a school culture that perpetuates the norm and ignores the social injustices that pervade our schools. The resulting and inevitable destiny for many of these students is continued school failure and social inequality. A school culture that does not accept the responsibility of answering to the needs of these students and their families simply propagates hegemony and leaves these students behind-without hope, without vision, and without equal access to the quality of education to which all children are entitled (Kose, 2005; Urban, 2009). Many years of stereotyped beliefs about the potential of marginalized populations of students has led to a deep-seated disparity between the majority and minority populations. Such differences allow the achievement gap to remain intact. These differences also result in a disproportionate number of students of color placed erroneously in special educational where resources are also inadequate to meet their needs. Despite reform efforts and increased awareness based on research the disparity between students continues to exist. Current research shows effective school leadership can influence overall student achievement in our schools (Leithwood et al., 2006; Marzano et al., 2005; Portin et al., 2003; Waters Cameron, 2006; Waters Grubb, 2004). In defining what leadership skills lead to effective school leadership, Marzano, Waters and McNulty (2005) and Waters and Cameron (2006) created 21 principal leadership responsibilities. The 21 leadership responsibilities developed from past educational research may be very similar to the leadership standards created by the Interstate School Leaders Licensure Consortium (The Council of Chief State School Officers, 2008). In order to define what are considered effective principal leadership skills, the Interstate School Leaders Licensure Consortium created six principal leadership standards based also on past educational research (The Council of Chief St ate School Officers, 2008). These leadership standards have been adopted by many state educational departments and in Maryland are incorporated in Marylands Leadership Framework (Maryland State Department of Education, 2005). While some schools have been recognized as being equitable and excellent, what remains unknown are the specific relationship between K-5 elementary principal leadership behaviors and student achievement for marginalized students (subgroup populations). In other words, academics and school leaders are interested in knowing what does leadership that transforms school into more equitable and just places, with an attention to achievement for all, accomplish? How do these leaders do that? What knowledge, skills and dispositions are required of this? Professional development and preparation of schools leaders requires exemplars of equity and social justice behaviors which will be presented in this study. Purpose of the study This study advances conversation about what exemplary leadership of schools for social justice and academic achievement for all students means. The purpose of this study is to explore the relationship of K-5 elementary principals leadership behaviors to student achievement for marginalized students. Why do some Maryland elementary schools serving low-income or minority students score higher on the states assessments than other schools with very similar students? This study seeks answers to that question by surveying principals and teachers in Maryland elementary schools serving similar student populations and analyzing the results to determine which current K-5 leadership practices and policies are most strongly associated with higher levels of student achievement for Maryland State assessment sub-group populations. It also seeks to identify the systems and structures within organizations that promote school-wide instruction leading to achievement of students historically marginalize d. Finally, the study will identify the role professional development plays in creating more socially just, successful school leaders. Failure to educate students has a three-tiered impact: (1) Global impact and effects on the American economy, (2) national implications of a perpetuation inequity among peoples of color or poverty and (3) personal implications reflected in a historically marginalized students quality of life and ability to contribute to society (Urban, ). Results from this study may lead to better leadership preparation for principals, as well as professional development for leaders based on leadership behaviors that ensure all students succeed. It will also provide research based strategies for organizing and structuring schools to better meet the needs of all learners. Research Questions The following research questions will be examined in this study: What is the relationship between K-5 elementary principals specific leadership behaviors to student achievement for historically marginalized students? What are the organizational structures and systems that are perceived to contribute to high student performance for historically marginalized students? What role does professional development play in creating more socially just, equitable and successful school leaders? Definitions, Limitations, and Delimitations: For the purpose of this study the following terms have been defined: Dependent Variable: Scores on fifth grade Reading Maryland State Assessments. Independent Variables: Students who belong to a subgroup population (%African American, %Hispanic, % of Students with Disabilities, and % of students of Free and Reduced meal status) with those students who are not. Achievement Equity: Having comparably high performance for all groups of learners when academic achievement data are disaggregated and analyzed. Achievement Gap: The achievement gap is a persistent, pervasive and significant disparity in educational achievement and attainment among groups of students as determined by a standardized measure. When analyzed according to race and ethnicity, achievement disparities negatively impact educational outcomes for poor children and children of color on a consistent basis. AYP: Annual Yearly Progress (AYP) growth over three years of all subgroups. Cultural Frame of Reference: Reference that guides peoples behavior from their point of view of the given people (Ogbu, 1995). Culturally Relevant and Responsive Pedagogy: Instruction that takes into account and applies curriculum to students cultural, ethnic, language, and socioeconomic background (Banks, Cookson, Gay, Hawley, 2001). Deficit Thinking: Students who fail in school do so because of alleged internal deficiencies (such as cognitive and/or motivational limitations) or shortcomings socially linked to the youngster-such as familial deficits (Valencia, 1997). Educational Leadership Policy Standards: ISLLC 2008 (ISLLC 2008): Standards used to guide principal preparation programs and principal certification organizes the functions that help define strong school leadership under six standards. These standards represent the broad, high-priority themes that education leaders must address in order to promote the success of every student. These six standards call for: 1. Setting a widely shared vision for learning; 2. Developing a school culture and instructional program conducive to student learning and staff professional growth; 3. Ensuring effective management of the organization, operation, and resources for a safe, efficient, and effective learning environment; 4. Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources; 5. Acting with integrity, fairness, and in an ethical manner; and 6. Understanding, responding to, and influencing the political, social, legal, and cultural contexts. Hegemony: Racial and cultural domination (Spring, 2005). Leadership for Excellence and Equity: Schools in which all students achieve high levels of academic success, regardless of any students race, ethnicity, culture, neighborhood, income of parents, or home language (Scheurich Skrla, 2003, p.1). Schools in which principals advocate, lead and keep at the center of their practice and vision issues of race, class, gender, disability, sexual orientation, and other historically and currently marginalizing conditions in the United States. (Theoharis, 2004, p.3). Marginalized populations: groups of people in the United States marginalized by the majority culture (Kitzinger, 1996). In this study marginalized populations include children of marginalized communitiesin particular, poor children, and children of all ethnic backgrounds; and those with disabilitiesinvolves negotiating the hardships that are a product of a legacy of discrimination. Once these children enter the classroom they often are faced with a curriculum that can be irrelevant to their realities, ability grouping and a system of tracking that often excludes them from courses needed to pursue higher education (Potts, 2003; Smith, 2000). Maryland School Assessment (MSA): The MSA is a test of reading and math achievement that demonstrates how well students have mastered academic standards specified in the Voluntary State Curriculum. The test was developed to meet the reporting requirements of the No Child Left Behind Act. The test is administered in March to students in grades three through eight, and once in high school. No Child Left Behind Act of 2001 (NCLB): The NCLB Act of 2001 aims at ensuring both academic excellence and equity by providing new opportunities and challenges for states to advance the goal of closing the achievement gap. It relies on high stakes testing to ensure that schools make adequate yearly progress (AYP) toward the goal of 100% proficiency by 2014. Supporters of NCLB claim the legislation encourages accountability in public schools, offers parents greater educational options for their children, and helps close the achievement gap between minority and white students. NCLB aims to show achievement toward these goals through federally mandated standardized testing. NCLB seeks to narrow class and racial gaps in school performance by creating common expectations for all. It requires schools and districts to focus their attention on the academic achievement of traditionally under-served groups of children, such as low-income students, students with disabilities, and students of major racial and ethnic subgroups. Opportunity to Learn equity: Equal access to a rigorous curriculum for all students. Professional Development: The National Staff Development Council defines the term professional development to mean a comprehensive, sustained, and intensive approach to improving teachers and principals effectiveness in raising student achievement School Culture: Something reflected in the environment of the school. It is present in everyone and every environment consciously and unconsciously (Clarke Estes, 2002). School-Wide Instruction: Consistent implementation of instruction throughout the entire school. Social justice: Refers to the concept of a society that gives individuals and groups fair treatment and an equitable share of the benefits of society.   In this context, social justice is based on the concepts of human rights and equity.   Under social justice, all groups and individuals are entitled equally to important rights such as health protection and minimal standards of income.  Dantley and Tillmans (2006) position is that social justice ultimately changes inequities and marginalization. Bogtochs (2002) situates this social justice position within the context of school leadership. Theoharis (2007) definition of leadership for social justice leaders: advocate, lead, and keep at the center of their practice and vision issues of race, class, gender, disability, sexual orientation, and other historically and currently marginalizing conditions in the United States. This definition centers on addressing and eliminating marginalization in schools. In doing so, inclusive school ing practices for students with disabilities, English language learners, and other students traditionally segregated in schools are also necessitated. Special Education: Services and supports designed to minimize the impact of disability and maximize opportunity to grow and learn (Hehir, 2007). Standards-Based Instruction: Use of curriculum and instruction that is aligned with the Standards determined by the school or state. Structure: Institutional mechanisms, policies, and procedures put in place by federal, state or district policy and legislation or widely accepted as the official structure of schools; not subject to change at the local school site (i.e., personnel policies, use of instructional time, program regulations). Student Achievement in Reading: Student achievement in reading will be measured by MSA reading scale scores. The State Board of Education set cut scores for performance standards on MSA testing. Performance standards determine cut scores for students performing at proficient and advanced levels. Students not performing at proficient or advanced levels are considered to be at the basic level. System: Coordinated and coherent use of resources (time, personnel, students, parents, funds, facilities, etc) constructed by the school site to ensure that school visions, missions and goals are met (i.e., professional development, teacher collaboration, use of time). Systemic Equity: The transformed ways in which systems and individuals habitually operate to ensure that every learner-in whatever learning environment that learner is found-has the greatest opportunity to learn enhanced by the resources and supports necessary to achieve competence, excellence, independence responsibility, and self-sufficiency for school and for life (Scott, 2001). Tracking: A way to organize or segregate students based on ability level. Limitations: One of the central limitations of this study is that excellence in selected schools will be defined solely by students attainment of a target score (AYP) on a standardized test. Another limitation will be the focus on a single school district. Delimitations External validity is impacted based on some delimitations. The use of purposeful sampling will be required to select the schools based on a list of criteria which will be identified by the researcher. Selection criteria will limit the ability to generalize since there will be a narrow set of criteria in place for the study. Small sampling and school location may limit the ability to generalize information to other schools and district. Chapter 2 REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK Introduction Moral purpose of the highest order is having a system where all students learn, the gap between high and low performance becomes greatly reduced, and what people learn enables them to be successful citizensà ¢Ã¢â€š ¬Ã‚ ¦The role strategically placed to best accomplish this is the principalship. Michael Fullan, The Moral Imperative Of School Leadership This chapter focuses on the three concepts at the core of this study: social justice, leadership, and achievement for marginalized populations. Each topic will be examined in terms of its theories and concepts as well as supporting empirical evidence in research. Social justice, as the overarching topic of this research study, is reviewed first. Next, the history of leadership literature, proposed leadership models, and the relationship between leadership and social justice, is presented followed by a review of student achievement for all students, student achievement measures, dimensions and correlations to social justice and leadership. The chapter concludes with theoretically supported rationale for three hypotheses expressing positive relationships between social justice, and leadership behaviors and social justice and student achievement of marginalized students and leadership behaviors and student achievement of marginalized students. While the existing literature points to the deep impact that schools have on student learning what remains unknown is the specific relationship between K-5 elementary principal leadership behaviors and student achievement for marginalized students (subgroup populations). Scholars and practitioners in the field of education are interested in knowing what does leadership that transforms school into more equitable and just places, with an attention to achievement for all students, accomplish? How do these leaders do it? What knowledge, skills and dispositions are required? To address this gap in the literature, this particular study will be conducted to specifically explore the outcomes and dimensions of leadership behaviors and to identify relationships between these behaviors and student achievement for marginalized populations. Professional development and preparation of schools leaders requires exemplars of equity and social justice behaviors which I intend to present in this study.