How The Cuts Should Be Legal - 1713 Words

Kristie Cass Political Science 10 December , 2014 Make The Cut Reduce Spending in California s prison system . When we as state are spending more to house a single convicted felon for a year than we are spending to educate one student per year it clearly is time to reevaluate the budget . It is time to make cuts that not only will save taxpayers money but ones that if we restructure the spending can actually help to impose a form of punishment for the inmates . Reduction in spending is needed because we are spending far too much to house an inmates that have been convicted of felonies. They have too many privileges. How can they feel punished?The consequences of a felons actions should be uncomfortable. We spend an insane amount of money making sure that convicted felons have luxuries on our dime. Restructuring is needed . Inmates are taken care of way above what is needed to want to follow laws and not return. Reducing costs without reducing sentences is what is needed. To explain the reasons that I want to see change are many . However the biggest reason I want to see change implemented is because convicted felons have luxuries that make incarceration far too comfortable. WeShow MoreRelatedHow Your Firm Can Avoid An Economic Downturn Case Study767 Words   |  4 PagesHow Your Firm Can Avoid an Economic Downturn Most law firms when caught usually cut cuts during times of economic crisis and this causes most clients to reexamine there relationship with the firm. The worst part is that this can put a strain on a long standing relationship with clients. To avoid losing business, law firm need to strive to maintain theory relationship swith clients, especially when it comes to existing clients. The firms can come out on top by investing in intelligent marketing strategiesRead MoreCase Study of Dress Code1341 Words   |  6 Pagesdelivery employee, Christopher Polk, became a Rastafarian and grew dreadlocks to symbolize his new religion. This violated the company’s dress code policy. After several internal discussions with Polk, FedEx gave him two options. He needed to either cut his hair or be assigned to a different job, which had no direct customer contact and paid less. Polk refused both options and was terminated. He sued FedEx under Title VII of the Civil Rights Act of 1964, on the basis of religious discrimination (BernardinRead MoreDrunk Drivers Should Not Be Banned1279 Words   |  6 Pageskilled over hundreds of citizens due to the mistakes by over intoxicated drivers. States all across the country have lowered the blood alcohol limit to keep drunk drivers off the road from hitting a pedestrian. Some citizens believe that drunk drivers should not be punished more harshly due to be over intoxicated while driving. If there is no harm due to them or the others around them what is the point of having more consequences. However from the past five years the amount have deaths have increasedRead MoreSuggestions For Reducing Corruption Of Public Organizations1284 Words   |  6 Pagesdegree of government corruption, thus it need a sophisticated system to combat corruption. This part will give some suggestions for controlling the degree of corruption to the largest extent. 4.1 Reasonably Undertaking Responsibilities The government should reasonably shoulder own responsibilities. Considering what has been discussed above, the government with more responsibilities would have more incentives to obtain illegal profits when the responsibilities of government are more than the scope thatRead MoreLegal Services And Legal Service1279 Words   |  6 Pagesit generic. Legal services, in this context, comprises of different entities giving legal advice to the public. The commoditisation of legal services describes how there has been a recent rise in the number of legal services and legal fees are starting to become the only difference between them . A commercial approach is applying the law in a business sense. Therefore, I will be discussing the controversy regarding whether the price-based competition in the legal sector will make legal services aRead MoreEssay on Mitigating The Impact of Layoffs1427 Words   |  6 Pages several steps would need to be take to determine the positions that should be cut back .The following the steps outlined below can help a company determine what positions to cut and to make the best layoff decisions for their business: 1. Decide what the company will need going forward/write company’s future goals 2. Determine If the RIF would only affects one area, will a specific department be the only one to face cuts, or will the entire company face restructuring? 3. Determine which departmentsRead MoreLaw Firm Case Study766 Words   |  4 PagesHow Your Law Firm Can Avoid an Economic Downturn Law firms operating in tough economic environment, usually institute a raft of measures to survive; these range from making budget cuts to reexamining their relationship with partners and clients. Since some of these measures can jeopardize business, the firms must always strive to maintain good relationship with clients. The key strategies to grow business during hard economic times include investing in intelligent marketing strategies and makingRead MoreEssay on The History of Punishment1108 Words   |  5 PagesPunishment is a brutal, severe feeling that has been around for centuries. Since the oldest civilizations till Today punishment has impact the world and how people live their life. Throughout generation to generation civilizations, countries have grown in crimes and punishment. Ancient punishments were harsher than Today’s punishments. In Middle ages, Ancient Greece and Rome, Mesopotamia they’d cruel punishments that were more harsher, severe than Todayâ€⠄¢s. In the oldest civilizations people wereRead MoreAlcoholism And The Consumption Of Alcoholic Liquor918 Words   |  4 Pages). It is believed that the drinking age from eighteen to twenty-one will reduce fatalities and limit addiction. Alcoholism is an illness and causes permanent damage to your brain cells. This is the main reason why I believe the legal drinking age in the Bahamas should be twenty-one instead of eighteen. A person’s brain is not fully developed until they reach the age of twenty-five. This three year time difference between eighteen and twenty-one will give a person’s brain more time to develop andRead MoreWhy Euthanasia is Wrong Essay1256 Words   |  6 Pagesright to take away another persons life, whether it be through hatred and disgust, or compassion and love. Murder is murder. So why should those select few who work in the clinics of Switzerland, whose occupation is to assist in a person’s suicide, become immune from this law against murder. It is them who provide the patient with, and administer, the method of how they are going to die. To me, that sounds lik e murder. What gives someone else the right to take away another human being’s life?

The Secret Circle The Hunt Chapter 20 Free Essays

Arriving at the school, Adam and Cassie were unsure where to look first. The sky was dark as midnight, but there was enough security lighting to give them a decent view of the grounds. From the parking lot they scanned the empty bleachers and vacant football field. We will write a custom essay sample on The Secret Circle: The Hunt Chapter 20 or any similar topic only for you Order Now They checked the perimeter of the building, and the outer wing where the principal’s office was located. â€Å"Do you think they’re inside?† Cassie asked. â€Å"Maybe we should split up.† â€Å"Up there,† Adam said. â€Å"I think that’s them.† There was movement on the roof of the building, barely visible shadows, but clashing voices echoed down to the ground. Cassie pushed away her fear and forced the trembling within her stomach to steady her. If there were sounds of a scuffle, that meant there was still a fight. Adam rushed for the rusty fire escape that ran up the side of the building and Cassie followed just behind him. They quieted their steps as they neared the top. There, they discovered Diana, Melanie, Chris, Doug, and Sean hiding behind the metal railing. Diana noticed them and put her finger over her lips to indicate they should be quiet. Cassie and Adam moved to where they could view the action at the center of the roof. It was a formidable sight. Nick, Faye, Laurel, Deborah, and Suzan were aligned in a tight defensive circle. They appeared trapped and powerless, as if they’d been confined to a cage. And their marks glowed bright on their chests, like iridescent hearts beating over their clothes. The hunter marks must shine in the presence of the relics, Cassie thought. Three hunters surrounded the group, and each of them held a gray stone carved into the dreadful shape of the hunter symbol. It was the principal and two others – one man and one woman. Cassie wondered where Max was. Did Diana have something to do with his absence? But there wasn’t any time for questions. The man was older – Cassie would even call him elderly. He had long white hair and eyes the color of ice. The woman appeared to be around Cassie’s mother’s age. She was rail thin and had mousy brown hair and brown eyes, but there was no mistaking the resemblance between the two. Through her research, Laurel had identified two of the last remaining hunters as Jedediah Felton – an ancestor of one of the most feared hunter families in history – and his daughter, Louvera Felton. Now here they were in the flesh. The Feltons didn’t look as Cassie had expected they would. They seemed so normal. In Cassie’s imagination, the hunters were giant tribal-looking men wearing some sort of traditional garb, like a robe a martial-arts master would wear. But these hunters would have passed for three average adults if not for the ancient relics they wielded like weapons. â€Å"They don’t look so tough,† Adam said. â€Å"Without those stones, they’d have nothing on us.† â€Å"But those stones contain power that goes back over six hundred years,† Diana whispered. â€Å"Isn’t that what Laurel said?† Cassie nodded. â€Å"What are they mumbling?† Adam asked. â€Å"Do you think it’s the killing spell?† The hunters chanted in a low hum, repeating an ominous phrase: I sum eius agens, I occidere in eius nomen – I sum eius agens, I occidere in eius nomen – Just then, all five of their friends on the center of the roof dropped to their knees. They held their skulls as if they were suffering from terrible migraines. â€Å"It has to be the killing curse,† Cassie said. She made a motion to lunge forward and reveal herself, but Diana grabbed her by the arm and pulled her back. â€Å"Wait,† she said. â€Å"If we show ourselves, we’ll be trapped just like the others. The witch-hunter curse we translated must not have worked. Otherwise Faye and the rest of them wouldn’t be in this state.† Laurel and Suzan were writhing on the ground at the hunters’ feet. Faye was on her knees, screaming out in pain. Nick cringed, holding his head like it was bleeding, and Deborah looked like she had passed out from the torture. â€Å"We have to try something,† Cassie said. â€Å"We probably only have a few minutes, maybe even seconds.† â€Å"A blocking spell,† Adam said. â€Å"To turn the energy of their curse back on them. With the seven of us, we might have enough power.† He closed his eyes and reached for Cassie’s hands. â€Å"Repeat after me: Hunters, disperse. We reverse your curse.† The group of them linked arms and did as Adam said, though Cassie didn’t have much faith that such a generic spell could be strong enough to have an effect on those ancient relics. Still, she concentrated all her energy on the chant. â€Å"Hunters, disperse. We reverse your curse.† At first nothing happened, but then the hunters paused. Continuing their low hum, they looked from side to side. The magic had caught their attention, but they continued with the chant. Then Cassie felt a change. A heated power. Not knowing where it came from, a string of new words sprouted from her mouth. â€Å"Venatores dispergam. Nos vertite maledictionem.† The words were rasping, guttural sounds that rose from deep in her throat. She immediately recognized the feeling as dark magic, but she allowed it to come. Her whole being trembled with a painful ecstasy. The hunters were truly startled now. They halted their chanting and searched the shadows for the source of the spell. They waved their relics, but they seemed not to understand what they were feeling. They only knew it wasn’t good. â€Å"Venatores dispergam. Nos vertite maledictionem,† Cassie said again. Mr. Boylan scolded the others for breaking their concentration. â€Å"Focus!† he shouted. â€Å"We’re not finished yet.† But within seconds the old man stopped reciting the curse. His face reddened and he clutched his chest. â€Å"It’s an ancient,† he said. â€Å"I don’t know how, but I’m sure of it.† Jedediah doubled over, and began pounding on his own heart. â€Å"Find him,† he screamed out to the others. But Cassie continued uttering her dark words, louder now that she saw how well they were working. Adam and the others stood silently by, their arms still linked. Louvera made a motion to go to her father’s aid, but then she also grabbed her chest as if she were having a heart attack. She gasped for air, unable to speak. Mr. Boylan was visibly weakening. His spine curved downward, bending his usually rigid posture into a rounded question mark. All the color had drained from his face and his whole body shook with exhaustion. Jedediah climbed to his hands and knees and began crawling to the hatch door in the roof that led down into the school building. Louvera cried out with whatever air she had left, â€Å"Release them!† She choked and crawled in the same direction as the old man, and slid down the gaping hole in the roof to safety. But the principal refused to run away. He continued reciting the curse, holding tight to his relic, as he fell to his knees. Cassie took a few steps forward, directing her words straight for him. He tried to stand back up, but fell down again. One by one, the Circle members who had fallen began slowly rising to their feet. Faye and Laurel, then Nick and Suzan, and finally Deborah were shaking off the pain that had debilitated them only minutes earlier. Cassie could feel herself growing stronger as Mr. Boylan became weaker, as if she were sucking out his power and keeping it for her own use. She watched him shrivel before her eyes, panting like a cowardly animal. He clutched his chest and cried out. But Cassie felt no remorse for him whatsoever. She was only disgusted by his frailty. She was sure he would remain there withering to his death, and she would let him. Then, one last time, he got to his feet. He wobbled and, still unsure where the real opposition was coming from, he honed in on Faye. In a final desperate effort, he cast all his remaining energy at her, shouting the killing curse one last time as loud as he could. Before Faye knew what was coming, Suzan leapt in front of her, knocking her out of the way and onto the ground. His power spent, Boylan finally retreated. Defenseless and shambling, he dragged himself away, across the rooftop, and down the same escape route as his fellow hunters. Cassie continued moving toward him, still uttering the curse. â€Å"Cassie,† Adam called out. â€Å"That’s enough. He’s gone.† But Cassie couldn’t stop – the words continued coursing through her like a piano that played itself. She didn’t want the sensation to end. Adam grabbed her by the shoulders and shook her furiously. â€Å"Snap out of it,† he shouted. â€Å"The hunters are gone.† Somehow Adam’s words reached Cassie through the long tunnel she’d gotten lost in. She snapped to consciousness and looked around hazily. Chris and Doug came into view, then Sean and Melanie, and even through her clouded vision Cassie could see the hunter symbols glowing on their clothes. Each of them had been marked. Then Cassie turned to Diana and saw that she, too, had the symbol glowing on her sleeve. And so did Adam. Cassie pointed to it, shaking. â€Å"I know,† Adam said. â€Å"I saw it.† Then Cassie looked down and saw the front of her shirt gleaming as well. Now they were all on equal footing. The entire Circle had been marked. A strange calm came over Cassie, like the worst had finally happened and now they could move forward – but then Faye shrieked in a haunted pitch that made Cassie’s blood run cold. Faye was kneeling, shaking, over an unmoving Suzan. Everything started to blur as they all rushed to where Suzan was lying. Adam reached her first. He dropped to his knees and checked her neck and wrist for a pulse. Then he listened to see if she was breathing. â€Å"Call an ambulance!† he screamed, but nobody moved. Suzan’s eyes had already glassed over. Her face had hardened to a lifeless mask. â€Å"She’s dead,† Faye said, to herself as much as to Adam. â€Å"She died saving my life.† â€Å"No.† Adam shuddered, refusing to accept the truth. He tried CPR. He tried mouth-to-mouth resuscitation. Finally he just pounded on Suzan’s chest. But it was too late. Cassie kneeled down to see for herself what none of them could bear to register. The witch hunter’s death symbol was glowing bright on Suzan’s forehead. How to cite The Secret Circle: The Hunt Chapter 20, Essay examples

Their Eyes Were Watching God free essay sample

In prose, one would rarely find a piece work in which the author uses language and poetic devices to convey a message. In prose, it is usually the story itself that conveys mood and a message. However, occasionally an author would strategically place language and poetic devices in a work making it a glorious and enticing piece to read. Zora Neale Hurston’s Their Eyes Were Watching God is a novel that does such action, mixing both language and poetic devices to convey a mood and message. Their Eyes Were Watching God tells the story of an African-American woman name Janie living in the South during the 1900’s. The story spans over her life time starting from her youth days when she was raised by her grandmother to her quest for true love which leads her to three tragic marriages. Their Eyes Were Watching God, although having a remarkably moving story line uses many poetic elements, particularly, two metaphors: the pear tree and the mule. We will write a custom essay sample on Their Eyes Were Watching God or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page These metaphors, not only constitute a big part of the story but they also show Janie’s journey through marriage, and her resulting character as a self-aware, confident and balanced individual. The first metaphor that appears in Their Eyes Were Watching God is that of a pear tree. It appears early in the novel when the story takes us back to when Janie was 16 and she found herself captivated by a pear tree. She discovered this tree and its wonders, â€Å"From barren brown stems to glistening leaf-buds; from leaf-buds to the snowy virginity of bloom. It stirred her tremendously. The pear tree symbolizes Janie’s coming of age in which she blooms into womanhood and sexual maturity. This is when she first realizes what she really wants more than anything: True love. Janie’s idealism leads her to deny her Nanny’s belief that she must marry someone just for money or just to be better off. She denies her Nanny’s lessons about what the ideal woman should b e. She wants to marry someone that will make her happy and not treat her as a prize or a slave. She is in search for the intense sensuality that the bees share when they pollinate flowers. She wishes â€Å"to be a pear tree – any tree in bloom†¦Ã¢â‚¬  so she can have the intimacy between lovers she so much desires and searches for. The pear tree can be seen as a representation of the evolution of Janie’s dream given by her Nanny to her dream of perfect true love. Janie herself â€Å"saw her life like a great tree in leaf with the things suffered, things enjoyed, things done and undone. † It represents her life. It represents who she wants to be. It represents her dreams of finding a man who will be the â€Å"bee to her blossom. It is this pear tree that drives her to search for that perfect, blissful, and harmonious feeling she felt in that moment under the pear tree. When she doesn’t find that with Logan Killicks, she moves on to Joe Starks, but with these two marriages she doesn’t find what she is searching for. It was a missing element in both of these marriages which made her realize she wasn’t happy and satisfies where she was. The pear tree serves primarily as her vision of ideal love; the ideal of finding someone whom she could have a passionate interaction and blissful harmony, the ideal of a perfect union with another person. The second metaphor which appears is the mule metaphor. It greatly contrasts the pear tree in that the mule symbolizes the carrier of burdens. Janie’s Nanny initially introduces the mule when teaching Janie what being a woman is about. Nanny’s idealism is that â€Å"De woman is de mule uh de world so fur as Ah can see. † It first is a relation to her racial background and personality. She is from African-American decent and even more importantly, from slave decent. Therefore, the mule is used to symbolize what Janie was going to be subject to for the rest of her life: an African-American woman subjected to men’s rule. Furthermore, the mule represents Janie’s opposing force. The mule represents what holds her back from achieving her dream. The mule is used again when Janie marries Logan Killicks. Logan went to the market to buy a mule for Janie to plough with. The mule here represents the way that Logan treated Janie. The mule was subjected to harsh work and abuses, which parallels to the way Logan treated Janie. This leads Janie to see that she had been married as a worker and not a wife. After being subjected to much abuse, a man named Joe Starks appears. Joe is very bothered by Janie being treated like a mule, â€Å"You behind a plow! You ain’t got no mo’ business wid a plow than a hog wid uh holiday. † So they end up together and they marry. That’s when the mule appears again. When married to Starks, she is still subjected to same abuse as she did with Killicks. But, instead of treating her as someone who does work, he treats her as a trophy. In the anterior poach, she sees men demeaning an old mule. Agitated, she exclaims, â€Å"They oughta be shamed uh theyselves! Teasin’ dat poor brute beast lak they is! Done been worked tuh death; done had his disposition, ruint wid mistreatment, and not they got tuh finish devilin’ ‘im tuh death. Wisht I had mah wid ‘em all! † Clearly she is bothered by the men demeaning the old mule. This is a cause of her understanding that she has been a sort of a mule. It symbolizes her relationship with Logan and how she was treated. This agitation in Janie causes Joe to buy the mule. But instead of symbolizing something positive, it symbolized Joe’s ownership over Janie. Now, Janie is just a trophy, just like the mule, which is used to show his authoritative status additionally symbolizing the mistreatment of Janie. These two metaphors have contrasting notions in that the pear tree represents the dream that Janie wants to achieve and the mule represents opposing force which holds Janie back from achieving that dream. But, these two metaphors work together to help Janie’s character develop into a self-aware character that achieves self-knowledge and self-fulfillment. Her experiences with the pear tree help shape her ideals with marriage and ideals with fulfillment, building a more self-aware character in what she desires. She doesn’t find that perfect fulfilling marriage with Logan nor Joe as a cause of an oppressing force. This oppressing force is represented by the mule. The mule symbolizes her Nanny’s ideals and what her Nanny wanted her to live by. Her Nanny grew up in a world where she was oppressed and forced to do what the men wanted. Therefore she didn’t know any better and thought that that was the best life for Janie. When Janie hears what her Nanny wants, she comes into an even bigger self-realization that she must find that fulfilling feeling she had under the pear tree. This self-realization is emphasized even more greatly with the mule symbol in her first two marriages. She didn’t want to be treated as a worker, nor as a trophy. She wanted to be happy and have freedom. Using the ideals of her Nanny and her first two marriages as symbolized by the mule and the ideals she found as symbolized by the pear tree, Janie creates her own ideals in which she rejects her Nanny’s idea of what she needs and searches for what she most desires. In the end Janie becomes the self-aware, confident, and well-balanced individual shaped by her journey that finds what she most wanted: True absolute love.

Tay-Sachs Disease Essays - Lipid Storage Disorders, Rare Diseases

Tay-Sachs Disease Tay-Sachs disease is a fatal, genetic disorder of the nervous system. There is no treatment. Tay-Sachs was first identified in the 1880's by two physicians. Dr. Bernard Sachs of the United States has found a "cherry-red" spot in the eyes of a patient. That patient later died. After searching medical literature, he found Warren Tay of great Britain had also reported this (Information, 1994). The symptoms of Tay-Sachs disease appear after about six months. At first, the patient has an over-exaggerated "startled" reaction to sounds and begins to loose control of its head. Eventually, it cannot roll over or sit without help. Dementia (uncontrolled laughter) may set in and the head grows abnormally large. The baby then becomes blind, and dies, usually before its 5th year (Seely et al, 1992). Tay-Sachs disease is an autosomal, recessive disorder caused by a deficiency in B-hexosaminidase A. Being an autosomal recessive disease, Tay-Sachs can only be passed on in its fatal form if both parents are heterozygous for the disease. If both parents are heterozygous for Tay-Sachs, there is a one in four chance of the infant having the disease. If only one parent is heterozygous, the infant has a one in two chance of being a carrier (heterozygous) for the disease(Mahany et al, 1994). In 1962, researchers found B-hexosaminidase A is responsible for the breakdown of ganglioside (gm2) in nerve cells. Ganglioside is a lipid found in modest levels in nerve cell membranes. It is constantly being synthesized and broken down. Without the B-hexosaminidase A to break down the gm2, the cells swell up and eventually burst( Diamond, 1991). B-hexosaminidase A is composed of two amino acid chains, the alpha and the beta chain(Navon et al, 1989). The gene responsible for the manufacture of B-hexosaminidase A was originally thought to be located on chromosome 7(Gilbert et al, 1975). It was later determined that the gene for the alpha chain is located on chromosome 15, and the beta chain gene is located on chromosome 5( Chern et al, 1976). In 1991, with the use of a cDNA clone, it was determined the alpha chain gene is located at 15q23-q24(Nakai et al, 1991). All forms of Tay-Sachs disease are caused by mutations in the alpha chain of the enzyme(Navon et al, 1989). The alpha chain of B-hexosaminidase A is about 35 kilobases long and split into 14 exons(Proia and Soravia, 1987). There are at least thirty different mutations that cause Tay-Sachs disease. A majority of the classical (infantile) form of the disease that is found in the Ashkenazi Jewish population is caused by one of two different gene mutations( Triggs-Raine et al, 1990). The first one, Tay Sachs disease [HexA, 4-BP INS, EX11] accounts for about 70% of heterozygous carriers in the Ashkenazi population. The mutation introduces a 4-basepair insertion into exon 11, which causes a premature termination signal. This results in a deficiency of mRNA. The 4-basepair insertion causes a frameshift which makes a termination codon 9 nucleotides down from the insertion (Myerowitz and Costigan, 1988). This mutation is also prevelant in the southwest Louisiana Cajun population. In the last three decades, 8 infants from 6 unrelated families have been diagnosed with Tay-Sachs disease. With 12 heterozygous carriers in the 6 families identified, 11 were carriers of the exon 11 mutation. The other mutation was of a form of Tay-Sachs disease found in the French-Canadian populations. The second mutation is Tay-Sachs disease [HexA, IVS Another form of Tay-Sachs disease is Adult onset Tay-Sachs [HexA, GLY269SER]. This form of Tay-Sachs is caused by an amino acid substitution in the alpha chain of the B-hexosaminidase A molecule. Glycine is substituted serine at position 269 in the HexA subunit. This is caused by a G to A substitution at the 3-prime end of exon 7 (Navon and Proia, 1989). Unlike infantile Tay-Sachs disease, Adult onset Tay-Sachs disease is not always fatal. While the former causes a rapid degeneration of the central nervous system, the latter causes a slower degeneration. This makes a normal

Reform movements essays

Reform movements essays Reform movements in the early and mid nineteenth century were popular in the still infant nation of the United States. As the country became more stable politically, more concentration was placed on furthering the quality of life for all American citizens. As the reform movements became more popular, they also became more frequent, numerous and ranging in subject. Various issues, mainly slavery, religion, womens rights, immigration and temperance, controlled the social setting of 1825-1850. The invention of the cotton gin, and the beginning of the cotton movement in the South greatly increased the support and use of slavery in many states, which led to the reform movements started by those opposing slavery. Primarily due to the Second Great Awakening, many people led a powerful movement against slavery called the abolitionist movement. One of the most influential examples of the abolitionist movement is William Lloyd Garrison and his newspaper, The Liberator, which contributed tremendously to the spread of antislavery beliefs. Many slaves also turned to God to lead them in their crusade for freedom because they could no longer accept the notion of being a piece of property (Document C). Religious movements, led by the Second Great Awakening, caused the formation of many groups who believed that a strict interpretation of religion would bring the most beneficial changes to the nation. They believed that reform in the Church would bring changes in the congregation also (Document B). The obvious example is the American born Church of Jesus Christ of Latter Day Saints. Another example of religious pioneers who worked to promote democratic ideals were the Shakers, started by Mother Ann Lee. People found comfort in knowing that regardless of the background God would take care of them and that God decided and blessed the life of each and every person (Document E). Another controversial subject that arose during...

Interesting Xenon Facts and Uses in Chemistry

Interesting Xenon Facts and Uses in Chemistry Although its a rare element, xenon is one of the noble gases you may encounter in daily life. Here are some interesting facts about this element: Xenon is a colorless, odorless, heavy noble gas. It is element 54 with the symbol Xe and atomic weight 131.293. A liter of xenon gas weighs over 5.8 grams. It is 4.5 times denser than air. It has a melting point of  161.40 K ​(−111.75  °C, ​−169.15  °F) and boiling point of  165.051 K ​(−108.099  °C, ​−162.578  °F). Like nitrogen, its possible to observe the solid, liquid, and gas phases of the element at ordinary pressure.Xenon was discovered in 1898 by  William Ramsay and Morris Travers. Earlier, Ramsay and Travers discovered the other noble gases krypton and neon. They discovered all three gases by examining components of liquid air. Ramsay received the 1904 Nobel Prize in Chemistry for his contribution in discovering neon, argon, krypton, and xenon and describing the characteristics of the noble gas element group.The name xenon comes from the Greek words xenon, which means stranger, and xenos, which means strange o r foreign. Ramsay proposed the element name, describing xenon as a stranger in a sample of liquefied air. The sample contained the known element argon. Xenon was isolated using fractionation and verified as a new element from its spectral signature. Xenon arc discharge lamps are used in the extremely bright headlamps of expensive cars and to illuminate large objects (e.g., rockets) for night viewing. Many of the xenon headlights sold online are fakes: incandescent lamps wrapped with a blue film, possibly containing xenon gas but incapable of producing the bright light of genuine arc lamps.Although the noble gases generally are considered inert, xenon actually does form a few chemical compounds with other elements. Examples include xenon hexafluoroplatinate, xenon fluorides, xenon oxyfluorides, and xenon oxides. The xenon oxides are highly explosive. The compound  Xe2Sb2F1   is particularly noteworthy because it contains a Xe-Xe chemical bond, making it an example of a compound containing the longest element-element bond known to science.Xenon is obtained by extracting it from liquefied air. The gas is rare but present in the atmosphere at a concentration of about 1 part per 11.5 million (0.087 parts per million.) The gas is present in the Martian atmosphere at approximately the same concentration. Xenon is found in the Earths crust, in gases from certain mineral springs, and elsewhere in the solar system, including the sun, Jupiter, and meteorites. It is possible to make solid xenon by exerting high pressure on the element (hundreds of kilobars.) The metallic solid state of xenon is sky blue. Ionized xenon gas is blue-violet, while the usual gas and liquid are colorless.One of xenons uses is for ion drive propulsion.  NASAs Xenon Ion Drive engine fires a small number of xenon ions at high speed (146,000 km/hour for the Deep Space 1 probe). The drive may propel spacecraft on deep space missions.Natural xenon is a mixture of nine isotopes, although 36 or more isotopes are known. Of the natural isotopes, eight are stable, which makes xenon the only element except for tin with more than seven stable natural isotopes. The most stable of xenons radioisotopes has a half-life of  2.11 sextillion years. Many of the radioisotopes are produced via the fission of uranium and plutonium.The radioactive isotope xenon-135 may be obtained by beta decay of iodine-135, which is formed by nuclear fission. Xenon-135 is used to absorb neutrons i n nuclear reactors. In addition to headlamps and ion drive engines, xenon is used for photographic flash lamps, bactericidal lamps (because it produces ultraviolet light), various lasers, moderate nuclear reactions, and motion picture projectors. Xenon can also be used as a general anesthetic gas.

To Spy Or Not To Spy Essay Example | Topics and Well Written Essays - 1750 words

To Spy Or Not To Spy - Essay Example The CEO advocates for the spyware software because he thinks it will enable the management to monitor all the activities of the employees while at work, and in turn, improve their productivity and efficiency while discharging their duties and responsibilities. However, the other members of the management and board are against this move because it is an outright proof to the employees that the management does not have any trust and confidence in their work. As such, there are fears that this move will reduce the output of employees rather than improving it as even the employees are against the infringement of their privacy through unnecessary spying by the management while at work. They rather advocate for evaluation and appraisal of the output of employees as opposed to their production process as the latter affects their productivity. The management comes to an agreement to reduce the scope of monitoring and spying on employees while at work. This at least brings about some form of understanding between the members of the board of directors and executive management. In addition, this move instills more confidence among the employees who feel that the organization trusts them a little more by not monitoring all the moves and activities that they undertake while at their workplace The reason why the management and the board of directors settled on the second option of reducing the rate of spying the employees was majorly that this agreement would bring about some form of understanding between the top decision makers of the company. If the CEO were to go ahead and implement his proposition against the wills and desires of the other members of the board and management team, he would receive maximum resistance, which in turn would erode the desired effects of the planned move. In addition, this would also create tension within the institution, which is not good for the normal operations of the company to ensure maximum productivity.

Health Policy Essay Example | Topics and Well Written Essays - 1500 words

Health Policy - Essay Example Despite the fact that the National Health Service was initially designed to be entirely financed through public taxation, changes began taking place in 1952 when prescription charges of  £ 1 for ordinary dental treatment were introduced (NHS, 2011). The charges were however abolished in 1965, only to be reintroduced in 1968. The first restructuring took place in 1974 when fourteen Regional Health Authorities, and nineteen new Area Health Authorities were established (Mercier, 1997). Mercier points out that â€Å"community health care services which had previously been managed by local government were also transferred to the responsibility of the NHS by the 1974 reforms† (1997, pp. 22-23). Further restructuring took place in 1982, when heath costs hugely escalated prompting the Conservative government to change the culture of the National Health Service management, by encouraging the use of nursing homes and private hospitals to patients. For the first time since the introduction of the National Health System, tenders for different tasks were issued to private firms in order to support the health authorities in managing some departments of the health service. However, there was a lot of dissatisfaction with the management style, and this led to the appointment of general managers at all levels of the health service system. An advisory board was also established and various other officials appointed to oversee the affairs of the NHS. Other substantial restructurings and developments have taken place leading to the passing of the Health and Social Care Act in 2012. In 2004, the first NHS foundation trusts were established as autonomous National Health Service providers (Great Britain National Audit Office 2011). A re-launch of the foundation trusts process was announced by the United Kingdom government in July 2010 in a white paper named Equity and Excellence: Liberating the NHS. After the publication of

The narrator in Havisham Essay Example for Free

The narrator in Havisham Essay The attitude the poets express about other people can be positive and negative. In Havisham the poet express the character Havisham is in Charles dickens plays great expectation. Havisham is a character who has been jilted by her husband on her wedding day and wants revenge similar to the laboratory where as this rich woman wants revenge as she buys some poison so she kill a woman who is having affair with her lover or husband. In November the poet expresses old people very ugly and helpless, lifeless as this poem empathies you cant avoid growing old and dying which bound to happen eventually to everyone while the character in On my first sonne has an effect of mourning of the death of his seven years old son. Havisham by Carol Ann Duffy portrays the narrator as a very violent as it seen in first four lines Havisham is very angry on the man who has jilted her on her wedding day. Havisham feelings shown that how Havisham hell bent on revenge she wants to take out her anger on the man this shown Beloved sweetheart bastard this shows that how hardened by her hatred for him, yet she desperately want him back as she imagine him everywhere she looks. Her feelings are very confusing as it is mix with the tender of love she would have had for him as a husband and her violent bitterness at being rejected. Havisham wants revenge by seeing Loves hate behind a white veil; a red balloon bursting at my face this shows how angry she is an uses her violent feeling to cover up the fact the fact that she actually very upset and vulnerable because she dumped on her big day. When Havisham describes herself as trembling if I open the wardrobe I feel sad for her as she is scared of what she has become and cannot bear to look at herself in the mirror. In contrast the narrator feeling for the character of the rich woman is very nasty as she is prepared to murder for her rival just to get revenge. the Laboratory is a poem which show an affect of evilness, danger in the character as it can be seen the rich woman wants revenge by giving her lover or husband new mistress to be poisoned. This woman is very nasty as she has prepared to murder the other woman just to get her own back on her husband. As this woman thinks they laugh, laugh at me which is why she is determined to get revenge by wanting kill the new mistress in a painful way. Through killing his mistress she hopes to hurt her lover/husband as well he is sure to remember her dying face. This shows the woman is very obsessed through getting revenge. I am horrified by the lines he sure to remember her dying face this shows she wants her lovers mistress when she dies through giving her poison she wishes her to die in slow and painful death. where as I suggest it an very awful way of getting revenge the poet describes feelings about death in The Laboratory as the woman is single mildness about getting revenge where as she knows what she is doing is wrong as she doesnt even care by her obsession as she wants to murder her rival for being unfaithful. The language used to describe death is used in violent language as she absolutely merciless about taking her revenge. As she the mistresss death to be horrible and painful and violent thought are never far from her mind. The imagery shown in The Laboratory she uses formal language to her description as it shown when it says poison to poison her prithee this shows she knows what she doing is wrong and evil this similar to Havisham Both of these poems give a clear impression of the characters in them. The narrator in Havisham is similar to the woman in The Laboratory in that they are both determined to gain revenge. The poet presents the main character obsessed with getting revenge on her husband/lover mistress by poisoning her. The narrator in this poem is more scheming that Havisham. She plans to murder her rival. Similarity with the narrator in Havisham is her single mindedness. I find Havisham more interesting than The Laboratory.

Background Information :: essays research papers

I. BACKROUND INFORMATION   Ã‚  Ã‚  Ã‚  Ã‚  Jill Stacey Moreland(born Itabari Njeri) was born in Brooklyn, New York. She started off as being a singer/actress; but she found a calling in journalism. She obtained her B.S. from Boston University, and then later on she received her M.S. form Columbia University. She worked as a writer for numerous projects, and then was the author of three books. She wrote â€Å"Family Portraits and Personal Escapades,† â€Å"The Challenge of Diversity†, and â€Å"Reflections of a New World Black.† Currently Jill Stacey does public speaking at Universities about memoir, multiculturalism, and ethnic conflict. II. GENERAL SUMMARY   Ã‚  Ã‚  Ã‚  Ã‚  The story, â€Å"When Morpheus Held Him,† was about a girl who had a drunk for a father. When the girl was three her parents separated, she did not see her father again until her parents reunited when she was seven. When her father came back into her life, she said that she could not stand her father. Her father ended up teaching younger students around an age where he thought was most influential. When the girl’s mother went away for a couple of weeks, the daughter wanted to stay with her aunt pearl so she would not have to stay with her father. The father said no unless aunt pearl asked her if she wanted to stay with her. Of course aunt pearl did not ask her but she went anyway. When her father found out what happened, he beat her bad enough to leave welts and bruises for months. The only time that the daughter and the father bonded was when the father would play some music on his old piano and she would come and sing for him. When the mother came back the fights continued. After the fights were over, the father would fall asleep due to his drunken rage. The only time the daughter felt safe around her father was when he was asleep. III. RELATIONSHIP TO TODAYS SOCIETY   Ã‚  Ã‚  Ã‚  Ã‚  In today’s society, there are a lot of kids that didn’t grow up with their father due to their parents fighting all the time. A lot of the times the father is a drunk and gets violent towards his partner or his children. I think that I can relate a little to this story because I was in a similar situation with my father. When I was little my parents would separate often. I could not understand why they would separate when I was little.

Can One Be Moral and Not Believe in God? Essay

The argument set forth is best understood by the first line given by Hamlet in Act 3, Scene 1 in this 1600 play, â€Å"Hamlet,† written by William Shakespeare (1600). â€Å"To be, or not to be, that is the question: Whether ’tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles, And by opposing end them?†¦Ã¢â‚¬  Believing in a spiritual entity or a supernatural supreme being can play a role in one’s moral beliefs, but it is not necessary. The argument will start with breaking down what it is to be moral with the definition of moral, which is â€Å"of or relating to principles of right and wrong in behavior,† (ethically speaking) â€Å"conforming to a standard of right behavior.† (Merriam-Webster, 2011) With that in mind now, one can be moral and not believe in GOD, because it is up to the person to choose to be moral, hence â€Å"To be, or not to be†¦Ã¢â‚¬  This argument will consist of a brief history in a few religions, church and state, moral education, ethics, and Plato’s and Aristotle’s take on living morally. Again, believing in God is not necessarily needed for one to be moral; all that is needed is good ethics, belief in oneself, and knowledge. The origin of religion, experts think, arose from the fear and wonder of natural events (i.e. storms, earthquakes, and the how babies were born). Experts believe that the explanations of death were the outcome of supernatural powers greater than one’s self and the world around them. Religious activities, prehistorically, involved the most essential elements of existence, like adequate rainfall and or a successful hunt for food. Prehistoric people were also believed to have performed rituals intended for good fertility of women, for animals, and for succeeding in hunting as well as making sacrifices for all good fortune. The major religions of today may have been originated between 1500 B.C. and A.D. 600. (Fontaine, 2011) As time progressed, there came a new understanding with religion being involved in one’s life. The justification by faith, the actions of an individual can be justified by their faith as it assists moral goodness and faithfulness to duty. Through Christianity, Christ died for their sins to sit before God’s judgment in their place so that they cannot be found guilty. As an example of justification by faith, believers are led to be more loving towards God, their neighbors and to do good works. For instance, treat others the way you would like to be treated. The understandings of justification by faith, good acts towards others, are justified by people using their faith as justification for their actions. (Edwards, 2011) Religion also has a code of conduct, a set of moral teachings and values to uphold when conducting the business of living. From these morals and values, one should treat others how one would like to be treated, whom one may marry, what jobs may be held, how to dress, and what foods may be eaten. (Fontaine, 2011) Now let us look at church and state. The understanding of church and state is that each should not be involved in the others development. In other words, government should operate non-religiously and churches should operate outside the boundaries of the government system. This was disagreed by many, because many believed that religion improves the moral character of citizens and should be actively promoted by government. Many others believed that government should support and fund some religious activities so long as any religion is not favored over another. From these oppositions, arose intense debates in the United States of America for issues involving prayer in public schools, government funding for religious schools, government support for religious charities, and the display of religious symbols on government property. (Ivers, 2011) The First Amendment of the U.S. Constitution guarantees that â€Å"Congress shall make no law respecting an establishment of religion, or prohibit the free exercise thereof†¦.† Freedom of religion is still an issue today, for it is interpreted by many court rulings â€Å"that the government may not promote or give any special treatment to any religion.†(Morgan, 2011) Plans, which called for government financial aid for religious schools have been denied and courts have ruled it unconstitutional to many programs to teach the  Bible and or recite prayers in public schools. Yet, church and state are not totally separate, because (1), many of the nation’s people are Christians, (2), the nation’s motto is â€Å"In God We Trust,† (3), sessions of Congress open up in prayer, (4), witnesses in court swear oaths on the Bible, and (5), Christians governed the United States since its existence. (Morgan, 2011) Moving along, morality in both religion and government is a major concern and work together when and if their moral goals desired are with the same intentions. It, of course, is the exact opposite when both entity’s desires and views of morality are different, like the belief in abortion. Where religiously it is viewed as morally wrong and governmentally allowed in some states. Moral education is focused on what is right and what is wrong to develop the standard values by which people judge what is important, worthwhile, and good. Moral education is received from many angles of sources one may encounter, beginning with their family, church, friends, teachers, and television. Moral education lessons were given in schools either intentionally or unintentionally in the United States in the 1970’s by developing special teaching methods in assistance with dealing with moral questions. These methods if given in a combination approach were called comprehensive moral education. Inculcation was the effort to teach values which educators believed to lead moral behavior to children. Values in moral behavior such as honesty, compassion, justice, and respect for others were taught by appropriate praise and punishment and reflected in whichever desired value in the teacher’s behavior. Values clarification was designed to assist in developing one’s own values and morals by stress setting goals, choosing thoughtfully from alternatives, and acting on their own convictions. Moral development assisted in the development in the abilities to judge moral questions. That which is based on the theory that moral reasoning progresses from lower to higher stages in people: (1) self-interest, (2) seeking approval of others, (3) to following rules, (4) respecting the rights of others, and so on to where opposing laws of society if it conflicts with moral principles that are even higher. An example of moral  development would be putting one in a moral dilemma with a question like, â€Å"Would you steal to feed your starving family?† or allow the principles of fairness and justice up to the students to govern. Lastly, value analysis teaches the application of logical and scientifically investigative techniques to matters involving values, where the importance of exploring, gathering, and evaluating facts and logically made decisions are highly stressed. (Kirschenbaum, 2011) Opposition to the teaching of moral education in schools believes it is a matter for the family and church to handle. In addition to their argument, it takes necessary time away from what should be taught in class, like reading, writing, and mathematics. In surveys though, parents have indicated that some forms of moral education in schools are needed. Their argument is that families need help in teaching moral behaviors consistent with values such as hard work, honesty, fairness, cooperation, tolerance, and respect. (Kirschenbaum, 2011) All these values are built from character education including responsibility and caring. The goal, which was set forth here, was to develop a more responsible and caring society by implementing and emphasizing on such programs dealing with ethics and responsibility. The core basis in character education has to be established for it to be integrated into schools and in the community. Character education is introduced in early grades, which emphasizes on behavior skills and in later grades, which involves topics such as reducing prejudice and resolving conflicts. These character education programs have been widespread throughout the United States to nonprofit organizations, universities, and school districts; thus giving all these organizations strategies on how to effectively incorporate character education into their curriculums. Building character comes with ethical choices. â€Å"Ethics is a branch of philosophy that attempts to help us understand which ways of life are worth following and which actions are right or wrong. Ethics addresses questions of right and wrong using reason rather than faith or tradition.† (Hunt, 2011) Upholding high ethical standards can be complicated, because some decisions are difficult to make. For example, Joe has been in-trusted with  a secret from a friend, John, that he stole some money from another friend. Thinking about doing the right thing, Joe realizes their friendship can be jeopardized, because Joe and John are closer than the other friend is. Keeping the secret though, can damage Joe’s integrity and his moral values. Conflicting thoughts can be very difficult to comprehend which direction to take. Ethical theories have been made to direct a person in making the right choice and they also guide us when and where conflicting ideas apply and do not apply. Ancient ethical theorists such as Plato and Aristotle are two influential thinkers who have brought order into thinking about ethical problems. They have defined a sort of life that is worth living and the sort of people who can live such lives. (Hunt, 2011) Plato believes that wisdom, courage, temperance or self-control, and justice are virtues that one should have. Plato has also acknowledged that wisdom is the most important of these virtues, for it is the knowledge of what is truly good. Having this wisdom will direct one to do what is right and this will bring harmony to them, thus building the virtue of justice. Plato wrote a book, which described the life and death of a man who understood goodness, his teacher Socrates. Both believed that people did not know how to be moral, because they did not have the knowledge of moral ideas to act morally. Plato’s ethical theory is based on the belief that one desires happiness and that moral virtue can bring that happiness within the soul of a person; resulting in a healthy state of the soul. (Soll, 2011) Aristotle, Plato’s student, had similar beliefs, but added more traits needed to live a moral life. â€Å"These traits are friendliness, generosity, gentleness, truthfulness, and wit.† (Soll, 2011) He believed in one trait that brings out all of the virtues discussed, which he called phronesis, meaning prudence or good judgment; the ability to know what one should do by figuring out what choices would direct one to lead a good life. The study of practical knowledge, knowledge that enables people to act properly and live happily, Aristotle argued that people do this to find their function in life. Function like how one’s eye functions, which is to see; believing that a happy life is governed by reason. Believing also that moral virtue is finding the medium between the extremes, example, â€Å"the virtue of  generosity is the mean between stinginess and wastefulness.† (Soll, 2011) From these two ancient theorists, the belief of ethics differs from modern ethical theories. The difference is ancient ethics related a theory of normal life and offered no solutions to the dilemmas facing very critical decisions. Like the example of Joe’s dilemma. There were no rules or guides set in assisting us in making those difficult choices, whereas modern ethics is a theory of life in crisis. Modern ethics is directed towards helping one sort out the conflicting reasons for different choices of action to take. It also assists one’s decision-making in which, one will choose which reasons that hold more value and which ones hold lesser value. Modern ethics involve considerations of benefits and of obligations. Joe might feel obligated to keep John’s, a close friend, secret and what benefits will arise from him not keeping his considered obligation, like closer ties with the other friend, who is not a thief. Modern theorists have reached the conclusion that giving equal importance to both obligations and benefits is difficult. They have also divided its ethical theory into two chains of thought: (1) deontology, holding what really matters (ethically) and to what obligations one has, (2) teleology, claims to what really matters in which, one’s actions or policies would best benefit the people. (Hunt, 2011) In conclusion, to live as righteous as one can be, does not need GOD or a supreme supernatural being to do so; even though many of the teachings of how to live morally consists of values of spiritually related beliefs, building character comes with ethical choices. These choices develop or build one’s personal strength in believing in one to do right as to wrong by educating on and building knowledge of moral values to which ethic standards one wants to live by. Again, moral education, ethics, and belief in one’s self to do what is right are all one needs to live morally without GOD. â€Å"To be, or not to be, that is the question: Whether ’tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles, And by opposing end them†¦Ã¢â‚¬  (Shakespeare, 1600) References Edwards, M. U. (2011). Luther, Martin. Web: World Book. Retrieved August 23, 2011, from World Book Encyclopedia Ashford University. Fontaine, C. R. (2011). Religion. Web: World Book. Retrieved August 23, 2011, from World Book Encyclopedia Ashford University. Hunt, L. H. (2011). Ethics. Web: World Book. Retrieved August 25, 2011, from World Book Encyclopedia Ashford University. Ivers, G. (2011). Church and State. Web: World Book. Retrieved August 23, 2011, from World Book Encyclopedia Ashford University. Kirschenbaum, H. (2011). Moral education. Web: World Book. Retrieved August 23, 2011, from World Book Encyclopedia Ashford University. Merriam-Webster. (2011). Moral. Retrieved August 23, 2011, from http://www.merriam-webster.com/. Morgan, R. E. (2011). Freedom of religion. Web: World Book. Retrieved August 23, 2011, from World Book Encyclopedia Ashford University.

Letter To The Manager Essay

Greetings! I am so pleased and overwhelmed that I was given this particular opportunity to present you with a proposal that I think is highly beneficial not only to the progress of the students that are to enter the institution but would also impact the reputation and competency of the school in catering to the needs of its students. Every child or student in this case, who is under a development period needs a careful attention with regards their physical growth as well. Besides that, it could also be noted that athletics department intend to offer programs that are likely to have an impact on the development of the children or the students towards a more active physical and mental performance. I am really hoping that somehow, you would spare sometime in considering examining the presentation that I have prepared herein, thus be able to consider the development of and the application of the suggestions presented in the actual institutional operations. Again, thank you so much for sparing some of your time. LIST OF TABLES: Proposed Pattern of funding the department   and Paying for the Service of the personnel †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.2 Personnel Roles and Responsibilities  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Proposal Page 1 ADDING AN ATHLETIC DEPARTMENT IN A NEW EDUCATIONAL INSTITUTION Introduction It is undeniable that sports facilities are always treated as primary sections in any educational institutions today. This is primary because of the need of assisting students in developing their physical stamina as a part of their growth towards maturity. Studies even prove that it is not only the physical strength that is being developed through this procedure. Moreover, it could be noted that psychologists have found out that the ability of a child to think is actually empowered when their physical bodies are exercised well as part of stress relief from the mind towards the body that eases their minds to think better. Too much lecture and no exercise can actually make the brain less productive. This is the reason why educational institutions are investing well for the development of athletic departments that are expected to help their students become better academic performers. Also , with having an athletic department as part of their school, it has been made aware that this has increased competency in handling the educational needs of their students. This is the reason why I think that the establishment of an athletic department would best support the needs and the goals of this school in both the mental and the physical abilities of the students that the school is preparing themselves to cater to. Further discussion of the matter and how it particularly applies to the system of education that the institution prefers to offer shall be presented within the paragraphs that follow. Significance of the Proposal As noted earlier, physical development is a vital part of one’s growth. In establishing an athletic department within a school, it is aimed that the students receive the best service that they ought to have from all the programs offered from the educational organization. With the improvement on the process by which the students are able to relax, and learn their lessons well, the school can then gather a good reputation from their parents and staff, which would likely be passed on through word of mouth. The institution would likely have a higher number of parents trusting them for the education of their children. It is very important that the physical health of the students is given high level of attention as well as their academic achievements are given well training through the process. Through the major application of the program that the department of athletics would imply within the annual academic schedule of the institution, it is expected that the treatment of the matter would be balanced by giving more of a benefit to the development of the students of whom the organization caters to.   Proposal Page 2 How the Department is to be Established Like any other departments in educational intuitions, an athletic department needs to have a lead officer that would be in charge of setting annual schedules for the group as well as for the entire academic department. Aside from the head officers, it is important to have assistants, who are likely to assist in the process of pursuing athletic lessons, as well as athletic events that are usually handled annually as recreational break for the students of the school every now and then. But who are actually qualified to take responsibility for the said positions? Proposed Pattern of funding the department and Paying for the Service of the personnel ACTIVITIES PERSONNEL ASSIGNED TIME-LENGTH APPLICATION PAYMENT SYSTEM PAYMENT RATE Lecture and school activities Teacher or instructor for the subject (Preferably bachelors-masters degree of educational attainment) Whole year (scheduled lessons etc) Every 15th of the Month As per decided by the school administration and board of trustees Forming of Athletic Clubs for Aspiring Students Teacher/Officials (same educational attainment as above) Whole School Year [depending on the required training schedules for the selected athletes] Every 15th of the Month As per decided by the school administration and board of trustees Offering Scholarship Program for aspiring student-athletes Administrational Officials (Masters Degree of Education) Whole Year then Renewal of Terms Every 15th of the Month As per decided by the school administration and board of trustees Note: employees are to be compensated every 15th of the month for this department as the said individuals are not required to attend school everyday. There are certain schedules when they are needed thus making their job easier than that of the other employees of the institution. The rate are then decided upon by the administration depending on the hours that they spend within the premises of the school and participate on the operations of the institution. Proposal Page 3 Who are to Work within the Department Undoubtedly, an athletic department is expected to be divided into different measures of separation that would likely focus on the different aims of the department. These different sections are actually expected to handle the separation of the lecture and lesson sections of the department with that of the special events section that are used to access the athletic aims of the department. Particularly, it is understandable that the matter requires professionals who are masters of physical education instruction for the highest positions and other positions such as assistants of the program could actually be taken by other fresh graduates from college who are screened and considered competent enough to handle the responsibilities that are intended for the said job positions. Personnel Roles and Responsibilities POSITION Job Description Impact of the position within the Department and the Institution’s Success Teacher/instructor These personnel are expected to handle lecture and student regular activities offered through the institution’s curriculum. This increases the competency of the organization in handling physical health instructional responsibilities of the administration towards the community it serves. Coach Handles athletic events and motivation to the chosen athletes of the institution for competition purposes This increases the chances of the institution in making a name in the field of scholastic athletics in the community. Scholarship Assessor Examines whether who among the students are worthy to receive scholarship grants from the administration. Makes the institution more of a pillar of education that gives chances to worthy students through honing the talents and skills that they posses with regards sporting events and competitions. Administrational Head Handles the major scheduling issues of the department and gives careful arrangement for the completion of the department’s responsibilities Makes the department much organized and the institution better informed of the activities of the department. Assistantship Positions Supports the other officials of the department Makes the task much easier to complete    Proposal Page 4 Conclusion From the proposal presented, it is highly suggested that the department be carefully planned as to who shall be appointed for its important positions as it would particularly detect the competency of the entire group. Thus through this process, the surety of the department’s success is likely to be expected. Undeniably though, the cooperation of the entire institution’s body of administration is highly needed for the success of the said department. Consequently, with support from everyone in the organization, an Athletic Department could not only bring fine assistance and physical training for the students but also bring the institution a fine reputation of high excellence within the society that they are serving as a primary school. Works Cited: Richard J Dippel. (2002). An investigation of athletic department handbooks – Richfield Senior High School Athletic Department. B0006R7USW. Jennifer Foley. (2000). Design and implementation of an athletic department handbook for the Red Lake Falls school district. B0006S5LMS. Wayne Mazzoni. (1998). The Athletic Recruiting & Scholarship Guide. Mazz Marketing Inc; 1 edition.

Acid Rain5 essays

Acid Rain5 essays For years ever since most of the world has been industrialized, the effects of pollution have plagued nations alike. Acid rain is one of the largest contributors to this industrialized form of pollution. Throughout this report an explanation of the devastating effects to the environment caused by acid rain will be given along with what is being done to stop it. Acid rain is made when pollutants arise from the use of coal in the production of electricity, from base- metal smelting and from fuel combustion in vehicles. Once the sulfur and nitrogen oxides from these man made causes are released into the air they are caught by wind currents and are blown hundreds of miles away. The gas pollutants drift along with clouds until the rain eventually converts the sulfuric dioxide into sulfuric acid, and the nitrogen oxide into nitric acid. The newly transformed acid rain, acid snow or fog, falls to the earth where the effects on aquatic habitats, humans, animals, trees, crops, and other forms of plant life are devastating. When acid rain comes in contact with aquatic ecosystems the chemistry of the effects can be extremely complex. If one species or group of species changes or dies out in response to the acid rain, then the whole entire body of water, especially in lakes, is affected through the predator- prey relationship of the food web. In some places where the acid deposition falls, natural substances absorb and neutralize the acid but in most places they build up and the water becomes as sour as lemon juice. In these instances the chance of a food web being disrupted are more likely to happen. When the acidity of the water is around the ph level of 6.0 fish cannot lay eggs. When they cant reproduce and the acidity level grows then the fish out, and when in lakes are extremely difficult to be replaced. Around this acidity level plants also die out and are poisoned. Insects no longer have a food source and soon th...

Top 10 Hacks That Will Super Charge Your Resume

Top 10 Hacks That Will Super Charge Your Resume GoGirl Finance’s Elana Konstant has some vital tips for your resume in the era of online applications. True, the first set of eyes on your resume will probably be a digital reader looking for industry buzzwords, but that doesn’t mean there aren’t crucial steps of preparing your resume. Pay close attention, and get ready to improve your hiring odds.   Here are some of the best resume tips in 2016 that’ll help land your next job interview. 1. Know your targetGet really friendly with â€Å"save as† while updating your resume. With every job you apply for, parse the job posting closely to find out what responsibilities and experiences they’re seeking in an ideal candidate. Highlight the most relevant features wherever you can, and craft a specifically tailored version of your resume to submit. Make sure you set up a naming system for your files so you don’t get them confused (I suggested [Your Last Name] _ [Company Name] _ [Date].doc).2. Prioritize your achievementsWhen summarizing each job description, put the most relevant achievements first and list the rest in descending order of relevance. Consider having a brief summary section at the top of your resume to grab the reader right away. Once you’ve acquired a significant employment history, you can also move your education to the end of your resume instead of leading with it.3. Deliver your value in your cover letterYour cover letter should always seek to answer the questions â€Å"Why this company?† â€Å"Why you?† and â€Å"Why right now?†, overtly or subtly. In Konstant’s words, â€Å"be forceful in selling your experience, skills, and drive. Always put yourself in the perspective of the employer and be sure your resume responds to the listed job requirements.†4. Use industry key termsUsing precise industry terms shows that you’re knowledgable about the position, the company, and the field as a whole. Harvest k eywords from the job description, industry research and sites like LinkedIn or Glassdoor, ask prospective colleagues for informational interviews over coffee, and use the words as early in your materials as possible.5. Be specific about what you achieved in your previous jobsWhen describing your previous employment history, be as particular as you can about defining the scale and scope of your responsibilities. Did you secure impressive grant amounts? Publish an imposing number of papers? Can you point to individual successes that can be quantified and measured?6. Gain more experienceYou may be seeking jobs you aren’t yet experienced enough to earn–figure out what outside certifications or internship experiences you can pursue to boost your bona fides. Consulting can offer hands-on experience without even requiring you to leave your current job, if you have one. Don’t wait to be hired to become proficient in your field.7. Name dropA writer friend of mine precede s every pitch to a magazine or online journal by asking her Facebook network, â€Å"Who do I know at X?† Most of the time it yields her an editorial contact or a tip for how to frame her proposal, which makes bypassing gatekeepers that much easier. Whenever possible, find out the name of the hiring person (something as simple as calling the switchboard can get it done!) and direct your cover letter to them specifically. If you were referred by a colleague, mention them in your first sentence.8. Maximize real estateFind the sweet spot between an overloaded, cluttered page and a bare listing of your accomplishments. For each piece of experience, have a topic sentence with action verbs, and a list of specific responsibilities and accomplishments. Aim for a one page document unless they’ve asked for a CV.9. Be consistentThis is a chance to show off your attention to detail–make sure you’re formatting places, dates, and company names the same way, every time. Even an errant space can make your layout look sloppy. Use a fresh, but non-novelty, font, bold your job titles, and fixate on commas and periods until you’ve achieved a uniform, polished look.10. ProofreadGet an extra set of eyes on your materials. Inaccuracies are bad, but typos and careless errors can be even worse. Miscommunications can be explained but, not having taken the time to eradicate errors can be a fatal mistake.

National Guard Recruiting and Retention Support Essay

National Guard Recruiting and Retention Support - Essay Example In the event of federal control of the federal authority, the National Guard is used to supplement the regular Army. This supplementation involves the bolstering of the regular army forces with additional combat units. This paper discusses the National Guard Recruiting and retention support. Origin The National Guard in the United States is the oldest unit of the Armed forces. In addition, the National Guard is one of the longest enduring institutions nationally. This year, the National Guard celebrated its 376th birthday on December 13. The origin of the National army dates back to the earliest North American English Colonies. Since the colonies were responsible for their own defense, they relied on the traditions of English Military and organized militias consisting of able-bodied male citizens. Through this militia, the colonists managed to defend citizens from foreign invaders and Indian attacks. In addition, the militia assisted in winning the war on revolution. After independen ce, the United States’ constitution authors gave power to the congress to allow for organizing, arming and disciplining the militia. However, the recruitment and training of the militia was the role of state. Until now, the national militia is a state-federal force (Nationalguard.mil, para2). The size of the regular army has remained small throughout the 19th century. ... After the Second World War, the National Guard Aviation units became Air National Guard Units. The Air National Guard unit is the latest Reserve component. During Berlin Crisis, the Air National Guard sends soldiers to fight Korea and reinforce NATO. Since then, the federal role of National Guard has changed. This role is currently characterized by call up to crisis response in Kosovo, Bosnia and Haiti. In the 2001 September 11 attacks, both state and federal authorities called upon guard members to offer national security and combat terrorism activities outside the nation. In the year 2005, 50000 guard members were deployed in Gulf States during the Hurricane Katrina event. For the states, the National Guard provides units that are trained and well armed to offer protection of property and life. In addition, National Guard continually provides defense to the United States and other interests throughout the globe. The National Guard is divided into subordinate units stationed in each of the 50 states, the District of Colombia and 3 territories. In each unit, the head of operations is the respective governor (Doubler 13). Functions of the National Guard The role of the National Guard includes responding to domestic disasters and emergencies. In order to get involved into active duty during such disasters, the state governors or territories commanding generals call the National Guard. Most common emergencies and disasters include those caused by earthquakes, hurricanes and floods. Members of the National Guard can become temporary or permanent members of the armed forces. Such appointments occur at the consent of the state governors while the National Guard members can remain active or inactive at the service of the nation. Army National

Performance report Essay Example | Topics and Well Written Essays - 1000 words

Performance report - Essay Example This was a great place to be because it was luxurious as a result of perfect world class music playing. Masekela’s performance had a resounding message of heightened global awareness and social justice. This piece of the message was directed to the general community as it touched more on social movements that empower people. His music laid the message to different states to consider social justice before indulging into atrocities that endanger their citizens and the neighboring countries. The musicians presence indicated there will to entertain while at the same time passing information that is embedded in their lyrics. The audiences too were present to get entertained and get involved as the music progressed on. The musicians were professionals who were paid at the end of the concert for their services. The audience came to this event because it was an organized function that was to attract clients who love music. The event was scheduled to occur on Tuesday, March 25, 2014 at 7:30pm at SFJAZZ center. Guests were to pay $ 30 in advance or $ 35 at the door (â€Å"SFJAZZ† 1). Masekela’s music can be associated with the events that occurred in South Africa due to apartheid. At the age of 14 years, he had learnt to play a trumpet that he was given by Archbishop Huddleston. He, together with some youths who got interested in playing the instruments formed a band known as the Huddleston Jazz Band. His music had the experiences that they exhibited due to slavery and apartheid. Most people were touched by them because they underwent similar problems. Masekelas music traverses different races and gender. He has audiences ranging from children aged 10 years to old men of different ages. All kinds of people come to see him perform (Masekela 1). Masekela’s music band consists of him as a vocalist and a flugelhorn. Cameron, John plays the guitar while Randal Skippers plays the keyboard.

Legal Environment of Business Research Paper Example | Topics and Well Written Essays - 1000 words

Legal Environment of Business - Research Paper Example European Union employment law protects all employees in the European Economic Area. However, each country has its own employment regulations. The employment laws cover issues to do with working conditions, wages and immigrant workers. In both Europe and the U.S, it is the obligation of workers to perform their duties with respects and veneration to their employees (Wanda, 2010). This relationship is founded on shared understanding and trust. The employees should work towards meeting international standards. Loyalty amongst employees and the employer is also critical, and it is, therefore, illegal when employees perform actions jeopardizing their employer's interests. The relationships between employers and employees in Europe and the U.S are an equivalence of a master-servant relationship. The employer, therefore, possesses absolute power over the employee. Despite this, labor laws have been enacted in both Europe and the United States setting minimum wage limits. This protects the employer from exploitation. Among the basic rights the employee enjoys include, a right to be provided with a healthy and safe environment. Amongst the countries that have been in the forefront of shaping labor laws and guidelines in the world are European countries and the United States. Despite Europe and United States cooperation in the development of what can be termed as labor standards that are acceptable globally, there exists various significant differences on how the two authorities conduct employment related issues.

The Solow Swan model of economic growth

The Solow Swan model of economic growth 1.0 Purpose Examine aspects of the Solow-Swan model of economic growth and identify whether capital accumulation has been the cause for growth in the cases of South Korea and Australia. 2.0 The Solow-Swan Model in brief The model shows how growth in capital stock (KM) and labour (L) affect economic growth (Y). It assumes that there is diminishing marginal returns for labour and capital considered separately as inputs and constant returns to scale when taken together. Mathematically, this is expressed as: Y = AK ÃŽ ± L 1-ÃŽ ± (from Cobb-Douglas Production function, where Y= National Income, K=Capital, L= Labour, A= Total Factor Productivity and 0

The Deadly Nature of Chronic Wasting Disease Essay -- Exploratory Essa

The Deadly Nature of Chronic Wasting Disease The newly born fawn, still wet with milk on its lips, suddenly tumbles over from the huge impact of the .300 weatherby rifle. Next, goes a small two point, followed by a fat doe packing twins. As the rest of the herd trots off, the big four point buck gets his last taste of life. This, all a result of the rifleman atop the hill who has begun the culling of deer to control Chronic Wasting Disease. The recent outbreaks of Chronic Wasting Disease on Colorado's commercial elk herds, is considered to be the worst ever. Biologists are trying to find out what this means to the wild herds of deer and elk on the Western Slope. Unfortunately, so far, the only method of treatment that has been discovered is complete eradication of the entire herd. Now, scientists are wondering if Chronic Wasting Disease (CWD) is a disease that has been around forever, or do we need to spend millions of dollars on the research (Herring, 2002). Research and Background The origin of CWD is unknown at this day and age, but it was first discovered by researchers in a Colorado research facility in the late 1960's. Researcher's say that wildlife diseases seem to have a way of going undetected or unnoticed. The early cases of CWD were found in northeastern Colorado and southeastern Wyoming. Commercial elk herds in Colorado, Kansas, Montana, Nebraska, Oklahoma, South Dakota, Saskatchewan, and Alberta have been diagnosed with CWD. Although, South Dakota, Wisconsin, Wyoming, Colorado, Nebraska, New Mexico, and Saskatewan have found cases of CWD in their state's wild deer herds. CWD is a brain and nervous system disease that is very fatal, and occurs in deer and elk. It is very similar to Mad Cow Disease becaus... ...rch 16, 2004, from Chronic Wasting Disease: Moving on: http://www.cwd-info.org/pdf/WYcwdarticle.pdf Madson, C. "CWD's impact on deer herds". Retrieved March 16, 2004, from Chronic Wasting Disease: Moving on: http://www.cwd-info.org/pdf/WYcwdarticle.pdf Meredith, T. "Managing CWD". Retrieved March 16, 2004, from Chronic Wasting Disease: Moving on: http://www.cwd-info.org/pdf/WYcwdarticle.pdf Meredith, T. "New research". Retrieved March 16, 2004, from Chronic Wasting Disease: Moving on: http://www.cwd-info.org/pdf/WYcwdarticle.pdf Reed, T. "Risk to humans". Retrieved March 16, 2004, from Chronic Wasting Disease: Moving on: http://www.cwd-info.org/pdf/WYcwdarticle.pdf Zitek, M. & Reed, T. "Surveillance and regulations". Retrieved March 16, 2004, from Chronic Wasting Disease: Moving on: http://www.cwdinfo.org/info.org/pdf/ WYcwdarticle.pdf

Does the No Child Left Behind Act Meets its Objectives? Essay

Introduction to the Study Signed into law by President George W. Bush last January 8, 2002, the ‘No Child Left Behind Act’ or ‘NCLB act’ has been the latest and is considered as the most momentous and major initiative in the Federal education policy. It is a revision of the former ‘Elementary and Secondary Education Act’ more notably known as the ‘ESEA’ passed on 1965. The law’s enactment is based upon the general purpose of ensuring that every child studying in America’s public schools will be able to reach the standards of learning set upon and common to wherever state the child resides. The primary goals of this act aside from reaching high quality of education is to excel primarily in reading proficiency and mathematical skills by the end of 2013-2014. Specifically, it intends to increase reading comprehension and proficiency of all third grade students by the same year.   It also wishes to improve the proficiency of all limited English speakers. The act also requires that by the year 2005 to 2006, all teachers in the United States Public schools shall be highly qualified. This means that all teachers shall pass the minimum qualifications set by the act which includes, ’a bachelor’s degree, a full state certification and demonstration of subject-matter competency for each subject taught and a report of the teacher’s progress in the annual report cards’ (Paige, 3). This paper intends to dwell into the objectives set by the act and to look deeply on its effectiveness, perceived flaws and possible reforms. In its six year of existence, the law has generated both praise and criticism from the general public. The efficiency of the act has since been debated. Its effectiveness is questioned mainly due to the lack of budget and resources, poor implementation and manipulation of results. The NCLB looks forward in helping the different States in strengthening the reading programs from grades 3 to 8, creating charter schools, establishing before and/or after school programs, developing professional and high quality education through teacher’s preparedness and parental participation. For the states to receive federal funding they are required by the NCLB Act to create ways of assessing the basic skills of students in certain grades. With this regard, the standards of education is not set by the national government or authority, instead, it is based upon individual criteria of each states. Statement of the Problem As of the moment there are several controversies surrounding the effectiveness of the NCLB act even after studies and results of research shows an increase in reading proficiency and mathematical skills of the students in American public schools. The main objective of this research project is to try to understand if the NCLB act is meeting its goals. Background of the problem It is believed that in the six years since the enactment of the NCLB act it has so far produces problems on the issues on education rather than resolves them. The act is a ‘federal effort to support the primary and secondary education in the United States (Paige, 1).’ Fundamentally, it is outlined to accommodate the ‘four-common-sense pillars: accountability for results, an emphasis on doing what works based on scientific research, expanded parental options and expanded local control and accountability (Paige, 1).’ The act is funded upon the participation of the States on the program, this ought to reflect that the standards are set and enforced effectively. It is believed that by so doing, the States would enforce and tighten their standards to achieve the desired goals of the act. Those who cannot comply with the standards would need to undergo a ‘scientifically based research’ that will aim on ‘developing a plan to turn around school (Paige, 2)’. The school that will be consider as ‘in need of improvement’ will have to ‘spend at least ten percent of their Title 1 funds to assist teachers (Paige, 2).’ Since the act provides a system of rewards and punishments for participating schools and states, issues’ regarding test scores manipulation has challenge the validity of practicing and participating in the act in general. To be able to determine the proficiency and skills of the students the States needs to give them a standardized exam. Given that the test is made by each State, there is a possibility that they will lower the standard of their test to be able to meet the standards set by the act. Another important issue that is being voiced by a majority of critics involves the focus in achieving basic and technical skills mainly in Mathematics and English language. This might affect the ability of the child to explore other areas of education. Also, since the test is standardized in States, there is a problem regarding the skills and abilities of local natives. People have different talents. People vary in their ability to adapt and to learn. Forcing a specific education to the majority of the people will logically result to a cut back in other areas of education, skills and abilities. Although, Mathematics and English are very important skills, there are things that are being sacrificed because of the narrowing down of the curriculum. Theoretical Basis for the Study The theoretical basis for this study will be grounded in the law and the learning theory. So far, the federal law has found that the NCLB act, as most statesman claims is not fully funded. As mentioned by the American Federation of Teachers or AFT, ‘the promise to fund NCLB remains unfulfilled. This shortfall has undercut the efforts of states, districts and schools at a time when they are working to meet new, rigorous requirements for students and teachers (www.aft.org).’ Learning theorist such as that of Skinner seems to be the framework that shall be used to follow the NCLB program. Skinner believes that pleasant experiences cause positive behavior while punishments are effective negative reinforces. Nonetheless, this type of learning theory has long been debunk and is not an effective means to teach students. As Roxanne Everhard mentions in a formal paper: Like many K-12 classroom teachers who try to use the constructivism approach to teaching, I do my best to provide an atmosphere where students are able to explore and integrate knowledge into their own prior experiences. Constructivism is a learning theory that is more inclined on a facilitator-based learning. This learning theory tries to show that there are times when test results do not necessarily reflect the capability and achievements of students. In this view, one can asses, that the NCLB may indeed create a narrowing of curriculum, it might even hinder some students from achieving their full potentials. Research Questions What are the objectives of the No Child Left Behind Act? What are the effects and implications of the said act on the overall quality of education in the United States? What are the necessary changes and/or revisions that need to be done? What are the general effects, negative and positive, of the NCLB to the students so far? Limitations Limitations are foreseen upon the national data and statistics that is needed to show that there are indeed a decreasing pattern in the quality education of the American population. However, this will not greatly affect the research since, there are enough internet access and literature on the data of drop outs or push out of students starting 2002 in public schools in order to attain or meet the NCLB standards. Some states might have available data regarding health problems or issues regarding the effects of NCLB on the student, however, some states do not. Research Design/Procedure Descriptive Research: Descriptive research attempts to describe systematically the facts and characteristics of a given population or area of interest, factually and accurately. Descriptive research is used in the literal sense of describing situations or events; its data base is solely descriptive. The researcher makes a systematic analysis and description of the facts and characteristics of a given population or event of interest. The purpose of this form of research is to provide a detailed and accurate picture of the phenomenon as a means of generating hypotheses and pinpointing areas of needed improvements. (Person, 2008) It does not necessarily seek or explain relationships, test hypotheses or make predictions. Population This includes the number of students enrolled in public schools from the year 2002 to 2008. It shall also include the number of drop outs, discharged or push out students. Definition of Terms The No Child Left behind Policy as defined by the U.S. Department of Education is a landmark in education reform designed to improve student achievement and close achievement gaps. Push outs are students who are push out of school and referred to another school in order to achieve the set standards by the NCLB Act. Scientifically based research, is a methodological research base on research which determines what programs are effective and what are not. This is contrary to qualitative research which uses anecdotes, surveys and case studies. Narrow Curriculum means that there are subject areas that are being left behind in favor of a more rigid program that includes only a few subjects. Organization of the Study Chapter two will present a review of related literature which includes the claims and articles in favor and not in favor of the NCLB Act. The next chapter will then specify the methods of research and the appropriate designs and procedures in researching for this study. The fourth chapter is basically presentation of findings from analysis of the given data regarding the methods and deficiency in meeting the objectives of the NCLB Act. The last chapter will give the conclusion and some remarks on the implication of the finding to the effectiveness of the ‘No Child Left Behind Act’. Works Cited American Federation of Teachers. NCLB—Let’s Get  It Right. http://www.aft.org/topics/nclb/index.htm Berliner, D.C. & Biddle, B.J. (2002). What Research Says About Unequal Funding for Schools in America. Education Policy Reports Project. Retrieved November 10, 2006, from ERIC database. Conway, Judith. (1997). Educational Technology’s Effect on Models of Instruction. Retrieved March 3, 2008, from http://copland.udel.edu/~jconway/EDST666.htm Everhard, R. Formal Paper: Do effective learning theories have to be left behind in our quest to satisfy the requirements of NCLB’s technology component? 2003. Flesher, J. Education Secretary Says ‘No Child Left Behind’ Critics are Whiners. From Associated Press, June 3, 2004. Furger, R. NCLB: Law and Evolution. Edutopia Magazine. 2007. Gallagher, J.   J. No Child Left Behind and Gifted Education. Roper Review 26.3 .2004. Retrieved on March 3, 2008, from Questia.com Holzberg, Carol S.No Child Left Behind: A Must Know Web Guide for Administrators. 2003. Technology and Learning, 2, pages 6-8.   Hyde, S. No Child Left Behind: A Review. Feb. 29, 2008. Retrieved on March 3, 2008, from http://curriculalessons.suite101.com/article.cfm/no_child_left_behind_a_review. McCracken, N. Surviving Shock and Awe: NCLB vs. Colleges of Education. From English Education, January 2004, pages 104-118. Mills, M. Educating Language-Minority Students. 2003. Mocilnikar, L. Gifted Children and NCLBNo Child Left Behind, Except the Gifted Ones. 2006. Retrieved on March 3, 2008, from http://parentingagiftedchild.suite101.com/article.cfm/gifted_children_and_nclb National Center for Education Statistics. Dropouts’ rates in the United States: 2000. Retrieved on March 3, 2008. Retrieved from the World Wide Web: http://nces.ed.gov/programs/digest/d07/tables/dt07_103.asp National Clearing House for Bilingual Education. No Child Left Behind Act of 2001, conference report to accompany H.R. 1, report no. 107-334. 2001. National Center for Fair and Open Testing. Reality Teasting-NCLB. Retrieved on March 3, 2008, from http://www.education.com/reference/article/Ref_Reality_Testing_NCLB/. New York State Education Department: Core Curriculum. Retrieved March 3, 2008. Retrieved from the World Wide Web: http://www.emsc.nysed.gov/ciai/cores.htm Nolet, V. and McLaughlin, M. J. Accessing The General Curriculum: Including Students with Disabilities. 2005 NEIRTEC. (n.d.). Technology Briefs for No Child Left Behind Planners. Retrieved November 26, 2003, from http://www.neirtec.org/products/techbriefs/index_html.asp NYSUT News Wire. Rothstein: NCLB is ‘dead’. 2007. Retrieved on March 3, 2008, from http://www.nysut.org/cps/rde/xchg/nysut/hs.xsl/endingthegap_8801.htm. Paige, T. No Child Left Behind: A Tool Kit for Teachers. Diane Publishing. 2004. Person. Lecture Notes. 2008. Peterson, P. No Child Left Behind? : The Politics and Practice of School Accountability. 2003. Robertson, J. Teachers Feeling ‘Extra Pressure’.† The Kansas City Star .2003. Stein, S. The Culture Of Education Policy. 2004. Spring, J. Political Agendas For Education: From The Religious Right To The Green Party. 3rd Ed. Routledge. United State Department of Education. Four Pillars of No Child Left Behind. Retrieved March 3, 2008 from, http://www.ed.gov/nclb/overview/intro/4pillars.html U.S. Commission on Civil Rights. Closing The Achievement Gap: The Impact Of Standards-Based Education Reform on Students. Performance.   Diane Publishing. 2004. U.S. Department of Education, Office of Elementary and Secondary Education, No Child   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Left Behind: A Desktop Reference, Washington, D.C., 2002.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Retrieved March 3, 2008, from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.ed.gov/admins/lead/account/nclbreference/index.html?exp=0 Wilson, M. NCLB: Taylor-Made for De-Skilling Teachers. Retrieved on March 3, 2008. Retrieved from http://www.ncte.org/about/issues/slate/117626.htm. Woods, B. Book Review: Perspectives on the Mistreatment of American Educators: Throwing Water on a Drowning Man  by Norman Dale Norris. Retrieved on March 3, 2008, from http://louisville.edu/journal/workplace/issue6p1/woods.html Wright, P., Wright, P. and Heath, S. Wrightslaw: No Child Left Behind. 2006.