Syllabus: Rational Number and Gwalior Glory High

Write laws of powers & exponents (along with one example) in an AY Size sheet. Puzzle solving based on Rational Nose. Science l- Explore your refrigerator or storage cupboard and list 8-10 food items that are preserved using preservatives. Find out about the mode of action of each preservative record the data in a given tabular format. Al- Product Name Method of packaging Expiry date Method of (sealed bag, bottle, can, carton etc. ) (best before) preservation You can take help from pig. 18 of your science book. Or To make a wind chem.. (Hint : Use 4-6 pieces of hollow metal tubes of different lengths – paint them in different colors.Hang them on a cardboard so that they swing and strike each other) Social Studies l- Collect pictures of some resources you use in your house and classroom and make a collage in your copy with the pictures. Al- Write the Preamble of the Indian Constitution in your copy. Ill- Visit a museum and find out the various sources of information of modern h istory. Paste the pictures and label them in your copy. Computer Prepare a file or a chart explaining the types of networks.Write laws of exponents along with one example on AY Size Sheet. Q. 2 Solve the puzzle based on rational numbers. Read the given clues Smallest set of numbers which is closed under subtraction. A number of the form p where p, q are integers and q 0 q 7 A number divisible by Related to an operation on rational number which gives same result even when the number change places. Opposite of the word negative Additive identity for rational numbers A prime number which is sum of an even number and a prime number.

High school Essay

* â€Å"Literacy is a human right, a tool of personal empowerment and a means for social and human development. Educational opportunities depend on literacy. â€Å"Literacy is at the heart of basic education for all, and essential for eradicating poverty, reducing child mortality, curbing population growth, achieving gender equality and ensuring sustainable development, peace and democracy. † (â€Å"Why Is Literacy Important? † UNESCO, 2010) * â€Å"The notion of basic literacy is used for the initial learning of reading and writing which adults who have never been to school need to go through. The term functional literacy is kept for the level of reading and writing which adults are thought to need in modern complex society. Use of the term underlines the idea that although people may have basic levels of literacy, they need a different level to operate in their day-to-day lives. † (David Barton, Literacy: An Introduction to the Ecology of Written Language, 2nd ed. WileyBlackwell, 2006) * â€Å"To acquire literacy is more than to psychologically and mechanically dominate reading and writing techniques. It is to dominate those techniques in terms of consciousness; to understand what one reads and to write what one understands: it is to communicate graphically. Acquiring literacy does not involve memorizing sentences, words or syllables–lifeless objects unconnected to an existential universe–but rather an attitude of creation and re-creation, a self-transformation producing a stance of intervention in one’s context. † (Paulo Freire, Education for Critical Consciousness. Sheed & Ward, 1974) * â€Å"There is hardly an oral culture or a predominantly oral culture left in  the world today that is not somehow aware of the vast complex of powers forever inaccessible without literacy. † (Walter J. Ong, Orality and Literacy: The Technologizing of the Word. Methuen, 1982) * â€Å"We expect the contradictory and the impossible. . . . We expect to be inspired by mediocre appeals for ‘excellence,’ to be made literate by illiterate appeals for literacy. † (Daniel J. Boorstin, The Image: A Guide to Pseudo-Events in America, 1961) * Women and Literacy â€Å"In the history of women, there is probably no matter, apart from contraception, more important than literacy. With the advent of the Industrial Revolution, access to power required knowledge of the world. This could not be gained without reading and writing, skills that were granted to men long before they were to women. Deprived of them, women were condemned to stay home with the livestock, or, if they were lucky, with the servants. (Alternatively, they may have been the servants. ) Compared with men, they led mediocre lives. In thinking about wisdom, it helps to read about wisdom–about Solomon or Socrates or whomever. Likewise, goodness and happiness and love. To decide whether you have them, or want to make the sacrifices necessary to get them, it is useful to read about them. Without such introspection, women seemed stupid; therefore, they were considered unfit for education; therefore, they weren’t given an education; therefore they seemed stupid. † (Joan Acocella, â€Å"Turning the Page. † Review of The Woman Reader by Belinda Jack [Yale University Press, 2012]. The New Yorker, October 15, 2012) * From the website of California Literacy, Inc. â€Å"The literacy rate in the US has many educators in search of answers about this problem that has plagued our country for decades. Instead of decreasing, the numbers of literacy has steadily increased over the years. This raises a lot of questions about our education system, how it is ran, and why there is such a problem with illiterate people in our country. † (quoted by The New Yorker, Nov. 22, 2010) Pronunciation: LIT-er-eh-see Language * Six Common Myths About Language * Key Dates in the History of the English Language * Introduction to Etymology: Word Histories Elsewhere on the Web * The National Institute for Literacy (US) * The Literacy Project * National Literacy Trust (UK) Resources for Writers * Reference Works for Writers and Editors * Grammar and Usage Advice Sites * Sites for Correcting Common Sentence Errors Related Articles * orality – definition and examples of orality * illiteracy – definition and examples of illiteracy * aliteracy – definition and examples of aliteracy * Adult Education – What Is Adult Education * Writing Degree – Do I Need a Writing Degree Richard Nordquist Grammar & Composition Guide * Sign up for My Newsletter * Headlines * Forum Advertisement. Related Searches achieving gender equality paulo freire education curbing population growth critical consciousness paulo freire personal empowerment Explore Grammar & Composition Must Reads * What Is Grammar? * Euphemisms for Death * Commonly Confused Words * 400 Essay Topics * Introductions to 30 Figures of Speech Most Popular * What Is a Metaphor? * Writing Topics: Argument * Top 20 Figures of Speech * 400 Writing Topics * metaphor See More About: * english language By Category * Writing Tips * Business Writing * Correcting Errors * English Grammar * Punctuation & Mechanics. * Composing Sentences * Words * Composing Paragraphs * Composing Essays * Rhetoric and Style * Exercises and Quizzes * Readings and Resources * Grammar & Rhetoric Glossary Grammar & Composition 1. About. com 2. Education 3. Grammar & Composition 4. Grammar & Rhetoric Glossary 5. Icon – Lower Case 6. literacy – definition and examples of literacy * Advertise on About. com * Our Story * News & Events * SiteMap * All Topics * Reprints * Help * Write for About * Careers at About * User Agreement * Ethics Policy * Patent Info. * Privacy Policy * Your Ad Choices  ©2013 About. com. All rights reserved. The Greatest Literacy Challenges Facing Contemporary High School Teachers: Implications for Secondary Teacher Preparation Mary B. Campbell Saint Xavier University Margaret M. Kmiecik Saint Xavier University Secondary teachers face significant challenges in their efforts to increase the literacy levels of adolescents. Encouraging teachers to speak out about these challenges and to recommend initiatives that may improve literacy practices for adolescents is vital for future reform efforts. This study examines the questions: â€Å"What are the greatest literacy challenges facing high school content area teachers? † and â€Å"What will help to diminish these challenges? † The data collection questionnaire was distributed to teachers in eight high schools throughout the greater Chicago area. A discussion of the findings suggests compelling directions for secondary teachers and teacher educators. 2 Reading Horizons, 2004, 4, (1) WHILE SEVERAL REFORMS in higher education teacher preparation have made a difference in more teachers being highly prepared and qualified (Smylie, Bay, & Tozer, 1999), preparing teachers to meet the literacy demands of secondary students still remains inadequate. Improving literacy learning in our nation’s high schools needs serious elevation as an educational priority at all levels. The 2002 NAEP (National Association for Educational Progress) Report indicates that 36 percent of students in grade 12 performed at a proficient level, indicating that only a little over one-third of our nation’s high school seniors can understand challenging material (Feller, 2003). This was a decline in performance from 1998 when the NAEP reported the percentage of seniors who performed at the proficient level as 40 percent (U. S. Department of Education, 1999). Additionally the 1998 report states that no more than 6 percent of the adolescents performed at the advanced level which demonstrates students’ ability to analyze and extend the meaning of the materials they read. The NAEP data further show more than one-third of the students did not demonstrate competence at a basic level of literacy. The International Reading Association has taken a substantial leadership role in elevating attention to middle school and secondary literacy issues by establishing the Commission on Adolescent Literacy in 1997 (Rycik & Irvin, 2001). The work of this Commission resulted in the published document, Adolescent Literacy: A Position Statement (Moore, Bean, Birdyshaw, & Rycik, 1999), which recommends principles for teachers to consider when supporting the literacy growth of secondary students. Still much more comprehensive work needs to be done as challenges still persist and â€Å"teachers, administrators, and staff developers have asked for more examples of practices that might renew and revitalize their efforts for middle and high school students† (Rycik & Irvin, 2001, p.4). Teaching has greatly increased in range and complexity over the last decade. Teachers now find themselves in highly pressured environments (Pincas, 2002). Faced with the reality of overcrowded classrooms, high stakes testing, and standards-based environments, using instructional practices that move students to higher levels of thinking through more â€Å"authentic† forms of learning are lost. Additional factors Secondary Teaclher Literacy Clhallenges 3  that compound the situation are high student mobility, absenteeism, minimal student engagement, misbehavior, missing homework, cultural and linguistic diversity, special needs, and increasing numbers of students from poverty and single parent households (Alvermann, Hinchman, Moore, Phelps, & Waff, 1998). Regardless of the number or degree of challenges, teachers still remain accountable for fostering literacy growth among all students. Efforts to improve literacy learning for secondary students must take seriously the realities and challenges persistent in today’s high schools. Reform theorists who suggest â€Å"improvement can be made through a series of workshops, enhanced technology, sanctions and the like,† (Smylie, Bay, & Tozer, 1999, p. 59) are naive at best. A new paradigm requires comprehensive and systemic change. It also requires a serious re-orientation towards broad organizational, political, and economic presuppositions on which definition and acquisition of change must be based. Moreover, it involves a commitment to putting teachers at the forefront of the reform process. Valencia and Wixson (2000) argue that it is time for the voices of teachers to be heard. Without empowered professional voices, we lose the potential for constructing serious reform. Emerging Directions If students are to achieve high literacy standards, evidence strongly suggests that what teachers know and can do is one of the more important factors influencing student achievement. (Darling-Hammond, 1999, p. 228). Research also makes it clear that â€Å"if teachers are to negotiate the demands of new standards and new students, they must have access to a deeper base of knowledge and expertise than most teacher preparation programs now provide† (Darling-Hammond, 1999, p.229). While several studies have looked at reform in teacher preparation programs, Schwartz (1996) concluded that reform changes in teacher preparation have resulted in â€Å"little more than adjusting on the margins† (p. 3). Particularly troubling, in secondary teacher preparation, is the limited attention given to the challenges existing in schools in which future teachers must help students to achieve literacy, and the problems 4 Reading Horizons, 2004, 4, (1) of schooling in a broader social context. Moreover, in many states, secondary teacher preparation programs include a requirement of a content area reading course, whereas in other states there is no equivalent requirement. This has remained literally unchanged for years, even as secondary students continue to struggle with reading and writing throughout the high school curriculum. The wide-spread standards movement has made some impact in requiring newly certified teachers to demonstrate competency on specific literacy knowledge and performance indicators. However, the depth of what is needed to teach content area literacy in secondary schools requires more than one course, and/or a few standards. Connecting Two Distinct Communities Education can no longer be seen as an exclusive function, and the traditional structures cannot remain isolated from social change. Faculties in colleges and universities and the practicing teachers in secondary schools have no choice but to adjust to new paradigms. While it is now more common to find partnerships and institutional collaborations between university faculty and secondary teachers, many of these need redefinition. In many partnerships, â€Å"practicing teachers have related there has not been a high level of reciprocity, as the universities are too dominant† (Campbell, 2002, p. 22). Each entity must put into the equation improvement strategies that are meaningful to their respective organizations; that is, they need to identify areas where they truly need help from one another. Then institutionally and programmatically, they need to find ways to work together to make those intended improvements a reality (Howey & Zimpher, 1999, p. 299). High school teachers and teacher educators alike are looking to move beyond  yet another â€Å"good idea† to realize reconceptualization and transformation for secondary literacy education. This means engaging high school teachers in the process of secondary teacher preparation, determining what factors pose the greatest challenges to literacy development and using this knowledge as a cornerstone for improving Secondary Teaclher Literacy Clhallenges literacy practices in schools. Failure to confront these challenges effectively will undoubtedly compromise the ability of teachers to serve as effective agents of change. Purpose The purpose of this study was to identify the problems secondary teachers face that impede literacy learning in the classrooms and to yield information that may inform the preparation of future secondary teachers. Two broad questions emerged to guide this study: o What are the greatest literacy challenges facing high school content area teachers? e What will help to diminish these challenges for current and/or future high school teachers? The Study ParticipatingS chools and Teachers The schools that participated in this study included eight high schools, seven public and one private. The researchers purposely selected the schools to ensure ethnic diversity as well as urban and suburban representation. Six of the high schools represented grades 10-12 and two included grades 9-12. The school principals granted permission to graduate students enrolled in a Masters Degree Program in Reading to place the High School Literacy Survey in the school mailboxes of the teachers. A total of 450 questionnaires, including a cover letter and a stamped return envelope, were distributed to 9-12 teachers. Two hunared and two questionnaires were returned, realizing a return rate of 45 percent. There were no follow-up attempts to obtain a higher return rate. Most respondents (71 percent) had advanced degrees beyond the B. A. or B. S. : among these were 68 percent with a M. A. and 3 percent with a Ph. D. Teachers from 18 different subject area fields responded to the survey. English (18 percent), mathematics (16 percent), and science (15 percent) teachers comprised the majority of participants. The remaining teachers represented the following subjects; art (3 percent), 5. 6 ReadingHorizons, 2004, 45, (1) business (4 percent), technology (4 percent), driver’s education (1 percent), foreign language (6 percent), history (7 percent), library (1 percent), music (1 percent), physical education (3 percent), reading (1 percent), radio/television (1 percent), social studies (8 percent), special education (3 percent), theology (3 percent), and vocational education (4 percent). Teachers with more than 10 years of experience accounted for 63 percent of the sample, while 37 percent had 10 years or less. Teachers working in suburban areas surrounding the greater Chicago area comprised the majority (67 percent) of the sample population, with the remaining 33 percent coming from urban schools. Forty-four percent described their schools as predominately diverse (> 50 percent), 32 percent considerably diverse (30-50 percent minority), 17 percent somewhat diverse (10-30 percent minority) and 7 percent primarily white (less than 10 percent minority). The Questionnaire We collected the data from a survey instrument, High School. Literacy Survey, designed and constructed by us. The questionnaire requested two types of information: * objective, relating to educational degrees, content field of study, years of teaching experience, diversity of school population * subjective, relating to opinions and values in teaching and learning The subjective portion of the survey was comprised of two broad questions. The first question asked teachers to identify 5 of the 20 factors that posed the greatest challenges in helping their students to attain literacy in their subject field. Respondents wrote the numeral 1 next to the statement representing their greatest challenge, the numeral 2 next to the statement representing their next greatest challenge, and so forth through the numeral 5. (See Appendix) The twenty statements, defined as challenges, were derived from the literature on content area reading. An extensive review of the literature Secondary Teaclher Literacy Clhallenges 7 resulted in identifying twenty challenges, however, these may not represent all possible factors and they may not represent factors that teachers would have included if they were to construct the questionnaire. A space was provided for teachers entitled â€Å"other† for their convenience in identifying additional factors that pose as challenges. Since no specific theory was identified to serve as a foundation for the selection of factors, they represent an eclectic representation. Additionally, the factors were not defined on the questionnaire, indicating that a singular definition cannot be assumed and that the factors may represent multiple meanings in the field. The second question invited the teachers to respond openly to the question, â€Å"What do you believe will help to diminish these challenges for current and/or future high school teachers? † Findings Percentages were used to report the data on the high school teachers’ perceptions about the factors that challenge them most in helping their students to achieve literacy in their subject area. Table 1. Percentage Responses of Factors that Represent the Greatest Literacy Challenges Factors Percent 1 2 3 4 5 Total Assessment of student learning 2 1 1 2 2 8 Classroom environment 1 2 – 1 2 6 Classsize 4 4 6 8 5 27 Cultural and language diversity – 1 – 1 – 2 among students Curriculum – 1 2_ 1A _3 7. 8 Reading Horizons, 2004, 45, (1) Factors Percent 1 2 3 4 5 Total Helping students to construct. meaning from text Helping students interpret graphics in text Helping students to learn and use critical thinking skills Helping students to locate and organize information Helping students to understand concepts and vocabulary Homework issues Integrating technology for teaching and learning Selecting materials for teaching and learning Organizing and managing the classroom for learning State/district/school standards for students Struggling readers Student motivation/interest/attitudes 3 6 6 7 7 1 1 – 3 2 16 8 12 11 12 1 5 5 4 3 8 3 6 11 12 5 8 10 6 7 1 5 2 1 3 – – 1 – 4 1 2 – 2 3 1 1 1 1 2 9 9 8 8 8. 33 17 17 8 7 1 5 5 5 3 19 29 7 59 18 40 36 12 5 8 6 42 82 Students with special needs Secondary Teacher Literacy Chiallenges Factors Percent 1 2 3 4 5 Total Students who lack study skills 11 13 13 13 7 57 Writing skills of students 2 8 5 7 8 30 (A ranking scale, with 1 meaning â€Å"greatest challenge,† 2 â€Å"next greatest challenge,† and so forth) The top five challenges as reported in Table 1 were: * student motivation, interests, and attitudes (33 percent) o helping students to learn and use critical thinking skills (16 percent) o students who lack study skills (11 percent) o struggling readers (9 percent). o helping students to understand concepts and vocabulary (8 percent). The least perceived challenges were cultural and language diversity among students (2 percent) and selecting materials for teaching and learning (5 percent). Examining the data of the largest responding groups of content area teachers, English, mathematics, and science, yielded similar findings. All three of these groups identified the same top two challenges as did the total group. The English, mathematics, and science teachers’ third, fourth and fifth rankings were: * English > (3) homework issues > (4) students who lack study skills. > (5) writing skills of students o Mathematics > (3) students who lack study skills 9 iO Reading Horizons, 2004, 45, (1) > (4) homework issues > (5) helping students to locate and organize information e Science: > (3) students who lack study skills > (4) helping students to understand concepts and vocabulary > (5) helping students to construct meaning from text The teachers were also asked to respond to the following openended question, â€Å"What do you believe will help to diminish these challenges for current and/or future high school teachers? † Seventyseven percent of the teachers wrote responses to this question. The resppnses were grouped by similar topics from which themes emerged. Table 2 reports the percentages of the most frequently occurring responses to the open-ended question. Table 2. Themes and Percentages of Responses for Confronting the Greatest Challenges Most Frequent Responses by Theme Percent Better basic skills instruction in elementary schools 64 More parent responsibility and support 58 Mandatory inclusion of critical 39 thinking questions on all assessments Study skills classes for incoming students 33 I Iimprove teacher preparation/more methods for 28 secondary teachers. Greater respect and support from society 20 Practical/useful staff development 11 Secondary TeachterLiteracy Challenges ‘ 11 Most Frequent Responses by Theme Percent Teacher task forces making policy decisions 9 instead of politicians and administrators Complete restructuring of the current traditional 7 education model A center at each high school for struggling readers The most common responses cited by the majority of teachers to confront the greatest challenges (Table 2) were better basic skills instruction in elementary schools (64 percent) and more parent responsibility and support (58 percent). Sample responses given by less than 50 percent of the teachers were mandatory inclusion of critical thinking questions on all assessments (39 percent), study skills classes for incoming students (33 percent), and improvement of teacher preparation with more methods for secondary teachers (28 percent). Discussion The results of this study provide insight for the continuing efforts to improve the literacy levels of secondary students. They are, however, neither exclusive nor exhaustive. They are offered with no claim for the universality or total generalizability, but they are offered as a common ground for thinking. Student Motivation andA ttitudes High school teachers identified student motivation to read, write, and do other literacy-related activities as their greatest challenge. The teachers’ written comments on questionnaires indicated that much of the class-assigned reading is often boring and not relevant to the student’s own interests and experiences. They also stated that the students who will not read are as much at a disadvantage as those who cannot. Student 12 Reading Horizons, 2004, 45, (1) motivation was ranked the greatest challenge of all for the participating teachers. The dilemma of identifying and implementing strategies to motivate adolescents is not new to literacy practice. The data from this study confirm what the research (Alexander & Filler, 1976; Au & Asam, 1996; Benware & Deci, 1984; Collins-Block, 1992; Guthrie & Alao, 1997; Schraw, Brunning, & Svoboda, 1995) has documented over time: that student motivation, interests, and attitudes are indeed authentic challenges. Teaching adolescents to become active, motivated, and selfregulated learners is a continuing issue in secondary schools. It is during the adolescent years when reading motivation and attitudes appear to worsen, especially for poor readers (McKenna, Kear, & Ellsworth, 1995). Serious attempts to advance literacy skills require interventions that address motivation and attitudes as much as interventions that assure cognitive changes in the learners (Verhoevan & Snow, 2001). This generally does not happen. Motivational constructs are usually not given significant vigilance in relation to student cognition and thinking, and at best, are given only passing and superficial attention. A further problem is that standard reading texts and uniform curricula make life somewhat easier for teachers and administrators, but they make it very difficult for students to get involved with the material at the level that is right for them, and therefore to find intrinsic rewards in learning. In the classroom, the teacher is the key element in motivating students to learn. The responsibility is great and the ramifications even greater, yet many responding high school teachers stated they were not adequately prepared in their teacher preparation programs with the knowledge, skills, and instructional strategies to ignite the spirit of their students. These teachers indicated they want more ideas, support, and freedom within the school curriculum to take the lead, and more ways to experience first-hand, in-field, motivational issues in their teacher preparation programs. Critical Thinking Skills. Teaching critical thinking skills was the second greatest challenge for teachers. Large numbers of teachers indicated they feel underSecondary Teachter Literacy Clhallenges 13 prepared in pedagogical methods to help studenis conceptualize problems and solutions. Assisting adolescents to become proficient with these skills is a prodigious challenge for secondary teachers. The capacity for abstraction, for discovering patterns and meanings, generalizing, evaluating, and theorizing is the very essence of critical thinking and exploration. For most students in the United States and throughout the world, formal education entails just the opposite kind of learning. Rather than construct meaning for themselves, meanings are imposed upon them. Frequently, students often accumulate a large number of facts along the way, yet these facts are not central to their education; they will live their adult lives in a world in which most facts learned years before (even including some historical ones) will have changed or have been reinterpreted. Whatever data they need will be available to them at the touch of a computer key. If students are to learn critical thinking skills, teachers must teach them and engage their students in genuine problem solving discussion. Generally these skills are best, and likely only taught and assessed, through extended discourse. This is difficult to do in crowded classes where it is near to impossible to carry out extended discussions. The commitment to teaching these skills in all content areas means gaining support from the public. It also means that teachers must gain the knowledge and skills to do so through teacher preparation programs and inservice education, taking into account the real-life situations and parameters in today’s classrooms. Study Skills Students who lack study skills ranked as the third greatest challenge to teachers. The importance of study skills has been documented over time in the professional literature (Flood & Lapp, 1995). What is known is that many people of all ages have difficulty reading and learning, largely because they are not using appropriate techniques or good learning habits. Often, the adolescents who are dropping out of schools are doing so because they believe they carnot learn. For the majority of these students, they lack suitable reading and study techniques, which 14 Reading Horizons, 2004, 45(1) impede their growth in learning and contribute to their negative beliefs about themselves and school. Although most secondary teachers have a thorough understanding qf their subject, many responding teachers in this study indicated they lack the knowledge of instructional/study strategies by which to help students internalize the concepts. Research shows that with an organized system of study, students can increase their comprehension of subject matter up to 50 percent (Annis, 1983). As nations seek to assist adolescents in gaining higher levels of literacy, the knowledge and skills that teachers need to teach their students effective study habits and strategies may likely become central to the curriculum in secondary teacher preparation programs and in the curriculum of secondary schools. Struggling Readers Struggling readers ranked as the fourth greatest challenge to the high school teachers. Teachers responded that these students can be found â€Å"hiding out† in content classrooms. They frequently are passive and disengaged. , Many have found coping strategies to help (them get by, but they do not significantly improve their literacy skills or their knowledge in the content areas. I Although comprehension of text material is difficult and sometimes impossible for struggling readers, there are research-based strategies that have proven to be successful when used with struggling readers. One such strategy is instructional scaffolding, an effective strategy that gives students a better chance to be successful than if left on their own (Vacca, 2002). Pedagogy, which includes instructional techniques for diverse learners, is glossed over in many teacher preparation programs for secondary teachers. However, it is as important in the preparation of high school teachers as is cognitive knowledge (Darling-Hammond, 2000). If high school teachers are to make substantial contributions to all adolescents, it will require more knowledge of relevant instructional methodologies. Darling-Hammond (2000) found that teacher subject-matter knowledge was related to student achievement only up to a certain point. Secondary Teacher Literacy Challenges 15 Marzano (2003) asserts that the importance of the relationship between pedagogical knowledge and student achievement has been consistently reported in the research literature. Furthermore, in a study conducted by Ferguson and Womack (1993), they found that the number of courses teachers took in instructional techniques accounted for four times the variance in teacher performance and student achievement than did subject-matter knowledge. Teachers stated that more information about how to assist the struggling readers in their classrooms is sorely needed in preservice teacher education programs. Additionally they need to know that the strategies and support to assist these learners are realistic for today’s classrooms. Key Concepts and Vocabulary Helping students to understand concepts and vocabulary ranked as the fifth greatest challenge. Every subject area has its own vocabulary and modes of argument, and its language is the common denominator for learning subject matter knowledge. Vacca and Vacca (2002) agree: they state, â€Å"Vocabulary must be taught well enough to remove potential barriers to students’ understanding of texts as well as to promote a longterm acquisition of the language of a content area† (p. 160-161). Teachers want more knowledge about ways to teach vocabulary and concepts to adolescents, strategies that will provide adolescents with a deeper and richer entry into the content area of study, and strategies that will work in the classrooms of today. Intriguing Findings It is a noteworthy finding that the cultural and language diversity among students in the classrooms was not identified among the greatest challenges. The majority of teachers in this study were from diverse schools, and yet only two percent ranked this to be a challenge. Equally notable was the fact that state, district, and school standards, writing skills, and integrating technology were not identified among the greatest challenges. 16 Reading Horizons, 2004, 45, (1). Of all the findings, the most revealing was that provided by the driver’s education teachers: whereas every other content-area group of teachers, albeit art, music, business, foreign language, etc. , ranked student motivation as the greatest challenge, they did not. This is not surprising as it supports the findings of this study as well as long standing research in the field, as cited in Marzano, 2003. The hypothesis being that when motivated, students strive to learn.

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International Business Strategy - Essay Example It is evidently clear from the discussion that on a day-to-day basis, managers are faced with certain situations of which, they have to apply their critical thinking skills since the decision they make usually has a big impact on the entire organization, and it could be either in a positive or negative way. Therefore, managers have to undertake an essential decision-making process, which will explore all the pros and cons, and even offer risk mitigation tactics that can reduce the organization’s vulnerability. Roberts noted that an effective decision-making process will involve all the key stakeholders and it will look at issues from different and broad angles. Secondly, it will involve the use of various analytical tools that test different parameters that can determine the viability of a business decision or option. Among such examples of crucial decisions that managers usually face in their line of work include which marketing strategy to apply or whether to venture into a new market or not. These two strategic decisions will require the manager to undertake a comprehensive decision-making process to establish the best choice of action. However, according to the studies conducted by Lindstedt and Muller for managers to undertake any decision they are required to conduct a market research in order to establish the likely response of the market with the decision that they will undertake, and it is during the market research process that various analytic strategic tools are applied in the process. According to Porter, a business is usually influenced by the prevailing situation in the market, which can as well contribute to its success or failure in the marketplace. Thus, Porter’s five forces provide a basic framework under which to investigate some of the industrial forces that affect a business.

Timeline of Gendered Movements Assignment Example | Topics and Well Written Essays - 750 words

Timeline of Gendered Movements - Assignment Example This paper aims to discuss major events in the American history that lead to movement for the Women’s Right. It shall further discuss the significance and the interrelationship of these events. Though there have been several events contributing to the women movement, but the major four events that led to the acceptance and acknowledgement women’s rights shall be discussed in detail. Declaration of Sentiments (1848) The civil war was the origin of the women movement. Women played a major role in the antislavery crusade. The Declaration of the Sentiment and Resolution (1848) was a petition by women to gain rights and privileges (Burgan, 2006). It aims to provide justification and equality to women and to bring change in the sexist society (Keller, 2003). The document plays a significant role in the providing social, civil and religious and rights of women. The document was signed by 68 women and 32 men out of the 300 people for the women’s right convention (Keller, 2003). The principle author of the Declaration was Elizabeth Cady Stanton (Burgan, 2006). She made use of symbolism, allusion, metaphors and hyperboles to achieve the purpose of Declaration. Though the neglecting of women’s right were noted and mentioned by several authors but the Declaration of Sentiments provided a legal status for this, it further provided platform and laid foundation for the movement of women. Formation of Women Suffrage Association (1869) The other major event was the formation of Women Suffrage Association (1869). Elizabeth Candy Stanton joined Susan B. Anthony to form an association named National Women’s Suffrage Association for rights to vote women (Burgan, 2006). It also advocated the easier divorce and to eliminate discrimination in employment and pay. It secured the rights of women from the Federal Constitutional Amendment (fourteenth and fifteenth). After the Declaration the Sentiments the formation of National Women Suffrage Association provided an entity that could fight for the rights of women (Keller, 2003). The 19th Amendment (1920) Nineteenth amendment took place on June 14, 1919 when the nineteenth amendment was passed in the constitution by congress (Burgan, 2006). This was one of the largest steps for women in America, though the amendment was proposed 40 years but in 1920 it provided a legal right for women of America to achieve national reorganization for right to vote. It allowed women in certain states to vote during 1912 but it took eight more years to gain official national amendment (Burgan, 2006). It states, â€Å"The right of citizen of United States to vote shall not be denied or abridged by the United States or by any State o account of sex† (Burgan, 2006). For the fist time in the American history women were given a legal status to caste their votes. Through the continuous efforts of the National Suffrage Women Association, the nineteenth amendment was approved (Burgan, 2006). This was fo r the first time in the American history that women enjoyed participating in the election and to caste their votes. The amendment can be determined as a point, where women were treated as an equal citizen. The Universal Declaration of Human Rights (1948) In 1948, United Nation passed the Universal Declaration of Human Rights. This plays a significant role in the movement of women as it declared women right for women around the world. The Universal Declaration states that all people around the world should have same rights with

Western Civ Essay Example | Topics and Well Written Essays - 500 words

Western Civ - Essay Example Firstly, at the end of the British feudalism, after the 17th Century English Civil war, scientific knowledge and entrepreneurial skills quickly started growing in Britain creating an onset of the industrial revolution. Many people wanted things to change for the better. They wanted to improve efficiency and quality of activities they were doing. According to Pearson Education (2010), these people wanted improved transport; manufactured cloth to match with growing demographic needs; maximize agricultural production; agricultural produce to be preserved in the best way; trade to expand beyond the frontiers and others. As such, many people with scientific and entrepreneur skills engaged in heavy technological advancement. Scientists started inventing various technologies such as improved textile machines and the steam engine whilst entrepreneurial capitalists supported the inventions with funding. Such technologies later improved transportation, cloth manufacturing and agricultural prod uction. While this was happening in Britain, other countries had not yet started. Secondly, Britain had a very big advantage over the other countries on natural resources. She had a very big base of natural resources such as iron, copper, coal, lead, tin, limestone and water power. Such minerals were abundant in places such as the English Midlands, South Wales and Scottish Lowlands. Pearson Education (2010) agrees that advancement in technology, agriculture and abundant labor made it easy for Britain to extract the natural resources and use them to expand manufacturing. On the other hand, other countries had limited natural resources; and it was difficult to extract them because of several reasons such as insufficient capital, poor political systems and lack of labor. Such a situation gave Britain an opportunity to lead in industrial revolution. Thirdly, it should also be noted that aristocracy in continental Europe helped to

Final paper Essay Example | Topics and Well Written Essays - 1250 words - 6

Final paper - Essay Example The films also include a savior, or police officer with a conscience and who is incorruptible. Family, brotherhood, and loyalty are the typical themes of most John Woo films. Heroic bloodshed movies tend to have strong emotional angles, not only in between the story, but also during action sequences. Pistols and submachine guns are frequently used by the heroes due to their light weight, which enables them to move quickly. The characters are extremely agile and implement dives, slides, falls, and rolls while they duel, making it a ballet-like performance in the midst of a gunfire. John Woo’s A Better Tomorrow came later in the list of Hong Kong movies I have viewed. It was an exciting experience to watch it for the first time. A Better Tomorrow was a 1986 mega box-office film in Asia. The film contains Woo’s signature style of violence, emotional tension and male bonding. The film focuses mainly on the bond between two main characters, and brings about the Asian traditional themes of loyalty and brotherhood. A Better Tomorrow depicts the activities of the Hong Kong criminal world, involving ‘brother Mark, the main characters best friend whose exuberance, loyalty, and style that spawned a whole generation imitators in film works, among them, Quentin Tarantino. This film won the Best Picture and the Best Actor Awards in the 1987 Hong Kong Academy Awards. At its commence, Mark, the character played by Chow Yun Fat’s strikes me as charismatic, with a style that is appealing. The viewer is introduced to him chewing a toothpick while ordering food before he meets Ho, played by Tung-Li. Almost instantly the viewer sees the relationship between Ho and Mark; friendly and playful. The sense of family and comradeship is already established within the first 5 minutes. Mark has a warm, trusting appearance from which his charisma shines. Equitably, Ho has such character and expression on his face. Later in the film, Ho’s brother Kit discovers

BP Oil Marketing Plan(The Gulf of Mexico oil spill) Assignment

BP Oil Marketing Plan(The Gulf of Mexico oil spill) - Assignment Example The paper also suggests a marketing plan that can be adopted by the company to help recover from the ‘marketing disaster’ as well as try to regain its position in the markets. First it is crucial to gain a complete overview of the disaster – ‘Deep Water Horizon’. Overview of Disaster One of the largest marine oil accidents was seen on 20th April 2010. The oil spill went on to flow for a total of three months in the Gulf of Mexico. The explosion claimed eleven lives and injured seventeen people. The oils spill started from the sea floor oil gusher. Methane gas was found to be released from the well with high pressures and this went up into the drill column (Cleveland, 2011). The methane gas expanded on the platform and led to the explosion. The fire was intense and was not doused which led to the Deep Water Horizon to sink after 36 hours. The Deep Water was built in 2001, and was managed by BP in the Gulf of Mexico. The spill as a whole has caused exte nsive damage to the wildlife, as well as marine habitats and also damaged hundreds of miles of sea shore as well. The spill led to the close down of several small businesses in the fishing and tourism industry since tar balls were found to be present in the nets (Cleveland, 2011). ... This provides a date wise record of government and non government estimates. Estimates of Flow Rate of Oil in Spill (Cleveland, 2011) The overall impact of the spill has been intense, and the impact will be felt for years to come. Although in the current times, the main issue being faced is the spill on the sea shore and the dead marine and wildlife, this spill will have a major irreparable damage to the Gulf Stream and can cause global thermoregulation activities as well (Zangari, 2010). The damage has been caused to the environment as well as the company. BP has been faced with a major issue here as due to lack communication. A study concluded, â€Å"Better management of decision-making processes within BP and other companies, better communication within and between BP and its contractors and effective training of key engineering and rig personnel would have prevented the Macondo incident† (Belokas, 2011). Macro Environmental Factors Considering the major impact the spill ha s had on the company and the world as a whole, it is crucial to gain a detailed understanding of the environmental factors that can impact the strategic plans of the company. Here for the macro environmental factors, a SWOT and PESTLE analysis of the company has been developed. This helps gain a clearer idea of factors impacting the company and affecting the ability of the company to regain the position in the US of A markets. SWOT Analysis of BP Strengths: BP is one of the largest oil and Petroleum Company in the world The company has used a wide range of strategies pertaining the marketing of their refined products, trading gas, and also the liquefied natural gas and British Petroleum has grown to become a common household name. Wide spread operations and increasingly

Art and Culture Essay Example for Free

Art and Culture Essay Art and culture are two terms which can never be separated and are deeply interlinked. Art refers to the quality, creation, appearance, or realm, based on aesthetics of what is beautiful, appealing, or is completely out of the ordinary. Art has many facets like theatre, paintings, music and other kinds of visual and abstract art. It has been seen that different cultures have different kinds of art because art of a country always reflects its culture, traditions and norms. The thoughts, ideas, rules routines and famous signs and symbols common among the people of an area are displayed through art. A particular culture develops gradually and if its components are embedded in a family, generation or several generation this culture becomes permanent and its language and traditions become an imperative part of the society. By language, one does not only mean verbal enunciation of people to communicate but it also means communication through music, poetry, architecture etc. These cultural representatives show both meaning and value of art creation and more deeply the reason and value for the civilization taking place at that time. Each kind of art is an expression; it is the expression of human beings who exist as a part of culture. Therefore, culture and art go side by side and cannot be deemed as completely different phenomena. American culture and art have an old bondage. Pop Art became popular extending from America to all over the world in 1950’s and 60’and instantly became a very popular and widely accepted image of a modern America. Pop Art incorporates hard edges and displays the real life style. Warhol who is considered to be the father of Pop Art created and popularized its concept; pop art is a representative of the cultural aspects of society and is also deemed as abstract expressionism (Mamiya, 1992). The signs, symbols and artifacts represented by Pop Art are based on true American culture rooting from history. Another example is the local cultural activities that take place in the form of theatre, musical shows and dance. The visitors from all over the world come to enjoy the cultural activities at different venues in New York and Chicago such as Dallas Museum of Art, M Morton H. Meyerson Symphony Center and the Nasher Sculpture Center (Sherman, 2009). These activities are a true depiction of the American society and portray its traditions, values, norms and preferences in the form of art. References Mamiya, C. J. (1992). Pop art and consumer culture: American super market. CA: University of Texas Press Sherman, L. (2009). America’s Cultural Tourism Capitals. Retrived 21st March 2013 from: http://www.forbes.com/2009/08/20/america-culture-capitals-lifestyle-travel-arts.html

How does stress affect child development?

How does stress affect child development? The early years present us with a window of opportunity to enhance development; we also need be aware of times of vulnerability when the brain is affected by adverse experiences. (Landy, 2009, p.29) This is a passage taken out from Landy, Pathway to Competence; encouraging social and emotional development in young children. From her book, we see evidence of how children can be influenced through different experiences. Stress for instance, can have significant adverse effects on how children develop whether physically, mentally and socially. Children display changes in their physical well-being when under stress such as, getting sick frequently, and weak immune systems. Illness in children due to weak immune system impacts the mental developmental stage as children experience high levels of stress affected by trauma and abuse that influences their brain in dramatic ways. As the childs brain experiences dramatic changes, it also affects the social developmental stages and plays an impa ct on the childs behaviour. We often see children who are abused at home would normally exhibit peculiar behaviours that would affect them negatively with their social relationship. These developmental stages are interrelated with each other; usually interference in one area would frequently mean delays with the others. Hence it is important to provide a nurturing environment that promotes balance with all stages of development. How does stress has adverse effects with children physically? Stress is the physiological and psychological responses to perceived threat. (Weiten, 2004, p.529). Stress is often times related to bad experience; this is the general public assumption. The fact is that stress can be good or bad. The body response to stress by pumping the heart faster to increase blood flow to our muscles so we have better strength, bronchioles in the lungs are dilated so we can breathe better, pupils are dilated so we see better (Sympathetic nervous system, 2010). Stress in a positive aspect normally puts children in a stage of alertness, which can help them focus. When children are focused, they can learn and they will be better at retaining information, they will have appropriate responses; all in all, stress can be a good thing as it leads to positive brain development. Prolonged exposure to stress however will also have critical undesirable effects on children and their brain. Stress response includ es reducing peristalsis movement in the gastrointestinal tract, decreased urine secretion and triggered releases of the hormones cortisol and adrenaline. (Gould, 2006, p. 218). Adrenaline and cortisol both play an important role in stress physiology. Adrenaline and cortisol suppressed immune system, additionally; cortisol also suppressed physical growth and affects many aspects of brain activities, including memory and emotion. (Victor G. Carrion, Carl F. Weems, and Allan L. Reiss, 2007) Due to the prolonged exposure of stress, children can get sick frequently from all sort of infection due to suppressed immune system; unable to heal properly due to malnourishment and delay or undergrowth from excessive adrenaline and cortisol hormones. These hormones cause childrens brain to under develop leading to their physical development being delayed. Positive stress in childrens physical development will lead to healthy overall development of the child. Stress in early development can either have positive effects or be extremely destructive of brain organization and development. (Landy, 2009) The structural organization of the brain from early childhood helps shape and defines a person. According to Doctor Perry, in his article regarding traumatized children, children reflect the world in which they are raised. If that world is characterized by threat, chaos, unpredictability, fear and trauma, the brain will reflect that by altering the development of the neural systems involved in the stress and fear response. (Perry, 2000, p48-51) As mentioned above, stress response from our body triggers the release of the hormone cortisol. The prolong secretion of the hormone cortisol can affect the cells activity in our body; which mean children who are under stress constantly are at higher risk of developing genetic disorder, both mental and physical. (Landy, 2009) The brain consists of many different circuits and pathways of neurons connecte d to each other; it can be extremely sensitive to any disturbance. Long term stress can rewire the brain, leaving affected individual more vulnerable to anxiety and depression. (Smith, Gill, Segal, 2009) Extended period of stress can cause part of the brains to weaken, for example, the hippocampus in the limbic system, which is an area of the brain that is responsible for memory and information processing, can become smaller. (Smith, Gill, Segal, 2009) There are cases of abused children who have limbic system abnormalities; Research has shown that abused children or children who are suffered from post traumatic stress disorder have smaller hippocampus, due the degeneration of dendrites in the hippocampus area. (Lundback, 1997) Dendrites are the branches of neurons which are important for conducting information through all parts of the brain and body. Children who are under chronic stress may show signs of fatigue, loss of appetite, disinterest, short attention span, difficulty und erstanding or retaining information, and the list goes on. All these factors will reflect on childrens brain their mental development; as they are unable to stabilize due to the stress in their environment that they are being exposed to. Negative emotions related to stress are often manifested through behaviours. Stress may cause disruptive behaviours such as problem with controlling impulses, which may end with children hurting themselves or hurting other children around them (Nemours Foundation, 1995-2010). Children who have no self control may not have a sense of time, may be prone to throwing temper tantrums, display aggression towards others. Stress may also causes changes in behaviour. Children under stress change their behaviour and react by doing things that are not in keeping with their usual styles. (Nemours Foundation, 1995-2010) As mentioned aggressive children may take out their frustration on other children around them; behaviours with hitting, biting, kicking, pushing, forcefully taking other toys are normal in children who are suffering from stress. Children who are stressed may show disinterest towards many things; they lose focus in school, withdrawn and no interest of new friendship, unable to func tion independently, may exhibit fears and timid toward their surroundings and are unable to form social relationship. Other children may shun them for their aggressive behaviours, wary of their disruptive behaviours, or may not want to socialize with them because of the lack of responses. The lack of social support may eventually lead the children who also suffer from stress to depression. If a child leaps to depression the brain is unable to relay messages to different parts of the brain which in return leads the child to unable to process information to making positive decisions in the social aspect. There are interventions available for children who suffer from stress. First and foremost, parents must realize there is something wrong with their children. The presence of sensitive and responsive caregivers can help equip children with the tools needed to handle stress in a healthy manner. (Gunnar, Herrera, Hostinar, 2009) Parents must be able to recognize the signs and symptoms of stress. Once a parent realizes their children are in need of help, parents should continue to provide care. Care givers may help children meet basic care by making sure they are eating adequately, sleep, eliminates, and maintains personal cleanliness. (Valfre, 2009, p.142) Often times parents or caregivers are the only people who can provide love and acceptance, no matter how peculiar the behaviours of the children may be. Each child is capable of doing something. Parents or care givers can help them find something to do; encourage them to think of ideas that help them reduce their stress. Encourage yo ung children to grow and to reach for higher levels of functions, to strive for more. (Valfre, 2009, p.143) Children who can actively contribute ideas can help them build confidence and reduce stress. Children who found something to help with their stress would feel that their situation is not so hopeless after all. Encourage self care and independence help children grow and develop. (Nemours Foundation, 1995-2010) Parents and care givers should be there to listen, provide assistance when needed, and limit stress situations as much as possible. It is normal to be anxious when parents see their children under stress, and as parents and care givers, it is normal to want to fix their problems. However this will not help them in the long run. Instead, parents and care givers should focus on helping them with their problem solving skills, helping them grow. The least but not the last, parents or care givers should be there when their children need them. Kids dont always feel like talking about whats bothering them. Sometimes thats OK. Let your kids know youll be there when they do feel like talking. Even when kids dont want to talk, they usually dont want parents to leave them alone.(Nemours Foundation, 1995-2010) Stress can have adverse effects in developing children. Consequences of unmanaged childhood stress are linked to physical, emotional and behavioural difficulties that adversely influence all aspects of development, often leading to lifelong problems.(Landy, 2009) It is essential for parents, care givers or teachers to realize when a child is in need. Early intervention can often prevent serious complications. Children should have a chance to grow in an environment which will help their brains develop. The brain is an essential part of humans in which the proper development in the early years of childhood is essential to healthy brain. The early years of life constitute a particularly sensitive period during which chronic stress may lead to dysregulation of the stress system and may compromise brain development. (Gunnar, Herrera, Hostinar, 2009) After all, according to Nash, Rich experiences in another word really do produce rich brain. References Berk, L.E. (2002). Infants, children, and adolescents. Boston: Allyn and Bacon. (Berk, 2002) Gould, B.E. (2006). Pathophysiology for the health professionals. Philadelphia: Saunders Elsevier. (Gould, 2006) Gunnar, M.R, Herrera, A, Hostinar, C.E. (2009). Stress and early brain development. Manuscript submitted for publication, Centre of Excellence for Early Childhood Development, University Of Minnesota, Minnesota, USA. Retrieved March 1, 2010 from http://www.ccl-cca.ca/pdfs/ECLKC/encyclopedia/Enc09_Gunnar-Herrera-Hostinar_brain_en.pdf (Gunnar, Herrera, Hostinar, 2009) Jewett, J, Peterson, K. (2002, December). Stress and young children. Retrieved March 1, 2010 from http://www.athealth.com/Consumer/disorders/childstress.html (Jewett, Peterson, 2002) Landy, S. (2009). Pathways to competence: encouraging healthy social and emotional development in young children. Baltimore: Paul H. Brooks Publishing and Co. (Landy, 2009) Longenbaker, S. (2007). Maders understanding human anatomy physiology. Toronto: McGraw-Hill. (Longenbaker, 2007) Lundback, . (1997). Brain explorer focus on brain disorders anxiety disorders aetiology. Retrieved March 3, 2010 from http://www.brainexplorer.org/anxiety/Anxiety_Aetiology.shtml (Lundback, 1997) Valfre, M. (2009). Foundations of mental health care. Missouri: Mosby Elsevier. (Valfre, 2009) Nemours Foundation. (1995-2010). Helping kids cope with stress. Retrieved March 3, 2010 from http://kidshealth.org/parent/positive/talk/stress_coping.html Perry, B.D. Traumatized children: How childhood trauma influences brain development. In: The Journal of the California Alliance for the Mentally Ill11:1, 48-51, 2000 Smith, M, Gill, E.J, Segal, J. (2009, July). Understanding stress signs, symptoms, causes, and effects. Retrieved March 2, 2010 from http://www.helpguide.org/mental/stress_signs.htm#authors (Smith, Gill, Segal, 2009) Sympathetic nervous system. (2010, March 14). In Wikipedia, The Free Encyclopedia. Retrieved March 2, 2010, from http://en.wikipedia.org/w/index.php?title=Sympathetic_nervous_systemoldid=349741366 (Sympathetic nervous system, 2010) The Franklin Institute. (1994-2009). The Human brain-stress. Retrieved March 2, 2010 from http://www.fi.edu/learn/brain/stress.html (The Franklin Institute, 1994-2009) Victor G. Carrion, Carl F. Weems, and Allan L. Reiss. Stress Predicts Brain Changes in Children: A Pilot Longitudinal Study on Youth Stress, Posttraumatic Stress Disorder, and the Hippocampus. Pediatrics, Mar 2007; 119: 509 516. Retrived March 5, 2010 from http://pediatrics.aappublications.org/cgi/reprint/119/3/509. Weiten, W. (2004). Psychology: Themes and Variations. Toronto: Thomson Nelson Learning. (Weiten, 2004)

Research Paper -- essays papers

Research Paper In a child’s life there are many things that can effect school achievement. One of the most common talked about things is parental involvement. However, something that might be just as important is the income of a child’s family. There are several reasons why income is important. Higher income families usually live in better neighborhoods which means better schools. An higher income can also mean more educational programs available to a child, and the ability to choice a school. These are some factors on why family income is important in school achievement. A family that has a high-income will usually live in a better neighborhood then a family with a low-income. A lot of times the better the neighborhood the better the school. High-income neighborhoods are usually more successful in school then low-income neighborhoods. This usually occurs because there are usually more resources available to the wealthier students, and better teachers tend to teach at wealthier schools. Studies have shown that a family’s economic does play a role in school achievement. The more money a family has, the more sources open to a child, which enhances achievement. Reynolds and Temple (1998) looked at low-income, inner city, African American children from Chicago. These are some of the most disadvantaged children in the Chicago school system. The study looked at the programs that were available to the students in this area. By doing so they were able to see how effective public service programs were, and whether or not they actually produce better performance in school. The emphasis of the program was placed on parent invovlment and having smaller classes that lead too more personalized teaching. These two ideas... ... Entwisle, D., & Alexander, K. (1995). A Parent’s Economic Shadow: Family Structure Versus Family Resources as Influenced on Early School Achievement. Journal of Marriage and the Family, 57, 399-409. Pong, Suet-Ling; Ju, Dong-Beom. (2000). The Effects of Change in Family Structure and Income on Dropping Out of Middle and High School. Journal of Family Issues, 21, 147. Reynolds, A., & Temple, J. (1998). Extended Early Childhood Intervention and School Acheivement: Age Thirteen Findings from the Chicago Longitudinal Study. Child Development, 69, 231 246. Shumow, L., Kang K. & Vandell, D. (1996). School Choice, Family Characteristics, and Home-School Relations: Contributers to school Achievement? Journal of Educationl Psychology, 88, 451-460. Research Paper -- essays papers Research Paper In a child’s life there are many things that can effect school achievement. One of the most common talked about things is parental involvement. However, something that might be just as important is the income of a child’s family. There are several reasons why income is important. Higher income families usually live in better neighborhoods which means better schools. An higher income can also mean more educational programs available to a child, and the ability to choice a school. These are some factors on why family income is important in school achievement. A family that has a high-income will usually live in a better neighborhood then a family with a low-income. A lot of times the better the neighborhood the better the school. High-income neighborhoods are usually more successful in school then low-income neighborhoods. This usually occurs because there are usually more resources available to the wealthier students, and better teachers tend to teach at wealthier schools. Studies have shown that a family’s economic does play a role in school achievement. The more money a family has, the more sources open to a child, which enhances achievement. Reynolds and Temple (1998) looked at low-income, inner city, African American children from Chicago. These are some of the most disadvantaged children in the Chicago school system. The study looked at the programs that were available to the students in this area. By doing so they were able to see how effective public service programs were, and whether or not they actually produce better performance in school. The emphasis of the program was placed on parent invovlment and having smaller classes that lead too more personalized teaching. These two ideas... ... Entwisle, D., & Alexander, K. (1995). A Parent’s Economic Shadow: Family Structure Versus Family Resources as Influenced on Early School Achievement. Journal of Marriage and the Family, 57, 399-409. Pong, Suet-Ling; Ju, Dong-Beom. (2000). The Effects of Change in Family Structure and Income on Dropping Out of Middle and High School. Journal of Family Issues, 21, 147. Reynolds, A., & Temple, J. (1998). Extended Early Childhood Intervention and School Acheivement: Age Thirteen Findings from the Chicago Longitudinal Study. Child Development, 69, 231 246. Shumow, L., Kang K. & Vandell, D. (1996). School Choice, Family Characteristics, and Home-School Relations: Contributers to school Achievement? Journal of Educationl Psychology, 88, 451-460.

Nationalism In The Global Village Essay -- essays research papers fc

INTRODUCTION With the dawning of the information age there has been a shrinking of relative distances between people and places all over the world. With an increase in international communication comes an increase in cultural sharing. Cultures all over the planet reflect influences of neighboring cultures and other international trading partners. As these and many other factors work towards creating a global village many people are baffled by the increase in nationalism. Nationalism is a highly emotional phenomenon and as such is very unpredictable. Nationalism is far beyond its peak and the current rise is likely only an indicator of the transitional stage of globalization. GLOBAL VILLAGE Today it is common to here the term "global village" used in every day conversation. It is also common to here someone say, "What the hell is the global village?" The global village is the idea that the world and its people form an interconnected social whole, a village of common interests and concerns, linked by global communication, media, and rapid international transportation. The global village has emerged via the birth of the information age. Technological advances have continually stretched the bounds of our communication abilities and by using improving cellular phone technology or the Internet any individual can interact with another individual from a completely different culture. Since it is so easy and affordable to engage in these cross-cultural experiences, more and more people have been doing so. Cross-cultural exchanges often rise from or result in common interests or concerns developing. For example, international companies have a vested interest in the economies of the various countries in which they conduct business. The stronger the economies the better business will be. This is the sort of common interest and concern that the global village encompasses. All cultures are continually evolving and the information age has increased the ability of one culture to influence another culture. As all cultures begin to adopt features of other cultures the population of the planet begins to develop a homogenous culture. Recognition of this global culture is what led to the belief that a global village exists. Global media, while a strong influence of global culture, is not the onl... ...ssel, 1954. Couture, Jocelyne, Kai Nelson and Michael Seymour. Rethinking Nationalism. Calgary: U. of Calgary Press, 1998. Levinson, David and Karen Christensen. The Global Village Companion: An A-Z Guide to Understanding Current World Affairs. Santa Barbara: ABC - CLIU, 1994. de Blij, H.J., and Alexander B. Murphy. Human Geography: Culture, Society, and Space. 6th ed. New York: Wiley, 1998. Dickerson, Mark O. and Thomas Flanagan. An Introduction to Government and Politics: A Conceptual Approach. 5th ed. Scarborough: Nelson, 1998. Hooson, David. Geography and National Identity. Oxford and Cambridge: Blackwell, 1994. Malamud, Carl. A World's Fair for the Global Village. Cambridge and London: MIT Press, 1997. Rollin, Roger. The Americanization of the Global Village: Essays in Comparative Popular Culture. Bowling Green State University Popular Press, 1989. Sathyamurthy, T.V. Nationalism in the Contemporary World. Totowa: Allanheld, Osmun and Co., 1983. Taylor, Peter J. Political Geography. 2nd ed. New York: Wiley, 1989. NATIONALISMS ROLE IN THE GLOBAL VILLAGE APRIL 8, 1999 Geography 215 For: Dr. Williams By: Jeremy Karwandy # 944 944 Nationalism In The Global Village Essay -- essays research papers fc INTRODUCTION With the dawning of the information age there has been a shrinking of relative distances between people and places all over the world. With an increase in international communication comes an increase in cultural sharing. Cultures all over the planet reflect influences of neighboring cultures and other international trading partners. As these and many other factors work towards creating a global village many people are baffled by the increase in nationalism. Nationalism is a highly emotional phenomenon and as such is very unpredictable. Nationalism is far beyond its peak and the current rise is likely only an indicator of the transitional stage of globalization. GLOBAL VILLAGE Today it is common to here the term "global village" used in every day conversation. It is also common to here someone say, "What the hell is the global village?" The global village is the idea that the world and its people form an interconnected social whole, a village of common interests and concerns, linked by global communication, media, and rapid international transportation. The global village has emerged via the birth of the information age. Technological advances have continually stretched the bounds of our communication abilities and by using improving cellular phone technology or the Internet any individual can interact with another individual from a completely different culture. Since it is so easy and affordable to engage in these cross-cultural experiences, more and more people have been doing so. Cross-cultural exchanges often rise from or result in common interests or concerns developing. For example, international companies have a vested interest in the economies of the various countries in which they conduct business. The stronger the economies the better business will be. This is the sort of common interest and concern that the global village encompasses. All cultures are continually evolving and the information age has increased the ability of one culture to influence another culture. As all cultures begin to adopt features of other cultures the population of the planet begins to develop a homogenous culture. Recognition of this global culture is what led to the belief that a global village exists. Global media, while a strong influence of global culture, is not the onl... ...ssel, 1954. Couture, Jocelyne, Kai Nelson and Michael Seymour. Rethinking Nationalism. Calgary: U. of Calgary Press, 1998. Levinson, David and Karen Christensen. The Global Village Companion: An A-Z Guide to Understanding Current World Affairs. Santa Barbara: ABC - CLIU, 1994. de Blij, H.J., and Alexander B. Murphy. Human Geography: Culture, Society, and Space. 6th ed. New York: Wiley, 1998. Dickerson, Mark O. and Thomas Flanagan. An Introduction to Government and Politics: A Conceptual Approach. 5th ed. Scarborough: Nelson, 1998. Hooson, David. Geography and National Identity. Oxford and Cambridge: Blackwell, 1994. Malamud, Carl. A World's Fair for the Global Village. Cambridge and London: MIT Press, 1997. Rollin, Roger. The Americanization of the Global Village: Essays in Comparative Popular Culture. Bowling Green State University Popular Press, 1989. Sathyamurthy, T.V. Nationalism in the Contemporary World. Totowa: Allanheld, Osmun and Co., 1983. Taylor, Peter J. Political Geography. 2nd ed. New York: Wiley, 1989. NATIONALISMS ROLE IN THE GLOBAL VILLAGE APRIL 8, 1999 Geography 215 For: Dr. Williams By: Jeremy Karwandy # 944 944

He wont let us freak-dance :: essays research papers

Saturday night, May 15, 2004, was Lemoore High School's prom. As Lemoore principal Jim Bennett looked around the dance floor, he saw most of the guys dancing behind their dates, grinding their hips against the girls as the girls gyrated back against them. They were freak-dancing, which is how most people dance to hip-hop, but Mr. Bennett had always felt it was too sexual for a school event. "It's [the same as] foreplay," he says. During the last song of the night, a girl got on all fours and rubbed her butt against her date's groin. Mr. Bennett was horrified: That's it, he thought to himself, I have to stop this! So at the start of the next school year, he announced that freak dancing would be banned at all future dances. SELF-EXPRESSION At 9 P.M. on Saturday, December 11, Lemoore seniors Kelley Castadio and her best friend, KayDe Naylon, both 17, walked into their winter formal with their dates. All fall, Kelley and KayDe had been looking forward to their first senior formal. "Lemoore is a small town, and there's not much to do on Saturday nights," says Kelley. "So it's a big thing to have a dance." And dances, KayDe adds, are "one of our school's only traditions." At 9:30, the DJ put on Nelly's "Hot in Herre." Almost all of the 400 students on the dance floor immediately began freak-dancing—and Mr. Bennett walked right over to the DJ. "Stop the music," he said as he took the mic. "Ladies, gentlemen," he announced sternly, "if you continue freak-dancing, there will be no more dances." Some of the students booed Mr Bennett as he gave the mic back to the DJ, who turned the music up. But since KayDe, Kelley, and their friends had always danced that way to hip-hop music, they couldn't believe Mr. Bennett would carry out his threat—so they kept on freak-dancing. SCHOOL RULE On Monday morning, KayDe was at her school's career center when she noticed the weekly newsletter for the staff. "Freak dancing is ... obscene!" she read in Mr. Bennett's column. All dances were going to be called off, he had written, unless students came up with a plan to stop the freak dancing. "I couldn't believe that he was serious," KayDe says. "That's just how we dance—like my parents used to do the twist!" She and Kelley had been elected to plan the Sadie Hawkins dance in February, and if Mr.

Cultural artifact speech topic Essay

For the purposes of this speech, think critically about who you are and where you come from, to identify a culture that you identify with most strongly. This can include your ethnic culture, gender, religion or occupation. Perhaps your hobby makes a definitive statement about who you are and the other people you identify with most strongly. Whatever your choice, select an artifact that represents that culture and your place in it. Selection of the artifact is limited only by your imagination and the dimensions of our classroom. (For example, the muscle car that represents your automotive hobby won’t fit through the door, so bring a picture or model of it instead.) The speech itself should be 4-5 minutes long and should inform the audience about the culture, the significance and explanation of the artifact in the culture, and the ways in which the culture defines you as an individual. Objective: This speech should be an original effort to convey your culture to your audience in an interesting manner. Focus on how knowing this information is significant – it is not just a story. Grading Criteria: The speech should be interesting, well organized, competently presented, and should be appealing to your audience. You must have a captivating introduction, logical organization in the body, and have a conclusion that summarizes your theme memorably. In addition: 1. A speech that meets, but does not exceed the minimum requirements listed above will receive a C. A â€Å"C† is average; one must put forth considerable effort to earn above a C. 2. Any speech that does not meet the time requirement or does not have a clear thesis and/or main points will receive a grade penalty. 3. You must bring an artifact that represents the culture. 4. You are advised to use note cards during your speech. Should you choose to write either part of or your entire speech on note cards or a sheet of paper you will receive a grade no higher than a C for your speech.

Baz Luhrman’s Romeo and Juliet: Movie Review

Romeo + Juliet Film review The film â€Å"Romeo + Juliet† was released in 1996, with Baz Luhrman as director. This is one of the most famous love plays written by Shakespeare, screenplay was by Craig Pearce. Romeo and Juliet is a film about forbidden love and how tragic love can end. The film was shot in Miami, but most of all in Mexico. The main actors are Leonardo DiCaprio as Romeo and Claire Danes as Juliet. Romeo and Juliet is about two teenagers that fall madly and deeply in love in Verona, italy, it takes place in the present time.Romeo is an 18 years old, poor rebel and son of the Montague family. He has chestnut hair, soft olive skin, charming blue eyes and a determined but kind mind. Juliet is an 18 years old, rich daughter of the Capulets. Juliet has long dark hair, gorgeous green eyes and clear pearl skin. She doesn’t like being pushed into doing things she cant decide for herself. Juliet loves Romeo and vise versa. As if it weren’t enough problems wit h relationships at a young age, their families were great enemies. This makes it physically impossible to for them to be together.This particular film is a renewed version of the actual story written by Shakespeare. Therefore you can relate a bit more to the actors actions and drama. Romeo is a smart guy, and come up with some clever ideas for the two of them to meet. In one of his last attempts to end the â€Å"war† between their families, something goes totally wrong and destroys their chances forever. The music and sound was made and set by Nellee Hooper. The sound effects were really intense and aggressive, but that only made the story come more to life.The way they talked was extremely special, it set the mood of Shakespeare’s originality and realness. The message the film wanted to give was that you should always follow what you want. Forbidden love is possible to make just love, you just have to fight with everything you have. When teenagers get determined about something they do not forget it easily. â€Å"Romeo + Juliet† will always be an incredible and beautiful love story, that many can relate to. I loved the tension between the two families and the problems that kept on coming during the film.I was really exited every time Romeo and Juliet were secretly meeting. The frighting thought about being caught and killed was constantly there. The only thing that was difficult to understand was the language. In the film they talked the original â€Å"old english† that Shakespeare used in his time. It was not easy to understand everything they said. Since I had heard about the story and read it before, I knew what was going to happen. Over all Romeo & Juliet is a beautiful love story that will never be forgotten.

Dining Feature

It was an intelligent idea to go against conformity, and Open this kind Of restaurant – not a Korean dining place. Singling is a slang term for Singapore and Western (English). Its menu holds Asian cuisines that are not commonly around the metro and Western delicacies which the Filipinos are quite used to. The restaurant had a unique attack on food; it is the first to introduce Singapore dishes in the streets of Marking, and mind you, its menu is usually the mall-worthy and overpriced type of menu, but hey, they offer food at a very reasonable price.Walking along Lilac street, a residential and dining road in Barraging Conception Dos in Marking, it is quite noticeable that Singling Cafe is a newly opened cafe because for those who know the place, the stall they are now occupying has long been vacant, and with long, I meant really really long. Another is when you look from the outside, their accent of red and black details over light brown wooden furniture looks unique compared to the other 3 restaurants beside it. Entering the empty restaurant on a Sunday afternoon, what greeted me was an edgy and laid back interior design.All pieces of furniture are wooden, a few chairs and the frame of a huge mirror are wooden but are colored red. Their menu is along the counter and also on top of all tables. They also have a chalkboard menu that holds the drinks they have. I took a seat on the left side of the diner just across their gigantic mirror with red wooden frame. At my back is a wooden wall with white small frames with photos of food that they offer. The menu on the table is only printed in bond paper, but a clipboard holds it and makes it a little more presentable.I decided to order 4 dishes, ND below are my reviews on the four: MME Green (PH 168. 00) – The first dish that arrived is the MME Green, a Singapore dish. The dish looks kind of orange with noticeable bite-sized chicken, and it had a green accent because of the cabbages which are crunchy â⠂¬â€œ fresh, indeed! It came out with a strong seafood and spicy smell, but when once tasted it, it turned out not too spicy and not too neutral. It is spiced just right. You can easily water down the spiciness. No wonder that the noodles are quite firm because they are fried yellow noodles.I was just mind of confused looking for shrimps and seafood pieces, but there were not any. I, then, wondered where the strong seafood smell might come from. The dish was so oriental because of the spices incorporated in it. Juicy Lucy Burger (PH 198. 00) – This dish is the shish in Singling. This burger is their best-selling Western dish. The burger bun was presented in a unique way. It was like joint panels formed like a flower. Outside the burger were cabbage strips, a tomato slice and a cucumber slice topped with Thousand Islands dressing.These vegetables were also in the burger, but the tomato ND the cucumber were doubled, and instead of cabbage strips, the burger had a whole crunchy cabbage leaf. The vegetables and the % pound beef patty are drizzled with mustard. The patty looks ordinary, but once you begin eating it, little by little you can notice the melted cheese inside it. It is not a usual patty, I swear, it was spicy and cheesy at the same time. The cheese compliments the spiciness of the patty (with spiciness I meant full of spices). Braised Pork Belly with Steamed Rice (PH 188. 0) – The Braised pork belly and the Rice were served separately. The dish looked plainly presented with pork Cuts, brown sauce and spring onions that added a green accent to it. Its sauce is brownish and smooth. It is quite salty and resembles the taste of Showing's Sad Sauce. The pork was still quite tough making it hard to chew. The rice goes well with the dish because it helps lessen the saltiness of the sauce. However, it is disgusting that I have already swallowed the rice yet the pork stayed in my mouth because it was difficult to chew. Cereal Shrimp (PH 298. 0) -? Looking through the menu, this dish struck me cause I have not yet tried Shrimps with Cereals. The dish was served with 3 Fried shrimps and a significant amount of oats as topping. With the oats almost overwhelming the shrimps, the dish was significantly color light brown with orange and green touches because of the shrimps and the curry leaves respectively. Began peeling the shrimps and noticed that it looks well-cooked even from the outside, and I just verified it when I tasted it. It tasted like plain shrimp until I tried it with the oats. It tasted buttery, and the oats were crunchy.

Education in Britain Essay

?Each child in England at the first school term after their third birthday, is entitled to 15 hours per week free childcare funding. This entitlement is funded by the government through the local council. The Early Learning Goals cover the main areas of education without being subject driven. These areas include Personal, social and emotional development (prime area) Communication and Language (prime area) Physical education (prime area) Literacy (specific area) Mathematics (specific area) Understanding the World (specific area). Expressive Art & Design (specific area) Until the mid-1980s, nursery schools only admitted pupils in the final year (three terms) leading up to their admission to primary school, but pupils now attend nursery school for four or five terms. It is also common practise for many children to attend nursery much earlier than this. Many nurseries have the facilities to take on babies, using the ‘Early Years Foundation Stage’, framework as a guide to give each child the best possible start to becoming a competent learner and skillful communicator. A primary school (also Elementary school) an school which where children receive primary or elementary education between the ages of about five to about eleven, coming before secondary school and after preschool. It is the first stage of compulsory education in most parts of the world, and is normally available without charge, but may be a fee-paying independent school. In England and Wales secondary school is for children from the ages of 11 to 18. After 11 years of compulsory education ends, and young people can decide whether to continue their studies further at school or sixth form college, or leave the education system. After five years of secondary education, at the age of 16, pupils take the General Certificate of Secondary Education (GCSE) examination. When they are in the third or in the forth form, they begin to choose their exam subjects and prepare for them. After finishing the fifth form pupils can make their choice: they may either leave school  and go to a Further Education College or continue their education in the sixth form. Those who stay at school after GCSE, study for 2 more years for â€Å"A’ (Advanced) Level Exams in two or three subjects which is necessary to get a place at one of British universities. The typical first degree offered at English universities is the bachelor’s degree, and usually lasts for three years. Many institutions now offer an undergraduate master’s degree as a first degree, which typically lasts for four years. During a first degree students are known as undergraduates. The difference in fees between undergraduate and traditional postgraduate master’s degrees (and the possibility of securing LEA funding for the former) makes taking an undergraduate master’s degree as a first degree a more attractive option, although the novelty of undergraduate master’s degrees means that the relative educational merit of the two is currently unclear. Some universities offer a vocationally based foundation degree, typically two years in length for those students who hope to continue on to a first degree but wish to remain in employment. Postgraduate education Students who have completed a first degree are eligible to undertake a postgraduate degree, which might be a: Master’s degree (typically taken in one year, though research-based master’s degrees may last for two) Doctorate (typically taken in three years) Postgraduate education is not automatically financed by the state.

Criticize Elizabeth Anderson's Claim that the Autonomy of Women will Essay

Criticize Elizabeth Anderson's Claim that the Autonomy of Women will be Promoted by Banning Commercial Surrogacy Contracts - Essay Example If the intended mother has the ability to produce eggs that are fertile but is unable to carry the pregnancy then gestational surrogacy can be used. In this process, the egg of the intended mother would be removed and combined with that of the husband or a sperm from another man and finally implanted in the replacement mother. Surrogacy arrangements can be either altruistic or commercial. In altruistic surrogacy, the surrogate mother would be compensated for expenses incurred or sometimes not paid at all. On the other hand, the surrogate would be paid all expenses incurred during the entire period of the pregnancy plus a fee in commercial surrogacy. In this surrogacy, the surrogate mother and the adoptive parents come up with a commercial surrogacy contract that regulates their relationship for the entire period of the pregnancy. Criticism I disagree with Elizabeth Anderson’s claim that the autonomy of women would be promoted by banning commercial surrogacy contracts. As a mat ter of fact, commercial surrogacy has enabled many infertile couples in the entire world to have children. There exist few children for adoption and even the requirements for one to qualify as an adoptive parent are hard to meet. Therefore, commercial surrogacy remains the only hope for some individuals to get children and make up families. It is the only humane answer to the infertility problem. Infertility is extremely common in the world; it affects approximately one out of seven couples. This problem is likely to increase since more women are entering a time consuming workforce, and thus delay the process of giving birth to a later age when fertility challenges are exceedingly rampant (Richards 78). Consequently, adoption does not sufficiently meet the desires of infertile couples wishing to have a baby. There exist no biological link between the couple and the adopted baby; they would be forced to wait between three and seven years to adopt an infant. This has contributed to a call for another reproductive option. Moreover, abortion and the use of contraceptives have led to a serious shortage in the number of adoptable babies. If we follow Elizabeth Anderson’s argument, then we leave many infertile couples without children. Commercial surrogacy is not a practice of baby selling as Anderson argues. It is a contract to bear a child but not to sell the child. The payment to a surrogate is just a fee for the services just similar to the fees paid to doctors and lawyers for their services. The banning of commercial surrogacy will be infringing on ones constitutional right to engage into a contract freely. The society is always at peace when the liberty of its members becomes maximized. Women and the entire society benefit from the freedom of choice that would be offered through surrogacy. Since people would not be forced into the contract, they engage willingly; no one should attempt to stop them. In a rights based culture, commercial surrogacy contract s would be supported since every woman has the right to procreate. She also has the right to demand compensation for expenses incurred during the gestation period. All parties benefit in a surrogacy arrangement that is successful. The intended parents go home with a cherished child while the surrogate mother gets monetary reward for her work (Richards 71). The money the surrogate mot

The Death Penalty Research Paper Example | Topics and Well Written Essays - 1250 words

The Death Penalty - Research Paper Example Summary of the major issues, concepts and distinctionsThe death penalty is not a new phenomenon in the society, and it has been in existence over the last decades. Even today, many nations still practice death penalty including the US, who believes to be the human rights advocates. This was witnessed when it hanged the Iranian president, Saddam Hussein. There are still lingering and unanswered question regarding the death penalty. Many people believe that the continuous existence of death penalty in the 21st century compromises the role of the justice system. For instance, the justice system was established with the desire for rehabilitation but not retribution (Norman, 1995). Therefore, it is unconvincing to kill a convict because the justice system has made a judgment. To many people, the death penalty is immoral and unethical. Life is un-alienated right that everyone should enjoy. Hence, human rights activists believe that taking ones right more so natural right is immoral and une thical.The justice system of any nation has a role of rehabilitating the offenders so that they don't repeat the same crime. Because of this, the convicts are given another new chance to re-evaluate themselves and start a new life. Imposing death penalty on criminals is an indication of failed justice system as it is an unethical practice. As much as a person who commits capital offenses deserves capital punishment, the death penalty is harsh and compromises the role of humanity as well as natural rights (Norman, 1995).

Discuss how the concept of affect can be integrated into a usability Essay

Discuss how the concept of affect can be integrated into a usability study - Essay Example isciplinary valuable meta-theory involving interactions involving feeling and cognition which has several useful implications for daily life, contemporary media, marketing, political affairs, psychology and sociology. Hence the concept of affect is a comprehensive psycho-somatic condition analogous to a particular goal-directed example of energy utilization. (Sobiesiak, Jones, and Lewis, 2008, 283) Affect can be small or long-term, weak or strong, sensible or insensible. The word usability was initially used nearly ten years ago in place of the expression â€Å"user friendly â€Å"that had obtained an undesirably indistinguishable and prejudiced implication. Usability is the evaluation of the eminence of an individual’s understanding while working with content or services. Following are the 3 different views explaining how usability can be evaluated: This paper describes a real-life example of integration of concept of affect and usability in new media i.e. autonomic system with strong ease-of-use characteristics. This system, the IBM DB2* Universal Database* (UDB) Version 8.1 autonomic computing system, employs a number of usability features combined with autonomic technologies to deliver an administrative interface unlike anything else in the industry. Autonomic computing is all about self-managing systems. It is amongst the best examples of integration of affect and usability in new media. At the core of the autonomic computing initiative is the concept that computers need to be more self-configuring, self-healing, self-optimizing, and self-protecting in order to reduce the overall complexity of a system. Autonomic computing is described as a "closed loop" system, which includes a "monitor-analyze-plan-and-execute" process in order to make decisions. (Smith, A. 2007, 378) From ease-of-use perspective, autonomic computing offers a leap forward in the following ways: Rarely does an IT component work "out of the box." As part of the installation process, there is